scholarly journals Blended interaction: Implementing a bring-your-own-device approach versus provided tablet computers

2016 ◽  
Vol 35 (1) ◽  
Author(s):  
Jako Olivier
Keyword(s):  
Higher Education ◽  
Real Time ◽  
Effective Interaction ◽  
Mobile Technologies ◽  
Bring Your Own Device ◽  
Tablet Computers ◽  
Specific Context ◽  
Case Study Design ◽  
University Level

Effective interaction in classes and real-time feedback are challenges that may occur in any classroom. In this regard, mobile technologies may act as a supplement in a so-called blended context. This article investigates the role a bring-your-own-device approach in comparison with an approach where similar tablet computers are provided, plays in terms of interaction and feedback in a linguistics class at third-year university level. In this way the gap in the literature regarding the implementation of blended learning in higher education in South Africa and especially in terms of the bring-your-own-device approach could be augmented. In this research a case study design was used and the data of two groups of third-years were gathered by means of qualitative methods. User statistics from a learning management system was collected, but the main data consisted of the observations and reflections of the lecturer, as well as feedback from students by means of short questionnaires. This data was analysed in an inductive manner in order to identify relevant themes and codes. Both a bring-your-own-device approach and the use of provided tablet computers could facilitate effective interaction and real-time feedback. Apart from the benefits, some limitations were identified in terms of access and skills among students. In this specific context, the bring-your-own-device approach seems to be the better option, but for other contexts solutions will have to be customised.

Real Time Experience of Participants in Higher Education During The Coronavirus: A Case Study

2021 ◽  
Vol 36 (1) ◽  
pp. 51-70
Author(s):  
Randa Khair Abbas ◽  
Eman Abu Hanna Nahhas ◽  
Khawla Zoabi ◽  
Ibtisam Marey-Sarwan ◽  
Hanadi Abu Ahmad
Keyword(s):  
Higher Education ◽  
Real Time ◽  
Administrative Staff ◽  
Financial Security ◽  
Time Experience ◽  
New Learning ◽  
New Knowledge ◽  
Self Discovery ◽  
Depth Interviews

This case study explored the real-time experience of participants in the Arab Academic College for Education in Haifa, Israel, during the coronavirus pandemic. Twenty in-depth interviews were conducted with management, administrative staff, faculty and students. Participants' stories reveal that feelings of stress and isolation gave way to new learning and self-discovery, a new relationship with time, and the creation of new knowledge on the personal and institutional levels. Strong, coordinated leadership, combined with legal and financial security, facilitated the transition to online learning and allowed the college to emerge from the crisis successfully. Implications are drawn for dealing with future crises.

scholarly journals TechTeach—An Innovative Method to Increase the Students Engagement at Classrooms

Information ◽  
2020 ◽  
Vol 11 (10) ◽  
pp. 483
Author(s):  
Filipe Portela
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Teaching Quality ◽  
Bring Your Own Device ◽  
Online Classes ◽  
Education Students ◽  
Interactive Tools ◽  
Evolution Of Technology ◽  
Flipped Classrooms

Higher education is changing, and a new normal is coming. Students are even more demanding, and professors need to follow the evolution of technology and try to increase student engagement in the classrooms (presential or virtual). Higher education students recognise that the introduction of new tools and learning methods can improve the teaching quality and increase the motivation to learn. Regarding a question about which type of classes students preferred, ninety-one point ninety-nine per cent (91.99%) of the students wanted interactive classes over traditional. Having this concern in mind over the past years, a professor explored a set of methods, strategies and tools and designed a new and innovative paradigm using gamification. This approach is denominated TechTeach and explores a set of trending concepts and interactive tools to teach computer science subjects. It was designed to run in a B-learning environment. The paradigm uses flipped classrooms, bring your own device (BYOD), gamification, training of soft-skills and quizzes and surveys to increase the student’s engagement and provide the best learning environment to students. Currently, COVID-19 is bringing about new challenges, and TechTeach was improved in order to be more suitable for this new way of teaching (from 0% to 100% online classes). This article details this method and shows how it can be applied in a real environment. A case study was used to prove the functionality and relevance of this approach, and the achieved results are motivating. During the semester, more than a hundred students experienced this new way of teaching and assessment. In the end, more than eighty-one per cent (81%) of the students gave a positive grade to the approach, and more than ninety-five per cent (95.65%) of the students approved the use of the concept of BYOD in the classroom. With TechTeach, the classroom is not a boring place anymore; it is a place to learn and enjoy regardless of being physical or not.

