scholarly journals Teaching Practices for Creativity at University: A Study in Portugal and Brazil

2017 ◽  
Vol 27 (67) ◽  
pp. 56-64 ◽  
Author(s):  
Maria de Fátima Morais ◽  
Ivete Azevedo ◽  
Denise de Souza Fleith ◽  
Eunice Maria Lima Soriano de Alencar ◽  
Leandro Silva Almeida ◽  
...  
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Essential Feature ◽  
Interactive Effects ◽  
Classroom Environments ◽  
Education Students ◽  
Future Directions ◽  
Arts And Humanities ◽  
New Ideas ◽  
Negative Perceptions

Abstract: Creativity is nowadays seen as an essential feature in higher education. Nevertheless, there is a discrepancy between the need for creativity and what higher education classrooms provide. This study assessed the perceptions of 1599 higher education students from two countries (1059 Brazilian and 540 Portuguese students), from two academic domains (Sciences and Technologies - Sc&T; Social Sciences, Arts, and Humanities - SScA&H), about the presence of creativity in their teachers’ instruction and evaluation practices. The study’s findings evidence interactive effects between the variables country and academic domain for most of the assessed factors: encouragement of new ideas, climate for the expression of ideas, and interest in students’ learning. Brazilian Sc&T students presented more negative perceptions of their classroom environments when compared to SScA&H students; Portuguese students showed opposite patterns of results. Some hypothetical explanations are discussed and future directions for research are presented.

scholarly journals The Crisis, the Humanities and Medical History

2011 ◽  
Vol 55 (3) ◽  
pp. 283-287
Author(s):  
Bill Luckin
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Medical History ◽  
Cultural Landscapes ◽  
Status Quo ◽  
Academic Community ◽  
Arts And Humanities ◽  
The Arts ◽  
History Of ◽  
New Ideas

Non-controversially, the full version of this article argues that the crisis in British higher education will impoverish teaching and research in the arts and humanities; cut even more deeply into these areas in the post-1992 sector; and threaten the integrity of every small sub-discipline, including the history of medicine. It traces links between the Thatcherite reforms of the 1980s and the near-privatisation of universities proposed by the Browne Report and partly adopted by the coalition. The article ends by arguing that it would be mistaken to expect any government-driven return to the status quo ante. New ideas and solutions must come from within. As economic and cultural landscapes are transformed, higher education will eventually be rebuilt, and the arts and social sciences, including medical history, reshaped in wholly unexpected ways. This will only happen, however, if a more highly politicised academic community forges its own strategies for recovery.

scholarly journals Validity studies of the scale of positive and negative perceptions about alcohol effects

2020 ◽  
Vol 54 ◽  
pp. 52
Author(s):  
Leandro S. Almeida ◽  
Joana R. Casanova ◽  
María Fernanda Páramo Fernández ◽  
Caroline Tozzi Reppold ◽  
Maria Soledad Rodriguez Gonzalez
Keyword(s):  
Higher Education ◽  
Alcohol Consumption ◽  
Male Students ◽  
Consumption Pattern ◽  
Education Students ◽  
Higher Alcohol ◽  
Consumption Rates ◽  
Negative Perceptions ◽  
Alcohol Effects ◽  
The Relationship

OBJECTIVE: To describe the process of elaboration and validation of the Scale of Perceptions about Alcohol Consumption in Higher Education Students in a Portuguese sample, considering the relationship between alcohol use rates and students’ perceptions about the effects of this consumption. METHODS: The validation study included 531 Portuguese college freshmen who answered the instrument, which is composed of five items that express positive perceptions and five items that express negative perceptions about the effects of alcohol consumption. RESULTS: Evidence of content validity, internal structure and external variables were obtained. The results of the factor analysis confirm the distribution of positive and negative perceptions by two different factors according to the theoretical model. Adequate internal consistency indexes were obtained for each dimension. The data obtained showed expected correlations between the perceptions and consumption behaviors of the students, indicating evidence of criterion validity of the scale. Moreover, the study showed that different consumption patterns between men and women, with higher alcohol consumption in the students’ households and restaurants or cafés by male students, in addition to the similarity in the consumption pattern between the two genders in parties and bars or nightclubs. CONCLUSION: The data obtained show the validity of the instrument. In the discussion, the article presents considerations about the responsibility of higher education institutions in the prevention and reduction in consumption rates among their students.

scholarly journals Preferences of Students towards Conducting Qualitative Research in Social Sciences at Higher Education Level

2017 ◽  
Vol 1 (1) ◽  
pp. 56-64
Author(s):  
Atif Khalil ◽  
Muhammed Saeed ◽  
Kanwal Tauheed
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Qualitative Research ◽  
Thematic Analysis ◽  
Sampling Technique ◽  
Structured Interview ◽  
Education Students ◽  
Interview Protocol ◽  
Knowledge And Skills ◽  
Field Notes

The study aimed to explore the intentions of higher education students towards conducting qualitative research in social sciences. The study included four PhD and six MPhil students from Punjab Univeristy (Institute of Education and Research) and Eduacation University who were selected through purposive sampling technique. A semi-structured interview protocol was constructed which was validated through experts’ opinion. The respondents were asked about their feelings, knowledge, skills, interests and barriers towards qualitative research. A thematic analysis was applied after obtaining the data through audio recording and field notes. The results revealed that most of the PhD scholars did not possess knowledge and skills required to conduct qualitative research. There was no visible difference between the responses of IER (PU) and EU students. But PhD and MPhil Students had different preferences towards conducting qualitative research.

