Do Not Pass Up the Opportunity!

The New Common ◽

10.1007/978-3-030-65355-2_3 ◽

2021 ◽

pp. 23-28

Author(s):

Maurice Adams

Keyword(s):

Higher Education ◽

Distance Education ◽

Educational Programs ◽

Digital Learning ◽

Educational Activities ◽

Link Type ◽

Higher Ed ◽

The Future ◽

The Continuum

AbstractA much-cited article on the website “Inside Higher ED” outlines fifteen scenarios for higher education in the coming period (Malony and Kim, www.insidehighered.com/digital-learning/blogs/learning-innovation/15-fall-scenarios; 2020). The continuum ranges from education completely back to normal to education completely at a distance. Full return to normal is not on the horizon; full distance education is possible but not optimal for most educational programs; and somewhere in between is quite a challenge. However, it is striking that the continuum focuses entirely on official educational activities and that there is no attention for informal educational activities: a neglect that is reflected in the current discussions about the future of our education. This chapter is about this neglect and the proposition is that the coronavirus crisis offers significant opportunities for a “new educational common” at Tilburg University in this respect.

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The Future of Internationalization of Higher Education in Europe

International Higher Education ◽

10.6017/ihe.2015.83.9073 ◽

2015 ◽

pp. 2-3 ◽

Cited By ~ 20

Author(s):

Hans De Wit ◽

Fiona Hunter

Keyword(s):

Higher Education ◽

European Parliament ◽

Delphi Process ◽

Internationalization Of Higher Education ◽

International Higher Education ◽

Digital Learning ◽

European Context ◽

Study Results ◽

The Future

A study has been made for the European Parliament on the understanding of internationalization of higher education (IoHE) in the European context, based on two surveys, an analysis of the role of digital learning, ten national reports from Europe and seven from outside Europe. The study results in conclusions and recommendations on the future of internationalization of higher education in Europe, based on the national reports and a Delphi process among experts in international higher education. This is a summary of the key findings of the study, including a redefinition of the meaning of internationalization.

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The Impact Of The Current Economic Crisis On The Demand For Higher Education: An Analysis Of Spanish Distance Education Universities

Contemporary Issues in Education Research (CIER) ◽

10.19030/cier.v5i5.7469 ◽

2012 ◽

Vol 5 (5) ◽

pp. 359 ◽

Cited By ~ 1

Author(s):

Maria Dolores Reina-Paz ◽

Ainhoa Rodriguez-Oromendia ◽

Claudia Sevilla-Sevilla

Keyword(s):

Higher Education ◽

Distance Education ◽

Comparative Analysis ◽

Educational Programs ◽

Degree Programs ◽

University System ◽

Current Economic Crisis ◽

Student Demand ◽

The Impact ◽

Academic Year

Spain is currently experiencing a difficult economic situation, and in recent years a significant change has been observed in the behavior of the demand for educational programs as a result of this situation. Recent studies reveal a change in student demand that does not have the same effect on all academic institutions. Bearing this behavior in mind, the present study focuses on providing an overview of the situation of the Spanish distance education university system over a six-year period, from the 2007/08 to the 2011/12 academic year, analyzing the different variables that influence the demand and new enrollment in official degree programs. We also conduct a comparative analysis of the patterns these variables follow depending on the methodology applied by the different universities examined in our study, making a distinction between classroom and distance education universities.

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Transformation of higher education in civil engineering and quality of training of graduates

Stroitel stvo nauka i obrazovanie [Construction Science and Education] ◽

10.22227/2305-5502.2020.2.7 ◽

2020 ◽

pp. 7-7

Author(s):

Mikhail Sainov

Keyword(s):

Higher Education ◽

Education System ◽

Legal Regulation ◽

Educational Programs ◽

Educational Standards ◽

Educational Activities ◽

Higher Education System ◽

Study Results ◽

The Impact

Introduction. Currently, there are numerous discussions concerning a relevant issue – the impact of transformations of the higher education system on the quality of graduates of technical universities. It is important to analyze the advantages and disadvantages of modern higher education in construction in comparison with one of the Soviet period and to define the direction it should be developed in the future. The present article analyzes the changes that higher education in construction has undergone since 1955 to the present time. Materials and methods. The data used in the analysis include regulatory documents which regulated the implementation of educational activities in different years: orders, classifiers, model curricula and state educational standards. The requirements to the structure and results of the study of educational programs in the field of construction were analyzed. Results. The analysis showed that over the past decades, higher education in construction has undergone significant changes. Fundamental transformations took place at the turn of the millennium when changing from a disciplinary to a competence model of education, as well as from direct government management of the education system to the normative legal regulation of educational activities. If in Soviet times, training was delivered under model curricula of construction specialties, now training is mainly performed according to Bachelor’s and Master’s degree programs, the content of which educational institutions determine independently on the basis of educational standards. Conclusions. The performed analysis identified the deficiencies in the modern system of higher education. The imperfection of the regulatory framework, the deficiencies of the competence approach make it impossible to ensure quality training of specialists in the construction industry. This involves improvement of higher education system, including in the field of construction. It is necessary to establish more detailed requirements to the study results and the content of educational programs. It requires among educational standards, exemplary basic educational programs.

