Search Results for
"Teaching"

Classroom management is an important topic in teacher education, as it has a strong impact on students’ engagement. However, untangling the concepts influencing teachers’ classroom management practices is a question that needs further investigation. Using data from a survey of 154 vocational teachers participating in teacher education, this study examined associations between classroom management practices, teaching experience, and teachers’ beliefs (general pedagogical beliefs, beliefs about student motivation, and self-efficacy beliefs). Results highlighted associations between the different types of beliefs, and between teachers’ beliefs and practices. teaching experience was positively related to self-efficacy and beliefs in constructivism but did not impact practices. © 2018, © The Author(s) 2018.

In all sectors of the economy, the importance of innovation is underlined. Although education plays a central role in the development of human innovation skills, several studies suggest that higher education institutions cannot fulfill these demands. In such, there is a need to update pedagogical practices and develop assessment tools to measure and develop a person's innovation capacity. The aim of this study is to test and evaluate the functioning of the earlier developed assessment tool to measure students’ innovation competences in the authentic learning environments of Finnish higher education institutions. The electronic self-assessment questionnaire was distributed to students (n = 495) from four Finnish universities of applied sciences. The results showed that the questionnaire statements formed a functional innovation competence barometer for self-assessment, including creative problem-solving, systems thinking, goal orientation, teamwork, and networking competences. The assessment tool facilitates the development of teaching, assessing, and curriculum design in higher education. © 2018 Elsevier Ltd

Traditional lectures are not effective for teaching practical subjects. Therefore, it is important to develop a sufficient methodology to provide the conceptual and practical aspects of a course to the students. In this paper, we describe the challenges faced in the implementation of active learning methods in the subject of Data Communication & Computer Network in vocational education at the Federal Institute of Brasília. The experiences resulted in a blended methodology, which combines collaborative and problem-based learning with a learning management system. The flipped classroom was also applied in order to enhance the quality of the references used by the students in the solutions. In addition, traditional apps and social networks were used to improve the communication between students and teachers. The practical activities were applied in a small computer network laboratory, but in the first semester of 2016 it was improved, and a new high performance Datacentre was built. Thus, interdisciplinary aspects and research were explored including the relationship between vocational and graduate courses. Moreover, transversal skills, such as teamwork, leadership, self-confidence and autonomy in decision-making were developed. The research was conducted from 2011 to 2016, and 147 students were enrolled with an average of 14 students per class. Such features demonstrate that the learning methodology must be fit for the course and the educational level in order to become effective. © 2018 TEMPUS Publications.

Virtual simulation technology has become one of the most popular technologies in the field of engineering education after the multimedia information technology in recent years. This paper, based on the comprehensive integrated simulation and verification module of UG NX software, describes and discusses a novel virtual simulation system teaching (VSST) for numerically controlled machining to support the student engineering training to achieve the theoretical knowledge and practical techniques in numerically controlled machining. The findings of a study designed to evaluate the impact of VSST for the development of numerically controlled machining course are presented here. In addition, analysis of the follow-up surveys indicates that the VSST method enables to provide the concrete experience of interaction between the students and the simulation environment and to further stimulate students' interest in learning, so that the students who used VSST achieve significantly higher results than their co-workers. © 2018 World Scientific Publishing Company.

Allied health professionals concur that a sound knowledge of practical gross anatomy is vital for the clinician, however, human anatomy courses in allied health programs have been identified as high-risk for attrition and failure. While anatomists and clinicians agree that learning anatomy via human cadaveric instruction is the preferred method, students vary in their reaction to the cadaveric learning experience and have differing levels of anatomy self-efficacy. This study investigated whether student self-efficacy had an effect on student usage of supplemental instructional videos and whether the use of videos had an impact on student self-efficacy and/or learning. Anatomy self-efficacy differed based on gender and prior performance. Student usage of the videos varied widely and students with lower self-efficacy were more inclined to use the resources. The provision of the videos did not improve overall cohort performance as compared to a historical cohort, however, those students that accessed all video sets experienced a greater normalized learning gain compared to students that used none or one of the four sets of videos. Student reports and usage patterns indicate that the videos were primarily used for practical class preparation and revision. Potentially, the videos represent a passive mode of teaching whereas active learning has been demonstrated to result in greater learning gains. Adapting the videos into interactive tutorials which will provide opportunity for feedback and the development of students' self-evaluation may be more appropriate. Anat Sci Educ 11: 461–470. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists

