From Small Things: Building Cross-Disciplinary, Transformative Learning Experiences Through a Global Mobility Experience for Higher Education Students

2020 ◽  
pp. 65-81
Author(s):  
Patricia McLaughlin ◽  
Peter Stasinopoulos ◽  
Jeff Shimeta ◽  
Rick Ryan ◽  
Matthew Currell ◽  
...  
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Learning Experiences ◽  
Education Students ◽  
Global Mobility ◽  
Small Things

Online Learning and Metacognition

2020 ◽  
pp. 310-331
Author(s):  
Geraldine Torrisi-Steele
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Instructional Design ◽  
Student Success ◽  
Learning Environments ◽  
Learning Experiences ◽  
Great Emphasis ◽  
Education Students ◽  
Online Learning Environments ◽  
Metacognitive Scaffolding

Online learning experiences are becoming the norm for an increasing number of higher education students. Although there are clear advantages to online learning in terms of flexibility and access, many students struggle to succeed, especially in purely online learning environments. To a large extent student success in online learning environments is dependent on students' ability to self-regulate and ‘learn for themselves'- both abilities related to academic metacognition. Unfortunately, even at university, many students do not have well developed metacognition. It is therefore important to consider carefully metacognitive scaffolding in the design of online learning experiences. However, the models of instructional design commonly used in online learning tend not to place great emphasis on the importance of metacognitive scaffolding. The aim of the present chapter is therefore to increase awareness of metacognition, as one of the important considerations in the design of online learning environments that can help to maximize chances of student success. Towards this end, a framework of instructional design that is more sensitive to metacognition is developed.

Online Learning and Metacognition

2016 ◽  
pp. 221-241
Author(s):  
Geraldine Torrisi-Steele
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Instructional Design ◽  
Student Success ◽  
Learning Environments ◽  
Learning Experiences ◽  
Great Emphasis ◽  
Education Students ◽  
Online Learning Environments ◽  
Metacognitive Scaffolding

Online learning experiences are becoming the norm for an increasing number of higher education students. Although there are clear advantages to online learning in terms of flexibility and access, many students struggle to succeed, especially in purely online learning environments. To a large extent student success in online learning environments is dependent on students' ability to self-regulate and ‘learn for themselves'- both abilities related to academic metacognition. Unfortunately, even at university, many students do not have well developed metacognition. It is therefore important to consider carefully metacognitive scaffolding in the design of online learning experiences. However, the models of instructional design commonly used in online learning tend not to place great emphasis on the importance of metacognitive scaffolding. The aim of the present chapter is therefore to increase awareness of metacognition, as one of the important considerations in the design of online learning environments that can help to maximize chances of student success. Towards this end, a framework of instructional design that is more sensitive to metacognition is developed.

scholarly journals Global mobility in music higher education: Reflections on how intercultural music-making can enhance students’ musical practices and identities

2020 ◽  
Vol 38 (2) ◽  
pp. 161-176 ◽  
Author(s):  
Brydie-Leigh Bartleet ◽  
Catherine Grant ◽  
Charulatha Mani ◽  
Vanessa Tomlinson
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Learning Experience ◽  
Learning Experiences ◽  
International Study ◽  
Asia Pacific ◽  
Music Making ◽  
Global Mobility ◽  
Musical Practices ◽  
Intercultural Music

Music higher education institutions are increasingly recognising the educational value of intercultural learning experiences. Delivering such learning experiences in a way that provides music students with a rich cultural and musical learning experience, rather than a superficial one, can be a challenging task, particularly in the case of short-term ‘mobility’ or ‘study-abroad’ programmes. This article explores ways to address this challenge by reflecting on student learnings from a suite of international study experiences, or ‘global mobility programmes’, at one Australian tertiary music institution, run in collaboration with community partners, universities and nongovernmental organisations in the Asia Pacific. Focusing on how intercultural music-making in the context can enhance students’ musical practices and identities, we first outline the sociocultural contexts of our music global mobility programmes in Cambodia, China and India, and explore the different modes of music-making these experiences afforded. We then draw on Coessens’ ‘web of artistic practice’ to explore site-specific examples of the ways in which global mobility programmes can enhance students’ musical practices and identities. These findings hold particular relevance for music educators and higher education institutions in justifying, designing and carrying out such intercultural experiences to maximise student learning and success.

