scholarly journals Accessibility in Teaching Assistant Training: A Critical Review of Programming from Ontario’s Teaching and Learning Centres

2015 ◽  
Vol 6 (2) ◽  
Author(s):  
Marie Vander Kloet
Keyword(s):  
Teaching And Learning ◽  
Teaching Assistant ◽  
University Education ◽  
Research Writing ◽  
Persons With Disabilities ◽  
Discursive Analysis ◽  
Teaching Assistant Training ◽  
Personnes Handicapées ◽  
Online Texts ◽  
The University

It is increasingly understood that university education must be accessible to persons with disabilities. The responsibility to make the university accessible is arguably shared by all of us and yet, the extent to which it has become fully accessible is certainly suspect. By undertaking qualitative, discursive analysis of websites, online texts and other materials provided by Ontario’s teaching and learning centres, this paper seeks to do two things. First, it provides a critical overview of the types of training currently available at Ontario universities for teaching assistants on accessibility and teaching. This review will outline initiatives directed towards compliance with Accessibility for Ontarians with Disabilities Act (AODA) requirements, those focused on education and advocacy (as well as areas of overlap) and broader equity training which encompasses accessibility. Second, this paper, considering the content of the reviewed material and informed by critical disability studies, offers up an articulation of future directions for research, writing, advocacy, and training on teaching assistant development on accessible teaching. Il est de plus en plus accepté que l’éducation universitaire doit être accessible aux personnes handicapées. Certes, la responsabilité de rendre l’université accessible est partagée par tous et pourtant, la mesure dans laquelle celle-ci est devenue totalement accessible est sans nul doute suspecte. Après avoir entrepris des analyses qualitatives et discursives de sites web, de textes en ligne et d’autres documents fournis par des centres d’enseignement et d’apprentissage de l’Ontario, on cherche dans cet article à accomplir deux choses. Tout d’abord, l’article présente un aperçu critique des types de formation disponibles à l’heure actuelle dans les universités de l’Ontario à l’intention des enseignants auxiliaires sur l’accessibilité et l’enseignement. Cet examen va décrire les initiatives mises en place en vue de répondre aux exigences de la Loi sur l’accessibilité pour les Ontariens handicapés, ainsi que celles qui se concentrent sur l’éducation et la promotion des intérêts (et sur des domaines qui se chevauchent) et celles qui se rapportent à une formation plus vaste sur l’équité qui englobe l’accessibilité. Ensuite, prenant en considération le contenu des documents examinés et des études critiques sur la situation des personnes handicapées, l’article offre des propositions de directions futures pour la recherche, la rédaction, la promotion des intérêts et la formation en vue du développement professionnel des enseignants auxiliaires en matière d’enseignement accessible.

Hindrance to the Integration of e-learning Adoption in Nigerian Universities

GIS Business ◽  
2019 ◽  
Vol 14 (5) ◽  
pp. 21-28
Author(s):  
Abasiama G. Akpan ◽  
Chris Eriye Tralagba
Keyword(s):  
Teaching And Learning ◽  
Case Study Research ◽  
University Education ◽  
Learning Approach ◽  
University System ◽  
Electronic Learning ◽  
E Learning ◽  
Nigerian University ◽  
The University

Electronic learning or online learning is a part of recent education which is dramatically used in universities all over the world. As well as the use and integration of e-learning is at the crucial stage in all developing countries. It is the most significant part of education that enhances and improves the educational system. This paper is to examine the hindrances that influence e-learning in Nigerian university system. In order to have an inclusive research, a case study research was performed in Evangel University, Akaeze, southeast of Nigeria. The paper demonstrates similar hindrances on country side. This research is a blend of questionnaires and interviews, the questionnaires was distributed to lecturers and an interview was conducted with management and information technology unit. Research had shown the use of e-learning in university education which has influenced effectively and efficiently the education system and that the University education in Nigeria is at the crucial stage of e-learning. Hence, some of the hindrances are avoiding unbeaten integration of e-learning. The aim of this research is to unravel the barriers that impede the integration of e-learning in universities in Nigeria. Nevertheless, e-learning has modified the teaching and learning approach but integration is faced with many challenges in Nigerian University.

scholarly journals University Students Academic Usage of Facebook. Case Study: Licence 2 English Students, Mostaganem University