Contemporary dental practice requires practitioners who are able to draw upon varying interconnected knowledge and skills, in order to make judgments and take action when faced with multiple, often contradictory, ways of interpreting a situation. However, the curricula that prepare students for dental practice are traditionally based on the theoretical knowledge and technical skills to be gained by students. This is despite evidence in the dental literature of a collective desire for graduates to have more range and depth in their repertoire. Examination of contemporary dental practice through the lens of supercomplexity (Higher Education, 40, 409 and 2000) provides contextual understanding and a platform to explore the types of learning and curriculum approaches that can best prepare students for professional practice. From the insights offered by examples from other professional fields, we, as dental educators, can begin to conceptualise learning dentistry as much more than competency frameworks or descriptions of what students need to know and be able to do. Rather, to equip graduates for contemporary dental practice, the dental curriculum needs to become a vehicle for students to develop personally and professionally as well as teaching the theoretical and technical aspects of dentistry. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd

The computer graphics (CG) industry is an attractive field for undergraduate students, but employers often find that graduates of CG art programmes are not proficient. The result is that many positions are left vacant, despite large numbers of job applicants. This book investigates how student CG artists develop proficiency. The subject is important to the rapidly growing number of educators in this sector, employers of graduates, and students who intend to develop proficiency for the purpose of obtaining employment. Educators will see why teaching software-oriented knowledge to students does not lead to proficiency, but that the development of problem-solving and visualisation skills do. This book follows a narrow focus, as students develop proficiency in a cognitively challenging task known as 'NURBS modelling'. This task was chosen due to an observed relationship between students who succeeded in the task, and students who successfully obtained employment after graduation. In the study this is based on, readers will be shown that knowledge-based explanations for the development of proficiency do not adequately account for proficiency or expertise in this field, where visualisation has been observed to develop suddenly rather than over an extended period of time. This is an unusual but not unique observation. Other studies have shown rapid development of proficiency and expertise in certain professions, such as among telegraph operators, composers and chess players. Based on these observations, the book argues that threshold concepts play a key role in the development of expertise among CG artists. © Springer Nature Switzerland AG 2018. All rights reserved.

Traditional lectures are not effective for teaching practical subjects. So, its important to develop a methodology capable to provide to the students the conceptual and practical aspects of a course. In this paper, we describe the challenges faced in the implementation of active learning methods in the subject of Data Communication Computer Network in vocational education at the Federal Institute of Brasília. The experiences resulted in a blended methodology which combines collaborative and problem-based learning with a learning management system. The flipped classroom was also applied in order to enhance the quality of the references used by the students in the solutions. Also, traditional apps and social networks were used to enhance the communication between students and professor. The results of the comparative study show that the students performance and the quality of the developed activities in the subject were improved under active learning in comparison to Traditional Lectures. Moreover, transversal skills, such as, teamwork, leadership, self-confidence and autonomy in decision-making could be developed. The research was started in 2011 to 2016 and 162 students were enrolled. Such features demonstrate the learning methodology must be fit to the course and the educational level in order to became effective. © 2018 IEEE.

Successfully reaching the final degree is an essential topic in education at the Higher Technical College EUREGIO HTBLVA Ferlach. This aspect is measured by “school achievement” which represents the proportion between the young people who have been trained in the first years and the pupils who finally graduate. This figure is, however, in practice dependent on many different factors. Factors such as the class climate, school climate, but also the handling of diversity and language sensitivity play an important role in classroom. For the development of these factors, social learning and problem based learning was implemented by projects. The evaluation shows, that the class climate felt by the students is getting better and project based learning is implemented and accepted by pupils and teachers. The value of “school achievement” was varying between 70% and 100% during the last 10 years. As preconditions of the pupils arriving at the Higher Technical College are decisive factors, there are actions planned and set to support pupils especially during the first year. To move on further to Industry 4.0 students competences in Information Technology are evaluated and simulation as well as data management is integrated in lecturing. © 2018, Springer International Publishing AG.

Work-based learning (WBL) is learning that integrates material into the world of work. In this study, the teaching was developed by incorporating technopreneurship education, which can become an alternative solution to the education problem in Indonesia. The research design used refers to research and development involving 145 students at SMK Muhhammadiyah 3 Metro. The learning tools developed were a syllabus, lesson plan, student book, student work sheet, and learning and teaching process, while the data collection technique uses tests, documentation, observations and questionnaires. The results of these studies include learning tools developed to meet the validity criteria; the response of learners and teachers in the excellent category of learning; and individual completeness using the work-based learning (WBL) model with technopreneurial load exceeding 75%. Also, the values of technopreneurship and process skills together had a positive effect on learning achievement of 93.7%, and the experimental class learning achievement with an average of 75.72 is better than that of the control class (69.75). © WIETE 2018.