scholarly journals Constructing an e-portfolio of competences with higher education students of postsecondary age group. Technological issues and outcomes.

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Francesco C. Ugolini ◽  
Roberto Orazi
Keyword(s):  
Higher Education ◽  
Empirical Research ◽  
Learning Experiences ◽  
Age Group ◽  
Education Students ◽  
Degree Programme ◽  
Internal Database ◽  
One Year ◽  
Portfolio Structure

Abstract This paper presents some outcomes and results of a 3-year empirical research in which we propose an adult workers-oriented tool – the portfolio of competences – to higher education students of the postsecondary age group, using an e-portfolio system (Mahara), with the aim of making them able to reflect about their learning experiences, to demonstrate their competences and to mobilize them in a real working context, relying on the substantial working experience they have during their studying period, albeit often occasional and scarcely related to their degree programme. We especially focus here on technological issues, mainly addressing the portfolio structure and communication between the teacher/tutor and the students, analyzing data coming from the internal database of the e-portfolio system and comparing the solutions adopted both at technological and didactical level, from one year to another.

Online Learning and Metacognition

2020 ◽  
pp. 310-331
Author(s):  
Geraldine Torrisi-Steele
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Instructional Design ◽  
Student Success ◽  
Learning Environments ◽  
Learning Experiences ◽  
Great Emphasis ◽  
Education Students ◽  
Online Learning Environments ◽  
Metacognitive Scaffolding

Online learning experiences are becoming the norm for an increasing number of higher education students. Although there are clear advantages to online learning in terms of flexibility and access, many students struggle to succeed, especially in purely online learning environments. To a large extent student success in online learning environments is dependent on students' ability to self-regulate and ‘learn for themselves'- both abilities related to academic metacognition. Unfortunately, even at university, many students do not have well developed metacognition. It is therefore important to consider carefully metacognitive scaffolding in the design of online learning experiences. However, the models of instructional design commonly used in online learning tend not to place great emphasis on the importance of metacognitive scaffolding. The aim of the present chapter is therefore to increase awareness of metacognition, as one of the important considerations in the design of online learning environments that can help to maximize chances of student success. Towards this end, a framework of instructional design that is more sensitive to metacognition is developed.

Online Learning and Metacognition

2016 ◽  
pp. 221-241
Author(s):  
Geraldine Torrisi-Steele
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Instructional Design ◽  
Student Success ◽  
Learning Environments ◽  
Learning Experiences ◽  
Great Emphasis ◽  
Education Students ◽  
Online Learning Environments ◽  
Metacognitive Scaffolding

Online learning experiences are becoming the norm for an increasing number of higher education students. Although there are clear advantages to online learning in terms of flexibility and access, many students struggle to succeed, especially in purely online learning environments. To a large extent student success in online learning environments is dependent on students' ability to self-regulate and ‘learn for themselves'- both abilities related to academic metacognition. Unfortunately, even at university, many students do not have well developed metacognition. It is therefore important to consider carefully metacognitive scaffolding in the design of online learning experiences. However, the models of instructional design commonly used in online learning tend not to place great emphasis on the importance of metacognitive scaffolding. The aim of the present chapter is therefore to increase awareness of metacognition, as one of the important considerations in the design of online learning environments that can help to maximize chances of student success. Towards this end, a framework of instructional design that is more sensitive to metacognition is developed.

scholarly journals Transculturality in higher education

2020 ◽  
Vol 13 (3) ◽  
pp. 41-60
Author(s):  
Heidi A. Smith
Keyword(s):  
Higher Education ◽  
International Students ◽  
Learning Experiences ◽  
Student Experience ◽  
Longitudinal Case Study ◽  
Education Students ◽  
Ability To Work ◽  
Local Students

One way in which higher education has responded to globalisation and the emergence of transculturality has been to expand its focus on internationalisation at an unprecedented rate. Traditionally this occurred through international students and their contact with local students. A longitudinal case study into the student experience of transculturality in the Erasmus Mundus Transcultural European Outdoor Studies Masters programme found transcultural self-growth and transcultural capabilities of resilience, intelligence and the ability to work through fatigue to be central to their experience. Using Kemmis and Smith’s (2008a) themes related to praxis (doing, morally committed action, reflexivity, connection, concreteness and a process of becoming) this theoretical article explores the place of critical transcultural pedagogical praxis in supporting transcultural learning experiences of higher education students.

scholarly journals Awareness and Use of OER by Higher Education Students and Educators within the Graphic Arts Discipline in Greece

2021 ◽  
Vol 12 (1) ◽  
pp. 16
Author(s):  
Alexandra Christoforidou ◽  
Elissavet Georgiadou
Keyword(s):  
Higher Education ◽  
Open Access ◽  
Empirical Research ◽  
Undergraduate Students ◽  
Educational Process ◽  
Open Educational Resources ◽  
Educational Materials ◽  
Education Students ◽  
Graphic Arts ◽  
The Us

In recent years, Open Educational Resources (OER) have gained significant reach globally as a means of facilitating free and open access to educational materials. However, most of the empirical research on the adoption of OER in higher education is conducted in the US, while Europe and other countries, including Greece, fall behind. To that end, this research focused on the awareness and use of OER by higher education students and educators within the Graphic Arts discipline in Greece, to provide evidence regarding the adoption of OER to university administrations and libraries and encouraging their use across campus. The findings suggest that awareness is low, especially among undergraduate students, despite the fact that educators are aware of OER and already share their work as such. This paradox is probably related to students’ vague knowledge of what OER are and how to use them for learning. Therefore, actions are required from educators, university administration and librarians to inform students of the benefits of OER adoption in the educational process as well as to communicate educators’ OER efforts to students. Moreover, participants identified as the biggest obstacle for adopting OER in Graphic Arts the lack of a portal that accommodates OER for this discipline, which lays the groundwork for further research.

A meta-analysis of indicated mental health prevention programs for at-risk higher education students.

2017 ◽  
Vol 64 (2) ◽  
pp. 121-140 ◽  
Author(s):  
Colleen S. Conley ◽  
Jenna B. Shapiro ◽  
Alexandra C. Kirsch ◽  
Joseph A. Durlak
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
At Risk ◽  
Meta Analysis ◽  
Prevention Programs ◽  
Health Prevention ◽  
Education Students

Stress vulnerability and traumatic events in Portuguese higher education students

2009 ◽  
Author(s):  
Anabela Pereira ◽  
P. Vagos ◽  
L. Santos ◽  
A. Monteiro-Ferreira ◽  
A. Melo ◽  
...  
Keyword(s):  
Higher Education ◽  
Traumatic Events ◽  
Education Students ◽  
Stress Vulnerability ◽  
Portuguese Higher Education
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