scholarly journals Online supervision at the university - A comparative study of supervision on student assignments face-to-face and online

2015 ◽  
Vol 8 (13) ◽  
Author(s):  
Søren Smedegaard Bengtsen ◽  
Gry Sandholm Jensen
Keyword(s):  
Empirical Study ◽  
Comparative Study ◽  
Digital Tools ◽  
Face To Face ◽  
Online Supervision ◽  
Online Tools ◽  
Supervision Practice ◽  
The University ◽  
The Way

Through an empirical study of supervision on student assignments at the university across face-to-face and online settings, we show firstly the limiting implications of traditional dichotomies between face-to-face and online supervision. Secondly we show that more attention must be given to the way different digital tools influence the supervisory dialogue. These findings illustrate a form of ‘torn pedagogy’; that online tools and platforms destabilize and tear traditional understandings of supervision pedagogy apart. Also we forge a new concept of “format supervision” that enables supervisors to understand and reflect their supervision practice as a deliberate choice between face-to-face and online formats.

scholarly journals Evaluating a new e-PDP tool and its relationship with personal tutoring

1969 ◽  
Author(s):  
Jane Rowe
Keyword(s):  
Personal Development ◽  
Development Planning ◽  
Staff Support ◽  
Face To Face ◽  
Online Tools ◽  
Academic School ◽  
The University ◽  
Positive Engagement ◽  
Personal Tutor

The University of Exeter has used electronic tools to support the PDP process for students since well before the 2005 implementation of Progress Files. However, in 2007 high priority was given to the launch of a new e-PDP system to all staff and students through the long-established mechanism of the university’s personal tutor system.This paper explores, in the context of one academic school, the attempted integration between face-to-face ‘developmental conversations’ between tutors and tutees, and online recording of experiences and action plans by students. Whilst a fundamental change in the role of the personal tutor appears to have been accepted, the extent to which electronic tools are seen as an important part of the process is shown to be very much a live issue, centred on perceptions about ownership and responsibility.The paper concludes that staff support for, and positive engagement among students with the principles of Personal Development Planning (PDP) do not necessarily translate into motivation to use online resources. Moreover, the findings of our project seem to confirm Richardson and Ward’s (2005) observation that the terms ‘e-Portfolio’ or ‘e-PDP’, ‘PDP’ and ‘Progress Files’ are often used interchangeably and that implementation of online tools, particularly in personal tutor-led PDP programmes, must be managed carefully to avoid confusion between process and output.

scholarly journals Digital Competence in Spanish University Education and Its Use by Students

Publications ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. 47
Author(s):  
Noelia Araújo-Vila ◽  
Lucília Cardoso ◽  
Diego R. Toubes ◽  
Jose Antonio Fraiz-Brea
Keyword(s):  
Higher Education ◽  
Learning Processes ◽  
University Education ◽  
Digital Tools ◽  
Digital Competence ◽  
Global Pandemic ◽  
Online Tools ◽  
Digital Skills ◽  
Spanish Higher Education ◽  
The University

Technologies have massively burst into all fields, including Higher Education. The current students have grown up surrounded by technologies, which is reflected in their behavior. For this reason, universities have adapted by integrating digital competence into their training offer, improving learning processes and adjusting to the university profile. The objective of this work is to ascertain how digital skills are used by Spanish higher education (bachelor’s and master’s degree) students, thus verifying whether so-called digital competence is being actively used in higher education. A survey was applied to 324 individuals, highlighting among its results that the university panorama is in a situation where digital tools are very useful for its improvement. These data were collected before the global pandemic, after which the use of online tools intensified. However, the students are still not aware of all of them, or they do not use them.

On the (re)construction of numbers and operational reality

2016 ◽  
Vol 13 (2) ◽  
pp. 159-188 ◽  
Author(s):  
Gun Abrahamsson ◽  
Hans Englund ◽  
Jonas Gerdin
Keyword(s):  
Empirical Study ◽  
Social Interactions ◽  
Field Study ◽  
Design Methodology ◽  
Transformation Process ◽  
Detailed Account ◽  
Content Type ◽  
Face To Face ◽  
Over Time ◽  
The Way

Purpose This paper aims to examine the mobilization of management accounting (MA) numbers and metrics in social interactions. The purpose is to develop a model of how and why managers perceive and mobilize (new) MA numbers/metrics in a changing way over time in situated face-to-face interactions. Design/methodology/approach An observation-based qualitative field study of a change project in a large manufacturing company is used as the basis for our analysis. Findings The empirical study shows that MA numbers and metrics are essential when semi-distant managers strive to solve problems and achieve radical improvement targets, but that the ways in which existing and new metrics are perceived and mobilized during face-to-face interactions change over time. The study provides both a detailed account of the emergent nature of the transformation process and a number of mechanisms as to why managers (inter-)act the way they do to produce such change. Originality/value The paper problematizes the generally held view that MA numbers and metrics primarily work as a structuring device in face-to-face interactions, and also, how the processes are constituted through which MA is transformed into such a structuring device. The paper also adds new insights to our understandings of why managers (inter-)act the way they do to produce MA change.

