scholarly journals Emergency remote teaching in higher education: mapping the first global online semester

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Melissa Bond ◽  
Svenja Bedenlier ◽  
Victoria I. Marín ◽  
Marion Händel
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Undergraduate Students ◽  
Technology Use ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Research Field ◽  
Collaborative Tools ◽  
Mapping Review ◽  
Systematic Mapping Review

AbstractDue to the Covid-19 pandemic that spread globally in 2020, higher education courses were subsequently offered in fully remote, online formats. A plethora of primary studies began investigating a range of topics exploring teaching and learning in higher education, particularly during the initial semester. In order to provide an overview and initial understanding of this emerging research field, a systematic mapping review was conducted that collates and describes the characteristics of 282 primary empirical studies. Findings reveal that research was carried out mostly descriptively and cross-sectionally, focusing predominantly on undergraduate students and their perceptions of teaching and learning during the pandemic. Studies originate from a broad range of countries, are overwhelmingly published open access, and largely focused on the fields of Health & Welfare and Natural Sciences, Mathematics & Statistics. Educational technology used for emergency remote teaching are most often synchronous collaborative tools, used in combination with text-based tools. The findings are discussed against pre-pandemic research on educational technology use in higher education teaching and learning, and perspectives for further research are provided.

scholarly journals Bond, Bedenlier, Marin & Händel (2021) - ERT in HE pre-print

2021 ◽  
Author(s):  
Melissa Bond ◽  
Svenja Bedenlier ◽  
Victoria Marín ◽  
Marion Händel
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Undergraduate Students ◽  
Technology Use ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Research Field ◽  
Collaborative Tools ◽  
Mapping Review ◽  
Systematic Mapping Review

Due to the Covid-19 pandemic that spread globally in 2020, higher education courses were subsequently offered in fully remote, online formats. A plethora of primary studies began investigating a range of topics exploring teaching and learning in higher education, particularly during the initial semester. In order to provide an overview and initial understanding of this emerging research field, a systematic mapping review was conducted that collates and describes the characteristics of 282 primary empirical studies. Findings reveal that research has been carried out mostly descriptively and cross-sectionally, focusing predominantly on undergraduate students and their perceptions of teaching and learning during the pandemic. Studies originate from a broad range of countries, are overwhelmingly published open access, and largely focused on the fields of Health & Welfare and Natural Sciences, Mathematics & Statistics. Educational technology used for emergency remote teaching are most often synchronous collaborative tools, used in combination with text-based tools. The findings are discussed against pre-pandemic research on educational technology use in higher education teaching and learning, and perspectives for further research are provided.

scholarly journals DESIGNING INFOGRAPHICS FOR THE EDUCATIONAL TECHNOLOGY COURSE: PERSPECTIVES OF PRE-SERVICE SCIENCE TEACHERS

2018 ◽  
Vol 17 (1) ◽  
pp. 8-18
Author(s):  
Hidayah Mohd Fadzil
Keyword(s):  
Educational Technology ◽  
Science Teachers ◽  
Undergraduate Students ◽  
Technology Use ◽  
Teaching And Learning ◽  
Science Curriculum ◽  
Tertiary Education ◽  
School Science ◽  
Service Science ◽  
Upper Secondary

Despite the existing research on technology use in tertiary education, there is limited scholarly literature on the use of infographics in education or on the effective design of infographics specifically for educational settings. By employing qualitative research, the researcher attempts to explore the learners’ perception of the use of infographics. This research involved the researcher working independently on an in-class research project with 40 third-year undergraduate students. The pre-service science teachers were required to individually create an infographic related to the upper secondary school science curriculum. The findings indicated that the pre-service teachers expressed positive viewpoints about the infographics assignment. When the pre-service teachers were engaged in the learning process, they had a sense of agency and responsibility for their learning. The findings also indicated that this research created a meaningful experience for the pre-service teachers in engaging technology. This research essentially promoted innovations in teaching and learning of the course that encouraged student engagement with technology. Keywords: educational technology, infographic, pre-service science teachers, science education.

scholarly journals ‘Centering’ Teaching Excellence in Higher Education

2019 ◽  
Author(s):  
Diarmaid Lane
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Learning Effectiveness ◽  
Corporate University ◽  
Teaching Excellence ◽  
Student Centered ◽  
Teaching Awards ◽  
Negative Effect ◽  
Significant Weakness

This paper explores the complexity of ‘teaching excellence’ (Kreber, 2002) in contemporary higher education. It describes how a university academic, who has been the recipient of numerous teaching awards, questions if they really are an ‘excellent teacher’ and if their student-centered philosophy is sustainable.  An analysis of data related to teaching and learning effectiveness over a seven year period highlights a significant weakness in how the academic approached the teaching of undergraduate students.  This had a subsequent negative effect on several levels.  The paper concludes by describing the merits of academics ‘centering’ themselves between the corporate university and the needs of students in striving for ‘teaching excellence’.