scholarly journals ‘You went to Europe and returned different’: Transformative learning experiences of international students in Portugal

2018 ◽  
Vol 17 (5) ◽  
pp. 696-713 ◽  
Author(s):  
Cosmin I Nada ◽  
Catherine Montgomery ◽  
Helena C Araújo
Keyword(s):  
International Students ◽  
Transformative Learning ◽  
Cultural Context ◽  
Learning Experiences ◽  
Analytical Tool ◽  
Learning Processes ◽  
International Higher Education ◽  
Education Students ◽  
Ongoing Debate ◽  
Educational Spaces

Despite the increase of research on international students, the complexity of their learning experiences is yet to be fully understood. This study seeks to provide an expanded vision of their learning by considering students’ experiences beyond formal educational spaces, focusing especially on their out-of-classroom experiences. To achieve this, the narratives of 12 international students in Portugal were analysed in light of the theory of transformative learning. The results indicate that all students experienced particular forms of learning as an outcome of their international experience and were engaged in transformative learning processes. Moreover, the theory of transformative learning proved to be an appropriate analytical tool for understanding the learning narratives of international higher education students. Through the analysis of the transformative effects of engaging with a foreign cultural context, this paper makes a contribution to the ongoing debate on transformative learning and the experience of international students in the European context.

scholarly journals Transculturality in higher education

2020 ◽  
Vol 13 (3) ◽  
pp. 41-60
Author(s):  
Heidi A. Smith
Keyword(s):  
Higher Education ◽  
International Students ◽  
Learning Experiences ◽  
Student Experience ◽  
Longitudinal Case Study ◽  
Education Students ◽  
Ability To Work ◽  
Local Students

One way in which higher education has responded to globalisation and the emergence of transculturality has been to expand its focus on internationalisation at an unprecedented rate. Traditionally this occurred through international students and their contact with local students. A longitudinal case study into the student experience of transculturality in the Erasmus Mundus Transcultural European Outdoor Studies Masters programme found transcultural self-growth and transcultural capabilities of resilience, intelligence and the ability to work through fatigue to be central to their experience. Using Kemmis and Smith’s (2008a) themes related to praxis (doing, morally committed action, reflexivity, connection, concreteness and a process of becoming) this theoretical article explores the place of critical transcultural pedagogical praxis in supporting transcultural learning experiences of higher education students.

Black Girls and Mathematics Learning

2020 ◽  
Author(s):  
Crystal Morton ◽  
Danielle Tate McMillan ◽  
Winterbourne Harrison-Jones
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Mathematics Learning ◽  
Learning Experiences ◽  
Black Girls ◽  
Advanced Mathematics ◽  
Informal Mathematics ◽  
And Gender ◽  
And Mathematics ◽  
K 12

Though the formal and informal mathematics learning experiences of Black girls are gaining more visibility in the literature, there is still a paucity of research around Black girls’ mathematics learning experiences. Black girls face unique challenges as learners in K–12 educational spaces because of their marginalized racial and gender identities. The interplay of race and racism unfolds in complex ways in Black girls’ learning experiences. This interplay hinders their development as mathematics learners and limits their access to transformative learning. As early as elementary school, Black girls are labeled as having limited mathematics knowledge and are often disproportionately placed in “lower level classrooms” devoid of any rigorous and transformative learning experiences. Teachers spend more time socially correcting Black girls rather than building on their brilliance. Even though Black girls value mathematics more and have higher confidence in mathematics than their White counterparts, they are still held to lower expectations by their teachers and are less likely to complete an advanced mathematics course. Nationally and globally, mathematics serves as an academic gatekeeper into every avenue of the labor market and higher education opportunities. Thus, the lack of opportunities Black girls have to engage in rigorous and transformative mathematics potentially locks them out of higher education opportunities and STEM-based careers. The mathematics learning experiences of Black girls move beyond challenges in K–12 spaces to limiting life choices and individual and community progress. To improve the formal and informal mathematics learning experiences of Black girls, we must understand their unique learning experiences more fully.

