scholarly journals The Re-designing of Business Education through Web Tools: From Universities Web-radio to On-line Magazines

2017 ◽  
Vol 10 (10) ◽  
pp. 94 ◽  
Author(s):  
Maddalena Della Volpe ◽  
Francesca Esposito
Keyword(s):  
Learning Environment ◽  
Teaching Methods ◽  
Classroom Environment ◽  
Business Education ◽  
Pilot Project ◽  
Life Project ◽  
On Line ◽  
Interesting Learning ◽  
The Right ◽  
The University

Traditional teaching methods should be redesigned and renewed by consulting all those involved in the learning process: students, teachers, institutions, companies, in order to create a network whose aim is to exchange and transfer knowledge. The criteria used to choose a distance learning course program, should also be applied to building the right network to reach pre-determined goals. In both cases, we have a classroom- real or virtual- and it is only when we step outside the usual learning environment, that we can increase learning opportunities, by stimulating and motivating learners in a new way. Stepping out from a traditional classroom environment results in an open mind regarding the world of work , especially in the field of Business Education. New ,innovative and creative web 2.0 tools, such as university web-radios and on-line magazines could offer this opportunity by modifying teaching methods as could being part of the above-mentioned network . Moreover, both tools are user-friendly, cheap and quite simple to put into practice and manage. As there was little data available regarding Italian university web-radios and national academic magazines, we decided to carry out our own research. Little research had been previously carried out in this area.In this paper, we refer to WayOut a pilot project aimed at developing an entrepreneurial mindset by, engaging students in an interesting learning environment in order to make them capable of managing their life project, of reaching specific goals and subsequently of being able to take advantage of opportunities, which arise. Our aim is to encourage interaction between universities and businesses by removing the barriers between the internal and the external environment, thus making reciprocal knowledge transfer easier: from the company to the university and from university to the company.

scholarly journals Assessment of the knowledge of radiology in exiting medical students in University of Calabar

2021 ◽  
Vol 5 ◽  
pp. 45-52
Author(s):  
Grace Ben Inah ◽  
Samuel Archibong Efanga
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Teaching Methods ◽  
Basic Knowledge ◽  
Radiology Department ◽  
Radiology Education ◽  
Radiology Teaching ◽  
The Right ◽  
The University

Objectives: Radiology education in the undergraduate level imparts in medical students the basic knowledge to interpret common pathological conditions, know the right imaging requests to make and the right order in which they should be made when they become physicians and the degree of this knowledge is influenced by several factors. The aim of this study was to evaluate the knowledge of radiology in exiting medical students and to identify the challenges of undergraduate radiology education. Material and Methods: This was a prospective cross-sectional observational study that was conducted in a 2-month period in the Radiology Department of the University of Calabar Teaching Hospital. The year 6 medical students of the University of Calabar, who were 79 in number, participated in the study. Relevant questions covering the major areas of radiology were presented to each participant by the use of a pre-test questionnaire. SPSS version 23.0., Pearson’s Chi-square test, and t-tests were used to analyze the data. Results: The medical students had a mean score of 66.5% in radiology knowledge. A significant relationship was observed between diagnostic radiology knowledge and the duration of radiology posting (P = 0.029), radiology teaching methods (P = 0.001), and the quality of learning environment (P = 0.002), respectively. Conclusion: The final year medical students in University of Calabar have an appreciable knowledge of radiology. This can be improved if the duration of radiology education increases by early introduction into the pre-clinical class or other clinical courses, if the radiology teaching methods are updated, and if the quality of the learning environment is improved.

scholarly journals Preferred Learning Styles according to the Model “HONEY & MUMFORD” among Preparatory year Students at Shaqra University and its Relation to the level of Mathematics achievement: أنماط التعلم المفضلة وفق نموذج "HONEY & MUMFORD" لدى طلاب السنة التحضيرية بجامعة شقراء وعلاقتها بمستوى التحصيل الدراسي في الرياضيات

