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Quality Matters in Education
Outcome-Based Education (OBE) is a vibrant model and considered as a giant leap forward to improve higher education and assists all graduates contend with their global counterparts. It is a student-centered tutoring conception that focuses on measuring student performance through outcomes. The Higher Education Institutions (HEIs) should frame appropriate course outcome, program outcome and these outcomes should correlate with institutional objectives. But the actual success lies in the effective implementation and rigid accreditation process to ensure the quality of education. Hence, it is imperative to analyze the strength, weakness of the model and practical difficulties in case of implementation. This study reveals basic concepts, Implementation Strategies and OBE practices and standards. The OBE-Steering Committee in each HEI offers ideas to frame Newfangled Curriculum with finest outcome and effective teaching methods with ICT tools and evaluation pattern based on blooms taxonomy.
Quality in Education
Education is the basic foundation of a country where teaching and learning are seen as a key for change of individual for national advancement. A country is said to be esteemed when a noticeable number of the natives have quality training and education. The use of ICT in enriching learning environments within schools and colleges has been demonstrative in identifying the conditions in which ICT can be used in an effective manner to enhance the quality of teaching-learning processes and instructional strategies. It renders a significant contribution in creating social payoffs, which would be conducive to sustainable growth and equitable development. The use of ICTs in pedagogy has set out certain benchmarks for the integration of ICT into the learning process as the way to bring about improvements in the quality of education in specific social frameworks. The paper discusses the role and effect of ICTs in improving the quality of education.
Cyberpsychology in the Tech-Fed Virtual World
For a wide variety of reasons, colleges and universities have increased their online course offerings. These programs, including both formal degree programs as well as non-credit and leisure learning options, rely on students to engage with their faculty members as well as other learners to maximize their class experiences. Virtual learning, however, can be a difficult space to create community and resulted in the need to explore how community and culture can be constructed in the virtual, tech-fed world. The model presented here consists of five key elements that program administrators, instructional designers, and teaching faculty must all take into consideration as they develop their courses.
E-Pedagogy for the Digital Age
Adult learners have more options for enrolling in postsecondary education than ever before, and they are able to use their learning style preference in deciding which program best meets their needs. For some of these students, those programs are fully online, and for others, there is minimal use of technology. As technology grows and become more integrated into individual lives, the unique learning styles and preferences of adults need to learn to be incorporated into instructional design. Drawing on a regional sample of US colleges, 545 adult learners in a graduate programs were surveyed about how to effectively build community in their online classes. Results indicated some agreement with these instructional tools. Mature adult learners, however, were found to have stronger agreement with strategies that included work outside of the formal online class. These results suggest perhaps a greater comfort for adults in working in spaces where there is less likelihood of being judged or graded, and that they might value relational work with other students in different ways than younger adults.
Multidisciplinary International Conference on World Education and Culture
உலகக் கல்வி மற்றும் கலாச்சாரம் என்னும் பல்துறை பன்னாட்டுக் கருத்தரங்கம் 23.09.2023 அன்று சார்ஜாவில் நடைபெற்றது. இப்புத்தகம் கருத்தரங்கத்தின் வழி வெளிவந்த கட்டுரைகளின் முதல் தொகுப்பை கொண்டுள்ளது.
Understanding Autism
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Motivating Students to Learn
Written specifically for teachers, Motivating Students to Learn offers a wealth of research-based principles on the subject of student motivation for use by classroom teachers. Now in its fourth edition, this book discusses specific classroom strategies by tying these principles to the realities of contemporary schools, curriculum goals, and classroom dynamics. The authors lay out effective extrinsic and intrinsic strategies to guide teachers in their day-to-day practice, provide guidelines for adapting to group and individual differences, and discuss ways to reach students who have become discouraged or disaffected learners. This edition features new material on the roles that classroom goal setting, developing students’ interest, and teacher-student and peer relationships play in student motivation. It has been reorganized to address six key questions that combine to explain why students may or may not be motivated to learn. By focusing more closely on the teacher as the motivator, this text presents a wide range of motivational methods to help students see value in the curriculum and lessons taught in the classroom.
