Pub Date : 2019-06-24DOI: 10.20472/TEC.2019.007.008
W. Iguodala
The cost of implementing free and compulsory primary education policy in Nigeria and the question of sustainability were respectively assessed in the paper. The observed poor quality of primary school leavers and scarcity of all production inputs in the school system motivated the study that raised three (3) research questions to guide investigation. The entire primary school system including the 707,124 teachers across the 622,841 available primary schools constituted the study population. A convenient number of 35,356(i.e 5 percent) teachers randomly selected from the schools using the multi-stage sampling technique made up the study sample. Documentary evidences of allocated funds from relevant government Ministries, Departments and Agencies (MDAs) and a questionnaire title: Free and Compulsory Primary School Attendance Policy Sustenance Questionnaire (FRECOPRISUQUE) was validated, pilot-tested (N=50, r= 0.77) and administered by the researchers assisted by 37 chair persons of Nigeria Union of Teachers (NUT), each from every state of the federation including the FCT. Data collected to answer the research questions were descriptively analysed with means, percentages and standard deviation. Based on data analysis, the following findings emerged. First, the money required to adequately fund the free and compulsory primary education policy per pupil is N255,000.00. Second, it is only about 3 percent of the required money that government allocates to fund primary education. Thirdly, the perception of stakeholders particularly teachers is that government lacks the ability to implement the policy in Nigeria. Based on the findings, it was recommended among others that government should admit its inability to adequately fund the policy and through legislation invite parents and corporate organizations to contribute money to sustain the policy.
{"title":"ASSESSING THE COST OF FREE PRIMARY EDUCATION POLICY IN NIGERIA AND THE QUESTION OF SUSTAINABILITY","authors":"W. Iguodala","doi":"10.20472/TEC.2019.007.008","DOIUrl":"https://doi.org/10.20472/TEC.2019.007.008","url":null,"abstract":"The cost of implementing free and compulsory primary education policy in Nigeria and the question of sustainability were respectively assessed in the paper. The observed poor quality of primary school leavers and scarcity of all production inputs in the school system motivated the study that raised three (3) research questions to guide investigation. The entire primary school system including the 707,124 teachers across the 622,841 available primary schools constituted the study population. A convenient number of 35,356(i.e 5 percent) teachers randomly selected from the schools using the multi-stage sampling technique made up the study sample. Documentary evidences of allocated funds from relevant government Ministries, Departments and Agencies (MDAs) and a questionnaire title: Free and Compulsory Primary School Attendance Policy Sustenance Questionnaire (FRECOPRISUQUE) was validated, pilot-tested (N=50, r= 0.77) and administered by the researchers assisted by 37 chair persons of Nigeria Union of Teachers (NUT), each from every state of the federation including the FCT. Data collected to answer the research questions were descriptively analysed with means, percentages and standard deviation. Based on data analysis, the following findings emerged. First, the money required to adequately fund the free and compulsory primary education policy per pupil is N255,000.00. Second, it is only about 3 percent of the required money that government allocates to fund primary education. Thirdly, the perception of stakeholders particularly teachers is that government lacks the ability to implement the policy in Nigeria. Based on the findings, it was recommended among others that government should admit its inability to adequately fund the policy and through legislation invite parents and corporate organizations to contribute money to sustain the policy.","PeriodicalId":160765,"journal":{"name":"Proceedings of the 7th Teaching & Education Conference, London","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129687357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-24DOI: 10.20472/TEC.2019.007.014
S. Veuger, S. Racey
An important final year assessment which is common to most UK Undergraduate (UG) degree programmes is the final year project or dissertation. It is considered the capstone module on degree programmes whereby students gain valuable skills valued by employers. Our project engages final year UG students in a collaboration designed with inclusivity and partnership in mind.We ran student-led conferences to communicate the experience of final year students and disseminate their top tips to level 5 students. The project sits across three disciplines in the health and life sciences, the largest faculty in Northumbria University with the aim of developing a widely applicable solution for use across different programmes, departments, faculties and universities. By placing the student experience at its heart, our project seeks to enhance support for student learning through the improvement of graduate attributes including independence of thought and action, curiosity and critical thinking. Thus, employability outcomes are enhanced. The Project conferences aim to respect the diversity of the student body while creating a sense of equality to 1) support supervision quality across the institution. 2) Improve academic experience and 3) enhance graduate characteristics and thus employability.The inclusion of students as partners in pedagogic research in the student-led conferences and in a reflective exercise on the inclusion of students as equal partners in pedagogical research encouraged self- management of their own project and supervisor/student relationship thereby enhancing the student experience whilst developing their key graduate attributes. Student researchers played a major role in data analysis and evaluation. Additionally an eLearning platform organisation site has been constructed continuing the key resources for staff and students alongside video recordings of student presentations. This scalable project supports the development of graduates that are distinguished by their intellectual expertise and employability through meaningful pedagogical research that maximises student satisfaction.
