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lecturers</title> <meta name="description" content="Search results for: lecturers"> <meta name="keywords" content="lecturers"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="lecturers"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 237</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: lecturers</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">237</span> Correlates of Pedagogic Malpractices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinaza%20Uleanya">Chinaza Uleanya</a>, <a href="https://publications.waset.org/abstracts/search?q=Martin%20Duma"> Martin Duma</a>, <a href="https://publications.waset.org/abstracts/search?q=Bongani%20Gamede"> Bongani Gamede</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research investigated pedagogic malpractices by lecturers in sub-Sahara African universities. The population of the study consisted of undergraduates and lecturers in selected universities in Nigeria and South Africa. Mixed method approach was adopted for data collection. The sample population of the study was 480 undergraduate students and 16 lecturers. Questionnaires with 4 point Likert-scale were administered to 480 respondents while interviews were conducted with 6 lecturers. In addition, the teaching strategies of 10 lecturers were observed. Data analyses indicated that poor work environment demotivates lecturers and makes them involved in pedagogic malpractice which is one of the causes of learning challenges faced by undergraduates. The finding of the study also shows that pedagogic malpractice contributes to the high rate of dropout in sub-Sahara African universities. Based on the results, it was recommended that qualified lecturers be employed and given conducive environments to work. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=malpractice" title="malpractice">malpractice</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogic%20malpractice" title=" pedagogic malpractice"> pedagogic malpractice</a>, <a href="https://publications.waset.org/abstracts/search?q=correlates" title=" correlates"> correlates</a> </p> <a href="https://publications.waset.org/abstracts/68311/correlates-of-pedagogic-malpractices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68311.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">303</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">236</span> Designing Social Media into Higher Education Courses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thapanee%20Seechaliao">Thapanee Seechaliao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research paper presents guiding on how to design social media into higher education courses. The research methodology used a survey approach. The research instrument was a questionnaire about guiding on how to design social media into higher education courses. Thirty-one lecturers completed the questionnaire. The data were scored by frequency and percentage. The research results were the lecturers’ opinions concerning the designing social media into higher education courses as follows: 1) Lecturers deem that the most suitable learning theory is Collaborative Learning. 2) Lecturers consider that the most important learning and innovation Skill in the 21st century is communication and collaboration skills. 3) Lecturers think that the most suitable evaluation technique is authentic assessment. 4) Lecturers consider that the most appropriate portion used as blended learning should be 70% in the classroom setting and 30% online. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instructional%20design" title="instructional design">instructional design</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/abstracts/search?q=courses" title=" courses"> courses</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a> </p> <a href="https://publications.waset.org/abstracts/31427/designing-social-media-into-higher-education-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31427.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">510</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">235</span> Multimedia Technologies Utilisation as Predictors of Lecturers’ Teaching Effectiveness in Colleges of Education in South-West, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abel%20Olusegun%20Egunjobi">Abel Olusegun Egunjobi</a>, <a href="https://publications.waset.org/abstracts/search?q=Olusegun%20Oyeleye%20Adesanya"> Olusegun Oyeleye Adesanya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching effectiveness of lecturers in a tertiary institution in Nigeria is one of the determinants of the lecturer’s productivity. In this study, therefore, lecturers’ teaching effectiveness was examined vis-à-vis their multimedia technologies utilisation in Colleges of Education (CoE) in South-West, Nigeria. This is for the purpose of ascertaining the relationship and contribution of multimedia technologies utilisation to lecturers’ teaching effectiveness in Nigerian colleges of education. The descriptive survey research design was adopted in the study, while a multi-stage sampling procedure was used in the study. A stratified sampling technique was used to select colleges of education, and a simple random sampling method was employed to select lecturers from the selected colleges of education. A total of 862 lecturers (627 males and 235 females) were selected from the colleges of education used for the study. The instrument used was lecturers’ questionnaire on multimedia technologies utilisation and teaching effectiveness with a reliability coefficient of 0.85 at 0.05 level of significance. The data collected were analysed using descriptive statistics, multiple regression, and t-test. The findings showed that the level of multimedia technologies utilisation in colleges of education was low, whereas lecturers’ teaching effectiveness was high. Findings also revealed that the lecturers used multimedia technologies purposely for personal and professional developments, so also for up to date news on economic and political matters. Also, findings indicated that laptop, Ipad, CD-ROMs, and computer instructional software were the multimedia technologies frequently utilised by the lecturers. There was also a significant difference in the teaching effectiveness between lecturers in the Federal and State COE. The government should, therefore, make adequate provision for multimedia technologies in the COE in Nigeria for lecturers’ utilisation in their instructions so as to boost their students’ learning outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=colleges%20of%20education" title="colleges of education">colleges of education</a>, <a href="https://publications.waset.org/abstracts/search?q=lecturers%E2%80%99%20teaching%20effectiveness" title=" lecturers’ teaching effectiveness"> lecturers’ teaching effectiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia%20technologies%20utilisation" title=" multimedia technologies utilisation"> multimedia technologies utilisation</a>, <a href="https://publications.waset.org/abstracts/search?q=Southwest%20Nigeria" title=" Southwest Nigeria"> Southwest Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/112117/multimedia-technologies-utilisation-as-predictors-of-lecturers-teaching-effectiveness-in-colleges-of-education-in-south-west-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/112117.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">140</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">234</span> Integration of Social Media in Teaching and Learning Activities: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Nagaletchimee%20Annamalai">A. Nagaletchimee Annamalai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated on how a small group of pre-service teachers and lecturers used social media to interact and collaborate to complete their tasks. The study is a qualitative case study that explored the lecturers’ reflections and pre-service teachers’ interviews. The lecturers were given the option to choose Facebook or any other social media as their teaching and learning platforms. However, certain guidelines based on were given to lecturers to conduct their teaching and learning activities. The findings revealed that although Facebook was a popular social networking site, it was not a preferred educational platform. Lecturers preferred to use WhatsApp, Canvas, and email. The focus group interview found positive and negative experiences of the pre-service teachers. The study suggested several pedagogical implications and importantly highlighted the need for changes in curriculum to ensure lecturers leverage the potential of technology in education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20media" title="social media">social media</a>, <a href="https://publications.waset.org/abstracts/search?q=interactions" title=" interactions"> interactions</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration" title=" collaboration"> collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning%20environment" title=" online learning environment"> online learning environment</a> </p> <a href="https://publications.waset.org/abstracts/74865/integration-of-social-media-in-teaching-and-learning-activities-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74865.