scholarly journals The Effectiveness of Using Teacher-Teacher Wikis in Collaborative Lesson Planning and Its impact on Teacher’s Classroom Performance

2016 ◽  
Vol 9 (4) ◽  
pp. 186 ◽  
Author(s):  
Samar Yahya Al-Shareef ◽  
Reem Ali Al-Qarni
Keyword(s):  
Teaching And Learning ◽  
Lesson Planning ◽  
Learning Tools ◽  
Classroom Performance ◽  
Elementary Grade ◽  
Working Together ◽  
Characteristic Features ◽  
Study Participants ◽  
Effective Teaching And Learning ◽  
The Impact

<p>The paper highlights the main aspects and characteristic features of teacher-teacher Wikis, which are considered to be the most effective teaching and learning tools. The research studies the effectiveness of using Wikis by teachers during collaborative lesson planning. It also traces the impact of teacher-teacher Wikis on the teachers’ performance in the classrooms. Teaching collaboration has been studied as a crucial element as it involves planning and working together. Three EL teachers for the 5<sup>th</sup> elementary grade in elementary schools in Riyadh were chosen to be the study participants. The research was carried out during a four-week period. In order to collect data and achieve the study’s goal, four tools were used: a questionnaire, observation, interview, and text analysis. The research results proved the idea that using teacher-teacher Wikis in collaborative lesson planning is effective and improves teachers’ performance.</p>

Teaching Philosophy Statements

2020 ◽  
Vol 44 (5) ◽  
pp. 577-587 ◽  
Author(s):  
Melinda Laundon ◽  
Abby Cathcart ◽  
Dominique A. Greer
Keyword(s):  
Teaching And Learning ◽  
Future Research ◽  
Teaching Philosophy ◽  
Teaching Philosophies ◽  
Learning And Teaching ◽  
Promotion And Tenure ◽  
Teaching Awards ◽  
Effective Teaching And Learning ◽  
The Impact ◽  
Learning Analysis

Teaching philosophy statements articulate educators’ beliefs about what makes learning happen. They can be powerful tools in identifying assumptions about teaching, articulating our values as educators, and connecting to a community within and across disciplines. Teaching philosophy statements are often an integral part of job applications, promotion and tenure processes, teaching development, and teaching awards. By developing a philosophy and discussing it with colleagues, educators can improve their practice through the process of reflection, dialogue, and engagement with scholarship of learning and teaching. The recipients of the 2020 JME Lasting Impact Award are companion articles “Philosophy rediscovered: Exploring the connections between teaching philosophies, educational philosophies, and philosophy” and “Finding our roots: An exercise for creating a personal teaching philosophy statement” by Beatty et al. These articles have had a profound and sustained impact on management education and other disciplines by furthering understandings of teaching philosophies and their connection to effective teaching and learning. Analysis of subsequent teaching philosophy statement research identifies three strands of inquiry: how to develop a teaching philosophy, the role of teaching philosophies in graduate education, and the relationship between teaching philosophies and continuous professional development. The impact of the papers and areas for future research are canvassed.

scholarly journals Towards a New Platform Based on Web 2.0 Technologies Supporting Collaborative Clinical Reasoning Behavior Skills

2021 ◽  
Vol 16 (08) ◽  
pp. 106
Author(s):  
Teldja Gherib ◽  
Tahar Bouhadada
Keyword(s):  
Web 2.0 ◽  
Clinical Reasoning ◽  
Teaching And Learning ◽  
Information Need ◽  
Web 2.0 Technologies ◽  
Synchronous Mode ◽  
Complex Skill ◽  
Shared Information ◽  
Working Together ◽  
Effective Teaching And Learning

Clinical Reasoning (CR) is a complex skill that must be learned by students during their training. However, it is difficult to learn and it is not immediately apparent how training should be organized to develop and improve students' clinical reasoning behavior. The use of Web 2.0 technologies in e-learning and e-health provides opportunities to consider effective teaching and learning methods, with an emphasis on collaboration. The importance of collaboration in medical education and practice is growing, and by working together professionals can build a better future. When a shared information need becomes a collaborative site, it is called Collaborative Information Behavior (CIB). To date, there is no system that fully supports CIB in clinical reasoning learning. This paper focuses on studies conducted in the field of CIB. In addition, research related to the clinical reasoning learning in medical pedagogy is also considered. A model dedicated to the design of a collaborative clinical reasoning behavioral environment in synchronous mode is proposed. The proposed model was concretized by a collaborative environment supporting behavioral competencies in collaborative clinical reasoning based on Web 2.0 technologies (MEDcollab), which aims to make student learning visible and accessible to educators.

scholarly journals Qualitative Analysis Of Challenges Facing Head Teachers In Management Of Special Schools In Ghana: Implications For Teacher Retention

