scholarly journals Teaching and learning in higher education in regard to information literacy and diversity

2010 ◽  
Vol 3 (1) ◽  
Author(s):  
Bill Johnston
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Learning Environments ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Current Thinking ◽  
Curriculum Renewal

Bill Johnston will review selected current thinking on the nature of learning environments in higher education and identify how this work can be applied to course (re)design and curriculum renewal in universities. He will outline his thinking on curriculum renewal as a means of developing the Information Literate University (ILU) as a key node of lifelong learning in complex and diverse societies.

scholarly journals Lifelong Learning at Universities: Future Perspectives for Teaching and Learning

2018 ◽  
Vol 7 (2) ◽  
pp. 81-87 ◽  
Author(s):  
Eva Cendon
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Lifelong Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Professional Experience ◽  
Future Perspectives ◽  
Teachers Perspectives

This paper examines practices of teaching and learning in the era of digitalization. More specifically, it addresses practices of teaching and learning for students with professional experience who work alongside their studies. Based on the assumption that digitalization is a means of allowing more open and flexible pathways for teaching and learning in higher education, the paper focusses on the perspectives and perceptions of both students and teachers in digital supported teaching and learning environments as forms of blended learning. It brings together findings from two qualitative empirical studies: one focused on students’ perspectives of their development over the course of their studies; the second addressed teachers’ perspectives and their teaching strategies and activities. Based on the findings of these two research studies, the paper outlines future perspectives for teaching and learning and the role of digitalization, with a particular emphasis on programs of lifelong learning at universities.

scholarly journals From policy to practice: One university's experience of implementing strategic change through wholly online teaching and learning

2007 ◽  
Vol 23 (1) ◽  
Author(s):  
Dale Holt ◽  
Di Challis
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Learning Environments ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Strategic Change ◽  
Organisational Learning ◽  
Online Teaching And Learning ◽  
Learning And Teaching

<span>One institution's attempts to implement an ambitious wholly online learning policy is examined in the Australian higher education setting. The conditions that led to a diversity of models of wholly online unit development are considered, along with teachers' design intents in establishing their online teaching and learning environments. The emphasis of the analysis is on those wholly online units created or redeveloped from existing offerings which held out the greatest possibilities for what we have categorised as 'transformatory' learning and teaching as related to the development of highly valued lifelong learning capacities in students. Organisational learning from the offering of the first major suite of wholly online units is outlined and impacts on policy reformulation described. The case study concludes with a consideration of more general lessons learnt from policy driven initiatives directed at transforming teaching and learning in higher education.</span>

Developing information literacy courses for students through virtual learning environments in Tanzania: Prospects and challenges

IFLA Journal ◽  
2021 ◽  
pp. 034003522110182
Author(s):  
Evans F Wema
Keyword(s):  
Learning Environments ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Higher Learning ◽  
Virtual Learning Environments ◽  
Web Based ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
The Face

This article reviews literature on the use of virtual learning environments by highlighting their potential and the challenges of introducing the same in Tanzania. It introduces the concept of virtual learning environments by demonstrating their applications to support teaching and learning. The article discusses the use of virtual learning environments in teaching information literacy courses by highlighting the success of using such tools in facilitating the teaching of information literacy courses to library users. In this review, special emphasis is placed on attempts by Tanzanian institutions of higher learning to introduce web-based teaching of information literacy and the challenges faced. The review reveals the need for Tanzanian institutions of higher learning to develop virtual learning environments to facilitate the teaching of information literacy courses to students and faculty so as to reach many of those who may not manage to attend the face-to-face information literacy sessions that are offered by librarians on a regular basis.

scholarly journals The exhibition and other learning environments in The Millbank Atlas

2019 ◽  
Vol 18 (2) ◽  
pp. 153-169
Author(s):  
Marsha Bradfield ◽  
Shibboleth Shechter
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Local Community ◽  
Spatial Design ◽  
The Arts ◽  
Learning Journey

Abstract The Millbank Atlas is an open-ended project that maps and remaps the neighbourhood of Millbank, an area of London, UK. This is home to Chelsea College of Arts (University of the Arts London) and our course, BA (Hons) Interior and Spatial Design, which has anchored the Atlas since 2016. We offer the following reflections as tutors on this course and co-researchers on the Atlas, along with our students and members of the local community. Central to this discussion is the kind of learning journey enabled by this type of project, and how it benefits from being distributed across cultural, social, geographical, discursive and other environments. This raises fundamental questions for teaching and learning, especially the potential to complicate normative assumptions in higher education about where knowledge is produced and who learns from whom.

