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The Use of Metaphors in the Processes of Teaching and Learning in Higher Education  [PDF]
Ana Mouraz,Vale Pereira,Raquel Monteiro
International Online Journal of Educational Sciences , 2013,
Abstract: Due to growing concern about the quality of learning, higher education institutions are looking at their academic achievements and developing initiatives related to research into their teaching activities. The main aim of this article is to contribute to broader knowledge about pedagogical issues in higher education regarding reasoning structure used in the classroom. On a more objective level, the article focuses on the importance of analogical reasoning and the specific use of metaphors as vehicles for learning. It is a case study focused on the use of metaphors in a particular course, which seeks to research the mode and effectiveness of using metaphors as interpretive and explanatory models of scientific phenomena in the processes of teaching and learning. Research shows that the two main uses of metaphors served educational purposes and produced foundational knowledge. Additionally, the use of metaphors was an opportunity to promote teacher awareness of his/her own teaching.
Derivation of electronic course templates for use in higher education
Robin K. Hill,Jill W. Fresen,Fawei Geng
Research in Learning Technology , 2012, DOI: 10.3402/rlt.v20i0.18665
Abstract: Lecturers in higher education often consider the incorporation of web technologies into their teaching practice. Partially structured and populated course site templates could aid them in getting started with creating and deploying web-based materials and activities to enrich the teaching and learning experience. Discussions among instructional technology support staff and lecturers reveal a paucity of robust specifications for possible course site features that could comprise a template. An attempted mapping from the teaching task as understood by the instructor to the envisaged course website properties proves elusive. We conclude that the idea of an initial state for a course site, embodied in a template, remains useful and should be developed not according to a formula but with careful attention to the context and existing pedagogical practice. Any course template provided for the use of lecturers should be enhanced with supporting instructions and examples of how it may be adapted for their particular purposes.
Use of Constructivist Approach in Higher Education: An Instructors’ Observation  [PDF]
Irshad Hussain
Creative Education (CE) , 2012, DOI: 10.4236/ce.2012.32028
Abstract: The study aimed at exploring the significance of constructivist approach at higher education level. It also examined its effects on social learning of students. The researcher adopted observational method of descriptive research. The participants of the study consisted of students of Master of Arts in Education (M. A. Education) of the Islamia University of Bahawalpur. The researcher taught a course titled, “Qualitative research methods” for three years to three (different M. A. Education) classes. The researcher used constructivist approach and designed activities to involve students in the process of learning. The activities were offered to homogeneous (male-male and female-female) as well as heterogeneous (male-female) groups of students. On the basis of observation, the researcher concluded that students enjoyed working on collaborative and cooperative projects and tasks. They were keen on constructing knowledge by involving themselves in activities and showing their readiness to embrace constructivist approach. Constructivist approach played a significant role in the process of learning to constructing knowledge. Similarly, collaborative and cooperative work developed contribution spirit among students overcoming their shyness and introversion. They became independent and capable of taking initiatives in conducting research projects. They also learnt ethics, social skills and etiquettes in groups. However, some culture related problems like working of female students with their counterparts and shyness of rural students were noted.
The Acceptance and Use of Computer Based Assessment in Higher Education  [PDF]
Mahmoud Maqableh, Ra’ed Moh’d Taisir Masa’deh, Ashraf Bany Mohammed
Journal of Software Engineering and Applications (JSEA) , 2015, DOI: 10.4236/jsea.2015.810053
Abstract: Computer Based Assessment (CBA) is being a very popular method to evaluate students’ performance at the university level. This research aims to examine the constructs that affect students’ intention to use the CBA. The proposed model is based on previous technology models such as Technology Acceptance Model (TAM), Theory of Planned Behavior (TPB), and Unified Theory of Acceptance and Usage of Technology (TAUT). The proposed CBA model is based on nine variables: Goal Expectancy, Social Influence, Facilitating Conditions, Computer Self Efficacy, Content, Perceived Usefulness, Perceived Ease of Use, Perceived Playfulness, and Behavioral Intention. Data were collected using a survey questionnaire from 546 participants who had used the computer based exam system at the University of Jordan. Results indicate that Perceived Playfulness has a direct effect on CBA use. Perceived Ease of Use, Perceived Usefulness, Computer Self Efficacy, Social Influence, Facilitating Conditions, Content and Goal Expectancy have only indirect effects. The study concludes that a system is more likely to be used by students if it is playful and CBA is more likely to be playful when it is easy to use and useful. Finally, the studied acceptance model for computer based assessment explains approximately only 10% of the variance of behavioral intention to use CBA.
Didactics of the use of ICT and traditional teaching aids in municipal higher education institutions  [cached]
Ideleichy Lombillo Rivero,Alexander López Padrón,Ernesto Zumeta Izaguirre
Journal of New Approaches in Educational Research , 2012, DOI: 10.7821/naer.1.1.33-40
Abstract: Issues related to the use of teaching aids in Higher Education are currently going through constant revision and rethinking due to the rapid advancement of science and technology. Their uses have significantly changed after the introduction of Information and Communication Technologies (ICTs) within the educational field. One of the main tasks to be performed by didactics in Higher Education teaching today is precisely to deepen into rational and effective class-teaching means, understood in a broad sense: from traditional teaching aids to ICTs. This reality has materialized in the current blended learning model which characterizes the New Cuban University. Therefore, it was considered appropriate to characterize the present-day teaching practice, based on the use of teaching aids in Cuba’s university classrooms, as part of the second stage within the research project "Improvement of the universalization process in Municipal Higher Education Institutions in the Havana province. Generalization of results and development of contextualized innovative experiences." The study was carried out at eleven ‘Physical Culture’ Municipal Higher Education Institutions (MHEIs) in two academic periods (2007-2009 and 2009-2011). A descriptive methodology consisting of observation, surveys and the "Osgood Semantic Differential" scale as main methods and techniques was applied. The results obtained showed that teachers make an occasional, non-systematic and reluctant use of teaching aids during the teaching-learning process, especially when it comes to ICT-based teaching aids.
