Global Learning Through Difference

2016 ◽  
Vol 21 (1) ◽  
pp. 52-64 ◽  
Author(s):  
Hilary E. Kahn ◽  
Melanie Agnew
Keyword(s):  
Higher Education ◽  
Knowledge Production ◽  
Teaching And Learning ◽  
Global Learning ◽  
Learning Framework ◽  
Knowledge Perspective ◽  
Global Nature ◽  
Definition Of ◽  
Teaching Learning ◽  
Internationalization In Higher Education

By clarifying what global learning is and how it is essential to higher education, this article considers what global learning provides for teaching, learning, and internationalization in higher education. It demonstrates how the global nature of knowledge and learning in the 21st century requires a re-definition of classrooms and learning environments that recognizes how knowledge production today is a collective, global, and diverse process. The article suggests a number of foundational principles for global learning, including relational approaches, reflection, contextualized knowledge, perspective shifting, disorientation, responsibility, and an ability to navigate the general and the particular. It concludes by revealing how a global learning framework has benefits beyond teaching and learning and how it can contribute to the deliberate internationalization of higher education.

scholarly journals Listening out and dealing with otherness. A postcolonial approach to higher education teaching

2019 ◽  
Vol 19 (3) ◽  
pp. 227-243
Author(s):  
Angelika Thielsch
Keyword(s):  
Higher Education ◽  
Knowledge Production ◽  
Teaching And Learning ◽  
Individual Learning ◽  
University Teaching ◽  
Teaching Staff ◽  
Academic Teaching ◽  
Higher Education Teaching ◽  
Cultural Musicology ◽  
Definition Of

Postcolonial pedagogy invites academic teaching staff to create situations, in which hegemonic modes of knowledge production can be critically reflected and one’s own entanglement as disciplinary socialised member of (western) academia experienced. Such a postcolonial approach has been applied to a seminar in the context of cultural musicology and its impact on teaching and learning analysed. In this paper, the findings of the accompanying research are presented and discussed in relation to the concept of Bildung, theories on individual learning (in higher education) and current processes to internationalise the curricula. Throughout the argumentation, I will demonstrate how postcolonial pedagogy may cause the construction of otherness and why this simultaneously constitutes the biggest challenge as well as the profoundest reward when applying such an approach to university teaching. In addition to that, this paper introduces a definition of postcolonial pedagogy and offers recommendations to foster its implementation in higher education contexts.

Internationalization in Higher Education in Russia: Challenges, Lessons and Prospects of Collaboration with Vietnam

2017 ◽  
Vol 33 (2) ◽  
Author(s):  
Natalia Kraevskaia
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Knowledge Production ◽  
Professional Training ◽  
National Interests ◽  
International Networks ◽  
International Dimension ◽  
Main Factors ◽  
Internationalization In Higher Education ◽  
New Strategies

The article addresses the needs of educational system in context of rapidly developing globalization and explores internationalization of higher education as one of the main factors which contributes to integration of international dimension to professional training at universities. Different components and strategies of internationalization, such as strong collaboration in teaching, internationalization of the curriculum, cooperation in researches and knowledge production, students and professors’ mobility, and participation in international networks are analyzed in connection to education reform in Russia. The article provides the comparison of internationalization policies in Russian and Vietnamese education systems, argues that innovations in higher education should be adjusted to the national interests, traditions and mentality and finally describes new strategies in collaboration of Russia and Vietnam in the field of education.  