scholarly journals “I Teach Character in My Class”: Integrating Character Education in EFL Reading Classroom at Islamic Higher Education

2019 ◽  
Vol 4 (2) ◽  
pp. 93-102
Author(s):  
Siti Nuraeni Muhtar ◽  
Dahlya Indra Nurwanti ◽  
R. Nadia R. P. Dalimunthe
Keyword(s):  
Higher Education ◽  
Reading Comprehension ◽  
Character Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Values Education ◽  
Self Confidence ◽  
University Level ◽  
The University

This article explores teacher's experiences and students' perceptions of character and values education at the university level. This is a case study of how teacher integrates character education in EFL Reading Comprehension subject at Islamic higher education context. The data from ten students and a teacher are collected through an online interview and questionnaires. The result showed the characters implied in EFL Reading Comprehension Subject are eleven characters include learning method, critical thinking, independence, creativity, courage/self-confidence, communicativeness, responsibility, honesty, religiousness, cooperation, tolerance. Those characters are positively responded by the students in their learning process in the classroom. Besides, the teacher also integrated those values in the teaching and learning process to instill students' character education.

scholarly journals Support Services for Students with Autism Spectrum Disorder in Higher Education

2019 ◽  
Vol 25 (1) ◽  
Author(s):  
Bunnie Claxton ◽  
Russ Claxton ◽  
Deanna Keith ◽  
Russ Yocum
Keyword(s):  
Higher Education ◽  
Support Services ◽  
Qualitative Case Study ◽  
Autism Spectrum ◽  
Case Study Design ◽  
Real World Setting ◽  
Perceptions Of Students ◽  
Students With Autism ◽  
University Setting

The purpose of this qualitative case study was to identify factors that impact learners with ASD in a university setting. Exploring the perceptions of students with ASD and support services faculty is crucial to gaining a comprehensive understanding of what factors impact learners with ASD in higher education. A case study design was utilized because it allowed investigation of a contemporary phenomenon within a real world setting.

scholarly journals Exploring Effective Reading Comprehension Strategies Taught in a Madarasa-cum-School in Karachi

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Yasmeen Sultana Farooqui ◽  
Dilawar Khan
Keyword(s):  
Reading Comprehension ◽  
Academic Skills ◽  
Comprehension Strategies ◽  
Teaching Reading ◽  
Reading Comprehension Strategies ◽  
Case Study Design ◽  
University Level ◽  
Effective Reading Strategies ◽  
Research Show

Reading is one of the most essential academic skills that students need in order to carry out their studies at university level. Therefore, the present study aimed to explore the effective reading strategies taught in a madrasa-cum-school. The study was qualitative in nature and used a case study design. In this connection, 10 teachers of a madrasa-cum-school were selected as a sample of the population. They were interviewed for 30 to 40 minutes. The interviews were transcribed, and then analysed through thematic analysis. The findings of the research show that the teachers were familiar with the reading comprehension strategies, such as implying, inferring, predicting, making predictions; and they were applying these strategies successfully while teaching reading comprehension.

scholarly journals A pesquisa como possibilidade para significar conceitos matemáticos abordados em Cálculo NuméricoResearch as a possibility to make meaning of mathematical concepts addressed in numerical calculus

2020 ◽  
Vol 22 (2) ◽  
pp. 055-080
Author(s):  
Cintia Terezinha Barbosa Peixoto ◽  
Isabel Cristina Machado De Lara
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Qualitative Approach ◽  
Language Games ◽  
Academic Experience ◽  
Specific Context ◽  
Mathematical Concepts ◽  
Theoretical Assumptions ◽  
Numerical Calculus

