International Journal of Teaching and Case Studies http://www.inderscience.com/browse/index.php?journalID=196&year=2011&vol=3&issue=2/3/4 Inderscience Publishers Ltd en-uk International Journal of Teaching and Case Studies 1749-9151 1749-916X © 2011 Inderscience Publishers Ltd editor@inderscience.com https://www.inderscience.com/images/files/coverImgs/ijtcs_scoverijtcs.jpg http://www.inderscience.com/browse/index.php?journalID=196&year=2011&vol=3&issue=2/3/4 http://www.inderscience.com/link.php?id=39550 The development of any country depends on higher education, the ability to conduct research and the effective dissemination of findings to the entire world. Higher education and research can bring changes in the economic and social structure. The change in the basic structure increases productivity, fulfilling the basic needs of an individual and increases the average salary. The country should have a comprehensive road map to prepare research scholars for productive and innovative work through higher education. This would habilitate them to enter the job market, reserving the current job opening, finding new job avenues, to benefit from human resources, and to limit unemployment. During the early 19th century, higher education was not common but as the time went by, the impact of higher education is recognised in developing countries. Higher study is now taken very seriously and big organisations such as UNESCO, World Bank, etc. are working on the issues and problems related to higher studies in developing countries. This paper presents the industrial research approach for identifying the problems of higher education in developing countries. The paper presents various mechanisms like industry-academic linkage, scholarships and international funding supports to promote higher education in developing countries. Industrial research-based approach for promoting higher education in developing countries
Preeti Sirohi, Sapna Tyagi, M. Ayoub Khan
International Journal of Teaching and Case Studies, Vol. 3, No. 2/3/4 (2011) pp. 96 - 111
The development of any country depends on higher education, the ability to conduct research and the effective dissemination of findings to the entire world. Higher education and research can bring changes in the economic and social structure. The change in the basic structure increases productivity, fulfilling the basic needs of an individual and increases the average salary. The country should have a comprehensive road map to prepare research scholars for productive and innovative work through higher education. This would habilitate them to enter the job market, reserving the current job opening, finding new job avenues, to benefit from human resources, and to limit unemployment. During the early 19th century, higher education was not common but as the time went by, the impact of higher education is recognised in developing countries. Higher study is now taken very seriously and big organisations such as UNESCO, World Bank, etc. are working on the issues and problems related to higher studies in developing countries. This paper presents the industrial research approach for identifying the problems of higher education in developing countries. The paper presents various mechanisms like industry-academic linkage, scholarships and international funding supports to promote higher education in developing countries.

]]> 10.1504/IJTCS.2011.039550 International Journal of Teaching and Case Studies, Vol. 3, No. 2/3/4 (2011) pp. 96 - 111 Preeti Sirohi Sapna Tyagi M. Ayoub Khan Institute of Management Studies (IMS), Lal Quan, GT Road, Ghaziabad – 201 009, National Capital Region, India. ' Institute of Management Studies (IMS), Lal Quan, GT Road, Ghaziabad – 201 009, National Capital Region, India. ' Centre for Development of Advanced Computing (C-DAC), Ministry of Communications and IT, Government of India, B-30, Sector 62, Noida – 201307, India quality standards scholarships teaching methods strategy conferences incubation Science and Technology Entrepreneurs Park STEP science parks entrepreneurship developing countries industrial research higher education industrial collaboration university-industry cooperation international funding. 2011-04-08T23:20:50-05:00 3 2/3/4 96 111 2011-04-08T23:20:50-05:00 http://www.inderscience.com/link.php?id=39551 University programmes in software engineering (SE) aim to produce graduates who have knowledge of the latest technologies and appropriate expertise to develop complex software. Although SE courses are often well designed, those completing such programmes do not necessarily possess the required skills. There are several reasons mainly due to issues relating to the design of SE programmes as well as those concerning the delivery of course material. In the present work, we discuss matters relating to the second type, in particular: teaching of software development, choice of programming paradigms, criteria for choosing a first language, design approaches and group working. In this context, the paper highlights the weaknesses of the traditional methods of teaching and outlines an Objects-First approach for teaching a first course in SE. It is suggested that, during later stages of the programme of study, students specify, design and implement software systems working in teams of at least ten. Otherwise, students will be unable to fully appreciate the difficulties associated with SE. Teaching software engineering to undergraduate computing students
Zaigham Mahmood
International Journal of Teaching and Case Studies, Vol. 3, No. 2/3/4 (2011) pp. 112 - 122
University programmes in software engineering (SE) aim to produce graduates who have knowledge of the latest technologies and appropriate expertise to develop complex software. Although SE courses are often well designed, those completing such programmes do not necessarily possess the required skills. There are several reasons mainly due to issues relating to the design of SE programmes as well as those concerning the delivery of course material. In the present work, we discuss matters relating to the second type, in particular: teaching of software development, choice of programming paradigms, criteria for choosing a first language, design approaches and group working. In this context, the paper highlights the weaknesses of the traditional methods of teaching and outlines an Objects-First approach for teaching a first course in SE. It is suggested that, during later stages of the programme of study, students specify, design and implement software systems working in teams of at least ten. Otherwise, students will be unable to fully appreciate the difficulties associated with SE.

