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    Wyświetlanie 1-4 z 4
    Tytuł:
    Le tutorat – un dispositif d’aide à la réussite dans le contexte universitaire
    Tutoring - an aid to success in the university context
    Autorzy:
    Sujecka-Zając, Jolanta
    Powiązania:
    https://bibliotekanauki.pl/articles/16463067.pdf
    Data publikacji:
    2022
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    pédagogie universitaire
    tutorat
    rôles du tuteur
    succès dans l’enseignement et l’apprentissage
    university teaching
    tutoring
    tutor roles
    success in teaching and learning
    Opis:
    Tutoring means personalized cognitive, metacognitive and affective support of the individual to better guide him/her on the path of learning or teaching. It seems to be experiencing a revival of interest in this difficultperiod of the pandemic where  education is increasingly conflicting between face-to-face and distance learning.Tutoring is considered to be one of the most powerful devices for helping students succeed, but we propose to show its benefits also for teacher-researchers in the pedagogical aspect of their work. Our objective will be to synthesize the French and Anglo-Saxon experience that have long explored the positive impact of tutoring in the university context as well as to examine the conditions for its  implementation in university courses in Poland.Our experience as a tutor of university teachers - although not yet very rich - will allow us to analyze some concrete cases.
    Źródło:
    Neofilolog; 2022, 59/2; 29-42
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Synchronous Computer-supported Collaborative Writing of the Proposal During the Pandemic
    Autorzy:
    Asotska-Wierzba, Yuliya
    Powiązania:
    https://bibliotekanauki.pl/articles/2098449.pdf
    Data publikacji:
    2021-12-27
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    synchronous teaching
    computer-supported collaborative writing
    e-learning
    university teaching during the COVID-19 pandemic
    nauczanie synchroniczne
    wspólne pisanie wspomagane komputerowo
    nauczanie uniwersyteckie w czasie pandemii COVID-19
    Opis:
    Modern technology has already changed the way we live, but the COVID-19 pandemic has provided us educators with an unprecedented situation in which we are faced with the enormous challenge of teaching online for a long period of time. It is therefore important to analyse various techniques for getting the most out of distance teaching, especially in a synchronous mode. The aim of the study discussed in this article was to analyse students’ attitudes towards collaborative online work undertaken in synchronous mode during the pandemic. Thirty-three first-year BA students studying English Philology participated in this study. Respondents reflected on the process of online, synchronous collaboration via MS Teams by answering an online survey. The results of the study revealed that collaborative learning allows participants to actively participate in an online lesson, interact with others, co-construct a writing task, apply the new language introduced in lessons in a practical task and receive almost instant feedback. Consequently, any sense of isolation the students may feel is reduced and a sense of community is developed. In addition to this, a collaborative task enhances students’ use of academic skills and the development of key competences that can lay the foundation for lifelong learning. 
    Źródło:
    Neofilolog; 2021, 57/2; 197-216
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Pédagogie universitaire rénovée à l’époque de la pandémie : comment passer de l’autre côté de l’écran ?
    Improving university teaching during the pandemic: how to switch to the other side of the screen?
    Autorzy:
    Sujecka-Zając, Jolanta
    Powiązania:
    https://bibliotekanauki.pl/articles/2098451.pdf
    Data publikacji:
    2021-12-27
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    pédagogie universitaire
    accompagnement pédagogique des apprenants
    enseignement pédo-centré
    enseignement pendant la pandémie
    university teaching
    monitoring student learning
    learner-centered pedagogy
    education in the pandemic
    Opis:
    The 2020/2021 pandemic year has been difficult for teachers at all levels of education including higher education. There was a need to switch quickly to another type of education that would achieve the same objectives as before. How did the university teachers face this challenge? What consequences have been drawn for university teaching in general? We propose to take a global perspective of the state of current university pedagogy to highlight the need to renovate its approaches and to put the learner at the center of the process so to provide pedagogical support in his learning. We will analyze the results of three surveys concerning remote teaching and learning in Poland and in Europe. Finally, we will show what tools can be used to better monitor students` learning in virtual classes. 
    Źródło:
    Neofilolog; 2021, 57/2; 249-264
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    TED talks as resources for the development of listening, speaking and interaction skills in teaching EFL to university students
    Autorzy:
    Kozińska, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/1921595.pdf
    Data publikacji:
    2021-06-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    TED
    online resources
    listening
    speaking
    interaction
    EFL
    language skills
    communication skills
    university teaching during the COVID-19 pandemic
    OER
    online language learning
    zasoby internetowe
    słuchanie
    mówienie
    interakcja
    sprawności językowe
    umiejętności komunikacji
    nauczanie uniwersyteckie w czasie pandemii COVID-19
    nauka języków online
    Opis:
    The article presents a study conducted on 27 university students and 5 of their teachers in the Winter semester 2020/21. The study was conducted because of recommended online teaching at Polish universities and almost four decades after the first TED event, when the TED community has become worldwide and the recordings of the events can be accessed online cost-free by anybody. The popularity of TEDs and the need to teach online prompted the author to incorporate it in teaching practice and review research literature from the areas of SLA (Second Language Acquisition), EFL (English as a Foreign Language) teaching and learning, socio-constructivism and adult learning. Based on this review, a hypothesis was formulated: TED talks support the development of listening, speaking, and interaction skills when used as a supplementary resource in teaching English as a foreign language to university students. Three supplementary questions were formed to test the hypothesis. Data was obtained in an online questionnaire and analysed using the qualitative data analysis framework of Miles and Huberman (1994). The study confirmed the hypothesis. Lessons with TEDs are valued as varied, interesting, inspiring and supporting oral communication skills’ development. Results are discussed, conclusions drawn and further research explored.  
    Źródło:
    Neofilolog; 2021, 56/2; 201-221
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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