ResumoEste artigo apresenta, em uma abordagem qualitativa, um estudo de caso no qual descreve uma proposta pedagógica realizada por estudantes de Cálculo Numérico de uma instituição de nível superior do sul do país. A proposta foi desenvolvida segundo os pressupostos teóricos da pesquisa como princípio pedagógico e teve como objetivo identificar a percepção dos estudantes quanto à compreensão do significado de um conceito ao aprenderem como utilizá-lo em um contexto específico de sua vivência acadêmica. Com base nos trabalhos e testemunhos apresentados, e em Wittgenstein, este estudo mostra que as condições de sentido e significado dos conceitos matemáticos abordados em Cálculo Numérico podem ocorrer quando o estudante conhece diferentes usos desses conceitos em seus respectivos cursos de graduação ou futura profissão.Palavras Chave: Cálculo Numérico, Jogos de Linguagem, Pesquisa como Princípio Pedagógico.AbstractThis article presents, in a qualitative approach, a case study in which it describes a pedagogical proposal carried out by students of Numerical Calculus at a higher education institution in the south of the country. The proposal was developed according to the theoretical assumptions of the research as a pedagogical principle and aimed to identify the students' perception regarding the understanding of the meaning of a concept when learning how to use it in a specific context of their academic experience. Based on the works and testimonies presented and on Wittgenstein, it shows that the conditions of sense and meaning of the mathematical concepts covered in Numerical Calculus can occur when the student knows their different uses in their respective undergraduate courses or future profession.Keywords:  Numerical calculus, Language games, Research as a pedagogical principle.ResumenEste artículo presenta, en un enfoque cualitativo, un estudio de caso en el que describe una propuesta pedagógica llevada a cabo por estudiantes de Cálculo Numérico en una institución de educación superior en el sur del país. La propuesta se desarrolló a partir de los supuestos teóricos de la investigación como principio pedagógico y tuvo como objetivo identificar la percepción de los estudiantes sobre la comprensión del significado de un concepto al aprender a utilizarlo en un contexto específico de su experiencia académica. Basado en los trabajos y testimonios presentados y en Wittgenstein, muestra que las condiciones de sentido y significado de los conceptos matemáticos estudiados en el Cálculo Numérico pueden ocurrir cuando el estudiante conoce diferentes usos de estos conceptos en sus respectivos cursos de pregrado o futura profesión.Palabras clave: Cálculo numérico, Juegos de lenguaje, Investigación como principio pedagógico.

SELF-REGULATED PROJECT-BASED LEARNING IN HIGHER EDUCATION: A CASE STUDY DESIGN

2018 ◽  
Author(s):  
Mohamed Yassine Zarouk ◽  
Eugénio C. Oliveira ◽  
Paula Peres ◽  
Mohamed Khaldi
Keyword(s):  
Higher Education ◽  
Study Design ◽  
Project Based Learning ◽  
Case Study Design

scholarly journals Just-in-time research: a call to arms for research into mobile technologies in higher education

2015 ◽  
Vol 23 ◽  
Author(s):  
Lucie Byrne-Davis ◽  
Hilary Dexter ◽  
Jo Hart ◽  
Tim Cappelli ◽  
Ged Byrne ◽  
...  
Keyword(s):  
Higher Education ◽  
Medical Students ◽  
Mobile Technologies ◽  
Just In Time ◽  
Learning Technology ◽  
Clinical Learning ◽  
Tablet Computers ◽  
Access To Information ◽  
Clinical Supervisors ◽  
The Impact

Mobile technologies are becoming commonplace in society and in education. In higher education, it is crucial to understand the impact of constant access to information on the development of the knowledge and competence of the learner. This study reports on a series of four surveys completed by UK-based medical students (n=443) who received tablet computers (iPads) from their medical school during their 4th year of study. Students were surveyed prior to receiving the iPads and again regarding their usage and experiences at 2, 6 and 12 months post receipt of tablets. Findings indicate that students differed in their use of iPads but that the majority felt that tablets had impacted on their learning and the majority were using them frequently (at least once a day) during learning. Almost half of the students reported that clinical supervisors had raised the possibility of tablets changing patient care. These results, although only descriptive, raise important questions about the impact of mobile technologies on learning.Keywords: clinical learning; just-in-time technology; mobile technologies; survey; tablet computers; undergraduate medical educationCitation: Research in Learning Technology 2015, 23: 25653 - http://dx.doi.org/10.3402/rlt.v23.25653

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