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">182</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">233</span> Exploring Students’ Voices in Lecturers’ Teaching and Learning Developmental Trajectory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khashane%20Stephen%20Malatji">Khashane Stephen Malatji</a>, <a href="https://publications.waset.org/abstracts/search?q=Makwalete%20Johanna%20Malatji"> Makwalete Johanna Malatji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Student evaluation of teaching (SET) is the common way of assessing teaching quality at universities and tracing the professional growth of lecturers. The aim of this study was to investigate the role played by student evaluation in the teaching and learning agenda at one South African University. The researchers used a qualitative approach and a case study research design. With regards to data collection, document analysis was used. Evaluation reports were reviewed to monitor the growth of lecturers who were evaluated during the academic years 2020 and 2021 in one faculty. The results of the study reveal that student evaluation remains the most relevant tool to inform the teaching agenda at a university. Lecturers who were evaluated were found to grow academically. All lecturers evaluated during 2020 have shown great improvement when evaluated repeatedly during 2021. Therefore, it can be concluded that student evaluation helps to improve the pedagogical and professional proficiency of lecturers. The study therefore, recommends that lecturers conduct an evaluation for each module they teach every semester or annually in case of year modules. The study also recommends that lecturers attend to all areas that draw negative comments from students in order to improve. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20voices" title="students’ voices">students’ voices</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20agenda" title=" teaching agenda"> teaching agenda</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=responses" title=" responses"> responses</a> </p> <a href="https://publications.waset.org/abstracts/152018/exploring-students-voices-in-lecturers-teaching-and-learning-developmental-trajectory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152018.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">89</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">232</span> Job Satisfaction and Motivation as Predictors of Lecturers' Effectiveness in Nigeria Police Academy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bibire%20Abdulkareem%20Hussein">Bibire Abdulkareem Hussein</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Job satisfaction and motivation are considered as major tools in sustaining institutional development, they are also the machinery used to achieve an institutional goals and objectives. However, it has been observed that some institutions failed in motivating and stimulating their workers; in contrast, workers may be motivated but not satisfied with the job and failed to perform efficiently and effectively. It is hoped that the study of this nature would be of significance value to all stakeholders in education specifically, lecturers in higher institutions in Nigeria. Also it significances will enhance lecturers’ effectiveness and performance in discharging their duties. It is against this backdrop that, this study investigated whether job satisfaction and motivation predict lecturers’ effectiveness in Nigeria Police Academy, Wudil, KanoState. The correlational research method was adopted for the study while purposive sampling technique was used to choose the institution and the sampled lectures (70). Simple random sampling technique was used to select one hundred cadets across the academy. Two instruments were used to elicit information from both lecturers and cadets. These were job satisfaction and motivation; and lecturers’ effectiveness Questionnaires. The instruments were subjected to pilot testing and found to have reliability coefficient of 0.69 and 0.71 respectively. The results of the study revealed that there was a significance relationship among job satisfaction, motivation and lecturers effectiveness in Nigeria Police Academy, Job satisfaction had a Beta weight (β) of .125, t = 3.253, p<0.05, Job motivation had a Beta weight (β) of .185, t = 3.849, p<0.05. There was a significance relationship between job satisfaction and lecturers’ effectiveness in Nigeria Police Academy the cal r is 0.21 while the crt r is 0.19. at p<0.05 and; there was a significance relationship between job motivation and lecturers effectiveness in Nigeria Police Academy the cal r is 0.20 while the crt r is 0.19 at p<0.05This study therefore concluded that there was a significance relationship among job satisfaction, motivation and lecturers effectiveness in Nigeria Police Academy s,In view of the findings of this study, the paper recommends that lecturers should be more pro-active and more effective in their primary assignment (teaching) in order to make meaningful impacts and inputs in the life of cadets and boost the standard of the academy. In the same vein, it is recommended that management should intensify efforts to improve lecturers’ welfares by providing more motivational techniques to enhance more productivity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academy" title="academy">academy</a>, <a href="https://publications.waset.org/abstracts/search?q=lecturers%20effectiveness" title=" lecturers effectiveness"> lecturers effectiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=satisfaction" title=" satisfaction"> satisfaction</a> </p> <a href="https://publications.waset.org/abstracts/32428/job-satisfaction-and-motivation-as-predictors-of-lecturers-effectiveness-in-nigeria-police-academy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32428.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">471</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">231</span> Professional Competences of E-Learning Lecturers: Case of Russian National Platforms of Open Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Polina%20Pekker">Polina Pekker</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work analyzes the role of lecturers in e-learning in Russia. It is based on qualitative research of lecturers who conduct courses on Russian national platforms of open education. The platform is based on edx software (provider of massive open online courses). The interviews with e-learning lecturers were conducted: from December 2015 till January 2016 and from April 2016 till May 2016. The results of interviews (face-to-face, telephone, skype) show, firstly, the difference between the role of lecturers in e-learning and in traditional education and, secondly, that the competition between lecturers is high in Russia. The results of interviews in Russia show that e-learning lecturer should have several special professional competences: the ability to keep attention of audiences without real contact, the ability to work on camera and competences related with e-learning course support (test, forum, communication on forum and etc.) It is concluded that lecturers need special course on acting and speech skills and on conducting and organizing of e-learning course in Russia. It is planned to conduct French study. When results from French research will be totally ready, they will be compared to Russian. As well French platform, France Universite Numerique, was launched earlier, in January 2014, so Russian lecturers should get best practice from the French colleagues. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-courses%20lecturer" title="e-courses lecturer">e-courses lecturer</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20competences%20of%20lecturers" title=" professional competences of lecturers"> professional competences of lecturers</a>, <a href="https://publications.waset.org/abstracts/search?q=national%20Russian%20and%20French%20platforms%20of%20open%20education" title=" national Russian and French platforms of open education"> national Russian and French platforms of open education</a> </p> <a href="https://publications.waset.org/abstracts/51721/professional-competences-of-e-learning-lecturers-case-of-russian-national-platforms-of-open-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51721.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">192</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">230</span> The Role of Time Management Skills in Academic Performance of the University Lecturers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thuduwage%20Lasanthika%20Sajeevanie">Thuduwage Lasanthika Sajeevanie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Success is very important, and there are many factors affecting the success of any situation or a person. In Sri Lankan Context, it is hardly possible to find an empirical study relating to time management and academic success. Globally many organizations, individuals practice time management to be effective. Hence it is very important to examine the nature of time management practice. Thus this study will fill the existing gap relating to achieving academic success through proper time management practices. The research problem of this study is what is the relationship exist among time management skills and academic success of university lecturers in state universities. The objective of this paper is to identify the impact of time management skills for academic success of university lecturers. This is a conceptual study, and it was done through a literature survey by following purposive sampling technique for the selection of literature. Most of the studies have found that time management is highly related to academic performance. However, most of them have done on the academic performance of the students, and there were very few studies relating to academic performance of the university lecturers. Hence it can be further suggested to conduct a study relating to identifying the relationship between academic performance and time management skills of university lecturers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20success" title="academic success">academic success</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=time%20management%20skills" title=" time management skills"> time management skills</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20lecturers" title=" university lecturers"> university lecturers</a> </p> <a href="https://publications.waset.org/abstracts/65744/the-role-of-time-management-skills-in-academic-performance-of-the-university-lecturers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65744.