Unbundling the approach to teaching in online Australian higher education

2021 ◽  
pp. 089202062110662
Author(s):  
Dawn Gilmore ◽  
Chinh Nguyen
Keyword(s):  
Higher Education ◽  
Cost Effectiveness ◽  
Case Studies ◽  
Student Experience ◽  
Teaching Approach ◽  
University Teaching ◽  
Online Teachers ◽  
Australian Case ◽  
Approach To Teaching

This paper illustrates how unbundling has progressed from university-controlled approaches to incorporating partnership organisations into the delivery of university functions, specifically teaching. In this paper, we limit the scope of unbundling to the management of online teachers using three Australian case studies. In the first section, we review the literature for reasons that support unbundling the teaching approach, the effectiveness of this approach, and criticisms posed. Then we use aspects of the literature to present an unbundled teaching hierarchy. We use three examples from the hierarchy in the context of three Australian case studies that are illustrative of how online teachers are managed in Australian higher education. As discussed in this paper, the opportunities and challenges associated with unbundling university teaching have implications for the quality of the student experience, teacher experience, and cost effectiveness for institutions.

scholarly journals Evaluating the performance of teaching staff members, a step towards teaching performance development of higher education in Sebha University

2021 ◽  
Vol 20 (3) ◽  
pp. 21-26
Author(s):  
Zamzam Amhimmid Mare
Keyword(s):  
Higher Education ◽  
Faculty Members ◽  
University Teaching ◽  
Analytic Description ◽  
Teaching Staff ◽  
Teaching Performance ◽  
Staff Members ◽  
Performance Development ◽  
The University

This study aims to show the importance of evaluating the teaching performance level of the University teaching members. It also aims to provide the suggested mechanisms for evaluating the teaching performance of the teaching staff members of Sebha University. This study was based mainly on documents and analytic description to collect information about the importance and ways of evaluating teachers with reference to some of the international experiences on teaching performance development. This study concluded that the absence of an experienced entity that would develop the teaching performance of faculty members is one of the main reasons for the weak teaching performance at Sebha University. Based on the results of the study, it is recommended that there should be a planned system based on measured standards and criteria for evaluating staff members to improve the quality of teaching in the higher education domain. 

Researching Teaching in Higher Education

2021 ◽  
pp. 57-78
Author(s):  
Bahareh Ghodoosi ◽  
Geraldine Torrisi-Steele ◽  
Sharmistha Dey
Keyword(s):  
Higher Education ◽  
Grounded Theory ◽  
Research Method ◽  
University Teaching ◽  
Grounded Theory Research ◽  
Teacher Researchers ◽  
Research In Education ◽  
Theory Research ◽  
Teaching In Higher Education

Grounded theory, since Glaser and Strauss conceived of it, has been applied to myriad research situations. Variation characterises the use of grounded theory, and the landscape of grounded theory is ‘messy' and difficult to navigate, especially for novice researchers, and subsequently, many existing studies lack transparency and detail, employing only loosely grounded theory methodologies. The authors argue for the value of grounded theory research in education, especially for teacher researchers, but this value can only be realised if researchers attend in-depth to articulating clearly their methodologies and justifying how the methodology can be considered grounded theory. In the chapter, the authors aim to provide a primer on grounded theory, and to stimulate discussion around grounded theory as a research method in teaching, especially in higher education, for the purpose of generating knowledge as a basis for improving the quality of university teaching.

scholarly journals A Performance-Centred Competency-Based Approach to Quality University Teaching

2019 ◽  
Vol 23 (3) ◽  
pp. 350-365
Author(s):  
Magda Francisca Cejas Martínez ◽  
Derling Jose Mendoza Velazco ◽  
Mercedes Navarro Cejas ◽  
José Lenin Rogel Villacis ◽  
Yanet Marisol Ortega Freire
Keyword(s):  
Higher Education ◽  
University Teaching ◽  
Structured Interviews ◽  
University Professors ◽  
Teacher Formation ◽  
Quality Of Higher Education ◽  
Working Environments ◽  
Flexible Working ◽  
Competency Based

