Reflective practicum in higher education: the influence of the learning environment on the quality of learning

The paper discusses several aspects of constructing a model of monitoring effectiveness of scholarship funds use in institutions of higher education. The authors consider prospects to train to-be members of Scholarship commissions in legal issues to get them prepared to use scholarship provision mechanism as a leverage for motivating students to improve the quality of learning.

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LESSON STUDI SEBAGAI UPAYA MENINGKATKAN AKTIVITAS BELAJAR MAHASISWA

Eksponen ◽

10.47637/eksponen.v8i1.142 ◽

2018 ◽

Vol 8 (1) ◽

pp. 60-66

Author(s):

Darwanto Darwanto

Keyword(s):

Higher Education ◽

Student Learning ◽

Lesson Study ◽

Learning Activities ◽

Professional Behavior ◽

Quality Of Education ◽

Lesson Design ◽

Quality Of Learning ◽

Enhance Student Learning

Improving the quality of education in Higher Education can be started by improving the quality of lecturers in teaching and professional behavior. One of the priority education issues is the quality of education, especially the quality of learning. From the various conditions and potentials, the efforts that can be made to improve the quality of learning in Higher Education is to develop student oriented learning and facilitate it in learning. One of the models of educator profession development through collaborative and sustainable learning is Lesson Study. Through the stages in the lesson design can enhance student learning activities.

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Managing Bias in Teacher Preparation in Higher Education

Advocacy in Academia and the Role of Teacher Preparation Programs - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-2906-4.ch010 ◽

2018 ◽

pp. 182-189

Author(s):

Rose Mugweni

Keyword(s):

Higher Education ◽

Teacher Preparation ◽

Learning Environment ◽

Multicultural Education ◽

Educational Research ◽

Teacher Development ◽

Citizenship Education ◽

Development Research ◽

Research Initiative

Studies on teacher preparation for managing bias has established and created a domain within the global educational research enterprise. What is implicit is how researches on managing bias may be used to improve teacher development. Research on managing bias in teacher preparation has recognized a place for itself within the international educational research initiative. What is not so clear is how studies of teacher thinking may be used in improving the quality of teacher development programmes. ‘The notion of managing bias implies employing strategies that foster inclusivity and multicultural education. This chapter focuses on five areas of the importance on managing bias in teacher preparation. I endeavour to explore the following: the concept bias, bias in teacher preparation, creating an anti-bias learning environment, preparing teachers for multicultural classes, and citizenship education and anti-bias in teacher preparation.

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Architectural Education and Quality Assurance in the European Higher Education Area: Design Research as a Plea for Academic Freedom

Open House International ◽

10.1108/ohi-02-2015-b0009 ◽

2015 ◽

Vol 40 (2) ◽

pp. 63-73

Author(s):

Sigrid Pauwels ◽

Johan De Walsche ◽

Dra. Lies Declerck

Keyword(s):

Higher Education ◽

Quality Assurance ◽

Learning Environment ◽

Academic Freedom ◽

Higher Education Policy ◽

Architectural Design ◽

Design Research ◽

Architectural Education ◽

Policy Frameworks

The authors reflect on the academic bachelor and master programs of architecture. From the perspective of higher education policy in Flanders, Belgium, they examine the intrinsic challenges of the academic educational setting, and the way architectural education can fit in and benefit from it, without losing its specific design oriented qualities. Therefore, they unravel the process of architectural design research, as a discipline-authentic way of knowledge production, leading to the identification of a number of implicit features of an academic architectural learning environment. The disquisition is based on educational arguments pointed out by literature and theory. Furthermore, the authors analyze whether this learning environment can comply with general standards of external quality assurance and accreditation systems. Doing so, they reveal the Achilles’ heel of architectural education: the incompatibility of the design jury with formalized assessment frameworks. Finally, the authors conclude with an advocacy for academic freedom. To assure the quality of academic architectural programs, it is necessary that universities maintain a critical attitude towards standardized policy frameworks.

