45,130 research outputs found

    The Group Methodology of Using Cloud Technologies in the Training of Future Computer Science Teachers

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    The development of cloud computing resources and their implementation in university education require an increase in the ICT-competence of future computer science teachers. The article considers the use of project method as an effective tool of encouraging students’ cooperation while solving practical problems and as a means of developing their essential professional skills. The following pedagogical approaches and techniques were used: partnership of group members, development of group work skills, heterogeneous grouping, combined use of individual and peer assessment, teacher’s monitoring of the students’ work, focus on the task and group work skills, chance for every member to be a leader, essential feedback. The authors suggest using private and public cloud technologies to support the implementation of group methodology in the teaching process. One of such technologies is academic cloud based on the Apache CloudStack platform. This cloud environment is deployed in Physics and Mathematics Department of Ternopil V. Hnatiuk National Pedagogical University. The suggested method has been verified experimentally by using Wilcoxon signed-rank test

    Students’ perceptions about the importance of Group Study in the tertiary educational institutions of Bangladesh

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    Many things, like the normal teacher-centered learning system in Bangladesh, can be used to make the education system better, especially student-centered learning. These include peer observation, group learning, classroom observation, group supervision, and more. The main goal of this study is to find out how students in higher education institutions in Bangladesh feel about how important group research is to their academic growth in the teaching and learning system. Honors students in a college under Bangladesh National University for four years were chosen by researchers. There are both qualitative and quantitative parts to this study. To get the process done, several questions and action plans need to be carefully thought through. Group work plays a crucial role in higher education, particularly in Bangladeshi religious studies classes. Implementing this collaborative system enhances student progress and academic performance, emphasizing the need for cooperation among students, instructors, and administration to achieve educational goals and contribute to national development. Banyak hal, seperti sistem pembelajaran berbasis guru yang umum digunakan di Bangladesh, dapat digunakan untuk meningkatkan sistem pendidikan, terutama pembelajaran berbasis siswa. Ini melibatkan pengamatan antar teman, pembelajaran kelompok, observasi kelas, supervisi kelompok, dan lain-lain. Tujuan utama dari penelitian ini adalah untuk mengetahui bagaimana para mahasiswa di institusi pendidikan tinggi di Bangladesh merasakan sejauh mana penelitian kelompok penting bagi perkembangan akademik mereka dalam sistem pengajaran dan pembelajaran. Para mahasiswa berprestasi di sebuah perguruan tinggi di bawah Universitas Nasional Bangladesh selama empat tahun dipilih oleh para peneliti. Penelitian ini memiliki bagian kualitatif dan kuantitatif. Untuk menyelesaikan proses ini, beberapa pertanyaan dan rencana tindakan perlu dipikirkan dengan cermat. Kerja kelompok memainkan peran penting dalam pendidikan tinggi, khususnya di kelas studi agama Bangladesh. Menerapkan sistem kolaboratif ini meningkatkan kemajuan siswa dan kinerja akademik, menekankan perlunya kerja sama antara siswa, instruktur, dan administrasi untuk mencapai tujuan pendidikan dan berkontribusi terhadap pembangunan nasional

    Group Formation Techniques in Computer-Supported Collaborative Learning: A Systematic Literature Review

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    Group formation is an essential process for group development lifecycle. It has been a growing concern to many researchers to be applied automatically in collaborative learning contexts. Forming a group is an atomic process that is affected by various factors. These factors differ depending on the group members characteristics, the context of the grouping process and the techniques used to form the group(s). This paper surveys the recently published work in group formation process providing a systematic literature review in which 30 relevant studies were analyzed. The findings of this review propose two taxonomies. The first one is for the attributes of group formation while the second is for the grouping techniques. Furthermore, we present the main findings and highlight the limitations of existing approaches in computer supported collaborative learning environment. We suggest some potential directions for future research with group formation process in both theoretical and practical aspects. In addition, We emphasize other improvements that may be inter-related with other computing areas such as cloud computing and mobility

