THE NEXUS BETWEEN LOGIC AND GENERAL STUDIES

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
M. S. C. OKOLO ◽  
O. G. F. NWAORGU
Keyword(s):  
Teaching And Learning ◽  
Comparative Method ◽  
Philosophical Analysis ◽  
Tertiary Institution ◽  
Knowledge Based ◽  
Rules And Principles ◽  
General Studies ◽  
The University ◽  
Effective Teaching And Learning ◽  
Fallacious Reasoning

Logic, a branch of philosophy, is essentially concerned with one’s ability to reason well. It provides structured rules and principles that act as guides for effective reasoning. As such the correctness or incorrectness of any kind of reasoning can easily be verified by subjecting them to logical techniques and methods. The paper conceptualises general studies as a set of prescribed courses available in a Nigerian tertiary institution, outside a student’s area of specialisation that must be registered for and passed, usually, in the first and second years of study. The essence is to ensure that students experience balanced, rounded education and to ensure that scholarship is made relevant to the pressing needs of the society. The paper locates the bond between logic and general studies based on the fact that logic permeates all the courses taught as General Studies and, indeed, all the courses taught in the university be it medicine, geography, architecture. In a knowledge-based environment, the need for effective communication is critical and inevitable. This means that both in the delivery of knowledge as well as its acquisition, care should be taken to avoid fallacious reasoning and deception by the slippery nature and use of words. It is for this reason that a rudimentary knowledge of logic is a prerequisite for every discipline. The paper adopts an analytical and comparative method. Philosophical analysis and reflection are applied in order to evaluate and highlight the importance of logic to other disciplines. Its comparative character helps to demonstrate why logic, and no any other discipline, is most suited to act as the foundation for all other disciplines. In all, the paper demonstrates that for effective teaching and learning to take place in other disciplines, logic is essential. It also underscores the strong nexus between logic and general studies. Finally, it shows how logic can help in enriching other disciplines.    

Blending Conventional Methods with Emerging Flight Simulation Technology as Tools for Effective Teaching and Learning Experiences in Aerospace Engineering

2014 ◽  
pp. 21-39
Author(s):  
Noor A. Ahmed
Keyword(s):  
Teaching And Learning ◽  
Well Being ◽  
Flight Simulation ◽  
Aerospace Engineering ◽  
Human Beings ◽  
Wealth Creation ◽  
South Wales ◽  
Conventional Methods ◽  
The University ◽  
Effective Teaching And Learning

Engineering is about wealth creation for the comfort and well-being of human beings. In this context, the process and experiences associated with teaching and learning of engineering concepts are pivotal in sustaining and advancing the progress of modern day civilization. However, the teaching of aerospace engineering is not easy and fraught with difficulties, as the students have to be provided with the opportunity to develop their creative skills while retaining a professional and practical base. It is also important to proactively harness the available and emerging technologies to greater effect in the learning process. At the University of New South Wales in Australia, the authors have approached the teaching and learning in undergraduate aerospace engineering from a non-conventional perspective to prepare students to be creative and become practically oriented for productive employment in the very competitive world of today. They have been experimenting and refining what is generally known as the “advanced project design study concept” used in some aerospace industries and incorporated it as an integral component in aerospace engineering studies. In the process, the authors have blended conventional methods with flight simulation as methods of enquiry and investigation. The feedback, support, and encouragement that they have received from industries, the potential employers of students, have been very positive. This chapter outlines the basic philosophies behind the authors’ approach and the methodologies and technologies used in achieving the desired outcomes.

Stepping Out of the Classroom and up the Ladder of Learning

2004 ◽  
Vol 18 (1) ◽  
pp. 11-22 ◽  
Author(s):  
Sarah Cooper ◽  
Colin Bottomley ◽  
Jillian Gordon
Keyword(s):  
Teaching And Learning ◽  
Entrepreneurship Education ◽  
Development Project ◽  
Business Development ◽  
Full Time ◽  
Traditional Lecture ◽  
Venture Management ◽  
Vital Component ◽  
The University ◽  
Effective Teaching And Learning

Academics in the field of entrepreneurship education are increasingly aware that, while class-based knowledge input is a vital component of learning, the traditional lecture-based, didactic methods of teaching and learning alone are insufficient. In an attempt to achieve ‘real, active learning’ various interactive techniques have been developed, one of which is to provide opportunities for students to ‘see, touch and feel’ entrepreneurship at first hand by working alongside practising entrepreneurs. An example of this approach is the Venture Management programme of the Hunter Centre for Entrepreneurship at the University of Strathclyde, in which students from a broad spectrum of disciplines work with an entrepreneur on a business development project. This paper presents an evaluation of the programme to date, and considers its benefits and shortcomings from the perspectives of both students and entrepreneurs. The findings of the evaluation are now shaping the future development of this programme and also of ‘Implementing Entrepreneurship’, a new elective programme in which individual students work full-time for eight weeks on a business development project with an entrepreneur. Lessons from the innovative programmes offered by the Hunter Centre will help to inform the wider debate about effective teaching and learning programmes in entrepreneurship education.

