scholarly journals Within these hyperporous walls: An examination of a rebundled online learning model of higher education

2020 ◽  
Vol 36 (5) ◽  
pp. 85-101
Author(s):  
Paula Shaw ◽  
Pauline Green ◽  
Marlies Gration ◽  
Christine Rhodes ◽  
David Sheffield ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Knowledge Exchange ◽  
Data Capture ◽  
Small Scale ◽  
Online Student ◽  
University Experience ◽  
The University ◽  
And Training ◽  
Data Capture And Analysis

Through this paper, we explore unbundling, the separation of various aspects of education, resources, teaching and assessment (Ossiannilsson et al., 2015) and rebundling, where these activities are “recombined into new configurations with little loss of functionality” (Ge et al., 2004, p. 1). We chart the evolution of online learning at the University of Derby, from a small-scale learning and certification bundle to a rebundled online university experience. In this rebundled model, a bespoke department is responsible for the operationalisation and quality of the university’s online experience. Firstly, we established the quality impact of this model, using higher education institution (HEI) value drivers. Secondly, focus groups explored macro (national), meso (institutional) and micro (practice) issues from strategic manager, academic and student experience perspectives. To facilitate discussion about the online university experience, we used a new conceptual pedagogic realignment with organisational priorities and horizon emergent technologies (PROPHET) framework. Based on our findings, we make recommendations to HEIs that are considering rebundling online learning. These include the equitable data capture and analysis of online student demographics; consideration of academic well-being and training; and the university-wide benefits obtained from knowledge exchange with online professionals, in relation to future-focused technologies and policymaking. Implications for practice or policy: HEIs should be equitable in their data capture and analysis processes, incorporating all online student and learner demographics. HEIs should seek out and utilise the expertise of online professionals in institutional policymaking. HEIs should refocus academic workload planning and training to include online learning. HEIs should engage in evidence-based knowledge exchange with online professionals to ensure a future-focused cohesive university experience.

scholarly journals Internationalization at home: internationalizing the university experience of staff and students

Educação ◽  
2017 ◽  
Vol 40 (3) ◽  
pp. 368 ◽  
Author(s):  
Sue Robson
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Knowledge Exchange ◽  
Professional Service ◽  
Strategic Partnerships ◽  
Quality Of Higher Education ◽  
Internationalization At Home ◽  
University Experience ◽  
The University ◽  
At Home

Internationalization has become a key strategic priority of many universities around the world. It is frequently regarded as a means to enhance the quality of higher education through strategic partnerships, collaborative research and teaching initiatives, for knowledge exchange and creation. Higher education internationalization often focuses primarily on the mobility of both staff and students as a means to improve their international outlook and intercultural capabilities. However, this paper argues that if universities are to become truly ‘international’, they should start ‘at home’. It considers how a review of current internationalization practices, involving educators, students, staff development and professional service units, and those in leadership positions, can help higher education institutions to move towards a more values-based and ethical approach to internationaliza ***Internacionalização em casa: internacionalização da experiência universitária de funcionários e estudantes***A internacionalização tornou-se prioridade estratégica para muitas universidades ao redor do mundo. É comumente considerada uma forma de ampliar a qualidade da Educação Superior, através de parcerias estratégicas, pesquisas colaborativas e iniciativas de ensino, bem como na troca e produção de conhecimento. Em geral, a Internacionalização da Educação Superior se concentra na mobilidade de pessoal e estudantes, de modo a melhorar suas perspectivas internacionais e capacidades interculturais. No entanto, este artigo argumenta que, se as universidades querem ser verdadeiramente “internacionais”, elas devem começar “em casa”. Para tanto, faz-se necessário realizar uma revisão das atuais práticas de Internacionalização, envolvendo educadores, estudantes, desenvolvimento de pessoal, unidades de serviço profissional, e aqueles em posições de liderança, ajudando as instituições de Educação Superior a se orientarem em direção a valores básicos e abordagem ética para Internacionalização.

