Shifting lights through the interstices: Extending notions of what it means to learn music in higher education

2021 ◽  
pp. 1321103X2110280
Author(s):  
Rebecca Kan ◽  
Rose Martin
Keyword(s):  
Higher Education ◽  
Music Education ◽  
Transformative Learning ◽  
Student Learning ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Small Scale ◽  
Institutional Structures ◽  
Made In ◽  
Learning Relationships

The purpose of this study is to explore interstitial spaces in higher music education. Interstitial spaces are small-scale settings where individuals interact around common activities. Drawing from the learning experiences of three students, the disparate feelings that students have within the interstices are unpacked. Specifically, we lean on Michel Foucault’s notions of power and hierarchy as a way to explore the dynamics in the teaching and learning relationships between students, and how the power that institutional structures might wield could shape the pocket conversations taking place. In the context of higher music education, we explore the ways that such spaces offer special moments where students see themselves in new ways. We explore how Mezirow’s theory of transformative learning might latch on to the potential that these interstitial spaces offer. We argue that potentials for transformative learning encounters described by the three students seem to be situated within interstitial spaces. The article considers what it means to be in the peripheral locations of student learning and contributes to the need to revisit interstices as an important location to understand how knowledge and creative interactions can be made in higher music education.

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 Between Knowing and Learning: New Instructors' Experiences in Active Learning Classrooms

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Andrea Phillipson ◽  
Annie Riel ◽  
Andy B Leger
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Transformative Learning ◽  
Student Learning ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Educational Development ◽  
The Past ◽  
Student Centred Learning ◽  
The Impact

Over the past 20 years, interest in the impact of space on teaching and learning has grown, and higher education institutions have responded by creating Active Learning Classrooms (ALCs)—spaces designed to promote active, student-centred learning. While ALC research has explored teaching methods, student experience, and student learning, less is known about how teaching in these spaces affects instructors. We contribute to this discussion by investigating teachers’ educational development in these spaces. We asked new instructors to reflect on their ALC experiences, exploring their pre-course preparation and their perceptions about themselves, their students, and teaching and learning. Their reflections revealed key differences between knowing and learning: Although all participants knew about and were dedicated to student-centred pedagogy before teaching in the ALCs, teaching in these spaces prompted transformative learning through which they shifted both their behaviours and perceptions about student learning and about their own roles in the classroom. Au cours des 20 dernières années, l’intérêt consacré à l’impact de l’espace sur l’enseignement et l’apprentissage a augmenté et les établissements d’enseignement supérieur ont répondu en créant des classes d’apprentissage actif (CAA) – des espaces consacrés à la promotion de l’apprentissage actif centré sur l’étudiant. Alors que la recherche portant sur les CAA a exploré les méthodes d’enseignement, l’expérience des étudiants et l’apprentissage des étudiants, on s’est moins intéressé à la question de savoir comment le fait d’enseigner dans ces espaces affectait les instructeurs. Nous contribuons à cette discussion en examinant le développement éducationnel des enseignants dans ces espaces. Nous avons demandé à de nouveaux instructeurs de réfléchir à leurs expériences en CAA, d’explorer leurs préparations avant les cours et leurs perceptions sur eux-mêmes, sur leurs étudiants et sur l’enseignement et l’apprentissage. Leurs réflexions ont révélé des différences majeures entre savoir et apprendre : bien que tous les participants aient été au courant, avant d’enseigner dans une classe d’apprentissage actif, de la pédagogie centrée sur l’apprenant et y aient été dévoués, l’enseignement dans ces espaces a engendré un apprentissage transformateur qui a abouti à un changement à la fois dans leurs comportements et dans leurs perceptions sur l’apprentissage des étudiants ainsi que sur leurs propres rôles dans la salle de classe.

Teaching Music in Higher Education

2020 ◽  
Author(s):  
Colleen M. Conway
Keyword(s):  
Higher Education ◽  
Music Education ◽  
General Education ◽  
Student Learning ◽  
Teaching And Learning ◽  
The United States ◽  
Effective Teacher ◽  
Developmental Needs ◽  
Teaching Music ◽  
Music Education Majors

This book is designed for faculty and graduate assistants working with undergraduate music majors as well as non-majors in colleges and universities in the United States. It includes suggestions for designing and organizing music courses (applied music as well as academic classes) and strategies for meeting the developmental needs of the undergraduate student. It addresses concerns about undergraduate curricula that meet National Association of School of Music requirements as well as teacher education requirements for music education majors in most states. A common theme throughout the book is a focus on learner-centered pedagogy or trying to meet students where they are and base instruction on their individual needs. The text also maintains a constant focus on the relationship between teaching and learning and encourages innovative ways for instructors to assess student learning in music courses. Teaching is connected throughout the book to student learning and the lecture model of teaching as transmission is discouraged. Activities throughout the book ask instructors to focus on what it means to be an effective teacher for music courses. As there is limited research on teaching music in higher education, the book relies on comprehensive texts from the general education field to help provide the research base for our definition of effective teaching.

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.

