Attributes of good teaching in engineering education in Indian subcontinent

Chaubey, Aabha; Bhattacharya, Bani; Mandal, Shyamal Kumar Das

doi:10.1007/s12046-018-0946-3

Cited by 9 publications

(6 citation statements)

References 48 publications

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“…Finally, this work follows the line of the other previous review studies on good teaching practices [28][29][30][31], but focusing on a single aspect that the others had not addressed: good teaching practices with ICT in Spanish higher education.…”

Section: Discussionmentioning

confidence: 98%

“…As for the previous studies of systematic review of good teaching practices, none have approached the object of study from the perspective of ICT nor have they focused solely on a Spanish University. The studies carried out have also focused on: analyzing best engineering teaching practices in India [28]; identifying good teaching practices in the use of mobile devices in primary education [29]; analyzing good teaching practices in anatomy [30], and highlighting best teaching practices to prepare social work students to work with racial and ethnic groups [31].…”

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confidence: 99%

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Systematic Review of Good Teaching Practices with ICT in Spanish Higher Education. Trends and Challenges for Sustainability

et al. 2019

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Good teaching practices are developed in order to improve student learning. With technological and social development, educational practices increasingly demand the use of technology, so having good teaching practices with Information and Communication Technologies (ICT) is essential. At the same time, the Sustainable Development Agenda of the United Nations for the year 2030 is setting the principles of sustainable action for today's society. In this context, the following objectives were proposed: to identify the good teaching practices with ICT that are being developed in Spanish higher education and to establish the relationship between good teaching practices with ICT and the Sustainable Development Goals (SDG). For this purpose, the method of systematic review of the literature based on the PRISMA protocol was used. A total of 27 documents published in the period 2008-2019 on good teaching practices with ICT in Spanish higher education were analyzed. Among the results, the emerging trend of good practices with ICT, the use of a Virtual Learning Environment (VLE) as the main technology in good practices, and the majority of good practices in the development of SDG #4 (Quality Education) are highlighted. Finally, it is a challenge for teachers to include all these aspects in their classroom teaching.Sustainability 2019, 11, 7150 2 of 15 mobile learning is increasingly using mobile devices to develop learning content and active dynamics in the classroom [13].However, technology training and teacher collaboration have a positive association with the use of ICT in the classroom [14,15]. So these aspects are fundamental to developing innovative practices with technology. However, the frequency of ICT use in Spanish universities is low due to factors such as technological competence, age, and experience [16,17]. This study highlights the use of different technological resources depending on the area of knowledge: the majority of forums, blogs, and wikis are used in Arts and Humanities, while virtual platforms are mostly applied in Social and Legal Sciences as well as Sciences.On the other hand, in recent times, the interest of teachers in including technological innovations in the classroom has led to them compiling good teaching practices that serve as a reference [18]. Thus, the concept of good practice refers to the activities that use ICT effectively, leading to satisfactory results (involvement, motivation, and skills development) and are reference practices that can be transferred to other contexts. In this way, good teaching practices with ICT allow the transformation of educational practices into more collaborative, interactive, and motivating models for the student [19].In this context of change, virtual education is fundamental in higher education, especially since the establishment of the European Higher Education Area (EHEA), where has been stated that learning must be student-centered [20]. Some initiatives include the development of virtual activities based on models of good teaching practices [21]. ...

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Section: Discussionmentioning

confidence: 98%

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confidence: 99%

Systematic Review of Good Teaching Practices with ICT in Spanish Higher Education. Trends and Challenges for Sustainability

et al. 2019

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“…Further, instructional performance plays a key role in student's learning and academic achievements (Mohanty and Panda, 2003). Chaubey et al (2018) identified four major elements that constitute good teaching: pedagogical knowledge, personal attributes, professional competencies and institutional and environmental factors. Similarly, Hativa et al (2001) determined four components to improve teaching: lesson organization, lesson clarity, interest in learning and positive classroom climate.…”

Section: Teaching Effectivenessmentioning

confidence: 99%

Identifying factors that impact online teaching effectiveness during COVID-19

Mohandas

Sorgenfrei

Drankoff

et al. 2022

QAE

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Purpose This study aims to identify critical online teaching effectiveness factors from instructors’ perspectives and experiences during COVID-19. Design/methodology/approach This study used a qualitative phenomenology approach. In addition, the research used a snowball sample to identify faculty in the engineering and engineering technology fields with experience in online teaching and learning. All interviews were conducted online by the researchers. The interview questions were based on findings in the current literature. Further, the questions were open-ended. Findings The analysis identified eight major themes that impact online teaching effectiveness: class recordings; course organization; collaboration; engagement; exam, assignment and quiz grades; games; valuable course content; and student timely feedback and response. Research limitations/implications The study was not designed to be generalizable to the entire population of professors who teach online classes but to gain insights from faculty who taught online courses during the COVID-19 pandemic. Practical implications Faculty can use the factors identified for online teaching effectiveness to enhance their course design and delivery while teaching online or blended courses. Originality/value This research provides insights into factors that impact online teaching effectiveness during the COVID-19 pandemic.

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“…It was concluded that motivation has direct relationship with performance. Chaubey et al (2018) investigated the attributes of good teaching in engineering education. It was found that good teaching attributes is concerned with pedagogical knowledge, personal attributes, and professional competencies.…”

Section: Empathy and Backingmentioning

confidence: 99%

Workplace Influencers and Performance

Krishnan*,

Balaji

2020

IJRTE

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Management education has been evolving and general management programmes are a thing of the past. Specialised management programmes are the flavour of the day. This necessitates that faculty must possess specialised knowledge in one or main domains. This involves in depth learning and assimilation of skills that ned to be transferred to students pursuing management education. The role of the faculty is crucial in not just developing graduates but also fostering citizens who are valued across nations. Faculty can be focussed only when the workplace is filled with positive vibes and ambience. This paper analyses various workplace influencers to determine the level of impact on faculty performance. The primary data was obtained from 629 faculty and regression applied to decode the impact.

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Attributes of good teaching in engineering education in Indian subcontinent

Cited by 9 publications

References 48 publications

Systematic Review of Good Teaching Practices with ICT in Spanish Higher Education. Trends and Challenges for Sustainability

Systematic Review of Good Teaching Practices with ICT in Spanish Higher Education. Trends and Challenges for Sustainability

Identifying factors that impact online teaching effectiveness during COVID-19

Workplace Influencers and Performance

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