Effective Implementation of Sustainability Education in Higher Education Settings via Transformative Learning Approach

2020 ◽  
pp. 230-251
Author(s):  
Sadaf Taimur ◽  
Motoharu Onuki
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Literature Review ◽  
Transformative Learning ◽  
Final Section ◽  
Learning Experiences ◽  
Sustainability Education ◽  
Learning Approach ◽  
Effective Implementation ◽  
The Right

In this chapter, the importance of equipping educators with transformative learning approach to implement sustainability education in higher education settings has been discussed. The chapter talks about sustainability education as a way to achieve sustainable development and transformative learning approach to implement sustainability education effectively in higher education settings. The entry discusses the literature introducing the prominent concepts and ideas for transformative learning approach and establishes the importance of providing educators with the right pedagogy for effective implementation of sustainability education, in higher education settings, using transformative learning approach. In the final section, the authors conceptualized a framework, based on literature review, highlighting the learning experiences and the pedagogies required to bring transformative learning approach to practice in the context of sustainability education in higher education settings.

Identity, Power, and Discomfort

2020 ◽  
pp. 1020-1040
Author(s):  
Andrew Hart ◽  
Caprice Lantz ◽  
Jane Montague
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Intercultural Competence ◽  
Power Relations ◽  
Learning Experience ◽  
Education Students ◽  
Critical Awareness ◽  
Transformational Process ◽  
The Uk ◽  
Ongoing Dialogue

The development of intercultural competence in higher education students is widely seen as desirable yet the processes involved in this development are not fully understood. This chapter sets out the position that the development of intercultural competence in students is dependent upon their undergoing some shift in their identity by actively engaging in ‘transformative learning'. Focusing on the UK context, the authors contend that this transformational process is fraught with challenges and involves several key psychological and interpersonal factors which are not widely acknowledged (including positioning, cultural voyeurism and repressive tolerance). These can involve acute discomfort for the student as s/he develops a critical awareness of power relations and of their place within them. The chapter concludes that ongoing dialogue and dispute in the context of criticality embedded in the curriculum are necessary to support the student in this transformative learning experience.

scholarly journals Constructing an e-portfolio of competences with higher education students of postsecondary age group. Technological issues and outcomes.

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Francesco C. Ugolini ◽  
Roberto Orazi
Keyword(s):  
Higher Education ◽  
Empirical Research ◽  
Learning Experiences ◽  
Age Group ◽  
Education Students ◽  
Degree Programme ◽  
Internal Database ◽  
One Year ◽  
Portfolio Structure

Abstract This paper presents some outcomes and results of a 3-year empirical research in which we propose an adult workers-oriented tool – the portfolio of competences – to higher education students of the postsecondary age group, using an e-portfolio system (Mahara), with the aim of making them able to reflect about their learning experiences, to demonstrate their competences and to mobilize them in a real working context, relying on the substantial working experience they have during their studying period, albeit often occasional and scarcely related to their degree programme. We especially focus here on technological issues, mainly addressing the portfolio structure and communication between the teacher/tutor and the students, analyzing data coming from the internal database of the e-portfolio system and comparing the solutions adopted both at technological and didactical level, from one year to another.

Identity, Power, and Discomfort

2017 ◽  
pp. 38-58
Author(s):  
Andrew Hart ◽  
Caprice Lantz ◽  
Jane Montague
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Intercultural Competence ◽  
Power Relations ◽  
Learning Experience ◽  
Education Students ◽  
Critical Awareness ◽  
Transformational Process ◽  
The Uk ◽  
Ongoing Dialogue

The development of intercultural competence in higher education students is widely seen as desirable yet the processes involved in this development are not fully understood. This chapter sets out the position that the development of intercultural competence in students is dependent upon their undergoing some shift in their identity by actively engaging in ‘transformative learning'. Focusing on the UK context, the authors contend that this transformational process is fraught with challenges and involves several key psychological and interpersonal factors which are not widely acknowledged (including positioning, cultural voyeurism and repressive tolerance). These can involve acute discomfort for the student as s/he develops a critical awareness of power relations and of their place within them. The chapter concludes that ongoing dialogue and dispute in the context of criticality embedded in the curriculum are necessary to support the student in this transformative learning experience.

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