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Open access

Oana-Antonia Ilie

Abstract

Communication, both as a didactic process and as social interaction remains a current issue and an open field for research. It takes place in a subtle way in the world today, through various means and enjoys an active and passive reception from the different categories of public. Taking into consideration the educational impact of mass-media, which exert a growing influence in modern society, educational communication should be given a particular significance, because it must become the all comprehensive tool that will help the taught to integrate, structure, analyze the information already acquired. Didactic communication must be a cooperation between the student and the teacher, allowing the transmission of knowledge, integrating information in a framework of prior acquired knowledge and adding of new knowledge, at the same time enabling personal vision on the issues discussed. An open pedagogical communication, unrestricted by excessive formalism and useless rituals will increase participants' confidence in their ability to solve problems and accomplish tasks.

Open access

Krystyna Zatoń and Stefan Szczepan

Abstract

The main objective of the study was to determine the impact of immediate verbal feedback on swimming effectiveness. Swimming effectiveness was expressed in the subjects reaching their objective, i.e., maximum swimming velocity. The study involved 64 subjects divided into two groups (experimental group n=32; control group n=32). Two measurements - initial (pre-test) and final (post-test) - were conducted. The subjects swam a distance of 25 m front crawl at maximum velocity. The experimental groups received immediate verbal feedback focused on stroke lengthening, as a shorter stroke length is regarded as the most common reason behind lower swimming velocity. From this perspective, lengthening the stroke is important due to its relation with mechanics and energetics in all styles of swimming. The control group received no verbal feedback. All tests were recorded via video cameras (50 samples·s-1). The analysis of the kinematic movement parameters (horizontal average swimming velocity over 15m, time achieved over 15m) was carried out by means of the SIMI Reality Motion Systems 2D software. Analysis of variance with repeated measurements with a Tukey’s test demonstrated statistically significant differences (p<0.05) in the tested groups in the case of the kinematic parameters measured in the study. Immediate verbal feedback (IVF) caused an increase of the average horizontal swimming velocity by 2.92% (0.04 m·s-1). Consequently, the average time needed by the swimmers to cover the distance (15m) decreased by 2.94% (0.36s). The results confirmed the effectiveness of the proposed method of teaching and improving the swimming technique using IVF.

Open access

Ludwika Kosińska and Marek Rejman

R eferences 1. Okoń W. An introduction to general didactics, V ed., Warsaw 2003; 2. Shannon CE, Weaver W. The mathematical theory of communication. 1949; Urbana, IL: University of Illinois Press; 3. Retter H, Everyday communication in pedagogy, Gdańskie Wydawnictwo Psychologiczne, 2003; 4. Baltzersen RK. The importance of metacommunication in supervision processes in higher education. International journal of higher education 2013, vol.2, No. 2, pp. 128-140; DOI: 10.5430/ijhe.v2n2p128; 5. Sedova K, Salamounova Z, Svaricek R. Troubles

Open access

Muriel Waterlot

.” Studies in Communication Sciences 3(2): 79-107. Vanderweghe, W. 2005. Duoteksten. Inleiding tot vertaling en vertaalstudie. Gent: Academia Press. Vermeer, H.J. 1989. “Skopos and Commission in Translational Action.” Readings in Translation Theory. Ed. Andrew Chesterman. Helsinki: Oy Finn Lectura Ab. 173-187. _____. 1998. “Didactics of Translation.” The Routledge Encyclopedia of Translation Studies. Ed. Mona Baker. London/New York: Routledge. 60-62. “Warsztaty translatorskie dla studentów - Lublin - 26

Open access

Derling José Mendoza Velazco and Jenniz La Madriz

Abstract

The didactics from its educational perspective, is located in the axis of reflection and theoretical operational projection, from the edge of interaction and communication, between the being of education and the dissimilar educational models. Therefore, the present study is based on generating a theoretical approach that arises from the practice of university professors. In this case, the Universidad Iberoamericana del Ecuador (UNIB.E) will be used as the research scenario. As a first objective, the didactic models that are frequent in the practice of university professors were analyzed. The second objective of the study was to interpret the relationship between the explicit theories, and those of common use, that university professors develop in their practice. To this end, the researchers carried out qualitative research based on the interpretative-hermeneutic paradigm, using a method of analysis and ethnographic study. Structured interviews and observations, both validated through expert judgement, were used as data collection techniques. Based on the information obtained, the importance of strengthening the didactic training of some teachers was detailed as important manifestations. Highlighting the conceptualization and effective application of the different models that arise in the andragogical practices of higher education.

Open access

Simon Ülen and Ivan Gerlič

The Conceptual Learning of Physics in Slovenian Secondary Schools

In the last decade, educational researchers have been intensively searching for new, innovative teaching approaches. Information and Communication Technology (ICT) has a great didactic potential and project COLOS (Conceptual Learning of Science) encourages the use of ICT in the contemporary educational process. In this paper we present the conceptual learning of Physics. With experimental research we investigated the effectiveness of such learning in Slovenian secondary school. Two groups of third-year students who were enrolled in an introductory Physics course participated in the study. In the experimental group students were taught through the conceptual learning and in the control group a traditional expository instruction was used. We examined the knowledge of students after carrying out lessons specifically on the topic of Electricity. Five thinking processes were assessed - Knowledge (Recall), Analysis, Comparison, Inference and Evaluation. We found that the conceptual learning was more effective than the traditional instruction.

Open access

Francesco C. Ugolini and Roberto Orazi

Abstract

This paper presents some outcomes and results of a 3-year empirical research in which we propose an adult workers-oriented tool – the portfolio of competences – to higher education students of the postsecondary age group, using an e-portfolio system (Mahara), with the aim of making them able to reflect about their learning experiences, to demonstrate their competences and to mobilize them in a real working context, relying on the substantial working experience they have during their studying period, albeit often occasional and scarcely related to their degree programme.

We especially focus here on technological issues, mainly addressing the portfolio structure and communication between the teacher/tutor and the students, analyzing data coming from the internal database of the e-portfolio system and comparing the solutions adopted both at technological and didactical level, from one year to another.