Reflections on Teaching and Learning Online: Quality program design, delivery and support issues from a cross‐global perspective

2005 ◽  
Vol 26 (3) ◽  
pp. 385-404 ◽  
Author(s):  
Faye Wiesenberg ◽  
Elizabeth Stacey
Keyword(s):  
Teaching And Learning ◽  
Program Design ◽  
Global Perspective ◽  
Quality Program

Program Design and the Development of Students’ Global Perspectives in Faculty-Led Short-Term Study Abroad

2020 ◽  
pp. 102831532090615
Author(s):  
Melissa Whatley ◽  
Adam C. Landon ◽  
Michael A. Tarrant ◽  
Donald Rubin
Keyword(s):  
Study Abroad ◽  
Program Design ◽  
Global Perspective ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Global Perspectives ◽  
Studying Abroad ◽  
Short Term Study ◽  
Before And After

This study explores connections between design features of faculty-led short-term study abroad programs and resulting changes in students’ global perspectives. Over 2,000 students provided data for this study, completing the Global Perspective Inventory (GPI) before and after studying abroad. Results indicated that program features such as participation in an internship and opportunities for reflection are positively associated with global perspective development while abroad, whereas features such as number of students traveling together and coursework in English are negatively associated with such development. Given the increasing numbers of students who participate in faculty-led short-term abroad programs, research that provides evidence-based recommendations concerning program design is essential to enhancing global perspectives through study abroad.

scholarly journals Examining Relationships between Education Abroad Program Design and College Students' Global Learning

2019 ◽  
Vol 31 (2) ◽  
pp. 1-31
Author(s):  
Tara D. Hudson ◽  
Rachel Tomás Morgan
Keyword(s):  
Transformational Learning ◽  
Design Education ◽  
Structural Equation ◽  
Program Design ◽  
Structural Equation Models ◽  
Global Perspective ◽  
Global Learning ◽  
Education Abroad ◽  
Positive Effects ◽  
Post Test

Education abroad is a high impact practice that can lead to transformational learning because it challenges students emotionally and intellectually. However, differences in program design may have differential impacts on students’ learning. The purpose of this study was to understand the relationships between desi gn features of education abroad programs specifically, program duration and the extent of students’ engagement in learning and with local communities while abroad and participants’ pre test to post test growth in global learning, measured via the nationall y validated Global Perspective Inventory survey. Using structural equation models, we found program duration and frequency of engagement in certain learning and engagement abroad to have positive effects on participants’ growth, although the relationships varied depending on the dimension of global perspective being measured. Nonetheless, our results provide further support for the need tointentionally design education abroad programs that facilitate deep learning and community interaction in order to ensure student learning.

scholarly journals Pedagogical Uses of Digital Technologies by Pre and In-Service Teachers: Literature Review from a Global Perspective to the Chilean Context

Proceedings ◽  
2018 ◽  
Vol 2 (21) ◽  
pp. 1335
Author(s):  
Angela Novoa-Echaurren ◽  
Alejandra Canales-Tapia
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Training Programme ◽  
Learning Opportunities ◽  
Research Literature ◽  
Global Perspective ◽  
Education Professionals ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
Use Of Technology

The broad integration of information and communication technologies (ICT) in students’ and teachers’ lives requires education professionals to think of new ways to provide teaching and learning opportunities. Public and institutional policies, non-governmental organizations and technological innovation companies demonstrate a clear intention to incorporate ICT in schools. This situation leads to new demands on teachers who need to reflect on how to offer teaching and learning provisions with ICT to maximise student-learning gains. This paper focuses on the implications of the new educational landscape to the training and support of Chilean pre-service and in-service teachers. Our work discusses the research literature that deals with the rise of “new” ICT pedagogies, the relationship between them and the notion of active student participation. We suggest that it is important to prepare teachers earlier in their teacher-training programme and during their professional development in the pedagogical use of technology. In particular, pre-service and in-service teachers should be provided with learning opportunities that help them to understand and practice the skills of pedagogic planning and the evaluation of the educative possibilities of ICT.

scholarly journals Behavior of Educational Organizations in Education for Sustainable Development

2021 ◽  
Vol 04 (08) ◽  
Author(s):  
Khairina Hidayati ◽  
Keyword(s):  
Sustainable Development ◽  
Informal Education ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Sustainable Consumption ◽  
Global Perspective ◽  
Educational Institutions ◽  
Educational Organizations ◽  
Learning Content ◽  
Challenges And Opportunities

This article deals with a literature review of internalizing Education of Sustainable Development (ESD) in Indonesia. The important point about ESD relates to the issue of how educational institutions, includes Indonesia should respond to the challenges and opportunities posed by the idea of sustainability. ESD aims at developing competencies that empower Individuals to reflect on their own actions, taking into account their current and future social, economic and environmental impacts, from a local and a global perspective. ESD has to be understood as an integral part of quality education, inherent in the concept of lifelong learning: All educational institutions – from preschool to tertiary education and in non-formal and informal education – can and should consider it their responsibility to deal intensively with matters of sustainable development and to foster the development of sustainability competencies. ESD is holistic and transformational education that addresses learning content and outcomes, pedagogy and the learning environment. Thus, ESD does not only integrate contents such as climate change, poverty and sustainable consumption into the curriculum; it also creates interactive, learner centred teaching and learning settings.

