scholarly journals Evaluating Age-Friendly Intergenerational Classrooms: Insights From Instructors and Students

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 543-543
Author(s):  
Joann Montepare
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Interest Group ◽  
Teaching And Learning ◽  
Intergenerational Learning ◽  
Older Learners ◽  
Diverse Classrooms ◽  
Intergenerational Exchange ◽  
Learning Research ◽  
Student Reflections

Abstract Age-friendly University (AFU) campuses are reshaping how we think about teaching and learning in higher education. In particular, intergenerational classrooms are on the rise as shifting age demographics call for institutions to create new opportunities for older learners and encourage intergenerational exchange. Age diverse classrooms have distinctive needs and dynamics that instructors, and students, will need to learn how to navigate. This presentation will describe outcomes of one AFU institution’s attempt to identify the challenges and triumphs of intergenerational classrooms through facilitated instructor and student reflections in different classrooms over the course of several semesters. Recommendations will be offered for enhancing intergenerational exchange in classrooms across disciplines, as well as evaluating attitudes, logistics, and learning outcomes. Part of a symposium sponsored by Intergenerational Learning, Research, and Community Engagement Interest Group.

scholarly journals Developing a Learning Outcome-Based Question Examination Paper Tool for Universiti Putra Malaysia

2016 ◽  
Vol 9 (2) ◽  
pp. 132 ◽  
Author(s):  
Sa’adah Hassan ◽  
Novia Indriaty Admodisastro ◽  
Azrina Kamaruddin ◽  
Salmi Baharom ◽  
Noraini Che Pa
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Learning Outcome ◽  
Teaching Plan ◽  
Outcome Based Education ◽  
Programme Outcomes ◽  
Examination Paper

<p class="apa">Much attention is now given on producing quality graduates. Therefore, outcome-based education (OBE) in teaching and learning is now being implemented in Malaysia at all levels of education especially at higher education institutions. For implementing OBE, the design of curriculum and courses should be based on specified outcomes. Thus, the challenge for the assessment is that it should be capable of measuring whether intended outcomes have been achieved or not. Likely, by assisting lecturer in preparing examination paper that aligns with the specified outcomes is something that can help to ensure the implementation of OBE. Hence, this paper describes the development of a tool for generating question examination paper based on learning outcomes, called Learning Outcome-based Question Examination paper Tool (LoQET). LoQET is proposed for assisting lecturer in Universiti Putra Malaysia for preparing examination paper based on programme outcomes and learning outcomes set in the teaching plan and assessment entries.</p>

scholarly journals The Impact of Covid-19 Pandemic on Students’ Learning Outcome in Higher Education

2021 ◽  
Vol 13 (2) ◽  
pp. 1425-1431
Author(s):  
Andi Rahman
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Human Life ◽  
Cross Sectional ◽  
Study Results ◽  
Institute Of Technology ◽  
The Impact ◽  
Academic Year

The current Covid-19 pandemic has had many effects on human life globally, including the implementation of education. This study aimed to obtain the impact of the Covid-19 pandemic on learning outcomes in higher education. The research method used is a cross-sectional study. The data were taken from the test results at the end of the lecture, observations, and interviews. The research was conducted at the University of Muhammadiyah Lampung, IPDN Jatinangor Campus, and the Ahmad Dahlan Institute of Technology and Business, with 120 students participating. The data analysis technique used the percentage technique and cross-tabulation. The study results concluded that student learning outcomes decreased in the 2020-2021 academic year compared to the 2019-2020 academic year. The decline in learning outcomes includes knowledge, skills, and psychology. This finding has implications for the understanding of education personnel regarding online teaching and learning design during the Covid-19 pandemic.

scholarly journals PELAKSANAAN PENGAJARAN DAN PEMBELAJARAN KURSUS PENGAJIAN MALAYSIA: KAJIAN TINJAUAN DI UNIVERSITI ISLAM ANTARA BANGSA SELANGOR

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Hairol Anuar Hj Mak Din ◽  
Khairul Hamimah Mohd Jodi ◽  
Faridah Che Hussain
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Higher Learning ◽  
Teaching Staff ◽  
Graduation Requirement ◽  
Teaching Aids ◽  
Institutions Of Higher Learning ◽  
Implementation Assessment ◽  
General Studies

