scholarly journals Flipped learning in the context of postgraduate public health higher education: a qualitative study involving students and their tutors

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Robert Akparibo ◽  
Hibbah Araba Osei-Kwasi ◽  
Evans Atiah Asamane
Keyword(s):  
Public Health ◽  
Higher Education ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Learning Experience ◽  
Postgraduate Education ◽  
Flipped Learning ◽  
Postgraduate Students ◽  
Study Results

AbstractIn higher education institutions, there is a growing popularity of the use of flipped learning (FL) pedagogy to enhance the learning experience of students. At the undergraduate level, there is increasing evidence to demonstrate the potential benefits of this teaching and learning approach. However, at the level of the postgraduate education, evidence is limited on potential impact of FL on students’ learning experience. We conducted qualitative in-depth interviews and focus groups involving postgraduate students and tutors to explore their perspectives of FL. Campus-based students pursuing the masters of public health (MPH) course, and their tutors at the School of Health and Related Research (ScHARR), University of Sheffield, UK were sampled to participate in the study. Tutors generally demonstrated good knowledge and understanding of the concept of FL and its application, although different tutors use different terms to describe FL. Motivations for the use of FL among tutors were identified as: decision informed by available evidence; curriculum design suited for FL; knowledge/expertise acquired through participating in an online FL short course; advise from colleagues and perception of how higher education students should be learning. Students’ views about FL suitability for their courses were generally positive, with only a few students showing a dislike of this teaching and learning method. Our study results show that tutors and postgraduate students in public health higher education place high value on FL pedagogy, and reported positive experiences of their encounter with the FL pedagogy. The results are encouraging and suggest that higher education institutions running postgraduate masters’ degree courses, particularly public health, could consider adopting and using FL approach to enhance the learning experiences of their students.

scholarly journals Designing an E-Portfolio as a Storage, Workspace and Showcase for Social Sciences and Humanities in Higher Education Institutions (HEIs)

2016 ◽  
Vol 12 (5) ◽  
pp. 185
Author(s):  
Syamsul Nor Azlan Mohamad ◽  
Mohamed Amin Embi ◽  
Norazah Mohd Nordin
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Learning Experience ◽  
Learning Support ◽  
Support Tool ◽  
Social Sciences And Humanities ◽  
Fuzzy Delphi ◽  
Method Approach

<p>The present articles introduce the e-Portfolio as a storage, workspace and showcase to support teaching and learning in higher education institutions (HEIs). Thus, the mix-method approach was implemented on determining important elements of e-Portfolio as a storage, workspace and showcase for a social sciences and humanities context. This study implemented thematic analysis and Fuzzy Delphi Method to obtain the result. Therefore, 25 experts in instructional technology was participated in the process of the making a decision. As resulted, this study highlighted the fundamental of e-Portfolio consists; workspace, storage and showcase. Eventually, the instructional designer will understand and strategies on how to develop an effective e-Portfolio as learning support tool to enhance the learning experience between facilitator and learner.</p>

scholarly journals The Benefits of Learning Analytics to Higher Education Institutions: A Scoping Review

2021 ◽  
Vol 16 (23) ◽  
pp. 4-15
Author(s):  
Adedayo Taofeek Quadri ◽  
Nurbiha A Shukor
Keyword(s):  
Higher Education ◽  
Learning Analytics ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Learning Experience ◽  
Relevant Literature ◽  
Teaching Staff ◽  
Computing Machinery ◽  
Online Databases

Learning analytics is a form of data analysis that allows teachers, lecturers, educational experts, and administrators of online learnings to look for students’ online traces and information associated with the learning processes. The fundamental goal of learning analytics in online classrooms and com-puter-supported instruction is to enhance the learning experience and the entire learning process. This review aims at reviewing some of the benefits available through using learning analytics in higher education institutions (HEI) for the students, teaching staff and the management. The search for relevant literature was conducted by searching online databases which in-clude Web of Science, SCOPUS, Science Direct, IEEE, Emerald, Springer, ERIC and Association for Computing Machinery (ACM). The analysis of the literatures obtained from the online databases revealed that learning analytics provide series of benefits to students, teaching staffs and the management of higher education institutions. The benefits include prediction and identification of target courses, curriculum development and improvement, improved students’ learning outcomes, improved instructors’ performance and monitoring of students’ dropout and retention. It is recommended that higher education institutions adopt the use of learning analytics in their online teaching and learning.

scholarly journals Changes That Should Remain in Higher Education Post COVID-19: A Mixed-Methods Analysis of the Experiences at Three Universities

2021 ◽  
Vol 11 (0) ◽  
Author(s):  
Águeda Benito ◽  
Kubra Dogan Yenisey ◽  
Kavita Khanna ◽  
Manuel Felipe Masis ◽  
Rosa Maria Monge ◽  
...  
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Hybrid Education ◽  
Positive Effects ◽  
Study Results ◽  
The Future ◽  
Or Practice ◽  
Teaching Learning

Objectives: The goal of the present study is to describe how the transition to remote emergency delivery was addressed in three universities during the COVID-19 pandemic, to determine the satisfaction levels of their students and faculty with this new teaching-learning experience, and to gather their opinions about the future of higher education. Method: The study uses a mixed-methods approach, including faculty and student surveys and focus groups Results: The study shows high satisfaction with the emergency remote delivery and clearly reflects the relevance of enhancing the digital components of future learning experiences in higher education and a unanimous preference for hybrid education. Participants provide recommendations to institutions regarding what students and faculty would like to keep for a more effective learning experience when the new normal comes. Conclusions: COVID-19 has had terrible consequences; however, the pandemic has brought along some positive effects and improvement opportunities in higher education, and, if the results of the present study are any indication, the future of face-to-face higher education should be hybrid. Implication for Theory and/or Practice: The study results can provide recommendations and inform decision-making by institutional leaders and policy makers regarding the necessary enhancement of the digital component of the teaching and learning process in higher education.

