Journal of Engineering Education Transformations

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Teaching Learning Process in Higher Education with the Impact of ICT: An Analytical Review


Affiliations
1 Associate Professor, ASTRA, Hyderabad, India
2 2Assistant Professor,, Janata College, Chandrapur, India
3 Asst Professor, Vardhaman College of Engineering, India
 

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“As models of the teaching–learning process are addressed or when learning difficulties arise, the relationship between teaching, training, and children's learning comes up. Despite extensive study, we still have little understanding of how variations in learning activities affect students' learning. The importance of teachers and teaching as key study subjects has resulted in a restricted understanding of what happens in schools and classrooms. Few studies of teachers and teaching have looked at the degree to which disparities in teacher effectiveness are linked to differences in subject matter expertise, and there is still a tendency to talk about teaching and learning in broad terms without considering the material that has been learned. The author of this article argues that studies of teaching and learning must be linked to studies of the topic in order to create a dialogue between didactics and classroom studies. It is necessary to create an analytical design and structure capable of bridging the teaching– learning gap. Emerging developments in video/audio recording provide one line of inquiry into how various thematic trends are related to instructional activities and classroom interaction formats.

Keywords

Teaching Learning Process, Mentor, Role of Teacher, Higher Education.
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Abstract Views: 236

PDF Views: 142




  • Teaching Learning Process in Higher Education with the Impact of ICT: An Analytical Review

Abstract Views: 236  |  PDF Views: 142

Authors

Pradosh Chandra Patnaik
Associate Professor, ASTRA, Hyderabad, India
Aslam Y. Suriya
2Assistant Professor,, Janata College, Chandrapur, India
Mudrakola Swapna
Asst Professor, Vardhaman College of Engineering, India

Abstract


“As models of the teaching–learning process are addressed or when learning difficulties arise, the relationship between teaching, training, and children's learning comes up. Despite extensive study, we still have little understanding of how variations in learning activities affect students' learning. The importance of teachers and teaching as key study subjects has resulted in a restricted understanding of what happens in schools and classrooms. Few studies of teachers and teaching have looked at the degree to which disparities in teacher effectiveness are linked to differences in subject matter expertise, and there is still a tendency to talk about teaching and learning in broad terms without considering the material that has been learned. The author of this article argues that studies of teaching and learning must be linked to studies of the topic in order to create a dialogue between didactics and classroom studies. It is necessary to create an analytical design and structure capable of bridging the teaching– learning gap. Emerging developments in video/audio recording provide one line of inquiry into how various thematic trends are related to instructional activities and classroom interaction formats.

Keywords


Teaching Learning Process, Mentor, Role of Teacher, Higher Education.

References





DOI: https://doi.org/10.16920/jeet%2F2021%2Fv35i0%2F167026