Online Student Support: A Framework for Embedding Support Interventions into the Online Learning Cycle

2021 ◽  
Author(s):  
Olga Rotar
Keyword(s):  
Online Learning ◽  
Process Model ◽  
Student Support ◽  
Student Attrition ◽  
Learning Cycle ◽  
Online Student ◽  
Support Strategies ◽  
University Experience ◽  
The University ◽  
Students Success

Support is one of the vital elements of online students’ success. Although many support strategies have been documented in the past, less is known at what stages of the learning cycle suggested interventions can be best embedded into the online learning curriculum. This paper aims to address this gap. First, it offers a systematic review of the empirical research on effective support interventions, as well as analyses recommendations for student support retrieved from the research on online student attrition and retention. Secondly, by utilizing an Inclusive Student Services Process Model, this paper indicates areas where considered strategies can be embedded into the online learning cycle. The analysis suggests that support strategies and services offered at different stages of students learning cycle and embrace all the aspects of the university experience, including administrative and pastoral, hold a great potential for ensuring online student success. Yet, there is a need for the development of the criteria of quality and effectiveness of existing support interventions.

scholarly journals Supporting and Enabling Scholarship: Developing and Sharing Expertise in Online Learning and Teaching

2018 ◽  
Vol 6 (1) ◽  
pp. 66-74
Author(s):  
Fiona Barnes ◽  
Sue Cole ◽  
Ingrid Nix
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Staff Development ◽  
Learning Technologies ◽  
Small Scale ◽  
Teaching Online ◽  
Learning And Teaching ◽  
Education Market ◽  
Higher Education Market ◽  
The University

In a highly competitive, rapidly changing higher education market, universities need to be able to generate pedagogical expertise quickly and ensure that it is applied to practice. Since teaching approaches are constantly evolving, partly responding to emerging learning technologies, there is a need to foster ways to keep abreast on an ongoing basis. This paper explores how a small-scale project, the Teaching Online Panel (TOP), used scholarship investigations and a bottom-up approach to enhance one particular aspect of academic practice – online learning and teaching. The experiences of TOP are useful for identifying:  how a scholarship approach can help develop academic expertise its contribution to enhancing understanding of staff’s different roles in the University ways of developing the necessary supportive network for those undertaking such scholarship the effectiveness of staff development which is peer-led rather than imposed from above how practical examples can stimulate practice development the relevance of literature on communities of practice and landscapes of practice for scholarship the important role of ‘brokers’ to facilitate the dissemination of scholarship findings the benefits to the brokers’ own professional roles the challenges of sustaining such an approach and lessons learnt. This study has relevance for those involved in supporting scholarship or delivering staff development in Higher Education.

UNDERSTANDING DISABILITIES & ONLINE STUDENT SUCCESS

2013 ◽  
Vol 17 (3) ◽  
Author(s):  
Kristen Betts ◽  
Bill Welsh ◽  
Kelly Hermann ◽  
Cheryl Pruitt ◽  
Gaeir Dietrich ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Success ◽  
Students With Disabilities ◽  
Disability Services ◽  
Government Accountability ◽  
Academic Goals ◽  
Online Student ◽  
Support Resources ◽  
Legislative Changes

Approximately 11% of all postsecondary students reported having a disability in 2008. Although the percentage of students with disabilities in 2008 closely reflects the percentage reported in 2004, the U.S. Government Accountability Office states that recent legislative changes have the potential to increase the diversity and number of students with disabilities pursing higher education. To support students with disabilities enrolled in higher education and in online learning, it is important to understand disabilities and the resources students need to actively engage in their courses and to achieve their academic goals. This article includes collaborative responses from a diverse group of leaders at eight higher education institutions and organizations who work with disability services and have experience in online learning. Some of the contributors also have disabilities so the collective responses build upon research, professional experience, and personal experience. For this article, the ten contributors answered 20 questions regarding disabilities and online student success as well as provided recommended practices. This article is designed to be interactive. It includes screenshots, simulation links, video demonstrations, and resources to provide a more detailed understanding of disabilities, accessibility, and support resources. JALN readers are encouraged to interact with the simulations and to watch the demonstration videos as a way to learn more about disabilities and supporting online student success.

scholarly journals The Role of Co-Creating Value and Its Outcomes in Higher Education Marketing

2021 ◽  
Vol 13 (12) ◽  
pp. 6724
Author(s):  
Lien Thi Kim Nguyen ◽  
Tom Meng-Yen Lin ◽  
Hoang Phuong Lam
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Structural Equation ◽  
Equation Modeling ◽  
University Image ◽  
Education Marketing ◽  
University Experience ◽  
The University ◽  
Positive Word Of Mouth

