A selective analysis of empirical findings in networked learning research in higher education: Questing for coherence

2006 ◽  
Vol 1 (2) ◽  
pp. 99-111 ◽  
Author(s):  
Maarten de Laat ◽  
Victor Lally ◽  
Robert-Jan Simons ◽  
Etienne Wenger
Keyword(s):  
Higher Education ◽  
Networked Learning ◽  
Learning Research ◽  
Selective Analysis

scholarly journals Evaluating Age-Friendly Intergenerational Classrooms: Insights From Instructors and Students

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 543-543
Author(s):  
Joann Montepare
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Interest Group ◽  
Teaching And Learning ◽  
Intergenerational Learning ◽  
Older Learners ◽  
Diverse Classrooms ◽  
Intergenerational Exchange ◽  
Learning Research ◽  
Student Reflections

Abstract Age-friendly University (AFU) campuses are reshaping how we think about teaching and learning in higher education. In particular, intergenerational classrooms are on the rise as shifting age demographics call for institutions to create new opportunities for older learners and encourage intergenerational exchange. Age diverse classrooms have distinctive needs and dynamics that instructors, and students, will need to learn how to navigate. This presentation will describe outcomes of one AFU institution’s attempt to identify the challenges and triumphs of intergenerational classrooms through facilitated instructor and student reflections in different classrooms over the course of several semesters. Recommendations will be offered for enhancing intergenerational exchange in classrooms across disciplines, as well as evaluating attitudes, logistics, and learning outcomes. Part of a symposium sponsored by Intergenerational Learning, Research, and Community Engagement Interest Group.

scholarly journals Topical directions of didactics development in the XXI century

2021 ◽  
Vol 101 ◽  
pp. 03016
Author(s):  
Elena Ivanova ◽  
Mikhail Klarin ◽  
Irina Osmolovskaya
Keyword(s):  
Higher Education ◽  
Interdisciplinary Research ◽  
Modern Society ◽  
Family Education ◽  
Evidence Based ◽  
Learning Research ◽  
Methodological Approaches ◽  
Research In Education ◽  
Education Of Students

The paper analyzes challenges of modern society affecting changes in education that determines the current directions of didactics development. The authors establish that in didactics there are: 1) expansion of the set of objects studied by didactics (the study of general secondary education is supplemented by the study of higher, corporate, family education, education of students with different educational needs), consideration of the learning process in the context of digitalization; 2) the development of methodological approaches to didactic research (activation of empirical research, an increase in the role of research methods of the humanities in didactics, setting the task of developing evidence-based learning research); 3) activation of interdisciplinary research in education (consideration of didactic objects from the standpoint of related sciences - didactics, psychology, cognitive science, sociology). The paper consideres conceptual provisions in the development of didactics of higher education.

Progressions in Learning in the Age of (Mis)Information (PLATO) – Advances in Higher Education Learning Research

2021 ◽  
Vol 46 (10) ◽  
pp. 1993-1995
Author(s):  
Olga Zlatkin-Troitschanskaia ◽  
Johannes Hartig ◽  
Frank Goldhammer
Keyword(s):  
Higher Education ◽  
Learning Research

Using a SoTL Framework and Disciplinary Context to Sketch Teaching and Learning Research

2020 ◽  
pp. 65-105
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Local Context ◽  
Grant Application ◽  
Budget Planning ◽  
Sense Of Direction ◽  
Teaching And Learning Research ◽  
New Directions ◽  
Innovative Thinking ◽  
Learning Research

The Scholarship of Teaching and Learning (SoTL) enables ways to improve teaching in various disciplinary contexts, in higher education; this framework begins with measures of what learners actually learn in a formal course and identifies ways to improve the teaching. The SoTL framework was used to inform part of a recent grant application for a multi-institution, multi-year research project in the soil sciences. Using SoTL for projected grant-funded work involved the following, an in-depth exploration of the literature a light exploration of the local context (soil science and agronomy) variations on traditional SoTL (and innovative thinking from educational research) pragmatics and practical planning, frugal budget planning to inform a general sense of direction, with the details to be filled in later (if funded). This work suggests the importance of studying a framework in depth but applying it lightly to enable riffing in new directions.