2020 ◽  
Vol 4 (27) ◽  
Author(s):  
Fahad AbdulRahman Alolyan
Keyword(s):  
Mathematics Achievement ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Methods ◽  
Classroom Environment ◽  
Reflective Learning ◽  
Validity And Reliability ◽  
High Achieving Students ◽  
Preparatory Year ◽  
The University

This research aimed to measure the style of learning, its percentage and its preferences among a sample of students of the preparatory year, and to reveal the correlation between the learning style and the level of academic achievement in mathematics (Mathematics Course 130). After confirming the validity and reliability, Applied the measure of (Honey and Mumford) on a sample of (53) students of the preparatory year students at the University of Shaqra. The results of the research showed that the Reflector style is the highest learning style preferred of the sample with 37.7% and its index is moderate. The Pragmatist style came second in the standings of preference by 22.6% and its index is moderate, followed by the Theorist style by 20.8% and index is moderate, and finally came the activity style by 18.9% and strong index, the research also found that the Reflector style came in the first standing of preference among low and medium achievement students, where the percentage of the highest style of students reached 40.0%, 39.3% respectively and the strength of its index (moderate) in both categories, where the percentage was the highest pattern for students 40.0%, 39.3% respectively and the strength of its index (moderate) in both categories, while came Practical style ranked first in standing of preference among High-achieving students, with a higher student style of 60.0%, The results also showed that there were no statistically significant differences in the study sample in the achievement of the course (130 mathematics) according to the learning style according to the (Honey and Mumford) measure. In light of these results, the researcher recommended: Provide a suitable classroom environment to diversify the teaching experiences in the teaching of the preparatory year students according to their learning styles, and use of various teaching methods and strategies, specially for reflective learning style.

scholarly journals Students’ Outcomes of Implementing Knowledge Exchange Teaching Method in the Classroom: An Action Research

sjesr ◽  
2020 ◽  
Vol 3 (2) ◽  
pp. 252-257
Author(s):  
Sheraz Khan ◽  
Dr. Amir Zaman ◽  
Dr. Abdul Ghaffar
Keyword(s):  
Action Research ◽  
Learning Environment ◽  
Teaching Methods ◽  
Classroom Environment ◽  
Teaching Method ◽  
Knowledge Exchange ◽  
Classroom Learning Environment ◽  
Classroom Learning ◽  
Exchange Method ◽  
Mathematics Classrooms

Knowledge exchange method teaching is a growing trend. The main objective of this work to see the effect of knowledge exchange method teaching in the mathematics classrooms and thus sees its outcomes in terms of learning and classroom environment. Action research was adopted for this study. Four cycles were implemented with the focus of different contents in each cycle. Each cycle lasted for a week. The data was collected through observation and students interview. The results showed significant improvement in their classroom learning environment as well as in learning. The students felt enthusiastic about the new teaching methods and were eager to participate. It is recommended that teachers should be trained to implement the knowledge exchange method in the classroom.

Constructivist Online Learning Environment Survey

2007 ◽  
pp. 299-301 ◽  
Author(s):  
J. Baker
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
Classroom Environment ◽  
Self Report ◽  
Online Learning Environment ◽  
Online Instructors ◽  
Face To Face ◽  
On Line ◽  
On Line Learning

Understanding the psychosocial classroom environment has been important in both traditional face-to-face courses and online education. Trickett and Moos (1974) pioneered the use of post-course self-report instruments to measure the classroom environment through the Classroom Environment Scale. More recently, Taylor and Maor (2000) developed the Constructivist On-Line Learning Environment Survey (COLLES) to examine the students’ perceptions of online learning environment in light of social constructivist pedagogical principles. The 24-item, Likert-type COLLES instrument is a popular measure for examining online learning environments for a least two reasons. First, it measures the online learning environment along constructivist categories, which makes it in line with the dominant pedagogical philosophy for online instruction. Second, the COLLES instrument is freely included in the Survey Module of Moodle, the most popular open source course management system available. This makes it particularly convenient for online instructors to use COLLES in their teaching and research.

