Development and Validation of the Assessment for Learning Experience Inventory (AFLEI) in Chinese Higher Education

2019 ◽  
Vol 28 (5) ◽  
pp. 371-385
Author(s):  
Zhengdong Gan ◽  
Jinbo He ◽  
Kejuan Mu
Keyword(s):  
Higher Education ◽  
Learning Experience ◽  
Assessment For Learning ◽  
Chinese Higher Education ◽  
Development And Validation

Development and Validation of an Instrument for Online Learning Fatigue in Higher Education

2022 ◽  
pp. 566-586
Author(s):  
Ufuk Tugtekin
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environments ◽  
Learning Experience ◽  
Reliability And Validity ◽  
Learning Management Systems ◽  
Management Systems ◽  
Learning Management ◽  
Integration Of Learning ◽  
Development And Validation

The rapid and relatively compulsory integration of learning management systems (LMS) in educational settings has triggered the everchanging needs once again to assess the potential negative outcomes of online learning environments amid the COVID-19 pandemic. This study presents the rationale for developing an instrument for doing such an assessment, and the research demonstrates evidence of reliability and validity qualifications in assessing the fatigue resulting from the excessive online learning experience in higher education. The instrument consists of 28 items and seven factors. The data were collected via learning management systems from a sample of 884 online learning experienced students in higher education. Results of factor analyses revealed that the scale demonstrated no indication of deficiency in reliability or validity when evaluating the fatigue levels resulting from the excessive online learning experience. Consequently, the scale could be used to assess and improve the fatigue levels of individuals who experienced excessive online learning in higher education.

Assessment : Basic Concepts, Thoughtful Decisions

2017 ◽  
Vol 1 (1) ◽  
pp. 9-21
Author(s):  
Milton Raul Licona Luna ◽  
Elizabeth Alvarado Martínez
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Assessment For Learning ◽  
Continuous Assessment ◽  
Research Project ◽  
Basic Concepts ◽  
Education In Mexico

Institutions from basic to higher education in Mexico that offer courses of English as a Foreign Language rely heavily on the administering of assessment, usually a formal type of assessment. However, the literature shows how important it is the involvement of other types of assessment in the classroom for effective language learning to take place. For instance, assessment for learning, which consist of a continuous assessment where learners receive feedback so greater learning occurs, what is more, it enables teachers to modify their teaching ways as they reflect on the learners’ progress. To show how assessment is carried out in our context, this research project focuses on a case study within the CAADI from FOD in the UANL.

scholarly journals Student governments in Chinese higher education: reflection on college students’ and student cadres’ political trust

2021 ◽  
Author(s):  
Wei Huang ◽  
Panpan Yao ◽  
Fan Li ◽  
Xiaowei Liao
Keyword(s):  
Higher Education ◽  
College Students ◽  
Communist Party ◽  
Power Distribution ◽  
Chinese Communist Party ◽  
Political Trust ◽  
Chinese Higher Education ◽  
Student Government ◽  
Party Membership ◽  
The Chinese Communist Party

AbstractThis paper documents the structure and operations of student governments in contemporary Chinese higher education and their effect on college students’ political trust and party membership. We first investigate the structure and power distribution within student governments in Chinese universities, specifically focusing on the autonomy of student governments and the degree to which they represent students. Second, using a large sample of college students, we examine how participating in student government affects their political trust and party membership. Our results show that student government in Chinese higher education possesses a complex, hierarchical matrix structure with two main parallel systems—the student union and the Chinese Communist Party system. We found that power distribution within student governments is rather uneven, and student organisations that are affiliated with the Chinese Communist Party have an unequal share of power. In addition, we found that students’ cadre experience is highly appreciated in student cadre elections, and being a student cadre significantly affects their political trust and party membership during college.

