scholarly journals The Wicked and the Logical: Facilitating Integrative Learning Among Introductory Computing Students

2021 ◽  
Vol 9 (1) ◽  
pp. 180-199
Author(s):  
Jeffrey Stone ◽  
Laura Cruz
Keyword(s):  
Higher Education ◽  
Mathematical Logic ◽  
Cognitive Processes ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Reflective Writing ◽  
Mixed Methods Study ◽  
Integrative Learning ◽  
Socially Relevant ◽  
Computational Reasoning

Higher education has embraced integrative learning as a means of enabling students to tackle so-called “wicked” problems, i.e. problems that are sufficiently complex, contested, and ambiguous that conventional, disciplinary specific approaches are inadequate to address. However, challenges remain in defining integrative learning consistently and effectively, especially because the cognitive processes that make up an integrative learning experience are not understood fully. This mixed-methods study was designed to help understand how students perceive, navigate, and resolve challenges that require them to integrate knowledge of one “wicked” subject (sustainability) with the skills of a practice rooted in mathematical logic (computer programming); how they express their integrative learning through reflective writing; and how we gain a stronger understanding of this process through linguistic analysis. The findings suggest that some students demonstrated the ability to integrate computational reasoning skills into socially relevant contexts more successfully, confidently, and in more well-rounded ways than others, though success required ways of thinking that extended beyond programming. The findings also underscore the potential need for reconceptualizing integrative teaching and learning in fields that have problem-solving traditions rooted in less “wicked” solutions.

scholarly journals The Wicked and the Logical: Facilitating Integrative Learning Among Introductory Computing Students

2021 ◽  
Vol 9 (1) ◽  
pp. 180-199
Author(s):  
Jeffrey Stone ◽  
Laura Cruz
Keyword(s):  
Higher Education ◽  
Mathematical Logic ◽  
Cognitive Processes ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Reflective Writing ◽  
Mixed Methods Study ◽  
Integrative Learning ◽  
Socially Relevant ◽  
Computational Reasoning

Higher education has embraced integrative learning as a means of enabling students to tackle so-called “wicked” problems, i.e. problems that are sufficiently complex, contested, and ambiguous that conventional, disciplinary specific approaches are inadequate to address. However, challenges remain in defining integrative learning consistently and effectively, especially because the cognitive processes that make up an integrative learning experience are not understood fully. This mixed-methods study was designed to help understand how students perceive, navigate, and resolve challenges that require them to integrate knowledge of one “wicked” subject (sustainability) with the skills of a practice rooted in mathematical logic (computer programming); how they express their integrative learning through reflective writing; and how we gain a stronger understanding of this process through linguistic analysis. The findings suggest that some students demonstrated the ability to integrate computational reasoning skills into socially relevant contexts more successfully, confidently, and in more well-rounded ways than others, though success required ways of thinking that extended beyond programming. The findings also underscore the potential need for reconceptualizing integrative teaching and learning in fields that have problem-solving traditions rooted in less “wicked” solutions.

A Compass During the Storm: Offering Students Critical Rigor for Polarizing Times

2021 ◽  
pp. 1-5
Author(s):  
Andrew M. Wender ◽  
Valerie J. D’Erman
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Civic Engagement ◽  
Political Science ◽  
Cognitive Processes ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Objective ◽  
First Year

ABSTRACT Teaching and learning in higher education is occurring, unavoidably, within the broader civic context of today’s extraordinarily polarizing political times. We seek to help students situate themselves with respect to and, above all, thoughtfully assess others’ as well as their own perspectives on issues of profound contention, without contributing to exacerbated polarization ourselves. Specifically, we offer students in our first-year exploratory political science course a vital tool—critical rigor—for navigating but not being inundated by the storm. This article discusses our experiences in teaching the course titled, “The Worlds of Politics,” as we attempt to help students deeply engage in cognitive processes of critical thinking and analysis, without undue infringement from their own—and least of all our own—personal political biases. Our focal learning objective is the cultivation of critical-thinking skills that promote students’ drawing of distinctions between advocacy and analysis, as well as their discerning civic engagement.

scholarly journals Derivation of electronic course templates for use in higher education

2012 ◽  
Vol 20 ◽  
Author(s):  
Robin K. Hill ◽  
Jill W. Fresen ◽  
Fawei Geng
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Learning Experience ◽  
Learning Technology ◽  
Pedagogical Practice ◽  
Technology Support ◽  
Initial State ◽  
Web Technologies ◽  
Learning Platform