Introduction. In order to encourage more flexible working environments and establish generators of sustainable development for participating countries through an educated society, various international organisations that intervene in the quality dimension within the framework of a systemic approach to Higher Education, including the World Bank, have made multiple efforts to establish various recognitions, certifications and credits pertaining to competency-based education. Materials and Methods. The research, featuring a study of theoretical-interpretative design, was based around the qualitative paradigm. Information was obtained by means of semi-structured interviews with 14 lecturers from different universities in the city of Quito in Ecuador. The data obtained were triangulated with a review of the literature carried out by the researchers. Results. The informants considered cognitive competencies to be the most relevant within the context of teacher formation. Research, planning and organisation skills were not established in importance due to university professionalisation. Additionally, the need to establish curricular changes in the Ecuadorian university pedagogy was confirmed. Discussion and Conclusion. After contrasting the opinions of university professors and formation theories, a theoretical reflection is presented in which the importance of unifying professional formation and investigative competencies is emphasised. This unification allows the quality of higher education centred around the teacher as the main actor to be increased.

scholarly journals Conception Et Analyse De La Structure Factorielle D’un Outil Informatisé D’évaluation Des Enseignements

2016 ◽  
Vol 12 (7) ◽  
pp. 109
Author(s):  
Chemsi Ghizlane ◽  
Sadiq Mounir ◽  
Radid Mohamed ◽  
Talbi Mohammed
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Reliability And Validity ◽  
University Teaching ◽  
Online Tool ◽  
Teaching System ◽  
Quality Of Teaching ◽  
Educational Task ◽  
The University

Students‘ assassment of the quality of teaching and educationis a valuable tool through which lecturers can find out what the participants think of their educational task. This is a kind of assessment which is embeded right in the centre of the pedagogical act and which brings together the principal agents pertaining to the university teaching system (students, lecturers, and the staff in charge). However, this form of assessment is disputed as it encounters significant obstacles, namely difficulties in terms of the management of this assessment as well as in terms of reliability and validity of its measuring tools. This paper aims at providing the necessary steps for an elaboration and a foundation of an online measure of evaluating teaching and education. Such a computerised evaluation is to be administeredby students who are studying at the Faculty of Science, Ben M’Sik - Casablanca, Morocco. To begin with, in this online tool of evaluatin we shall describe the stages of this elaboration, includingcertain chosen criteria. Secondly, we will show the way in which the functionalities and possibilities of an online tool of assessment can effectively be handledby students within an institute of Higher Education. In concludion,we end this study by providing a factor analysis of this computerised instrument: this is to be carried out through the most important measures, namely, validity and authenticity.

scholarly journals Getting students engaged

2011 ◽  
Author(s):  
Phil Race
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Student Satisfaction ◽  
Student Experience ◽  
Student Survey ◽  
Education Experience ◽  
League Tables

We live and work in challenging times. Now that it seems certain (post Browne, 2010) that the fees students pay for their higher education experience will double (or worse), we can't be surprised that the emphasis on 'the student experience' of higher education will intensify. Whether students are saddling themselves with ever-increasing amounts of debt to afford that higher education experience, or whether it is parents who foot the bill, the spotlight continues to focus ever more sharply on student satisfaction, alongside all available measures of the quality of student engagement in higher education. We already have league tables in which the reflection of the student experience as gained from the National Student Survey features prominently. And with diminishing budgets for teaching, class sizes are likely to continue to grow - in those disciplines where higher education survives least scathed. So how can we meet the challenge of 'getting students engaged'?

