Teaching Transitions
University of Valencia
Faculty Member 4.0 - Changing Roles in Technology Enhanced Learning: Industry 4.0 and Globalization View Digital Media
Paper Presentation in a Themed Session Gokhan Ofluoglu
The advancement of new information technologies, the acceleration of information production, the facilitation of access to information and the increasing speed of information diffusion are all explained within the concept of information economy. While the use of information and information technology is the frontline in the knowledge economy; now the fourth industrial revolution, that makes possible the "intelligent" use of information and the Internet, is coming to the forefront. In this study, the changing role of the academic faculty "Faculty Member 4.0" within this global transformation, who will be exposed to teaching and learning using Technology Enhanced Learning Environments and the importance of developing them for this role is discussed. Other studies have been investigated with a literature review and suggestions have been made to take this issue urgent within higher education institutions. In the study, it has been discussed that the main elements forming educational technology should be applied in the system integrity; additionally special regulations emphasizing the creativity and productivity of the students should be used.
The Use of YouTube at Higher Education Institution: Part of a Communication Tool for Knowledge Impartation to Students
Paper Presentation in a Themed Session Dr Mike Megrove Reddy
COVID-19 saw an instant change in education throughout the world. Face-to-face learning became virtual learning and students, as well as lecturers, were forced to become competent in the field of technology to a certain degree. Everyone was trained in technology so that they could interact on the various online platforms used. Many higher education institutions were using Moodle as the preferable medium of teaching and learning. However, not all lecturers were competent in using all the features and were not comfortable with using BLUE BUTTON to present their lectures. Many lecturers and students used WhatsApp to communicate. WhatsApp groups for classes were created by lecturers and links were sent to students and these were sent to other students. Results in class groups being created. In these groups, lessons were given and students and lecturers interacted with one another. Lecturers also sent Youtube links on relevant topics which were beneficial on lesson thought for the week. Youtube has lessons on various topics which can be used as a self-teaching tool. The Lecturer would listen to the video and then they could share the link. The theoretical framework for this study was the Shannon and Weaver's theory. The aim of the paper is to describe the use of YouTube as a medium of communication used to impart knowledge during COVID-19 at Higher Education institutions. This is a desktop study and literature will be analyzed to show how social media has become the lifeline for education during COVID-19.
Cuban Teachers of English: Incentives, Obstacles, and Pedagogy View Digital Media
Paper Presentation in a Themed Session Ali Borjian
Cuba has enjoyed success in educating its population, including preparing teachers of English. This study examines how Cuban teachers of English became interested in learning English and the impact of this language in their lives. Teachers’ pedagogical practices, obstacles they face, and their recommendations for ways to improve English language development in Cuba were also explored. Fourteen educators from two major Cuban cities, Havana and Santiago de Cuba participated in this study and responded to two comprehensive questionnaires. Teachers’ motivation to learn English and recommendations to enhance bilingualism in Cuban schools are provided. Findings provide a better understanding of the connection between teachers’ theoretical perspectives on motivation and self-efficacy, and the pedagogical tools they implement in supporting their students’ second language development.
Applicability of the Young Children’s Appraisals of Teacher Support (Y-CATS) in Greek Educational Settings View Digital Media
Paper Presentation in a Themed Session Nikolaos Tsigilis, Aspasia Togia, Anastasia Vatou, Athanasios Gregoriadis
The Young Children’s Appraisals of Teacher Support (Y-CATS) (Mantzicopoulos & Neuharth-Pritchett, 2003) was developed to assess children’s perceptions of their relations with teachers along three dimensions: Warmth (11 items), Conflict (10 items), Autonomy (6 items). The purpose of the present study is to examine the applicability of the Y-CATS in the Greek educational setting. 1904 Greek pre-school education children participated in the study. A cross-validation approach was employed to test Y-CATS psychometric properties. Exploratory factor analysis on the first sample revealed that three factors should be retained. A three-correlated factor model was postulated and tested using both Confirmatory Factor Analysis (CFA) and Exploratory Structural Equation Modeling (ESEM). Results, which also replicated in the second sample, supported the ESEM solution. Associations among the Y-CATS latent factors revealed a negative moderate correlation between Warmth and Conflict (-.35), and a stronger positive correlation between Warmth and Autonomy (.54). The above findings suggest the Y-CATS can be applied in the Greek cultural context to evaluate students’ perceptions with their educators.