2019 ◽  
Vol 8 (2) ◽  
pp. 202-214
Author(s):  
Felix Kwame Kumedzro
Keyword(s):  
Special Education Teachers ◽  
Teaching And Learning ◽  
School Management ◽  
Ministry Of Education ◽  
Special Schools ◽  
Head Teachers ◽  
Qualitative Research Design ◽  
Main Challenge ◽  
Study Participants ◽  
Effective Teaching And Learning

The study attempts to explore the challenges confronting head teachers in the management of special schools in Ghana. The study was conducted using qualitative research design. Nine out of 29 head teachers were sampled for the study. All head teachers stressed that they were confronted with numerous challenges that affect the management of the schools. The main challenge identified by the study participants was that special education teachers in Ghana were not adequately motivated. The study therefore recommended that special incentive packages be instituted for teachers in the schools and that the Ministry of Education should release funds on time to the schools to enable the school management acquires the resources needed for effective teaching and learning in the special schools.

scholarly journals Academic Writing Within An Online Learning Environment: Assessing The Impact Of Peer Evaluation On Lesson Planning, Execution & Assessment

2013 ◽  
Vol 9 (2) ◽  
pp. 115-126
Author(s):  
Karen Sanderson Cole ◽  
Danielle Watson
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Lesson Planning ◽  
English For Academic Purposes ◽  
Peer Evaluation ◽  
Online Learning Environment ◽  
The Impact

Peer evaluation, as a learning strategy, is commonly used among educators in an attempt to promote higher performance goals and improved teaching and learning outcomes through the sharing of complementary proficiencies for a familiar intent. It is commonly viewed as a technique for raising the bar' through exposing educators to alternative perspectives. Within the online learning environment, there is a high degree of isolation among educators involved in the delivery of the same course. Although individuals interact in established teacher forums about administrative issues, a forum is not provided where interaction about teaching content, delivery and conceptualization of critical concepts can be explored and discussed. As such, the provision of a forum for collaboration among peers involved in different aspects of course delivery within the online learning environment is believed to address the issue of isolated instruction while also providing support and evaluation as to the effectiveness of teaching strategies employed. The aim of the research is to investigate the impact of an established peer partnership between 14 colleagues working in pairs geared towards assessing feedback and discussions on lesson planning, execution and assessment processes. It seeks to ascertain its usefulness as a strategy to be incorporated into the teaching of English for Academic Purposes within an online learning environment. The study seeks to provide actionable direction for peer evaluation and collaboration, as a teaching and learning tool, through the mapping, assessing and evaluation of the processes involved.

scholarly journals Students’ Perceptions of Factors Contributing to Performance in Accounting Principle Courses

2021 ◽  
Vol 10 (5) ◽  
pp. 18
Author(s):  
Faisal Dhifallah Alfordy ◽  
Rohana Othman
Keyword(s):  
Language Proficiency ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Approaches ◽  
Accounting Principles ◽  
Accounting Principle ◽  
Critical Components ◽  
Effective Teaching And Learning ◽  
The Impact

Undergraduate students’ performance has been extensively studied to identify the critical components in effective teaching and learning pedagogies. This study aims to determine whether the teachers’ practices and implementation of Classroom Assessment Techniques (CAT) enhanced students’ performance in Accounting Principles’ courses and assess students’ perceptions concerning the impact of English language proficiency (EP) and the availability of Saudi-centric textbook materials on students’ performance. Additionally, this study employed the questionnaire survey approach to gain insights into accounting undergraduates’ perceptions of academic performance in Accounting Principles courses. As most students were found to be underachievers, the study outcomes led researchers to propose active learning approaches using CAT as an initiative towards improving students’ performance in benefitting the university and positively transforming the teaching and learning environment.

scholarly journals The impact of the COVID-19 pandemic on global neurosurgical education: a systematic review

2021 ◽  
Author(s):  
Raunak Jain ◽  
Raquel Alencastro Veiga Domingues Carneiro ◽  
Anca-Mihaela Vasilica ◽  
Wen Li Chia ◽  
Abner Lucas Balduino de Souza ◽  
...  
Keyword(s):  
Systematic Review ◽  
Systematic Reviews ◽  
Teaching And Learning ◽  
Meta Analysis ◽  
Virtual Technology ◽  
Middle Income ◽  
Elective Surgical Procedures ◽  
Surgical Exposure ◽  
Effective Teaching And Learning ◽  
The Impact

