Changing Patterns in the Governance of Higher Education in Asia

2019 ◽  
pp. 47-65
Author(s):  
Deane E. Neubauer
Keyword(s):  
Higher Education ◽  
Changing Patterns

Changing Patterns of Higher Education in Canada

1967 ◽  
Vol 15 (3) ◽  
pp. 339
Author(s):  
W. D. Halls ◽  
Robin S. Harris
Keyword(s):  
Higher Education ◽  
Changing Patterns

Changing Patterns of Higher Education in Canada

AAUP Bulletin ◽  
1966 ◽  
Vol 52 (4) ◽  
pp. 445 ◽  
Author(s):  
Robin S. Harris
Keyword(s):  
Higher Education ◽  
Changing Patterns

Changing Patterns in Student Financing of Higher Education

1984 ◽  
Vol 55 (3) ◽  
pp. 313 ◽  
Author(s):  
Larry L. Leslie
Keyword(s):  
Higher Education ◽  
Changing Patterns

Changing Patterns of Higher Education in Canada

1967 ◽  
Vol 38 (3) ◽  
pp. 174
Author(s):  
John H. Trueman ◽  
Robin S. Harris ◽  
J. E. Hodgetts
Keyword(s):  
Higher Education ◽  
Changing Patterns

scholarly journals Engaging students through the VLE: comparing like with like using the #VLEIreland student survey

2018 ◽  
Vol 3 (2) ◽  
pp. 24
Author(s):  
Damien Raftery ◽  
Angelica Risquez
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Learning Resources ◽  
Digital Learning ◽  
Student Survey ◽  
Consistent Finding ◽  
Frequency Of Use ◽  
Institutional Influences ◽  
Changing Patterns ◽  
The Common

Virtual learning environments (VLEs) provide the core infrastructure for the digital learning experiences for many students in Irish and international higher education institutions. Hence the student experience and voice offer an important perspective to understand to what extent this proves a strategic choice, and investment of institutional resources and lecturers’ time. However, surveys comparing a diversity of institutions at different moments in time offer serious methodological limitations to data analysis. In this paper, results of the #VLEIreland student survey are presented for four Irish higher education institutions, which were surveyed using the common questionnaire with 3,332 student responses in 2011 and 5,170 when the survey was repeated in 2013. To some extent, this allows us to analyse the data while relatively controlling for institutional influences. This snapshot of students’ use and perceptions at two points allow for tentative trends to be drawn as to any changing patterns over time. The comparison of results indicate a consistent finding of high frequency of use (with almost half using daily in the more recent findings). The VLE thus provides a stable base for sharing learning resources, managing assignments and student communications. The consistency of the findings indicate a certain maturity of use of the VLE, albeit with a continued emphasis on disseminating notes and other learning resources to students. As the student VLE experience is largely determined by their lecturers’ use, a continued emphasis on the development of digital capacity of lecturers (as well as students) is needed.

scholarly journals Digital Literacy in Post-certification Healthcare Education

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Veronica Montebello
Keyword(s):  
Higher Education ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Healthcare Education ◽  
Education Students ◽  
Education Community ◽  
Traditional Format ◽  
Changing Patterns ◽  
Healthcare Professions ◽  
Professional Disciplines

Digitally mediated contexts are proliferating across all professional disciplines and also transverse social cultures in higher education worldwide. Malta is no exception. Financial pressures, keeping up with international advances, maintaining standards and changing patterns of lifelong learning are driving the education institutions to adopt online modes of communication, interaction and education. As expected, these changes can also be evidenced in the healthcare education sector. This inevitably brings with it a drive towards innovative modalities of interaction, carrying out research and in the pedagogy of teaching and learning. More importantly it necessitates an institutional shift towards prioritising the development of digital literacy among higher education students and academics alike. This does come with challenges – financial and logistical – but significant in the case of post-certification students is the varying degrees of digital literacy competences, combined with a packed curriculum, to be covered in a restrained timeframe, in combination with work and personal commitments. Additionally, a large percentage of these students have gone through their education in the traditional format, and therefore studying in a technology-centric environment presents unique difficulties. The following report presents recommendations envisaged to overcome the challenges around digital literacy in post-certification healthcare professionals. It is to be highlighted that many of the proposals are applicable to the development of digital literacy within the wider higher education community and are not restricted to post-certification healthcare professions alone.

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