scholarly journals Co-creating real-world research skills

2020 ◽  
Vol 4 (1) ◽  
pp. 120-127
Author(s):  
Julie Prescott ◽  
Duncan Cross ◽  
Pippa Iliff
Keyword(s):  
Higher Education ◽  
Real World ◽  
Teaching And Learning ◽  
Setting Time ◽  
Research Project ◽  
Research Skills ◽  
Open Environment ◽  
Support Time ◽  
Shared Ownership

This case study considers a students-as-partners’ research project that aimed to develop technologically-driven tools to enhance teaching and learning in higher education. It focuses on how the project enabled student participants to gain real world research skills and experience. We present reflections from both a student and a staff perspective and propose START (Support, Time, Adapt, Risks, Trust) as an approach to engage students to gain real-world research skills. Support refers to providing support for skills gaps and learning in an applied setting. Time refers to providing time to settle into the project and develop confidence, including realistic timeframes and deadlines. Adapt refers to giving students the space to develop not only the required skills but also the tools to develop their own abilities and confidence through a supportive, flexible and open environment. Risks refers to taking risks for example in terms of roles, responsibilities and leadership. Trust refers to providing guidance and encouragement that will allow students to achieve on their own and take shared ownership.

Adaptive education applied to higher education for sustainability

2018 ◽  
Vol 19 (6) ◽  
pp. 1111-1130 ◽  
Author(s):  
Allison Earl ◽  
Robert VanWynsberghe ◽  
Pierre Walter ◽  
Timothy Straka
Keyword(s):  
Higher Education ◽  
Real World ◽  
Teaching And Learning ◽  
Education Programme ◽  
Education For Sustainability ◽  
Content Type ◽  
Interpretive Case Study ◽  
Real World Learning ◽  
Sustainability Challenges

Purpose This paper aims to present an interpretive case study in education for sustainability (EfS) that applies VanWynsberghe and Herman’s (2015, 2016) adaptive education as pedagogy. Dewey’s theory of behaviour change is applied to educative experiences based on habit disruption and real-world learning, leading to creativity in the formation of new habits. The programme presented inverts dominant conceptions of knowledge to design innovative sustainability pedagogy. Instead knowledge resides alongside experience, cases, intuition, advice, experimentation and dialogue in the individual and collective effort to address daily sustainability challenges. Design/methodology/approach The paper reports on the outcomes of an interpretive case study (Merriam, 1998) of a higher education programme in sustainability pedagogy. It presents a series of reflections by instructors and participants in discussing the programme’s relationship with the core themes of habit, disruption, creative action and dialogue framed within the five features of adaptive education: stakeholders, real-world learning, off campus, transdisciplinarity and non-traditional rewards. Findings Through this examination, the authors found that adaptive education offered a pedagogy that simultaneously addressed the need for increased sustainability knowledge, whilst inverting its dominance. As a long-term project, the extent of the programme’s impact will be evident beyond the programme’s completion. Research limitations/implications This interpretive case study is analysed through high-level conceptual and theoretical aspects of the pedagogy rather than the particularities of the case. By putting the centrality of knowledge into question, the authors are advocating for a more experimental role for higher education in its teaching and learning. These questions are broadly applicable. Social implications There are research, learning and social benefits to this programme. Adaptive education builds capacity for future leaders and educators of sustainability. Originality/value The paper concludes with a discussion for further theorizing and research on adaptive education and EfS in higher education. This research will contribute to broader discussions of the evolving role of education in sustainability.

Assessment : Basic Concepts, Thoughtful Decisions

2017 ◽  
Vol 1 (1) ◽  
pp. 9-21
Author(s):  
Milton Raul Licona Luna ◽  
Elizabeth Alvarado Martínez
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Assessment For Learning ◽  
Continuous Assessment ◽  
Research Project ◽  
Basic Concepts ◽  
Education In Mexico

Institutions from basic to higher education in Mexico that offer courses of English as a Foreign Language rely heavily on the administering of assessment, usually a formal type of assessment. However, the literature shows how important it is the involvement of other types of assessment in the classroom for effective language learning to take place. For instance, assessment for learning, which consist of a continuous assessment where learners receive feedback so greater learning occurs, what is more, it enables teachers to modify their teaching ways as they reflect on the learners’ progress. To show how assessment is carried out in our context, this research project focuses on a case study within the CAADI from FOD in the UANL.