]]> 10.1504/IJTCS.2011.039551 International Journal of Teaching and Case Studies, Vol. 3, No. 2/3/4 (2011) pp. 112 - 122 Zaigham Mahmood School of Computing and Mathematics, University of Derby, Kedleston Road, Derby, DE22 1GB, UK software engineering programming software development computer languages teaching undergraduates computing students higher education computing education group working software design teamwork UK United Kingdom Pakistan. 2011-04-08T23:20:50-05:00 3 2/3/4 112 122 2011-04-08T23:20:50-05:00 http://www.inderscience.com/link.php?id=39552 Plagiarism at higher education institutions is a big threat to academic standards. It is a widely prevalent phenomenon in student population, although mainly due to their lack of awareness, but also due to weak controlling mechanisms within the education systems. Coupled with socio-economic situations, plagiarism becomes a big motivation to enhance academic credentials and to gain financial benefits. Transformation into knowledge-based economy is the only hope for the developing countries to be competitive in modern world. Poor educational standard could create lack of competitiveness among graduates in developing countries to be competitive at international level. In this paper, we discuss the motivation and reasons for indulging in plagiarism for students and academicians in educational institutions in developing countries. We also provide guidelines for controlling the phenomenon from academic institutions. Our guidelines suggest an extensive focus on higher education provision by the policy makers to implement a well thought out strategy. Plagiarism and its implications on higher education in developing countries
Saqib Saeed, Rizwan Aamir, Muhammad Ramzan
International Journal of Teaching and Case Studies, Vol. 3, No. 2/3/4 (2011) pp. 123 - 130
Plagiarism at higher education institutions is a big threat to academic standards. It is a widely prevalent phenomenon in student population, although mainly due to their lack of awareness, but also due to weak controlling mechanisms within the education systems. Coupled with socio-economic situations, plagiarism becomes a big motivation to enhance academic credentials and to gain financial benefits. Transformation into knowledge-based economy is the only hope for the developing countries to be competitive in modern world. Poor educational standard could create lack of competitiveness among graduates in developing countries to be competitive at international level. In this paper, we discuss the motivation and reasons for indulging in plagiarism for students and academicians in educational institutions in developing countries. We also provide guidelines for controlling the phenomenon from academic institutions. Our guidelines suggest an extensive focus on higher education provision by the policy makers to implement a well thought out strategy.

]]> 10.1504/IJTCS.2011.039552 International Journal of Teaching and Case Studies, Vol. 3, No. 2/3/4 (2011) pp. 123 - 130 Saqib Saeed Rizwan Aamir Muhammad Ramzan Department of Information Systems and New Media, University of Siegen, Holderlinstr, 3, 57076, Germany. ' Information Systems Department, Bahria University, Shangrilla Road, Sector E-8 Islamabad, Pakistan. ' Institute of Information Technology, Arid Agriculture University, Muree Road Rawalpindi, Pakistan plagiarism developing countries student perceptions curriculum design organisational practices higher education learning motivation. 2011-04-08T23:20:50-05:00 3 2/3/4 123 130 2011-04-08T23:20:50-05:00 http://www.inderscience.com/link.php?id=39553 Assessment is one of the crucial components of any education system. Introduction of modern learning theories and advanced researches in education emphasise a shift from traditional to alternative techniques. It helps to effectively assess students' learning outcomes specific with respect to various learning styles. These techniques go beyond traditionally used time-bound paper-pencil tests for assessing students' learning. Stakeholders of this shift are students, teachers and education policy makers. This paper explores current trends of educational assessment in Pakistani universities. It also provides information about attitudes and perceptions of university teachers for using alternative assessment techniques. Teachers' attitudes and perceptions for alternative assessment techniques: a case study of Pakistani universities
Assad Iqbal, Irfan Anjum Manarvi
International Journal of Teaching and Case Studies, Vol. 3, No. 2/3/4 (2011) pp. 131 - 146
Assessment is one of the crucial components of any education system. Introduction of modern learning theories and advanced researches in education emphasise a shift from traditional to alternative techniques. It helps to effectively assess students' learning outcomes specific with respect to various learning styles. These techniques go beyond traditionally used time-bound paper-pencil tests for assessing students' learning. Stakeholders of this shift are students, teachers and education policy makers. This paper explores current trends of educational assessment in Pakistani universities. It also provides information about attitudes and perceptions of university teachers for using alternative assessment techniques.