Bridging the Instructional Designers and Lecturers in Technology Education

2011 ◽  
pp. 215-237
Author(s):  
Samuel Ng Hong Kok ◽  
Tang Buay Choo ◽  
Myint Swe Khine
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Communities Of Practice ◽  
Technology Education ◽  
Teaching And Learning ◽  
Education Institution ◽  
Learning Objects ◽  
Instructional Designers ◽  
Higher Education Institution

This chapter examines an initiative to create educational technology (ET) Champions and leaders within a higher education institution in Singapore. It examines how the concept of communities of practice was applied to an initiative for transforming teaching and learning through educational technology. Instructional designers coached ET Champions in the principles of creating learning objects who later returned to their respective colleges to work with other lecturers. ET Champions progressed through five stages, which included peripheral, legitimate, core, strategic and transformational membership. Each stage required support and guidance within the community.

Teaching Argumentation in Higher Education

2020 ◽  
pp. 334-358
Author(s):  
Alice Wanjira Kiai ◽  
Peter Getyngo Mbugua
Keyword(s):  
Higher Education ◽  
Narrative Inquiry ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Private University ◽  
Qualitative Approach ◽  
Sources Of Information ◽  
Teaching Methodologies ◽  
Composition Instructors ◽  
Use Of Technology

This study examines teaching methodologies used by composition instructors in a private university in Kenya where composition is taught to all undergraduate students. The study adopted a qualitative approach in the form of narrative inquiry to explore challenging topics in teaching and learning argumentation, methodological interventions, instructors' use of technology, and to suggest strategies for addressing problem areas. Purposive sampling was adopted, resulting in narratives from three experienced course instructors. Learner-centred approaches were prevalent, especially in addressing challenging topics such as formulation of claims, supporting arguments with evidence, recognising fallacies and appeals, and documentation of sources of information.

Comunicação e Interatividade em AVEA - Ambiente Virtual de Ensino e Aprendizagem: do Texto Escrito à Motivação dos Alunos

2016 ◽  
Vol 17 (5) ◽  
pp. 382
Author(s):  
Creuza Martins França ◽  
Juliana Irani Villanueva dos Reis
Keyword(s):  
Technology Use ◽  
Teaching And Learning ◽  
Educational Communication ◽  
Private University ◽  
Educational Interventions ◽  
Research Field ◽  
Mediation Process ◽  
Learning And Teaching ◽  
The North ◽  
Virtual Classes

Este trabalho aborda os processos de comunicação e interatividade promovidos por docentes na produção de aulas virtuais em Ambiente Virtual de Ensino e Aprendizagem AVEA. Parte do seguinte questionamento: de que forma são trabalhadas as produções textuais dos professores da Educação a distância - EaD? Essa questão é relevante, pois quando são utilizadas técnicas que privilegiam a interação participativa do aluno, a construção do conhecimento passa a ser mais efetiva. Sendo assim, esta pesquisa teve como objetivo apresentar intervenções didáticas possíveis, nas quais a comunicação seja apontada como parte do processo da mediação da aprendizagem e o uso da tecnologia aconteça a partir de estratégias voltadas à apropriação do conhecimento. Para tanto, utilizou-se a pesquisa bibliográfica e a análise das produções dos materiais web elaborados pelos professores, atuantes em uma universidade particular de um município da Região Norte do Paraná. A análise dos dados coletados demonstrou que, apesar dos docentes considerarem-se preparados para o uso das tecnologias, suas práticas revelam que não estão ocorrendo mudanças na forma como lidam com a EaD. A partir dos resultados da pesquisa, pretende-se oferecer uma contribuição ao campo da pesquisa no sentido de despertar os professores para a necessidade de se promover discussão sobre a comunicação dialógica. Ora, defende-se que processos interativos de qualidade asseguram maior autonomia aos alunos durante o estudo. Palavras-chave: EaD. Tecnologias Educacionais. Comunicação e Interatividade. Ensino e Aprendizagem. AbstractThis paper presents the communication and interaction processes promoted by Teachers in the virtual classes production in Virtual Learning and Teaching Environment. The process of this research is: How are Teachers’ Learning distance mode’s textual productions worked? This question is relevant because when techniques are used that emphasize participatory student interaction, the knowledge construction becomes more effective. Thus, this study aimed to elucidate possible educational interventions, where communication is indicated as part of the learning mediation process and the technology use for strategies aimed at knowledge appropriation. For this purpose, it was used search literature and analysis of the web materials production prepared by Teachers acting in a private university in a city in the North of Paraná. From this, the data analysis showed that despite the teachers consider themselves prepared for the use of technologies, such actions do not really materialize in changes in the way of dealing with distance education. Based on the results, it was intended to offer a contribution to the research field and the need to promote discussion aboutdialogical communication, in order to create greater autonomy in studies by the students through interactive quality processes. Keywords: Learning Distance. Technologies Educational. Communication and Interactivity. Teaching and Learning.

