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

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.

Effects of Socio-Academic Intervention on Student Performance in Vulnerable Groups

Sustainability ◽

10.3390/su13147673 ◽

2021 ◽

Vol 13 (14) ◽

pp. 7673

Author(s):

Tarquino Sánchez-Almeida ◽

David Naranjo ◽

Raquel Gilar-Corbi ◽

Jessica Reina

Keyword(s):

Higher Education ◽

Academic Performance ◽

Student Performance ◽

Academic Intervention ◽

Vulnerable Groups ◽

University System ◽

Higher Education System ◽

Economic Support ◽

Support Mechanisms ◽

In Ecuador, affirmative action policies enable students from vulnerable groups to preferentially enter universities. However, these policies are limited to admission and do not include academic or socio-economic support mechanisms that, according to the literature, promote student insertion in the higher education system. In this study, the effects of socio-academic intervention on the academic performance of vulnerable students are presented. For this, 41 students were selected among 164 vulnerable students entering the Escuela Politécnica Nacional in the second term of 2019. The 41 students attended a socio-academic intervention course for one term, while the remaining 123 attended the Escuela Politécnica Nacional levelling course directly. Once both groups of students finished the levelling course, their performance in each of the course subjects was compared. The results showed that the academic performance of the students in the intervention was significantly higher in mathematics and geometry compared to the students who had no intervention. These results show that the socio-academic intervention promotes the real insertion of vulnerable students in the university system.

Do LEGO® Models Aid Reflection in Learning and Teaching Practice?

Journal of Perspectives in Applied Academic Practice ◽

10.14297/jpaap.v2i2.81 ◽

2014 ◽

Vol 2 (2) ◽

Cited By ~ 4

Author(s):

Chrissi Nerantzi ◽

Craig Scott Despard

Keyword(s):

Higher Education ◽

Teaching Practice ◽

Good Practice ◽

Academic Practice ◽

Learning And Teaching ◽

Good Assessment ◽

The University ◽

Assessment Strategies ◽

The Impact

In this paper we describe the use of LEGO® models within assessment of the Postgraduate Certificate in Academic Practice (PGCAP) offered at the University of Salford. Within the context of the PGCAP, we model innovative and contextualised assessment strategies for and of learning. We challenge our students, who are teachers in higher education (HE), to think and rethink the assessment they are using with their own students. We help them develop a deeper understanding and experience of good assessment and feedback practice in a wider context while they are assessed as students on the PGCAP. We report on an evaluation of how the LEGO® model activity was used with a cohort of students in the context of the professional discussion assessment. We share the impact it had on reflection and the assessment experience and make recommendations for good practice.

Legal Science and Practice: Journal of Nizhny Novgorod Academy of the Ministry of Internal Affairs of Russia ◽

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

10.36511/2078-5356-2020-4-113-117 ◽

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.

Developing teaching and learning methods to innovate the Italian context of Higher Education. The case of University of Padua

EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING ◽

10.3280/exi2016-001004 ◽

2016 ◽

pp. 53-70

Author(s):

Monica Fedeli ◽

Anna Serbati ◽

Edward W. Taylor

Keyword(s):

Higher Education ◽

Faculty Development ◽

Social Constructivism ◽

Teaching And Learning ◽

Higher Education Institutions ◽

Theoretical Framework ◽

Learning Methods ◽

Learning And Teaching ◽

Academic Center ◽

This article looks at theories and practices related to faculty development and innovation in teaching and learning methods in Higher Education, in order to respond to the European 2020 Strategy, in which the High level group on the modernisation of higher education has been established, whose aim focuses on improving the quality of teaching and learning in Europe's higher education institutions (2013). The paper is framed within the context of the project PRODID (Preparazione alla professionalitŕ docente e innovazione didattica), funded by the University of Padova, Italy with the major goal of creating a permanent and effective academic center for research on learning and teaching and faculty development. The theoretical framework of PRODID is informed by constructivism and social constructivism, and the student centered approach, encouraging student-teacher partnerships as a dimension for faculty development and teaching and learning innovations. The University of Helsinki and Michigan State University are mentioned as relevant examples of organizational settings integrated in higher education institutions that offer a great variety of practices consistent with the chosen theoretical framework. They also offer the Italian program of University of Padova models for critical reflection in how their teaching strategies can be created and developed on the basis of this international experience. The final discussion aims to highlight the strategies adopted during the first year of the project, characterized by the Italian culture and revealing new insights and ideas to create an Italian model of teaching and learning center.