]]> 10.1504/IJTCS.2011.039553 International Journal of Teaching and Case Studies, Vol. 3, No. 2/3/4 (2011) pp. 131 - 146 Assad Iqbal Irfan Anjum Manarvi Department of Engineering, Bahria University, Shangrilla Road, Sector E-8, Islamabad, Pakistan. ' Iqra University, 5, Khayaban-e-Johar, H-9 Islamabad, Pakistan traditional assessment alternative assessment learning styles teacher attitudes teacher perceptions Pakistan universities higher education student assessment learning outcomes developing countries. 2011-04-08T23:20:50-05:00 3 2/3/4 131 146 2011-04-08T23:20:50-05:00 http://www.inderscience.com/link.php?id=39554 A country like India having varied social, educational, economical and developmental standards demands the exploration and implementation of innovative ways to provide lifelong learning opportunities to every citizen. Present paper offers possible solution to face this challenge by adopting the approach that innovative use of educational media presents numerous possibilities to offer lifelong learning in India. The paper discusses in detail about the possibilities to use educational media for providing knowledge and competences that will enable each citizen to adapt to the knowledge-based society and economy by actively participating in all spheres of social and economic life. Afterwards, paper suggests potential strategies to use educational media to create a variety of lifelong learning and training opportunities. Educational media for promoting lifelong learning in India
Pradeep Kumar Misra
International Journal of Teaching and Case Studies, Vol. 3, No. 2/3/4 (2011) pp. 147 - 160
A country like India having varied social, educational, economical and developmental standards demands the exploration and implementation of innovative ways to provide lifelong learning opportunities to every citizen. Present paper offers possible solution to face this challenge by adopting the approach that innovative use of educational media presents numerous possibilities to offer lifelong learning in India. The paper discusses in detail about the possibilities to use educational media for providing knowledge and competences that will enable each citizen to adapt to the knowledge-based society and economy by actively participating in all spheres of social and economic life. Afterwards, paper suggests potential strategies to use educational media to create a variety of lifelong learning and training opportunities.

]]> 10.1504/IJTCS.2011.039554 International Journal of Teaching and Case Studies, Vol. 3, No. 2/3/4 (2011) pp. 147 - 160 Pradeep Kumar Misra Faculty of Education and Allied Sciences, M.J.P. Rohilkhand University, Bareilly-243006 (U.P.), India educational media lifelong learning India learning strategies India developing countries training Web 2.0 e-learning online learning electronic learning educational technology communications. 2011-04-08T23:20:50-05:00 3 2/3/4 147 160 2011-04-08T23:20:50-05:00 http://www.inderscience.com/link.php?id=39555 Research reveals that users of e-learning systems in higher education institutions (HEIs) have a diversity of perceptions, theories and styles due to their demographic differences. Practically, these perceptions are translated into behaviour (attitude) of the e-learning-users. Thus, positive and correct perceptions generate greater interest and involvement in the use of e-learning while incorrect and weak perceptual beliefs turn into lack of interest and low frequency of using new technologies for teaching, learning and educational administration. Though differences are identifiable from individual to individual however, broader classifications make better sense and make the differences comprehensible. This paper brings together the research findings of different studies to figure-out a theoretically-rich modelling of the facts and issues relating to the role of user-perceptions, theories and styles on their attitudes to the newly emerging digital environments of e-teaching (for teachers), e-learning (for students) and e-education (for administrators). Users of e-learning in higher education institutions (HEIs): perceptions, styles and attitudes
Allah Nawaz, Ghulam Muhammad Kundi
International Journal of Teaching and Case Studies, Vol. 3, No. 2/3/4 (2011) pp. 161 - 174
Research reveals that users of e-learning systems in higher education institutions (HEIs) have a diversity of perceptions, theories and styles due to their demographic differences. Practically, these perceptions are translated into behaviour (attitude) of the e-learning-users. Thus, positive and correct perceptions generate greater interest and involvement in the use of e-learning while incorrect and weak perceptual beliefs turn into lack of interest and low frequency of using new technologies for teaching, learning and educational administration. Though differences are identifiable from individual to individual however, broader classifications make better sense and make the differences comprehensible. This paper brings together the research findings of different studies to figure-out a theoretically-rich modelling of the facts and issues relating to the role of user-perceptions, theories and styles on their attitudes to the newly emerging digital environments of e-teaching (for teachers), e-learning (for students) and e-education (for administrators).

