In this study, we used a case study approach to obtain an in-depth understanding of the change process of two university instructors who were involved with redesigning a biology course. Given the hesitancy of many biology instructors to adopt evidence-based, learner-centered teaching methods, there is a critical need to understand how biology instructors transition from teacher-centered (i.e., ...

the purpose of educational technology is to facilitate, develop, and strengthen teaching-learning processes. computer-assisted language education technology is developed as a result of introducing information and communication technology in humanities. this technology has a multidisciplinary nature and is based on investigations carried out in theoretical and practical principles of applied lin...

The views expressed in this editorial are in part derived from discussion that took place during March, 2006, among the individuals who make up the Technique Consortium. This is an intercollegiate group, consisting of technique department chairs and technique instructors, that meets once a year under the auspices of the Association of Chiropractic Colleges. Despite the benefit provided by the i...

Faculty of Engineering, Imperial College London, London, United Kingdom [email protected] Abstract: Design reviews are common educational practice in design disciplines, where students meet with instructors and other stakeholders to discuss the progress of a project they are engaged in. Such reviews are tightly coupled with project-based learning approaches in the design studio. A n...

The objectives of this research were to recognize, interpret and discuss themes that arise out of the speeches of instructors of an undergraduate course of Nursing as guiding sources to a humanized teaching-learning experience in the light of Edgard Morin's Theory of Complexity. It is a qualitative, exploratory and analytic research. The study tried to verify principles of the paradigm of compl...

Inspired by the practice of studying escort in ancient time, this paper describes an approach to the development of learning support agency. The agency is in fact a team of small agents which embody with clearly defined and domain specific knowledge or skill. The agents are not designed as full blown instructors or tutors but only escorting the students during their study journeys and serve the...

The first two papers address issues surrounding learner inspection of peer models, and the availability of learner models to course instructors. Bull, Mabbott and Abu Issa present the UMPTEEN system which allows students to open their learner models to others in named and/or anonymous form. The CosyQTI system presented by Lazarinis and Retalis provides anonymous access to models of peers and re...