In My Opinion: Top Ten Ways to Strengthen Your School Mathematics Program

2004 ◽  
Vol 11 (1) ◽  
pp. 5-7
Author(s):  
Barbara Reys ◽  
Cathie Lewis ◽  
Brian Schad ◽  
José Contreras ◽  
Vicky Kirschner ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Teaching And Learning ◽  
Program Design ◽  
School Mathematics ◽  
School Year ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Mathematics Program ◽  
Design Activities ◽  
Specific Activities

Welcome back to school! Take advantage of the renewed energy and commitment that accompany the beginning of the school year by developing a set of specific activities to help improve your school mathematics program. Design activities that focus on supporting the development of teachers' knowledge of teaching and learning mathematics. Plan activities that help parents contribute to the mathematics education of their children. Organize schoolwide activities to promote students' interest in studying mathematics. Here are a few suggestions that the TCM Editorial Panel has assembled to spark your thinking and planning.

scholarly journals PEKERTI TRAINING TO IMPROVE LECTURERS’ INSTRUCTIONAL QUALITY AS PROFESSIONAL ACADEMICS

2019 ◽  
Vol 1 (1) ◽  
pp. 41
Author(s):  
Agus Prasetya
Keyword(s):  
Teaching And Learning ◽  
Program Design ◽  
Academic Staff ◽  
Social Phenomena ◽  
Tutorial Program ◽  
Social Actions ◽  
Education Environment ◽  
Learning Techniques ◽  
Teaching Learning ◽  
Certification Requirements

Social phenomena in the higher education environment currently sees competition for academic staffs to obtain functional positions in order to obtain social status and recognition as lecturers. Academic staffs are required to have the following competencies namely pedagogical, academic, social, personal, professional and to improve their competencies by participating in trainings such as Aplied Approach (AA) training. By participating in AA training, an academic staff is required to understand what must be possessed as a lecturer especially in making Lecture Even Unit or Tutorial Program Design and Tutorial Event Unit. The objective is to carry out technical training so that the lecturer understands instructional basic techniques such as teaching methodologies, understanding teaching and learning techniques, teaching evaluation, understanding and being able to make the Tutorial Program Design and Tutorial plan, so that they become professional academic personnel. namely affective social actions, specific social actions, social actions on the basis of values ​​and traditional social actions. The expected final results with AA-type training, the ability of lecturers to manage teaching learning process is more quality so that professional academics are created, besides being one of the certification requirements.

scholarly journals Book Review: Bridging Worlds: Emerging Models and Practices of U.S. Academic Libraries around the Globe

2017 ◽  
Vol 56 (3) ◽  
pp. 210
Author(s):  
Pamela Louderback
Keyword(s):  
Academic Libraries ◽  
Teaching And Learning ◽  
The United States ◽  
Global Perspective ◽  
Community Diversity ◽  
Student Life ◽  
Collaborative Partnerships ◽  
Global Awareness ◽  
International Engagement

In recent years, American colleges and universities have increased their emphasis on international engagement, emphasizing global awareness, interconnectedness, and student and community diversity. As a result, universities are establishing campuses, branches, and enhanced programs outside of the United States, particularly in the Middle East and East Asia, where they introduce Western higher education practices and philosophies. These collaborative partnerships focus on blending cultural, social, political, and economic communities, while exploring new territories in research, teaching, and learning. Bridging Worlds presents examples of academic libraries taking part in shaping these collaborations by acting as partners in the development of campus community, student life, and research from a global perspective.

scholarly journals Toward the Use of Technology and 21st Century Teaching-learning Approaches: The Trend of Development in Malaysian Schools within the Context of Asia Pacific

2015 ◽  
Vol 10 (4) ◽  
pp. 72 ◽  
Author(s):  
Sani Alhaji Garba ◽  
Byabazaire Yusuf ◽  
Abdul Hamid Busthami
Keyword(s):  
21St Century ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Global Perspective ◽  
Pedagogical Practices ◽  
Asia Pacific ◽  
Research Approach ◽  
Learning Approaches ◽  
Internet Connectivity ◽  
Teaching Learning

ICT Infrastructure and internet connectivity in educational institutions provides learners and teachers the opportunity of adopting 21st century teaching-learning methods that promotes the development of 21st century skills. The availability of internet connectivity in particular provides the platform for a shift from the use of teacher-centered pedagogy (content-based learning) to learner-centered pedagogy (inquiry and project-based learning) that is more interactive and activity oriented. But are teachers utilizing these facilities to advantage? This study investigates the use of ICT and internet resources in relation to the use of 21st century technology-based teaching-learning approaches in Malaysia and Asia Pacific context from a global perspective. Qualitative research approach was used for data collection and analysis in the study. Findings from the study show a unique unexpected changing pattern in the use of computer and internet among school teachers; and new challenges associated with the integration of ICT and the use of 21st century approaches in classroom pedagogical practices were identified. As observed in the study, despite the facilities provided; the technological competence acquired by teachers; and, the increasing use of computer and internet by teachers; the approach to teaching and learning has not change as desired.

International Textbook of Reflective Practice in Nursing

2009 ◽  
Vol 28 (3) ◽  
pp. 31-32 ◽  
Author(s):  
Dawn Freshwater ◽  
Beverley Taylor ◽  
Gwen Sherwood
Keyword(s):  
Clinical Practice ◽  
Reflective Practice ◽  
Teaching And Learning ◽  
State Of The Art ◽  
The State ◽  
Global Perspective ◽  
The Other ◽  
Knowledge Development ◽  
Evidence Based

International Textbook of Reflective Practice in Nursing is an edited book with an in-depth discourse about reflective practice from a global perspective. The book addresses using reflective practice for evidence-based clinical practice, curriculum and education, and research. As a result, the content may be useful for practicing nurses, educators, and researchers. After reading the first chapter on the state of the art of reflective practice, you can read the other chapters on a stand-alone basis. Overall, reflective practice is presented as a core process in three areas: (1) knowledge development, (2) improving practice through supervision and leadership, and (3) enhancing teaching and learning. At the end of each chapter are historical and recent references that represent a global viewpoint.

Sign in / Sign up

Export Citation Format

Share Document