]]> 10.1504/IJTCS.2011.039555 International Journal of Teaching and Case Studies, Vol. 3, No. 2/3/4 (2011) pp. 161 - 174 Allah Nawaz Ghulam Muhammad Kundi Department of Public Administration, Gomal University DIKhan, KPK, Pakistan. ' Department of Public Administration, Gomal University DIKhan, KPK, Pakistan e-learning higher education institutions HEIs perception theories attitudes styles e-teaching e-education digital environments electronic learning online learning developing countries. 2011-04-08T23:20:50-05:00 3 2/3/4 161 174 2011-04-08T23:20:50-05:00 http://www.inderscience.com/link.php?id=39556 The stage of implementation of Bologna process will finish in Spain, and in particular at the University of Valladolid, into a few years. The new rules, in fact the ones related to new degrees, intend to provide more opportunities for European students in many senses: Knowing different universities, countries, and languages; new job opportunities coming out from the compatibility of the European degrees, and so on. Looking forward to the updating process until today, we realise that some criticism deserve to be done, at least when involved in subjects so-called basic formation as the one the author analyse on this paper. In fact, we intend to discuss on the fact that not all new features of the Bologna process are expected to success, and that despite of several methodologies have been implemented and tried (even before Bologna process starts), the academic results are being not so good as expected. Some new learning methodologies on doubt in the framework of Bologna
Eduardo Cuesta
International Journal of Teaching and Case Studies, Vol. 3, No. 2/3/4 (2011) pp. 175 - 179
The stage of implementation of Bologna process will finish in Spain, and in particular at the University of Valladolid, into a few years. The new rules, in fact the ones related to new degrees, intend to provide more opportunities for European students in many senses: Knowing different universities, countries, and languages; new job opportunities coming out from the compatibility of the European degrees, and so on. Looking forward to the updating process until today, we realise that some criticism deserve to be done, at least when involved in subjects so-called basic formation as the one the author analyse on this paper. In fact, we intend to discuss on the fact that not all new features of the Bologna process are expected to success, and that despite of several methodologies have been implemented and tried (even before Bologna process starts), the academic results are being not so good as expected.