Revisiting the Factors Influencing Teaching Choice Framework: Exploring What Fits with Virtual Teaching

2021 ◽  
pp. 097215092110153
Author(s):  
Sudhir Rana ◽  
Amit Kumar Singh ◽  
Shubham Singhania ◽  
Shubhangi Verma ◽  
Moon Moon Haque
Keyword(s):  
Higher Education ◽  
Technological Development ◽  
Learning Experience ◽  
New Technology ◽  
Business Management ◽  
Teaching Efficacy ◽  
Influential Factors ◽  
Cross Sectional ◽  
Factors Influencing ◽  
Virtual Teaching

The present study revisits the Factors Influencing Teaching Choice (FIT-Choice) framework and explores what motivates business management academicians in teaching virtually. The revisit is based on a quantitative cross-sectional research design using 256 responses collected from in-service business management academicians teaching post-graduate business courses in India, through a structured questionnaire. The exercise of revisiting the FIT-Choice framework in the context of virtual teaching in business management courses led us to find four new variables, that is, task demand and expert career, teaching efficacy, knowledge assimilation and institutional utility value, as well as suggest revising teaching and learning experience, task returns and values. The results reveal that some additional factors motivating business academicians are teaching efficacy, content expertise, learning of new technology, futuristic growth and opportunities, alternative career opportunities and personal branding. The study provides suggestions to the apex bodies, regulators of higher education and institutions to take a call on motivational and influential factors while drafting the job requirements in business schools. Finally, the study emphasizes the importance of infrastructural and technological development required to be achieved by higher education institutions.

Equality and Equity in Chinese Higher Education in the Post-massification Era: An Analysis Based on Chinese Scholarly Literature

2021 ◽  
pp. 1-22
Author(s):  
Qiang Zha
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Bibliometric Analysis ◽  
Chinese Higher Education ◽  
Scholarly Literature ◽  
The Core ◽  
Research Questions ◽  
Changes Over Time ◽  
Core Issues ◽  
Over Time

Abstract This paper examines several research questions relating to equality and equity in Chinese higher education via an extended literature review, which in turn sheds light on evolving scholarly explorations into this theme. First, in the post-massification era, has the Chinese situation of equality and equity in higher education improved or deteriorated since the late 1990s? Second, what are the core issues with respect to equality and equity in Chinese higher education? Third, how have those core issues evolved or changed over time and what does the evolution indicate and entail? Methodologically, this paper uses a bibliometric analysis to detect the topical hotspots in scholarly literature and their changes over time. The study then investigates each of those topical terrains against their temporal contexts in order to gain insights into the core issues.

scholarly journals Increasing Access to Higher Education: A study of the diffusion of online teaching among 913 college faculty

2005 ◽  
Vol 6 (2) ◽  
Author(s):  
Peter Shea ◽  
Alexandra Pickett ◽  
Chun Sau Li
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Faculty Development ◽  
Diffusion Of Innovation ◽  
Online Teaching ◽  
Learning Experience ◽  
Faculty Satisfaction ◽  
Access To Higher Education ◽  
Innovation Research ◽  
Discipline Area

<p>Online learning environments provide an unprecedented opportunity to increase student access to higher education. Accomplishing this much needed goal requires the active participation and cooperation of university faculty from a broad spectrum of institutional settings. Although online learning has seen rapid growth in recent years, it remains a relatively small percentage of the entire curriculum of higher education today. As a relatively recent development, online teaching can be viewed through the lens of diffusion of innovation research. This paper reports on research from 913 professors from community colleges, four-year colleges, and university centers in an attempt to determine potential barriers to the continued growth in adoption of online teaching in higher education. It is concluded through factor and regression analysis that four variables are significantly associated with faculty satisfaction and their likelihood, therefore, to adopt or continue online teaching – these include levels of interaction in their online course, technical support, a positive learning experience in developing and teaching the course, and the discipline area in which they taught. Recommendations for institutional policy, faculty development, and further research are included. </p> <p><b>Keywords: </b>online teaching, faculty satisfaction, faculty development, diffusion of innovation, access, higher education, study </p>

Sign in / Sign up

Export Citation Format

Share Document