scholarly journals Editorial

2011 ◽  
Vol 4 (1) ◽  
pp. 1-3 ◽  
Author(s):  
Penny Welch ◽  
Susan Wright
Keyword(s):  
Higher Education ◽  
Race And Ethnicity ◽  
Teaching And Learning ◽  
Learning And Teaching ◽  
Institutional Politics ◽  
International Policies ◽  
The Social ◽  
Programme Design ◽  
A Site ◽  
The University

Welcome to Volume 4 of Learning and Teaching: The International Journal of Higher Education in the Social Sciences. LATISS has been gradually widening its focus from its point of origin in the U.K. and this issue is truly international with material from Latin America, U.S.A, Sweden and England. LATISS’s approach – to study and reflect on the detail of teaching and learning practices in contexts of institutional change and national and international policies – is also well exemplified by the articles in this issue. For example, three of the articles explore issues of ‘race’ and ethnicity in connection with programme design, institutional politics and classroom relations respectively and in very different historical and policy contexts. Two articles also connect to topics on which LATISS has recently published special issues: on gender in higher education and on using the university as a site to critically explore the meaning and operation of neoliberalism.

Developing teaching and learning methods to innovate the Italian context of Higher Education. The case of University of Padua

2016 ◽  
pp. 53-70
Author(s):  
Monica Fedeli ◽  
Anna Serbati ◽  
Edward W. Taylor
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Social Constructivism ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Theoretical Framework ◽  
Learning Methods ◽  
Learning And Teaching ◽  
Academic Center ◽  
The University

This article looks at theories and practices related to faculty development and innovation in teaching and learning methods in Higher Education, in order to respond to the European 2020 Strategy, in which the High level group on the modernisation of higher education has been established, whose aim focuses on improving the quality of teaching and learning in Europe's higher education institutions (2013). The paper is framed within the context of the project PRODID (Preparazione alla professionalitŕ docente e innovazione didattica), funded by the University of Padova, Italy with the major goal of creating a permanent and effective academic center for research on learning and teaching and faculty development. The theoretical framework of PRODID is informed by constructivism and social constructivism, and the student centered approach, encouraging student-teacher partnerships as a dimension for faculty development and teaching and learning innovations. The University of Helsinki and Michigan State University are mentioned as relevant examples of organizational settings integrated in higher education institutions that offer a great variety of practices consistent with the chosen theoretical framework. They also offer the Italian program of University of Padova models for critical reflection in how their teaching strategies can be created and developed on the basis of this international experience. The final discussion aims to highlight the strategies adopted during the first year of the project, characterized by the Italian culture and revealing new insights and ideas to create an Italian model of teaching and learning center.

scholarly journals Editorial

2021 ◽  
Vol 14 (3) ◽  
pp. v-vii
Author(s):  
Penny Welch ◽  
Susan Wright
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
International Relations ◽  
Teaching And Learning ◽  
The United States ◽  
Access To Higher Education ◽  
National History ◽  
International Partnerships ◽  
Learning And Teaching ◽  
The Social

This issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences includes authors from China, Canada, France and the United States. The first two articles analyse processes of developing international partnerships and networks promoting refugee access to higher education. The other three papers concern aspects of teaching and learning: online learning in accountancy; a flipped pedagogy in sociology; and the inclusion of national history in introductory international relations courses.

From the Editors

2008 ◽  
Vol 1 (1) ◽  
pp. 5-7
Author(s):  
Penny Welch ◽  
Susan Wright
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Social Science ◽  
Group Work ◽  
Course Design ◽  
Strong Continuity ◽  
Learning And Teaching ◽  
International Policies ◽  
The Social ◽  
Teaching In Higher Education

We are delighted to introduce the first volume of Learning and Teaching: The International Journal of Higher Education in the Social Sciences. As founding and now-former editors of Learning and Teaching in the Social Sciences (LATISS), our new journal reflects a strong continuity in the editorial aims that inspired ourfirst journal. We remain committed to using social science perspectives to analyse learning and teaching in higher education. In particular we invite contributors and readers to reflect critically on how students’ and academics’ practices are shaped by, or themselves influence, wider changes in university strategies and national and international policies for higher education. Viewing changes in course design and curriculum, in students’ writing, in group work, seminars or tutorials as taking place within a network (or lattice) of institutional, political and policy contexts is the focusof this journal.

scholarly journals Internationalisation in Higher Education and English as a teaching and learning tool: what are the implications in all Brazilian Education?