]]> 10.1504/IJTCS.2011.039556 International Journal of Teaching and Case Studies, Vol. 3, No. 2/3/4 (2011) pp. 175 - 179 Eduardo Cuesta Department of Applied Mathematics, University of Valladolid, E.I.I. sede Francisco Mendizabal, C/ Francisco Mendizabal 1, Valladolid 47014, Spain learning methodologies cooperative learning working groups evaluation transversal skills engineering framework Bologna process collaborative learning Spain. 2011-04-08T23:20:50-05:00 3 2/3/4 175 179 2011-04-08T23:20:50-05:00 http://www.inderscience.com/link.php?id=39557 During the 2008-2009 spring semester, 25 fourth-year undergraduate primary teachers attended the compulsory course 'Teaching Mathematics-Practicum Phase'. The course was organised so as to incorporate ICT and special mathematical scenarios in the teaching approaches of undergraduate primary teachers. This article presents this course's satisfaction of participants as found in the research study. A set of powerful ordinal regression methods has been applied on a survey database. The most important results focus on the determination of the course's weak and strong points, according to the MUSA methodology. The results show a high satisfaction level from the course. The global satisfaction level reaches 98% whereas partial (per criterion) satisfaction levels range from 90% to 97%, the lowest rate corresponding to the theoretical component of the course. These findings raise a number of research questions regarding ICT integration in undergraduate primary teachers' teaching practice. An undergraduate primary education teaching practicum design and undergraduate primary teachers' satisfaction on developing technological, pedagogical and mathematical knowledge
Spyros Doukakis, Christos Koilias, Maria Chionidou-Moskofoglou
International Journal of Teaching and Case Studies, Vol. 3, No. 2/3/4 (2011) pp. 180 - 195
During the 2008-2009 spring semester, 25 fourth-year undergraduate primary teachers attended the compulsory course 'Teaching Mathematics-Practicum Phase'. The course was organised so as to incorporate ICT and special mathematical scenarios in the teaching approaches of undergraduate primary teachers. This article presents this course's satisfaction of participants as found in the research study. A set of powerful ordinal regression methods has been applied on a survey database. The most important results focus on the determination of the course's weak and strong points, according to the MUSA methodology. The results show a high satisfaction level from the course. The global satisfaction level reaches 98% whereas partial (per criterion) satisfaction levels range from 90% to 97%, the lowest rate corresponding to the theoretical component of the course. These findings raise a number of research questions regarding ICT integration in undergraduate primary teachers' teaching practice.

]]> 10.1504/IJTCS.2011.039557 International Journal of Teaching and Case Studies, Vol. 3, No. 2/3/4 (2011) pp. 180 - 195 Spyros Doukakis Christos Koilias Maria Chionidou-Moskofoglou Department of Primary Education, University of the Aegean, Grevenon 38, 152 34, Halandri, Greece. ' Department of Informatics, Technological Educational Institution (TEI) of Athens, Ag. Spyridon Street, 122 10, Aegaleo, Greece. ' Department of Primary Education, University of the Aegean, Demokratias 1, 85 100, Rhodes, Greece undergraduate primary teachers teaching practice teaching mathematics educational scenarios student satisfaction multicriteria satisfaction analysis MUSA educational software technological pedagogical and content knowledge TPACK primary education primary schools mathematics education. 2011-04-08T23:20:50-05:00 3 2/3/4 180 195 2011-04-08T23:20:50-05:00 http://www.inderscience.com/link.php?id=39558 The Department of Electrical and Electronics Engineering at Dokuz Eylul University has decided to adopt a modular-based problem/project oriented curriculum in Fall 2002. Current education system consists of two, three, or four week long problem/project-based modules. Different from the conventional approach, in this system traditional courses are taught individually as sequentially covered independent modules. While the first three years consist mainly of problem-based modules, the senior year is purely project oriented. In this study, we present our experiences with modular-based project oriented learning through the example of a senior year module, EE411 digital signal processing. Our experiences suggest that project oriented learning applied in the senior year is an effective method of teaching not only the theoretical or practical aspects of the subject matter but also the necessary qualities for real life experiences of soon-to-be engineers. Teaching digital signal processing through modular-based project oriented learning in electrical engineering
D.G. Kuntalp, G.K. Demir, O. Akay
International Journal of Teaching and Case Studies, Vol. 3, No. 2/3/4 (2011) pp. 196 - 208
The Department of Electrical and Electronics Engineering at Dokuz Eylul University has decided to adopt a modular-based problem/project oriented curriculum in Fall 2002. Current education system consists of two, three, or four week long problem/project-based modules. Different from the conventional approach, in this system traditional courses are taught individually as sequentially covered independent modules. While the first three years consist mainly of problem-based modules, the senior year is purely project oriented. In this study, we present our experiences with modular-based project oriented learning through the example of a senior year module, EE411 digital signal processing. Our experiences suggest that project oriented learning applied in the senior year is an effective method of teaching not only the theoretical or practical aspects of the subject matter but also the necessary qualities for real life experiences of soon-to-be engineers.