Developing Technology-Centric Best Teaching Practices for Higher Education

2017 ◽  
pp. 159-174 ◽  
Author(s):  
Thomas M. Brinthaupt ◽  
Lawanna S. Fisher ◽  
Justin G. Gardner ◽  
Deana M. Raffo
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Online Teaching ◽  
Online Classes ◽  
Development Programs ◽  
Conditional Release ◽  
Online Teachers ◽  
Online Course Development

In this chapter, the authors present a case study that describes their experiences in identifying and addressing technology-related challenges in higher education. Based on their experiences, they illustrate how higher education institutions can foster and cultivate faculty expertise and skills in order to enhance their online course development programs and improve the quality of courses and the success of students. The authors' work has focused on the following topics: best practices for online teachers, best practices for and the effects of using conditional release in online classes, and strategies for balancing online teaching activities. All of this work takes a technology-centric perspective on online learning in higher education. Using these domains as examples, the authors describe how administrators can encourage faculty cooperation and collaboration as their institutions implement effective technology-centric strategies.

scholarly journals Trends of Higher Education Evolution in the Multiethnic Environment of Mining Regions

2021 ◽  
Vol 278 ◽  
pp. 03013
Author(s):  
Oksana Greenwald
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
International Students ◽  
Multicultural Education ◽  
West Siberia ◽  
Educational Environment ◽  
University Teaching ◽  
Professional Activity ◽  
Teaching Staff

Internationalization of higher education as a national strategy has resulted in intensive growth of the number of international students in the regional universities. A current multiethnic educational environment requires defining the trends of the regional higher education evolution aimed at training both students and educators for productive and efficient cross-cultural interaction hence enhancing the quality of higher education. The analysis of the researches devoted to sustainable development of Kuzbass (West Siberia, Russia), national and international normative legal documents regulating the implementation of multicultural education, and the experience in training international students at the flagship university of Kuzbass – Kemerovo State University – has been conducted. As a result, the following trends of the multiethnic higher education evolution have been defined: the purposeful organization of multiethnic educational environment; the shaping of tolerance to multiethnic environment in both students and teaching staff; the training of university teaching staff for professional activity in multiethnic environment, particularly, for designing the content of multicultural education along with applying modern interactive educational technologies. The defined trends promote higher quality of education and regional human capital as indispensable provision for sustainable development of the coal mining region Kuzbass.

scholarly journals Elements of satisfactory online asynchronous teacher behaviour in higher education

2016 ◽  
Author(s):  
Anneke Smits ◽  
Joke Voogt
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Content Knowledge ◽  
Social Behaviour ◽  
Online Teaching ◽  
Special Educational Needs ◽  
Teacher Behaviour ◽  
Online Teachers ◽  
High Satisfaction

In this study, differences were analysed between two groups of online teachers in a Master of Special Educational Needs program. One group scored high on student satisfaction and the second group received low student satisfaction ratings. Findings indicate that high satisfaction is associated with relatively long and pedagogically complex messages that are most often addressed to the whole group. These messages are characterised by careful listening to the students, elaborate on content knowledge, and show online personality and social behaviour. The research resulted in preliminary guidelines for crafting asynchronous teacher messages that positively affect student satisfaction and a scoring guideline that can be used to score the quality of online teaching as expressed in online asynchronous messages.

Change Leadership, Management and Strategies to Promote Quality University Teaching and Learning

2017 ◽  
pp. 377-403
Author(s):  
Lynne Hunt ◽  
Denise Chalmers
Keyword(s):  
Teaching And Learning ◽  
Management Strategies ◽  
Student Experience ◽  
Change Leadership ◽  
University Teaching ◽  
Leadership And Management ◽  
Learning And Teaching ◽  
Strategic Vision ◽  
Leadership Management

This chapter provides an overview of change leadership and management strategies to promote the quality of university teaching and learning. It draws attention to the organisational contexts of universities that encompass change leadership processes, emphasizing the need for whole-of-university approaches and ‘joined-up' policies, plans and procedures that support teaching. The discussion is organized in terms of five principles of action (McInnes et al., 2012). These are (1) Shape the strategic vision that puts student learning and student experience at its core; (2) Inspire and enable excellence; (3) Devolve leadership of learning and teaching; (4) Reward, recognize and develop teaching; and (5) Involve students.

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