Mindfulness as an Intervention for Recalling Information from a Lecture as a Measure of Academic Performance in Higher Education

2018 ◽  
Vol 5 (1) ◽  
pp. 75-88 ◽  
Author(s):  
Rebecca Iranzo Bennett ◽  
Helen Egan ◽  
Amy Cook ◽  
Michail Mantzios
Keyword(s):  
Higher Education ◽  
Individual Differences ◽  
Mindfulness Meditation ◽  
Randomized Experiment ◽  
Trait Mindfulness ◽  
Education Students ◽  
Information Retention ◽  
Future Directions ◽  
Listening Condition ◽  
Negative Thoughts

Higher education students experience heightened levels of stress and anxiety, and report experiencing negative thoughts and emotions, which influence information retention and recall. In a randomized experiment, we assigned participants to either a mindfulness meditation or an audiobook listening condition, and recorded the information recalled from a previously attended lecture, which was controlled for in subsequent analyses for trait resiliency and trait mindfulness. Participants placed in the mindfulness meditation condition recalled significantly more information than participants who were placed in the audiobook listening condition, even when controlling for resiliency and mindfulness. Future directions are suggested in an attempt to expand the literature and research around higher education, mindfulness and individual differences.

scholarly journals How Can Flipped Classroom Approach Support the Development of University Students’ Working Life Skills?—University Teachers’ Viewpoint

2020 ◽  
Vol 10 (12) ◽  
pp. 366
Author(s):  
Sanna Väisänen ◽  
Laura Hirsto
Keyword(s):  
Higher Education ◽  
University Students ◽  
Life Skills ◽  
Flipped Classroom ◽  
Working Life ◽  
Active Role ◽  
Classroom Environments ◽  
Education Students ◽  
University Teachers ◽  
Semistructured Interviews

Higher education students need both generic skills and field-specific knowledge in order to cope with the diverse demands of working life. The aim of this study was to gain a better understanding of the development of university students’ working life skills and of how these skills can be developed in learning environments utilizing the flipped classroom approach. The focus was on the experiences and thoughts of higher education teachers concerning which learning environment features support the development of working life skills. Altogether, 22 higher education teachers from a Finnish university were interviewed with semistructured interviews, and the data was subjected to content analysis. The results indicated that teachers identified several generic and field-specific working life skills, the most important of which were collaboration, communication, information literacy, and skills related to career and responsibilities. The flipped classroom appeared to support students’ active role and facilitate versatile ways of learning. Especially, cooperative and active learning were identified to be the key means to support the development of students’ working life skills in flipped classroom environments. Facilitating students’ opportunities to develop their working life skills can be seen as an integral part of flipped classroom environments in many ways. However, it is important that the opportunities are actively promoted, and conceptual and practical tools are provided for the student through university studies.

A Systematic Review on the Neuro-Cognitive Correlates of Game-Based Learning in Higher Education Learning Environments

2022 ◽  
pp. 58-77
Author(s):  
Smitha Baboo ◽  
Yogesh Kanna ◽  
Cathlyn Niranjana Bennett
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Essential Feature ◽  
Game Based Learning ◽  
Education Students ◽  
Cognitive Correlates ◽  
Learning Content ◽  
Games And Simulations ◽  
Teaching Learning ◽  
Teaching Pedagogies

Game-based learning is one of the sustainable education methods for future professionals from the higher education learning environment. To attain these innovative and sustainable teaching pedagogies, the components of games and simulations need to be incorporated into the teaching-learning content. The integration of neuroscience and cognitive concepts has become an essential feature in understanding various phenomena in game-based learning with regard to higher education learning environments. Several neural and cognitive processes are involved while engaging in such activities. These activities have played a pivotal role in the pedagogy and teachers had to think on their feet while engaging students in higher education as well. Game-based learning has proven to be a very effective method of engaging higher education students.

scholarly journals EXPECTATIVAS ACADÉMICAS SEGUNDO O GÉNERO DOS ESTUDANTES PORTUGUESES DO PRIMEIRO ANO DO ENSINO SUPERIOR

2016 ◽  
Vol 2 (1) ◽  
pp. 325
Author(s):  
Alexandra R. Costa ◽  
Alexandra M. Araújo ◽  
Antonio M. Diniz ◽  
Leandro S. Almeida
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Parental Education ◽  
First Year ◽  
Academic Expectations ◽  
Access To Higher Education ◽  
Education Students ◽  
Social Sciences And Humanities ◽  
Wide Range ◽  
Education Academic