The Application of Mobile Technology in E-Learning and Online Education Environments

2013 ◽  
Vol 9 (4) ◽  
pp. 85-98 ◽  
Author(s):  
Chia-Wen Tsai ◽  
Pei-Di Shen ◽  
Yi-Chun Chiang
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Mobile Technology ◽  
Research Method ◽  
Quantitative Research ◽  
Professional Organizations ◽  
Future Research ◽  
E Learning ◽  
Learning Research ◽  
Quantitative Research Method

In this paper, the authors reviewed the empirical mobile technology (MT) studies, and those focused on adopting and designing MT for students’ learning, published in SSCI journals from 2003 to 2012. It is found that the number of articles has significantly increased, particularly after 2008. Among the 74 published papers, most of them were conducted in higher education, as well as on computing domain. Furthermore, the quantitative research method was used more in MT and e-learning research. The findings in this study may provide potential direction and help policymakers in governments and researchers in professional organizations to allocate the necessary resources and prepare for supporting future research and applications of MT.

Investigating and Encouraging Student Nurses' ICT Engagement

2011 ◽  
pp. 313-335
Author(s):  
Michael R. Johnson
Keyword(s):  
Higher Education ◽  
Professional Identity ◽  
Course Design ◽  
Student Nurses ◽  
Knowledge Work ◽  
Theory And Practice ◽  
Information And Communications Technology ◽  
Networked Learning ◽  
Design Teams ◽  
Online Forums

Higher education institutions rely increasingly on information and communications technology (ICT) to provide learning opportunities. Written to support this enterprise, the Guidelines for Networked Learning in Higher Education (Goodyear & NLinHE Team, 2001) carefully blend theory and practice to provide a wealth of sound advice for course design teams. The focus is on “promoting connections” that directly relate to learning. However, in nursing, 6 years after the Guidelines were published, levels of students’ skills and engagement with ICT remain problematic, which undermines attempts to deploy networked learning. I argue that for such initiatives to succeed, other, more foundational connections need also to be promoted. I focus on some of the factors that contribute to student nurses’ ICT non-engagement: gender, caring, professional identity, and knowledge work. Finally, I explain how some of the barriers identified can be overcome through integrating ICT. HE programs can provide students with meaningful encounters with ICT in the different elements of a course: curriculum, teaching methods, and assessment, as well as informal learning through online forums. If successful, this integration can promote the students’ development of working knowledge in ICT, and increase the chances of their engagement in networked learning and evidence-based practice.

scholarly journals Learning Analytics for Networked Learning Models

2014 ◽  
Vol 1 (3) ◽  
pp. 191-194
Author(s):  
Srecko Joksimovic ◽  
Dragan Gasevic ◽  
Marek Hatala
Keyword(s):  
Theoretical Model ◽  
Learning Analytics ◽  
Research Method ◽  
Teaching And Learning ◽  
Networked Learning ◽  
Learning Models ◽  
Dimensional Approach ◽  
Research Outcomes ◽  
Learning Research ◽  
Scalable Analysis

Teaching and learning in networked setting has attained a significant amount of attention recently. The central topic of networked learning research is human-human and human-information interactions that occur within a networked learning environment. The nature of these interactions is highly complex and usually requires a multi-dimensional approach in analyzing their effects. Therefore, the main goal of this research is the development of a theoretical model that allows for a comprehensive and scalable analysis of how and why learners engage into collaboration in networked communities. The proposed research method, anticipated research outcomes and contributions to the learning analytics field are discussed.

scholarly journals Teaching and learning research in higher education in Colombia: a literature review

2019 ◽  
Vol 3 (2) ◽  
pp. 10
Author(s):  
Alison Kay Reedy ◽  
María Lucía Guerrero Farías
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Teaching And Learning ◽  
The South ◽  
Learning And Teaching ◽  
Creative Commons ◽  
Teaching And Learning Research ◽  
Global North ◽  
Learning Research ◽  
Nature Of Teaching

This paper presents a systematic review of the extent and nature of teaching and learning research in higher education in Colombia over the past two decades and shines light on a body of literature from the South that has been relatively invisible on the global stage. The study found that the volume of SOTL taking place in higher education in Colombia is greater than indicated by previous research, but is taking place unevenly across the higher education landscape. This paper explores the challenges faced by Colombian scholars in engaging in and publishing teaching and learning research. The findings show that while teaching and learning research is happening in higher education in Colombia there are major issues in identifying and locating that research due to a lack of consistent terminology to describe SOTL. The findings also show that the nature of research emerging from Colombia is highly aligned with the global North in terms of methods, methodologies and themes. This paper concludes with recommendations on how to make Colombian learning and teaching research more visible and to reflect to a greater extent the diversity and richness in teaching and learning that takes places in Colombia.   How to cite this article:  REEDY, Alison Kay; GUERRERO FARÍAS; María Lucía. Teaching and learning research in higher education in Colombia: a literature review. Scholarship of Teaching and Learning in the South. v. 3, n. 2, p. 10-30, Sept. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=113&path%5B%5D=44  This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Sign in / Sign up

Export Citation Format

Share Document