2020 ◽  
Vol 9 (10) ◽  
pp. e4779108672
Author(s):  
Adriana Claudia Martins
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
English Language ◽  
Basic Education ◽  
Medium Of Instruction ◽  
Global Knowledge ◽  
Learning And Teaching ◽  
Language Knowledge ◽  
Set Up ◽  
The University

It is evident that there is no language better than other, however English seems to be necessary if people want to dialogue and take part in the global knowledge and civilization. This article has the aim to discuss about having English as a Medium of Instruction (EMI) in Higher Education, when there are implications about learning and teaching English in all Brazilian Education. For this, the methodology of this study is qualitative, considering publications in this thematic and focusing on debate considering two subtitles: Higher Education teaching in English as Medium of Instruction (EMI) - learnings and challenges; and, when the university internationalisation is affected by implications in all Brazilian Education. In this way, the debate has to be set up in all levels of Brazilian education because the English language knowledge taught at Brazilian Basic Education does not fit to the students’ needs when they are going to Brazilian universities to have disciplines mediated through English. It is necessary to study, in future investigations, if people from Brazilian institutions are really assuming the internationalisation and if this situation brings more quality and learning possibilities to all Brazilian education.

scholarly journals Debating the use of social media in higher education in Australasia: Where are we now?

2018 ◽  
Vol 34 (5) ◽  
Author(s):  
Julie Willems ◽  
Chie Adachi ◽  
Francesca Bussey ◽  
Iain Doherty ◽  
Henk Huijser
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Teaching And Learning ◽  
Research Paper ◽  
Collective Wisdom ◽  
Learning And Teaching ◽  
Key Issues ◽  
Use Of Social Media ◽  
A Site

The integration of social media into higher education is having a significant impact on learning and teaching. As they become enmeshed in the fabric of academia, they are also becoming a site of contestation, especially in relation to teaching and learning. This research paper explores the key issues dominating current debates about the use of social media in higher education in Australasia. By exploring themes emerging from a debate around the use of social media in higher education in Australasia, it integrates additional comments from the collective wisdom of experienced colleagues from around the globe, as captured in the debate’s Twitter feed and live Periscope streaming. These comments highlight points of sensitivity in the adoption of social media in higher education in Australasia. This paper presents the findings and some key ideas that emerged from the debate.

scholarly journals Introduction

2010 ◽  
Vol 3 (3) ◽  
pp. 1-5 ◽  
Author(s):  
Boone Shear ◽  
Susan Brin Hyatt
Keyword(s):  
Higher Education ◽  
International Perspective ◽  
Special Issue ◽  
Group Project ◽  
Learning And Teaching ◽  
The Social ◽  
University Of Massachusetts ◽  
Neoliberal Restructuring ◽  
The University ◽  
John Clarke

The aim of this Special Issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences is to analyse the impacts of neoliberal restructuring on higher education and to explore ways of raising students’ critical awareness of these changes in their own environment. This Special Issue developed out of a symposium that was held at the University of Massachusetts in Spring 2008. Both Susan B. Hyatt and Vincent Lyon-Callo presented earlier drafts of their articles on that occasion, as did Dana-Ain Davis, whose article will appear in a future issue of LATISS. Shear and Zontine were the primary organisers of the symposium, along with other students and faculty at the University of Massachusetts, and in their article, they reflect on the collaborative, yearlong reading group project on neoliberalism from which the symposium emerged. We invited John Clarke to join us in writing for this issue to provide an international perspective on these issues as they are currently playing out in the U.K.

WORK-BASED LEARNING IN HIGHER EDUCATION: EXPERIENCE AND CHALLENGES OF LEARNERS, WORKPLACES AND INSTITUTIONS OF HIGHER EDUCATION

2020 ◽  
Author(s):  
Anne Roosipõld ◽  
Krista Loogma ◽  
Mare Kurvits ◽  
Kristina Murtazin
Keyword(s):  
Higher Education ◽  
University Education ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Constructivist Learning Theory ◽  
Education Experience ◽  
Restaurant Management ◽  
The Social ◽  
The University ◽  
Social Constructivist Learning