]]> 10.1504/IJTCS.2011.039558 International Journal of Teaching and Case Studies, Vol. 3, No. 2/3/4 (2011) pp. 196 - 208 D.G. Kuntalp G.K. Demir O. Akay Department of Electrical and Electronics Engineering, Dokuz Eylul University, 35160 Buca/Izmir, Turkey. ' Department of Electrical and Electronics Engineering, Dokuz Eylul University, 35160 Buca/Izmir, Turkey. ' Department of Electrical and Electronics Engineering, Dokuz Eylul University, 35160 Buca/Izmir, Turkey project oriented learning POL modular courses electrical engineering education digital signal processing DSP higher education Turkey. 2011-04-08T23:20:50-05:00 3 2/3/4 196 208 2011-04-08T23:20:50-05:00 http://www.inderscience.com/link.php?id=39559 The procedure we are going to present is developed for the graduate programme of Ingeniero Tecnico en Diseno Industrial (Industrial Design Technical Engineering). The subject we study was Fundamentos Matematicos de la Ingenieria (Engineering Mathematical Fundamentals). And the activity is prepared for the practical lessons into the subject which belongs. It consists in a workgroup activity in which students are grouped with the aim of working together in the subject contents along the whole course. We show that the results are amazing. The workgroup applied for a mathematics subject
Oscar Angulo, Juan Carlos Lopez-Marcos, Maria Del Carmen Martinez
International Journal of Teaching and Case Studies, Vol. 3, No. 2/3/4 (2011) pp. 209 - 215
The procedure we are going to present is developed for the graduate programme of Ingeniero Tecnico en Diseno Industrial (Industrial Design Technical Engineering). The subject we study was Fundamentos Matematicos de la Ingenieria (Engineering Mathematical Fundamentals). And the activity is prepared for the practical lessons into the subject which belongs. It consists in a workgroup activity in which students are grouped with the aim of working together in the subject contents along the whole course. We show that the results are amazing.

]]> 10.1504/IJTCS.2011.039559 International Journal of Teaching and Case Studies, Vol. 3, No. 2/3/4 (2011) pp. 209 - 215 Oscar Angulo Juan Carlos Lopez-Marcos Maria Del Carmen Martinez Departamento de Matematica Aplicada, Escuela de Ingenierias Industriales, Universidad de Valladolid, C/Francisco Mendizabal, 1, 47014 Valladolid, Spain. ' Departamento de Matematica Aplicada, Facultad de Ciencias, Universidad de Valladolid, Paseo del Cauce, s/n, 47005 Valladolid, Spain. ' Departamento de Matematica Aplicada, Escuela de Ingenierias Industriales, Universidad de Valladolid, C/Francisco Mendizabal, 1, 47014 Valladolid, Spain work groups mathematics education ECTS credits case studies higher education industrial design engineering mathematics teamwork. 2011-04-08T23:20:50-05:00 3 2/3/4 209 215 2011-04-08T23:20:50-05:00 http://www.inderscience.com/link.php?id=39560 Eight teachers of third, fourth, fifth and sixth grades participated in a one-year-long in-service training on embedding the mathematics software approved by the Greek Pedagogical Institute (PI) in their teaching practices. During this training programme we explored – through grounded theory (GT) research method a the ways that the teachers embedded the software in their teaching practices b the impact of teachers' embedding educational software (ES) on their pedagogical content knowledge (PCK) (Shulman, 1986) during their in-service training. Data analysis revealed that the participating teachers improved their PCK practices and they also embedded the mathematics educational software supportive material in their teaching practices in ways that depended on the softwares' 'open-or not exploratory' types. Primary teachers' embedding educational software of mathematics in their teaching practices
Dimitrios Zibidis, Maria Chionidou-Moskofoglou, Spyros Doukakis
International Journal of Teaching and Case Studies, Vol. 3, No. 2/3/4 (2011) pp. 216 - 227
Eight teachers of third, fourth, fifth and sixth grades participated in a one-year-long in-service training on embedding the mathematics software approved by the Greek Pedagogical Institute (PI) in their teaching practices. During this training programme we explored – through grounded theory (GT) research method a the ways that the teachers embedded the software in their teaching practices b the impact of teachers' embedding educational software (ES) on their pedagogical content knowledge (PCK) (Shulman, 1986) during their in-service training. Data analysis revealed that the participating teachers improved their PCK practices and they also embedded the mathematics educational software supportive material in their teaching practices in ways that depended on the softwares' 'open-or not exploratory' types.