DEFINITION OF INNOVATION REVISITED: AN EMPIRICAL STUDY ON INDIAN INFORMATION TECHNOLOGY INDUSTRY

2005 ◽  
Vol 09 (03) ◽  
pp. 371-383 ◽  
Author(s):  
SANGHAMITRA GOSWAMI ◽  
MARY MATHEW
Keyword(s):  
Information Technology ◽  
Empirical Study ◽  
Comparative Study ◽  
Information Technology Industry ◽  
Good Working ◽  
Technology Industry ◽  
Working Definition ◽  
Definition Of ◽  
Meaningful Measure ◽  
The Way

In spite of increased attention and resulting vibrancy within the field of innovation, earlier research has not yielded a widely accepted consensus regarding how to define innovation. Without a good working definition, we still lack good measures of innovation. One of the greatest obstacles in understanding innovation has been the lack of a meaningful measure. The present study is carried out to find a generic definition of innovation in Information Technology organisations. We also did a comparative study between innovative and less innovative organisations with respect to the way these organisations define innovation. Results showed that there are differences between these two groups of organisations with respect to the way these organisations define innovation. Finally, the implications of findings on these organisations are discussed.

Enseignement-apprentissage dématérialisé du FLE en Finlande

2021 ◽  
pp. 7-14
Author(s):  
Mélanie BUCHART
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
University Education ◽  
Digital Tools ◽  
Mediated Learning ◽  
Face To Face ◽  
The World ◽  
Long Time ◽  
The Difference ◽  
The University

In the spring of 2020, in Finland as in most countries of the world, the Covid-19 epidemic has caused a shift in university education from all face-to-face to all digital. In the language department, digital tools have been present for a long time and the university is already promoting the development of mediated learning outside Covid. The difference this time was the forced and sudden aspect of mediatised learning. This generated questions about the pedagogical uses of technology, the reconceptualisation of the teaching of French as a foreign language, the shaking of the traditional posture of the teacher, his or her professional and identity repositioning, as well as the reception by learners of these digital practices. This article presents the main lines of a survey carried out in Finland, after two months of confinement and online teaching (March-April 2020), among teachers and learners of French at the university.

scholarly journals Blending Online Digital Tools in Low Resourced Classrooms in Nepal

2020 ◽  
Vol 3 (1-2) ◽  
pp. 45-56
Author(s):  
Ashok Sapkota
Keyword(s):  
Digital Divide ◽  
Content Knowledge ◽  
Teacher Educators ◽  
Digital Tools ◽  
Classroom Teaching ◽  
Experienced Teacher ◽  
Face To Face ◽  
Use Of Technology ◽  
Online Tools ◽  
Effective Use

 The wider uses of digital online tools have been explicitly practised in the educational spheres including access and use of technology in Nepal during the pandemic situation, like COVID 19. This article focuses on the use of six different digital online tools which could be effectively blended in face-to-face and distance classroom teaching by teacher educators to reshape the way they teach. It links the idea of tech integration along technological, pedagogical and content knowledge (TPACK) model in the use of technology. The data elicited from the narratives of ten experienced teacher educators relate the grassroots challenges in the use of tech tools to foster the professional identity of teachers. It further discusses the effective use of digital online tools even in the difficult circumstances minimizing the challenges and digital divide.  

Refining Contrapuntal Pedagogy: Reflections on Teaching Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues” to First-Year Students

2020 ◽  
Vol 24 ◽  
Author(s):  
Bridget Grogan
Keyword(s):  
Racial Identity ◽  
Teaching Practice ◽  
Human Experience ◽  
First Year ◽  
First Year Students ◽  
Poetic Voice ◽  
Teaching Poetry ◽  
Approach To Teaching ◽  
The University ◽  
The Way

This article reports on and discusses the experience of a contrapuntal approach to teaching poetry, explored during 2016 and 2017 in a series of introductory poetry lectures in the English 1 course at the University of Johannesburg. Drawing together two poems—Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues”—in a week of teaching in each year provided an opportunity for a comparison that encouraged students’ observations on poetic voice, racial identity, transhistorical and transcultural human experience, trauma and empathy. It also provided an opportunity to reflect on teaching practice within the context of decoloniality and to acknowledge the need for ongoing change and review in relation to it. In describing the contrapuntal teaching and study of these poems, and the different methods employed in the respective years of teaching them, I tentatively suggest that canonical Western and contemporary postcolonial poems may reflect on each other in unique and transformative ways. I further posit that poets and poems that engage students may open the way into initially “less relevant” yet ultimately rewarding poems, while remaining important objects of study in themselves.

Impact Of Transformational Leadership On Motivating Faculty Members

2019 ◽  
Vol 118 (11) ◽  
pp. 303-312
Author(s):  
Jamal Asad Mezel ◽  
Adnan Fadhil Khaleel ◽  
Kiran Das Naik Eslavath
Keyword(s):  
Transformational Leadership ◽  
Empirical Study ◽  
Leadership Styles ◽  
Faculty Members ◽  
Traditional Form ◽  
Lack Of Information ◽  
University Leaders ◽  
The University ◽  
The Impact

This empirical study show that the impact of all styles was well moderate. The means of effect of all styles were less than 3 out of 5. It means the expected impact of transformational affect upon the all dimensions of the activities, are not expected due to the traditional styles of leadership and the lack of information about the transformational leadership styles which can guide leaders to use such styles in the organization which may be this results due to lack of trained leaders and necessary knowledge with the leaders in all universities about transformational styles the traditional form of the leadership styles which used by the university leaders affect the communication between all levels of the administration and the faculty members which has consequence because decrease in motivation and a self-consideration from the administration.

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