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’.

scholarly journals Teaching excellence and how it is awarded: A Canadian case study

2020 ◽  
Vol 50 (1) ◽  
pp. 40-52
Author(s):  
Janice Miller-Young ◽  
Melina Sinclair ◽  
Sarah Forgie
Keyword(s):  
Higher Education ◽  
Student Perceptions ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Future Research ◽  
Teaching Excellence ◽  
Canadian Higher Education ◽  
Teaching Awards ◽  
Insight Into

Quality teaching and how to assess and award it, continue to be an area of scholarship and debate in higher education. While the literature demonstrates that assessment should be multifaceted, operationalizing this is no easy task. To gain insight into how teaching excellence is defined in Canadian higher education, this empirical study collected and analysed the criteria, evidence, and standards for institutional teaching awards from 89 institutions and 204 award programs across Canada. The majority of awards included criteria such as specific characteristics of teaching performance and student-centredness; while activities that had impact outside an individual’s teaching practice were also prevalent, including campus leadership, scholarship of teaching and learning, and contributions to curriculum. Lists of potential sources of evidence were heavily weighted towards student perceptions and artefacts from instructors’ teaching. Recommendations for individuals and institutions wanting to foster excellence in teaching are offered along with suggestions for future research.

scholarly journals Teaching excellence and how it is awarded: A Canadian case study

2020 ◽  
Vol 50 (1) ◽  
pp. 40-52
Author(s):  
Janice Miller-Young ◽  
Melina Sinclair ◽  
Sarah Forgie
Keyword(s):  
Higher Education ◽  
Student Perceptions ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Future Research ◽  
Teaching Excellence ◽  
Canadian Higher Education ◽  
Teaching Awards ◽  
Insight Into

Quality teaching and how to assess and award it, continue to be an area of scholarship and debate in higher education. While the literature demonstrates that assessment should be multifaceted, operationalizing this is no easy task. To gain insight into how teaching excellence is defined in Canadian higher education, this empirical study collected and analysed the criteria, evidence, and standards for institutional teaching awards from 89 institutions and 204 award programs across Canada. The majority of awards included criteria such as specific characteristics of teaching performance and student-centredness; while activities that had impact outside an individual’s teaching practice were also prevalent, including campus leadership, scholarship of teaching and learning, and contributions to curriculum. Lists of potential sources of evidence were heavily weighted towards student perceptions and artefacts from instructors’ teaching. Recommendations for individuals and institutions wanting to foster excellence in teaching are offered along with suggestions for future research.

scholarly journals Uncovering Trend-based Research Insights on Teaching & Learning in Big Data

2020 ◽  
Author(s):  
Young-Eun Park
Keyword(s):  
Higher Education ◽  
Big Data ◽  
Teaching And Learning ◽  
Learning Algorithm ◽  
Semantic Network ◽  
Academic Leaders ◽  
Student Centered ◽  
Diverse Learning ◽  
Quality Programs ◽  
Future Education

Abstract Along with the occurrence of the big data era, digital transformation has had a transformative effect on modern education tremendously in higher education. It transforms an institutional core value of education to better meet students' needs by leveraging big data and digital technology. Based on this background, this study attempts to catch the principal trends, or new directions, paradigms as predictors with an association of each topic by discovering the up-to-date research trends on teaching and learning in higher education via text mining technique. For this, 285 research articles in the area of teaching and learning in higher education were collected from several big databases (distinguishable publishers' web platforms) through search engines for two years in 2018 ~ 2019. Then it was analyzed using a semantic network analysis that processes natural human language. In consequence, research results show a relatively high connection with 'student' or 'student-centered/led' rather than 'teacher-led.' Moreover, it exhibits that the practice and assessment in learning can be attained via diverse learning activities, containing community or outreach activities. Besides, research in academic contexts, experience-based classes, the effect of group activities, how students' feelings or perceptions, and relationships affect learning outcomes were addressed as the main topics through topic modeling of LDA, a machine learning algorithm. This study proposes that educators, researchers, and even academic leaders can exert the extraordinary power to reshape educational quality programs for future education and in a timely manner with recognizable trends or agendas in teaching and learning of higher education.

