scholarly journals Interdisciplinary Studies in Higher Education; Student Centered Summer Schools of “YTU–BEST”

2012 ◽  
Vol 47 ◽  
pp. 485-489 ◽  
Author(s):  
S. Mujdem Vural
Keyword(s):  
Higher Education ◽  
Interdisciplinary Studies ◽  
Education Student ◽  
Student Centered ◽  
Summer Schools

scholarly journals Value orientations of the Bologna process (1988-2009): regulatory aspect

2018 ◽  
pp. 43-51
Author(s):  
Iryna Reheilo
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Bologna Process ◽  
Value Orientations ◽  
Education Student ◽  
Student Centered ◽  
Student Centered Learning ◽  
Higher Education System ◽  
Process Formation ◽  
The Bologna Process

The value orientations of the Bologna process and these values’ implementation tools are revealed based on the analysis of international regulations. It is established that the Bologna process fundamental values are academic freedom, institutional (university) autonomy, indivisibility of teaching and research, preservation of the European humanism traditions. It is grounded that the following values were introduced in the list during the first decade of reforming the participating countries’ higher education: student centered learning, quality and innovative character of higher education, state responsibility for higher education and social equity, etc. It is enlightened that in accordance with the generally accepted values there was initiated the development of common, comparable indicators for determining the higher education institutions’ achievements in implementing the Bologna process principles. It made it possible not only to highlight the state of the European Higher Education Area development in the middle of the Bologna process, but also to identify the challenges and problems of higher education in general and to prevent their unpredictable consequences. It is proved that the established value orientations of the Bologna process for the higher education system provided an appropriate reflection on the academic staff activities and their following the corresponding requirements. Taking into account the positive results of the higher education reforming during the Bologna process formation and development in 1988-2009 the higher education value priorities for the next decade are defined, which should be implemented in all directions.

Higher Education Student Engagement Scale

2019 ◽  
Author(s):  
Karen C. H. Zhoc ◽  
Beverley J. Webster ◽  
Ronnel B. King ◽  
Johnson C. H. Li ◽  
Tony S. H. Chung
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Education Student ◽  
Engagement Scale

Higher education student engagement in times of pandemic: the role of e-learning system usability and teacher behavior

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Khalid Abed Dahleez ◽  
Ayman A. El-Saleh ◽  
Abrar Mohammed Al Alawi ◽  
Fadi Abdelmuniem Abdelfattah
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Cognitive Engagement ◽  
Teacher Behavior ◽  
Learning System ◽  
Emotional Engagement ◽  
Education Student ◽  
Content Type ◽  
System Usability ◽  
E Learning

PurposeThis research examined the factors affecting several types of student engagement, namely agentic, behavioral, emotional and cognitive engagement. Specifically, it examined the effect of e-learning system usability on student engagement and explored teacher behavior's possible intervening impact on this relationship.Design/methodology/approachData were collected from 418 students studying at different specializations at Omani private academic institutions. This study employed a quantitative methodology and utilized the Smart-PLS for data analyses.FindingsThe findings showed that e-learning system usability influenced significantly and positively agentic, behavioral and cognitive engagement. However, the link between e-learning system usability and emotional engagement was not significant. Moreover, teacher behavior mediated the relationship between e-learning system usability and the four types of engagement.Originality/valueThis study improves one’s understanding of how the interaction of e-learning system usability and teacher behavior affects several aspects of student engagement. It also helps higher education administrators and policymakers by exploring the influential effects of e-learning systems usability and teacher behavior on facilitating students' engagement.

Introduction

2021 ◽  
Vol 21 (3) ◽  
pp. 501-503
Author(s):  
Gautam Basu Thakur ◽  
Helena Gurfinkel
Keyword(s):  
Public Health ◽  
Higher Education ◽  
Critical Theory ◽  
Economic Justice ◽  
Student Centered ◽  
Health Crisis ◽  
Public Health Crisis

Abstract The challenges that instructors of critical theory face today, particularly in global contexts, range from a public-health crisis, to a continued struggle for racial and economic justice, to the changing landscape of higher education. The solution we propose is twofold and involves decolonizing theory and making the classroom increasingly student centered.

scholarly journals ‘Centering’ Teaching Excellence in Higher Education

2019 ◽  
Author(s):  
Diarmaid Lane
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Learning Effectiveness ◽  
Corporate University ◽  
Teaching Excellence ◽  
Student Centered ◽  
Teaching Awards ◽  
Negative Effect ◽  
Significant Weakness

This paper explores the complexity of ‘teaching excellence’ (Kreber, 2002) in contemporary higher education. It describes how a university academic, who has been the recipient of numerous teaching awards, questions if they really are an ‘excellent teacher’ and if their student-centered philosophy is sustainable.  An analysis of data related to teaching and learning effectiveness over a seven year period highlights a significant weakness in how the academic approached the teaching of undergraduate students.  This had a subsequent negative effect on several levels.  The paper concludes by describing the merits of academics ‘centering’ themselves between the corporate university and the needs of students in striving for ‘teaching excellence’.

scholarly journals Student Loans Financing in Tanza:

2021 ◽  
Vol 8 (1) ◽  
pp. 91-115
Author(s):  
Hillary A. Dachi
Keyword(s):  
Higher Education ◽  
Low Income ◽  
Higher Education Policy ◽  
Student Loans ◽  
Student Loan ◽  
Education Student ◽  
Means Testing ◽  
The Public ◽  
Policy Objectives ◽  
Financing Higher Education

This study examined the mechanisms employed to finance student loans in Tanzania and who benefits and how. The findings show that student loans are financed by the public exchequer. The number of students fromhigh-income families accessing these loans is disproportionate to their representation in Higher Education Institutions, while the share for middle and low-income students reflects their representation. There is also animbalance between male and female beneficiaries across programmes, notably in the Science, Technology, Engineering, and Math (STEM) disciplines. It is concluded that such disparities are the result of the fact thatthe student loan scheme seeks to satisfy a number of government policy objectives in relation to higher education beyond access and equity, and that means testing is not rigorously conducted. Key words: Higher Education, higher education policy, financing higher education, higher education student loans, public subsidisation of higher education

scholarly journals Mobile Technologies for Student Centered Learning in a Distance Higher Education Program

2016 ◽  
pp. 184-199 ◽  
Author(s):  
Lisbeth Amhag
Keyword(s):  
Higher Education ◽  
Education Program ◽  
Mobile Technologies ◽  
Computer Supported Collaborative Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Theoretical Concepts ◽  
Face To Face ◽  
Flipped Classrooms ◽  
Mobile Interactions

The aim of this study is to analyze mobile technologies for student centered learning in a distance higher education program with a focus on mobile online webinars (web-based seminars or conferencing) using mobile applications such as laptops, smart phones, or tablets. As wearable technologies continue to grow it could very well extend to smart glasses, smart watches etc. These tools can provide face-to-face interactions, recording flipped classrooms and parallel chat communications. The data collection consists of observations of ten online face-to-face webinars with 22 students, six interviews, and two surveys. Theoretically, the study joins the research tradition of Computer-Supported Collaborative Learning with emphasis on collaboration, and Computer Self-Efficacy concerned with individuals' media and information literacy. Important conclusions from the study demonstrated mobile interactions increased student centered learning on theoretical concepts, assisted in the ability to review information critically, and provided experiences bridging professional teaching practices.

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