2019 ◽  
Author(s):  
Amel Ghermaoui
Keyword(s):  
University Students ◽  
Social Networking Sites ◽  
Teaching And Learning ◽  
Effective Means ◽  
Large Population ◽  
University Education ◽  
Future Research ◽  
Academic Knowledge ◽  
Learning Platforms ◽  
The University

last decade has witnessed the rapid popularity of social networking sites like Facebook and College students constitute a large population of Facebook users. Advancement in telecommunication and information technology has resulted in a tremendous impact on teaching and learning. Accordingly, university education has started to benefit from online learning platforms. The revolutionary progress that the internet has known is giving a modern dimension to the teaching process, thus, facilitating university students' learning. The purpose of this study is to evaluate the extent to which Facebook can be an effective means to distribute academic content to university students. Department of English of Mostaganem University is involved in this study. The Study combines quantitative with qualitative types of research. Quantitate research involves distributing a survey in the form of a questionnaire among License 2 students department of English as well as teachers to examine to what extent Facebook can be used for academic purposes. Qualitative research is dedicated to the analysis and observation of studens’ Facebook group page. The results showed that Students confirm that Facebook is a useful tool to distribute and share academic knowledge yet there are still many obstacles that hinder its use at the university context. On another hand, the present research suggests some helping solutions to enhance Facebook educational use among university students and their teachers. Future research may include a larger population from every Department of Mostaganem University to ensure generalizability of the study’s findings.

A collaborative approach to developing transferable teaching skills among student workshop facilitators

2020 ◽  
Vol 13 ◽  
pp. 100-110
Author(s):  
Elizabeth Ismail ◽  
Laura Chittle
Keyword(s):  
Teaching And Learning ◽  
Online Survey ◽  
Teaching Assistant ◽  
Leadership Capacity ◽  
Pedagogical Knowledge ◽  
Teaching Skills ◽  
Collaborative Approach ◽  
Structured Interviews ◽  
Knowledge And Skills ◽  
The University

The teaching assistant program at the University of Windsor facilitates opportunities for students to develop leadership capacity, creativity, and pedagogical knowledge. This study explored the skills that student workshop facilitators were developing and/or enhancing, and how these skills might be used outside of teaching-related duties. Data from former student workshop facilitators were collected through an online survey (n = 15) and semi-structured interviews (n = 6). The results indicated that participants developed a range of teaching-related skills through leading teaching and learning workshops. The knowledge and skills facilitators garnered often resulted in them being perceived as teaching and learning leaders amongst their peers. Further, participants emphasized that leading workshops provided a unique opportunity to practice, increased their confidence, and led them to apply their skills in academic and non-academic endeavours.   Le programme d’assistanat d’enseignement de l’Université de Windsor aide les étudiants à acquérir des compétences en matière de leadership, de créativité et de connaissances pédagogiques. Dans notre étude, nous nous penchons sur les compétences que les étudiants animateurs d’ateliers ont assimilées ou affinées et nous nous demandons comment ces acquis peuvent être transposés à d’autres tâches en dehors de l’enseignement. Au moyen d’un sondage en ligne (n = 15) et d’entrevues semi-structurées (n = 6), nous avons recueilli les données provenant d’étudiants ayant animé des ateliers. Les résultats indiquent que les répondants ont développé diverses compétences liées à l’enseignement en animant des ateliers portant sur l’apprentissage et sur l’enseignement. Grâce aux connaissances et aux compétences acquises, les animateurs étaient souvent considérés par leurs pairs comme des leaders en matière d’apprentissage et d’enseignement. De plus, les répondants ont souligné le fait que l’animation d’atelier leur avait donné l’occasion d’exercer leur pratique, de gagner en confiance et d’appliquer leurs compétences en contexte universitaire et non universitaire.

scholarly journals EVALUATION STANDARD FOR INSTITUSIONAL EVALUATION OF OPEN UNIVERSITY

2009 ◽  
Vol 4 (1) ◽  
pp. 14-26
Author(s):  
Bowon Kim ◽  
Chang Yeul Yang
Keyword(s):  
Teaching And Learning ◽  
Learning System ◽  
University Education ◽  
Open University ◽  
Evaluation Standards ◽  
Evaluation Standard ◽  
The Past ◽  
University Evaluation ◽  
The University ◽  
Korean Universities

