Why Do We Need to Change the Educational Paradigms?

Tomozii, Simona Elena; Topală, Ioana Roxana

doi:10.1016/j.sbspro.2014.07.670

Cited by 9 publications

(4 citation statements)

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“…A changing educational paradigm is needed (Tomozii & Topalăa, 2014) and Higher Education can have an important role in this process by providing a culture of active learning that allows leveraging the students' activity through the development of new and creative ideas, actions, roles and projects. In fact, through meaningful activities, students think about and apply what they are learning.…”

Section: Discussionmentioning

confidence: 99%

Developing a Self-Assessment Methodology as a Strategy in Teaching Advance Finance

García¹,

Enríquez-Díaz²,

Longarela-Ares³

et al. 2019

Proceedings of the 2nd International Scientific Conference »Teaching Methods for Economics and Business Sciences«: 7 May 2018,

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Besides delivering scientific and professional content, teaching entails fostering students' learning by adopting effective instructional strategies in an engaging and motivating environment, which needs to be aligned with our intended outcomes and with our varied and specific teaching and learning contexts. These proceedings bring a selection of papers presented at the 2nd International Scientific Conference »Teaching Methods for Economics and Business Sciences« held on 7 May 2018 at the University of Maribor, Faculty of Economics and Business. The authors who submitted their work for this publication share a common interest both in a continuous improvement of their teaching and in the enhancement of their students' engagement and learning in order to contribute to global prosperity.

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Section: Discussionmentioning

confidence: 99%

Developing a Self-Assessment Methodology as a Strategy in Teaching Advance Finance

García¹,

Enríquez-Díaz²,

Longarela-Ares³

et al. 2019

Proceedings of the 2nd International Scientific Conference »Teaching Methods for Economics and Business Sciences«: 7 May 2018,

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“…Rahman (2019) argued that problems emerge because of limited opportunities and an education system that is not adapted to their needs. Universal Design of Instruction strategies address these inequities by enhancing the quality of higher education by prioritising equity and the equitable participation of SWVDs in the classroom, as well as by exploring a new balance in teaching and curriculum development (Majoko 2018;Tomozii & Topală 2014).…”

Section: The Rate At Which the Seven Principles Of Universal Design O...mentioning

confidence: 99%

Universal design of instruction to enhance learning for university students with visual disabilities

Singh,

Suknunan

2023

African Journal of Disability

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Background: There has been a steady increase in the number of students with disabilities (SWD) in Higher Education Institutions (HEIs) in South Africa, with a significant number of students having visual disabilities. Equal access remains a key challenge in the classroom setting, thus emphasising a significant gap.Objectives: This paper capitalised on the significance of this gap and examined the potential of Universal Design of Instruction (UDI) to promote equal access for students with visual disabilities (SWVDs) in the classroom within a university setting in order to maximise learning outcomes.Method: The study was conducted at the University of KwaZulu-Natal (UKZN), which had approximately 204 SWVDs. This paper draws primarily on the quantitative component of the study. Data collection entailed distributing a questionnaire to all SWVDs. Analysis was conducted using SPSS 21, which produced descriptive and inferential statistics. The theoretical framework of Sen’s Capability Approach in line with the Social Model of Disability was applied.Results: Findings indicated a lack of UDI in the classroom with very little compliance to all principles, resulting in increased challenges in teaching and learning for SWVDs. The incorporation of UDI in the classroom does have a positive correlation with learning outcomes.Conclusion: The incorporation of UDI principles can offer a potential design for easier access to teaching and learning to enhance and maximise learning outcomes; alleviate access challenges in the classroom; and address the negative experiences thereof for SWVDs.Contribution: The study adds value to the scarce body of knowledge on UDI in the classroom for university SWVDs from a learning enhancement perspective.

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“…The most advanced technology that can be found today is Information Technology (IT) that has affected many aspects of human life and it has succeeded in changing today's education paradigm (Vivekananthamoorthy, Shanmuganathan & Sharmila, 2009;Newell, 2014), so that it incorporates technology more fully. This new paradigm needs a responsive mechanism that is different from those of the past (Tomoziiab & Topală, 2014) organizationally and individually, to achieve holistic, innovative, and sustainable solutions (Morrar, Rabeh & Arman, Husam, 2017). In the context of education, the organizations and individuals referred to in this paper are the schools, school's management, government, society, parents, and students.…”

Section: Introductionmentioning

confidence: 99%

Junior High School Students Experiences of High Technology Based Learning in Indonesia

Supardi

Hasanah

2020

IJLTER

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This study aims to understand the meaning of high technology utilization in learning for early adolescents. High-Technology Based Learning (HTBL) is for a phenomenon in every country today. However, the side effects of the use of high technology in education are troubling, especially for early adolescent junior high school students, who are still labile. This article tries to explore the meaning of HTBL in junior high school in Yogyakarta. The researchers used a phenomenological approach in collecting the data in this study in line with the idea that the people who understand the meaning of an experience are themselves, the subject of the phenomenon. Participants were chosen using purposive sampling with the following criteria: junior high school students, 11-13 years old, living in Yogyakarta and experiencing HTBL at school. The results of the research show that for junior high school students: 1) HTBL is more fun and more accessible; 2) adult guidance is necessary as a means of raising self-awareness. We suggest collaboration between parents and teachers in the implementation of all HTBL processes at school and home since they play significant roles in the use of HTBL for students.

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Why Do We Need to Change the Educational Paradigms?

Cited by 9 publications

References 0 publications

Developing a Self-Assessment Methodology as a Strategy in Teaching Advance Finance

Developing a Self-Assessment Methodology as a Strategy in Teaching Advance Finance

Universal design of instruction to enhance learning for university students with visual disabilities

Junior High School Students Experiences of High Technology Based Learning in Indonesia

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