Investigating Student Perceptions and the Effectiveness of K-12 Blended Learning Communities

2019 ◽  
pp. 500-522
Author(s):  
Gina Tovine ◽  
April Fleetwood ◽  
Andrew Shepherd ◽  
Colton J. Tapoler ◽  
Richard Hartshorne ◽  
...  
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Communities ◽  
Student Perceptions ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Virtual School ◽  
Design Development ◽  
Florida Virtual School ◽  
K 12

While the growth of blended learning environments in higher education and non-educational settings has continued to increase in recent years, this has not been the case in K-12 settings. Recently, in an effort to explore the viability and effectiveness of K-12 blended learning environments, Florida Virtual School (FLVS) has been piloting blended learning communities in a number of their schools, providing opportunities to explore factors that influence the effectiveness of K-12 blended learning communities. Thus, the purpose of this chapter is to report the results of a study designed to assess conditions that influence the effectiveness of K-12 blended learning communities, and to explore learner, instructor, course, and other factors important to successful blended learning communities. Findings will inform the design, development, and implementation of future K-12 blended teaching and learning environments in an effort to support and strengthen student achievement, the preparation of teachers to facilitate effective blended learning environments.

Adult Learner Characteristics Important for Successful Learning in Cross-Cultural Web-Based Learning Environments in Higher Education

2021 ◽  
pp. 436-469
Author(s):  
Joseph George M. Lutta
Keyword(s):  
Higher Education ◽  
Social Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Individual Characteristics ◽  
Cross Cultural ◽  
Future Research ◽  
Web Based ◽  
Research And Practice ◽  
Web Based Learning

For more than 40 years, cognitive psychological perspectives have dominated pedagogical frameworks and models for designing technology-mediated teaching and learning environments. Social learning perspectives are increasingly becoming viable or even desirable frames for research and practice as pertains to teaching and learning, particularly in web-based learning environments (WBLEs). The author considers these social learning perspectives and how they relate to the design and implementation of curricula that are delivered in web-based learning environments in higher education. The author further reviews the foundational theories of adult learning that enhance adult learners' experiences in cross-cultural web-based learning environments. This review and analysis of the research related to social learning perspectives on WBLEs have three implications for future research and practice: (1) examining learners' individual characteristics in WBLEs, (2) identifying strategies for promoting social interaction in WBLEs, and (3) developing effective design principles for WBLEs. The author presents recommendations for future research.

The Blended Learning Environment in Higher Education

2016 ◽  
pp. 180-197
Author(s):  
Ellen Boeren
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Critical Analysis ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Self Determination Theory ◽  
Self Determination

This chapter explores the author's experiences with blended learning, both as a tutor and as a student at a British Russell Group University. The chapter starts from the importance of encouraging an autonomy supporting learning environment, featured within self-determination theory (Ryan & Deci, 2000). In the first part of the chapter, definitions of blended learning will be briefly reviewed. Secondly, the role of the learning environment will be explained, drawing upon previous research on learning environments undertaken by Darkenwald and Valentine (1986), mentioning the importance of the learning environment within motivational theories. Thirdly, results of a critical analysis on the own teaching and learning practice will be conducted, comparing the perspective of being a tutor and being a student. Finally, recommendations for future teaching practice will be discussed, before concluding this chapter.

scholarly journals Heutagogy: The pedagogy of agency

2021 ◽  
Vol 3 (1) ◽  
pp. 45
Author(s):  
Lisa Blaschake
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
Traditional Curriculum ◽  
Delivery Methods ◽  
Learning Skills ◽  
Uncertain Future ◽  
To Come ◽  
Perfect Storm

Even before Covid-19, higher education was facing a perfect storm of challenges: increased costs, reduced funding, and rising industry demand for more skilled graduates. Educators were also challenged with finding ways to better prepare students for an uncertain future where lifelong learning skills are essential. The current pandemic has only served to intensify the storm, and educational institutions have rushed to technology in order to survive. In response to the new — or next — normal, institutional leaders are attempting to adapt traditional curriculum and systems so that they can transition rapidly to remote teaching and learning. Online, hybrid, and hyflex learning have become the beguiling buzzword solutions of today. How to survive this perfect storm and the storms to come? This presentation will propose that it is not technology that will best address these challenges; instead, a fundamental rethinking of how we teach and learn is necessary. By adopting heutagogy — or a pedagogy of agency, where the learner takes control of learning — will we be able to agilely transition and pivot across delivery methods, while also equipping our students with the lifelong learning skills and competencies required for the future.

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