{"title":"STUDENTS AS PARTNERS: ON DEVELOPING A STUDENT LED CONFERENCE TO ENHANCE THE SKILLS OF UG PROJECT STUDENTS","authors":"S. Veuger, S. Racey","doi":"10.20472/TEC.2019.007.014","DOIUrl":"https://doi.org/10.20472/TEC.2019.007.014","url":null,"abstract":"An important final year assessment which is common to most UK Undergraduate (UG) degree programmes is the final year project or dissertation. It is considered the capstone module on degree programmes whereby students gain valuable skills valued by employers. Our project engages final year UG students in a collaboration designed with inclusivity and partnership in mind.We ran student-led conferences to communicate the experience of final year students and disseminate their top tips to level 5 students. The project sits across three disciplines in the health and life sciences, the largest faculty in Northumbria University with the aim of developing a widely applicable solution for use across different programmes, departments, faculties and universities. By placing the student experience at its heart, our project seeks to enhance support for student learning through the improvement of graduate attributes including independence of thought and action, curiosity and critical thinking. Thus, employability outcomes are enhanced. The Project conferences aim to respect the diversity of the student body while creating a sense of equality to 1) support supervision quality across the institution. 2) Improve academic experience and 3) enhance graduate characteristics and thus employability.The inclusion of students as partners in pedagogic research in the student-led conferences and in a reflective exercise on the inclusion of students as equal partners in pedagogical research encouraged self- management of their own project and supervisor/student relationship thereby enhancing the student experience whilst developing their key graduate attributes. Student researchers played a major role in data analysis and evaluation. Additionally an eLearning platform organisation site has been constructed continuing the key resources for staff and students alongside video recordings of student presentations. This scalable project supports the development of graduates that are distinguished by their intellectual expertise and employability through meaningful pedagogical research that maximises student satisfaction.","PeriodicalId":160765,"journal":{"name":"Proceedings of the 7th Teaching & Education Conference, London","volume":"927 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123290922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-24DOI: 10.20472/TEC.2019.007.010
Paramjeet Kaur Mangat
The study aimed to examine the Academic Procrastination among High School students in relation to their Peer Pressure. Descriptive survey method of research was employed for this study. Data was collected by randomization technique of sampling from a sample of 400 high school students of Punjab state, out of which 200 students were from government school and 200 students were from private schools. Tools used in this study were Academic Procrastination Scale: A. K. Kalia and Manju Yadav and Peer Pressure Scale [PPS-SS] by Saini and Singh. The data was analyzed by employing descriptive statistics like Mean, Median, Mode, SD, Skewness, Kurtosis, t-ratio and Karl Pearson?s coefficient of correlation. On the bases of data analyzed, no significant difference has been found in academic procrastination and peer pressure of government and private high school students. Further no significant difference has been found in academic procrastination of male and female high school students. Further no significant relationship has been found in academic procrastination and peer pressure of total high school students.