]]> 10.1504/IJTCS.2011.039560 International Journal of Teaching and Case Studies, Vol. 3, No. 2/3/4 (2011) pp. 216 - 227 Dimitrios Zibidis Maria Chionidou-Moskofoglou Spyros Doukakis Department of Primary Education, University of the Aegean, Tymfristou 67, 152 34, Halandri, Greece. ' Department of Primary Education, University of the Aegean, Demokratias 1, 85 100, Rhodes, Greece ' Department of Primary Education, University of the Aegean, Grevenon 38, 152 34, Halandri, Greece primary teachers pedagogical content knowledge PCK teaching practices in-service training primary mathematics software primary education teaching mathematics mathematics education. 2011-04-08T23:20:50-05:00 3 2/3/4 216 227 2011-04-08T23:20:50-05:00 http://www.inderscience.com/link.php?id=39561 Web 2.0 as a buzzword takes its place in education. Web 2.0 associates with collaboration and sharing. Research is conducted to clarify collaboration tool usage in higher education students' everyday life activities and to find out is there tendency to use the same tools for learning. Moodle is the most popular learning management system used by higher education institutions. This research is made within Moodle context with aim to find out if students use collaboration tools in Moodle. Research conducted at Liepaja University (Latvia) and research methods used are focus group interviews and survey. This is ongoing research. Collaboration tools in higher education students everyday life and learning
Lasma Ulmane-Ozolina, Marina Kazakevica, Vineta Kulmane
International Journal of Teaching and Case Studies, Vol. 3, No. 2/3/4 (2011) pp. 228 - 235
Web 2.0 as a buzzword takes its place in education. Web 2.0 associates with collaboration and sharing. Research is conducted to clarify collaboration tool usage in higher education students' everyday life activities and to find out is there tendency to use the same tools for learning. Moodle is the most popular learning management system used by higher education institutions. This research is made within Moodle context with aim to find out if students use collaboration tools in Moodle. Research conducted at Liepaja University (Latvia) and research methods used are focus group interviews and survey. This is ongoing research.

]]> 10.1504/IJTCS.2011.039561 International Journal of Teaching and Case Studies, Vol. 3, No. 2/3/4 (2011) pp. 228 - 235 Lasma Ulmane-Ozolina Marina Kazakevica Vineta Kulmane Liepaja University, Liela Street 14, Liepaja, LV-3401, Latvia. ' E. Tise 60-11, Liepaja, LV-3400, Latvia. ' Liepaja University, Liela Street 14, Liepaja, LV-340, Latvia collaboration collaborative tools Web 2.0 Moodle higher education skills Latvia learning management systems. 2011-04-08T23:20:50-05:00 3 2/3/4 228 235 2011-04-08T23:20:50-05:00 http://www.inderscience.com/link.php?id=39562 In this paper, we present a new approach in the way that a network modelling and simulation or a queuing theory course can be done. Beyond the mathematical model that sometimes is too difficult for students to understand, this paper introduces the use of Unified Modelling Language (UML) as the mean to teach modelling of discrete event systems such as queues and networks. The basic course scheduling and teaching material are presented too. It is also shown how this method was evaluated by the teachers and the students that attended the course and answered a questionnaire. Implementation and evaluation of a queuing systems modelling course using Unified Modelling Language (UML)
Athanasios Perdos, George Stephanides, Alexander Chatzigeorgiou
International Journal of Teaching and Case Studies, Vol. 3, No. 2/3/4 (2011) pp. 236 - 248
In this paper, we present a new approach in the way that a network modelling and simulation or a queuing theory course can be done. Beyond the mathematical model that sometimes is too difficult for students to understand, this paper introduces the use of Unified Modelling Language (UML) as the mean to teach modelling of discrete event systems such as queues and networks. The basic course scheduling and teaching material are presented too. It is also shown how this method was evaluated by the teachers and the students that attended the course and answered a questionnaire.

]]> 10.1504/IJTCS.2011.039562 International Journal of Teaching and Case Studies, Vol. 3, No. 2/3/4 (2011) pp. 236 - 248 Athanasios Perdos George Stephanides Alexander Chatzigeorgiou Department of Applied Informatics, University of Macedonia, Karaiskaki 41, 56626, Sykies, Thessaloniki, Greece. ' Department of Applied Informatics, University of Macedonia, Egnatia 156, 54006, Thessaloniki, Greece. ' Department of Applied Informatics, University of Macedonia, Egnatia 156, 54006, Thessaloniki, Greece Unified Modelling Language UML queuing theory discrete event simulation network modelling teaching methods evaluation. 2011-04-08T23:20:50-05:00 3 2/3/4 236 248 2011-04-08T23:20:50-05:00