This study examines the role of student co-creation behavior in contributing to student satisfaction, perceived university image, and student positive word of mouth (WOM). Using a sample of 513 students from a Taiwanese university and conducting partial least squares structural equation modeling, the findings indicate that co-creating value is critical to student satisfaction, university image, and positive WOM. The results also show the effect of student satisfaction and university image on student positive WOM. This study confirms the pivotal role of student participation in co-creating value in enhancing satisfaction with the university experience, creating and sustaining a positive image, and building the credibility of the university. This research is particularly important to higher education institutions because it has practical implications for decision-makers, brand managers, and HE marketers who wish to improve understanding of the relationship between the university and students in the process of co-creating value and its outcomes.

scholarly journals Rapid response to supporting learning and teaching: A whole of university approach

2020 ◽  
Author(s):  
Chris Campbell ◽  
Simone Poulsen
Keyword(s):  
Higher Education ◽  
Support Staff ◽  
Rapid Response ◽  
Just In Time ◽  
Support Line ◽  
Learning And Teaching ◽  
Online Engagement ◽  
Support Mechanisms ◽  
The University ◽  
And Training

One university responded rapidly to the changing landscape of higher education to support staff during this time. There are seven support mechanisms that have been put into place across the university to assist staff. Results show data that reports on these mechanisms and that they are seemingly successful, except for the Support Line which has since been reconfigured to still provide support for the small number accessing it. The results also show that a rapid response, if targeted, is able to provide just in time support and training to staff when moving rapidly online. Through the use of the online engagement framework it can be seen that by supporting staff through the seven mechanisms, staff are in a better place to ensure that students are engaged while learning online.

scholarly journals Editorial in English

Ansaq journal ◽  
2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Abdulrahman Al-Shami
Keyword(s):  
Higher Education ◽  
Knowledge Exchange ◽  
Scientific Research ◽  
Arabic Language ◽  
Arts And Sciences ◽  
The Times ◽  
The University ◽  
North And South ◽  
Strategic Goal

Ansaq continues working towards becoming a solid scientific and global research-publishing platform, while contributing to translating the strategic goal of Qatar University in the field of scientific research. The QU strategic goal aspires that “the University should excel in focused, relevant, measurable, influential and collaborative research, and should be keen on finding solutions, and pushing towards progress in knowledge and innovation.” The University’s tireless efforts in academic higher education and scientific research have qualified it to occupy advanced positions in Arab, regional and international classifications. Additionally, it recently bagged second place in the Times Higher Education classification (THE) for Arab universities, 2021. Such ranking would not have been achieved without the presence of this insightful vision and ambitious strategy, and working with determination to implement it. Ansaq is pleased to present to its honorable readers and researchers this new issue, which contains six research papers covering different knowledge areas of Arabic language sciences and literature, such as grammar, rhetoric, literature, novel and others; in addition to a book review. Thus, it strengthens bridges of communication among scholars and researchers in Arabic language sciences and literature from East, West, North and South of the world, enabling them to explore knowledge emanating from different countries, and expanding the circle of knowledge exchange across the four directions of the compass. Without the continuous support of various parties at Qatar University and its affiliates, the journal would not have published this edition, and the previous editions as well. This support starts with the journal’s editorial board and their untiring work through the stages of the research journey; from reception until publication, the Languages, Media and Translation Sector at the College of Arts and Sciences, and the members of the Arabic Language Department. Furthermore, Qatar University Press remains to be the main partner of Ansaq, and the permanent supporter of the journal’s work and its publications. This new edition of Ansaq has been published after launching the electronic platform of the journal on Qatar University website, which enables automation of work in the journal at every stage. Researchers can upload their research directly through this platform and follow the peer-review procedures, and how they progress until publication. The launching of this e-platform is the result of diligent and hard work for more than a year led by Qatar University Press, in cooperation with the University Library. All of these steps ultimately lead to translating the strategic goal of Qatar University in terms of scientific research, developing it to serve the scientific community, and contribute to the development of knowledge that ultimately serves societies, or should do so.

scholarly journals Training and methodological fees for teaching staff of an educational organization: issues of modernization and improvement

2020 ◽  
pp. 113-117
Author(s):  
Aleksandr Suprunov ◽  
Vyacheslav Vasiliev
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Educational Activity ◽  
Teaching Staff ◽  
Educational Organization ◽  
Training Impact ◽  
The University ◽  
Methodological Component ◽  
And Training ◽  
Direct Implementation

The article is devoted to the issues of optimization of training and direct implementation of such a significant way to increase the effectiveness of educational and training impact on individuals studying in higher education institutions as an educational and methodological collection. A consistent analysis of the various stages and elements of the collection is carried out in terms of possible improvement. Possible ways of interaction of structural divisions of the University aimed at improving the methodological component of the pedagogical impact of all subjects of educational activity on students are proposed.

