scholarly journals Rising to the occasion: Exploring the changing emphasis on educational design during COVID-19

2020 ◽  
Author(s):  
Amanda Bellaby ◽  
Michael Sankey ◽  
Louis Albert
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Education Sector ◽  
Emotional Impact ◽  
Teaching Staff ◽  
Educational Design ◽  
Teaching Online ◽  
Teaching Activities ◽  
Learning And Teaching ◽  
The Face

With the advent of COVID-19, the majority of universities in Australasia have had to adjust quickly to provide the bulk of their learning and teaching activities online. To a great extent this involved learning/educational designers (and titles similar to this) needing to provide a range of tasks (some new) associated with supporting many teaching staff unfamiliar with teaching online. In some cases, this has meant a change in role, while for others it was transitioning to new and higher levels of responsibility. Regardless, the emotional impact of this should not be understated, or at least should understood. This paper explores these concepts based on the feedback from 90 educational designers, mainly from the Australasian higher education sector. It presents details of the results of a semi-structured qualitative study of those working in the field of educational design at universities. These designers were asked to consider how COVID-19 has impacted the ways in which they undertook their work, the types of issues they are dealing with, and the solutions they were proposing and contributing. Their accounts document the changing nature of their roles and their emotions in the face of potentially unalterable changes.

scholarly journals The necessary requirements needed for employing e. learning in the (teaching staff) in the faculty member of education, from the point of view of the teaching staff in sudan university

2019 ◽  
Vol 3 (21) ◽  
Author(s):  
Hatem Abdel Maged El-Sadek , Rehab Bashir Hassan Al-Awad
Keyword(s):  
Higher Education ◽  
Faculty Member ◽  
Point Of View ◽  
Teaching Staff ◽  
University Faculty ◽  
Educational Design ◽  
Staff Members ◽  
E Learning ◽  
The University ◽  
Descriptive Method

The study aimed to identify the necessary requirements needed for employing e. learning in the (teaching staff) in the faculty memberof education, from the point of view of the teaching staff. In this study the researcher employed the analytical descriptive method and the size of the sample in which the study was applied was (127) individualsof the teaching staff with a degree of Assistant Professorand above The researcher has employed questionnaire technique as a study tool. The most important findings of the study are: The study has come to the fact that the majority of the researchers managed to answer the study areas which are summarized in (the requirements needed for employing e. learning by the teaching staff، which was specified by this study، these requirements are vitally important from the point of view of the teaching staff. The most important requirements for the use of e-learning in the university faculty member. It consists in possessing the competencies of preparing courses electronically, which means designing the content or electronic curriculum in accordance with the principles of educational design. The most important recommendations of the study are: Providing all the requirements needed to put e. learning into practice (for the teaching staff members) which was determine by the study to employ e. learning in the institutions of the higher education in Sudan.  

The language centre as a laboratory for innovation

2020 ◽  
Vol 10 (2) ◽  
pp. 317-325
Author(s):  
Sabina Schaffner
Keyword(s):  
Higher Education ◽  
Service Providers ◽  
Academic Research ◽  
Teaching Staff ◽  
Successful Implementation ◽  
Design Based Research ◽  
Learning And Teaching ◽  
Innovation Potential ◽  
Cultural Conditions ◽  
Hybrid Character

Abstract This paper discusses the potential of language centres in higher education as laboratories for innovation. Despite their hybrid character as central service providers that are also defined by their teaching, their positioning at the academic periphery, and the lack of a mandate to do academic research, language centres still have an obligation to conduct research as a means of promoting innovation. The design-based research (DBR) approach in learning and teaching, in which teaching stakeholders examine learning processes in real situation, offers a suitable opportunity for language centres to overcome the restrictions placed upon them. DBR can be done using existing resources and the innovation potential of a language centre’s teaching staff. The leadership and management of the language centre must be made responsible for providing and/or enabling the necessary structural, material, and cultural conditions for such research. This paper discusses the DBR approach at language centres in higher education and its impact on leadership. It then gives two examples of the successful implementation of DBR at the Language Center of UZH and ETH Zurich.

