scholarly journals Academic English education through research-informed teaching: Capturing perceptions of Bangladeshi university students and faculty members

2020 ◽  
pp. 136216882094381
Author(s):  
Md Golam Jamil
Keyword(s):  
Higher Education ◽  
English Education ◽  
Learning Experience ◽  
Study Data ◽  
Faculty Members ◽  
Academic English ◽  
Structured Interviews ◽  
Conceptual Base ◽  
Research Literacy ◽  
Guiding Principles

This article arose in response to the recent impetus for embedding inquiry-based approaches in higher education. It draws upon the perceptions of students and faculty members regarding inquiry-based education in Academic English (AE) programmes at universities in Bangladesh within an English as a Foreign Language (EFL) context. Research-informed teaching (RIT), an intellectually stimulating and inquiry-based learning approach, is the conceptual base of the study. Data were collected from four Bangladeshi universities using a learning experience survey with students ( n = 319) and semi-structured interviews with six EFL faculty members. The findings provide four guiding principles on the design and implementation of RIT-based AE programmes: (1) addressing wider educational objectives in AE education, (2) incorporating applied features in the learning activities, (3) building faculty members’ research literacy and practice, and (4) establishing academic collaboration across disciplines. While the findings are derived from Bangladesh higher education, the guiding principles and strategies have resonance internationally.

scholarly journals The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

2021 ◽  
Vol 9 (2) ◽  
pp. 7-23
Author(s):  
Maha Al-Freih
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Teaching Practices ◽  
Online Teaching ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Structured Interviews ◽  
The Impact

The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.

scholarly journals A path-dependent analysis of the effect of location on the development of new universities

2019 ◽  
Vol 80 (2) ◽  
pp. 289-304
Author(s):  
Debananda Misra
Keyword(s):  
Higher Education ◽  
Initial Conditions ◽  
Faculty Members ◽  
Structured Interviews ◽  
Development Path ◽  
Research Activities ◽  
Contingent Event ◽  
Path Dependent ◽  
Media Reports ◽  
Regional Engagement

AbstractThis article examines the effect of location on the development of new universities. The study was conducted in seven new higher education institutions (HEIs) established in India during 1996–2008. I collected the data by conducting semi-structured interviews with 73 faculty members in the HEIs and from official documents, media reports and opinion pieces about the HEIs. Using the conceptual framework of path dependency, I investigated the tensions and challenges faced by the HEIs in their initial years. I find the placement of the HEIs in their respective locations to be a contingent event that can make the development of HEIs path dependent. I find that the initial conditions and decisions of the HEIs were influenced by the location and led to reactive sequential events in their initial years with effects that were hard to shake off, making their development path dependent. I show that having to develop their infrastructure and constrained by resources, the HEIs started their academic programmes first, followed by their research activities, and outreach and regional engagement.

scholarly journals Rethinking the Education Paradigm in Morocco in the Covid-19 Context- Assessment of Resilience Curricula in Higher Education

2021 ◽  
Vol 10 (1) ◽  
pp. 41
Author(s):  
Zineb Birrou ◽  
Aziz Kich ◽  
Mohammed Larouz
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Psychological Functioning ◽  
Emotional Health ◽  
Faculty Members ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
The Past ◽  
Future Situation ◽  
Educational Paradigm

The Covid-19 pandemic has impacted mental and emotional health in significant ways, and has worsened the already existing crisis of rising anxiety, chronic stress and depression among the youth. This was particularly marked by the drastic lockdown measures, the incessant stream of bad news, and the sudden shift to online education. Faced with stressors, resilience is a skill-set that aids with adapting, coping, and bouncing back from adversity while maintaining or quickly returning to a relatively healthy psychological functioning. This article therefore aims to explore the past, present and future situation regarding emotional and mental resilience skills in Moroccan higher education curricula. To this end, structured and semi-structured interviews have been conducted with four senior officials at the Ministry of Education in Rabat, Morocco. Furthermore, surveys have been collected from faculty members in eight public universities. The findings reveal that resilience education has not been officially implemented yet in Moroccan universities. However, the national vision shows the rising awareness in the need to shift to a more holistic educational paradigm, especially in light of the Covid-19 pandemic, to better prepare students for the uncertain and fast-changing future.  

scholarly journals Self-Regulation Of Faculty In Higher Education

2004 ◽  
Vol 1 (5) ◽  
Author(s):  
Debra D. Burke
Keyword(s):  
Higher Education ◽  
Code Of Ethics ◽  
Self Regulation ◽  
Faculty Members ◽  
State Legislators ◽  
Institutions Of Higher Education ◽  
Problematic Behavior ◽  
Tenure System ◽  
Tenure Review ◽  
Guiding Principles