Abstract:Among the wide range of personal and contextual variables that may be associated with difficulties in students’ access to higher education (HE), academic expectations will be the focus of this study. Academic expectations represent what students hope to accomplish and achieve in their academic life. The sample was formed by 372 first-year Higher Education students, of both sexes, and with ages ranging from 17 to 57 years old. These students completed the Academic Perceptions Questionnaire (QPA), which assesses seven dimensions of academic expectations. Data analysis considers students´ gender, scientific domain of studies (social sciences and humanities, science and technology) and the levels of parental education (parents concluded or not HE studies). Results suggest more differentiation of academic expectations in function of students´ gender and parents´ educational level. This communication presents and discusses these results, and possible justifications and implications.Keywords: Higher Education, Academic Expectations, Gender, Adaptation to Higher EducationResumo:De entre o amplo conjunto de variáveis pessoais e contextuais que poderão estar associadas às dificuldades sentidas pelos estudantes ao ingressarem no ensino superior (ES), as expectativas académicas serão o foco deste estudo. As expectativas académicas representam aquilo que o estudante espera concretizar no decurso da sua vida académica. Este estudo considera uma amostra de 372 estudantes do primeiro ano do Ensino Superior, de ambos os géneros e com idades entre os 17 e os 57 anos. Estes estudantes preencheram o Questionário de Perceções Académicas (QPA), avaliando sete dimensões das expectativas académicas. Os resultados foram analisados considerando o género, a área científica (ciências sociais e humanas; ciências e tecnologias) e se algum dos pais concluiu o ES. As análises sugerem maior diferenciação do nível de expectativas em função do género dos estudantes e se os pais frequentaram ou não o ES. Nesta comunicação apresentam-se e discutem-se estes resultados, adiantando potenciais justificações e implicações.Palavras-chave: Ensino Superior, Expectativas académicas, Género, Adaptação ao Ensino Superior.

scholarly journals SOCIAL SCIENCES’ TRANSFORMATION IN LIGHT OF COVID-19

2021 ◽  
Vol 1 ◽  
pp. 7-18
Author(s):  
Andreas Ahrens ◽  
Jelena Zascerinska
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Research Methodology ◽  
Qualitative Method ◽  
Research Work ◽  
Education Students ◽  
Scientific Publications ◽  
Digital Environments ◽  
Qualitative Nature ◽  
Google Search

Transformations in social sciences accelerated by the COVID-19 pandemic remain under-explored. The aim of the article is to analyse scientific literature on social sciences’ transformation in light of COVID-19 underpinning the elaboration of implications for teaching a Research Methodology course to the higher education students. The present research work made use of theoretical and empirical methods. The exploratory study was of qualitative nature. The study carried out in April 2021 was based on the analysis of scientific publications selected from the Web of Science and google search by indicating the key words “COVID-19” and “Social sciences’ transformation”. The conclusion is drawn that social sciences’ transformation to the remote conduct is “a new normal” in the conditions of uncertainty. Virtual fieldwork is proposed to be a new qualitative method in social sciences’ research as some populations live mostly in digital environments. Another conclusion is that there is a need for a balance, when composing the empirical study’s sample, between respondents in the digitally divided populations, namely inclusions of both groups’ - digital and non-digital - respondents. Implications for teaching a Research Methodology course to the higher education students are presented. Research limitations are identified. Directions of further research are proposed.

Expanding Notions of Access

2017 ◽  
pp. 204-221
Author(s):  
Emily Ehlinger
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Universal Design ◽  
Classroom Environments ◽  
Future Directions ◽  
Equity Issues ◽  
Meaningful Participation ◽  
Access And Equity ◽  
Research Scholarship ◽  
Instruction And Learning

This chapter focuses on disability access in higher education and the role that Universal Design has played in improving meaningful participation and inclusion of students with disabilities. The purpose of this chapter is to provide an overview of several frameworks of Universal Design that are specific to the context of instruction and learning, as well as the scholarship and theory related to implementation of these frameworks in postsecondary classroom environments. Scholarship on how current Universal Design frameworks might be expanded to address a broader set of access and equity issues, as well as the limitation of the current research about its application and effectiveness are also discussed. The chapter closes with a synthesis of opportunities and future directions for research, scholarship, and practice related to the development and implementation of Universal Design frameworks in higher education.

Expanding Notions of Access

2020 ◽  
pp. 34-51
Author(s):  
Emily Ehlinger
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Universal Design ◽  
Classroom Environments ◽  
Future Directions ◽  
Equity Issues ◽  
Meaningful Participation ◽  
Access And Equity ◽  
Research Scholarship ◽  
Instruction And Learning

This chapter focuses on disability access in higher education and the role that Universal Design has played in improving meaningful participation and inclusion of students with disabilities. The purpose of this chapter is to provide an overview of several frameworks of Universal Design that are specific to the context of instruction and learning, as well as the scholarship and theory related to implementation of these frameworks in postsecondary classroom environments. Scholarship on how current Universal Design frameworks might be expanded to address a broader set of access and equity issues, as well as the limitation of the current research about its application and effectiveness are also discussed. The chapter closes with a synthesis of opportunities and future directions for research, scholarship, and practice related to the development and implementation of Universal Design frameworks in higher education.

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