This study is to develop the standards and indexes for evaluating the open university as an institution. Having successfully taken root in their societies since their launching, Asian open universities now need to further up their teaching and learning system which demands a rigid evaluation and assessment of a university as an institution. For the past ten years, Korea National Open University (KNOU) was evaluated twice by Korean Council for University Education (KCUE), which is in charge of the evaluation of the Korean universities; the result was not so satisfactory. It was because its evaluation standards and indexes were not appropriate for KNOU as an open university. They were primarily for the conventional universities. Thus KNOU needed its own assessment indexes, and this is a research looking for the proper ones for evaluating KNOU within the frame of university evaluation in Korea. Other open universities in Asia also have experienced or will face such problems in terms of the university evaluation. The result of this research will be helpful not only for KNOU but for other Asian open universities preparing for the university evaluation.

scholarly journals TEACHING ASSISTANT TRAINING TO ENHANCE GRADUATE ENGINEERING EDUCATION

2015 ◽  
Author(s):  
Susan Caines ◽  
Leonard Lye ◽  
Mohammed Raju Hossain
Keyword(s):  
Graduate Students ◽  
Student Teaching ◽  
Teaching And Learning ◽  
Teaching Assistant ◽  
Roles And Responsibilities ◽  
Online Tools ◽  
Teaching Assistant Training ◽  
New Graduate ◽  
Current Program ◽  
Ta Training

Graduate student teaching assistant (TA) training is a one-day intensive program at Memorial University’s Faculty of Engineering and Applied Science that introduces new graduate students to the roles and responsibilities of being an effective TA. This program uses online tools, case studies and theory discussions to orient new TA's to teaching and learning practices. A recent survey of graduate students taken after completion of the TA training led to modification of the current program. This paper will outline the program, proposed changes to the program and demonstrate how adapting student feedback can contribute to continuous improvements in student education.

scholarly journals Choice of Professional and Educational Route in High School Students with Disabilities: University Education in the Context of Motivation and Needs

2018 ◽  
Vol 23 (2) ◽  
pp. 42-49 ◽  
Author(s):  
V.Z. Kantor ◽  
A.P. Antropov ◽  
T.G. Gdalina
Keyword(s):  
Higher Education ◽  
High School Students ◽  
Students With Disabilities ◽  
University Education ◽  
Motor Impairments ◽  
School Students ◽  
Special Equipment ◽  
Persons With Disabilities ◽  
The University ◽  
Senior Students

The article presents the results of a questionnaire survey in the context of the idea of continuity of school and university education of persons with disabilities. 90 senior students with visual, hearing and motor impairments were the respondents of the survey. The purpose of the survey was to study the motives, preferences and needs of school graduates among disabled people, which determine the choice of their vocational and educational route. The survey reveals features of motivation for professional choice of various categories of enrollees with disabilities and its informational support; assesses the level of these enrollees needs in helping by career counselors; identifies the preferred forms of higher education by persons with disabilities; characterizes the needs of people with disabilities in special equipment and services in obtaining higher education, as well as in adaptation of educational programs in the university. The resulting practical-oriented conclusions concern both purpose and content of the work with disabled enrollees from among school graduates as well as approaches to the organization of higher education for persons with disabilities.

scholarly journals Professionalizing Pre-Service Biology Teachers’ Misconceptions about Learning and the Brain through Conceptual Change

2018 ◽  
Vol 8 (3) ◽  
pp. 120 ◽  
Author(s):  
Finja Grospietsch ◽  
Jürgen Mayer
Keyword(s):  
Learning Styles ◽  
Conceptual Change ◽  
Teaching And Learning ◽  
Long Term Potentiation ◽  
University Education ◽  
Practical Training ◽  
Biology Teachers ◽  
University Course ◽  
The University ◽  
The Brain