scholarly journals Open science practices in higher education: Discussion of survey results from research and teaching staff in Germany

2020 ◽  
Vol 36 (3) ◽  
pp. 301-323
Author(s):  
Tamara Heck ◽  
Isabella Peters ◽  
Athanasios Mazarakis ◽  
Ansgar Scherp ◽  
Ina Blümel
Keyword(s):  
Higher Education ◽  
Online Survey ◽  
Open Science ◽  
Open Educational Resources ◽  
Teaching Staff ◽  
Educational Practices ◽  
Research Dissemination ◽  
Learning And Teaching ◽  
Science Practices ◽  
Survey Results

Aspects of open science and scholarly practices are often discussed with a focus on research and research dissemination processes. There is currently less discussion on open science and its influence on learning and teaching in higher education, and reversely. This paper discusses open science in relation to educational practices and resources and reports on a study to investigate current educational practices from the perspective of open science. We argue that offering students opportunities via open educational practices raises their awareness of future open science goals and teaches them the skills needed to reach those goals. We present online survey results from 210 participants with teaching responsibility at higher education institutions in Germany. While some of them try to establish more open learning and teaching settings, most respondents apply rather traditional ways of learning and teaching. 60% do not use open educational resources – many have not even heard of them – nor do they make their courses open for an online audience. Participants’ priority lies in resource accuracy and quality and we still see a gap between the benefit of open practices and their practicability and applicability. The paper contributes to the general discussion of open practices in higher education by looking at open science practices and their adaptation to the learning and teaching environment. It formulates recommendations for improvements of open practice support and infrastructure.

scholarly journals Integration of Information and Communication Technologies in Teaching by Female Academic Teaching Staff in the Higher Education Sector in Mauritius

2019 ◽  
Vol 8 (5) ◽  
pp. 56 ◽  
Author(s):  
Noshmee Devi Baguant
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Education Sector ◽  
Teaching Staff ◽  
Teaching Process ◽  
Gender Inequity ◽  
Academic Teaching ◽  
Horizon Scanning ◽  
Information And Communication

Information and Communication Technologies (ICT) is increasingly being used to support the process of academic teaching in the higher education sector. However, it is imperative to understand the causes for minimal utilisation of ICT tools by female academic teaching staff in their teaching process, resulting in gender inequity in technology. The research examined the correlation between ICT integration in the teaching process by female academic teaching staff in the higher education sector in Mauritius and the factors that could improve such integration in line.  Futures thinking methodology was used for this study to address policy, strategies and actions to support appropriate futures. It comprised an evaluation of the sources and causes of change to map a probable future and a preferable future. The future thinking methods included signalling, horizon scanning, future wheel analysis, alternate futures framework and determining scenarios.  As a result of the research, recommendations were made to assist policy makers and decision makers to develop evidence based policies to address gender inequity in the use of technology in higher education.

scholarly journals Exploring Future Teachers’ Awareness, Competence, Confidence, and Attitudes Regarding Teaching Online: Incorporating Blended/Online Experience into the Teaching and Learning in Higher Education Course for Graduate Students

2015 ◽  
Vol 45 (3) ◽  
pp. 1-14
Author(s):  
Suzanne Le-May Sheffield ◽  
Jill Marie McSweeney ◽  
Aaron Panych
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Teaching And Learning ◽  
Online Courses ◽  
University Teaching ◽  
Teaching Expertise ◽  
Teaching Online ◽  
Learning And Teaching ◽  
Face To Face ◽  
Online Facilitation