Widening Access to Higher Education – An Australian Case Study

2003 ◽  
Vol 8 (2) ◽  
pp. 195-212
Author(s):  
Glen Postle ◽  
Andrew Sturman
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Access To Higher Education ◽  
History Of Higher Education ◽  
Student Groups ◽  
Diverse Student ◽  
History Of ◽  
Australian Case ◽  
Open And Distance Learning

In this paper the authors trace the development of equity within the Australian higher education context over the latter part of the last century. In particular they focus on the ways different perspectives (liberalist-individualist and social democratic) have shaped what has been a dramatic increase in the number and diversity of students accessing higher education in Australia. The adoption of a specific perspective has influenced the formation of policies concerning equity and consequently the way universities have responded to the pressures to accept more and different students. These responses are captured under two main headings – ‘restructuring the entry into higher education’ and ‘changing the curriculum within higher education’. Several examples of current programs and procedures based upon these are explained. The paper concludes with the identification of three ‘dilemmas' which have emerged as a result of the development and implementation of equity processes and procedures in higher education in Australia. These are: (a) While there has been an increase in the number and range of students accessing higher education, this has been accompanied by a financial cost to the more disadvantaged students, a cost which has the potential to exacerbate equity principles. (b) For one of the first times in the history of higher education, a focus is being placed on its teaching and learning functions, as opposed to its research functions. The problem is that those universities that have been obliged to broaden their base radically have also been obliged to review their teaching and learning practices without any budgetary compensation. (c) A third consequence of these changes relates to the life of a traditional academic. Universities that have been at the forefront of ‘changing their curriculum’ to cope with more diverse student groups (open and distance learning) have seen the loss of ‘lecturer autonomy’ as they work more as members of teams and less as individuals.

scholarly journals Cross-cultural effects of COVID-19 on higher education learning and teaching practice: A case study from Greece

2021 ◽  
Vol 18 (5) ◽  
pp. 73-89
Author(s):  
Margarita Kefalaki ◽  
◽  
Michael Nevradakis ◽  
Qing Li ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Cross Cultural ◽  
Education Students ◽  
Learning And Teaching ◽  
Cultural Effects ◽  
Global Pandemic

COVID-19 has greatly impacted all aspects of our everyday lives. A global pandemic of this magnitude, even as we now emerge from strict measures such as lockdowns and await the potential for a ‘new tomorrow’ with the arrival of vaccines, will certainly have long-lasting consequences. We will have to adapt and learn to live in a different way. Accordingly, teaching and learning have also been greatly impacted. Changes to academic curricula have had tremendous cross-cultural effects on higher education students. This study will investigate, by way of focus groups comprised of students studying at Greek universities during the pandemic, the cross-cultural effects that this ‘global experience’ has had on higher education, and particularly on students in Greek universities. The data collection tools are interviews and observations gathered from focus groups.

Investigating the Effects of Social Media on Higher Education with a Case Study

2020 ◽  
Vol 19 (01) ◽  
pp. 2040023 ◽  
Author(s):  
Mamoun Masoud Abdulqader ◽  
Yousof Zohair Almunsour
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Teaching And Learning ◽  
Faculty Members ◽  
The Other ◽  
Media In Education ◽  
Social Media Platforms ◽  
Use Of Social Media ◽  
Teaching Learning

This research aims to investigate the effects of social media use on higher education teaching and learning as well as the students’ academic performance. A total of 275 students and faculty members from the College of Computer Science and Information Technology at Imam Abdulrahman Bin Faisal University took part in the study. The participants answered survey questions to analyse information on their use of social media in education and how that has affected their teaching, learning and grades. A majority of the participants reported that they used social media in training. However, they also stated that social media platforms were beneficial in academic matters. The number of participants who stated that the use of social media in learning helped improve their grades was 43%. The other 57% thought that social media had no impact on their grades or had an adverse effect or were undecided.

