PECULIARITIES OF TEACHING PHYSICS AND ASTRONOMY AT THE FACULTY OF PHYSICS IN THE CONDITIONS OF DISTANCE LEARNING DOI Creative Commons
Mikolay Makarovsky,

О. О. Савченко

The Journal of V N Karazin Kharkiv National University Series Physics, Journal Year: 2024, Volume and Issue: 40, P. 52 - 54

Published: May 30, 2024

Development of high quality teaching remotely is currently at the forefront higher education developments. Particularly challenging remote delivery programs that require deep understanding complex scientific phenomena, as well development practical skills and professional competencies. In this work, we discuss experience Physics degree. It noted different approaches are needed for elements. Based on this, make recommendations to enhance student enable successful completion degree programs. Remote defense diploma projects in format research conference (using Zoom, Skype, GoogleMeet other video communication) showed stage educational process successfully implemented almost identical face-to-face defense. Consultations (on training courses, projects, projects) can be conducted remotely. When conducting written assessments learning: tests, quizzes examinations distance mode standard procedures such distribution questions tasks), it quite difficult control students' performance, since there opportunities use various sources information. A test system provide a suitable substitute. The lectures classes has shown lecturer does not have feedback occurs classroom teaching. unable interact with audience, students hardly ask during lecture they go about their own business rather than listen lecturer.

Language: Английский

Impact of COVID-19 and financial factors on first-year student retention: a comparative study of pre- and post-pandemic cohorts DOI
Kwideok Han, R. B. Pandey,

Kimberly Meints

et al.

Higher Education, Journal Year: 2025, Volume and Issue: unknown

Published: March 29, 2025

Language: Английский

Citations

0
Students' Instructional Delivery Approach Preference for Sustainable Learning Amidst the Emergence of Hybrid Teaching Post the Pandemic DOI Open Access
Sani Alhaji Garba, Lawan Abdulhamid

Published: July 19, 2024

On return to campus after the pandemic, students were subjected receiving lectures online, in class, or by emerging hybrid approach. This study reports students' preference over three approaches based on experience gained during 2022/23 academic session. One hundred and twenty-seven (127) on-campus Education one public university Malaysia participated study. Data was collected through an online forum interviews with participants. The data analyzed using content thematic analysis. Preference for approach emerged as a finding themes describing what makes wholly class unpopular (themes two); and, popularity of (theme three): 1. On-campus learner-environment challenges; 2. Perceived lack Faculty engagement support learning environment; 3. Student faculty presence technology innovation. What valued most is face-to-face technology-enhanced classroom interaction that retained, believing more effective interesting than online. They considered additional activities complementing learning. provides opportunity fundamental supplementary These findings imply institutions should prioritize integration into instruction, leveraging innovative enhance student outcomes. Lecturers consider adopting teaching models combine benefits in-person flexibility learning, catering diverse preferences optimizing educational experience.

Language: Английский

Citations

1
Students’ Instructional Delivery Approach Preference for Sustainable Learning Amidst the Emergence of Hybrid Teaching Post-Pandemic DOI Open Access
Sani Alhaji Garba, Lawan Abdulhamid

Sustainability, Journal Year: 2024, Volume and Issue: 16(17), P. 7754 - 7754

Published: Sept. 6, 2024

Upon return to campus after the pandemic, students were subjected receiving lectures online, in class, or by emerging hybrid approaches. This study reports students’ preference over three approaches based on experience gained during 2022/23 academic session. The aimed understand post-pandemic considerations/factors likely influence preferences for against any of modes (based their experiences with each), and implications developing university sustainability frameworks era. One hundred twenty-seven (127) on-campus Education one public Malaysia participated study. Data collected through an online forum interviews participants. data analyzed using content thematic analysis. Preference approach emerged as a key finding this Additionally, perceived lack Faculty engagement support learning environment, learner-environment challenges identified factors contributing decreased popularity online-only class option Conversely, faculty presence technology innovation that made most popular. What valued is face-to-face interaction retained, in-class faculty’s innovative use delivery, which they believed more effective interesting than online. These findings imply institutions should prioritize integration into instruction, leveraging enhance student sustainable outcomes.

Language: Английский

Citations

0
Trygga digitala rum. Bortom debatten om triggervarningar och cancel culture DOI
Johanna Lauri,

Disa Helander,

Linda Sandberg

et al.

Tidskrift för genusvetenskap, Journal Year: 2024, Volume and Issue: 44(3), P. 75 - 98

Published: Dec. 27, 2024

This paper explores the concept of “safe spaces” in digital learning environments, specifically context gender studies education. Through a pedagogical development project called Safe Spaces Online, we collaborated with colleagues and students to address complexities safety online Rather than reproducing often-sensationalized portrayal university settings found mainstream media, our examines how concerns around safe spaces are understood realized courses these influence practices. Drawing on experiences, this discusses is conceptualized teaching. Our discussion reflects insights gained through dialogue both students, aiming enrich bring nuance polarized debates higher education, particularly those concerning students. analysis reveals that ways significantly diverge from popular media portrayals. Contrary narratives dominated by terms such as “trigger warnings” “cancel culture”, express need for characterized structure, clarity, relational engagement, teacher presence. seeks contribute more balanced understanding highlighting practical aspects valued environments.

Language: Английский

Citations

0
PECULIARITIES OF TEACHING PHYSICS AND ASTRONOMY AT THE FACULTY OF PHYSICS IN THE CONDITIONS OF DISTANCE LEARNING DOI Creative Commons
Mikolay Makarovsky,

О. О. Савченко

The Journal of V N Karazin Kharkiv National University Series Physics, Journal Year: 2024, Volume and Issue: 40, P. 52 - 54

Published: May 30, 2024

Development of high quality teaching remotely is currently at the forefront higher education developments. Particularly challenging remote delivery programs that require deep understanding complex scientific phenomena, as well development practical skills and professional competencies. In this work, we discuss experience Physics degree. It noted different approaches are needed for elements. Based on this, make recommendations to enhance student enable successful completion degree programs. Remote defense diploma projects in format research conference (using Zoom, Skype, GoogleMeet other video communication) showed stage educational process successfully implemented almost identical face-to-face defense. Consultations (on training courses, projects, projects) can be conducted remotely. When conducting written assessments learning: tests, quizzes examinations distance mode standard procedures such distribution questions tasks), it quite difficult control students' performance, since there opportunities use various sources information. A test system provide a suitable substitute. The lectures classes has shown lecturer does not have feedback occurs classroom teaching. unable interact with audience, students hardly ask during lecture they go about their own business rather than listen lecturer.

Language: Английский

Citations

0