Dalhousie University’s Centre for Learning and Teaching offers a Certificate in University Teaching and Learning, which includes a 12-week course entitled Teaching and Learning in Higher Education. This course provides the certificate’s theory component and has evolved to reflect the changing needs of future educators. One significant change is the development of a blended course model that incorporates graded online facilitation, prompted by the recognition that teaching assistants and faculty are increasingly required to teach online or blended (i.e., combining face-to-face and online) courses. This study invited graduate students enrolled in the course to participate in pre- and post-facilitation questionnaires that assessed their awareness, competence, confidence, and attitudes towards online and blended learning. Students recognized the value of the online component for future teaching expertise and experienced increased awareness, competence, and confidence regarding teaching online. However, preference for face-to-face teaching and student learning did not change.  

scholarly journals Lessons for Staff Development: Lecturers’ Transition from Face-to-Face to Online Teaching for Masters Courses in Higher Education

2021 ◽  
Vol 4 (2) ◽  
pp. 31
Author(s):  
Alison Clapp
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Staff Development ◽  
Online Teaching ◽  
Teaching Staff ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
Face To Face ◽  
Teaching Community ◽  
Online Distance Learning

 AbstractDuring the COVID-19 pandemic there has been an almost universal pivot to emergency online teaching in higher education, requiring staff development as online teaching differs from teaching face-to-face. The transition has been at short notice, with rapidly created training and little time to engage. Past research into the transition to teach online is scarce. The study described here, carried out in the year before COVID-19, aimed to investigate the how previous experiences of learning and training affected transition, and how staff made sense of the experience, adding to knowledge on successful transition to teaching online distance learning courses. Interpretive phenomenological analysis was carried out after interviewing five experienced online teaching staff in a Graduate School, using semi-structured interviews and open-ended questioning. The overarching themes found were connections to online learning and teaching communities, and developing membership of, and activities in, these communities themselves. Staff with good connections to the online teaching community via other experienced staff, training, and prior experience as online students were able to make the transition to teach online with comparative ease, compared to those who did not. With little connection to the online teaching community, transition was slow and staff retained a greater connection to face-to-face teaching and its community. Post-pandemic, the study suggests that designs for staff development, relational agency (working for short periods with online teaching experts) and situated learning within an online environment are beneficial if elements of online learning and teaching are to be retained for the future.

scholarly journals Teaching in Higher Education: Theories, Realities and Future Controversies

2021 ◽  
Vol 9 (6) ◽  
pp. 1
Author(s):  
Katerina R. Toka ◽  
Labrina Gioti
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Learning Theories ◽  
Teaching Staff ◽  
Structured Interviews ◽  
Student Centered ◽  
Learning And Teaching ◽  
University Teachers ◽  
Teacher Student ◽  
Teaching In Higher Education

The purpose of this paper is to investigate the field of University Pedagogy and specifically the relationship between theory (learning theories university teachers adopt) and practice (actual teaching) in Higher Education Institutions. To this end, we conducted a mixed methodology research (triangulation) by implicating both the students and the university teachers of post graduate programs of the former Alexander Technological Educational Institute–ATEI-of Thessaloniki (current International Hellenic University-IHU). The data collection methods were:7 semi-structured interviews with the teaching staff, student questionnaires (n=98) and non-participatory observation. Results show that teachers’ views about learning and teaching are consistent mostly with person-centered humanistic learning theories and cognitive constructivism. Learning is viewed as a dynamic process revolving around students and their needs. Their student-centered approach and the theories they embrace are consistent with their teaching practice to a satisfactory degree (role, climate, teacher-student relationship, objectives, connection to reality). However, an issue detected is the relatively limited use of the most active teaching techniques.

scholarly journals Selection of the Best Lecturers using the AHP (Analytical Hierarchy Process) and TOPSIS (The Technique for Order of Preference by Similarity to Ideal Solution): Case Study of STMIK Insan Pembangunan

bit-Tech ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 1-10
Author(s):  
Winny Purbaratri ◽  
Moedjiono Moedjiono ◽  
Moch. Fajar Purnomo Alam
Keyword(s):  
Higher Education ◽  
Decision Support ◽  
Decision Support System ◽  
Support System ◽  
Current System ◽  
Professional Staff ◽  
Teaching Staff ◽  
Learning And Teaching ◽  
Long Time ◽  
Hierarchy Process