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">357</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">229</span> A Quantitative Study of Blackboard Utilisation at a University of Technology in South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lawrence%20Meda">Lawrence Meda</a>, <a href="https://publications.waset.org/abstracts/search?q=Christopher%20Dumas"> Christopher Dumas</a>, <a href="https://publications.waset.org/abstracts/search?q=Moses%20Moyo"> Moses Moyo</a>, <a href="https://publications.waset.org/abstracts/search?q=Zayd%20Waghid"> Zayd Waghid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As a result of some schools embracing technology to enhance students’ learning experiences in the digital era, the Faculty of Education at a University of Technology in South Africa has mandated lecturers to scale up their utilisation of technology in their teaching. Lecturers have been challenged to utilise the institution’s Learning Management System - Blackboard among other technologies - to adequately prepare trainee teachers to be able to teach competently in schools. The purpose of this study is to investigate the extent to which lecturers are utilising Blackboard to enhance their teaching. The study will be conducted using a quantitative approach, and its paradigmatic position will be positivist. The study will be done as a case study of the university’s Faculty of Education. Data will be extracted from all 100 lecturers’ Blackboard sites according to their respective modules, and it will be analysed using the four pillars of Blackboard as a conceptual framework. It is presumed that there is an imbalance on the lecturers’ utilisation of the four pillars of Blackboard as the majority use it as a content dumping site. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blackboard" title="blackboard">blackboard</a>, <a href="https://publications.waset.org/abstracts/search?q=digital" title=" digital"> digital</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/100397/a-quantitative-study-of-blackboard-utilisation-at-a-university-of-technology-in-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100397.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">139</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">228</span> The Effect of Excess Workload on Lecturers in Higher Institution and Its Relation with Instructional Technology a Case Study of North-West Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shitu%20Sani">Shitu Sani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper is advanced on the historical background of the effects of excess work load on lecturers in higher institutions of learning which will assess the socio-economic and psychological disposition of lecturers in the realm of quality production. The paper further discusses the significant roles played by excess work load in general transformation of higher education, which will give the management and stake holders input for successful development of higher education. Even though all forms of work and organizational procedures are potential source of stress and stressors. In higher institution of leaning, lecturers perform many responsibilities such as lecturing, carrying out research and engaging in community services. If these multiple roles could not be handle property it would have result in stress which may have negative impact on job performance, and it’s relation with instructional technology. A sample 191 lecturers were randomly selected from the higher institutions in the northern west zone in Nigerian using two instruments i.e. work load stress management question and job performance Approval, data were collected on lecturers of socio-economic and physiological stress and job performances. Findings of the study shows that lecture experienced excess work load in academic activities. Lecturer’s job performance was negatively influences by socio-economic and psychological work stress. Among the recommendation made were the need for organizing regular induction courses for lecturers on stress, and enhance interpersonal relations among the lecturers as well as provision of electronic public address system to reduce the stress. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=effect" title="effect">effect</a>, <a href="https://publications.waset.org/abstracts/search?q=excess" title=" excess"> excess</a>, <a href="https://publications.waset.org/abstracts/search?q=lecturers" title=" lecturers"> lecturers</a>, <a href="https://publications.waset.org/abstracts/search?q=workload" title=" workload"> workload</a> </p> <a href="https://publications.waset.org/abstracts/31701/the-effect-of-excess-workload-on-lecturers-in-higher-institution-and-its-relation-with-instructional-technology-a-case-study-of-north-west-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31701.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">352</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">227</span> A Problem-Based Learning Approach in a Writing Classroom: Tutors’ Experiences and Perceptions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Mukhtar%20Aliyu">Muhammad Mukhtar Aliyu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated tutors’ experiences and perceptions of a problem-based learning approach (PBL) in a writing classroom. The study involved two Nigerian lecturers who facilitated an intact class of second-year students in an English composition course for the period of 12 weeks. Semi-structured interviews were employed to collect data of the study. The lecturers were interviewed before and after the implementation of the PBL process. The overall findings of the study show that the lecturers had positive perceptions of the use of PBL in a writing classroom. Specifically, the findings reveal the lecturers’ positive experiences and perception of the group activities. Finally, the paper gives some pedagogical implications which would give insight for better implementation of the PBL approach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=experiences%20and%20perception" title="experiences and perception">experiences and perception</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a>, <a href="https://publications.waset.org/abstracts/search?q=problem-based%20learning%20approach" title=" problem-based learning approach"> problem-based learning approach</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20classroom" title=" writing classroom"> writing classroom</a> </p> <a href="https://publications.waset.org/abstracts/90237/a-problem-based-learning-approach-in-a-writing-classroom-tutors-experiences-and-perceptions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90237.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">169</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">226</span> Determinants of Utilization of Information and Communication Technology by Lecturers at Kenya Medical Training College, Nairobi</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Agnes%20Anyango%20Andollo">Agnes Anyango Andollo</a>, <a href="https://publications.waset.org/abstracts/search?q=Jane%20Achieng%20Achola"> Jane Achieng Achola</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of Information and Communication Technologies (ICTs) has become one of the driving forces in facilitation of learning in most colleges. The ability to effectively harness the technology varies from college to college. The study objective was to determine the lecturers’, institutional attributes and policies that influence the utilization of ICT by the lecturers’. A cross sectional survey design was employed in order to empirically investigate the extent to which lecturers’ personal, institutional attributes and policies influence the utilization of ICT to facilitate learning. The target population of the study was 295 lecturers who facilitate learning at KMTC-Nairobi. Structured self-administered questionnaire was given to the lecturers. Quantitative data was scrutinized for completeness, accuracy and uniformity then coded. Data were analyzed in frequencies and percentages using Statistical Package for Social Sciences (SPSS) version 19, this was a reliable tool for quantitative data analysis. A total of 155 completed questionnaires administered were obtained from the respondents for the study that were subjected to analysis. The study found out that 93 (60%) of the respondents were male while 62 (40%) of the respondents were female. Individual’s educational level, age, gender and educational experience had the greatest impact on use of ICT. Lecturers’ own beliefs, values, ideas and thinking had moderate impact on use of ICT. And that institutional support by provision of resources for ICT related training such as internet, computers, laptops and projectors had moderate impact (p = 0.049) at 5% significant level on use of ICT. The study concluded that institutional attributes and ICT policy were keys to utilization of ICT by lecturers at KMTC Nairobi also mandatory policy on use of ICT by lecturers to facilitate learning was key. It recommended that policies should be put in place for Technical support to lecturers when in problem during utilization of ICT and also a mechanism should be put in place to make the use of ICT in teaching and learning mandatory. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=policy" title="policy">policy</a>, <a href="https://publications.waset.org/abstracts/search?q=computers%20education" title=" computers education"> computers education</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20training%20institutions" title=" medical training institutions"> medical training institutions</a>, <a href="https://publications.waset.org/abstracts/search?q=ICTs" title=" ICTs"> ICTs</a> </p> <a href="https://publications.waset.org/abstracts/23171/determinants-of-utilization-of-information-and-communication-technology-by-lecturers-at-kenya-medical-training-college-nairobi" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23171.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">358</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">225</span> Lecturers Attitudes towards the Use of Information and Communication Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sujata%20Gupta%20Kedar">Sujata Gupta Kedar</a>, <a href="https://publications.waset.org/abstracts/search?q=Fasiha%20Fayaz"> Fasiha Fayaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents various studies being carried out by various researchers globally on the attitude of lecturers towards the advent of information technology and e-learning. An effort has been made in this paper to study the various trends being presented by researchers and draw some general conclusions. These show the effect of the lecturer’s gender, age and educational background on their attitude towards the e-learning. Also the favorable attitude of teachers' towards using new technology in teaching will certainly make teachers use them in appropriate situations in teaching and thus measuring of teachers attitude towards using new technology in teaching is very much needed. The sample of 50 males and 50 females were studied from different colleges of Bangalore “Attitudes towards using new technology scale” by Dr. Rajasekar was used. It was seen that male and female had no significant difference in hardware and software use, whereas both had favorable attitude. And there was a significant difference at 1% level among female lecturers belonging to arts faculty. There is no significant difference between the gender and age, because higher the age lower the score is. Irrespective of teaching experience males had no significant difference, whereas females are significant at 1% level, which says that higher the teaching experience of lecturers less knowledge they have towards the use of ICT, as the younger generation is more expose to technology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=attitudes" title=" attitudes"> attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=lecturers" title=" lecturers"> lecturers</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20technology" title=" communication technology"> communication technology</a> </p> <a href="https://publications.waset.org/abstracts/24426/lecturers-attitudes-towards-the-use-of-information-and-communication-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24426.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">463</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">224</span> Lecturer’s Perception of the Role of Information and Communication Technology in Office Technology and Management Programme in Polytechnics in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Felicia%20Kikelomo%20Oluwalola">Felicia Kikelomo Oluwalola</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined lecturers’ perception of the roles of Information and Communication Technology (ICT) in Office Technology and Management (OTM) programme in polytechnics, in South-West, Nigeria. Descriptive survey design was adopted in this study. Purposive sampling technique was used to select all OTM lecturers in the nine (9) Polytechnics in the South-West, Nigeria. A 4-rating scale was adopted questionnaire titled ‘Lecturers’ Perception of the Roles of ICT in OTM Programme in Polytechnics’ with a reliability index of 0.93 was used. Two research questions were answered, and one null hypothesis was tested for the study. Data collected was analysed using descriptive statistics, independent t-test and one way Analysis of Variance (ANOVA) at 0.05 level of significance. The study revealed that lecturers have right perception of the roles of ICT in OTM programme in polytechnics. Also, the study revealed no significant difference between the mean perception of male and female lecturers in office technology and management. Based on the findings, the study recommended among others that recruitment of professionals in the field of ICT is necessary for effective teaching learning to be established and OTM curriculum should be constantly reviewed to enhance some ICT package that is acceptable globally. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication" title="communication">communication</a>, <a href="https://publications.waset.org/abstracts/search?q=information" title=" information"> information</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/78229/lecturers-perception-of-the-role-of-information-and-communication-technology-in-office-technology-and-management-programme-in-polytechnics-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78229.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">457</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">223</span> A Survey on the Requirements of University Course Timetabling</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nurul%20Liyana%20Abdul%20Aziz">Nurul Liyana Abdul Aziz</a>, <a href="https://publications.waset.org/abstracts/search?q=Nur%20Aidya%20Hanum%20Aizam"> Nur Aidya Hanum Aizam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Course timetabling problems occur every semester in a university which includes the allocation of resources (subjects, lecturers and students) to a number of fixed rooms and timeslots. The assignment is carried out in a way such that there are no conflicts within rooms, students and lecturers, as well as fulfilling a range of constraints. The constraints consist of rules and policies set up by the universities as well as lecturers’ and students’ preferences of courses to be allocated in specific timeslots. This paper specifically focuses on the preferences of the course timetabling problem in one of the public universities in Malaysia. The demands will be considered into our existing mathematical model to make it more generalized and can be used widely. We have distributed questionnaires to a number of lecturers and students of the university to investigate their demands and preferences for their desired course timetable. We classify the preferences thus converting them to construct one mathematical model that can produce such timetable. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=university%20course%20timetabling%20problem" title="university course timetabling problem">university course timetabling problem</a>, <a href="https://publications.waset.org/abstracts/search?q=integer%20programming" title=" integer programming"> integer programming</a>, <a href="https://publications.waset.org/abstracts/search?q=preferences" title=" preferences"> preferences</a>, <a href="https://publications.waset.org/abstracts/search?q=constraints" title=" constraints"> constraints</a> </p> <a href="https://publications.waset.org/abstracts/50024/a-survey-on-the-requirements-of-university-course-timetabling" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50024.