The distinction between inquiry-based instruction and non-inquiry-based instruction in higher education: A case study of what happens as inquiry in 16 education courses in three universities

2015 ◽  
Vol 51 ◽  
pp. 147-161 ◽  
Author(s):  
M.W. Aulls ◽  
J. Kaur Magon ◽  
B.M. Shore
Keyword(s):  
Higher Education ◽  
Based Instruction ◽  
Education Courses

Video-Based Discussion

2019 ◽  
pp. 128-153
Author(s):  
Leila Mahmoudi ◽  
Susie Gronseth
Keyword(s):  
Higher Education ◽  
Design Guidelines ◽  
Graduate Course ◽  
Online Higher Education ◽  
Individual Personality ◽  
Survey Responses ◽  
Education Courses ◽  
Video Format

Video-based discussion is an emerging technology that can be used in online higher education courses as part of introduction, debate, personal exploration, and reflection activities. The video format bridges the distance gap in course conversations and offers benefits of providing contextual details, emotion, and individual personality while also enabling asynchronous flexibility. This chapter provides an overview of research in this area and describes an exploratory case study in which video-based discussion was used as part of an online graduate course. Data gathered included video postings and follow-up survey responses. Design guidelines and strategy recommendations are offered for planning and implementing video-based discussion activities in online higher education courses.

scholarly journals ‘Because Sometimes Your Failures Can Also Teach You Certain Skills’: Lecturer and Student Perceptions of Employability Skills at a Transnational University

2017 ◽  
Vol 6 (3) ◽  
pp. 241 ◽  
Author(s):  
Richard Paterson
Keyword(s):  
Higher Education ◽  
Student Perceptions ◽  
Systematic Approach ◽  
Soft Skills ◽  
Employability Skills ◽  
Specific Knowledge ◽  
Graduate Degrees ◽  
International University ◽  
Education Courses

This exploratory study investigates lecturers’ and students’ understanding of the concepts and language underpinning higher education strategies of developing employability skills. While a solid grounding in discipline-specific knowledge and skills is what most graduate degrees aim at providing, employability skills are increasingly becoming an important factor when evaluating prospective employees. Embedding the acquisition of employability skills into higher education courses has emerged as a response to industry demands for work-ready graduates. The forces of internationalisation and globalisation mean that employers the world over are looking for graduates with additional soft skills, abilities and achievements. The context for this study is Westminster International University, Tashkent (WIUT), a transnational university in Uzbekistan. By means of a qualitative case study, the views of lecturers and students were investigated and common themes and perspectives identified. The main findings indicate that although students and lecturers share similar perspectives on the importance of employability skills, the purpose of employability focused pedagogy is not easily communicated to students. Furthermore, students feel that a more systematic approach to recognising and demonstrating employability skills would help them in their transition from education to work. 

scholarly journals Towards best practice in course design: A case study of flexibility and collaboration between users and developers in supporting process with technology

2019 ◽  
Vol 16 (1) ◽  
pp. 81-97
Author(s):  
Elizabeth Thomson ◽  
◽  
Greg Auhl ◽  
Philip Uys ◽  
Denise Wood ◽  
...  
Keyword(s):  
Higher Education ◽  
Best Practice ◽  
Course Design ◽  
Lessons Learned ◽  
Software Platform ◽  
Underlying Theory ◽  
Current Product ◽  
Evidenced Based ◽  
Education Courses

This paper reports on the development of an evidenced-based method guiding the review, design and development of higher education courses (programs), supported by a bespoke, purpose-specific software platform. It describes the outcome of a five-year process of development for both the method and for the supporting technology, where feedback was obtained from stakeholders across the institution, evaluated and enacted. The paper describes the best practice approaches embedded within the method, as well as the underlying theory bases and the procedures that contributed to the evolution of the current product. The lessons learned by the project team can inform others in similar higher education contexts thereby avoiding the pitfalls described.

Social-Scientific Research Competency

2019 ◽  
Vol 35 (5) ◽  
pp. 737-750 ◽  
Author(s):  
Christopher Gess ◽  
Christoph Geiger ◽  
Matthias Ziegler
Keyword(s):  
Higher Education ◽  
Test Scores ◽  
Research Performance ◽  
Scientific Research ◽  
Research Education ◽  
Crystallized Intelligence ◽  
Research Competency ◽  
Social Scientific Research ◽  
Social Scientific ◽  
Education Courses

Abstract. Although the development of research competency is an important goal of higher education in social sciences, instruments to measure this outcome often depend on the students’ self-ratings. To provide empirical evidence for the utility of a newly developed instrument for the objective measurement of social-scientific research competency, two validation studies across two independent samples were conducted. Study 1 ( n = 675) provided evidence for unidimensionality, expected differences in test scores between differently advanced groups of students as well as incremental validities over and above self-perceived research self-efficacy. In Study 2 ( n = 82) it was demonstrated that the competency measured indeed is social-scientific and relations to facets of fluid and crystallized intelligence were analyzed. Overall, the results indicate that the test scores reflected a trainable, social-scientific, knowledge-related construct relevant to research performance. These are promising results for the application of the instrument in the evaluation of research education courses in higher education.

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