Abstract The COVID-19 pandemic has disrupted neurosurgical training worldwide, with the shutdown of academic institutions and the reduction of elective surgical procedures. This impact has disproportionately affected LMICs (lower- and/or middle-income countries), already burdened by a lack of neurosurgical resources. Thus, a systematic review was conducted to examine these challenges and innovations developed to adapt effective teaching and learning for medical students and neurosurgical trainees. A systematic review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analysis Protocols (PRISMA-P) and The Cochrane Handbook of Systematic Reviews of Interventions. MEDLINE, PubMed, Embase and Cochrane databases were accessed, searching and screening literature from December 2019 to 5th December 2020 with set inclusion and exclusion criteria. Screening identified 1254 articles of which 26 were included, providing data from 96 countries. Twenty-three studies reported transition to online learning, with 8 studies also mentioned redeployment into COVID wards with 2 studies mentioning missed surgical exposure as a consequence. Of 7 studies conducted in LMICs, 3 reported residents suffering financial insecurities from reduced surgical caseload and recession. Significant global disruption in neurosurgical teaching and training has arisen from the COVID-19 pandemic. Decreased surgical exposure has negatively impacted educational provision. However, advancements in virtual technology have allowed for more affordable, accessible training especially in LMICs. Using this, initiatives to reduce physical and mental stress experienced by trainees should be paramount.

scholarly journals Applying empirical learning progressions for a holistic approach to evidence-based education: SWANS/ABLES

2021 ◽  
Author(s):  
Emily White
Keyword(s):  
Teaching And Learning ◽  
Holistic Approach ◽  
Evidence Based ◽  
Learning Progressions ◽  
Learning Progression ◽  
Proximal Development ◽  
Empirical Learning ◽  
Education Support ◽  
Effective Teaching And Learning ◽  
The Impact

Learning progressions have become an increasing topic of interest for researchers, educational organisations and schools as they can describe the expected pathway of learning within a content area to allow for targeted teaching and learning at all levels of ability. However, there is substantial variation in how learning progressions are developed and to what extent teachers can use them to inform their practices. The ABLES/SWANS tools (Students with Additional Needs/Abilities Based Learning and Education Support) are an example of how an empirical learning progression can be applied to support teachers’ ability to not only target teaching to a student’s zone of proximal development (Vygotsky, 1978), but also to plan, assess, and report on learning. Across Australia, these tools are used to help of thousands of teachers of students with disability to make evidence-based teaching and learning decisions and demonstrate the impact of their work with students. This approach, which scaffolds student achievement towards goals informed by an empirical learning progression, combined with reflective teaching practices, can help teachers to develop their capacity as professionals and provide the most effective teaching and learning for every student, regardless of the presence of disability or additional learning need.

Open Source and Free E-Learning Tools Useful in LIS Education

2015 ◽  
pp. 1437-1445 ◽  
Author(s):  
Sarika Sawant
Keyword(s):  
Open Source ◽  
Learning Process ◽  
Teaching And Learning ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Learning Tools ◽  
Social Bookmarking ◽  
Technology In Teaching ◽  
E Learning ◽  
The Impact

E-learning is commonly referred to the intentional use of networked information and communications technology in teaching and learning. The present paper discusses the synchronous and asynchronous mode of e learning with its features. It also defines and summarizes the impact of open source software on teaching and learning process. The numerous open source e learning tools are discussed with examples such as Open source LMS, Open source authoring tools, Open source audio editing software, Open source social bookmarking tools, Open source CMS etc. It also throws light on free e learning tools useful in e learning such as Slideshare, Youtube, Wikis, RSS, Wordpress etc. The paper concludes with e learning initiatives in India.

scholarly journals Dampak Covid-19 Terhadap Pembelajaran Online di Sekolah Menengah Pertama Kota Semarang

2021 ◽  
Vol 1 ◽  
pp. 33-37
Author(s):  
Indri Murniawaty ◽  
Dwi Puji Astuti ◽  
Ahmad Sehabuddin ◽  
Devi Cahyaningrum
Keyword(s):  
Online Learning ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
Point Of View ◽  
Internet Technology ◽  
Learning Tools ◽  
Parental Guidance ◽  
Teachers And Parents ◽  
The Impact

Efforts to prevent the spread of the COVID-19 virus implemented in Indonesia in the education sector have resulted in learning at junior high schools in Semarang City using online learning through parental guidance. This study aims to describe the impact of COVID-19 on online learning in Semarang City's first schools. Online learning can use digital technology such as google classrooms, study houses, zoom, video conferencing, telephone or live chat and others. This research is a qualitative research. The informants in this study were students, teachers and parents of junior high school guardians in Semarang City. The results of this study were (1) The impact felt by students on the teaching and learning process at home was that students felt they had more experience than learning in class. (2) From the parent guardian's point of view, the impact felt is the additional cost of purchasing internet quota and parents have to spend time accompanying their children in online learning. (3) The impact felt by the teacher is that not all are proficient in using internet technology or social media as a learning tools.

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