Applying the Polysynchronous Learning to Foster the Student-Centered Learning in the Higher Education Context

2016 ◽  
pp. 385-403
Author(s):  
Fan Ouyang
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Computer Programming ◽  
Learning Activity ◽  
Communication Model ◽  
Environment Design ◽  
Student Centered ◽  
Student Centered Learning ◽  
App Design ◽  
Activity Design

Teaching and learning computer programming has posed great challenges for both instructors and students. An emerging blended learning mode - polysynchronous learning has potentials to motivate and engage students in the programming learning process, to optimize students' programming learning experiences, and to transform the computer programming teaching and learning. This paper aims to integrate the polysynchronous learning, as a communication model, with the student-centered learning, as a pedagogical approach, to design a graduate-level course - App Design and Development. The authors primarily focuses on describing my decision-making process of the physical environment design, the technologies and tools selection, and the polysynchronous learning activity design, as well as specific details regarding these three aspects. Moreover, potentials, challenges, and implications of applying the polysynchronous learning to foster the student-centered learning in the higher education context are discussed.

scholarly journals Exploring the Perception of Students using Student-Centered Learning Approach in a Malaysian Public University

2020 ◽  
Vol 9 (1) ◽  
pp. 204
Author(s):  
Abderrahim Benlahcene Benlahcene ◽  
Sana Anwar Lashari ◽  
Tahira Anwar Lashari ◽  
Muhammad Waleed Shehzad ◽  
Wu Deli
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Public University ◽  
Learning Approach ◽  
Student Centered ◽  
Student Centered Learning ◽  
Cognitive Mediation ◽  
Classroom Activities ◽  
Learning Technique ◽  
Language Courses

This study investigated students’ perception towards language courses using student-centered learning approach at University Utara Malaysia (UUM). Students’ perception was measured through a model termed as environmental, cognitive, affective, and metacognitive mediation (ECAM) which is a common teaching and learning technique used in classroom activities. To assess the implementation of ECAM; qualitative analysis was conducted based on observations of students’ activities in two language courses. The findings of the study indicated that the students employed the techniques of ECAM model. However, cognitive mediation learning technique was extensively used by the students. Moreover, audio-taped interviews were also conducted with four voluntary undergraduate students. The findings from the interviews’ interpretation revealed that students also explicit positive viewpoints about student-centered learning approach.       

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.

Scaling Considerations in Screening Candidates for Excellence in Teaching Awards in Higher Education

1988 ◽  
Vol 63 (3) ◽  
pp. 823-826 ◽  
Author(s):  
Gerald M. Meredith
Keyword(s):  
Higher Education ◽  
Decision Process ◽  
Statistical Approach ◽  
Faculty Members ◽  
Holistic Scoring ◽  
Teaching Excellence ◽  
Process Improvements ◽  
Teaching Awards ◽  
University Setting ◽  
Excellence In Teaching

The study examined the process of identifying and rewarding faculty members for teaching excellence in a university setting. A holistic scoring procedure was developed to screen candidates and to facilitate the decision process. Improvements in measurement are required before a statistical approach can replace a collegial approach based on consensus among academic peers.

scholarly journals Use of Web 2.0 technologies as mediation tools in higher education with focus on YouTube

2018 ◽  
Vol 1 (1) ◽  
pp. 21-28 ◽  
Author(s):  
Samuel Imathiu
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Web 2.0 ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Education Institution ◽  
Proximal Development ◽  
Student Centered ◽  
Passive Learning ◽  
Hands On Learning

Although the curricula content for similar study disciplines may differ from one higher education institution to another and from one country and/or region to another, it is without any doubt that for all, they promote active learning rather than passive learning. A recent shift has been observed where emphasis is placed on student-centered, collaborative and practical participation of learners in knowledge creation in a learning environment which is more engaging and stimulating. This has particularly been made possible by emerging educational technology mediation tools that does not only promote hands-on learning but also make the whole learning experience fun. Most of these technological tools have been effectively used by More Knowledgeable Other (MKO) in scaffolding the learners, and they have also been directly used by learners themselves as their MKO in addressing Vygotsky’s concept of Zone of Proximal Development (ZPD) which is defined by Vygotsky1 as ‘the distance between the actual developmental level as determined by independent problem-solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers’. This literature reviews how YouTube as an example of Web 2.0 technology has been used as a mediation tool to facilitate teaching and learning in higher education.

scholarly journals Gamification as a tool of enhancing teaching and learning effectiveness in higher education: Needs analysis

2020 ◽  
Vol 10 (3) ◽  
pp. 127-143
Author(s):  
Anna Valentinovna Zolkina ◽  
◽  
Natalia Vladimirovna Lomonosova ◽  
Denis Andreevich Petrusevich ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Needs Analysis ◽  
Learning Effectiveness ◽  
Education Needs

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.

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