Peer-assessment in higher education – twenty-first century practices, challenges and the way forward

2015 ◽  
Vol 42 (2) ◽  
pp. 226-251 ◽  
Author(s):  
Michael Mogessie Ashenafi
2021 ◽  
pp. 146954052110396
Author(s):  
Kevin P. Bingham

This article begins with two central ideas – that feelings of rage appear to be on the increase in present modernity and that one of the main sources of rage is directly linked to consumer culture and the retail experience it fosters. Although retail trade allows twenty-first century individuals to spend their money on material goods and experiences which provide structure and a sense of meaning and belonging, what it also causes is ambivalence, insecurity and anxiety. These are formidable feelings that cause irritation, frustration and anger to gradually fester until it accumulates into something violent that distorts the way an individual thinks, acts and treats other people. With these points in mind, what this article provides is a thorough sociological interpretation of twenty-first century retail rage. Veering away from existing interpretations of rage by drawing on Herbert Marcuse’s analysis and image of a one-dimensional society, what this article explores is the idea that retail experiences turn people into individuals who are bound and controlled by a consumer duty. As I contend, based on my unique position as a researcher turned retail worker, it is this administered, one-dimensional kind of lifestyle that cultivates rage. To support my argument and understand more comprehensively how and why retail breeds frustration and anger, I use a selection of narrative episodes to unpack three key sources of consumer rage in the twenty-first century. These sources have been labelled instantaneity, performativity and unfulfillment.


2020 ◽  
Vol 17 (5) ◽  
pp. 84-103
Author(s):  
Ruth Ortega-Dela Cruz ◽  

Facilitating learning for the students nowadays demands so much from the educators. This makes the role of higher education institutions (HEIs) more challenging as they look upon the needs of the present generation. This study sought answer to that need by determining the most preferred pedagogical practices that have impact on the students’ ability to stay motivated and learn effectively. Randomly selected higher education students including bachelor, masters’ and doctorate students were surveyed. Majority of the students belong to the so-called Net Generation. They prefer pedagogical practices that engage multiple channels of learning and on ways of assessing the learning outcomes. They thrive more on relevant, applicable, active learning and project-based tasks while working with their learning partners including faculty and students of shared interests. Results of correlation analysis revealed a significant relationship between students’ demographics, and their preferences for pedagogical practices. Analysis of Variance indicated highly significant difference in the preferences for pedagogical practices across generational groups of students. Higher education is indeed changing and thus requires continuous change and improvement on the part of educators who find comfort in utilizing the twentieth century pedagogical practices. Now that innovations and technological breakthroughs are inevitable, educators must take a stand and set the bar in promoting effective twenty-first century higher education.


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