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Articles 1 - 8 of 8
Full-Text Articles in Education
Using Blended Learning To Enhance The Experience Of Students In Built Environment Related Degree Programs, Philip Russell, Ruairi Hayden
Using Blended Learning To Enhance The Experience Of Students In Built Environment Related Degree Programs, Philip Russell, Ruairi Hayden
Articles
Blended learning was introduced into the Construction Management programme in the School of Surveying and Construction Management at the Technological University Dublin in 2016. The module has traditionally been delivered by face-to-face teaching but online delivery has been facilitated using the Virtual Learning Environment (Blackboard) which has enabled a more blended approach to academic instruction. This innovative change to module provision has also provided an opportunity to enhance the student learning experience within the School through a more flexible teaching and learning environment. In this paper, the design, development and implementation of blended learning into a Construction Technology module is …
Assistant Head, School Culinary Arts And Food Technology,, James Peter Murphy
Assistant Head, School Culinary Arts And Food Technology,, James Peter Murphy
Other resources
The School of Culinary Arts and Food Technology, TU Dublin, Autumn Newsletter captured the many events, research, awards, significant contributions and special civic and community activities which the students and staff members of the school have successfully completed up to the Autumn period of 2019. The successful completion of these activities would not be possible without the active and on-going support of the 'INSPIRED' friends of Culinary Arts (school supporters) and our school's industry association supporters.
Comparing Grounded Theory And Phenomenology As Methods To Understand Lived Experience Of Engineering Educators Implementing Problem-Based Learning, Shannon Chance, Gavin Duffy, Brian Bowe
Comparing Grounded Theory And Phenomenology As Methods To Understand Lived Experience Of Engineering Educators Implementing Problem-Based Learning, Shannon Chance, Gavin Duffy, Brian Bowe
Articles
Convincing teachers to implement pedagogical innovations is notoriously hard. This research project investigated the shift in pedagogical approach among a small group of faculty as they replaced traditional lecture-based methods with problem-based learning projects. Interviews were conducted with eight drivers of this change, around the question: What was it like to be part of a learning group focused on tangible change toward student-centred learning? Objectives were to understand how pedagogical change happened in an electrical engineering programme at a post-secondary institution in Ireland; analyse data using two different research methods; describe the processes, results, and findings, determining: To what extents …
Towards Supporting Academic Authors, Researchers And Phd Students In Higher Education, Eileen O'Donnell, Liam O'Donnell
Towards Supporting Academic Authors, Researchers And Phd Students In Higher Education, Eileen O'Donnell, Liam O'Donnell
Books/Book Chapters
Academic authors, researchers, PhD, Doctoral, and Master’s students, write articles for journals, books, book chapters for inclusion in edited books, papers for conferences and conference proceedings, and so forth as a method of communicating and sharing scholarly research findings. This chapter reviews the supports necessary to learn how to effectively undertake research and successfully publish the findings. These supports could satisfactorily be provided through an e-learning portal or an e-learning platform. An e-learning module could be used to facilitate collaboration amongst staff, researchers, PhD, and post graduate students, who share similar research interests. Staff and students should be encouraged to …
Presentations & Infographics, Quality Blended Learning Consortium
Presentations & Infographics, Quality Blended Learning Consortium
Open Educational Resources
This tutorial introduces the users to the fundamental concepts on how to create presentations and infographics, as well as provides guidance on the tools to be used, best practices, and mistakes to avoid. The tutorial includes quizzes for self-assessment.
How Architecture And Engineering Students Conceptualize Design Creation: Report Of A Pilot Study, Shannon Chance, Mike Mimirinis, Ines Direito, John E. Mitchell, Emanuela Tilley
How Architecture And Engineering Students Conceptualize Design Creation: Report Of A Pilot Study, Shannon Chance, Mike Mimirinis, Ines Direito, John E. Mitchell, Emanuela Tilley
Conference papers
This study uses phenomenographic research methodologies to identify qualitatively different ways engineering and architecture students conceptualize design creation; it seeks to discover if and how their conceptualizations of design creation relate to their conceptualizations of knowledge generation. This work extends prior research by King and Kitchener (1994) and others (Baxter Magolda, 1992; Belenky, Clinchy, Goldberger, & Tarule, 1986; Hofer & Pintrich, 2002; Perry, 1970) about the ways students develop increasingly sophisticated ways of: understanding and conceptualizing knowledge; sources of truth; how to evaluate various opinions and points-of-view; and ways to assess truthfulness and validity of new ideas. This project stems …
Interactive And Accessible Pdfs, Quality Blended Learning Consortium
Interactive And Accessible Pdfs, Quality Blended Learning Consortium
Open Educational Resources
This tutorial introduces the users to the fundamental concepts on how to create interactive and accessible PDFs, as well as provides guidance on the tools to be used, best practices, and mistakes to avoid. The tutorial includes quizzes for self-assessment.
Direct Instruction And Its Extension With A Community Of Inquiry: A Comparison Of Mental Workload, Performance And Efficiency, Giuliano Orru, Luca Longo
Direct Instruction And Its Extension With A Community Of Inquiry: A Comparison Of Mental Workload, Performance And Efficiency, Giuliano Orru, Luca Longo
Articles
This paper investigates the efficiency of two instructional design conditions: a traditional design based on the direct instruction approach to learning and its extension with a collaborative activity based upon the community of inquiry approach to learning. This activity was built upon a set of textual trigger questions to elicit cognitive abilities and support knowledge formation. A total of 115 students participated in the experiments and a number of third-level computer science classes where divided in two groups. A control group of learners received the former instructional design while an experimental group also received the latter design. Subsequently, learners of …