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">366</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">222</span> The Factors Affecting the Use of Massive Open Online Courses in Blended Learning by Lecturers in Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Taghreed%20Alghamdi">Taghreed Alghamdi</a>, <a href="https://publications.waset.org/abstracts/search?q=Wendy%20Hall"> Wendy Hall</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Millard"> David Millard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Massive Open Online Courses (MOOCs) have recently gained widespread interest in the academic world, starting a wide range of discussion of a number of issues. One of these issues, using MOOCs in teaching and learning in the higher education by integrating MOOCs’ contents with traditional face-to-face activities in blended learning format, is called blended MOOCs (bMOOCs) and is intended not to replace traditional learning but to enhance students learning. Most research on MOOCs has focused on students’ perception and institutional threats whereas there is a lack of published research on academics’ experiences and practices. Thus, the first aim of the study is to develop a classification of blended MOOCs models by conducting a systematic literature review, classifying 19 different case studies, and identifying the broad types of bMOOCs models namely: Supplementary Model and Integrated Model. Thus, the analyses phase will emphasize on these different types of bMOOCs models in terms of adopting MOOCs by lecturers. The second aim of the study is to improve the understanding of lecturers’ acceptance of bMOOCs by investigate the factors that influence academics’ acceptance of using MOOCs in traditional learning by distributing an online survey to lecturers who participate in MOOCs platforms. These factors can help institutions to encourage their lecturers to integrate MOOCs with their traditional courses in universities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acceptance" title="acceptance">acceptance</a>, <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title=" blended learning"> blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=blended%20MOOCs" title=" blended MOOCs"> blended MOOCs</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=lecturers" title=" lecturers"> lecturers</a>, <a href="https://publications.waset.org/abstracts/search?q=MOOCs" title=" MOOCs"> MOOCs</a>, <a href="https://publications.waset.org/abstracts/search?q=professors" title=" professors"> professors</a> </p> <a href="https://publications.waset.org/abstracts/102805/the-factors-affecting-the-use-of-massive-open-online-courses-in-blended-learning-by-lecturers-in-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102805.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">131</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">221</span> Exploring the State of Leadership Effectiveness of Tertiary Institutions in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ojeka%20Alexandra">Ojeka Alexandra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated the leadership effectiveness of leaders of tertiary institutions in Nigeria. The study sought to examine the leadership styles adopted, the leadership energy and effectiveness of the leaders of two tertiary institutions. The research was undertaken at two institutions, one Polytechnic and one University. The population of the study was the lecturers and the heads of departments of the two institutions. The leadership matrix and leadership effectiveness index questionnaires were employed to collect quantitative and qualitative data. The preferred and practiced styles were compared and contrasted to determine whether or not they were used to achieve goals and objectives of the lecturers and the organizations. The recommendations contribute towards the academic and professional development of the lecturers and their institutions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=leadership" title="leadership">leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20effectiveness" title="leadership effectiveness">leadership effectiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20energy" title=" leadership energy"> leadership energy</a>, <a href="https://publications.waset.org/abstracts/search?q=tertiary%20institutions" title=" tertiary institutions"> tertiary institutions</a>, <a href="https://publications.waset.org/abstracts/search?q=and%20leadership%20styles" title=" and leadership styles"> and leadership styles</a> </p> <a href="https://publications.waset.org/abstracts/34338/exploring-the-state-of-leadership-effectiveness-of-tertiary-institutions-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34338.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">287</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">220</span> The Continuing Professional Development of the Assessment through Research-Based Learning in Higher Education of Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=P.%20Junpeng">P. Junpeng</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Tungkasamit"> A. Tungkasamit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research-based learning is the key for the national research universities of Thailand. The indicator reflects the success of the study in assessing the learning outcomes of students. The development of the lecturers is the most important mechanism in driving. Nowadays the lecturers lack the knowledge and skills of assessment for learning. Therefore, this study aims to develop the knowledge and skills for lecturer’s assessment through research-based learning in higher education. The target group were lecturers who teach in higher education from Khon Kaen University of Thailand. This study was a research and development involved the concept of continuing professional development. Research was conducted in 3 phases: 1) to inspire one’s thought, to accomplish both knowledge and skill, 2) to focus on changes, and 3) to reflect the changes as well as suggest the guidelines for development. The results showed that the lecturers enhanced their knowledge and skill in assessment and emphasized on assessment for learning rather than assessment of learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=research-based%20nexus" title="research-based nexus">research-based nexus</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment%20for%20learning" title=" assessment for learning"> assessment for learning</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a> </p> <a href="https://publications.waset.org/abstracts/11707/the-continuing-professional-development-of-the-assessment-through-research-based-learning-in-higher-education-of-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11707.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">363</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">219</span> Collaborative Online Learning for Lecturers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lee%20Bih%20Ni">Lee Bih Ni</a>, <a href="https://publications.waset.org/abstracts/search?q=Emily%20Doreen%20Lee"> Emily Doreen Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Wee%20Hui%20Yean"> Wee Hui Yean</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper was prepared to see the perceptions of online lectures regarding collaborative learning, in terms of how lecturers view online collaborative learning in the higher learning institution. The purpose of this study was conducted to determine the perceptions of online lectures about collaborative learning, especially how lecturers see online collaborative learning in the university. Adult learning education enhance collaborative learning culture with the target of involving learners in the learning process to make teaching and learning more effective and open at the university. This will finally make students learning that will assist each other. It is also to cut down the pressure of loneliness and isolation might felt among adult learners. Their ways in collaborative online was also determined. In this paper, researchers collect data using questionnaires instruments. The collected data were analyzed and interpreted. By analyzing the data, researchers report the results according the proof taken from the respondents. Results from the study, it is not only dependent on the lecturer but also a student to shape a good collaborative learning practice. Rational concepts and pattern to achieve these targets be clear right from the beginning and may be good seen by a number of proposals submitted and include how the higher learning institution has trained with ongoing lectures online. Advantages of online collaborative learning show that lecturers should be trained effectively. Studies have seen that the lecturer aware of online collaborative learning. This positive attitude will encourage the higher learning institution to continue to give the knowledge and skills required. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20online%20learning" title="collaborative online learning">collaborative online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=lecturers%E2%80%99%20training" title=" lecturers’ training"> lecturers’ training</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=online" title=" online"> online</a> </p> <a href="https://publications.waset.org/abstracts/1541/collaborative-online-learning-for-lecturers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/1541.