New Ways Of Teaching Research Articles

University: Steps of Growth

The origins of Vasyl Stefanyk Precarpathian National University trace back to the Pedagogical Institute established in 1941 in Stanislav, which was the regional centre at that time. During the eighty years of its existence, the educational institution developed gradually: first it functioned as the Pedagogical Institute and its long-term existence was marked by numerous significant events, then it became a classical university, and, finally, it received the title and status of a national university. In recent years, the university has undergone radical changes in all areas of its life and work. There has come to the forefront the need of focusing on the experience of European universities while preserving national and state positions. Cooperation with leading European universities has made it possible to provide students with an opportunity to obtain a diploma not only from Vasyl Stefanyk Precarpathian National University, but also from one of the Polish ones. On the part of the staff the ongoing process of supporting the Ukrainian language as the state language goes hand in hand with general and persistent efforts teachers and students to master the English language.
 There have taken place significant changes in the organization of the educational process, introduction of new curricula, as well as modern teaching methods. Information technologies and the Internet have become an integral part of the educational process, while a powerful information center has been established to provide technical support for the training session organization and the online access to scientific sources. New ways of teaching presupposes the activation of the factor of students’ individual work, which accounts for independent acquisition of a significant part of the necessary information. The scientific library now has better possibilities to make scientific and educational literature essential for the training of highly qualified specialists available through the university website.
 The scientific activity of teachers has risen to a new level; new scientific centers have been created, new laboratories have been equipped; there is an ongoing international project aimed at restoration of the observatory on Mount Pip Ivan in the Carpathians. There has been a significant rise in scientific output measured by the Scopus scientific metric base; in recent years the number of doctors of science has increased by a third, and new promising scientific schools have been opened. Several multivolume fundamental scientific works have seen the world. Student self-government has also intensified, cultural life is booming, there are significant achievements in sports. In the future, the university seeks to enter the top 100 best universities in the world.

Pedagogy in Health Promotion: The Scholarship of Teaching and Learning Paper of the Year Award

Coronavirus disease 2019 (COVID-19) realities have demanded that educators move swiftly to adopt new ways of teaching, advising, and mentoring. We suggest the centering of a trauma-informed approach to education and academic administration during the COVID-19 pandemic using the Substance Abuse and Mental Health Services Administration’s (SAMHSA) guidance on trauma-informed approaches to care. In our model for trauma-informed education and administration (M-TIEA), SAMHSA’s four key organizational assumptions are foundational, including a realization about trauma and its wide-ranging effects; a recognition of the basic signs and symptoms of trauma; a response that involves fully integrating knowledge into programs, policies, and practices; and an active process for resisting retraumatization. Since educators during the pandemic must follow new restrictions regarding how they teach, we have expanded the practice of teaching in M-TIEA to include both academic administrators’ decision making about teaching, and educators’ planning and implementation of teaching. In M-TIEA, SAMHSA’s six guiding principles for a trauma-informed approach are infused into these two interrelated teaching processes, and include the following: safety; trustworthiness and transparency; peer support; collaboration and mutuality; empowerment, voice, and choice; and cultural, historical, and gender issues. M-TIEA’s organizational assumptions, processes, and principles are situated within an outer context that acknowledges the potential influences of four types of intersectional traumas and stressors that may occur at multiple socioecological levels: pandemic-related trauma and stressors; other forms of individual, group, community, or mass trauma and stressors; historical trauma; and current general life stressors. This acknowledges that all trauma-informed work is dynamic and may be influenced by contextual factors.

‘I can put my culture on my t-shirt’: The value of design and enterprise in Ntaria

In the Aboriginal community of Ntaria, visual communication is utilized to enhance storytelling, kinship relationships, and cultural knowledge. This research investigates how digital design tools could generate new forms of representation and connection while leading to the creation of employment pathways for young adults. Detailed in this paper is how Ntaria Design, a student-led enterprise was cultivated through a design and enterprise education program run at Ntaria School, part of a three-year participatory action study. From a Western Arrarnta perspective, the value of design, and the resulting development of a design-based enterprise was mediated by Country, culture, and community. This in turn necessitated new ways of teaching, learning, and engaging in research together on-Country. The establishment of Ntaria Design illuminates how design education can build entrepreneurial capacity while enabling Aboriginal youth to engage in commercial pathways on their own terms, and according to their own life-worlds.

