An Evaluation Study of e-Learning Course at the Duhok Polytechnic University A Case Study

In last decade, there has been a growing awareness in E-Learning which is the most recent type of distance education, and becomes a highly significant model of educational technology. Today e-Learning studies indicate that there is an increasing use of this educational scheme for students, trainers and instructors which improve the learning capability of the students and trainee by depending on student-centered learning (SCL) scheme rather than using the traditional teacher or trainer centered teaching mechanism.However, students’ awareness for the advantage of using e-Learning has not been significantly investigated, especially in Iraq. The aim of this article is to inspect students’ awareness of the using of e-Learning at the Dohuk Polytechnic University. Participants involved in this study were 100 students studying the C++ programming language course during 2015-2016 and 2017-2018 academic years and 210 students studying computer application course during 2018-2019.

An Evaluation Study of an E-Learning Course at the Duhok Polytechnic University

In last decade, there has been a growing awareness in E-Learning which is the most recent type of distance education, and becomes a highly significant model of educational technology. Today e-Learning studies indicate that there is an increasing use of this educational scheme for students, trainers and instructors which improve the learning capability of the students and trainee by depending on student-centered learning (SCL) scheme rather than using the traditional teacher or trainer centered teaching mechanism.However, students’ awareness for the advantage of using e-Learning has not been significantly investigated, especially in Iraq. The aim of this article is to inspect students’ awareness of the using of e-Learning at the Dohuk Polytechnic University. Participants involved in this study were 100 students studying the C++ programming language course during 2015-2016 and 2017-2018 academic years and 210 students studying computer application course during 2018-2019.

The Inequality Mirror: Using a Student Survey to Teach Social Stratification

Social inequality is a central theme in sociology study plans (both in research and education), but it is often one of the most difficult topics to teach. This article presents an innovative student-centered strategy for teaching social inequality that uses a survey to collect data on students’ socioeconomic characteristics and perceptions of inequality. To stimulate reflection and discussion on the social mechanisms that reproduce inequality, this information is subsequently presented to them in conjunction with a comparative analysis to general population data. The exercise seeks to make social inequality less abstract for students by involving them in the research process and by using data relative to their own lives and families. Ultimately, the strategy boosts students’ sociological imagination and their capacity for critical thinking by encouraging them to see the connections between individual biographies and broader social forces.

Giving feedback in the new CBME curriculum paradigm: Principles, models and situations where feedback can be given

The new competency based medical education represents a paradigm shift from a teacher centered to a student centered learning of outcome competencies paradigm and so both the students and the teachers are unfamiliar with it. Giving and receiving feedback is central to the competency development framework. Only through frequent, timely and appropriate feedback there will be effective development of cognitive competence in its lead up to performance of competence. These concepts are illustrated to convey the importance of giving feedback to students. As the teachers are expected to practice giving feedback to students, they were opportunistically asked prior to a faculty development workshop what their priority learning needs about giving feedback are. Based on this a focused review of literature was done to collect the information on the various models of giving feedback, the principles for giving feedback, the possible situations in curriculum delivery where teachers can and should give feedback to students.The literature revealed some good practice models for giving feedback to the naïve as well as the mature students in ambulatory and clinical teaching settings as well as on their performance as revealed by their test results. Models of counseling which has strong element of feedback on the learner’s performance and helping them choose the way forward after identifying the problem is also shared.

Integrated Teaching: the Need of the Hour

Integration means a systemic organization of teaching matter pertaining to different disciplines coordinating delivery of the learner to give a holistic approach to medical study. The objective of this study is to compare the effectiveness of integrated with traditional teaching. Twenty integrated and ten traditional sessions were conducted over five semesters. Duration of each session was 90 minutes. Sample sizes for integrated and traditional groups were respectively 5600 and 1400 students. Pre and post- test scores for integrated, pre and post- test scores for traditional and post-test scores for integrated and traditional teaching groups were compared. Faculty and students’ feedback were analyzed. Difference in Pre and Post-Test scores for integrated teaching was statistically highly significant. Difference in Pre and Post-Test scores in traditional teaching group, though statistically significant, was less than that observed with integrated teaching .The difference in Post-Test scores obtained in integrated and traditional teaching groups was statistically highly significant. Ninety four percent Faculties agreed that integrated teaching was an effective mode of training. Ninety percent faculties rated the program on a higher scale. Ninety five percent students liked the concept of integrated teaching. .Student-centered, patient-oriented approach is the fruitful outcome of the integrated teaching model, which will definitely help us to have a much needed “Basic Doctor.” Bangladesh Journal of Medical Education Vol.13(1) January 2022: 79-86

Preparing Business Education Teachers for Effective Implementation of Student-Centred Learning Strategies in the E- World

This paper highlights preparing business education teachers for effective implementation of student-centred learning strategies in the e- world. The paper defines terminologies such as Student-centred learning, e-learning and the need for linking ICT to education policies. It examines the world links program with student-centered teaching and learning web sites as well as discusses main characteristics of student-centered strategies and its popular types. It further discusses learning situations in the field of business education, teacher's role in student-centred strategies with implication of using student-centred strategies in Nigeria business education programme and analysis of threats to student-centred strategies. The paper concludes by making recommendation on the way forward among which Teacher should encourage student interaction in utilizing e-libraries or e-world at large in class participations. Institutions should encourage teachers in using student-centre strategies by sending them to seminal, conference/ workshop that base on this purpose. And institution should make available internet service 24/7 with power supply in the schools and staff quarters.

Analysis of USAID/Georgia Supported Basic Education Program First Cycle Implementation

The article highlights Akaki Tsereteli State University's involvement and participation in wide school reforms to establish student-centered education in Georgia. School educational reform cannot proceed and succeed without the direct involvement of the universities which carry out teacher preparation programs. Unequivocally, there should be close cooperation and collaboration between these two institutions to reach the desirable and targeted outcomes. The purpose of the article was to present the results of the survey, which was intended to assess the effectiveness of training conducted by the university trainers during the first phase of the new school reform in Georgia which focused on achieving student-centered learning. The selected trainers from the eight partnering universities were supposed to cover 2075 schools throughout Georgia (373 schools in Imereti Region) to train leader teachers and help the institution to develop new instructional methods, more specifically, to develop a school curriculum based on constructivist educational principles and apply it into practice. The survey findings assisted Pedagogical faculty in identifying existing curriculum gaps and discrepancies and taking measures to bridge them by modifying and supplementing them with the necessary content.

Online Teaching during COVID-19 Pandemic: Teachers’ Experiences from a Chinese University

This paper explores the experiences of Chinese university teachers during the COVID-19 pandemic, with a particular emphasis on the teaching and learning methods adopted and the benefits and challenges encountered in the process. It is based on semi-structured interviews with 13 Chinese university teachers selected through purposive sampling. The findings suggest that the COVID-19 pandemic forced the university and teachers to adopt online teaching and learning without necessary preparations. Most of the teachers had no adequate ICT and pedagogical training to engage in online teaching and learning. The teachers used the little knowledge they had to learn creating videos and managing online classes gradually. In addition to the flexibility benefits, online learning is expected to transform the teaching and learning process in China to become more interactive and student-centered, which would be a significant achievement for teachers who have been practicing traditional teaching methods. This research provides a better understanding of the benefits and challenges of online learning, which could be vital for future adjustments or educational reforms.