Many of the disciplines in which faculty in institutions of higher education are trained, such as law, accounting or medicine, are characterized by a code of ethics and by the regulation of those guiding principles by the profession. Universally, however, academia, is neither guided by a single code of ethics, nor self-regulated by such a code. The tenure system, while compatible with progressive counseling, is less compatible with progressive discipline because of its limited exceptions for terminating tenure and few options for otherwise correcting problematic behavior. As state legislators seek to implement a system of performance checks through post-tenure review, faculty as a whole should consider implementing a code of ethics, coupled with a system of self-regulation for compliance. This paper will discuss these issues and propose that since all faculty members, not just faculty who are administrators, are potentially affected by the sub-standard performance of a colleague, the collective body of faculty should establish and maintain a disciplinary board for regulating professionalism in institutions of higher education.

scholarly journals How does storytelling within higher education contribute to the learning experience of early years students?

2015 ◽  
Vol 13 (2-3) ◽  
pp. 162-184
Author(s):  
Sarah Flanagan
Keyword(s):  
Higher Education ◽  
Reflective Practice ◽  
Thematic Analysis ◽  
Qualitative Methodology ◽  
Social Impact ◽  
Learning Experience ◽  
Professional Group ◽  
Early Years ◽  
Structured Interviews ◽  
Group Culture

Background and rationale. Reading stories telling stories is a familiar practice within primary education; furthermore there is recognition that stories are used within higher education. This study seeks to understand how storytelling within higher education contributes to the learning experience of early years students. It is anticipated that a deeper understanding of stories and storytelling in this context will lead to a greater appreciation of this resource and its enhanced use. Design/methods. A qualitative methodology was used. The participants included 45 early years students. All students involved in the study were employed as early years workers contributing to the care and education of children aged 0–5. Semi structured interviews and non-participant observations were completed to collect the data and thematic analysis was used in its interpretation. Findings. Participants saw multiple contributions of story and storytelling including the facilitation of learning, the enhancement of reflective practice and the reinforcement of professional/group culture. Story and storytelling provided opportunities for relaxation, entertainment and had a significant social impact. Certain activities encouraged storytelling and the most engaging stories were those that the listener could relate to

scholarly journals Synchronous online discussion: teaching English in higher education amidst the covid-19 pandemic

2020 ◽  
Vol 5 (2) ◽  
pp. 155-162
Author(s):  
Aji Budi Rinekso ◽  
Ahmad Bukhori Muslim
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
English Education ◽  
Online Discussion ◽  
Social Supports ◽  
Online Discussions ◽  
Teaching English ◽  
Structured Interviews ◽  
Study Program ◽  
Synchronous Online

During the outbreak of Covid-19 pandemic, many educational institutions have adapted various online teaching modes. However, studies exploring the employment of synchronous online discussion for teaching English in higher education context were still limited. This study aimed at investigating EFL university students’ perceptions and challenges on the use of synchronous online discussions. Employing virtual observations and semi-structured interviews, five Master students of English education study program of a public university in Bandung participated in this study. Data were based on three domains of communication types for e-learning; content-related, planning of tasks and social supports. The findings showed that the students had positive response to the employment of synchronous online discussion. They believed that synchronous online discussion was a good online teaching mode where task negotiation, task planning, opinions, questions and answers can be done easily. In addition, they could improve critical thinking and writing skills as well as get social supports. Meanwhile, poor internet connection and misunderstanding of tasks became the challenge. HIGHLIGHTS Covid-19 pandemic demands the employment of online learning mode. Synchronous online discussion offers distinctive features for accommodating higher education learning, specifically in the teaching of English. Data analysis based on three domains namely content-related, planning of tasks and social supports would be administered.

Emerging EdTechs Amidst the COVID-19 Pandemic

2021 ◽  
pp. 93-107
Author(s):  
Trevor Wood-Harper
Keyword(s):  
Higher Education ◽  
Cloud Computing ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Learning Processes ◽  
Faculty Members ◽  
Learning Engagement ◽  
Optimal Learning ◽  
Role Of Information

The role of information technology (IT) transforming higher education (HE) institutions is flourishing. Students, lecturers, and faculty staff adopt overarching platforms and applications that are driven by ubiquitous technology such as big data and cloud computing to support their teaching and learning activities. In this chapter, the authors analysed cases of EdTechs (apps) used in the higher education institutions (HEIs) and their impact on teaching and learning processes. They draw the benefits, challenges, and appropriate cases pertaining to the apps used in HEIs in supporting such processes. They find that EdTechs have a high potential to provide better education for students, easier teaching process for lecturers, and clearer managerial process for administrators and faculty members. The chapter concludes that while EdTechs used during the pandemic can provide an alternative learning experience, it still lacks in providing optimal learning engagement.

