scholarly journals Promoting Critical Thinking and Learning in a Large-Enrolment Humanities Class

2022 ◽  
Vol 10 ◽  
Author(s):  
Kiruthika Ragupathi ◽  
Zi Hui Yeo ◽  
Hui Chieh Loy
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Online Survey ◽  
Course Design ◽  
Student Experience ◽  
Instructional Designers ◽  
Multiple Choice Questions ◽  
Mass Higher Education ◽  
University Courses ◽  
Qualitative Responses

To promote the development of critical thinking abilities in an introductory undergraduate humanities course in the context of mass higher education, we implemented a course design that employed a series of scenario-based multiple-choice questions (MCQs) and informal peer discussions. Using an online survey to gather perception data and self-reported behavioral data, this study examines the extent to which the course design was effective at promoting critical thinking and student experience. Deductive analysis of students’ qualitative responses indicate that the course design was successful in promoting students’ development of critical thinking. Both deductive and inductive analysis of students’ qualitative responses also suggest that students largely had favorable attitudes towards this course design, though there are also some who express concerns. Our design may be useful for instructors and instructional designers aiming to promote critical thinking and learning in university courses.

scholarly journals Comparing Faculty Development Needs of Basic Sciences and Clinical Teachers During Major Curricular Reform at Prince Sattam Bin Abdulaziz Medical College in Saudi Arabia

2021 ◽  
Vol 13 (1) ◽  
pp. 31-41
Author(s):  
Amira Farghaly
Keyword(s):  
Faculty Development ◽  
Online Survey ◽  
Course Design ◽  
Clinical Teaching ◽  
Faculty Members ◽  
Multiple Choice Questions ◽  
Basic Sciences ◽  
Medical Teacher ◽  
Clinical Teachers ◽  
Medical Educators

The required competencies of the medical graduates are changing, and by turn those of medical educators are changing as well. The aim of this study was to compare the faculty development (FD) needs of basic sciences and clinical teachers at the College of Medicine, Prince Sattam Bin Abdulaziz University during reforming of the curriculum to an integrated student-centred curriculum. This study is a descriptive cross-sectional study that included an online survey for faculty members to assess their FD needs and priorities. The survey questionnaire included questions about the experience of faculty members in teaching in integrated curricula, motivators to share in FD activities, preferred formats of FD activities, self-perceived competencies and needs in different areas of medical education, and selfperceived current commitment to the 12 roles of medical educators. Comparison between the basic sciences and the clinical teachers’ perceived competencies, priorities and commitment to the roles of the medical teacher took place. Mann-Whitney U test was used to compare means. The results of the study showed that the highest self-perceived competencies of faculty members were in lecturing (mean = 4.25±0.99) and constructing multiple choice questions (mean = 4.25±0.92). Statistically significant differences were present between basic sciences and clinical teachers in designing integrated courses (p = 0.02) and clinical teaching (p = 0.03). Significant differences were also present in the perceived importance of certain topics in FD programmes, such as course design, blueprinting and simulation. The study concluded that there are differences between basic medical sciences and clinical teachers in the learning needs and the competencies, which should be taken into consideration during planning for FD activities.

Computer-Supported Collaborative Learning in Higher Education

2005 ◽  
pp. 1-18 ◽  
Author(s):  
Tim S. Roberts
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Course Design ◽  
Computer Supported Collaborative Learning ◽  
Traditional Methods ◽  
Web Based ◽  
University Courses ◽  
The Common ◽  
Common Problems ◽  
Computers In Education

The rapidly increasing use of computers in education, and in particular the migration of many university courses to web-based delivery, has caused a resurgence of interest among educators in non-traditional methods of course design and delivery. This chapter provides an introduction to the field of computer-supported collaborative learning (CSCL). First, some of the major benefits are listed. Then, some of the common problems are described, and solutions are either given or pointed to in the literature. Finally, pointers are given to some of the more recent research in this area.

