Results 11 to 20 of about 98,840 (263)

Perceived supports and evidence-based teaching in college STEM

International Journal of STEM Education, 2019
Background Evidence-based teaching, such as active learning, is associated with increases in student learning and engagement. Although many faculty are beginning to adopt innovative practices, traditional lecture-based teaching tends to dominate college ...
Meghan E. Bathgate, Oriana R. Aragón, Andrew J. Cavanagh, Jonathan K. Waterhouse, Jennifer Frederick, Mark J. Graham   +5 more
doaj   +1 more source

Self-Assessments als Mittel zur Selbstselektion in mehrstufigen Aufnahmeverfahren

Zeitschrift für Hochschulentwicklung, 2014
Seit 2013 müssen Studienbewerber/innen an der Universität Wien in mehreren Studienfächern Online-Self-Assessments (OSAs) verpflichtend als erste Stufe von mehrstufigen Aufnahmeverfahren absolvieren. Im Beitrag werden erste Ergebnisse aus dem Studienjahr
Robin Gleeson, Gisela Kriegler-Kastelic, Alina Bugelnig, Reinhard Schott   +3 more
doaj   +1 more source

Attraktive Lösungen für Open Educational Resources aus dem österreichischen Hochschulraum – ein Werkstattbericht von Open Education Austria Advanced

Mitteilungen der Vereinigung Österreichischer Bibliothekarinnen und Bibliothekare, 2022
Open Education Austria Advanced ist ein Projekt mehrerer österreichischer Universitäten, das attraktive Lösungen für OER als Gesamtprojektziel verfolgt.
Claudia Hackl, Martin Ebner, Raman Ganguly, Ortrun Gröblinger, Daniel Handle-Pfeiffer, Michael Kopp, Alexander Schmölz, Sandra Schön, Charlotte Zwiauer   +8 more
doaj   +1 more source

Design of e-learning and online tutoring as learning support for academic writing [PDF]

AAOU Journal, 2019
Purpose - The purpose of this paper is to discuss the development and assessment of learning support environments for academic writing that utilize ICT, such as e-learning and online tutoring, in Japanese higher education.
Chiaki Iwasaki, Yasuhiro Tada, Tomoki Furukawa, Kaede Sasaki, Yoshinori Yamada, Tsutomu Nakazawa, Tomoya Ikezawa   +6 more
doaj   +1 more source

Prüfungsmisserfolg auf die Agenda! Ansätze an der Universität Wien

Zeitschrift für Hochschulentwicklung, 2022
Studentische Misserfolgserfahrungen in Folge nicht bestandener Prüfungen beinhalten neben der individuellen Enttäuschung auch ein Lernpotenzial, das didaktisch oft ungenutzt bleibt.
Heidi Niederkofler
doaj   +1 more source

A scientometric review of multimedia in teaching and learning of physics

LUMAT, 2022
A subject of physics includes various complex and sophisticated concepts that pose a challenge for both instructors to teach and students to grasp the clarity in the subject.
Pascasie Nyirahabimana, Evariste Minani, Mathias Nduwingoma, Imelda Kemeza   +3 more
doaj   +1 more source

A comparison between different ways to assess demands-abilities fit in higher education: Empirical results and recommendations for research practice

Frontiers in Psychology, 2022
Researchers studying person-environment fit can choose between various measurement approaches. Even though these measures are distinctly different, they often get used interchangeably, which makes interpreting the results of person-environment fit ...
Carla Bohndick, Jonas Breetzke, Tom Rosman   +2 more
doaj   +1 more source

Caring for our communities of practice in educational development

To Improve the Academy, 2022
Given the backdrop of multiple concurring crises—a global pandemic, political instability and violence, and multiple structural inequalities—we see the problem of now as this: How do educational developers continue to address the wicked problems in ...
Christopher V.H.-H. Chen, Darren S. Hoffmann, Denise Leonard, Katherine Kearns, Lynn Eaton, Martin Samuels   +5 more
doaj   +2 more sources

Center for teaching and learning websites as online faculty development: A framework

To Improve the Academy
Center for teaching and learning (CTL) websites help communicate information, services, and opportunities to institutional stakeholders while also serving as an institutional brand to external audiences.
Christina Cestone, Eric S. Belt, H. Rebecca Menendez   +2 more
doaj   +2 more sources

They came, they engaged, they changed: Evidence of impact of intensive pandemic professional development

To Improve the Academy
As centers for teaching and learning (CTL) expand in the United States, so, too, does the need and desire for those of us working in the field of educational development to provide evidence of the impact of our work. In response to the COVID-19 pandemic,
Brittnee Earl, Lisa Berry, Meagan Haynes, Sarah Lausch, Susan Shadle, Teresa Focarile   +5 more
doaj   +2 more sources