Engaging Student Voices in Higher Education

2019 ◽  
Keyword(s):  
Higher Education ◽  
Student Voices ◽  
Engaging Student

scholarly journals Integrating inquiry learning and knowledge management into a flipped classroom to improve students’ web programming performance in higher education

2019 ◽  
pp. 304-324
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Flipped Classroom ◽  
Inquiry Learning ◽  
Learning Performance ◽  
Control Group ◽  
Inquiry Based Learning ◽  
Web Programming ◽  
Experimental Group ◽  
Engaging Student

In view of the benefits of inquiry-based learning and knowledge management (KM) in triggering students’ communication and knowledge construction and the benefits of a flipped classroom in engaging student learning in- and out-of-classroom, this study proposed to integrate inquiry learning and KM into a flipped classroom to cultivate student web-programming learning performance in a higher education setting. Fifty-one university students participated in a web-programming course. The students in the experimental group used the proposed approach, while those in the control group used the conventional inquiry-based flipped classroom approach. The results indicated that integrating KM and inquiry-based approach into a flipped classroom can improve students’ programming skills and code comprehension and help them learn more effectively with better learning achievements.

scholarly journals Re-thinking employability with a literacies lens

2018 ◽  
Vol 8 (2) ◽  
pp. 164-178
Author(s):  
Alexandra Kendall ◽  
Amanda French
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Literacy Practices ◽  
Social Activity ◽  
Approaches To Learning ◽  
Self Esteem ◽  
Content Type ◽  
Social Theories ◽  
Funded Project ◽  
Engaging Student

Purpose The purpose of this paper is to draw on the outcomes of an Higher Education Academy funded project, Literacies for Employability (L4E) to contribute to discussion of the interface between university learning and workplace settings and the focus on employability that dominates the English context. The paper will be of interest to colleagues from any discipline who have an interest in critical (re)readings of employability and practical ways of engaging student in ethnographic approaches to understanding workplace practices, particularly those with an interest in professional, work-based, or placement learning. Design/methodology/approach L4E is grounded in social theories of communication from Sociology and Education that understands literacy as a complex social activity embedded in domains of practice. These ideas recognise workplaces as domains that are highly distinctive and diverse contexts for literacy (rather than generic or standard) and that to be successful in particular workplace settings students must be attuned to, and adaptive and fluent in, the nuanced literacy practices of that workplace. However, evidence suggests (Lea and Stierer, 2000) that HE students (and teachers) rarely experience overt teaching about literacy in general or workplace literacies in particular. Findings This project developed a framework to scaffold and support this process across the disciplines so that students can develop the attitudes and behaviours they will need to be successful in the workplace. Originality/value The approach chimes with recommendations from Pegg et al. (2012) that employability is most effectively developed through a focus on more expansive, reflexive approaches to learning and through “raising confidence […] self-esteem and aspirations” (Pegg et al., 2012, p. 9).

Language learning in higher education: Portuguese student voices

2015 ◽  
Vol 13 (3) ◽  
pp. 367-382 ◽  
Author(s):  
Susana Pinto ◽  
Maria Helena Araújo e Sá
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Student Voices

Widening participation; widening capability

2008 ◽  
Author(s):  
Melanie Walker
Keyword(s):  
Higher Education ◽  
Human Capital ◽  
Good Life ◽  
Capability Approach ◽  
Widening Participation ◽  
Student Voices ◽  
Research Interviews ◽  
Participation In Higher Education ◽  
Sen’S Capability Approach ◽  
The Way

This paper proposes that widening participation in higher education might distinctively be conceptualised beyond economically driven human capital outcomes, as a matter of widening capability. Specifically, the paper proposes forming the capability of students to become and to be 'strong evaluators', able to make reflexive and informed choices about what makes a good life for each of them. Evaluating equality and justice in higher education, and specifically the case of 'widening participation', is then greatly advanced by considering the conceptual tools provided by Amartya Sen's capability approach. The paper therefore elaborates on Sen's ideas and demonstrates their applicability in relation to widening participation student voices gathered in research interviews. Important though Sen's ideas are, there are barriers that stand in the way of taking up these ideas educationally. While three such barriers are acknowledged in the paper, four resources of possibility for recovering widening participation as capability formation from neoliberal and other forms of instrumentalism are also sketched.

scholarly journals Global connectedness in higher education: student voices on the value of cross-cultural learning dialogue

2015 ◽  
Vol 41 (11) ◽  
pp. 2011-2027 ◽  
Author(s):  
Elina Lehtomäki ◽  
Josephine Moate ◽  
Hanna Posti-Ahokas
Keyword(s):  
Higher Education ◽  
Cross Cultural ◽  
Cultural Learning ◽  
Education Student ◽  
Student Voices

Participating in Change: Engaging Student Veteran Stakeholders in Advocacy Efforts in Clinical Higher Education

2019 ◽  
pp. 002216781983598
Author(s):  
Caitlin G. Dobson ◽  
Jordan Joyner ◽  
Alex Latham ◽  
Valerie Leake ◽  
Virginia C. Stoffel
Keyword(s):  
Higher Education ◽  
Student Veteran ◽  
Engaging Student
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