scholarly journals Teaching Naked: How Moving Technology Out of Your College Classroom will Improve Student Learning

2014 ◽  
Vol 6 ◽  
Author(s):  
Jose Bowen
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Mental Models ◽  
Course Design ◽  
New Technology ◽  
Student Preparation ◽  
Face To Face ◽  
Class Time ◽  
Online Quizzes ◽  
Improve Student Learning

Technology is changing higher education, but the greatest value of a physical university will remain its face-to-face (naked) interaction between faculty and students. The most important benefits to using technology occur outside of the classroom. New technology can increase student preparation and engagement between classes and create more time for the in-class dialogue that makes the campus experience worth the extra money it will always cost to deliver. Students already use online content but need better ways to interact with material before every class. By using online quizzes and games, rethinking our assignments and course design, we can create more class time for the activities and interactions that most spark the critical thinking and change of mental models we seek.

CHALLENGES AND BENEFITS OF ONLINE TEACHING IN HIGHER EDUCATION

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Kuldeep Kaur Juneja
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Virtual Classroom ◽  
Successful Implementation ◽  
Multiple Choice Questions ◽  
Teaching Innovation ◽  
E Learning ◽  
Teaching Learning

The present study highlights the challenges and benefits influencing the acceptance, and use of e-learning as tool for teaching within higher education. It will help to develop a strategic plan for the successful implementation of e-learning and view technology as a positive step towards evolution and change. An attempt has been made to find the effectiveness of online teaching-learning methods in Higher Education. A questionnaire has been specially designed and deployed among college faculties and students. About 200 faculties from university and Education colleges in Ujjain have taken part in the online survey and submitted responses. It was found that multimedia, digital collaboration with peers, video lectures delivered by faculty handling the subject, online quiz having multiple choice questions, interaction by the faculties during lecture and online materials provided by the faculty promoted effective online learning. Virtual classroom unlike traditional classroom, give unlimited scope for introducing teaching innovation strategies. The use of ICT tools promotes technological innovations and advances in learning and knowledge management. This paper explores the online teaching - learning tools, methods, and a survey on the innovative practices in teaching and learning. Challenges and benefits of online teaching, various components on the effective use of online tools, team- based collaborative learning, simulation and animation - based learning are discussed and explained in detail.

scholarly journals Developing Online Engineering Courses: A Resource Kit for Collaboration Between Faculty and Instructional Designers

2020 ◽  
Vol 49 (1) ◽  
pp. 49-58
Author(s):  
Hui-Ching Kayla Hsu
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Instructional Design ◽  
Cognitive Load ◽  
Course Design ◽  
Online Courses ◽  
Learning Theories ◽  
Instructional Designers ◽  
Mutual Understanding ◽  
Instructional Design Principles

The rise of online courses has created an ongoing demand for instructional designers in higher education. Collaboration between faculty and instructional designers in developing online engineering courses has therefore increased. Potential challenges during the collaboration can be addressed when faculty and instructional designers have a mutual understanding of instructional design principles. This article provides a resource kit that contains a synthesis of online learning theories and examples collected from online engineering courses. These examples can help create a course design that recognizes students’ cognitive load and provides meaningful interactions.

scholarly journals Factors affecting Students’ Satisfaction with Online Learning in Higher Education in Qatar

2021 ◽  
Author(s):  
Alaa Abuhzaimah ◽  
Emad Ahmed Abushanab
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Educational Level ◽  
Online Survey ◽  
Course Design ◽  
Assessment Method ◽  
Quantitative Research Methods ◽  
Factors Affecting ◽  
Students Satisfaction

