scholarly journals Quality of teaching in higher education: reviewing teaching behaviour through classroom observations

2020 ◽  
pp. 1-16
Author(s):  
Ine Noben ◽  
Jan Folkert Deinum ◽  
W. H. Adriaan Hofman
Keyword(s):  
Higher Education ◽  
Classroom Observations ◽  
Teaching Behaviour ◽  
Quality Of Teaching ◽  
Teaching In Higher Education

The Transformed Lecturer: A Case Study in Consultancy

1979 ◽  
Vol 23 (1) ◽  
pp. 58-63 ◽  
Author(s):  
H. E. Stanton
Keyword(s):  
Higher Education ◽  
Student Evaluation ◽  
Student Feedback ◽  
Teaching Techniques ◽  
Quality Of Teaching ◽  
Tertiary Teaching ◽  
Student Advisor ◽  
Teaching In Higher Education

A rationale for the use of student evaluation of courses and teachers, and the functions such feedback can fulfil, are outlined. Attention is focused upon the way in which it might be used to improve the quality of teaching in higher education. The importance of an educational consultant, working with the lecturer to help him interpret and use the student-generated information, is stressed. A case study embodying these elements—student feedback, lecturer-student-advisor co-operation, and improved teaching techniques—is described, leading to the conclusion that such an approach offers one possible way of improving the standard of tertiary teaching.

The Role of Technology in Improving Quality of Teaching in Higher Education

2016 ◽  
pp. 207-227
Author(s):  
Harriet Thindwa
Keyword(s):  
Higher Education ◽  
Empirical Studies ◽  
Teaching Quality ◽  
Learning Technologies ◽  
Quality Of Teaching ◽  
Institutions Of Higher Learning ◽  
E Learning ◽  
Teaching In Higher Education

Students are the future of any country. They are the leaders and entrepreneurs of tomorrow. If teaching quality is undermined, so is the country's overall education system, and therefore, so is a country's future. In this chapter, the role of technology in improving quality of teaching in higher education, which has been declining over the years internationally including in the US, is reviewed. Databases EBSCOhost and Academic Search Complete were employed in this review. Empirical studies have revealed that e-learning technologies such as Moodle improve teaching quality. Given the advancement in technology, institutions of higher learning the world over are challenged to embrace technology as a strategy to engage students and enhance learning.

The Role of Technology in Improving Quality of Teaching in Higher Education

2015 ◽  
pp. 54-73 ◽  
Author(s):  
Harriet Thindwa
Keyword(s):  
Higher Education ◽  
Empirical Studies ◽  
Teaching Quality ◽  
Learning Technologies ◽  
Quality Of Teaching ◽  
Institutions Of Higher Learning ◽  
E Learning ◽  
Teaching In Higher Education

Students are the future of any country. They are the leaders and entrepreneurs of tomorrow. If teaching quality is undermined, so is the country's overall education system, and therefore, so is a country's future. In this chapter, the role of technology in improving quality of teaching in higher education, which has been declining over the years internationally including in the US, is reviewed. Databases EBSCOhost and Academic Search Complete were employed in this review. Empirical studies have revealed that e-learning technologies such as Moodle improve teaching quality. Given the advancement in technology, institutions of higher learning the world over are challenged to embrace technology as a strategy to engage students and enhance learning.

scholarly journals Exploring predictors of instructional resilience during emergency remote teaching in higher education

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Joshua Weidlich ◽  
Marco Kalz
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Prior Experience ◽  
Teaching Quality ◽  
Personality Factors ◽  
Quality Of Teaching ◽  
Teaching In Higher Education ◽  
Shed Light

AbstractIn 2020, Higher Education institutions were pressed to swiftly implement online-based teaching. Among many challenges associated with this, lecturers in Higher Education needed to promptly and flexibly adapt their teaching to these circumstances. This investigation adopts a resilience framing in order to shed light on which specific challenges were associated with this sudden switch and what helped an international sample of Higher Education lecturers (N = 102) in coping with these challenges. Results suggest that Emergency Remote Teaching was indeed challenging and quality of teaching was impeded but these effects are more nuanced than expected. Lecturers displayed instructional resilience by maintaining teaching quality despite difficulties of Emergency Remote Teaching and our exploration of predictors shows that personality factors as well as prior experience may have supported them in this. Our findings may contribute to the emerging literature surrounding Emergency Remote Teaching and contributes a unique resilience perspective to the experiences of Higher Education lecturers.

The Influence of the Established Links between University Courses on the Quality of Teaching

2018 ◽  
Vol 8 (2) ◽  
pp. 35-48
Author(s):  
Jiří Rybička ◽  
Petra Čačková
Keyword(s):  
Higher Education ◽  
Empirical Study ◽  
The Other ◽  
Coherent System ◽  
University Courses ◽  
Quality Of Teaching ◽  
Education Courses ◽  
Initial Knowledge

One of the tools to determine the recommended order of the courses to be taught is to set the prerequisites, that is, the conditions that have to be fulfilled before commencing the study of the course. The recommended sequence of courses is to follow logical links between their logical units, as the basic aim is to provide students with a coherent system according to the Comenius' principle of continuity. Declared continuity may, on the other hand, create organizational complications when passing through the study, as failure to complete one course may result in a whole sequence of forced deviations from the recommended curriculum and ultimately in the extension of the study period. This empirical study deals with the quantitative evaluation of the influence of the level of initial knowledge given by the previous study on the overall results in a certain follow-up course. In this evaluation, data were obtained that may slightly change the approach to determining prerequisites for higher education courses.

Sign in / Sign up

Export Citation Format

Share Document