“You Can Lead the Horse to Water, but … ”

Virtual Learning Environments ◽

10.4018/978-1-4666-0011-9.ch112 ◽

2012 ◽

pp. 182-199

Author(s):

Henk Huijser ◽

Michael Sankey

Keyword(s):

Higher Education ◽

Distance Education ◽

Web 2.0 ◽

Learning Management Systems ◽

Web 2.0 Technologies ◽

Learning And Teaching ◽

Potential Benefits ◽

This chapter outlines the potential benefits of incorporating Web 2.0 technologies in a contemporary higher education context, and identifies possible ways of doing this, as well as expected challenges. It uses the University of Southern Queensland (USQ), primarily a distance education provider, as the context for many of its case study examples. In particular, it addresses the important role of the allowances of particular learning management systems (LMSs) in pedagogical applications of Web 2.0 technologies. Overall, this chapter argues that the goals and ideals of Web 2.0/Pedagogy 2.0 can be achieved, or at least stimulated, within an institutional LMS environment, as long as the LMS environment is in alignment with such goals and ideals. It uses the implementation of Moodle at USQ as a case study to reinforce this argument and explore which factors potentially influence a shift in thinking about learning and teaching in a Web 2.0 context.

Assessing Muslim Higher Education and Training Institutions (METIs) and Islamic Studies Provision in Universities in Britain: An Analysis of Training Provision for Muslim Religious Leadership after 9/11

Religions ◽

10.3390/rel10110623 ◽

2019 ◽

Vol 10 (11) ◽

pp. 623

Author(s):

Jawad Shah

Keyword(s):

Higher Education ◽

Training Model ◽

Education And Training ◽

Religious Leaders ◽

Religious Leadership ◽

Islamic Studies ◽

Alternative Approach ◽

Training Institutions ◽

The University ◽

The training of Imams and Muslim religious leaders has received much interest in the post-9/11 era, resulting in a vast amount of research and publications on the topic. The present work explores this literature with the aim of analysing key debates found therein. It finds that throughout the literature there is a pervasive demand for reform of the training and education provided by Muslim higher education and training institutions (METIs) and Islamic studies programmes at universities in the shape of a synthesis of the two pedagogic models. Such demands are founded on the claim that each is lacking in the appositeness of its provision apropos of the British Muslim population. This article calls for an alternative approach to the issue, namely, that the university and the METI each be accorded independence and freedom in its pedagogic ethos and practice (or else risk losing its identity), and a combined education from both instead be promoted as a holistic training model for Muslim religious leadership.

Research in language assessment

Language Teaching ◽

10.1017/s0261444816000331 ◽

2016 ◽

Vol 50 (1) ◽

pp. 138-142

Author(s):

Ute Knoch

Keyword(s):

Language Learning ◽

Language Testing ◽

Language Assessment ◽

Research Centre ◽

Measurement Instruments ◽

Learning And Teaching ◽

International Reputation ◽

Assessment And Testing ◽

The University ◽

Since its inception in 1990, the Language Testing Research Centre (LTRC) at the University of Melbourne has earned an international reputation for its work in the areas of language assessment and testing as well as program evaluation. The mission of the centre is: (1) to carry out and promote research and development in language testing; (2) to develop tests and other appropriate proficiency measurement instruments for English and other languages; (3) to evaluate programmes of language learning and teaching; (4) to provide consultancy services in evaluation and testing; and (5) to provide education and training in the area of language assessment.