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

The Impact of Web 2.0 Technologies on the Learning Experience of Students in Higher Education

2018 ◽  
Vol 13 (3) ◽  
pp. 1-17 ◽  
Author(s):  
Afaf Mubarak Bugawa ◽  
Andri Mirzal
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Web 2.0 ◽  
Student Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classrooms ◽  
Web 2.0 Technologies ◽  
The Impact

This article describes how the use of Web 2.0 technologies in the field of learning is on the rise. By their nature, Web 2.0 technologies increase the interactivity between users where interactivity is considered to be a key to success in traditional classrooms. This article reviews recent studies in the field of Web 2.0 technologies for learning and their impacts on the learning experiences and investigates relationship between Web 2.0 technologies and pedagogy in higher education on student learning. Key findings about the impacts of using social networks like Facebook, Twitter, blogs and wikis on learning experiences are also discussed. Web 2.0 technologies' characteristics and the rationale of Web 2.0 technologies in learning will also be explored.

scholarly journals Changing teaching practice: The evolving purpose of the teacher in higher education

2021 ◽  
Vol 18 (6) ◽  
pp. 1-11
Author(s):  
Prue Gonzalez ◽  
◽  
Beate Mueller ◽  
Kevin Merry ◽  
Colin Jone ◽  
...  
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
University Teaching ◽  
Leadership Roles ◽  
Future Expectations ◽  
Higher Education System ◽  
Subject Matter Expertise ◽  
Cultural Historical Activity

In this Editorial, we take the opportunity to expand on the second Journal of University Teaching and Learning theme, Developing Teaching Practice. Building on Editorial 18(4), which articulated changes to higher education in the period roughly between 1980 and 2021, we believe it is pertinent to explore the changing conceptions of academic as ‘teacher’. We use Engeström’s cultural-historical activity theory as a lens to consider how higher education teachers are situated in the current context of rapid changes arising from the COVID-19 pandemic. We explore possible future purposes of higher education to consider flow-on impacts on the purpose of its teachers and how their roles might change to accommodate future expectations. We assert the need to challenge the notion of the academic as a person who is recruited into higher education largely because of their subject matter expertise and maintains strong commitment to teaching expertise that is grounded in scholarship, critical self-reflection, and agency. In our various teaching and leadership roles, and consistent with the literature, we have observed paradoxical outcomes from the nexus between risk, innovation and development, driving risk aversity and risk management, with significant (contradictory) impacts on teaching, teachers and student learning. The barriers to implementing innovative curricula include questions of do students get a standardised and ‘safe’ educational experience or are they challenged and afforded the opportunity to transform and grow? Are they allowed to fail? Related, do teachers have genuine agency, as an educator, or are they positioned as agents of a higher education system? We explore these questions and invite our readers to engage in serious reflexivity and identify strategies that help them question their attitudes, thought processes, and assumptions about teaching and student learning. We welcome papers that contribute values-based conversations seeking to continue exploring ways of dealing with and adapting to change in our teaching practices, case studies of learning through failure, change and adaptation and the development of the field.

scholarly journals A model for evaluating the institutional costs and benefits of ICT initiatives in teaching and learning in higher education

2003 ◽  
Vol 11 (2) ◽  
Author(s):  
David Nicol ◽  
Michael Coen
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Decision Makers ◽  
Costs And Benefits ◽  
Information And Communications Technologies ◽  
Institutional Perspective ◽  
New Information ◽  
Communications Technologies ◽  
Institutional Costs ◽  
Made In

Significant investments are being made in the application of new information and communications technologies (ICT) to teaching and learning in higher education. However, until recently, there has been little progress in devising an integrated costbenefit model that decision-makers can use to appraise ICT investment options from the wider institutional perspective. This paper describes and illustrates a model that has been developed to enable evaluations of the costs and benefits of the use of ICT. The strengths and limitations of the model are highlighted and discussed DOI:10.1080/0968776030110205

scholarly journals The Need to Focus on Digital Pedagogy for Online Learning

2019 ◽  
Vol 2 (3) ◽  
pp. 25 ◽  
Author(s):  
Halvdan Haugsbakken ◽  
Shaun Nykvist ◽  
Dag Atle Lysne
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Staff Development ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Pedagogical Practices ◽  
Small Scale ◽  
Online Technologies ◽  
Digital Pedagogy

As pedagogical approaches to teaching and learning continue to evolve to meet the needs of students in a rapidly changing, globalized world that is heavily influenced and reliant on digital technologies, it is anticipated that the learning environments in Higher Education will also be transformed. Consequently, this transformation of learning environments is often synonymous with the adoption of and continued focus on the potential benefits of online learning in the Higher Education sector. It is within this context that this paper reports on a small-scale case study in a large Nordic university where the learning management system, Blackboard was piloted and implemented using a top-down approach consisting of the comprehensive training of academic staff, students and support staff. The explorative approach used in this study identifies three common themes in the data as it follows a group of academic beta testers (N=23) who are involved in the initial phases of implementation. The study explores the educators’ primary use of Blackboard, whilst attempting to understand how academics perceive and interpret the role of online technologies to support effective pedagogical practices. Drawing on data from participant interviews, the study highlights the need for increased academic support for online learning design and a renewed focus on staff development of effective pedagogical practices

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