In recent years, providing higher education in the form of work-based learning has become more important in the higher education (HE) policy and practice almost in all EU countries. Work-based learning (WBL) in HE should support the development of competences of self-guided learners and adjust the university education better to the needs of the workplace. The study is based on two pilot projects of WBL in HE in Estonia: Tourism and Restaurant Management professional HE programme and the master’s programme in Business Information Technology. The model of integrative pedagogy, based on the social-constructivist learning theory, is taken as a theoretical foundation for the study. A qualitative study based on semi-structured interviews with the target groups. The data analysis used a horizontal analysis to find cross-cutting themes and identify patterns of actions and connections. It appears, that the challenge for HE is to create better cooperation among stakeholders; the challenge for workplaces is connected with better involvement of students; the challenge for students is to take more initiative and responsibility in communication with workplaces.

scholarly journals Balancing Technology, Pedagogy and the New Normal: Post-pandemic Challenges for Higher Education

2021 ◽  
Author(s):  
Chrysi Rapanta ◽  
Luca Botturi ◽  
Peter Goodyear ◽  
Lourdes Guàrdia ◽  
Marguerite Koole
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Strategic Decision ◽  
Expert Advice ◽  
Social Agents ◽  
Learning And Teaching ◽  
University Teachers ◽  
Learning Tasks ◽  
Science And Education

AbstractThe Covid-19 pandemic has presented an opportunity for rethinking assumptions about education in general and higher education in particular. In the light of the general crisis the pandemic caused, especially when it comes to the so-called emergency remote teaching (ERT), educators from all grades and contexts experienced the necessity of rethinking their roles, the ways of supporting the students’ learning tasks and the image of students as self-organising learners, active citizens and autonomous social agents. In our first Postdigital Science and Education paper, we sought to distil and share some expert advice for campus-based university teachers to adapt to online teaching and learning. In this sequel paper, we ask ourselves: Now that campus-based university teachers have experienced the unplanned and forced version of Online Learning and Teaching (OLT), how can this experience help bridge the gap between online and in-person teaching in the following years? The four experts, also co-authors of this paper, interviewed aligning towards an emphasis on pedagogisation rather than digitalisation of higher education, with strategic decision-making being in the heart of post-pandemic practices. Our literature review of papers published in the last year and analysis of the expert answers reveal that the ‘forced’ experience of teaching with digital technologies as part of ERT can gradually give place to a harmonious integration of physical and digital tools and methods for the sake of more active, flexible and meaningful learning.

scholarly journals Cross-cultural effects of COVID-19 on higher education learning and teaching practice: A case study from Greece

2021 ◽  
Vol 18 (5) ◽  
pp. 73-89
Author(s):  
Margarita Kefalaki ◽  
◽  
Michael Nevradakis ◽  
Qing Li ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Cross Cultural ◽  
Education Students ◽  
Learning And Teaching ◽  
Cultural Effects ◽  
Global Pandemic

COVID-19 has greatly impacted all aspects of our everyday lives. A global pandemic of this magnitude, even as we now emerge from strict measures such as lockdowns and await the potential for a ‘new tomorrow’ with the arrival of vaccines, will certainly have long-lasting consequences. We will have to adapt and learn to live in a different way. Accordingly, teaching and learning have also been greatly impacted. Changes to academic curricula have had tremendous cross-cultural effects on higher education students. This study will investigate, by way of focus groups comprised of students studying at Greek universities during the pandemic, the cross-cultural effects that this ‘global experience’ has had on higher education, and particularly on students in Greek universities. The data collection tools are interviews and observations gathered from focus groups.

scholarly journals Treasuring languages: an introduction

2020 ◽  
pp. 1-4
Author(s):  
Alessia Plutino ◽  
Kate Borthwick ◽  
Erika Corradini
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Annual Conference ◽  
Raising Awareness ◽  
The University ◽  
And Linguistics ◽  
Value Of Learning ◽  
Language Teaching And Learning

This volume collects selected papers from the 9th annual conference in the Innovative Language Teaching and Learning at University series (InnoConf), which was hosted by the Department of Modern Languages and Linguistics at the University of Southampton on the 28th of June 2019. The theme of the conference was ‘Treasuring languages: innovative and creative approaches in Higher Education (HE)’. The conference aimed to address the consistent decline in recent years in applications to study languages at UK universities by igniting discussions and seeking innovative and creative approaches to raising awareness about the value of learning languages.

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