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽  
2003 ◽  
Author(s):  
ME Herselman ◽  
HR Hay
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

scholarly journals Characteristics of Online Learning in Higher Education During the COVID-19 Pandemic

2021 ◽  
Vol 66 (1) ◽  
pp. 135-155
Author(s):  
Diana-Crina Marin ◽  
Mușata Bocoș
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Time Management ◽  
Teaching And Learning ◽  
Educational Opportunities ◽  
Face To Face ◽  
Quality Of Teaching ◽  
Teaching Learning ◽  
Students Success

"In the context in which the teaching, learning, and assessment processes take place in the online environment, the question arises whether the currently organized learning situations are as effective as the learning situations carried out in the classroom, before the beginning of the pandemic. One of the disadvantages of online learning is related to the teacher’s low control over students’ activity. Factors such as initiative, creativity, efficient time management, intrinsic motivation, responsibility, and intellectual curiosity play an important role in students’ success in learning activities. Attendance at courses should not be formal and superficial and should be a process that involves the active and interactive participation of the students in the learning process. Providing high-quality educational opportunities to all students is a goal that is increasingly difficult to achieve in the context of the absence of face-to-face interactions. Also, applying a curriculum focused on the needs of the learner is becoming hard to achieve. Through this research, we aim to investigate issues related to how online learning takes place and to establish ways in which we can increase the efficiency of current teaching and learning processes. The study revealed that in the opinion of most of the students, the current epidemiological context has influenced in a negative way the quality of teaching and the student-teacher educational relationship. Keywords: Interactive learning, eLearning, independence in learning, higher education, efficient strategies "

Impact and Role of AI Technologies in Teaching, Learning, and Research in Higher Education

2021 ◽  
pp. 190-203
Author(s):  
Pradeep Tomar ◽  
Shivani Verma
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
New Technologies ◽  
Educational Process ◽  
Higher Learning ◽  
Educational Institutions ◽  
Intelligent Machines ◽  
Human Thinking ◽  
Teaching Learning

The future of higher education is intrinsically linked with developments on new technologies and computing capacities of the new intelligent machines. In this field, advances in artificial intelligence open to new possibilities and challenges for teaching and learning in higher education with the potential to fundamentally change governance and the internal architecture of institutions of higher education. The role of technology in higher learning is to enhance human thinking and to augment the educational process, not to reduce it to a set of procedures for content delivery, control, and assessment. With the rise of AI solutions, it is increasingly important for educational institutions to stay alert and see if the power of control over hidden algorithms that run them is not monopolized by tech-lords. This chapter will cover all the positive and negative aspects of AI technologies on teaching, learning, and research in higher education.

New Perspectives on Communication During the COVID-19 Pandemic

2022 ◽  
pp. 76-94
Author(s):  
Nicoleta Duță
Keyword(s):  
Higher Education ◽  
Communication Skills ◽  
Learning Process ◽  
Teaching And Learning ◽  
Research Data ◽  
Learning Activities ◽  
Practical Approach ◽  
Research Findings ◽  
Teaching Learning ◽  
The University

This chapter approaches the problematic of communication in teaching-learning activities in higher education during the crisis generated by the COVID-19 pandemic. The authors have proposed to present a theoretical and practical approach to the effective communication in teaching, with the objective of knowing which are the opinions of students on communication skills and motivation of them in the classroom. The study included a total of 261 students from different faculties at the University of Bucharest, who were a Likert-scale survey in the period May -July 2020. Results of the analysis of research data shows that students have seen their ability to concentrate and motivation to perform tasks affected, but they did not leave university. In this respect, most difficulties were in carrying out teamwork than individual. The adaptations made by the university during confinement have been positively appreciated. The research findings coming according to recent studies confirm that without communication the teaching and learning process will not take place.