scholarly journals Development of Technologies for Local Composting of Food Waste from Universities

2020 ◽  
Vol 17 (9) ◽  
pp. 3153
Author(s):  
M. A. Vázquez ◽  
R. Plana ◽  
C. Pérez ◽  
M. Soto
Keyword(s):  
Pilot Project ◽  
Organic Fertilizers ◽  
Maturation Stage ◽  
Agricultural Practice ◽  
Class A ◽  
The Right ◽  
The University ◽  
Environmental Burdens ◽  
Spanish Legislation

The amount of biowaste generated by university canteens (BWUC) in the faculties of the University of A Coruña (UDC) varies between 6 and 100 kg/day. In addition, the gardening services of the campus generate even higher amounts of garden waste (GrW), including pruning, which, once crushed, serves as bulking material for composting the biowaste from the canteens. Decentralized composting has been chosen with the aim of producing high quality organic fertilizers for university urban gardens while reducing the environmental burdens of both waste management and agricultural practice. Small static home composters of 340 L (SHC) for smaller amounts of generation (up to 20 kg BWUC/day) were used, while, for faculties of higher generation (up to 40 kg BWUC/day on average), the first composting stage was carried out in a closed and dynamic composter (DC). The dynamic composter was designed and built specifically for this project and its features were improved and optimized throughout the study. The pilot project was carried out in two centers of the UDC, which are known as the Philology Faculty (PF) and the School of Architecture (SA). All the organic waste generated by the canteens of these two colleges from January 2011 to July 2011 (approximately 3000 kg) was treated. Composting in SHC included a thermophilic phase that extended one month beyond the loading period for which thermophilic temperatures were also recorded. The use of the DC as the first stage in combination with static composters (SC) for the maturation stage reduced the overall thermophilic phase to 6–8 weeks. The complete maturation (Rottegrade class IV-V) was achieved after about four months in SHC and after two months when using the combined DC-SC system, if the right conditions of moisture were maintained. The chemical quality of the compost produced was compatible with Class A of Spanish legislation (equivalent to organic farmer quality) and the C/N ratio ranged from 9 to 15 depending on the relation BWUC:GrW.

Gap Between Theory and Practice in Management Education

2018 ◽  
pp. 363-376
Author(s):  
Elona Garo
Keyword(s):  
Teaching Methods ◽  
Business Education ◽  
Business School ◽  
Management Education ◽  
Theory And Practice ◽  
Business Educators ◽  
Central Elements ◽  
The Right ◽  
Business Curricula

The gap between skills that students learn in the schools and the ones required by the market is still huge. Business school should create effective programs. Teaching methods which allow students to explore business issues and to learn and study from their experiences are very important if we want to increase student confidence. One of the central elements is the experience gained by practicing real cases and by addressing successfully the situation at hand. Business educators must play the role of facilitators who provide a proper environment to students to get the real experience, to reflect on it and apply in coming future. The right business curricula and pedagogy to provide it successfully are key elements to an effective business education.

scholarly journals Students Preferences in Teaching Methods of Entrepreneurship Education

2021 ◽  
Vol 14 (2) ◽  
pp. 66-78
Author(s):  
Martin Pech ◽  
Petr Řehoř ◽  
Michaela Slabová
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Entrepreneurship Education ◽  
Business Environment ◽  
The World ◽  
The Right ◽  
Almost All ◽  
The University ◽  
South Bohemia ◽  
The Ideal