African-Born Female Academics in the U.S.

2019 ◽  
pp. 427-440
Author(s):  
Rosaire Ifedi
Keyword(s):  
Higher Education ◽  
United States ◽  
Phenomenological Study ◽  
The United States ◽  
Study Data ◽  
Immigrant Status ◽  
Structured Interviews ◽  
Gender And Migration ◽  
And Migration ◽  
The U.S

This paper was based, in part, on some findings related to the intersection of identity and career outcomes for some African-born female academics located in the United States. In the phenomenological study, data were collected through semi-structured interviews and revealed accounts of race and gendered challenges in their experiences. However, even though they faced similar kinds of marginalization as other Black and foreign women, these participants were confronted with unique questions of identification and experiences of double discrimination. Nonetheless, the findings also suggest a persistence that was reflected in their stories of access, inclusion, and exclusion as well as their perceived role as coalition-builders. An implication for immigrant female professors in the U.S. is that their immigrant status could both facilitate as well as challenge their career paths and economic outcomes, a point equally corroborated by research on gender and migration in higher education in Europe and elsewhere.

scholarly journals Cultural Perspectives on Social Responsibility in Higher Education

2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Iris M Yob
Keyword(s):  
Higher Education ◽  
Social Responsibility ◽  
Curriculum Design ◽  
Common Good ◽  
Cultural Context ◽  
Faculty Members ◽  
Structured Interviews ◽  
Faculty Recruitment ◽  
Student Preparation ◽  
Cultural Perspectives

<p>The writers of the UNESCO document, <em>Rethinking education: Towards a global common good? </em>challenge educators to address their efforts to meet the current threats to sustainable life for all who share this planet. One way that higher education has been attempting to do this is through campus-community partnerships working to solve social problems locally or further afield. In this exploratory study, answers were sought to the question of why faculty members and administrators participate in these service partnerships, both in terms of what motivates them to do so and what they hope to accomplish, and how cultural context may influence their answers. Answers to these questions may have implications for faculty recruitment and support and for curriculum design and student preparation for serving the common good as well as for the larger vision of how institutions might fulfill their social responsibility. Using one-on-one semi-structured interviews in a number of different countries, some trends could be identified. Responding to a sense of duty was found across all cultural contexts as a primary motivator for faculty members and administrators, but how duty was interpreted and legitimized depended on their various religious and political grounds. Cultural context also influenced whether participants saw their impact as empowering their service partners or establishing social justice. </p>

scholarly journals Interactive Video Technology as A Mode of Teaching: A Qualitative Analysis of Nursing Students’ Experiences at A Higher Education Institution in Namibia

2020 ◽  
Vol 10 (2) ◽  
pp. 83
Author(s):  
Medusalem Hangula Joel ◽  
Daniel Opotamutale Ashipala ◽  
Esther Kamenye
Keyword(s):  
Higher Education ◽  
Nursing Students ◽  
Interactive Video ◽  
Education Institution ◽  
Study Data ◽  
Student Experiences ◽  
Video Technology ◽  
Structured Interviews ◽  
School Of Nursing ◽  
North Eastern

Interactive video technology (IVT) remains one of the common modes of teaching utilised by various higher education institutions (HEIs) across the globe with an aim of catering to ever-increasing educational demands. The objectives of this study were to explore and describe the experiences of nursing students on the use of IVT as a mode of teaching General Nursing Science with a view to describing the aspects that affect their learning. The study was conducted at one of the satellite campuses of an HEI located in north-eastern Namibia. In this study, a qualitative, exploratory and descriptive design was used. A total of fifteen nursing students from the Faculty of Health Sciences in the School of Nursing, purposively selected from the population of fourth-year nursing students who were taught via IVT, participated in the study. Data were collected using semi-structured interviews and analysed by means of content analysis. Three main themes subsequently emerged: nursing students experienced the IVT as a beneficial mode of teaching; the use of IVT as a mode of teaching resulted in certain negative experiences for nursing students; and the presence of certain strategies that strengthen IVT as a teaching mode. The study identified both positive and negative student experiences resulting from the use IVT as a mode of teaching. It was therefore concluded that the School of Nursing should continue to use IVT as a mode of teaching, but should put certain interventions in place to strengthen it and to make the learning environment more favourable for students.

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