scholarly journals CONSIDERATIONS FOR DEVELOPING EVALUATIONS OF ONLINE COURSES

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Sue D. Achtemeier ◽  
Libby V. Morris ◽  
Catherine L. Finnegan
Keyword(s):  
Effective Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Course Evaluation ◽  
Assessment Instruments ◽  
Evaluation Instrument ◽  
Educational Benefits ◽  
University System Of Georgia ◽  
The University ◽  
Effective Teaching And Learning

Exploration of how to assure effective teaching and learning online is extremely important and timely as many institutions seek to maximize the educational benefits from this constantly developing technology. This study categorizes principles gathered from an extensive review of the literature focusing on current best practices for effective teaching and learning in online courses. It compares the presence of those principles in items gleaned from a review of assessment instruments currently in use by thirteen Georgia institutions and several national online courses. Results, which were used to inform the revision of the University System of Georgia eCore course evaluation instrument, provide a rubric for assessing and informing other instruments used to evaluate online course instruction.

Integrated Design of Web-Platform, Offline Supports, and Evaluation System for the Successful Implementation of University 2.0

2010 ◽  
pp. 533-551
Author(s):  
Soyoung Kim ◽  
Minyoung Kim ◽  
Junhee Hong
Keyword(s):  
Evaluation System ◽  
Teaching And Learning ◽  
Integrated Design ◽  
Successful Implementation ◽  
Evaluation Systems ◽  
Knowledge Based ◽  
Social Technologies ◽  
The University ◽  
Web Platform

University 2.0 is a collaborative way of constructing and sharing knowledge, based on epistemological and social technologies to amplify the effect of interaction and participation at higher education settings. In this case study, Web 2.0 social technologies were implemented to improve teaching and learning performances by integrating user-centered interactive platform, offline support strategies, and evaluation systems. The interactive web-platform is the essence of University 2.0 and enables the various interested parties to practice the 2.0 spirits of openness, sharing, and participation. In order to make learning based on the web-platform more effective and efficient, offline supports such as learning cells, learning facilitators, and learning spaces should be supplemented. The CIPP model was employed to monitor all processes of the University 2.0 project, to guide developers to the next steps, to attract attention from faculty members and students, and to derive consensus among them.

Educating professionals

2014 ◽  
Vol 22 (1) ◽  
pp. 107-127 ◽  
Author(s):  
Ilse Lubbe
Keyword(s):  
Teaching And Learning ◽  
Focal Point ◽  
Multiple Roles ◽  
Accounting Education ◽  
Content Type ◽  
The University ◽  
Effective Teaching And Learning ◽  
Practical Implications ◽  
Insight Into

Purpose – The purpose of this study is to describe the multiplicity of the role of the Accounting academic as a knowledge agent: in terms of the discovery of new knowledge and its recontextualisation into pedagogy, as well as effective teaching and learning in the field of Accounting. Design/methodology/approach – Through a literature review and the collection of qualitative data (using purposive sampling), this study describes the Accounting academic’s role as a knowledge agent, as viewed by Accounting academics and professional accountants, with the aim of providing insight into the tensions that exist in the education of professionals. Findings – The data collected in this study indicate that Accounting academics find themselves torn between their different roles: those of researcher and teacher. Accounting academics do not feel valued in their role as teachers, as at the university, more emphasis is placed and promotion is based on research, yet the Accounting profession places more value on their teaching and scholarship role. Practical implications – There is an urgent need in professional Accounting education (trapped within a multiple principal paradigm) for some fundamental re-thinking of the focal point of research, and the knowledge agency of academe, particularly within a developing economy, such as South Africa. Originality/value – The value of this paper is in its identification and description of the tensions experienced in the education of professional accountants. The university and profession are urged to value, acknowledge and reward the multiple roles of Accounting academics.

scholarly journals Japanese culture and emotional intelligence for improved teaching-learning

2016 ◽  
Vol 6 (8) ◽  
Author(s):  
Mohamed Zouhaier Soltani
Keyword(s):  
Teaching And Learning ◽  
Graduate Training ◽  
Japanese Culture ◽  
Competitive Pressure ◽  
Academic Institutions ◽  
Emotional Skills ◽  
Knowledge Based ◽  
Teaching Learning ◽  
The University

The role and use of science and the academic institutions in charge of it are no longer limited to the knowledge taught to students. Universities must strengthen their scientific capacities and ensure that the sciences adapt to emerging needs, regions, economic and social. The university sees itself as the leading supplier in the knowledge supply chain through internship students, graduates and researchers who make up its customers. The new culture gives the University a dual scientific and commercial role. The first is knowledge-based and the second is commercial in nature since students invest in their studies (first customers) and employers (end users), under competitive pressure, demand more and more quality in graduate training. In this regard, academic institutions, aware of this new culture, strive to put in place the tools and practices to guarantee better quality by drawing inspiration from those of quality management in industry in addition to recent educational reforms that emphasize the role of emotional skills in teaching and learning.

scholarly journals Instructional Design Applied by Teachers Affects Library Utilization