GENERAL SECONDARY TEACHERS’ VIEWS ON EDUCATIONAL PROCESS AMID THE COVID-19 PANDEMIC: TWO-YEAR EXPERIENCE OF BLENDED LEARNING

The main purpose of the paper is to identify and generalize the tendencies of changes in the system of education influenced by the unexpected shift from face-to-face learning (traditional) to blended learning (as being regarded as a pattern of a certain mix of face-to-face and distance learning). The research is also targeted at investigating general secondary teachers’ readiness to respond to the educational challenges during the Covid-19 pandemic. The paper presents the information obtained at the very beginning of the sudden and unpredictable shift to total distance learning and then after the gradual transition to blended learning. The pros and cons of blended learning under conditions of the Covid-19 pandemic are revealed. The ideas that are closely connected with the accepting or not accepting absolutely new ways of teaching and learning from the points of view of general secondary school teachers, schoolchildren and their parents are given in the paper. The main problems of general secondary school teachers, schoolchildren and their parents face and practical ways to address these problems are enumerated and analyzed. The authors offer a variety of possible ways and means for overcoming the problems identified. Some certain innovative approaches and technologies, methods, techniques and means of blended learning aimed at delivering quality education to general secondary schoolchildren are mentioned. The research sample includes 3600 general secondary school teachers from different regions of Ukraine.

Design of Vocal Music Teaching System Platform for Music Majors Based on Artificial Intelligence

The cyberspace consisting of information technology, artificial intelligence (AI), communication systems, computer systems, automatic control systems, digital devices, and the applications, services, and data they carry is advancing in an unprecedented way. It is no longer a dream to assist the development of pedagogical expert systems to solve the current problems of insufficient teachers and single teaching tools in music pedagogy reform and to realize the sharing of teaching resources. Artificial intelligence system under music education and education not only breaks the traditional music education model but also promotes the development of music education. This paper introduces the principle of artificial intelligence and analyzes the problems faced by university music education, and the implementation method of vocal education system based on artificial intelligence for music majors is also specifically studied in this paper. This mainly involves the design of the system architecture, such as the system architecture, which is designed to meet the requirements of the whole system. A survey of 100 students found that 82% of students preferred computer-based education to traditional music education. An artificial intelligence-based vocal teaching system for music majors is a system with good applications, where teachers keep track of students’ learning through reasoning and analysis, enabling students to learn on their own. Learning music requires constant practice, expanding horizons, and accepting new ways of teaching, and the combination of music and the Internet is the latest option to use resources wisely, optimize them, and provide comprehensive resources. Although a variety of music education aids have emerged, few are actually suitable for music classroom education, so it is important to study and implement AI-based speech education systems for music majors.

Integration and Utilization Strategy of University English Teaching Information Resources Based on Fuzzy Clustering Algorithm

With the changes of the times and the development of science and technology, modern multimedia technique has entered the field of schooling without hesitation. Modern schooling faces new challenges as a result of the information society. A new way of teaching is to integrate curriculum and information technology. Message technology is used to support not only teaching and learning but also the use of message-based resources. Students’ innovative thinking and action ability in the process of integration can be effectively released by mobilising the initiative and enthusiasm of science and engineering students. The quality of university English education has significantly improved since the implementation of the web-based schooling model. However, a number of obstacles prevent educators from making better use of educational message resources. A fuzzy clustering algorithm is used in this paper. The time spent on clustering optimization is reduced by more than half using this algorithm. Its prototype-based clustering algorithm is simple, efficient, and adaptable to large numbers. In clustering analysis, it is the most commonly used algorithm and a research hotspot.

An Opportunity of a Lifetime: How Imagination Can Transform Life During a Pandemic.

The COVID-19 pandemic created a demand for change and innovation in nursing and nurse education. In this paper, the authors tell the story of a nurse faculty member and two of her prelicensure RN nursing students who were evicted from their classroom and clinical site because of the pandemic, but who were able to use their imagination and creativity to explore new ways of teaching and learning nursing and being a nurse. Humility and empathy are critically important aspects of imagination and creativity, particularly in nurse education. The authors also seek to consider these issues from a global perspective, thanks in part to the diversity and international backgrounds of the contributors.