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THE PROFESSIONAL EDUCATION BACHELORS TRAINING CONCEPT IN TECHNICAL SPECIALIZATIONS IN UNIVERSITIES

The Educational Discourse a collection of scientific papers ◽

10.33930/ed.2018.5007.7(8)-5 ◽

2018 ◽

pp. 51-64

Author(s):

Tetiana Humeniuk

Keyword(s):

Higher Education ◽

Learning Outcomes ◽

Professional Education ◽

Educational Programs ◽

Professional Standards ◽

Training Procedure ◽

Educational Activities ◽

Training Concept ◽

Training Professional ◽

Education Standard

The article highlights the key messages that are the basis and determine the direction of modernization of the system and content of higher education and which are assigned to the process of developing, approving and implementing of the higher education standard of the specialty 015 Professional Education (by specializations). The educational activities concept in the relevant specialty for technical specializations was developed, which includes: a code and a name of the specialty; the level of higher education; the indicative list of specializations and educational programs; the total amount in credits of ECTS and the term of training; professional standards, for the observance of which is planned to send training (if available); a list of the main competencies that must be mastered by those who receive higher education; indicative list of professional qualifications which is planned to provide; the educational requirements for persons who can start training; procedure for assessing learning outcomes.

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Technology enhanced learning environments in higher education: A cross-discipline study on teacher and student perceptions

Journal of University Teaching and Learning Practice ◽

10.53761/1.18.4.12 ◽

2021 ◽

Vol 18 (4) ◽

pp. 147-168

Author(s):

Sue Downie ◽

◽

Xiaoping Gao ◽

Simon Bedford ◽

Kenton Bell ◽

...

Keyword(s):

Higher Education ◽

Student Perceptions ◽

Online Survey ◽

Technology Enhanced Learning ◽

Education Student ◽

Digital Learning ◽

The Future ◽

Teachers And Students ◽

Teacher And Student Perceptions ◽

Enhanced Learning

Teacher and student perceptions of using technology enhanced learning (TEL) in higher education have received growing attention, particularly during COVID-19, however existing studies are mainly disciplinespecific. This study adopts a holistic cross-disciplinary approach. It compares teacher and student perceptions on defining TEL, promotors and barriers for its use, and solutions offered for better use of TEL in the future. Both qualitative and quantitative data were collected from an Australian university. A total of 75 teachers and 48 students completed an online survey, and of these participants, 24 teachers and 29 students participated in follow-up focus group interviews that included Kahoot! surveys. Quantitative results show that teacher and student perceptions on TEL were generally aligned except that self-reported technology savviness and confidence was rated higher than how students and staff rated each other. Qualitative analyses reveal that both teachers and students identified the main promoters for TEL as being: modern and expected in higher education, while being equalising, efficient, engaging, authentic, collaborative and flexible. The common barriers for using TEL were identified as fear, time, organisational culture, knowledge and technical/support issues, along with the perceived pitfalls of distraction, and superficial student learning. Solutions offered for TEL in the future from staff focused on the institution and a desire for strategic, pedagogical and holistic approaches, while students focussed on the accessibility, flexibility and collaborative potential of TEL. This cross-discipline pre-COVID-19 study of TEL perceptions offered by teachers and students has contributed to knowledge in this area by identifying barriers and solutions for TEL common to all disciplines that have the potential to be applied to whole of institution strategic approaches for the more effective use of TEL in teaching and learning in higher education. Student accessibility to TEL and the development of pedagogically sound digital learning resources bringing together educational developers and discipline experts are of particular relevance during and post-COVID-19.

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Post-pandemic Higher Education: Perspectives from University Leaders and Educational Experts in the United Arab Emirates

Higher Education for the Future ◽

10.1177/23476311211007261 ◽

2021 ◽

pp. 234763112110072

Author(s):

Sanaa Ashour ◽

Ghaleb A. El-Refae ◽

Eman A. Zaitoun

Keyword(s):

Higher Education ◽

Distance Education ◽

United Arab Emirates ◽

Online Teaching ◽

Teaching And Learning ◽

Mode Of Delivery ◽

Face To Face ◽

The Future ◽

E Learning ◽

University Leaders

The COVID-19 pandemic has presented an opportunity to rethink higher education. This study focused on analysing experiences from three higher education institutions (HEIs) in the United Arab Emirates (UAE) since the onset of the crisis and explored how university leaders and professors in these institutions imagine post-COVID-19 higher education. The study aimed to find out whether the pandemic has been a factor that has helped to legitimize online teaching and learning as a universal mode of delivery across different fields of studies, or if the Zoom fatigue has shown its limitations. In addition, the research investigated what transformations university experts predict and their vision for the future of higher education. The study found that many lessons learnt during the period of forced adoption of distance education will be used by universities to enhance and expand online learning provisions. This shift will be driven by the investments the universities have made in distance education and the increased familiarity of the students, staff and institutions with e-learning. The study participants foresee that more sophisticated forms of hybrid campuses will be a more appropriate model for the future, if face-to-face (F2F) classrooms do not return.