Investigating the Effects of Social Media on Higher Education with a Case Study

2020 ◽  
Vol 19 (01) ◽  
pp. 2040023 ◽  
Author(s):  
Mamoun Masoud Abdulqader ◽  
Yousof Zohair Almunsour
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Teaching And Learning ◽  
Faculty Members ◽  
The Other ◽  
Media In Education ◽  
Social Media Platforms ◽  
Use Of Social Media ◽  
Teaching Learning

This research aims to investigate the effects of social media use on higher education teaching and learning as well as the students’ academic performance. A total of 275 students and faculty members from the College of Computer Science and Information Technology at Imam Abdulrahman Bin Faisal University took part in the study. The participants answered survey questions to analyse information on their use of social media in education and how that has affected their teaching, learning and grades. A majority of the participants reported that they used social media in training. However, they also stated that social media platforms were beneficial in academic matters. The number of participants who stated that the use of social media in learning helped improve their grades was 43%. The other 57% thought that social media had no impact on their grades or had an adverse effect or were undecided.

scholarly journals The Future of Teaching-learning in Africa: The Quest for Ubuntu Justice in Higher Education

2019 ◽  
Vol 1 (2-3) ◽  
pp. 460-471
Author(s):  
Yusef Waghid
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Student Autonomy ◽  
The Future ◽  
Teaching Learning ◽  
Pedagogical Relations

Much of the pedagogical work with which I have been involved over the last three decades in higher education directly concerns my relations with students and vice a versa. More recently (Waghid, 2019), I have given some thought to my pedagogical relations vis-à-vis the virtue of caring in an attempt to make sense of my encounters with students in higher education. This article reflects a closer look at pedagogical encounters between students and myself (as a university educator). In a way, I firstly reflect on my teaching and learning in a university context by making a connection between what it means to engage in pedagogical encounters through the act of caring. Secondly, I show how pedagogical encounters constituted by care could enhance both teacher and student autonomy, before, thirdly, tackling the notion that caring in pedagogical encounters cannot be remiss of deliberative iterations. Finally, I argue why caring pedagogical encounters are inextricably connected to an enactment of play which, in my view, corroborates the future of teaching.

scholarly journals Evaluating the Teaching-Learning Process of Brazilian Sign Language as a Second Language in Higher Education

2018 ◽  
Vol 3 (2) ◽  
pp. 99
Author(s):  
Roberto Cesar Reis da Costa
Keyword(s):  
Higher Education ◽  
Second Language ◽  
Sign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
Pedagogical Issues ◽  
Evaluation Tool ◽  
Sign Languages ◽  
Brazilian Sign Language ◽  
Teaching Learning

The focus of this paper is to propose an evaluation tool to assess the teaching-learning process of Brazilian Sign Language (Libras) to hearing students in Higher Education. The current Brazilian laws dealing with the accessibility of the deaf and the teaching of Libras will be concisely posited and argued, and after that an overview on linguistic aspects of Libras will be highlighted prior to discussing the teaching of this language as a Second Language (L2). Also, it will be discussed briefly the relevance of using strategies to Libras teaching as L2 and then the proposal to evaluate teaching and learning processes of the language at stake will be finally described. As a conclusion, developing tools as well as presenting proposals for the teaching of sign languages might be ways to highlight and discuss pedagogical issues about the teaching of the sign languages. The paper outcomes are useful for scholars and learners who are researching and implementing tools for Libras teaching as L2.

scholarly journals Web interfaces to enhance CAL materials: case studies from law and statistics

2011 ◽  
Vol 7 (3) ◽  
Author(s):  
David Grantham ◽  
Neville Hunt
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Task Force ◽  
Focal Point ◽  
Learning Task ◽  
University Teaching ◽  
National Committee ◽  
Global Learning ◽  
Web Interfaces

Both authors were seconded part-time to the Coventry University Teaching and Learning Task Force in the autumn of 1997. There are two main driving forces behind this Task Force. The first is the changing context of higher education, where increasing numbers of students, the shrinking unit of resource and an increasing emphasis on learning and teaching is generating increasing concern about the quality of the student experience. The second is to test how far communications and information technology (C&IT), highlighted in the Dealing Report (National Committee of Inquiry into Higher Education, 1997), could provide an important vehicle for more successful learning. At the same time there is an ongoing expansion of global learning resources available through the Internet. Harnessing these resources in a way that will enrich student learning became a focal point for both projects.DOI: 10.1080/0968776990070309 

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