http://hdl.handle.net/20.500.12323/4209 2026-04-10T04:02:45Z 2026-04-10T04:02:45Z http://hdl.handle.net/20.500.12323/4795 2020-10-06T11:51:36Z 2020-01-01T00:00:00Z

Title: The Ultimate Guide to Online Teaching

2020-01-01T00:00:00Z http://hdl.handle.net/20.500.12323/4616 2020-07-16T09:33:34Z 2020-05-06T00:00:00Z

Title: Virtual Conference on the Challenges of Online Teaching and Learning Abstract: Khazar University is organizing a Virtual Conference on “the Challenges of Online Teaching and Learning”. The conference involves speakers from all around the World including: UK, Spain, Hungary, Finland, Uzbekistan, Kazakhstan, Azerbaijan and many other countries. The conference was held on 6th of May 2020 at 15:00 Baku local time. The Conference will mainly focus on the challenges of online teaching and learning during COVID-19 and how Higher Education Institutions have addressed such challenges to provide high quality learning for students. The speakers coming from all around the world will share their experiences on the following major issues: 1. Challenges of online teaching and learning 2. Solutions to achieve student engagement in learning 3. Technological solutions to meet students’ needs 4. Future implications to avoid these challenges in providing high quality learning Description: Outcomes 1. Wider awareness and understanding of the challenges concerned with online Teaching and Learning 2. Establishing a platform for further collaboration 3. Determining recommendations of national and institutional levels for the implementation 4. Conference Proceedings 5. Joint Publications (on volunteer basis) Conference format This conference is a 3-hour event that will bring together over 100 researchers and practitioners from different European and Partner countries. This conference serves best for the sustainability of PETRA (Promoting Excellence in Teaching and Learning in Azerbaijani Universities - 573630-EPP-1-2016-1-ES-EPPKA2-CBHE-JP) since majority of speakers and participants are the members of this project that we finalized in April 2020.

2020-05-06T00:00:00Z Onyema, Edeh Michael http://hdl.handle.net/20.500.12323/4424 2020-05-07T12:15:28Z 2019-08-01T00:00:00Z

Title: Integration of Emerging Technologies in Teaching And Learning Process in Nigeria: the challenges Authors: Onyema, Edeh Michael Abstract: The evolution of Emerging Technologies (ETs) is changing all facets of educational process ranging from; the nature of classrooms, quality of content, methodologies, mode of students’ engagement, and evaluation. The integration of emerging technologies in teaching and learning process increase the interest of learners, and the quality of outcome in educational process. It brings about innovations, creativity, and flexibility to learning, thereby equipping both the educators and the learners with necessary problem solving and survival skills in a digital world. However, despite the enormous benefits of emerging technologies, its integration in teaching and learning process is often hampered by number of factors which directly or indirectly affects the integration process. The study examines the various challenges that obstruct the integration of emerging technologies in teaching and learning process in Nigeria. Data were collected through structured questionnaires, in addition to secondary data generated for review of literature. A total of two hundred (200) questionnaires were administered to respondents that consist of educators and students selected from both public and private secondary schools and tertiary institutions with similar level of infrastructures in Southwestern Nigeria. The collected data were later analyzed using descriptive statistics. The results show that majority of the respondents agrees that the integration of emerging technologies in teaching and learning process brings inspiration and modernization to education, enhance inclusiveness, and promotes the achievement of teaching and learning objectives. In addition, the findings proved that the integration of ETs in teaching learning process are often constrained by number of challenges which includes: epileptic power supply, insufficient skills, availability and accessibility issues, funding, inadequate professional development, and poor internet connectivity. The study concluded that educators at all levels of education should continue to update their knowledge and skills on how best to integrate emerging technologies in the teaching and learning process

2019-08-01T00:00:00Z Cook, North http://hdl.handle.net/20.500.12323/4410 2020-04-24T10:32:30Z 2019-07-01T00:00:00Z

Title: Do Teachers Spend Less Time Teaching in Classrooms With Students With Special Needs? Trends From International Data Authors: Cook, North Abstract: Debates about the inclusion of students with disabilities in general education classrooms often overlook its impact on teachers. In this study, I analyze the concern that teachers may spend less time teaching in classrooms with children with special needs using survey data on 121,173 teachers from 38 participating countries and partners of the Teaching and Learning International Survey (TALIS) 2013. I further examine teacher, classroom, and school factors that may explain disparities in time spent teaching in classrooms with and without students with special needs. The findings indicate teachers, on average, spend marginally less class time on teaching in classrooms that include more students with special needs. The disparity in teaching time is mostly removed when accounting for students with behavioral

2019-07-01T00:00:00Z