    Supporting public decision making in policy deliberations: An ontological approach

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    This is the post-print version of the Paper. The official published version can be accessed from the link below - Copyright @ 2011 SpringerSupporting public decision making in policy deliberations has been a key objective of eParticipation which is an emerging area of eGovernment. EParticipation aims to enhance citizen involvement in public governance activities through the use of information and communication technologies. An innovative approach towards this objective is exploiting the potentials of semantic web technologies centred on conceptual knowledge models in the form of ontologies. Ontologies are generally defined as explicit human and computer shared views on the world of particular domains. In this paper, the potentials and benefits of using ontologies for policy deliberation processes are discussed. Previous work is then extended and synthesised to develop a deliberation ontology. The ontology aims to define the necessary semantics in order to structure and interrelate the stages and various activities of deliberation processes with legal information, participant stakeholders and their associated arguments. The practical implications of the proposed framework are illustrated.This work is funded by the European Commission under the 2006/1 eParticipation call

    The influence of WebQuest learning in teaching of sexually transmitted diseases in adult education and training

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    The present study describes an experience that involved the development of a long lasting WebQuest in an adult education and training course, from the secondary education level, on the theme “Sexually Transmitted Diseases”. A case study was developed with the purpose of verifying if the WebQuest foments the trainees’ motivation and commitment towards learning and if it facilitates the research and interpretation of the information available online, in the production of the end result; to listen to the trainees’ opinions on the fulfilment of the WebQuest, the written assignment and the informational bulletin; to increase the trainees’ informatics skills and contribute to prepare 21st century citizens. The results of the study sustain that the WebQuest improved the constructive role of the trainees in the comprehension of the “Sexually Transmitted Diseases” theme, stimulated the acquisition of competences at the informatics level and contributed to make them become citizens that are more active and critically prepared for decision-making in the global information and knowledge society of the 21st century.CIED - Universidade do Minh

    Developing the scales on evaluation beliefs of student teachers

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    The purpose of the study reported in this paper was to investigate the validity and the reliability of a newly developed questionnaire named ‘Teacher Evaluation Beliefs’ (TEB). The framework for developing items was provided by the two models. The first model focuses on Student-Centered and Teacher-Centered beliefs about evaluation while the other centers on five dimensions (what/ who/ when/ why/ how). The validity and reliability of the new instrument was investigated using both exploratory and confirmatory factor analysis study (n=446). Overall results indicate that the two-factor structure is more reasonable than the five-factor one. Further research needs additional items about the latent dimensions “what” ”who” ”when” ”why” “how” for each existing factor based on Student-centered and Teacher-centered approaches

    Cooperative learning in CLIL history lessons

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    Diese Doktorarbeit bezieht sich auf die kooperativen Lernmethoden im CLIL Geschichtsunterricht. Die Arbeit beinhaltet die folgenden wichtigen Aspekte. Zuerst ist theoretische und empirische Untersuchung durchgeführt worden, um herauszufinden, inwieweit kooperative Lernmethoden in CLIL (Integriertes Fremdsprachen- und Sachfachlernen) Geschichtsunterricht integriert sind. Außerdem sind die Rolle der Lehrer und deren Interventionsfrequenz im kooperativen Unterricht untersucht worden. Zweitens ist der Einfluss von kooperativen Lernmethoden auf die Motivation der Schüler im CLIL Geschichtsunterricht erforscht worden, wobei der Fokus auf der Gruppenheterogenität, Peer-Interaktion und Autonomie der Lernenden liegt. Drittens ist der Einfluss von kooperativen Lernmethoden auf die Fremdsprachenkenntnisse, Fachkenntnisse und nicht-akademische Fähigkeiten der Schüler im CLIL Geschichtsunterricht untersucht worden. Zur Ausführung dieser Forschung wurden sechs Lehrer*innen aus fünf verschiedenen Schulen in Berlin interviewt
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