The Malaysia  Education Blueprint 2015-2025 clearly shows the aspirations of the Higher Education Ministry on the importance of applying national identity among graduates at Higher Education Institutions. In line with the wishes, the course of Malaysia Studies is a major medium for the building of patriotism values among students. Hence, the Malaysian Studies Course was strengthened and used as one of the General Subjects (MPUs) conducted by all Institutions of Higher Learning. All citizens and non-citizens are required to attend and pass the Malaysian Studies Course as a graduation requirement. In order to make the course more interesting and interactive, the Teaching And Learning method is always improved to achieve the predetermined learning outcomes. Thus, a study using a quantitative approach has been undertaken to identify students' responses to the implementation of the Malaysian School of Excellence in KUIS. The Teaching And Learning implementation assessment for this course is based on scoring components, teaching staff and teaching aids. The findings show that Teaching And Learning implemented in Malaysian Studies courses is relevant and capable of applying the elements of identity and patriotism among students. Keywords: Teaching And Learning, General Studies subjects, Malaysian Studies Course

Using a SoTL Framework and Disciplinary Context to Sketch Teaching and Learning Research

2020 ◽  
pp. 65-105
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Local Context ◽  
Grant Application ◽  
Budget Planning ◽  
Sense Of Direction ◽  
Teaching And Learning Research ◽  
New Directions ◽  
Innovative Thinking ◽  
Learning Research

The Scholarship of Teaching and Learning (SoTL) enables ways to improve teaching in various disciplinary contexts, in higher education; this framework begins with measures of what learners actually learn in a formal course and identifies ways to improve the teaching. The SoTL framework was used to inform part of a recent grant application for a multi-institution, multi-year research project in the soil sciences. Using SoTL for projected grant-funded work involved the following, an in-depth exploration of the literature a light exploration of the local context (soil science and agronomy) variations on traditional SoTL (and innovative thinking from educational research) pragmatics and practical planning, frugal budget planning to inform a general sense of direction, with the details to be filled in later (if funded). This work suggests the importance of studying a framework in depth but applying it lightly to enable riffing in new directions.

Writing Into the Scholarship of Teaching and Learning

2020 ◽  
pp. 161-180
Author(s):  
Kathryn Janet Meldrum ◽  
Kristi Giselsson
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Third Space ◽  
Theoretical Frameworks ◽  
Scholarship Of Teaching ◽  
The Third ◽  
Teaching In Higher Education

The Scholarship of Teaching and Learning (SoTL) has been suggested as an ideal vehicle for engaging faculty with professional development for teaching in higher education. However, previous authors have identified that faculty find writing about SoTL difficult. The aim of this chapter is to support educational developers (EDs) to collaborate with faculty to support writing. Two theoretical frameworks to support collaboration are proposed: the first, the Knowledge Transforming Model of Writing, to assist with the process of writing; the second, an adaptation of Brigugilio's working in the third space framework to support collaboration. The authors utilise both frameworks to reflect on their own SoTL collaboration and subsequently pose questions to support faculty and EDs to do the same. Ultimately, it is proposed that collaboration not only enhances the practices of faculty and EDs but improves what should be an important priority for the wider academy: the learning outcomes of students.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN MODEL BELAJAR DI LINGKUNGAN (OUTDOOR LEARNING)UNTUK MATA KULIAH MORFOLOGI TUMBUHAN

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Erni Suryani ◽  
Dwi Soelistya Dyah Jekti ◽  
Agus Ramdani
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Plant Morphology ◽  
Outdoor Learning ◽  
Model Learning ◽  
Higher Education Curriculum ◽  
Higher Education System ◽  
Student Activity ◽  
Interesting Learning

To improve students' academic ability is necessary to the development of innovation in learning. Development of the learning device will be able to improve the quality of content, process, and learning outcomes of students. In order to achieve these objectives, the steps that need to be done is to analyze the competencies or learning objectives, identifying the characteristics of learners and establish a learning environment. To develop the necessary creativity learning educators to create interesting learning activities. Development of a learning device demands of the curriculum in higher education system. According Kepmendiknas 232 / U / 2000 higher education curriculum is a set of plans and arrangements regarding content and study materials and lessons as well as the delivery and assessment are used as guidelines for the organization of teaching and learning in higher education. This research aims to develop outdoor learning model learning device that is expected to improve the learning outcomes of students. Development of the learning device refers to a model of Dick and Carey. Developed learning tools such as syllabi, lecture events unit, student activity sheet and instruments of learning outcomes in the course of plant morphology. Data were collected using instruments feasibility of device which is validated by validator. The results showed that the learning device such as syllabi, lecture events unit, student activity sheet gets categorized, achievement test gets categorized as very feasible to be implemented on plant morphology courses for students of the second semester.Keywords: Devices, outdoor learning, learning outcomes

scholarly journals TEACHERS’ PERCEPTIONS AND PRACTICES OF ASSESSMENT RUBRICS IN ASSESSING STUDENTS’ LEARNING AT HIGHER EDUCATION LEVEL

