Investigating Influence of Assessment for Learning Practice on Student Learning Approaches in Chinese Higher Education

2019 ◽  
Vol 17 (1) ◽  
pp. 23-37
Author(s):  
Zhengdong Gan ◽  
Cathy Hoi ◽  
Randall Schumacker
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Assessment For Learning ◽  
Chinese Higher Education ◽  
Learning Approaches

Transformative learning – An educational perspective potentially contribution to radical and comprehensive change in Vietnamese higher education

2020 ◽  
Vol 65 (7) ◽  
pp. 27-36
Author(s):  
Linh Bui Thi Ngoc ◽  
Tuan Tran Duc
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Student Learning ◽  
Labor Force ◽  
Educational Level ◽  
Teaching And Learning ◽  
Educational Objective ◽  
Learning Approaches ◽  
Vietnamese Higher Education ◽  
Educational Perspective

The “Globalization 4.0” has challenged Vietnamese Higher education to meet the new requirements of generating qualified labor force: self-direct their learning and make their own decision, to adjust and develop their perspectives and their actions consequently. The current teaching and learning approaches mostly based on behaviorism are not enough to allow Higher education to achieve the new objective. Meanwhile, though constructivist learning has been implemented for years, its use was limited to activate student learning and equipped them with professional skills and competencies instead of focusing on developing their perspectives and worldview. To enhance the success of higher education in terms of achieving new educational objective, this paper will introduce transformative learning as a perspective that would be contribute to radical and comprehensive change in this educational level.

scholarly journals Identifier les attitudes des étudiants en géographie après leurs études secondaires

2009 ◽  
Vol 38 (1) ◽  
Author(s):  
Burckin Dal
Keyword(s):  
Higher Education ◽  
Deep Learning ◽  
Student Learning ◽  
Education Student ◽  
Learning Approach ◽  
Learning Approaches ◽  
Premier Cycle ◽  
Degree Of Confidence ◽  
One Year

Ce travail expose les résultats d’une étude réalisée dans le but d’analyser la démarche d’apprentissage d’un groupe d’étudiants de premier cycle de géographie. Seront traitées ici les démarches d’apprentissage qu’ils adoptent et la façon dont évolue leur niveau de confiance en soi après un an d’enseignement supérieur. Les étudiants étaient confrontés à un programme visant au développement des capacités dans le cadre de la géographie, qui mettait l’accent sur une démarche d’apprentissage en profondeur. Les résultats montrent que, bien que leur niveau de confiance en leur capacité d’étudier et d’apprendre ait augmenté, leur démarche d’apprentissage est devenue de plus en plus instrumentale. This paper shows the results of a study carried out in order to analyse the learning approach in geography of cohorts of students on entry to a geography degree. After one year of higher education, student learning approaches and their degree of confidence are examined. A program aimed at the development of the learning capacities based on a deep learning approach was proposed to students. The results indicate that although their degrees of confidence in their capacity to study increased, their learning approaches became increasingly instrumental.

scholarly journals Using Peer Review for Student Performance Enhancement: Experiences in a Multidisciplinary Higher Education Setting

2021 ◽  
Vol 11 (2) ◽  
pp. 71
Author(s):  
Juan Jose Serrano-Aguilera ◽  
Alicia Tocino ◽  
Sergio Fortes ◽  
Cristian Martín ◽  
Pere Mercadé-Melé ◽  
...  
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Peer Review ◽  
Student Performance ◽  
Performance Enhancement ◽  
Learning Approaches ◽  
University System ◽  
Design And Implementation ◽  
Learning Technique ◽  
The University

Nowadays one of the main focuses of the Spanish University system is achieving the active learning paradigm in the context of its integration into the European Higher Education Area. This goal is being addressed by means of the application of novel teaching mechanisms. Among a wide variety of learning approaches, the present work focuses on peer review, understood as a collaborative learning technique where students assess other student’s work and provide their own feedback. In this way, peer review has the overarching goal of improving the student learning during this process. Peer review has been successfully applied and analyzed in the literature. Indeed, many authors also recommend improving the design and implementation of self and peer review, which has been our main goal. This paper presents an empirical study based on the application of peer review assessment in different higher education BSc and MSc courses. In this way, six courses from different studies at the University of Malaga in Spain are subject to the application of peer review strategies to promote student learning and develop cross-wise skills such as critical thinking, autonomy and responsibility. Based on these experiences, a deep analysis of the results is performed, showing that a proper application of the peer review methodology provides reliable reviews (with close scores to the ones from the teacher) as well as an improvement in the students’ performance.