Lecturers in higher education often consider the incorporation of web technologies into their teaching practice. Partially structured and populated course site templates could aid them in getting started with creating and deploying webbased materials and activities to enrich the teaching and learning experience. Discussions among instructional technology support staff and lecturers reveal a paucity of robust specifications for possible course site features that could comprise a template. An attempted mapping from the teaching task as understood by the instructor to the envisaged course website properties proves elusive. We conclude that the idea of an initial state for a course site, embodied in a template, remains useful and should be developed not according to a formula but with careful attention to the context and existing pedagogical practice. Any course template provided for the use of lecturers should be enhanced with supporting instructions and examples of how it may be adapted for their particular purposes.Keywords: course template; learning platform; pedagogical dimensions; course site properties(Published: 17 December 2012)Citation: Research in Learning Technology 2012, 20: 18665 - http://dx.doi.org/10.3402/rlt.v20i0.18665

scholarly journals Use of Web 2.0 technologies as mediation tools in higher education with focus on YouTube

2018 ◽  
Vol 1 (1) ◽  
pp. 21-28 ◽  
Author(s):  
Samuel Imathiu
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Web 2.0 ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Education Institution ◽  
Proximal Development ◽  
Student Centered ◽  
Passive Learning ◽  
Hands On Learning

Although the curricula content for similar study disciplines may differ from one higher education institution to another and from one country and/or region to another, it is without any doubt that for all, they promote active learning rather than passive learning. A recent shift has been observed where emphasis is placed on student-centered, collaborative and practical participation of learners in knowledge creation in a learning environment which is more engaging and stimulating. This has particularly been made possible by emerging educational technology mediation tools that does not only promote hands-on learning but also make the whole learning experience fun. Most of these technological tools have been effectively used by More Knowledgeable Other (MKO) in scaffolding the learners, and they have also been directly used by learners themselves as their MKO in addressing Vygotsky’s concept of Zone of Proximal Development (ZPD) which is defined by Vygotsky1 as ‘the distance between the actual developmental level as determined by independent problem-solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers’. This literature reviews how YouTube as an example of Web 2.0 technology has been used as a mediation tool to facilitate teaching and learning in higher education.

scholarly journals Face-to-Face and Online Instructional Delivery Formats: a Mixed-Methods Study of Teacher Self-Efficacy in Higher Education

2020 ◽  
Vol 12 (4) ◽  
pp. 163
Author(s):  
Colin William Campbell
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Mixed Methods ◽  
Self Efficacy ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Learning Experience ◽  
Instructional Delivery ◽  
Mixed Methods Study ◽  
Face To Face

The COVID-19 pandemic forced higher education institutions in South Korea to administer Spring 2020 semesters online. This mixed-methods study examined instructor/professor competence for the instructional delivery formats of Face-to-Face and online teaching. Quantitatively, the researcher measured teacher competence for Face-to-Face and online instruction by measuring the Teacher Self-Efficacy levels of non-Korean instructors/professors in South Korean higher education institutions. The qualitative questions assessed the advantages and drawbacks of each instructional delivery format. Findings indicate that instructors/professors are significantly more effective teaching Face-to-Face courses than online courses. However, instructors/professors with online learning experience were significantly more effective teaching online courses than those without online learning experience. It is recommended that all instructors/professors engage in professional development geared towards equipping educators with the tools needed to succeed in the online education environment.

scholarly journals Analysis of a Portuguese HEI teachers experience in the context of COVID-19

2021 ◽  
Vol 14 (2) ◽  
pp. e33579
Author(s):  
Elisabete Brito ◽  
Natália Gomes ◽  
Pedro Tadeu ◽  
Carlos Brigas
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Education Institution ◽  
New Paradigm ◽  
Quantitative Investigation ◽  
Work Volume ◽  
Current Context ◽  
Portuguese Higher Education

The current context of the pandemic crisis has led to unexpected educational changes. It has forced the institutions to rapidly adapt their teaching and learning methodologies in all areas, especially in higher education. This situation, atypical, has given rise to numerous reflections on the ability of institutions to adapt to this new paradigm. This research aims to understand how the Portuguese Higher Education Institution (Polytechnic of Guarda) teachers have adjusted their teaching and learning process to distance learning situation. We constructed a quantitative investigation with a survey applied to the population, consisting of 158 elements, achieving 102 valid answers, 65% of the population. The results show that despite the initial doubts and concerns at the beginning of the process, there was always a substantial increase in work volume. There was a rapid adaptation to new teaching and learning methodologies in COVID-19 time. Overall, most of the inquiries considered this distance learning experience to be very positive.

scholarly journals EVALUATING THE QUALITY OF TEACHING AND EDUCATION IN STUDENTS OF SPECIALTY PHYSICAL THERAPY, OCCUPATIONAL THERAPY: ADAPTATION OF THE UKRAINIAN VERSION OF THE QUESTIONNAIRE K. ETLQ

2021 ◽  
pp. 170-179
Author(s):  
К. А. Tymruk- Skoropad ◽  
L. М. Tsizh ◽  
Iu. A. Pavlova
Keyword(s):  
Higher Education ◽  
Physical Therapy ◽  
Occupational Therapy ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Cross Cultural ◽  
Educational Process ◽  
Training Course ◽  
Training Courses

