scholarly journals Transformative learning opportunities for students and educators during interprofessional healthcare practice experiences in higher education: Viewed through the lens of Threshold Concepts Theory

2019 ◽  
Vol 20 (2) ◽  
pp. 41
Author(s):  
Cecile Jane Morgan ◽  
Alexander Bowmar ◽  
Susan McNaughton ◽  
Brenda Flood ◽  
Daniel O'Brien
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Learning Opportunities ◽  
Threshold Concepts ◽  
Healthcare Practice ◽  
Interprofessional Healthcare

scholarly journals Editorial

2016 ◽  
Vol 9 (1) ◽  
pp. 1-2
Author(s):  
Chelsea Bond
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Learning Opportunities ◽  
Education Sector ◽  
Indigenous Knowledges ◽  
Cultural Competencies ◽  
Mode Of Instruction ◽  
The Subject

The higher education sector is experiencing a sustained push toward Indigenising agendas in both institutional and disciplinary contexts. Indigenous scholars make a tremendous contribution personally, culturally and intellectually to support this work, particularly in the educative role that Indigenous staff are inevitably required to undertake with our students, colleagues, faculties and institutions. In each of these contexts, the Indigenous scholar is “the subject of inquiry and mode of instruction” (Hart 2003), which poses an array of challenges that often go unnamed and unnoticed, but remain part of the routine challenges facing Indigenous scholars. While we welcome the impetus for including Indigenous knowledges and perspectives in curricula and institutional efforts to enhance Indigenous cultural competencies, we remain critically cognisant of the burden placed on the Indigenous scholar (or Indigenous unit/school) and the challenges that they encounter in facilitating culturally safe, transformative learning opportunities in environments of resistance, resentment and racism.

Integrating Cultural Perspectives Into Organizational Learning

2019 ◽  
pp. 224-240
Author(s):  
Ruth Gotian
Keyword(s):  
Higher Education ◽  
Organizational Learning ◽  
Transformative Learning ◽  
Learning Organization ◽  
Learning Opportunities ◽  
Active Listening ◽  
Professional Schools ◽  
Culture Of Learning ◽  
Cultural Perspectives ◽  
Open Dialogue

Higher education has a distinct culture. Subsets of this unique culture are found in specific professional schools, including medical, dental, law, and business schools. Just as every person is different, every institution is also distinctive. Regardless of similarities, successful initiatives at one institution may not translate to another institution. To succeed, a culture of learning, open dialogue, and unbiased, active listening must reverberate through every person and level of hierarchy within the organization. This chapter will delve into the hallmarks of a learning organization and provide useful tools to create successful learning organizations at the program, departmental, and organizational levels while simultaneously being open to transformative learning opportunities for its faculty and staff.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

The wheel of fortune as a novel support for constructive alignment and transformative sustainability learning in higher education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sue Noy ◽  
Teresa Capetola ◽  
Rebecca Patrick
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Education For Sustainability ◽  
Student Experiences ◽  
Content Type ◽  
Constructive Alignment ◽  
Common Framework ◽  
Changing Times

Purpose Education for Sustainability in Higher Education (ESHE) sits within and across disciplinary settings that share the need for a framework that provides a basis for pedagogy, assessment and learning outcomes (Kalsoom, 2019). ESHE strives to create transformative learning spaces that help students gain the knowledge and skills they need to understand and contribute to shaping a world based on communities living within the limits of earth’s resources. This paper aims to offer a novel solution to the challenge of teaching students from different disciplines struggling with the complexity of sustainability. Design/methodology/approach The paper explores the development of an interdisciplinary subject designed for undergraduate students from four faculties. It presents a case study of pedagogy that moves away from three pillars/concentric circles approaches towards practices based in systems thinking and interactive transformative learning. It describes the iterative process of developing and implementing an infographic: the “Sustainability Wheel of Fortune” (Wheel), to support constructive alignment of content, assessment tasks and learning outcomes. Findings The Wheel provides a holistic, interconnected and dynamic focus for framing content and teaching. The pedagogy aligns with sustainability competencies, builds in flexibility in response to changing times and student experiences and provides teachers and students with a common framework for interrogating the possibilities for sustainable futures. Originality/value The Wheel is a novel learning tool for contemporary sustainability education. It captures key elements of approaches to and concepts about sustainability, visually reinforces the idea of a holistic interconnected approach and provides a framework that supports the constructive pedagogy of an interdisciplinary sustainability subject.

scholarly journals Exploring new learning paradigms in ODL: A reflection on the paper of Barber, Donnelly and Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”.