scholarly journals Conceptualising Primary-Secondary School Transitions: A Systematic Mapping Review of Worldviews, Theories and Frameworks

2021 ◽  
Vol 6 ◽  
Author(s):  
Divya Jindal-Snape ◽  
Jennifer E. Symonds ◽  
Elizabeth F. S. Hannah ◽  
William Barlow
Keyword(s):  
Secondary School ◽  
Empirical Studies ◽  
School Transitions ◽  
Policy And Practice ◽  
Theoretical Frameworks ◽  
Systematic Mapping ◽  
Theoretical Understanding ◽  
Secondary School Transition ◽  
Mapping Review ◽  
Systematic Mapping Review

There is continued interest internationally in primary-secondary school transitions. Fourteen literature reviews of primary-secondary transitions have been published over the last 20 years, however none of them have systematically analysed primary-secondary school transition ontology, i.e., researchers’ worldviews, theories/models and frameworks. This is a major gap in these reviews and the papers published in this area; this is of concern as it is difficult to trust the robustness of a study if its foundation, such as researchers’ conceptualisation of transitions, is not visible. Therefore, using the Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre) approach, we undertook a systematic mapping review, of empirical studies published internationally between 2008 and 2018. Our objectives were to explore researchers’ and research participants’ conceptualisation of transitions, the conceptual framework used by the researchers and their discourse about transitions. Of the 96 studies included in this systematic mapping review, most had not clearly defined transition, and even when conceptualisation was explicit, it did not underline the research design or frame the findings. Most researchers adopted previously used theoretical frameworks.These theoretical frameworks can be beneficial; however, as the researchers did not adapt or develop them in the context of transitions research, it limits a meta-theoretical understanding of transitions. Further, the majority did not report study participants’conceptualisation of transitions. Similarly, a large number of researchers adopted a negative discourse about primary-secondary school transitions, with some using a mixed discourse and only two papers had a primarily positive discourse. This systematic mapping review is original and significant as it is the first study to provide a review of school transitions ontology and offers unique insights into the conceptual and methodological gaps that international transitions researchers should address.

scholarly journals Efetividade das Estratégias de Ensino no Desenvolvimento das Competências de Estudantes do Curso de Administração

REVISTA PLURI ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 293
Author(s):  
Katia Maria Rocha de Lima
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Learning ◽  
Learning Style ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
The World ◽  
E Learning ◽  
On Line ◽  
Different Levels

O objetivo desta investigação é estruturar um modelo que avalie a efetividade das estratégias de ensino (tradicional, online e hibrido) utilizadas para o desenvolvimento das competências dos estudantes de graduação em administração, observando o perfil do estudante e o estilo de aprendizagem. A aprendizagem online, baseada no e-learning, tem desempenhado um papel fundamental no ensino e aprendizagem, que se torna cada vez mais popular não apenas em diferentes níveis escolares, mas também em várias instituições de educação superior em todo o mundo (Nedungadi & Raman, 2012). Nesse contexto, a educação a distância emerge como uma oportunidade que pode ampliar as possibilidades de aprendizagem do estudante, implementando ensino totalmente a distância ou no modelo híbrido.Palavras-Chave: Modelos de aprendizagem, e-learning, tradicional, on-line, híbrido.Abstract:The objective of this research is to structure a model that evaluates the effectiveness of teaching strategies (traditional, online and hybrid) used for the development of Administration course undergraduate students’ skills, observing student’s profile and his/her learning style. Online learning, based on e-learning, has played a key role in teaching and learning, which is becoming increasingly popular not only at different levels of education but also in several higher education institutions around the world (Nedungadi & Raman, 2012). In this context, distance education emerges as an opportunity that can broaden students’ learning possibilities, implementing distance education or the hybrid model.

scholarly journals Modern approaches to teaching a foreign language

2020 ◽  
Vol 100 (4) ◽  
pp. 178-188
Author(s):  
Sh Rakhmetova ◽  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Technology Use ◽  
Teaching And Learning ◽  
Scientific Data ◽  
Foreign Languages ◽  
Approaches To Teaching ◽  
Educational Standard ◽  
Competency Based ◽  
Approach To Teaching

Modern approaches to teaching a foreign language are considered in the article. Knowledge of one or several foreign languages has become an urgent problem for many people. And in such circumstances, the search for effective approaches to teaching foreign languages aimed at solving specific professional problems has be-come relevant. The aim of the article is to analyze and classify modern approaches to teaching a foreign lan-guage. The above aim allows formulating the objectives of the study is to study the theoretical and methodo-logical base of these approaches; summarize the scientific data on this issue in the article. To solve the set tasks, the paper describes the structures of higher education, the need to modernize the higher education sys-tem by the principles of the Bologna Declaration. Researches on educational technology use for teaching and learning in high school are studied. A review of modern sources in the implementation of the reform of the educational standard focused on competency and competency-based approach to teaching a foreign language is carried out. It also analyzes the main theses of the methodology of teaching a foreign language, in particu-lar topical approaches

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