本研究旨在探讨高中生学业拖延与同伴压力的关系。本研究采用描述性调查研究方法。数据采用随机抽样的方法收集旁遮普邦400名高中生的样本，其中200名学生来自公立学校，200名学生来自私立学校。本研究使用的工具是学业拖延量表(A. K. Kalia and Manju Yadav)和同伴压力量表(PPS-SS)。采用描述性统计方法对数据进行分析，如Mean、Median、Mode、SD、Skewness、Kurtosis、t-ratio和Karl Pearson?S相关系数。在数据分析的基础上，公办高中和民办高中学生在学业拖延和同伴压力方面没有发现显著差异。此外，男女高中生的学业拖延没有显著差异。高中生学业拖延与同伴压力的关系不显著。
{"title":"ACADEMIC PROCRASTINATION AMONG HIGH SCHOOL STUDENTS IN RELATION TO PEER PRESSURE","authors":"Paramjeet Kaur Mangat","doi":"10.20472/TEC.2019.007.010","DOIUrl":"https://doi.org/10.20472/TEC.2019.007.010","url":null,"abstract":"The study aimed to examine the Academic Procrastination among High School students in relation to their Peer Pressure. Descriptive survey method of research was employed for this study. Data was collected by randomization technique of sampling from a sample of 400 high school students of Punjab state, out of which 200 students were from government school and 200 students were from private schools. Tools used in this study were Academic Procrastination Scale: A. K. Kalia and Manju Yadav and Peer Pressure Scale [PPS-SS] by Saini and Singh. The data was analyzed by employing descriptive statistics like Mean, Median, Mode, SD, Skewness, Kurtosis, t-ratio and Karl Pearson?s coefficient of correlation. On the bases of data analyzed, no significant difference has been found in academic procrastination and peer pressure of government and private high school students. Further no significant difference has been found in academic procrastination of male and female high school students. Further no significant relationship has been found in academic procrastination and peer pressure of total high school students.","PeriodicalId":160765,"journal":{"name":"Proceedings of the 7th Teaching & Education Conference, London","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125010695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-24DOI: 10.20472/TEC.2019.007.012
Chinwe B. Njelita
This study investigated the effect of active learning instructional strategies (ALIS) on pre-service chemistry teacher’s acquisition of entrepreneurial skills. The study adopted quasi-experimental design – pre-test, post-test non-equivalent control group. The study was conducted in two colleges of education in the south-east geo-political zone of Nigeria. Purposive sampling was used based on proximity and class size using intact classes guide. Out of these two institutions selected, the pre-service chemistry teachers in one college of education were exposed to ALIS involving field trip, demonstration followed by projects as experimental group while the other institution served as control group exposed to conventional lecture method. One hundred and twenty (120) pre-service chemistry teachers were used for the study. Test on entrepreneurial skills acquisition (TOESA) developed by the researcher served as instrument for data collection. The face and content validity of the instrument were determined using two chemistry educators and specialist in education psychologist from researcher’s institution. The reliability of the instrument was established using Kuder-Richardson formula – 21 which was established as 0.89. Mean and standard deviation were used to test the research questions. The hypotheses were tested at 0.05 level of significance using the Analysis of covariance (ANCOVA) statistics. The result of the study revealed that the selected ALIS enhance entrepreneurial skills acquisition amongst pre-service chemistry teachers. It also revealed that there is a statistical difference between the mean skill score of male and female pre-service chemistry teachers taught with selected ALIS and it is in favour of male pre-service chemistry teachers. Based on these findings, it was recommended that chemistry educators should apply the use of selected ALIS namely field trip, demonstration and projects strategies in their classroom instructions.
