A Case Study on Faculty Perspectives in Fostering Inquiry Skills and Cultural Influence in Higher Education Classrooms

Autor/in	Ragula, Mounika Reddy
Titel	A Case Study on Faculty Perspectives in Fostering Inquiry Skills and Cultural Influence in Higher Education Classrooms
Quelle	(2019), (190 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Indiana State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3922-3558-4
Schlagwörter	Hochschulschrift; Dissertation; College Faculty; Teacher Attitudes; Inquiry; Cultural Influences; Foreign Countries; College Instruction; Educational Strategies; Computer Uses in Education; India + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Fakultät; Lehrerverhalten; Cultural influence; Kultureinfluss; Ausland; Hochschullehre; Lehrstrategie; Computernutzung; Indien
Abstract	Higher education in India is considered an essential part of nation-building because education is emphasized as the key driver for the development of the country. With the recognition of the importance of education, the Indian government shows a strong desire to develop a system of higher education to match with global competition in producing citizens who are highly trained technical personnel. Students must be active recipients in classrooms to become global citizens and to be able to foster the creation of knowledge rather than be mere passive recipients (Altbach, 2012). The purpose of this qualitative case study was to examine and understand the instructional practices at a selected institute of higher education in India. Specifically, this study was intended to obtain the perceptions of faculty in fostering inquiry skills and considering culture while teaching in higher education classrooms. To this end, this study examined these perceptions in terms of utilizing laptop technology. This study revealed the instructional strategies used by the faculty at the selected institute of higher education, faculty understanding of the key instructional strategies, and the impact of using these identified key instructional strategies. Furthermore, this study investigated the current instructional practices, factors affecting the use of these strategies, and ways to improve to practice new instructional strategies. In conclusion, this study indicated three areas where improvements must occur to provide engaging learning opportunities for students. Additionally, this research indicated the need for training and professional development opportunities to encourage faculty to practice student-centered instructional strategies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01