Message of Support from Mrs GNM Pandor, Minister of Higher Education and Training

Journal of Vocational, Adult and Continuing Education and Training ◽

10.14426/jovacet.v1i1.4 ◽

2018 ◽

Vol 1 (1) ◽

Author(s):

Joy Papier

Keyword(s):

Higher Education ◽

Continuing Education ◽

Education And Training ◽

Western Cape ◽

Adult And Continuing Education ◽

The Social ◽

Academic Publications ◽

The University ◽

Adult And Continuing ◽

Message of Support from Mrs GNM Pandor,Minister of Higher Education and Training Internationally there is a scarcity of peer-reviewed academic publications that are specifically intended to promote and disseminate scholarly research into post-school TVET and Adult and Continuing Education and Training. The first edition of the Journal of Vocational, Adult and Continuing Education and Training and its focus on the African continent and the global South is thus timely and most welcome. The enormous importance of the TVET, Adult and Continuing Education sector to the social and economic wellbeing of our people is not disputed. However, there has been an absence of a credible and quality publication to promote scholarly debate in the field. I am hopeful that this Journal of Vocational, Adult and Continuing Education and Training will provide such a platform for the theoretical and conceptual understanding of this sector. I hope also that the Journal will provide a platform for a rigorous and sound analysis of the implementation of the analyses of the scholars that will be published in the Journal. I welcome the first edition of the Journal of Vocational, Adult and Continuing Education and Training and look forward to the interdisciplinary and globally comparative publications that will assist policymakers, practitioners, researchers and scholars to contribute to and enhance the understanding of this important sector. Congratulations to the Institute for Post-School Studies at the University of the Western Cape and your partners on this milestone. I wish you, your contributors and your readers every success in this first edition and continued strength in the years ahead. Mrs GNM Pandor MPMinister of Higher Education and Training

Interactive Response Systems in Higher Education

Audience Response Systems in Higher Education ◽

10.4018/978-1-59140-947-2.ch020 ◽

2006 ◽

pp. 305-320

Author(s):

Mick Wood

Keyword(s):

Higher Education ◽

Support Staff ◽

Response System ◽

Pilot Scheme ◽

Response Systems ◽

The University ◽

Academic Year ◽

Future Plans

The University of Central Lancashire (UCLAN) undertook an “interactive response system” (IRS) pilot scheme using IML Question Wizard (IML), complete with 100 handsets, during semester one of the 2004/2005 academic year. This case study will explain the scheme rationale and methodology of implementation. A number of example applications will be explored and evaluated, including IRS use by academic and support staff, as well as utilising the system at a number of conferences. The case study will conclude with a look at UCLAN’s future plans to expand the system.

Editorial

Learning and Teaching ◽

10.3167/latiss.2011.040101 ◽

2011 ◽

Vol 4 (1) ◽

pp. 1-3 ◽

Cited By ~ 1

Author(s):

Penny Welch ◽

Susan Wright

Keyword(s):

Higher Education ◽

Race And Ethnicity ◽

Teaching And Learning ◽

Learning And Teaching ◽

Institutional Politics ◽

International Policies ◽

The Social ◽

Programme Design ◽

A Site ◽

Welcome to Volume 4 of Learning and Teaching: The International Journal of Higher Education in the Social Sciences. LATISS has been gradually widening its focus from its point of origin in the U.K. and this issue is truly international with material from Latin America, U.S.A, Sweden and England. LATISS’s approach – to study and reflect on the detail of teaching and learning practices in contexts of institutional change and national and international policies – is also well exemplified by the articles in this issue. For example, three of the articles explore issues of ‘race’ and ethnicity in connection with programme design, institutional politics and classroom relations respectively and in very different historical and policy contexts. Two articles also connect to topics on which LATISS has recently published special issues: on gender in higher education and on using the university as a site to critically explore the meaning and operation of neoliberalism.