{"title":"EFFECT OF ACTIVE LEARNING INSTRUCTIONAL STRATEGIES ON PRE-SERVICE CHEMISTRY TEACHERS ACQUISITION OF ENTREPRENEURIAL SKILLS","authors":"Chinwe B. Njelita","doi":"10.20472/TEC.2019.007.012","DOIUrl":"https://doi.org/10.20472/TEC.2019.007.012","url":null,"abstract":"This study investigated the effect of active learning instructional strategies (ALIS) on pre-service chemistry teacher’s acquisition of entrepreneurial skills. The study adopted quasi-experimental design – pre-test, post-test non-equivalent control group. The study was conducted in two colleges of education in the south-east geo-political zone of Nigeria. Purposive sampling was used based on proximity and class size using intact classes guide. Out of these two institutions selected, the pre-service chemistry teachers in one college of education were exposed to ALIS involving field trip, demonstration followed by projects as experimental group while the other institution served as control group exposed to conventional lecture method. One hundred and twenty (120) pre-service chemistry teachers were used for the study. Test on entrepreneurial skills acquisition (TOESA) developed by the researcher served as instrument for data collection. The face and content validity of the instrument were determined using two chemistry educators and specialist in education psychologist from researcher’s institution. The reliability of the instrument was established using Kuder-Richardson formula – 21 which was established as 0.89. Mean and standard deviation were used to test the research questions. The hypotheses were tested at 0.05 level of significance using the Analysis of covariance (ANCOVA) statistics. The result of the study revealed that the selected ALIS enhance entrepreneurial skills acquisition amongst pre-service chemistry teachers. It also revealed that there is a statistical difference between the mean skill score of male and female pre-service chemistry teachers taught with selected ALIS and it is in favour of male pre-service chemistry teachers. Based on these findings, it was recommended that chemistry educators should apply the use of selected ALIS namely field trip, demonstration and projects strategies in their classroom instructions.","PeriodicalId":160765,"journal":{"name":"Proceedings of the 7th Teaching & Education Conference, London","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125810806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-24DOI: 10.20472/TEC.2019.007.004
Beatrix Fűzi
Reducing student drop-out rates is a challenge faced in Hungarian higher education. Our research and development project is intended to contribute to this effort: we analyse the notions and experiences of teachers concerning the possibility of motivating students, as well as their own role models as teachers and their teaching methods. We also explore students? motivation, their experiences and expectations related to classes at the university.It was studied whether the motivation of students appears in the teachers? understanding of their own role. Do they accept or reject the motivation of students as a task? Is there a difference in the teaching methods applied between those who consider a part of their role as teachers to motivate students and those who reject this? We were also curious how the opinions of teachers and students were similar or different concerning the motivating effect of various teaching methods.We collected data from teachers and students at six Hungarian institutes of higher education. The teachers? questionnaire was completed by 210 respondents, and semi-structured, in-depth interviews were also conducted with 41 of them. The students? questionnaire was completed by 1,130 respondents. In the analysis of the data, we used both quantitative and qualitative methods.Based on the results, half of the teachers faced with difficulties in connection with motivating students. In the interpretation of the role models of the majority of them, the intention of motivating students appeared positively. By contrast, in the opinion of 68%, academic success depends on the students alone.There was agreement in that the respondents considered the use of digital tools, interactivity, practicality as having the most motivating effect. In the frequency of encountering various methods, however, there was a difference in the assessment given by students and teachers. The interviews shed light on the fact that, despite the best intentions, the actual achievement of motivation of students in the classrooms is often missing. The reason may be the lack of pedagogical and methodological knowledge and consciousness.
{"title":"SHOULD WE AND CAN WE MOTIVATE UNIVERSITY STUDENTS? – THE ANALYSIS OF THE INTERPRETATION OF THE ROLE AND THE TEACHING METHODS OF UNIVERSITY TEACHERS","authors":"Beatrix Fűzi","doi":"10.20472/TEC.2019.007.004","DOIUrl":"https://doi.org/10.20472/TEC.2019.007.004","url":null,"abstract":"Reducing student drop-out rates is a challenge faced in Hungarian higher education. Our research and development project is intended to contribute to this effort: we analyse the notions and experiences of teachers concerning the possibility of motivating students, as well as their own role models as teachers and their teaching methods. We also explore students? motivation, their experiences and expectations related to classes at the university.It was studied whether the motivation of students appears in the teachers? understanding of their own role. Do they accept or reject the motivation of students as a task? Is there a difference in the teaching methods applied between those who consider a part of their role as teachers to motivate students and those who reject this? We were also curious how the opinions of teachers and students were similar or different concerning the motivating effect of various teaching methods.We collected data from teachers and students at six Hungarian institutes of higher education. The teachers? questionnaire was completed by 210 respondents, and semi-structured, in-depth