Dil öğrenme stratejilerinin geliştirilmesi: çevrimiçi eğitim öncesinde ve sırasında öğrenci uygulamaları

This article presents the results of a quantitative survey carried out with the participation of 52 students in the Department of French Language Teaching at Atatürk Faculty of Education of Marmara University in Istanbul. This study questions the language learning strategies of bachelors and master degree students before and during online education. Unexpectedly confronted with a change of situation in education, the students found themselves overnight having to follow an online way of studying to which they were unfamiliar with over the night. Not only strategic, technical, technological, organizational and spatial but also psychological and sociological adaptation were immediately necessary. This study highlights the language learning strategies of students based on four main axes: the first one is based on cognitive strategies, the second one emphasizes metacognitive strategies, the third one is on effective strategies and the fourth and the last one is on resource management strategies. The aim is to understand the development of student learning practices during online education, and to understand the new strategies put in place by the students themselves in order to adapt to this new way of teaching. Have they stuck to their familiar language learning strategies or have they developed new language learning strategies? We tried to understand whether the students continued studying using the same language learning strategies as before during online education or not, and whether they readjusted, modified, developed their learning strategies as needed.

Faculty's Perception on Student Performance using vSim for Nursing® as a Teaching Strategy

During the COVID-19 pandemic, clinical nurse educators within pre-licensure baccalaureate educational programs had to quickly adapt to new ways of teaching. Hospital-based clinicals no longer permitted students to attend and some schools of nursing (SON) transitioned to virtual simulation learning environments. These alternative learning strategies were imperative for students continued progression. The first purpose of this pilot study explored nursing faculty's perceived effectiveness of using vSim for Nursing® to replace clinical practice. A second purpose examined the effectiveness of faculty preparation.Effectiveness was evaluated using an adapted version of the Simulation Effectiveness Tool – Modified (SET-M). Mean scores indicated that faculty strongly agreed on its effectiveness for students’ learning, with all items ranging 57.9%-97.4%. Majority of faculty strongly agreed that their preparation was highly effective, ranging 86.8%-97.4%. Faculty perceived vSim for Nursing® to be an effective tool for replacement of clinical practice and felt prepared to meet the students’ learning outcomes. Evidence to support the effectiveness of vSim is needed so faculty can make data driven decisions to support student success in clinical practice. Debriefing continues to be a prominent component to any form of simulation. Supporting and preparing faculty to meet students’ competencies further ensures successful transition as a professional.

The Vision of Educational Actors: Normalist Practitioners, Tutors and Professional Practice Advisors in Times of Covid-19 in Mexico

In Mexico there is talk of making the world change, of new strategies and innovating in education. The Covid-19 abruptly engaged the teacher to do so in an unusual way. The implementation of virtuality to reach every corner, new ways of teaching, relating to parents, interaction with tutors and directors was complex. The challenge was to learn in virtual professional practice. Objectives of the study: 1) Identify the characteristics of the professional practice of the seventh and eighth semester students in virtuality, 2) Analyze the academic-disciplinary factors, personal reflection and technical-pedagogical factors that intervene in professional practice, 3) Verify the presence of challenges of their teaching performance that they face in the virtual classroom. The qualitative and descriptive approach is the basis of the research. 21 elementary schools in Nuevo León participated; 76 teachers and 112 undergraduate students in Primary Education from the Miguel F. Martínez Normal School (ENMFM). Observations, Professional Practice Evaluation Rubric supported the research. It is concluded that the pedagogical practices fulfilled their mission, with innovative characteristics in the teaching practice; the academic-disciplinary factors were activated when planning, organizing, developing, intervening and evaluating the students; the personal-reflective factors were manifested in emotions of despair, helplessness, discouragement, expectations, new proposals, learning in their teacher training; advantages and disadvantages, areas of opportunity and strengths in the use of technology, face-to-face personalized attention and class times and in technical-pedagogical learning skills for real life.