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">456</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">218</span> An Interrogation of Lecturer’s Skills in Assisting Visually Impaired Students during the COVID-19 Lockdown Era in Selected Universities in Zimbabwe</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Esther%20Mafunda">Esther Mafunda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study interrogated the lecturer’s skills in supporting visually impaired students during the Covid-19 era at the University of Zimbabwe. It particularly assesses how the Covid-19 pandemic affected the learning experience of visually impaired students and which skills the lecturers possessed in order to assist the visually impaired students during online learning. Data was collected from lecturers and visually impaired students at the University of Zimbabwe Disability Resource Centre. Data was collected through the use of interviews and questionnaires. Using content analysis, it was established that visually impaired students faced challenges of lack of familiarity with the Moodle learning platform, marginalization, lack of professional training, and lack of training for parents and guardians. Lecturers faced challenges of lack of training, the curriculum, access, and technical know-how deficit. It was established that lecturers had to resort to social media platforms in order to assist visually impaired students. Visually impaired students also received assistance from their friends and family members. On the basis of the results of the research, it can be concluded that lecturers needed in-service training to be provided with the necessary skills and knowledge to teach students with visual impairments and provide quality education to students with visual impairments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=visual%20impairment" title="visual impairment">visual impairment</a>, <a href="https://publications.waset.org/abstracts/search?q=disability" title=" disability"> disability</a>, <a href="https://publications.waset.org/abstracts/search?q=covid-19" title=" covid-19"> covid-19</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20learning" title=" inclusive learning"> inclusive learning</a> </p> <a href="https://publications.waset.org/abstracts/162785/an-interrogation-of-lecturers-skills-in-assisting-visually-impaired-students-during-the-covid-19-lockdown-era-in-selected-universities-in-zimbabwe" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162785.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">92</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">217</span> Thanking as a Compliment Response at Higher Education Institution: A Comparative Study of Omani and Australian Speakers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arfat%20Bait%20Jamil">Arfat Bait Jamil</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates how the compliment response of thanking is performed by Omani and Australian, lecturers and students, in higher educational settings. Semi-structured interviews and observation records were used to collect data. Thanking responses were aggregated from interviews with Omani lecturers and students in Oman, and from Australian lecturers and students in Australia, wherein they were asked to imagine themselves being complimented on five different compliment topics. After the interviews, they used observation record to note down real-life examples of compliment exchanges, along with their opinions. The findings show that thanking is not a simple compliment response. Depending on the context in which the compliment is delivered, thanking does not always suggest positive thoughts or feelings and compliment approval. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Australia" title="Australia">Australia</a>, <a href="https://publications.waset.org/abstracts/search?q=compliment%20responses" title=" compliment responses"> compliment responses</a>, <a href="https://publications.waset.org/abstracts/search?q=Oman" title=" Oman"> Oman</a>, <a href="https://publications.waset.org/abstracts/search?q=thanking" title=" thanking"> thanking</a> </p> <a href="https://publications.waset.org/abstracts/68748/thanking-as-a-compliment-response-at-higher-education-institution-a-comparative-study-of-omani-and-australian-speakers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68748.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">256</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">216</span> An Empirical Exploration of Factors Influencing Lecturers' Acceptance of Open Educational Resources for Enhanced Knowledge Sharing in North-East Nigerian Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bello">Bello</a>, <a href="https://publications.waset.org/abstracts/search?q=A."> A.</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammed%20Ibrahim%20Abba."> Muhammed Ibrahim Abba.</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdullahi"> Abdullahi</a>, <a href="https://publications.waset.org/abstracts/search?q=M."> M.</a>, <a href="https://publications.waset.org/abstracts/search?q=Dauda"> Dauda</a>, <a href="https://publications.waset.org/abstracts/search?q=Sabo"> Sabo</a>, <a href="https://publications.waset.org/abstracts/search?q=%26%20Shittu"> & Shittu</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20T."> A. T.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the Predictors of Lecturers Knowledge Sharing Acceptance on Open Educational Resources (OER) in North-East Nigerian in Universities. The study population comprised of 632 lecturers of Federal Universities in North-east Nigeria. The study sample covered 338 lecturers who were selected purposively from Adamawa, Bauchi and Borno State Federal Universities in Nigeria. The study adopted a prediction correlational research design. The instruments used for data collection was the questionnaire. Experts in the field of educational technology validated the instrument and tested it for reliability checks using Cronbach’s alpha. The constructs on lecturers’ acceptance to share OER yielded a reliability coefficient of; α = .956 for Performance Expectancy, α = .925; for Effort Expectancy, α = .955; for Social Influence, α = .879; for Facilitating Conditions and α = .948 for acceptance to share OER. the researchers contacted the Deanery of faculties of education and enlisted local coordinators to facilitate the data collection process at each university. The data was analysed using multiple sequential regression statistic at a significance level of 0.05 using SPSS version 23.0. The findings of the study revealed that performance expectancy (β = 0.658; t = 16.001; p = 0.000), effort expectancy (β = 0.194; t = 3.802; p = 0.000), social influence (β = 0.306; t = 5.246; p = 0.000), collectively indicated that the variables have a predictive capacity to stimulate lecturer’s acceptance to share their resources on OER repository. However, the finding revealed that facilitating conditions (β = .053; t = .899; p = 0.369), does not have a predictive capacity to stimulate lecturer’s acceptance to share their resources on OER repository. Based on these findings, the study recommends among others that the university management should consider adjusting OER policy to be centered around actualizing lecturers career progression. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acceptance" title="acceptance">acceptance</a>, <a href="https://publications.waset.org/abstracts/search?q=lecturers" title=" lecturers"> lecturers</a>, <a href="https://publications.waset.org/abstracts/search?q=open%20educational%20resources" title=" open educational resources"> open educational resources</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20sharing" title=" knowledge sharing"> knowledge sharing</a> </p> <a href="https://publications.waset.org/abstracts/176505/an-empirical-exploration-of-factors-influencing-lecturers-acceptance-of-open-educational-resources-for-enhanced-knowledge-sharing-in-north-east-nigerian-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176505.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">73</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">215</span> Application of Scoring Rubrics by Lecturers towards Objective Assessment of Essay Questions in the Department of Social Science Education, University of Calabar, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Donald%20B.%20Enu">Donald B. Enu</a>, <a href="https://publications.waset.org/abstracts/search?q=Clement%20O.%20Ukpor"> Clement O. Ukpor</a>, <a href="https://publications.waset.org/abstracts/search?q=Abigail%20E.%20Okon"> Abigail E. Okon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Unreliable scoring of students’ performance by lecturers short-chains students’ assessment in terms of underequipping the school authority with facts as intended by society through the curriculum hence, the learners, the school and the society are cheated because the usefulness of testing is defeated. This study, therefore, examined lecturers’ scoring objectivity of essay items in the Department of Social Science Education, University of Calabar, Nigeria. Specifically, it assessed lecturers’ perception of the relevance of scoring rubrics and its level of application. Data were collected from all the 36 lecturers in the Department (28 members and 8 non-members adjourned to the department), through a 20-item questionnaire and checklist instruments. A case-study design was adopted. Descriptive statistics of frequency counts, weighted means, standard deviations, and percentages were used to analyze data gathered. A mean score of 2.5 and or 60 percent and above formed the acceptance or significant level in decision taking. It was found that lecturers perceived the use of scoring rubrics as a relevant practice to ensure fairness and reliable treatment of examiners scripts particularly in marking essay items and that there is a moderately high level of adherence to the application of scoring rubrics. It was also observed that some criteria necessary for the scoring objectivity of essay items were not fully put in place in the department. It was recommended strongly that students’ identities be hidden while marking and that pre-determined marking scheme should be prepared centrally and strictly adhered to during marking and recording of scores. Conference marking should be enforced in the department. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=essay%20items" title="essay items">essay items</a>, <a href="https://publications.waset.org/abstracts/search?q=objective%20scoring" title=" objective scoring"> objective scoring</a>, <a href="https://publications.waset.org/abstracts/search?q=scorers%20reliability" title=" scorers reliability"> scorers reliability</a>, <a href="https://publications.waset.org/abstracts/search?q=scoring%20rubrics" title=" scoring rubrics"> scoring rubrics</a> </p> <a href="https://publications.waset.org/abstracts/72011/application-of-scoring-rubrics-by-lecturers-towards-objective-assessment-of-essay-questions-in-the-department-of-social-science-education-university-of-calabar-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72011.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">180</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">214</span> Assessing Soft Skills In Accounting Programmes: Insights From South African University Lecturers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dolly%20Nyaguthii%20Wanjau">Dolly Nyaguthii Wanjau</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study contributes to our understanding of how lecturers assess soft skills in accounting programmes, with the intention of producing graduates that are better prepared for the world of work. Insights were obtained through semi-structured interviews with twelve South African universities that offer chartered accountant training and accredited by SAICA. It was found that the lecturers assessed soft skills using traditional methods of assessments such as tests, assignments, and examinations. However, there were missed opportunities to embrace ICT tools in the assessment process, and this could be attributed to a lack of resources within the participating universities. Given the increasing use of digital tools for business activities, it is important that ICT tools be embraced as an inseparable part of soft skills because employers are increasingly looking for accounting graduates with digital skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accounting" title="accounting">accounting</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT%20skills" title=" ICT skills"> ICT skills</a>, <a href="https://publications.waset.org/abstracts/search?q=SAICA" title=" SAICA"> SAICA</a>, <a href="https://publications.waset.org/abstracts/search?q=soft%20skills" title=" soft skills"> soft skills</a> </p> <a href="https://publications.waset.org/abstracts/155213/assessing-soft-skills-in-accounting-programmes-insights-from-south-african-university-lecturers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155213.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">129</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">213</span> Teachers' Design and Implementation of Collaborative Learning Tasks in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bing%20Xu">Bing Xu</a>, <a href="https://publications.waset.org/abstracts/search?q=Kerry%20Lee"> Kerry Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Jason%20%20M.%20Stephen"> Jason M. Stephen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Collaborative learning (CL) has been regarded as a way to facilitate students to gain knowledge and improve social skills. In China, lecturers in higher education institutions have commonly adopted CL in their daily practice. However, such a strategy could not be effective when it is designed and applied in an inappropriate way. Previous research hardly focused on how CL was applied in Chinese universities. This present study aims to gain a deep understanding of how Chinese lecturers design and implement CL tasks. The researchers interviewed ten lecturers from different faculties in various universities in China and usedGroup Learning Activity Instructional Design (GLAID) framework to analyse the data. We found that not all lecturers pay enough attention to eight essential components (proposed by GLAID) when they designed CL tasks, especially the components of Structure and Guidance. Meanwhile, only a small part of lecturers made formative assessment to help students improve learning. We also discuss the strengths and limitations and CL design and further provide suggestions to the lecturers who intend to use CL in class. Research Objectives: The aims of the present research are threefold. We intend to 1) gain a deep understanding of how Chinese lecturers design and implement collaborative learning (CL) tasks, 2) find strengths and limitations of CL design in higher education, and 3) give suggestions about how to improve the design and implement. Research Methods: This research adopted qualitative methods. We applied the semi-structured interview method to interview ten Chinese lecturers about how they designed and implemented CL tasks in their courses. There were 9 questions in the interview protocol focusing on eight components of GLAID. Then, underpinning the GLAID framework, we utilized the coding reliability thematic analysis method to analyse the research data. The coding work was done by two PhD students whose research fields are CL, and the Cohen’s Kappa was 0.772 showing the inter-coder reliability was good. Contribution: Though CL has been commonly adopted in China, few studies have paid attention to the details about how lecturers designed and implemented CL tasks in practice. This research addressed such a gap and found not lecturers were aware of how to design CL and felt it difficult to structure the task and guide the students on collaboration, and further ensure student engagement in CL. In summary, this research advocates for teacher training; otherwise, students may not gain the expected learning outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning" title="collaborative learning">collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=task%20design" title=" task design"> task design</a>, <a href="https://publications.waset.org/abstracts/search?q=GLAID%20framework" title=" GLAID framework"> GLAID framework</a> </p> <a href="https://publications.waset.org/abstracts/149515/teachers-design-and-implementation-of-collaborative-learning-tasks-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149515.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">99</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">212</span> Lecturers’ Need to Alter Their Identity in Remote Learning Environments: Case Study of Experiences from Uk and USA Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Richard%20Nelson">Richard Nelson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The knowledge, skills, and identity of the Higher Education professional are constantly challenged with a demanding environment of teaching, research, administration, and pastoral care. It is more important than ever for professors and lecturers to maintain their professional development in a constantly changing environment. The importance of professional development has become more focused as new skills are needed to meet the demands of remote teaching and learning during a pandemic. Uncertainty and performance pressures influence teachers to try to return to physical spaces or recreate lecture and seminar rooms despite more effective online spaces being available. This case study uses the Boys’ spatial triad as a framework for qualitative interviews to capture the Lecturers’ experiences in Universities in the UK and the USA of moving to online learning spaces. The study finds that without effective professional development and time to reflect critically on remote learning innovation in their teaching practices, lecturers attempt to defer to lecture theatres and seminar rooms, or similes of, as their preferred space for teaching and learning. Professional Development is needed to encourage teachers to reflect on their professional identity and relationship to the teaching space. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=professional%20identity" title="professional identity">professional identity</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=online" title=" online"> online</a>, <a href="https://publications.waset.org/abstracts/search?q=remote" title=" remote"> remote</a> </p> <a href="https://publications.waset.org/abstracts/131945/lecturers-need-to-alter-their-identity-in-remote-learning-environments-case-study-of-experiences-from-uk-and-usa-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131945.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">155</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">211</span> Comparison of the Effectiveness of Communication between the Traditional Lecture and IELS</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20R.%20Althobaiti">Ahmed R. Althobaiti</a>, <a href="https://publications.waset.org/abstracts/search?q=Malcolm%20Munro"> Malcolm Munro </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Communication and effective information exchange within technology has become a crucial part of delivering knowledge to students during the learning process. It enables better understanding, builds trust, respect and increase the knowledge between students. This paper examines the communication between undergraduate students and their lecturers during the Traditional lecture and in using the Interactive Electronic Lecture System (IELS). The IELS is an application that offers a set of components, which support the effective communication between students, themselves and their lecturers. Moreover, this paper highlights the communication skills such as sender, receiver, channel and feedback. It will show how the IELS creates a rich communication environment between its users and how they communicate effectively. To examine and check the effectiveness of communication an experiment has been conducted for groups of users; students and lecturers. The first group communicated during the Traditional lecture while the second group communicated by the IELS application. The result showed that there was an effective communication between the second group more than the first group. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication" title="communication">communication</a>, <a href="https://publications.waset.org/abstracts/search?q=effective%20information%20exchange" title=" effective information exchange"> effective information exchange</a>, <a href="https://publications.waset.org/abstracts/search?q=lecture" title=" lecture"> lecture</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a> </p> <a href="https://publications.waset.org/abstracts/18178/comparison-of-the-effectiveness-of-communication-between-the-traditional-lecture-and-iels" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18178.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">403</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">210</span> Participation of Students and Lecturers in Social Networking for Teaching and Learning in Public Universities in Rivers State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nkeiruka%20Queendarline%20Nwaizugbu">Nkeiruka Queendarline Nwaizugbu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of social media and mobile devices has become acceptable in virtually all areas of today’s world. Hence, this study is a survey that was carried out to find out if students and lecturers in public universities in Rivers State use social networking for educational purposes. The sample of the study comprised of 240 students and 99 lecturers from the University of Port Harcourt and the Rivers State University of science and Technology. The study had five research questions, two hypotheses and the instrument for data collection was a 4-point Likert-type rating scale questionnaire. The data was analysed using mean, standard deviation and z-test. The findings gotten from the analysed data shows that students participate in social networking using different types of web applications but they hardly use them for educational purposes. Some recommendations were also made. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internet%20access" title="internet access">internet access</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning" title=" mobile learning"> mobile learning</a>, <a href="https://publications.waset.org/abstracts/search?q=participation" title=" participation"> participation</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20networking" title=" social networking"> social networking</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/14077/participation-of-students-and-lecturers-in-social-networking-for-teaching-and-learning-in-public-universities-in-rivers-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14077.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">423</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">209</span> Challenges Associated with Recruitment of Professional Doctorate Degree Holders into Ghanaian Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joseph%20E.%20Cobbinah">Joseph E. Cobbinah</a>, <a href="https://publications.waset.org/abstracts/search?q=Abigail%20A.%20Aryeh-Adjei"> Abigail A. Aryeh-Adjei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Over the years, entry into the academia in any Ghanaian university requires an advanced research degree, more preferably traditional doctorate (PhD or DPhil). It is however argued that PhD is more research intensive, so since university teaching involves a lot of research, those having traditional doctorate have good research background to teach in a university and are thus recruited as lecturers. However, in the last ten years, a reasonable number of academics enter Ghanaian universities with professional doctorate degrees, which hitherto was considered to be only suitable for industry, because it gives individuals with just basic research skills needed for professional practice, unlike the traditional PhD which is research intensive degree. Currently, there are a reasonable number of professional doctorate degree holders with qualifications like DBA, EdD, PsychD, DPharm, EngD, among others in various departments in many Ghanaian universities. Maybe, because such degree holders also use the title Dr, some university authorities put them at par with their counterparts with traditional doctorate, although some lecturers with PhD seem to look down upon those with traditional doctorate degrees and this has created some tension amongst those academics. This makes their promotions and holding of university academic positions very problematic in some ways. This paper therefore seeks to investigate the types of professional doctorate degree holders working as lecturers in some selected universities in Ghana and the challenges associated with their recruitment, acceptability and proper integration into universities’ teaching and learning. The paper adopted qualitative research methodology. In all, respondents from three state-owned and privately owned universities were involved in the study. Administrators, lecturers, heads of departments and deans of faculty were interviewed to assess the challenges associated with the recruitment of professional doctorate degree holders and any problems they face in the departments they work. It became evident that, although some lecturers enter the academia with professional doctorate degrees, their counterparts seem not to give them the recognition and respect they deserve. Although there is little or no evidence that professional doctorate degree holders are under performing, recruiting professional doctorate degree holders does not only become a challenge, but also their progression into the university’s promotion ladder become very slow compared to their counterparts with traditional PhD degrees. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=professional%20doctorate" title="professional doctorate">professional doctorate</a>, <a href="https://publications.waset.org/abstracts/search?q=academia" title=" academia"> academia</a>, <a href="https://publications.waset.org/abstracts/search?q=lecturers" title=" lecturers"> lecturers</a>, <a href="https://publications.waset.org/abstracts/search?q=Ghanaian%20universities" title=" Ghanaian universities"> Ghanaian universities</a>, <a href="https://publications.waset.org/abstracts/search?q=orate" title=" orate"> orate</a> </p> <a href="https://publications.waset.org/abstracts/70261/challenges-associated-with-recruitment-of-professional-doctorate-degree-holders-into-ghanaian-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70261.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">308</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">208</span> Effective Use of Educational Technology for Teaching in Nigerian Colleges of Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Edo%20O.%20Ekanem">Edo O. Ekanem</a>, <a href="https://publications.waset.org/abstracts/search?q=Eme%20S.%20Ndeh"> Eme S. Ndeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Ubong%20M.%20Nkok"> Ubong M. Nkok</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The role of educational technology in teaching is of great importance because of its systematic way of conceptualizing the execution and evaluation of Educational process. This study therefore examines the use of Educational Technology for teaching in Colleges of Education in south south geo-political zone of Nigeria. Four specific purposes, four research questions and four null hypotheses guided the study. The study adopted descriptive research design of the survey type. A sample of 295 lecturers from six colleges of education was selected using stratified and simple random sampling techniques. The data for this study were collected through a self-designed questionnaire and was analyzed using frequency counts, percentage scores and t-test statistics. The hypotheses for the study were tested at 0.05 significance. Findings from the study reveal that Educational Technology facilities such as Internet, electronic notice boards and projectors were not adequately used for teaching in the Colleges. It was also found that most lecturers use more of visual media than electronic/digital media in the classrooms. Moreover, the study shows that lecturers’ use of educational technology is influenced by their highest academic qualification while their level of awareness about the value of technology in education is not gender based. Lecturers’ lack of competence, inadequate Educational Technology facilities and Power are among the factors that inhibit the adequate use of the facilities. Based on the findings, recommendations were made on how to ensure effective use of Educational Technology for teaching in the Colleges in Nigeria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=colleges%20of%20education" title="colleges of education">colleges of education</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20technology" title=" educational technology"> educational technology</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/59882/effective-use-of-educational-technology-for-teaching-in-nigerian-colleges-of-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59882.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span 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