interviews were also conducted with 41 of them. The students? questionnaire was completed by 1,130 respondents. In the analysis of the data, we used both quantitative and qualitative methods.Based on the results, half of the teachers faced with difficulties in connection with motivating students. In the interpretation of the role models of the majority of them, the intention of motivating students appeared positively. By contrast, in the opinion of 68%, academic success depends on the students alone.There was agreement in that the respondents considered the use of digital tools, interactivity, practicality as having the most motivating effect. In the frequency of encountering various methods, however, there was a difference in the assessment given by students and teachers. The interviews shed light on the fact that, despite the best intentions, the actual achievement of motivation of students in the classrooms is often missing. The reason may be the lack of pedagogical and methodological knowledge and consciousness.","PeriodicalId":160765,"journal":{"name":"Proceedings of the 7th Teaching & Education Conference, London","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126436102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-24DOI: 10.20472/TEC.2019.007.002
Hamid Ahtesham, Yasir Javed, S. Khahro, Sarah Almuqhim
It has been reflected during teaching ETHC303 “Ethical and Social Aspects of Computing” at Prince Sultan University, Riyadh that the students have a vague understanding about the subject at the beginning of the semester. They believe it as a second course and expecting higher grades in it, whereas the scenario is the other way around. The subject of this nature to be taught in final year class cannot be covered in the traditional way. As it is more towards practical practice rather than bookish approach. There were three techniques used to analyse this problem in this case study including Individual Interviews, Literature Review Task (LRT) as a Flipped Class Room (FCR) approach and Field Trip (FT). In the end, Visual Clips were also used as an experiment for learning objectives delivery. It is analysed that the literature review task as a flipped classroom approach could not produce satisfactory results for courses like ethics. Whereas field trips significantly produced satisfactory results for such a problem. It is also observed that visual clips are helpful for outline delivery within the subject of such typical nature. It is concluded that field trips, visual clips and individual counselling are quite supportive and helpful to increase learning and knowledge in the subjects such as ETHC303 “Ethical and Social Aspects of Computing”.
{"title":"ATTITUDES FOR IMPROVED LEARNING & KNOWLEDGE IN ARCHETYPAL ENGINEERING COURSES","authors":"Hamid Ahtesham, Yasir Javed, S. Khahro, Sarah Almuqhim","doi":"10.20472/TEC.2019.007.002","DOIUrl":"https://doi.org/10.20472/TEC.2019.007.002","url":null,"abstract":"It has been reflected during teaching ETHC303 “Ethical and Social Aspects of Computing” at Prince Sultan University, Riyadh that the students have a vague understanding about the subject at the beginning of the semester. They believe it as a second course and expecting higher grades in it, whereas the scenario is the other way around. The subject of this nature to be taught in final year class cannot be covered in the traditional way. As it is more towards practical practice rather than bookish approach. There were three techniques used to analyse this problem in this case study including Individual Interviews, Literature Review Task (LRT) as a Flipped Class Room (FCR) approach and Field Trip (FT). In the end, Visual Clips were also used as an experiment for learning objectives delivery. It is analysed that the literature review task as a flipped classroom approach could not produce satisfactory results for courses like ethics. Whereas field trips significantly produced satisfactory results for such a problem. It is also observed that visual clips are helpful for outline delivery within the subject of such typical nature. It is concluded that field trips, visual clips and individual counselling are quite supportive and helpful to increase learning and knowledge in the subjects such as ETHC303 “Ethical and Social Aspects of Computing”.","PeriodicalId":160765,"journal":{"name":"Proceedings of the 7th Teaching & Education Conference, London","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130328920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-19DOI: 10.20472/TEC.2019.007.006
Agnieszka Herdan, Magdalena M. Stuss
It is a well-known fact that undergraduate students have to be equipped with relevant types of key competencies in order to be successful in the job market. Complex challenges that companies face in today?s world and the fast development of technology shift employer?s expectation for knowledge towards competency and abilities to use skills and talents (European Commission, 2010). Higher Education Institutions need to create a curriculum that will support students to develop a correct set of life long competencies. However, in many cases students struggle to recognize the importance of developing key competencies during their time at University and only focus on key knowledge. That is why Higher Education Institutions struggle to convince students of the value of certain activities which take place within the curriculum. The aim of this paper is to investigate the perception of Business School Students of key competencies of lifelong learning. The applied research procedure combines analysis of the literature with empirical research and is based upon searching for the answer to the questions about how Business School students view the importance of lifelong learning competencies.The research shows that the most desired lifelong learning competencies by business programme students are experience, industry expertise, certificates, awards confirming completion of studies/programs/skills, followed by technology competencies and cultural awareness.