Does university attendance impact students' political tolerance and open-mindedness: the atypical case of Israel?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Zehorit Dadon-Golan ◽  
Adrian Ziderman ◽  
Iris BenDavid-Hadar
Keyword(s):  
Higher Education ◽  
Political Attitudes ◽  
University Education ◽  
Lecture Hall ◽  
Political Tolerance ◽  
Full Time ◽  
Content Type ◽  
Study Programs ◽  
University Experience ◽  
The University

PurposeA major justification for the state subsidy of university education at public institutions (and, in some countries, of private universities too) is the economic and social benefits accruing to society as whole from a significantly university-educated workforce and citizenship. Based upon a broad range of research findings, a particular societal benefit emanating from higher education relates to good citizenship: that it leads to more open mindedness and tolerant political attitudes. We examined these issues using a representative sample of students from Israeli universities to clarify the extent to which these outcomes would be paralleled in the Israeli setting, where the university experience differs markedly from that found typically in the West.Design/methodology/approachThe research is based on a comparison of political tolerance levels between first- and final-year students enrolled in regular undergraduate study programs (of four days a week or more). However since a change in tolerance is likely to be contingent also on the amount of time that the student spends on campus during the study year, we introduce, as a control group, students enrolled in compressed study programs (of three days a week or less) and compare changes in their tolerance levels with tolerance changes of students enrolled in regular programs. Research questionnaires were distributed to undergraduate students at three universities from the three major districts in Israel–north, south and center. The achieved sample size was 329 students.FindingsUsing Difference-in-Differences techniques, we looked for any changes in students' general political tolerance, over the course of their studies. Surprisingly, we found no such effect on political tolerance attitudes. Israeli students are older and often married and though nominally full-time students, they often hold down a full-time job. Thus they come and go to attend lectures but do not otherwise spend much time on campus. Given the somewhat perfunctory nature of the university experience for most Israeli students, it does not to lead to more open-minded and tolerant political attitudes.Practical implicationsSome broader, practical applications of the research, beyond the Israeli case, are presented, particularly related to distance learning and to the impact of COVID-19. Attention is given to more recent “Cancel culture” developments on university campuses.Originality/valueThe results have wider implications, to other university setting in other countries. Changes in political attitudes may occur in university settings where campus life is well developed, with opportunities for student interaction, formally in extra-curricular events or through social mixing outside the lecture hall. Where the university experience is more minimally confined to attendance at lectures these desirable outcomes may not be forth coming. These findings are relevant to other university frameworks where campus attendance is marginal, such as in open university education and, even more explicitly, in purely internet-based higher education study.

Like It

2016 ◽  
pp. 426-445
Author(s):  
Mary Leigh Morbey ◽  
Farhad Mordechai Sabeti ◽  
Michelle Sengara
Keyword(s):  
Higher Education ◽  
New Media ◽  
Social Networking ◽  
Teaching And Learning ◽  
Academic Disciplines ◽  
Comprehensive University ◽  
E Learning ◽  
Effective Inclusion ◽  
University Experience ◽  
The University

Social networking environments have become a ubiquitous part of the university experience. Accordingly, postsecondary institutions have started to consider the role that social networking can play in teaching and learning across academic disciplines. This case study documents findings from a 2012-2013 mixed-methods data collection in six graduate and undergraduate Digital Literacies and New Media Literacies courses at a major Canadian comprehensive university. It examines the pedagogical implications of adapting the Facebook platform for online collaboration and multimedia learning in blended courses, and offers a model of Facebook implementation for engineering and architecture education. Questions guiding the research ask: What is gained pedagogically through the use of Facebook in higher education courses? What are the pedagogical challenges encountered, and how might these be addressed? Suggestions based on observed trends are offered for the effective inclusion of Facebook as a beneficial pedagogical component in the design of e-learning platforms for higher education.

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