Concepción Suárez-Llorca,Vicente Carrasco-Embuena,Aurora Fourcade-López,Juan J. Chinchilla-Mira
Journal of Human Sport and Exercise , 2010,
Abstract: There is ever-greater interest in the use of web technologies such as blogs in higher education. This study was designed to identify the perceptions held by students regarding the process of learning and interacting with their co-students through using blogs as part of their higher education experience. Twenty, 5th-year students, 12 male and 8 female, studying for the Sciences of Physical Activity and Sport degree took part in the study. Each subject was interviewed by two interviewers and recorded on audio using a conventional tape-recorder. A descriptive analysis was carried beforehand, the statistics used for this consisted of frequency analysis distribution. After grouping by categories, the answers were analysed and classified by factors. Eighty-five percent of the subjects stated that the creation of the blogs had helped them in their learning process. Seventy percent believed that e-learning facilitates learning. Ninety percent stated that the blog helped them to acquire more knowledge, and 100% agreed that their relationships with their co-students had increased considerably. These results could underline the positive value of using blogs within teaching processes for university students studying sports sciences.
Andrey Leonov
Sovremennye Issledovania Social?nyh Problem , 2012,
Abstract: The present paper demonstrates that existing methods of financing of organizations of higher education in Russia cannot be used as a supporting ttool for knowledge production, which leads to decrease in quality of educational services in the field of higher education. Endowments are proposed as a tool of financing. Endowment statistics for Russia and other countries is given. Obstacles that hinder development of endowments in Russia are analyzed.
A Model of ICT Acceptance and Use for Teachers in Higher Education Institutions  [PDF]
N.D. Oye,N. A. Iahad,Zairah Ab. Rabin
International Journal of Computer Science and Communication Networks , 2011,
Abstract: Understanding why people accept or reject new information or communication technology has been one of the most challenging issues in the study of ICT acceptance model. There are numerous conditions to be met before ICT innovations can be introduced, adopted and diffused through higher education institutions. The study considered the models TAM and UTAUT to understand the teacher’s behavioral intention on the acceptance and use of the technology. This study was conducted at the university of Jos Plateau state, Nigeria as a pilot study. One hundred questionnaires were administered and collected, containing 23 UTAUT survey questions and 9 demographic statements totaling 32 questions. The survey shows that, 57% were male and 43% were female. By using the pilot study questionnaire part of the demographic statements, we are able to answer the questions (a) Is ICT mandatory or Voluntary in your institution? (b) What are the greatest barriers to using ICT to you as an academician? Using SPSS version 15 we have the following results. Table1 shows that the majority of the full-time lecturers (89%) responded that ICT is mandatory. Question Q32 which talk about barriers to use of ICT, have the majority of the respondents (42%) which said that their problem is time; on the other hand (31%) said that the problem is training. Others respondents (4%) said that cost are their problem, another group (20%) said that they need compensation and the final group (3%) said that, it does not fit their programme. Performance expectancy had a mean response of 4.32 and standard deviation of .665. The constructs was significantly correlated with BI at the 0.05 level (2tailed). This implies that the university ICT make task more easily accomplished, thereby making them more productive. Hence result from the survey shows that 86.5% agree. Therefore this determines the level of expected adoption of ICT by the respondents. Among the four UTAUT constructs, performance expectancy exerted the strongest effect. Therefore Performance expectancy is the most influential factor for the acceptance and use of ICT by the respondents. Recommendations made were that, all employed teachers in Federal, State and Private universities should undertake mandatory training and retraining on ICT programmes
Students and instant messaging: a survey of current use and demands for higher education  [cached]
Gijs de Bakker,Peter Sloep,Wim Jochems
Research in Learning Technology , 2007, DOI: 10.3402/rlt.v15i2.10917
Abstract: Instant messaging (IM) is the term used to describe the technology through which ‘users can set up a list of partners who will be able to receive notes that pop up on their screens the moment one of them writes and hits the send button'. While early use could be described as mainly for fun, IM today is a serious communication medium. Remarkably, it seems that educational institutions have been doing very little with it, while several studies indicate that it could indeed be a valuable tool in education. As a first step towards a better understanding of the educational use of IM, we want to gain insights in how students currently use IM and what opportunities they themselves see for the medium. To that end we conducted a survey among students of the Fontys University of Applied Sciences in The Netherlands. A large majority of the participating students indicated using IM for their studies. Also, when asked about their demands for a possible educational implementation, the majority were positive
The Turkish Online Journal of Distance Education , 2012,
Abstract: The rapid development of the information and communication technologies has brought about the modernization of teaching and learning across the globe. Today, teaching and learning are made easy through the use of computer technologies and/or the electronic and other multi-media elements. It is widely accepted that electronic learning naturally leads to electronic assessments or examinations. e-ssessments and e-examinations are widely used all over the world in the Open and Distance Learning institutions and some conventional face to face institutions. We are thus, moving from the pen and paper assessments to a paperless e-platform and e-assessments, which are necessary constants in the Open and Distance Learning (ODL) system. e-assessments tend to eliminate the limitations and give answers to many questions emanating from the traditional assessments/examinations. Higher institutions in Nigeria are therefore advised to embrace it. The rest of the paper looks at e-assessment as a global change in assessment, benefits of e-assessment, challenges, requirements and responsibilities.
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