A phenomenographic outcome space for ways of experiencing lecturing

Daniel, Scott

doi:10.1080/07294360.2021.1872055

Cited by 3 publications

(2 citation statements)

References 38 publications

(44 reference statements)

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“…During the Covid-19 pandemic, lecturers were forced to shift from face-to-face to online teaching and learning to ensure that learning continued during this time as social distancing was necessary to curb the spread of the virus. This is in line with a statement by Daniel (2021) that several governments ordered institutions to switch, almost overnight, from conventional face-to-face to online teaching and virtual education for learners to avoid the spread of Covid-19. In the same way, a study conducted by Altam (2020) during the Covid-19 pandemic in India, reports that learners spent more time on social media due to free and unlimited time during the pandemic hence acquiring new information, knowledge, and skills to improve their performance.…”

Section: Discussion Of Findingssupporting

confidence: 86%

Lecturers’ perceptions of students’ social media exposure and its influence on mathematics performance

Tachie

Brenya

2022

IJRBS

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This study was premised on the Community of Inquiry model and a qualitative method approach was used with an online individual semi-structured interview protocol as the data collection instrument to collect and analyse data gathered from the respondents’ individual interviews. A case study design was used with six participants (3 lecturers and 3 students) being sampled. The participants comprising three (3) Mathematics education lecturers, and three (3) Mathematics education students (preservice teachers) either in the first, second or third year of study in Mathematics education. Interviews were conducted online with the participants through Skype and Zoom. A thematic analysis was used to identify themes and patterns. The findings of the study revealed that the participants, understanding the use of social media, have transformed their teaching and learning in higher education institutions. Apart from making the shift from face-to-face teaching to teaching online using a technology-based independent mode to continue teaching in the Covid-era, lecturers have experienced academic well-being through a change in their pedagogy and teaching approaches as Mathematics lecturers. This change has ensured that students are exposed to a more student-centred approach through the use of social media platforms which has enhanced students’ learning of Mathematics. Recommendations are made.

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Section: Discussion Of Findingssupporting

confidence: 86%

Lecturers’ perceptions of students’ social media exposure and its influence on mathematics performance

Tachie

Brenya

2022

IJRBS

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“…Experiential learning plays a significant role in the field of contemporary pedagogical methodologies. In contrast to conventional teacher-centered learning approaches that employ relatively passive strategies, this method sets the student as the central teaching point, assuming a more active role in acquiring knowledge through experiential engagement [1][2][3]. The learning process can be optimized through the transformative approach of experiential engagement, as developed by the founder of experiential learning theory [4][5][6].…”

Section: Introductionmentioning

confidence: 99%

Application and Assessment of an Experiential Deformation Approach as a Didactive Tool of Truss Structures in Architectural Engineering

Voutetaki

2024

Education Sciences

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Experiential learning methods are advantageous for students as they motivate them to comprehend structural concepts without complex calculations, enhancing their inherent understanding of static principles. This research introduces a novel, cost-effective haptic didactic tool to enhance the approach to teaching trusses to students in a School of Architecture. The primary goal is to address challenges associated with the complexities of teaching structural systems within the context of architectural education. The proposed approach is related to the most critical issue, which is the state in which the individual elements are under applied load, compression, or tension. The approach explores the deformation of the truss elements and establishes a connection between their visible deformation and the stress they develop under various loads. As a didactic tool, this approach offers an alternative perspective to help students understand truss function under various loads. Also, an assessment procedure of learning outcomes and satisfaction indices has been structured to validate the impact on students on the proposed educational procedure. The findings underscore the significant educational efficiency of the proposed procedure as a sustainable way to connect the structural engineering challenges arising during design courses and creative skills in architecture engineering.

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Experiential learning in architectural engineering school through the hands-on workshop: Practically without calculations

Voutetaki,

Thomoglou

2024

International Conference on Electronics, Engineering Physics, and Earth Science

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A phenomenographic outcome space for ways of experiencing lecturing

Cited by 3 publications

References 38 publications

Lecturers’ perceptions of students’ social media exposure and its influence on mathematics performance

Lecturers’ perceptions of students’ social media exposure and its influence on mathematics performance

Application and Assessment of an Experiential Deformation Approach as a Didactive Tool of Truss Structures in Architectural Engineering

Experiential learning in architectural engineering school through the hands-on workshop: Practically without calculations

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