Entrepreneurial education (EE) has recently become popular at universities of economics almost all over the world. Various teaching methods play a very important role in the development of the future entrepreneurs. Therefore, in order for a student to become a successful entrepreneur, it is important to find the most effective tool for the teachers to support entrepreneurship education and find the ideal connection between the needs of the students and the right choice of a teaching method. There is a large gap between the needs of the business environment and university studies of this area. The research is based on 214 questionnaires, which were filled in by the students of the University of South Bohemia in České Budějovice in 2018-2019. The aim of the paper is to find and analyse the preferences of teaching methods for students of management based on the following criteria: gender, faculty, degree of study. The students expected to be taught by active methods, e.g. experts lectures and business simulators. Differences in the use of teaching methods were the most evident among students from different faculties.

scholarly journals Learning Motivations, Styles and Expectations of Students – a Survey at the University of Debrecen

2018 ◽  
Vol 12 (1-2) ◽  
pp. 41-46
Author(s):  
Tímea Gál ◽  
Peter Popovics ◽  
Georgina Árváné Ványi
Keyword(s):  
University Students ◽  
Learning Style ◽  
Teaching Methods ◽  
Business Education ◽  
Quantitative Method ◽  
Practical Knowledge ◽  
Jel Classification ◽  
Traditional Teaching ◽  
Practical Life ◽  
The University

Based on the experience of the authors, today's university students have different learning habits, expectations of learning and knowledge compared to previous generations. This raises the question of how traditional teaching, teaching methods effectively suited to their development. In this study, the authors examined with quantitative method the expectations of bachelor and master students concerning the business education at university. The survey was conducted among university students assessing whether students with different BSc/BA or MSc/MA majors show the willingness to continue their studies, and the authors were interested in their expectations concerning the business higher education. The authors also tried to find answers in the survey how well-prepared the students feel for the offered opportunities by today's market environment, or may prefer proceeding with their studies. Among the issues authors searched what are the most effective ways of learning for them, based on learning style, what motivates them to continue learning. What kind of education form is preferred by them to continue studying? They also respond the need of having theoretical and practical knowledge and the importance of developing practical life skills. In addition, it has also been surveyed what other expectations the students have in continuing their studies with regard to the institutions. The authors of this paper are working as team coaches at the Team Academy Debrecen. In the last six years, they worked with numerous teams and have experiences in developing students' skills in teams. JEL Classification: A22

scholarly journals New perspectives for Inclusive University Teaching: EduPlan4Inclusion

2020 ◽  
pp. 159-168
Author(s):  
Catia Giaconi ◽  
Noemi Del Bianco ◽  
Ilaria D'Angelo ◽  
Amanda Kraus
Keyword(s):  
Teaching Methods ◽  
Curriculum Design ◽  
Pilot Project ◽  
Colleges And Universities ◽  
University Teaching ◽  
Use Of Technology ◽  
Inclusive Curriculum ◽  
Diverse Student ◽  
The University

This paper presents a pilot project, developing at the University of Macerata and of the University Arizona, that is called "EduPlan4Inclusion", oriented to implement accessibility in academic contents for all students, through the use of technology. The project wants to highlight the possible direction for Universities to balance the demands of an inclusive curriculum to a diverse student cohort within a technology-rich environment. In conclusion, the research proposes in this paper can be used to directly guide the reform of curriculum design and teaching methods in Colleges and Universities, with the aim to activate the possibility of implementing a more shared inclusive culture

Gap Between Theory and Practice in Management Education

2017 ◽  
pp. 264-277 ◽  
Author(s):  
Elona Garo
Keyword(s):  
Teaching Methods ◽  
Business Education ◽  
Business School ◽  
Management Education ◽  
Theory And Practice ◽  
Business Educators ◽  
Central Elements ◽  
The Right ◽  
Business Curricula

The gap between skills that students learn in the schools and the ones required by the market is still huge. Business school should create effective programs. Teaching methods which allow students to explore business issues and to learn and study from their experiences are very important if we want to increase student confidence. One of the central elements is the experience gained by practicing real cases and by addressing successfully the situation at hand. Business educators must play the role of facilitators who provide a proper environment to students to get the real experience, to reflect on it and apply in coming future. The right business curricula and pedagogy to provide it successfully are key elements to an effective business education.

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