Development of Innovative Pedagogy Strategies and Decolonization of Curriculum in Higher Education Institutions in the COVID-19 Era

2021 ◽  
pp. 252-267
Author(s):  
Tlou Maggie Masenya
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Curriculum Change ◽  
Higher Education Institutions ◽  
Learning Experience ◽  
Learning Goals ◽  
Learning And Teaching ◽  
Normal Environment ◽  
E Learning ◽  
Innovative Pedagogy

Higher education institutions (HEIs) are faced with the challenges of supporting learning and teaching processes in a new normal environment. It has been accorded in literature review that effective pedagogy drives meaningful curriculum change, and it is thus essential for the curriculum to be redesigned. Educators are confronted with devising innovative pedagogical strategies and redesigning their curriculum as a way of enhancing teaching and student e-learning experience in response to this pandemic crisis. But how prepared are educators to adopt innovative pedagogy strategies in their e-learning environment? How will decolonizing curriculum happen within a short period of time? and How prepared are lecturers and students to adopt a decolonial way of teaching and learning? The chapter observes that most educators are not well prepared to respond to curriculum change and as a result, do not feel confident to teach in a decolonial way. In this light, educators are faced with the problem of implementing pedagogy of eLearning strategies in order to achieve the desired learning goals.

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.

Transforming higher education in Ghana in times of disruption: flexible learning in rural communities with high latency internet connectivity

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Harry Barton Essel ◽  
Dimitrios Vlachopoulos ◽  
Dickson Adom ◽  
Akosua Tachie-Menson
Keyword(s):  
Higher Education ◽  
Rural Communities ◽  
Online Teaching ◽  
Cell Phone ◽  
Teaching And Learning ◽  
Internet Connectivity ◽  
Content Type ◽  
Postgraduate Students ◽  
Video Teleconferencing ◽  
A Cell

Purpose The purpose of this study is to explore the characteristics and potential effects of teaching and learning through audio teleconferencing (dial-in) with a cell phone. In addition, the study aims to identify the associations between the audio teleconferencing and video teleconferencing in a 12-week postgraduate course. Design/methodology/approach The study is a cross-sectional survey conducted at the Department of Educational Innovations at the Kwame Nkrumah University of Science and Technology from March to June 2020. The purposive sampling technique was used to sample 100 postgraduate students who registered for a course in the department. The data for the study were collected using the System Usability Scale (SUS) and 17-item self-administered eQuestionnaire. Multiple Linear Regression analysis, ANOVA, Independent sample T-test and Mann–Whitney U-test were used to estimate the differences in course achievements of students who experienced education through audio teleconferencing and those who experienced education through video teleconferencing. Findings In total, 59% of the participating postgraduate students chose to attend the synchronous online lectures via audio teleconferencing (dial-in). The participants gave a high SUS score (SUS > 80.3; Grade A; Excellent) for audio conferencing service. Among the students in the audio teleconferencing cohort, the results evidenced a strong positive linear correlation, (r (57) = 0.79, p < 0.05), between the individual adjective ratings and the SUS scores. There was marginal significance among demography of students in the audio teleconference (AT) cohort with regards to their perception about the dial-in lecture. There was no statistically significant difference, (t (98) = 1.88, p = 0.063), in the achievement test for AT students and video teleconference (VT) students. The instructors and the students were satisfied with the AT. Practical implications Based on the students’ preference, AT offers equal benefit as VT with regards to system satisfaction and perceived quality of online teaching. AT, as teaching modality, should be an option for students who reside in communities with high latency internet connectivity. It is recommended that instructors are trained on how to engage and motivate students via AT. Originality/value Higher education institutions in Ghana are facing decisions about how to continue learning and teaching through flexible pedagogy, while keeping their faculty members and students protected from the COVID-19 pandemic. Many of these institutions have canceled the brick-and-mortar education and other conventional learning practices and have instructed faculty to adopt online teaching through synchronous video teleconferencing platforms. However, the learning experience is not the same for students who reside in remote or rural communities with low bandwidth. There is very little research in this topic, especially in developing countries like Ghana, and the present study aims to bridge the gap in the literature by exploring the characteristics and potential effects of teaching and learning through audio teleconferencing (dial-in) with a cell phone, in the context of a 12-week postgraduate course.

scholarly journals Developing a Learning Outcome-Based Question Examination Paper Tool for Universiti Putra Malaysia

2016 ◽  
Vol 9 (2) ◽  
pp. 132 ◽  
Author(s):  
Sa’adah Hassan ◽  
Novia Indriaty Admodisastro ◽  
Azrina Kamaruddin ◽  
Salmi Baharom ◽  
Noraini Che Pa
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Learning Outcome ◽  
Teaching Plan ◽  
Outcome Based Education ◽  
Programme Outcomes ◽  
Examination Paper

<p class="apa">Much attention is now given on producing quality graduates. Therefore, outcome-based education (OBE) in teaching and learning is now being implemented in Malaysia at all levels of education especially at higher education institutions. For implementing OBE, the design of curriculum and courses should be based on specified outcomes. Thus, the challenge for the assessment is that it should be capable of measuring whether intended outcomes have been achieved or not. Likely, by assisting lecturer in preparing examination paper that aligns with the specified outcomes is something that can help to ensure the implementation of OBE. Hence, this paper describes the development of a tool for generating question examination paper based on learning outcomes, called Learning Outcome-based Question Examination paper Tool (LoQET). LoQET is proposed for assisting lecturer in Universiti Putra Malaysia for preparing examination paper based on programme outcomes and learning outcomes set in the teaching plan and assessment entries.</p>

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