A Study on the Development of Design thinking in the Fourth Industrial Revolution — Focused on Micro Manufacturing Space

Recent advances in technology have accelerated the Fourth Industrial Revolution. With the emergence of artificial intelligence, not only the manufacturing sector but also all sectors of society are expected to undergo changes in the future. In this age of the Fourth Industrial Revolution, it is going to be more important for learners to improve their creativity than to acquire knowledge. So scholars are exploring new ways of teaching to cultivate suitable talent for the future society. Among these various methods of education, Maker Education at Micro Manufacturing Space is recognized as the optimal method for the AI era. This study, in light of this, analyzed the operation of Micro Manufacturing Space, which is located in a university, and further suggested the direction of development of Micro Manufacturing Space in the Fourth Industrial Revolution. The results of this study are as follows. At the university’s Micro Manufacturing Space, students can be trained to think innovatively and improve creativity. In addition, this space can also be used as an open learning and meeting space for university students to visit freely. Moreover, the place can be built for the purpose of a start-up space. Therefore, future Micro Manufacturing Space in universities, as it were, will definitely prove to be a multifunctional space providing support to foster and improve creativity of the main force of the future of society. The findings can be used as theoretical basic data in the creation of a Micro Manufacturing Space for design thingking.

Ecuadorian and Uruguayan teachers' perceptions and experiences of teaching online during COVID

PurposeThe COVID-19 pandemic is a unique event that forced K-12 schools to rethink the delivery of instruction to protect the well-being of school system stakeholders. Teachers, school administrators and parents had to adapt to and embrace new ways of teaching and learning by utilizing available technology. The purpose of this study is to examine the challenges encountered by in-service teachers when moving from face-to-face to online teaching.Design/methodology/approachThis study utilized a qualitative phenomenological research methodology to examine Ecuadorian and Uruguayan teachers' perceptions and experiences transitioning from face-to-face to online teaching during the COVID-19 pandemic. This comparative study used convenience sampling to include 12 K-12 teachers from Ecuador and Uruguay.FindingsThe results of this study produced two themes that evidenced the demands placed on educators. The first theme was job demands, relating to teachers' perceptions about workload, preparation time and curriculum issues. The second theme related to available support provided by the school administrators and technology issues faced by teachers and students. Even though the teachers demonstrated adaptability for educating students during the pandemic, the experiences from both countries should be considered by teacher training programs and in post-graduate professional development.Originality/valueThis article examined how COVID-19 affected teachers in Uruguay and Ecuador. Data analysis documented the challenges encountered by teachers transitioning to online learning during the pandemic. The findings inform a larger audience about the needs of teachers working online.

Online Teaching and learning: Classroom Practices, Implementation, and its Impact on Engineering Science and Fundamental Thermodynamics Courses

Covid-19 has disrupted the education system worldwide. The sudden outbreak has forced the education system especially the tertiary education to shift to online teaching and learning which serve as the best solution for the continuation of learning during the Covid-19 pandemic. This study aims at evaluating the online classroom practices and its implementation as well as the impact of online teaching and learning from the student perspectives at Universiti Kuala Lumpur, Malaysian Institute of Marine Engineering Technology that enrolled in Engineering Science and Fundamental Thermodynamics courses. The analysis was carried out using the data collected through the questionnaire responses. Approximately 80% of students from Engineering Science course and just about 46% of students from Fundamental Thermodynamics course like the approached used during the online teaching and learning. This indicated that around 54% of students from Fundamental Thermodynamics course preferred the conventional methods more. However, students from both courses revealed that they were satisfied with the student-teacher interaction during the online teaching and learning with more than 90% agreed on this. The study also disclosed positive feedback on the acceptance and usage of the online teaching and learning with around 78% of students from Engineering Science course and 58% of students from Fundamental Thermodynamics course rated good and above despite the challenge faced by both academicians and students throughout this new way of teaching and learning. The results from this survey may lead to the improvement of the online classroom execution for these two courses.

New Ways of Teaching and Learning

New ways of teaching and learning have been found to be very up-to-date in the field of education which no educator before COVID-19 could have imagined. In this paper, I have written about the new teaching and learning methods that came during COVID-19 period. This paper gives a general description of new types of learning methods.

Teaching control courses online during the covid-19 pandemic: some experiences at the University of Brescia

In this paper we present the experience of online teaching of some control courses during two years of covid-19 pandemic at the University of Brescia. Different (undergraduate and postgraduate) courses are considered and a survey has been conducted with the students to evaluate pros and cons of the new way of teaching. A specific initiative employed in the second year to increase the student engagement has also been evaluated. It is believed that the results of the survey can help in discussing and learning best practices to apply during the pandemic and when this will be finished.