{"title":"SHAPING THE COMPETENCES OF GRADUATES OF HIGHER EDUCATION FOR THE NEEDS OF THE EU LABOUR MARKET - CASE STUDY OF BUSINESS SCHOOL STUDENTS","authors":"Agnieszka Herdan, Magdalena M. Stuss","doi":"10.20472/TEC.2019.007.006","DOIUrl":"https://doi.org/10.20472/TEC.2019.007.006","url":null,"abstract":"It is a well-known fact that undergraduate students have to be equipped with relevant types of key competencies in order to be successful in the job market. Complex challenges that companies face in today?s world and the fast development of technology shift employer?s expectation for knowledge towards competency and abilities to use skills and talents (European Commission, 2010). Higher Education Institutions need to create a curriculum that will support students to develop a correct set of life long competencies. However, in many cases students struggle to recognize the importance of developing key competencies during their time at University and only focus on key knowledge. That is why Higher Education Institutions struggle to convince students of the value of certain activities which take place within the curriculum. The aim of this paper is to investigate the perception of Business School Students of key competencies of lifelong learning. The applied research procedure combines analysis of the literature with empirical research and is based upon searching for the answer to the questions about how Business School students view the importance of lifelong learning competencies.The research shows that the most desired lifelong learning competencies by business programme students are experience, industry expertise, certificates, awards confirming completion of studies/programs/skills, followed by technology competencies and cultural awareness.","PeriodicalId":160765,"journal":{"name":"Proceedings of the 7th Teaching & Education Conference, London","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125306741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-30DOI: 10.20472/TEC.2019.007.011
J. Morales, B. Olea, M. Atencia-Ruiz, Nicolás Madrid
Universidad de Malaga. Campus de Excelencia Internacional Andalucia Tech. “I Plan Propio Integral de Docencia” de la Universidad de Malaga (PIE17-025)
马拉加大学。安达卢西亚科技国际卓越校园，马拉加大学“我自己的整体教学计划”(PIE17-025)
{"title":"FOSTERING THE COOPERATIVE LEARNING OF MATHEMATICS IN ENGINEERING SCHOOLS","authors":"J. Morales, B. Olea, M. Atencia-Ruiz, Nicolás Madrid","doi":"10.20472/TEC.2019.007.011","DOIUrl":"https://doi.org/10.20472/TEC.2019.007.011","url":null,"abstract":"Universidad de Malaga. Campus de Excelencia Internacional Andalucia Tech. \u0000“I Plan Propio Integral de Docencia” de la Universidad de Malaga (PIE17-025)","PeriodicalId":160765,"journal":{"name":"Proceedings of the 7th Teaching & Education Conference, London","volume":"2016 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121375520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-27DOI: 10.20472/TEC.2019.007.013
Salvador Pineda Morente, Natalia Alguacil Conde, Juan Perez Ruiz, Sebastián Rivas, Antonio González
This project focuses on the development of a web application that automatically grades the solution to engineering exercises. The input data of each exercise is different for each student in order to reduce plagiarism and increase motivation. Students can access the web app from any device with internet access (computer, laptop, phone, ...) at any time. The fact that the exercises are enunciated and evaluated in an individualized way eliminates the possibility for students to share the solutions and divert the profitable collaboration between students towards the learning of the resolution procedure itself. From the professor’s perspective, this tool allows an efficient and continuous evaluation of students. Besides, the storage of the data (number of attempts, time required, etc.) provides valuable information both for the self-assessment of the professor and for the analysis of the individualized learning process of each student. The web application is coded in Python, which easily allows the incorporation of additional features according to the needs of professors and students. The web application has already been tested during two academic years in two Spanish universities and for several engineering degrees. Ten professor and more than 2000 students have already benefit from this web application.
