Improving Teaching and Learning in Indian Higher Education

2020 ◽  
pp. 67-83
Author(s):  
Sayantan Mandal
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Indian Higher Education ◽  
Improving Teaching And Learning

scholarly journals Teaching in Indian Higher Education: Six Principles for Improvement

2018 ◽  
pp. 28
Author(s):  
Sayantan Mandal
Keyword(s):  
Higher Education ◽  
Empirical Evidence ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Colleges And Universities ◽  
National Study ◽  
Current State ◽  
Indian Higher Education ◽  
Effective Teaching And Learning

While traditional, information-oriented lectures have been the de-facto practice in Indian higher education institutions (HEIs), they are often not effective in imparting learning. There is a need to reform instruction in colleges and universities, focusing on effective teaching and learning methods. As a first step in that direction, a national study of selected public HEIs attempts to assess the current state of teaching by focusing on different teaching practices at the undergraduate and master’s (graduate) levels. The study reflects on issues and challenges and suggests six principles to help improve teaching in Indian college and universities. This is a synthesis of the research, based on empirical evidence.

scholarly journals COVID 19 - A Metamorphosis In Indian Higher Education Institutions With Technology Infused Learning

2021 ◽  
Vol 58 (1) ◽  
pp. 3208-3217
Author(s):  
Veena Shenoy Et al.
Keyword(s):  
Higher Education ◽  
Technology Adoption ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Inductive Reasoning ◽  
Competitive Environment ◽  
Technology In The Classroom ◽  
Virtual Classrooms ◽  
Positive Side ◽  
Indian Higher Education

Change is crucial for institutions in a growing and highly competitive environment. COVID 19 pandemic made a revolution in Indian higher education institutions by adapting to technology in the classroom. The purpose of this paper is to understand the technology adoption, teaching, and learning process towards virtual classrooms during Lockdown due to COVID 19, India. Inductive reasoning used in this study and qualitative research methods is used to collect the data from faculties and students associated with the Higher education institutions in Bangalore, India. The finding of the study suggests that during the lockdown period, faculty have undergone the process of technology adoption, whereas students are involved with various online modes of learning. This study is confined to the positive side of COVID 19 and Change in the education sector by adapting to technology and engaging students with various virtual sessions. The current study is limited to the sample frame of 50 from faculty and 48 from students from the Higher education institutions at Bangalore, India, hence finding of this study cannot be generalized for entire India. The emotions and perceptions of faculty and students towards the usage of technology may differ based on the location. There was lots of resistance in teaching fraternity towards adapting to technology. We intended to understand the emotions of students and faculty and crisis based change and not on creating hype for technology adaption or virtual classrooms. Moreover, the focus has to be given on a hybrid system of education. That helps in sustainability and education ambidexterity.

The Future of Indian Universities

2018 ◽  
Keyword(s):  
Higher Education ◽  
Education System ◽  
Teaching And Learning ◽  
University Rankings ◽  
Higher Education System ◽  
World University Rankings ◽  
The Future ◽  
Indian Higher Education ◽  
World Class ◽  
World Class Universities

The Indian higher education system commanded awe and respect in the ancient world. Important seats of learning like Nalanda and Takshashila attracted the best students and academics from across the globe. Unfortunately, over a period of time, our higher education system lost its global competitiveness. This is exemplified by the fact that not many Indian higher education institutions feature in the annual world university rankings like the Times Higher Education World University Rankings or the QS World University Rankings. At the same time, India’s aspirations to establish world-class universities have never been greater. The book is a culmination of a range of ideas and perspectives that will shape India’s aspirations of building world-class universities through comparative and international dimensions. It is a recognition that the future of Indian universities and their ability to seek global excellence will depend on three critical paradigms: first is the need for creating a vision for higher education that will focus on research and knowledge creation, institutional excellence, and global benchmarking as the indicators for standard-setting; second, the need for pursuing substantial reforms relating to policy, regulation, and governance of higher education; and third is the need for investigating a paradigmatic shift for promoting interdisciplinarity in higher education with a stronger and deeper focus on the pedagogy of teaching and learning in different fields of inquiry. Through a series of contributions from noted academics and scholars from India and around the world, this book discusses these three strings of thought, to create higher education opportunities that will enable the future generations of students to pursue world-class education in world-class universities in India.

scholarly journals Learning analytics experience among academics in Australia and Malaysia: A comparison

2018 ◽  
Vol 34 (3) ◽  
Author(s):  
Deborah West ◽  
Zaidatun Tasir ◽  
Ann Luzeckyj ◽  
Kew Si Na ◽  
Danny Toohey ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Ethical Issues ◽  
Institutional Capacity ◽  
National Context ◽  
Educational Culture ◽  
Similarities And Differences ◽  
Compare And Contrast ◽  
Improving Teaching And Learning

Several studies have been conducted to evaluate the experience and involvement of academics in learning analytics (LA) due to its potential for improving teaching and learning. However, findings often reflect an educational culture which is indicative of the institutional or national context where the study has occurred, resulting in bias regarding LA perspectives. Therefore, this study seeks to compare and contrast the experiences of LA among academics in Australia and Malaysia, with intentions to learn from each other’s experience. Areas of comparison were: (1) academics’ involvement in LA activities; (2) academics’ responses to the institutional capacity in supporting LA; and 3) academics’ concerns about the ethical issues surrounding LA. A survey of 353 Australian and 224 Malaysian academics revealed similarities and differences. It is evident from these results that the context and infrastructure for LA are at different stages of development in both countries. Nevertheless, the results provide an interesting reflection on academics’ needs, institutional understanding, policies, and educational cultural biases in applying LA in teaching and learning in higher education institutions.

Improving Teaching and Learning From High-Level and Close-In Features of Assignments and Assessments in an LMS Instance

2019 ◽  
pp. 89-117
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Management System ◽  
Teaching And Learning ◽  
Learning Management System ◽  
Data Portal ◽  
Learning Management ◽  
High Level ◽  
Improving Teaching And Learning

In a formal online learning course in higher education, learners usually respond to both assignments and assessments in order to achieve the learning and to provide evidence of their progress. In a learning management system (LMS) instance, analysts may access (1) high-level descriptions of selected features of the assignments and assessments through an administrator-accessed data portal (and a reports section), and they may access (2) close-in descriptions from the learner-facing side. This chapter describes an exploration of the assignments and assessments in a live LMS instance, based on both high-level and close-in analyses; systematized approaches to harness such information to benefit teaching and learning; and proposes some tentative ways to improve teaching and learning for the particular university.

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