Scholarly Rigor

2020 ◽  
pp. 262-280
Author(s):  
Robert Hallis
Keyword(s):  
Instructional Practices ◽  
Information Management ◽  
Real World ◽  
Domain Knowledge ◽  
Teaching And Learning ◽  
Research Question ◽  
Management Skills ◽  
Opinion Piece

The Scholarship of Teaching and Learning nurtures an academic discussion of best instructional practices. This case study examines the role domain knowledge plays in determining extent to which students can effectively analyze an opinion piece from a major news organization, locate a relevant source to support their view of the issue, and reflect on the quality of their work. The goal of analyzing an opinion piece is twofold: it fosters critical thinking in analyzing the strength of an argument and it promotes information management skills in locating and incorporating relevant sources in a real-world scenario. Students, however, exhibited difficulties in accurately completing the assignment and usually overestimated their expertise. This chapter traces how each step in the process of making this study public clarifies the issues encountered. The focus here, however, centers on the context within which the study was formulated, those issues that contributed to framing the research question, and how the context of inquiry served to deepen insights in interpreting the results.

scholarly journals A Review of The Phenomenological Heart of Teaching and Learning: Theory, Research, and Practice in Higher Education

2020 ◽  
Author(s):  
Jason DeHart
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Learning Theory ◽  
Teaching And Learning ◽  
Research And Practice ◽  
History Of ◽  
The Rich ◽  
Theory Research ◽  
Rich History

This review of The Phenomenological Heart of Teaching and Learning: Theory, Research, and Practice in Higher Education focuses on the organization, strengths, and weaknesses of a newly-published qualitative research text that also serves as a guide for teachers who wish to improve their practice. The case study nature of the text is explored, as well as the contributions of the text’s authors. The book is most notable as a text that draws on the rich history of Merleau-Ponty and seeks to consider classroom instruction in higher education in light of phenomenological tenets.

scholarly journals Public deliberation as a teaching andragogy: Implications for adult student learning from a doctoral higher education policy course

2013 ◽  
pp. 95-108 ◽  
Author(s):  
Matthew Johnson ◽  
Margaret Partlo ◽  
Tammy Hullender ◽  
Emmanuel Akanwa ◽  
Heather Burke ◽  
...  
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Education Policy ◽  
Higher Education Policy ◽  
Teaching And Learning ◽  
Public Deliberation ◽  
Adult Student ◽  
Student Agency ◽  
Taking Action

Public deliberation provides an inclusive and robust mechanism for making shared decisions in community and political settings; however, its application to teaching and learning remains underutilized (McMillan & Harriger, 2007). This manuscript reports on a case study of the use of public deliberation as a teaching andragogy in a graduate level course in higher education policy, which showed that public deliberation creates greater ownership of the course, fosters critical thinking and student agency, and implicates taking action.

scholarly journals A Case Study of Academic Writing Development Through Principled Versus Standard Clt Method at Binus University

Humaniora ◽  
2013 ◽  
Vol 4 (2) ◽  
pp. 845
Author(s):  
Almodad Biduk Asmani
Keyword(s):  
Academic Writing ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Writing Development ◽  
Control Group ◽  
Research Project ◽  
Verbal Data ◽  
And Control ◽  
Experimental Group

The purpose of the research project is to investigate how far the academic writing skills of Binus University students can be developed through two conflicting CLT methods: standard and principled. The research project is expected to result in computer-animated format which can be used as one of the main tools in teaching and learning grammar at Binus University. The research project uses the qualitative approach, and thus uses verbal data. The research project involves two subject groups (experimental and control). The experimental group will receive the treatment of grammar learning by using the Principled CLT approach, while the control group receives the standard CLT approach. Survey is then conducted to the two groups so as to find out their comments on the two teaching methods. From the results of the questionnaires, it is found that Principled CLT method is favored for its knowledge and accuracy factors, while the Standard CLT is preferred for its fun and independence factors.   

scholarly journals Higher Education Teaching and Learning Support Areas Differences in England and Brazil: A Case Study

2020 ◽  
Vol 6 (2) ◽  
pp. 8960-8981
Author(s):  
José Carlos Redaelli ◽  
Juliana Ferreira Vales ◽  
Orlando Fontes Lima Jr ◽  
Júlio Cesar Ferreira Passos
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Learning Support ◽  
Higher Education Teaching
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