STMIK Insan Pembangunan is a College that was established in 1990, located in Tangerang Regency. Supported by 41 Lecturer staff. Lecturers have the position as professional staff at the higher education level who are appointed in accordance with the laws and regulations. Lecturers are educators who provide a number of knowledge to students in universities or universities. The best lecturer selection system is used to support learning and teaching activities in the campus so that students are competent in the field of concentration taken. So it is needed teaching staff or lecturers who are competent in their fields, in this case to meet the criteria of the competent lecturer is needed a system that supports in this case deciding which lecturers are considered the best. The process of selecting the Best Lecturers in the current system is that there is a shortage that takes a long time to process the results of the questionnaire data and only uses one of the criteria of the Tridarma of Higher Education, namely Education and Teaching. So that the resulting decision is not yet valid. In this study a Decision Support System (DSS) will be made where the decision support system can help a person in making accurate and well-targeted decisions. The method used is AHP to calculate the weight of each criterion and TOPSIS to rank each alternative based on each criterion. The results obtained in this study are a system that is able to produce the best rank of lecturers in STMIK Insan Pembangunan.

Shifting Towards English Medium Instruction in Higher Education

2020 ◽  
pp. 62-78
Author(s):  
Jolita Horbacauskiene ◽  
Evelina Jaleniauskiene
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Teaching Staff ◽  
Learning And Teaching ◽  
University Teachers ◽  
Academic Practices ◽  
English Medium Instruction ◽  
Research Questions ◽  
Multicultural Classrooms ◽  
Skills Learning

In higher education (HE), the emerging global phenomenon of English medium instruction (EMI) has brought huge opportunities for both students and teaching staff as universities are increasing the number of English-medium programmes. A number of studies have been conducted to explore EMI policies and practices, implications for pedagogy, as well as challenges for educators and students, including learners' academic skills, learning styles, level of content knowledge, academic practices, and varying ethical standards. Some issues under analysis are considered to be the main problematic questions faced in multilingual and multicultural classrooms. As noted by Dearden, the change in the learning and teaching language may deeply affect not only students but teachers as well. The current study seeks to answer the research questions of how university teachers conceptualize EMI and what possibilities and challenges this practice offers.

scholarly journals Co-creation in learning and teaching: the case for a whole-class approach in higher education

2019 ◽  
Vol 79 (6) ◽  
pp. 1023-1037 ◽  
Author(s):  
Catherine Bovill
Keyword(s):  
Higher Education ◽  
Small Groups ◽  
Education Sector ◽  
International Literature ◽  
Positive Relationships ◽  
Research And Practice ◽  
Learning And Teaching ◽  
Face To Face ◽  
Wide Range ◽  
Whole Class

AbstractThere is a wide range of activity in the higher education sector labelled ‘students as partners’ and ‘co-creation in learning and teaching’. Several frameworks have been proposed to map and categorise existing partnership and co-creation roles, activities, research, and practice. In this paper, I synthesise some of these frameworks to illustrate how the predominant focus in the international literature has been on partnership projects that select small groups of often already super-engaged or privileged students to participate. In contrast, co-creation in learning and teaching, embedded within the curriculum and involving a whole class of students, has been largely overlooked. I explore the potential of co-creating learning and teaching with a whole class of students (including face-to-face, blended, and online settings, and including lectures, tutorials, laboratories, and other methods of teaching); in other words, it is co-creation integral to students’ programmes and courses of study. I argue that whole-class approaches to co-creation may be inherently more inclusive of students than other approaches to co-creation and that this approach both relies upon, and contributes towards, building positive relationships between staff and students, and between students and students. I explore some of the challenges of whole-class co-creation in learning and teaching, and I also argue that the benefits suggest this is currently an underutilised and researched approach internationally.

Sign in / Sign up

Export Citation Format

Share Document