The quality of education as an indicator of the development of society is characterized by various aspects and should be considered in the time dynamics. It is important to provide an opportunity to analyze and evaluate the quality of a significant component of the educational process as a training course. In order to improve the quality of educational activities in higher education institutions of Ukraine, tools for assessing the quality assurance system of higher education are being actively developed today. Objective: linguistic and cross-cultural adaptation of the tool "Questionnaire on the experience of teaching and learning" Experiences of Teaching and Learning Questionnaire in Ukrainian. Materials and methods. The study involved 632 students aged 2-6 years majoring in 227 - physical therapy, occupational therapy Lviv State University of Physical Culture named after Ivan Boberskyj in order to assess the disciplines of the curriculum. Data collection was conducted during the 2019/2020 and 2020/2021 academic years. Respondents rated 17 training courses.   Results. "Questionnaire on teaching and learning experience" - a tool that allows you to take into account and predict the impact of various factors on student learning outcomes of different specializations and levels of education, professional experience, motivation, etc., it is also suitable for use in different cultural environments. The survey was conducted on the following content blocks: "Approaches to teaching and learning", "Teaching and learning experience", "Training course requirements" and "What did you learn in this training course". Additional requirements of the course that students wanted to assess in the content block 3 are related to the organization of training, the structure and content of the course and the interaction between teacher and student. According to content block 4, from 41.46% to 55.85% of students indicated that they additionally received "quite a lot" of achievements related to the course and related to the activities of the student. Final rating scale for how well students managed to pass the course showed that 70% or more of the answers were high marks for passing the course (7, 8 and 9 points) were noted by senior students, in contrast to 2nd year students who rated themselves lower. Based on the results of studying the results of the questionnaire, taking into account the comments of respondents and the recommendations of the editor, the final adapted Ukrainian version of the Questionnaire on teaching and learning experience (ETLQ) was formed. Discussion of results. Researchers emphasize that students rely on knowledge, understanding and previous learning experience when studying any discipline. Reforming and improving the educational programs of the first and second educational levels of the specialty 227 physical therapy, occupational therapy in accordance with the new needs of the health care sector, approved educational standards and world standards continues. Conclusions. Linguistic and cross-cultural validation of the Teaching and Learning Experience Questionnaire (ETLQ) proved that the questionnaire is understandable and acceptable for the development and content of training courses, adjusting the approaches used by the teacher. The questionnaire allows the student to comprehend the efforts spent by him during training for high-quality training courses and increase the effectiveness of training.

Exploring Intercultural Communication Through the Act of Translation in Subtitling

2018 ◽  
pp. 261-281
Author(s):  
Duo Luan
Keyword(s):  
Higher Education ◽  
Intercultural Communication ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Visual Media ◽  
Intercultural Communicative Competence ◽  
Language Practice ◽  
Cultural Contexts ◽  
The United Kingdom ◽  
The University

This chapter explores how intercultural teaching and learning can take place through the practical act of translation in subtitling. The method discussed in this chapter uses audio-visual media in the teaching of Chinese as a foreign language (CFL) in higher education (HE). Translation in Subtitling is an undergraduate course offered to students with advanced Chinese competencies at the University of Wales Trinity Saint David in the United Kingdom. This applied language practice develops advanced skills in intercultural communicative competence (ICC) to students working on projects related to specific professional and cultural contexts. The audio-visual-driven course and its workshop style aim to provide a practical and fun intercultural learning experience, as well as to enhance employability by preparing students to work in a Chinese linguistic environment.

Emerging EdTechs Amidst the COVID-19 Pandemic

2021 ◽  
pp. 93-107
Author(s):  
Trevor Wood-Harper
Keyword(s):  
Higher Education ◽  
Cloud Computing ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Learning Processes ◽  
Faculty Members ◽  
Learning Engagement ◽  
Optimal Learning ◽  
Role Of Information

The role of information technology (IT) transforming higher education (HE) institutions is flourishing. Students, lecturers, and faculty staff adopt overarching platforms and applications that are driven by ubiquitous technology such as big data and cloud computing to support their teaching and learning activities. In this chapter, the authors analysed cases of EdTechs (apps) used in the higher education institutions (HEIs) and their impact on teaching and learning processes. They draw the benefits, challenges, and appropriate cases pertaining to the apps used in HEIs in supporting such processes. They find that EdTechs have a high potential to provide better education for students, easier teaching process for lecturers, and clearer managerial process for administrators and faculty members. The chapter concludes that while EdTechs used during the pandemic can provide an alternative learning experience, it still lacks in providing optimal learning engagement.

Sign in / Sign up

Export Citation Format

Share Document