2014 ◽  
Vol 4 (1) ◽  
Author(s):  
Judy-Ann Ong Ferrater-Gimena ◽  
Roselita Rafols Doming
Keyword(s):  
Instructional Design ◽  
Teaching And Learning ◽  
Library Science ◽  
Library Services ◽  
Learning Needs ◽  
University Libraries ◽  
Library Resources ◽  
The University ◽  
Effective Teaching And Learning ◽  
Correlation Design

University libraries support the learning needs of students. Library resources and services are important tools for effective teaching and learning. However, there are various influences that affect the motivation of the university to use the library. The study assessed the level of awareness and extent of utilization of the library services and resources at the University of Cebu-Banilad as perceived by its faculty and students. The researcher was prodded to conduct the study because, at present, the utilization of the library services and resources is at a lower level compared to the ideal and the intended users of this academic facility were not even aware of the existence of the some of the library services. This research utilized the descriptive correlation design and used the researcher-made questionnaire as a tool of data collection. A total of 531 respondents comprised of 151 faculties and 380 students. It was concluded that the utilization of the library system as a whole was primarily influenced by varying factors. Foremost of these factors is instructional design utilized by the teacher. Keywords – Library science, current awareness services, instructional design, library promotion, strategies, library resources, descriptive design, Cebu City,Philippines

scholarly journals Management and Control of Classroom for Effective Teaching-Learning Process in Tertiary Institutions: Policy Implications

2019 ◽  
Vol 9 (4) ◽  
pp. 87
Author(s):  
Amos Oyetunde Alabi
Keyword(s):  
Effective Teaching ◽  
Learning Process ◽  
Teaching And Learning ◽  
Policy Implications ◽  
Tertiary Institution ◽  
Tertiary Institutions ◽  
Lecture Room ◽  
Teaching Learning ◽  
And Control ◽  
Effective Teaching And Learning

The paper examines the importance of management and control of the classroom for effective teaching-learning process in tertiary institutions. Classroom or lecture room is one of the most important facilities in tertiary institutions being the pedagogical home of instruction. Lecture room may be physical as in the case of a four-wall room and it may be abstract as in the case of on-line teaching.Classroom management and control are affected by psychosocial, physical and teaching methods. Each of those factors plays a very significant role in the management and control of class/lecture room for effective teaching-learning process. Each of them can make or mar the teaching-learning process depending on how the lecturer understands and handles them.The paper, however, recommends some steps to be taken by lecturers to manage and control the classroom for effective teaching-learning process. Some of these are; the teacher being a model to the students should endeavour to know the students very well and by names, build good, cordial and lively relationship with the learners helps students to develop positive confidence in themselves, prepare well for the lectures, create conducive learning atmosphere in the lecture room and set some rules, among others.The paper considers some policy implications of management and control of the classroom for effective teaching and learning processes on the proprietor, management, staff and students in a tertiary institution.               

scholarly journals Transitions to HE: CBL for non-traditional students

2016 ◽  
pp. 39-42
Author(s):  
Robert Ellis ◽  
Tim Gabriel
Keyword(s):  
Teaching And Learning ◽  
Learning Strategy ◽  
Key Stakeholders ◽  
Development Unit ◽  
Science Community ◽  
World Class ◽  
Non Traditional Students ◽  
The University ◽  
Effective Teaching And Learning ◽  
The Impact

The aim of this paper is to describe the development of contextual based learning resources appropriate to Science Foundation students at the University of Huddersfield. In developing new resources the authors consulted with key stakeholders in the science community. A world class glass manufacturer and an industrially focused research and development unit based in the University of Huddersfield provided input into how industry based scenarios could be developed for use in the curriculum. Teachers from one of the country’s leading sixth form colleges provided examples of effective context based learning in an FE environment. This paper charts how an effective teaching and learning strategy has been tailored for use with Science Foundation students. It provides keyexamples of how context based learning (CBL) has been adapted for use with students of mixed abilities and backgrounds. The paper also highlights some of the problems encountered in developing appropriate resources and presents initial findings of the impact on students.

scholarly journals Project ACTIVate: Innovations from New Zealand

2010 ◽  
Vol 26 (4) ◽  
Author(s):  
Janet Yelas ◽  
Paul Engles
Keyword(s):  
New Zealand ◽  
Teaching And Learning ◽  
Time Frame ◽  
Ministry Of Education ◽  
Tertiary Institution ◽  
The North ◽  
Information And Communication ◽  
Teaching Learning ◽  
Effective Teaching And Learning

<span>This case study discusses a collaborative three year project involving two school clusters located in the North Island and South Island of New Zealand. The project was named </span><em>Project ACTIVate</em><span> and its main thrust was to study how the use of the interactive whiteboard (IWB) combined with teaching, learning and research across schools. The project was also partnered with the Ministry of Education, New Zealand, a tertiary institution, and information and communication technology-related and enterprises. The aim of the research was to develop effective teaching and learning practices using IWB technology in New Zealand classrooms. It was also deemed significant for the project to use the IWB to enhance specific curriculum goals and environments where students and teachers could learn and research as partners in cognitive proximity within schools and across schools. A number of successes and challenges presented themselves during the three year time frame. One aspect of particular importance for education arising from the case study is the future implications for IWB technologies.</span>

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