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Organizational and methodological approaches to accounting and control of library and information resource of educational institutions of higher education

10.12737/monography_5bff90921e5a83.82511762 ◽

2018 ◽

Author(s):

Елена Песчанникова ◽

Elena Peschannikova ◽

Елена Рудакова ◽

Elena Rudakova

Keyword(s):

Higher Education ◽

Educational Programs ◽

Information Resources ◽

Information Resource ◽

Iso 9001 ◽

Educational Institutions ◽

Institutions Of Higher Education ◽

Educational Activities ◽

Methodological Approaches ◽

And Control

The researches of library and information centers performed and approved by the authors on the basis of ISO 9001: 2008 provided an opportunity: to substantiate recommendations on the interaction of library, accounting and control of library and information resources in the system of material, intangible assets and expenses of these organizations; to develop regulations for accounting of documents of library and information resources of organizations; to rationally form library and information resources for educational programs; provide the required licensing and accreditation indicators of educational activities. This monograph can be used as additional literature for educational programs in Economics, as well as in practical activities of educational institutions of higher education.

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ESTABLISHING THE KEY ELEMENTS OF INCORPORATION AND OUTCOMES OF 4TH INDUSTRIAL REVOLUTION IN BUILT ENVIRONMENT EDUCATION: A MIXED BIBLIOGRAPHIC AND BIBLIOMETRIC ANALYSIS

Journal of Construction Project Management and Innovation ◽

10.36615/jcpmi.v10i1.350 ◽

2020 ◽

Vol 10 (1) ◽

pp. 1-19

Author(s):

Alireza MOGHAYEDI ◽

Karen LE JEUNE ◽

Mark Massyn ◽

Christiana Ekpo

Keyword(s):

Higher Education ◽

Distance Education ◽

Built Environment ◽

Industrial Revolution ◽

Digital Technologies ◽

Digital Learning ◽

Ict Literacy ◽

Bibliometric Method ◽

Environment Education ◽

Sustainable Education

The rapid, exponential fusion of technologies which profoundly disrupts all industries and processes is commonly described as the Fourth Industrial Revolution (4th IR). The Built Environment (BE) sector has long been overdue for radical transformation that is symphonious with global trends. Consequently, how to incorporate 4th IR in BE education remains challenging. This research aims to establish what educational methods, context, tools, and technological pedagogy are required and should be adopted, as well as what the effects and outcomes can be expected from the incorporation of the 4th IR concepts in BE education. The rationale for this research stems from the aspiration to meet the United Nation Sustainable Development Goals, which advocate that young people need to be "future-ready" and this includes digital fluency and ICT literacy. The study utilised a verifiable and reproducible systematic literature review of digital education; with analysis and scrutiny of 582 academic articles for the co-occurrence of keywords, using a mixed bibliographic and bibliometric method. Through clustering analysis based on the bibliometric method, the key elements, outcomes, and their interconnections of incorporating 4th IR in BE education were outlined. The paper revealed that, in adopting 4th IR, Higher education, Design, Innovation and Privacy appear to be the predominant context. Distance education, Collaborative learning and Digital learning are the foremost education methods. Digital technologies, Virtual reality and cloud computing are the most significant education tools and technology elements. Sustainable education, Ethical learning and Student engagement are the resultant primary outcomes of incorporating 4th IR in built environment education. In addition, the results of the interconnections of indicators analysis revealed Higher education, Distance education and Sustainable education are significantly intertwined with Digital technologies. Based on the taxonomy of key elements and outcomes and the analysis of their interconnections, a conceptual framework for adopting 4th IR in built environment education was developed

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METHODOLOGICAL ASPECTS OF TEACHING THE DISCIPLINE «PHILOSOPHY» IN THE FRAMEWORK OF DISTANCE LEARNING IN HIGHER EDUCATION

10.34220/dsppd2021_4-9 ◽

2021 ◽

Author(s):

A.V. Suhorukhih ◽

Keyword(s):

Higher Education ◽

Distance Education ◽

Distance Learning ◽

Digital Learning ◽

Multidimensional System ◽

Methodological Aspects

The paper analyzes the methodological aspects of teaching the discipline «Philosophy» in higher education in the situation of distance education and focuses on the need to preserve the holistic epistemological anthroposophical discourse and multidimensional, system-forming knowledge in the «digital» learning format.

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