Mathematical Applications and Modelling: A Case Study Involving First Year Higher Education Students

2001 ◽  
pp. 251-259
Author(s):  
Fernanda Tavares
Keyword(s):  
Higher Education ◽  
First Year ◽  
Education Students ◽  
Mathematical Applications

Promoting Autonomous Learning through Self-, Peer-, and Co-assessment to Ensure High Quality in Georgian Higher Education (a case study of International Black Sea University, Georgia)

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Irma MESIRIDZE ◽  
Nino TVALTCHRELIDZE
Keyword(s):  
Higher Education ◽  
Black Sea ◽  
Communication Technology ◽  
Bologna Process ◽  
Education Quality ◽  
Education Students ◽  
Higher Education Quality ◽  
Information And Communication ◽  
The Bologna Process

The Bologna Process, Information and Communication Technology, and market forces have brought manyinnovations and great changes to higher education systems throughout Europe. Reforms in higher educationhave taken a new direction, towards making higher education students more autonomous. However, manycountries have not really adopted this innovative way of teaching and still maintain an old ‘transmission’ stylewhich often entails teachers trying to pour knowledge into the minds of their students. Promoting autonomouslearning (the ability of students to manage their own learning) in higher education is crucial both for theindividual and society, as the idea of an academic student comprises critical reflective thinking and theimportance of becoming an independent learner. This article will discuss the importance of promotingautonomous learning throughout self, peer and co-assessment for higher education quality enhancement. Thepaper will examine the case of International Black Sea University’s MA students enrolled in the Higher EducationManagement program. The analyses of a survey will be used to discuss the significance of autonomous learningfor students and their readiness for self, peer and co-assessment.

Overconfidence of vocational education students when entering higher education

2015 ◽  
Vol 57 (4) ◽  
pp. 429-447 ◽  
Author(s):  
Mark P. Bowden ◽  
Subhash Abhayawansa ◽  
John Bahtsevanoglou
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Further Education ◽  
Small Sample ◽  
First Year ◽  
Education Students ◽  
Content Type ◽  
The Relationship ◽  
Practical Implications

Purpose – There is evidence that students who attend Technical and Further Education (TAFE) prior to entering higher education underperform in their first year of study. The purpose of this paper is to examine the role of self-efficacy in understanding the performance of students who completed TAFE in the previous year in a first year subject of microeconomics in a dual sector university in Melbourne, Australia. Design/methodology/approach – The study utilises data collected by surveys of 151 students. Findings – A student’s self-efficacy is positively associated with their marks in a first year subject of microeconomics. However, the relationship between final marks and self-efficacy is negative for those students who attended TAFE in the previous year suggesting that they suffer from the problem of overconfidence. When holding self-efficacy constant, using econometric techniques, TAFE attendance is found to be positively related to final marks. Research limitations/implications – The findings are exploratory (based on a small sample) and lead to a need to conduct cross institutional studies. Practical implications – The research points to the need for early interventions so that TAFE students perform well in their first year of higher education. It also points to potential issues in the development of Victorian Certificate of Applied Learning (VCAL) programs. Originality/value – To the best of the authors’ knowledge, this is the first paper to examine the inter-related impact of attendance at TAFE in the previous year and self-efficacy on the subsequent academic performance of TAFE students.

ENHANCING THE QUALITY OF TEACHING AT HIGHER EDUCATION INSTITUTIONS IN MALAYSIA THROUGH THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

2012 ◽  
Vol 02 (04) ◽  
pp. 20-25
Author(s):  
Anantha Raj A. Arokiasamy
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Education Students ◽  
Information And Communication ◽  
Geographically Distributed ◽  
Breaking Time

The purpose of this paper is to analyze the integration of Information and Communication Technologies (ICT) in higher education for imparting easily accessible, affordable and quality higher education leading to the uplift of Malaysia. The focus of the paper is on the benefits that ICT integration in education can provide, right from breaking time and distance barriers to facilitating collaboration and knowledge sharing among geographically distributed students. ICT increases the flexibility of delivery of education so that learners can access knowledge anytime and anywhere. It can influence the way students are taught and how they learn as now the processes are learner driven and not by teachers. This in turn would better prepare the learners for lifelong learning as well as to contribute to the industry. We will also analyze if ICT does indeed improve or hinder the quality of learning among higher education students. This paper reports on the changing trends in use of ICTs for instruction in higher education institutions (HEIs) and discusses a mini-case study of how ICTs are being used by lecturers in one university in Malaysia.

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.

A Case Study of the Integration of Self, Peer, and Group Assessment in a Core First-Year Educational Psychology Unit through Flexible Delivery Implementation

2011 ◽  
pp. 101-141 ◽  
Author(s):  
Rozz Albon
Keyword(s):  
Higher Education ◽  
Knowledge Sharing ◽  
Peer Group ◽  
First Year ◽  
Collective Knowledge ◽  
Flexible Delivery ◽  
Complex Forms ◽  
The Impact ◽  
Learn Collaborative

This chapter provides a case study of one lecturer’s approach to innovativeassessment in a first year unit of university study of 188 students. Manyinsights are provided into the training, preparation, and assessmentexperiences of self, peer, group, and lecturer assessments bound togetherby technology for flexible delivery. The dynamic and complex forms ofassessment support the coproduction of knowledge sharing to harness thesynergy of collective knowledge. Specifically, this chapter presents theauthor’s use of theory used to inform selected assessment strategies.General issues surrounding group assessments, and the impact of graduateattributes and technology on assessment, introduce the case study andreinforce the fact that assessment drives the learning. The author hopesthat by sharing her insights, higher-education practices can better meet theneed for students to learn collaborative and team skills required for thefuture world of work.

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