Scientific concepts of learning and the brain are relevant for biology teachers in two ways: Firstly, the topic is an object of instruction (e.g., long-term potentiation). Secondly, biology teachers must guide their students towards sustainable learning. Consequently, their own understanding of learning and the brain has an especially far-reaching influence on students. Pre-service biology teachers endorse so-called “neuromyths,” misconceptions on the subject of learning and the brain (e.g., the existence of learning styles) even though they cover neuroscientific content during their studies. These misconceptions remain relatively stable throughout university education and practical training. In this paper, we transfer the teaching and learning model of conceptual change to the university context. We investigate whether and to what extent a university course developed in accordance with a professional conceptual change model can reduce pre-service biology teachers’ endorsement of neuromyths. In a pre-post-design, 57 university students were asked about their professional knowledge, beliefs, neuromyths, and perception and utilization of the university course. We found a positive effect of the intervention on all three elements of students’ conceptual understanding. The results show that explicitly refuting misconceptions about learning and the brain (e.g., via conceptual change texts) helps to professionalize neuromyths.

scholarly journals The University – a Space for Building Community and Trust

2019 ◽  
Vol 9 (2/1) ◽  
Author(s):  
Stanisław Chrobak
Keyword(s):  
Teaching And Learning ◽  
Academic Community ◽  
Social Needs ◽  
University Education ◽  
Current Status ◽  
Whole Person ◽  
Future Challenges ◽  
Building Community ◽  
Spiritual Potential ◽  
The University

The University is constantly subject to a process of intense transformations. The diversity of social needs and expectations towards university education requires that the academic community analyze its current status, future challenges and consider initiatives that address these challenges. Thus, emphasizing the significance of universitas, as a community of teaching and learning (universitas studiorum et studentium), it is worth investigating how to build this community without losing fundamental values in massive studies. The university fulfills its own purpose when in a specific community that employs scientific creativity and research, it leads a person to development of their versatile spiritual potential of mind, will, heart, and a formation of the whole person.

scholarly journals Approaches to Learning among Deaf Students at the University of Education, Winneba

2016 ◽  
Vol 4 (9) ◽  
Author(s):  
Daniel Fobi ◽  
Dr. Alexander M. Oppong
Keyword(s):  
Study Skills ◽  
Teaching And Learning ◽  
Approaches To Learning ◽  
University Education ◽  
Learning Approaches ◽  
Deaf Students ◽  
Approach To Learning ◽  
Strategic Approach ◽  
The University ◽  
Higher Institutions

This survey explored the learning approaches among deaf students at the University of Education, Winneba (UEW), Ghana. Data were gathered from 31 out of 41 undergraduate deaf students. Participants were randomly sampled from levels 100, 200, 300 and 400. Data were gathered through the Approaches and Study Skills Inventory for Students (ASSIST, 1998). Data were analysed using descriptive statistics. Findings of the study suggest that participants preferred strategic approach to learning followed by the deep and surface approaches to learning in that order. The study recommended that further investigation be done using longitudinal study in various higher institutions in Ghana. Such a study should examine whether the approaches to learning among deaf students change over time as they go through their university education. The study recommended that in the teaching and learning process, lecturers in the Department of Special Education, UEW need to take into consideration the learning approaches (deep, surface, and strategic) employ to study and plan their teaching to meet such students and should teach each student since deaf students at the university.

scholarly journals Assessment and verification: A higher education perspective

2021 ◽  
Vol 15 (3) ◽  
pp. 425-431
Author(s):  
Afzal Sayed Munna
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Structured Interview ◽  
University Education ◽  
Education Assessment ◽  
Higher Education Assessment ◽  
University Reputation ◽  
University Experiences ◽  
Higher Educational ◽  
The University

The term Assessment and Verification is an integral part of the student achievement and considered as a fundamental function of higher education. Assessment and verification confirm and assures the academic integrity and standard which has a vital impact on student behaviour, colleagues’ involvements, the university reputation and finally the student’s future lives. The research aimed to explore various academic and industry-based literatures to analyse the importance of assessment and verification and to identify areas to ensure reliability in assessment by testing skills and knowledge. The research used experimental research methods (primarily reflection) using literary forms to analyse the theory with the reinforcement of the practice from the university experiences. It also has collected data using semi-structured interview from mutually agreed department colleagues from five different higher educational institutes consists of three universities and two alternative providers based in London, United Kingdom. The result showed that assessment in higher educational institutes have not kept pace with the changes and no longer justify the outcomes we expect from a university education in relation to wide-ranging knowledge, skills, and employability.  The research findings enable the educators to help create and implement an inclusive teaching and learning environment to improve the learner’s expectation and academic performance.

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