scholarly journals A Review of Yuhao Cen’s Student Learning and Development in Chinese Higher Education: College Students’ Experience in China

10.28945/4506 ◽  
2020 ◽  
Vol 5 ◽  
pp. 035-038
Author(s):  
MU ZHANG
Keyword(s):  
Higher Education ◽  
College Students ◽  
Student Affairs ◽  
Student Learning ◽  
Higher Education Institutions ◽  
Chinese Student ◽  
Chinese Higher Education ◽  
Education Student ◽  
Learning And Development ◽  
Education College

Aim/Purpose: Book Review: Student Learning and Development in Chinese Higher Education: College Students’ Experience in China Background: This book describes and interprets student learning and development as perceived by students in Chinese higher education institutions. Impact on Society: Overall, this book appeals to higher education scholars from all countries and regions. It is a good resource for faculty in Chinese higher education institutions to deepen their understanding of undergraduate students to promote their learning and development. Chinese student affairs professionals struggling with how to support the students they work with would benefits greatly from this book. Likewise, Chinese graduate students contemplating a career in higher education/student affairs would also benefit from reading this book. It also provides global higher education professionals a good perspective to understand Chinese higher education under the background of higher education globalization.

The Effect of Jigsaw Methode and Motivation on Students’ of Learning Outcomes

2020 ◽  
Vol 3 (1) ◽  
pp. 20-30
Author(s):  
Yunita Yunita ◽  
Hidayat Hidayat ◽  
Harun Sitompul
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Motivation ◽  
Learning Approaches ◽  
High Learning ◽  
Average Value ◽  
The Difference ◽  
Low Motivation

This study aims to: (1) investigate the effect of Jigsaw cooperative learning on students learning outcomes; (2) find the difference in learning outcomes between high and low learning motivation and (3) find the interaction between learning approaches and learning motivation towards learning outcomes. The population of the study is students of grade IVa, IVb, IVc at SD Kasih Ibu Patumbak and the sample in this study is grade IVa with 35 students and grade IVb with 35 students. The results show that: (1) the average student learning outcomes of jigsaw cooperative learning is 28.40 while conventional is 24.14. Thus, students learning outcomes that get cooperative learning of jigsaw type are higher than conventional learning, (2) Students who have high motivation get an average value = 30.74, while low motivation is 22.72. Thus, it can be concluded that there are differences in student learning outcomes having high learning motivation and low learning motivation, and (3) students learning outcomes  taught by jigsaw cooperative learning are high learning motivation groups (32.94), and low learning motivation groups (24.58), while students taught with conventional learning are high learning motivation groups (28.40 ), and low motivation groups (20,95). Thus, there is no interaction between learning approaches and learning motivation towards learning outcomes.

The Prospects and Risks Connected with Increasing the Level of Self-Organisation in Students

2020 ◽  
pp. 75-81
Author(s):  
Svetlana Alexandrovna Kosareva ◽  
Keyword(s):  
Higher Education ◽  
Professional Competence ◽  
Initial Level ◽  
Education Institution ◽  
Diagnostic Methods ◽  
Study Guide ◽  
Learning Approaches ◽  
Control Groups ◽  
Self Organisation ◽  
And Control

The paper describes the method for increasing the level of self-organisation in students which has been developed by the author. It also contains the method testing results and presents the prospects and risks teachers could face while applying the method in a higher education institution. The purpose of this study is to find out the prospects and risks of applying the method for increasing the level of self-organisation in students and to determine the ways of reducing the risks. Methodology. The author points out the learning approaches which were the basis of developing the method and describes diagnostic methods for determining students’ self-organisation levels. The work focused on increasing each student’s initial level consists of a theoretical and a practical part and includes project activities on creating a study guide. The results of the study. The method developed proved to be effective. It was established by diagnosing the final level of self-organisation in students in the experimental and control groups. The paper considers the advantages of the method among which there is universal character, flexibility, improvements to teacher’s and students’ professional competence, etc. At the same time it is necessary to be aware of the risks due to the increased amount of teacher’s work and the fact that students’ work within the project tends to be monotonous. In conclusion, the prospects of the method for increasing the level of self-organisation in students are related to its advantages and the final results of the work. The risks of its use can be reduced with the help of the measures proposed in the paper.

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