2015 ◽  
Vol 16 (4) ◽  
Author(s):  
Tom H Brown
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Learning Theories ◽  
Learning Approaches ◽  
Policy Makers ◽  
Teaching And Learning Strategies ◽  
The Impact ◽  
The Revolution

<p class="Paragraph1"><span lang="EN-US">The paper of Barber, Donnelly &amp; Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”  addresses some significant issues in higher education and poses some challenging questions to ODL (Open and Distance Learning) administrators, policy makers and of course to ODL faculty in general.  Barber et al.’s paper does not specifically address the area of teaching and learning theories, strategies and methodologies per se.  In this paper I would therefore like to reflect on the impact that the contemporary changes and challenges that Barber et al. describes, have on teaching and learning approaches and paradigms.  In doing so I draw on earlier work about future learning paradigms and navigationism (Brown, 2006).  We need a fresh approach and new skills to survive the revolution ahead.  We need to rethink our teaching and learning strategies to be able to provide meaningful learning opportunities in the future that lies ahead.</span></p>

scholarly journals Fostering the employability of business studies graduates

2015 ◽  
Author(s):  
Shairn Hollis-Turner
Keyword(s):  
Higher Education ◽  
Qualitative Data ◽  
Business Administration ◽  
Learning Opportunities ◽  
Delphi Panel ◽  
Corporate Sector ◽  
Business Studies ◽  
Delphi Approach ◽  
Workplace Experience ◽  
Work Integrated Learning

Higher education is under pressure to enhance the employability of graduates by ensuring that they acquire competencies that make them employable in the labour market. This research project investigated the contribution of higher education towards the employability of graduates within a business diploma programme. A Delphi approach was employed with the Delphi panel consisting of three types of professionals – employers within the corporate sector, academics in the field of business studies, and graduates with workplace experience in the corporate sector. Both quantitative and qualitative data were obtained from three rounds of surveys. The findings show that disciplinary knowledge of Information Administration, Business Administration, Communication and Personnel Management, and the simulation of workplace practices as well as work-integrated learning opportunities are significant to enhancing the employability of office administrators and office managers. These findings provided academics with the opportunity to make improvements to the curriculum to foster the employability of the graduates.

scholarly journals Mobile Learning Readiness Among Students Of Maldives Higher Education Institutions

2020 ◽  
Vol 1 (1) ◽  
pp. 106-116
Author(s):  
Fathimath Mumthaz
Keyword(s):  
Higher Education ◽  
Mobile Learning ◽  
Higher Education Institutions ◽  
Sampling Technique ◽  
Learning Opportunities ◽  
Research Data ◽  
Descriptive Statistics ◽  
Daily Activities ◽  
Cluster Sampling ◽  
Online Questionnaire

Mobile learning and connecting development and trends are widely discussed globally. Literature evidences exist confirming mobile learning and its impact on higher education. Mobile learning opportunities can be one option for higher education institutions to reach a dispersed population of the Maldives. Although readiness of mobile learning has been analysed in several counties and contexts, this contributes as the first research on this subject in the Maldives. Therefore this article is intended to find out students' readiness for mobile learning (mLearning) in the higher education institutes of Maldives. Basic readiness and mobile usage readiness of students from three different higher education institutions contributed to the research. A total of 343 institutional students enrolled in flexible delivery programs responded to the online questionnaire survey. Considering the level of programs, cluster sampling technique was used in shaping the sample of the research. Data was analysed using descriptive statistics and SPSS to interpret the findings on student readiness for mobile learning. The findings indicated that the students were confident in using mobile and other mobile devices in daily activities. Also, findings indicated that majority of students were confident with the basic and advanced mobile skills of mobile learning.

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