Factors Influencing Teachers’ Continuation of Online Learning in Elementary Schools

The use of online teaching has increased rapidly, especially since the start of the global pandemic of COVID-19. K–12 teachers in Saudi Arabia, like many teachers globally, found themselves with a new way of teaching because of the pandemic. Thus, this study examined the unified theory of acceptance and use of technology (UTAUT) in elementary school teachers’ acceptance of online learning. We tested whether UTAUT’s four key factors (performance expectancy; effort expectancy; social influence; and facilitating conditions) affect Saudi Arabian elementary school teachers’ acceptance of using online learning. We found that performance expectancy, social influence, and facilitating conditions altogether predicted teachers’ use of online learning as the analysis of the multiple regression outcome found that 60.2% of the variation was affected by these variables.

The Distance Learning in Bulgaria over the Past School Year: What Has Happened During the COVID-19 Pandemic

The article focuses on the impact of the Covid crisis on schools with Roma children/ children from vulnerable groups. It presents data from three similar questionnaires carried out by Center Amalipe among 200 schools in Bulgaria, members of the network “Every student ccan be a winner”. The articles presents how the schools managed to cope with the pandemic, adapt and find new ways of teaching during the last year and a half. It presents the position of the educational mediators and their role for preventing Roma children from additional drop out during the distance learning period.

Management of the metacognition and successful learning strategies in pre-university education. an analytical sociological study

The irreversible impact of the societal challenges and/or changes on individual and social behavior requires new ways of teaching, learning, and assessment. These methods involve metacognition and successful learning strategies in tandem with a teacher strategy and the students’ tactics. The difference between cognition (involves the cognitive mechanism of the mental activities and processes set based on predetermined goals) and metacognition (the control of the goal achievement) points to the research problem stabilized for the article: the study of the metacognition management and successful learning strategies in pre-university education. The research methodology is focused on analysis metasystemic delimitations with Google Books Ngram Viewer based on articles published online. Solving the goal allows to state the following assymptions a) metacognition is a dimension of cognition “developed” as a result of the permanent control of cognition, b) metacognitive abilities must be identified and developed starting with the preschool stage, and c) at the school stage it is important to observe and mitigate the formation of strategies. The conclusion of the research refers to the topicality and importance of studying metacognition at the preschool and school stages.

Protagonismo docente em tempos de pandemia

O artigo aborda a prática docente dos professores da educação básica em tempos de pandemia provocada pela covid-19 com a finalidade de analisar a expressão do protagonismo docente nesse contexto. A metodologia de pesquisa é de abordagem qualitativa e a coleta de dados foi realizada por meio de questionário e depoimentos escritos. Os dados indicam que os professores buscaram proporcionar uma prática docente inclusiva para inserir todos os alunos no processo de ensino e aprendizagem empregando as tecnologias disponíveis, criando redes de apoio entre os docentes e os discentes. Essas práticas possibilitaram gerar novas formas de ensinar nas quais se expressa o protagonismo docente.

VIETNAMESE SECONDARY TEACHERS’ RESPONSES TO EMERGENCY ONLINE TEACHING

Early 2020 witnessed one of the greatest pandemics in the history of human beings. All aspects of life have changed since then. In Vietnam, due to the unexpected pandemic, most schools nationwide have been occasionally closed for up to four months, leading teachers to a new way of teaching: online teaching. This study aimed at investigating how Vietnamese secondary teachers reacted to such a sudden change. The study employed sequential explanatory mixed method with the survey and the in-depth interview as the main instruments. The findings of the study revealed that Vietnamese secondary teachers used a mass variety of ways to maintain their teaching from sending exercises through Zalo and email to online meetings. In light of teachers’ view, their remote teaching was not very effective due to a lack of skills and knowledge. It was also found that secondary teachers of English in Vietnam need pedagogical, financial support, and resources to better implement their online teaching. The study recommends that the peer mentoring method and an immediate change in pre-service teacher education should be conducted as an effective way to help teachers overcome their challenges in the new teaching context. In addition, instant financial help from the government should be provided.