2019 ◽  
Vol 1 ◽  
pp. 35-43
Author(s):  
Ghulam Abbas ◽  
◽  
Sadruddin Bahadur Qutoshi ◽  
Dil Angaiz ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Student Teachers ◽  
Learning Outcomes ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Assessment Process ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Gilgit Baltistan

This study aims to explore teachers’ perceptions and practices of the use of rubrics in assessing students’ learning in the context of higher education institutions in Gilgit-Baltistan. A case study method of inquiry within a qualitative paradigm was adopted to collect the relevant data through semi-structured interviews from three purposefully selected teacher-educators (instructors) and six student-teachers (prospective teachers) of semester III and IV from one of the colleges of education. The data were analyzed through thematic analysis and following themes were emerged: (1) the importance of assessment rubrics in teaching and learning processes, (2) effectiveness of rubrics in assessing teaching and learning, (3) coconstruction of assessment rubrics by student-teachers and teacher-educators, and (4) the challenges for student-teachers and teacher-educators in developing and using of assessment rubrics. From the discussion on the emerging themes, it is concluded that (a) use of assessment rubrics makes assessment process more meaningful to both teacher-educators and students-teachers; and (b) use of rubrics makes student-teachers and teacher-educators more focused on their purpose of teaching and learning outcomes. It is recommended that teacher-educators in teacher training institutions should use rubrics to assess prospective-teachers so that they, after completing their degree programs, would use similar techniques in their respective schools to assess their students’ learning outcomes effectively. Keywords: Assessment, Assessment Rubrics, Rubric Design, Teaching and Learning.

scholarly journals Conceptualizing Open Educational Practices through the Lens of Constructive Alignment

Open Praxis ◽  
2017 ◽  
Vol 9 (2) ◽  
pp. 125 ◽  
Author(s):  
Michael Paskevicius
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Educational Practices ◽  
Open Education ◽  
Learning Design ◽  
The Core ◽  
Learning Practices ◽  
Open Educational Practices

The act of instruction may be conceptualized as consisting of four elements: learning outcomes, learning resources, teaching and learning activities, and assessments and evaluation. For instructors in higher education, the way they manage the relationships between these elements is what could be considered the core of their instructional practice. For each of the elements, this paper seeks to identify open educational practices, their affordances, and evidence of their utility in supporting the work of teachers in shifting from existing teaching and learning practices to more open educational practices. The literature reviewed and model proposed may provide educational developers or proponents of open education a lens with which to discuss open educational practices with faculty specifically related to their teaching and learning design practices.

scholarly journals Teaching and learning research in higher education in Colombia: a literature review

2019 ◽  
Vol 3 (2) ◽  
pp. 10
Author(s):  
Alison Kay Reedy ◽  
María Lucía Guerrero Farías
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Teaching And Learning ◽  
The South ◽  
Learning And Teaching ◽  
Creative Commons ◽  
Teaching And Learning Research ◽  
Global North ◽  
Learning Research ◽  
Nature Of Teaching

This paper presents a systematic review of the extent and nature of teaching and learning research in higher education in Colombia over the past two decades and shines light on a body of literature from the South that has been relatively invisible on the global stage. The study found that the volume of SOTL taking place in higher education in Colombia is greater than indicated by previous research, but is taking place unevenly across the higher education landscape. This paper explores the challenges faced by Colombian scholars in engaging in and publishing teaching and learning research. The findings show that while teaching and learning research is happening in higher education in Colombia there are major issues in identifying and locating that research due to a lack of consistent terminology to describe SOTL. The findings also show that the nature of research emerging from Colombia is highly aligned with the global North in terms of methods, methodologies and themes. This paper concludes with recommendations on how to make Colombian learning and teaching research more visible and to reflect to a greater extent the diversity and richness in teaching and learning that takes places in Colombia.   How to cite this article:  REEDY, Alison Kay; GUERRERO FARÍAS; María Lucía. Teaching and learning research in higher education in Colombia: a literature review. Scholarship of Teaching and Learning in the South. v. 3, n. 2, p. 10-30, Sept. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=113&path%5B%5D=44  This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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