Overview: New technology, learning and assessment in higher education

2005 ◽  
Vol 42 (3) ◽  
pp. 195-204 ◽  
Author(s):  
Richard Millwood ◽  
Ian Terrell
Keyword(s):  
Higher Education ◽  
New Technology ◽  
Technology Learning ◽  
Assessment In Higher Education

scholarly journals UNDERSTANDING THE FEELINGS AND MOTIVATION OF AFGHAN STUDENTS’ REGARDING STUDYING AT CHINESE UNIVERSITIES

2021 ◽  
Vol 6 (1) ◽  
pp. 30-40
Author(s):  
Hizbullah Bahir Bahir ◽  
Huanghe .
Keyword(s):  
Higher Education ◽  
Social Relations ◽  
New Technology ◽  
Chinese Language ◽  
Jel Classification ◽  
Technology Learning ◽  
Foreign Countries ◽  
The World ◽  
Mixed Approach

Making a decision to study in foreign countries is considered one of the most difficult tasks. However, it is one of the most essential and valuable attempts for the students because in foreign countries the quality of lessons are high and they can make huge social relations with learners. Also, China accepts students from all over the world. This study examined the feelings, and motivations of Afghan students; the data was collected through google form and constructed interview which 99 students were the participants. A mixed approach was used for this study. Moreover, the interview was done with those learners who have been completed their higher education in the country of China and the data was analyzed through SPSS 26 version. The findings asserted that learning of students in China is very beneficial as well with the relations of other foreign countries who study in China. Furthermore, the findings indicated more that learners have noticeable achievements in the parts of the culture of China, new technology; learning of Chinese language. Additionally, in China living allowance, medical services, well-equipped dormitories and the services of seeing historical places are free of charge for the better life of students. JEL Classification Codes: A19, B10, B25, C10, C53.

Effects and Risks of Distance Learning in Higher Education

2020 ◽  
pp. 61-73
Author(s):  
Yu. M. Tsygalov
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Education ◽  
New Technology ◽  
Negative Consequences ◽  
Higher Education System ◽  
First Results ◽  
Spread Of Infection ◽  
The Cost

The forced work of Russian universities remotely in the context of the pandemic (COVID-19) has generated a lot of discussion about the benefits of the new form of education. The first results were summed up and reports were presented, the materials of which showed that the main goal of online education — the prevention of the spread of infection, - has been achieved. Against this background, proposals and publications have appeared substantiating the effectiveness of the massive introduction of distance learning in Russia, including in higher education. However, the assessment of such training by the population and students in publications and in social networks was predominantly negative and showed that the number of emerging problems exceeds the possible benefits of the new educational technology. Based on the analysis of the materials of publications and personal experience of teaching online, the potential benefits and problems of distance learning in higher education in Russia are considered. It is proposed to consider the effects separately for the suppliers of new technology (government, universities) and consumers (students, teachers, society). It is substantiated that the massive introduction of online education allows not only to reduce the negative consequences of epidemics, but also to reduce budgetary funding for universities, optimize the age composition of teachers, and reduce the cost of maintaining educational buildings. However, there will be a leveling / averaging of the quality of education, and responsibility for the quality of training will shift from the state/universities to students. The critical shortcomings of online education are the low degree of readiness of the digital infrastructure, the lack of a mechanism for identifying and monitoring the work of students, information security problems, and the lack of trust in such training of the population. The massive use of online education creates a number of risks for the country, the most critical of which is the destruction of the higher education system and a drop in the effectiveness of personnel training. The consequences of this risk realization are not compensated by any possible budget savings.

Music Assessment in Higher Education

2019 ◽  
pp. 695-719
Author(s):  
Frederick Burrack
Keyword(s):  
Higher Education ◽  
Future Development ◽  
Educational Assessment ◽  
International Perspective ◽  
Historical Background ◽  
Music Assessment ◽  
Philosophical Foundations ◽  
Efficiency And Effectiveness ◽  
Assessment In Higher Education ◽  
Political Demand

A major factor shaping educational assessment in higher education has been public and political demand for accountability, which often focuses on improving efficiency and effectiveness. This chapter provides a historical background of assessment in higher education; an international perspective of how expectations of accountability influenced assessment of music in higher education; a review of philosophical foundations of higher education music assessment, accreditor policies, assessment frameworks guiding curricular practice, alignment of policy to documentation of student learning, and barriers that hinder assessment in practice; and implications for future development of higher education music assessment.

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.

scholarly journals Digital Competence Assessment Methods in Higher Education: A Systematic Literature Review

2021 ◽  
Vol 11 (8) ◽  
pp. 402
Author(s):  
Linda Helene Sillat ◽  
Kairit Tammets ◽  
Mart Laanpere
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Reliability And Validity ◽  
Assessment Tools ◽  
Competence Assessment ◽  
Validity And Reliability ◽  
Digital Competence ◽  
Need To Evaluate ◽  
Assessment In Higher Education

The rapid increase in recent years in the number of different digital competency frameworks, models, and strategies has prompted an increasing popularity for making the argument in favor of the need to evaluate and assess digital competence. To support the process of digital competence assessment, it is consequently necessary to understand the different approaches and methods. This paper carries out a systematic literature review and includes an analysis of the existing proposals and conceptions of digital competence assessment processes and methods in higher education, with the aim of better understanding the field of research. The review follows three objectives: (i) describe the characteristics of digital competence assessment processes and methods in higher education; (ii) provide an overview of current trends; and, finally, (iii) identify challenges and issues in digital competence assessment in higher education with a focus on the reliability and validity of the proposed methods. On the basis of the findings, and as a result of the COVID-19 pandemic, digital competence assessment in higher education requires more attention, with a specific focus on instrument validity and reliability. Furthermore, it will be of great importance to further investigate the use of assessment tools to support systematic digital competence assessment processes. The analysis includes possible opportunities and ideas for future lines of work in digital competence evaluation in higher education.

EXPERIENCE ON THE IMPLEMENTATION OF RUBRIC-BASED ASSESSMENT IN HIGHER EDUCATION

2021 ◽  
Author(s):  
Alicia Domínguez-Martín ◽  
Manuel Gómez-Guzman ◽  
Javier Díaz-Castro ◽  
Jorge Moreno-Fernández ◽  
Manuel Sánchez-Santos ◽  
...  
Keyword(s):  
Higher Education ◽  
Assessment In Higher Education
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