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KNOWLEDGE REPRESENTATION AND QUALITY OF LEARNING WITHIN A SELF-ORGANIZED LEARNING ENVIRONMENT IN SECONDARY SCHOOL EDUCATION

ICERI2017 Proceedings ◽

10.21125/iceri.2017.0838 ◽

2017 ◽

Author(s):

Cimenna Chao Rebolledo ◽

Carol Fabiola Penilla Becerra ◽

Rodrigo Salgado Delgado

Keyword(s):

Secondary School ◽

Learning Environment ◽

Knowledge Representation ◽

School Education ◽

Secondary School Education ◽

Self Organized ◽

Quality Of Learning

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Fuzzy cognitive mapping of LMS users’ Quality of Interaction within higher education blended-learning environment

Expert Systems with Applications ◽

10.1016/j.eswa.2015.05.048 ◽

2015 ◽

Vol 42 (21) ◽

pp. 7399-7423 ◽

Cited By ~ 21

Author(s):

Sofia B. Dias ◽

Sofia J. Hadjileontiadou ◽

Leontios J. Hadjileontiadis ◽

José A. Diniz

Keyword(s):

Higher Education ◽

Learning Environment ◽

Blended Learning ◽

Cognitive Mapping ◽

Fuzzy Cognitive Mapping

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Quality of learning facilities and learning environment

Quality Assurance in Education ◽

10.1108/09684881111158036 ◽

2011 ◽

Vol 19 (3) ◽

pp. 208-223 ◽

Cited By ~ 15

Author(s):

Mwangi Ndirangu ◽

Maurice O. Udoto

Keyword(s):

Learning Environment ◽

Quality Of Learning

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Please Stop Blabbing: Prescription for Verbal Diarrhea

Collected Essays on Learning and Teaching ◽

10.22329/celt.v11i0.4960 ◽

2018 ◽

Vol 11 ◽

Cited By ~ 1

Author(s):

Victoria Chen

Keyword(s):

Higher Education ◽

Learning Environment ◽

Real World ◽

Lived Experiences ◽

Teaching And Learning ◽

Professional Careers ◽

Learning Practices ◽

Real World Setting ◽

Intended Use

Higher education can be seen as a “gateway” to entering professional careers (Rubenson, 2010), yet the teaching and learning practices used in the classroom may not always prepare students for their futures the way instructors intended, one example is the use of student participation to increase interaction and learning in the classroom. Although verbalizing thoughts can help students learn, students in this study felt they were more often rewarded for frequency of their contribution instead of quality of their contribution which challenges its intended use. They called it “verbal diarrhea” and explained how prominent it was in their university learning experiences making the learning environment not only disengaging and a practice they dreaded but also unrealistic to the real world setting. However, in the Active Learning Classroom (ALC), students noticed verbal diarrhea was significantly reduced and for the most of the time non-existent, and made their learning more authentic (Herrington, Reeves, & Oliver, 2014). This paper presents case studies of students’ lived experiences in their undergraduate degree, and their “prescriptions” and recommendations to instructors and other students on avoiding verbal diarrhea and encouraging meaningful discussions facilitated by the learning environment.

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An Empirical Study on the Predictors of the Perceived Quality of Learning at Institutions of Higher Education: 2D Model Approach

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v14i15.10608 ◽

2019 ◽

Vol 14 (15) ◽

pp. 67

Author(s):

Mmatlou Matlakala ◽

Norman Chiliya ◽

Tinashe Chuchu ◽

Tinashe Ndoro

Keyword(s):

Higher Education ◽

Survey Methodology ◽

Education Institution ◽

Perceived Quality ◽

Geographic Region ◽

Quality Of Education ◽

Institutions Of Higher Education ◽

Quality Of Learning ◽

Model Approach

The purpose of the present study was to conduct an empirical investigation into the predictors of the perceived quality of learning at institutions of higher education from the student’s perspective. The research was based on a conceptual model consisting of six proposed hypotheses. A quantitative study that utilised the survey methodology was adopted is it was imperative to obtain objective findings that would be later used for statistical purposes. In terms of selection of suit-able participants for the study, non-probability sampling, a form of convenience sampling was adopted. Perceptions of students regarding the quality of education were tested empirically. The 2 D Model approach was adopted to investigate this phenomenon. Data was collected from a total of 300 students from a selected university in South Africa. To analyse the data SPSS 24 and AMOS 24 were utilised for descriptive statistics and hypotheses testing respectively. A university’s reputation and the geographic region a student originated from were observed as having the greatest influence on those students’ perception of quality of education that a higher education institution provided.

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