{"title":"INDIVIDUALIZED EXERCISES FOR CONTINUOUS ASSESSMENT IN ENGINEERING","authors":"Salvador Pineda Morente, Natalia Alguacil Conde, Juan Perez Ruiz, Sebastián Rivas, Antonio González","doi":"10.20472/TEC.2019.007.013","DOIUrl":"https://doi.org/10.20472/TEC.2019.007.013","url":null,"abstract":"This project focuses on the development of a web application that automatically grades the solution to engineering exercises. The input data of each exercise is different for each student in order to reduce plagiarism and increase motivation. Students can access the web app from any device with internet access (computer, laptop, phone, ...) at any time. The fact that the exercises are enunciated and evaluated in an individualized way eliminates the possibility for students to share the solutions and divert the profitable collaboration between students towards the learning of the resolution procedure itself. From the professor’s perspective, this tool allows an efficient and continuous evaluation of students. Besides, the storage of the data (number of attempts, time required, etc.) provides valuable information both for the self-assessment of the professor and for the analysis of the individualized learning process of each student. The web application is coded in Python, which easily allows the incorporation of additional features according to the needs of professors and students. The web application has already been tested during two academic years in two Spanish universities and for several engineering degrees. Ten professor and more than 2000 students have already benefit from this web application.","PeriodicalId":160765,"journal":{"name":"Proceedings of the 7th Teaching & Education Conference, London","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130530777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.20472/TEC.2019.007.009
Nkosinomusa Mabaso, L. Meda
All universities in South Africa are encouraged to use a Learning Management System such as Blackboard to facilitate blended learning. Despite, the availability of Blackboard at one university of technology in the country, some lecturers and students prefer utilising WhatsApp for teaching and learning. The purpose of this study is to investigate students and lecturers? perspectives about learning and teaching using WhatsApp at a university in South Africa. The study was done using a qualitative case study within an intepretivist paradigm. It was guided by Garrison, Anderson and Archer?s Community of Inquiry as a theoretical framework. Sixteen students and two lecturers who heavily use WhatsApp were purposively selected to participate in semi-structured interviews and focus group discussions. The study found that lecturers use WhatsApp not only for communication purposes, but to foster collaborative learning among students. Although students noted some limitations which they experience when using WhatsApp, they preferred the social media to blackboard. The study concludes that although WhatsApp is response to students? needs, it does not adequately prepare students to graduate with digital literacy skills expected by the Department of Education in the country.
{"title":"WHATSAPP UTILISATION AT AN INITIAL TEACHER PREPARATION PROGRAMME AT A UNIVERSITY OF TECHNOLOGY IN SOUTH AFRICA","authors":"Nkosinomusa Mabaso, L. Meda","doi":"10.20472/TEC.2019.007.009","DOIUrl":"https://doi.org/10.20472/TEC.2019.007.009","url":null,"abstract":"All universities in South Africa are encouraged to use a Learning Management System such as Blackboard to facilitate blended learning. Despite, the availability of Blackboard at one university of technology in the country, some lecturers and students prefer utilising WhatsApp for teaching and learning. The purpose of this study is to investigate students and lecturers? perspectives about learning and teaching using WhatsApp at a university in South Africa. The study was done using a qualitative case study within an intepretivist paradigm. It was guided by Garrison, Anderson and Archer?s Community of Inquiry as a theoretical framework. Sixteen students and two lecturers who heavily use WhatsApp were purposively selected to participate in semi-structured interviews and focus group discussions. The study found that lecturers use WhatsApp not only for communication purposes, but to foster collaborative learning among students. Although students noted some limitations which they experience when using WhatsApp, they preferred the social media to blackboard. The study concludes that although WhatsApp is response to students? needs, it does not adequately prepare students to graduate with digital literacy skills expected by the Department of Education in the country.","PeriodicalId":160765,"journal":{"name":"Proceedings of the 7th Teaching & Education Conference, London","volume":"78 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133088629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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