This effort seeks to explore the major factors that play an essential part in enhancing students ‘satisfaction with online learning experience in higher education in Qatar, before and during the COVID-19 pandemic. The Unified Theory of Acceptance and Use of Technology (UTAUT) model was expanded by integrating three new components to study student’s satisfaction with online learning such as course design, student engagement and assessment method. Quantitative research methods were adopted, and data were collected from 750 students at four Universities in Qatar through an online survey questionnaire. The SPSS statistical software was applied to test the research model and to examine the reliability and validity of the data obtained from the questionnaire. Based on the findings, student engagement, assessment method, course design and continuance in the use of online learning were shown to have a substantial influence on students’ satisfaction. Performance expectancy and social influence were exhibited to have a considerable impact on continuance in the use of online learning. Nevertheless, the influence of effort expectancy and facilitating conditions on continued use of online learning was found to be statistically insignificant. Moreover, the effects of age, gender, educational level, and nationality were also explored. It was found that there was a considerable discrepancy among the two genders, the different ages, educational level and nationalities on the different constructs of the model. The results of this study offer many academic institutions the opportunity to understand the factors affecting students’ satisfaction with online learning in Qatar. The findings definitely, provide insight into how colleges and universities in Qatar can effectively improve online students’ experience with online learning. Moreover, this research presented a conceptual model to shed the light on the shortness and provide a better explanation and understating of the factors affecting students’ overall satisfaction and the relationships between them.

The Impact of Transculturality on Student Experience of Higher Education

2018 ◽  
Vol 41 (1) ◽  
pp. 75-89 ◽  
Author(s):  
Heidi A. Smith ◽  
Teresa Segbers
Keyword(s):  
Higher Education ◽  
Course Design ◽  
Student Experience ◽  
Student Experiences ◽  
Cultural Learning ◽  
Teaching Staff ◽  
Outdoor Learning ◽  
Face To Face ◽  
The University ◽  
The Impact

Background: Higher education outdoor studies programs retain a critical interest in student experiences as they seek to prepare citizens in a globalized, yet simultaneously neo-nationalist, world. Purpose: This research explored the impact of transculturality on the student experience of outdoor studies in the Transcultural European Outdoor Studies (TEOS) Masters, a course hosted by three universities in three countries. Methodology/Approach: A longitudinal study of the student experience, using a conceptual framework of self, place, transculturality, and outdoor learning theory underpins the research. Semistructured online interviews and one face-to-face retrospective interview were conducted with four participants throughout the course (Semesters 1, 2, 3), plus an additional five participants prior to the end of Semester 3. Findings/Conclusions: The findings elucidate students’ transcultural self-growth and transcultural capabilities, including resilience, intelligence, and fatigue. Implications: Although challenges exist for course design, considerations of transcultural pedagogy and curricula, reflective practices, support for students and teaching staff, cultural learning experiences (including language acquisition), and a willingness to move beyond traditional models of curricula at the university level are recommended.

scholarly journals The Experience of a Master's Class

2021 ◽  
Vol 51 (7) ◽  
pp. 30-39
Author(s):  
Ágnes Neulinger
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Online Survey ◽  
Course Design ◽  
Student Perception ◽  
Positive Influence ◽  
Special Focus ◽  
Development Effort ◽  
Competency Development ◽  
Research And Innovation

The concept of responsible research and innovation (RRI) has increased in popularity in the context of European Commission policy since 2010; promoting inclusive and sustainable research and innovation. The present paper introduces a curriculum development effort following the RRI principles in higher education in order to demonstrate the potential positive influence of an RRI-inspired course design on the self-perception of students related to their own reflexivity and inclusiveness competencies. The paper first outlines the use of the RRI approach in higher education, with a special focus on two areas, reflexivity and inclusiveness. The development of a marketing-related subject will then be introduced, described and evaluated. With the aid of a master’s course, the selection of appropriate learning/teaching methods and related assessment practices will be introduced in relation to the competencies of reflexivity and inclusiveness. The results of a quantitative study are also presented, as students evaluated their own competency development in relation to reflexivity and inclusiveness topics at the end of the semester, with the help of an online survey. According to the main findings, the student perception was that course development served the aim of competency development well, and the various teaching methods supported inclusiveness, which also assisted the improvement of reflexive thinking.

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