scholarly journals The power of a partnership approach: the tripartite relationship between academics, academic skills staff and students

2021 ◽  
Vol 14 (2) ◽  
Author(s):  
Poppy Frances Gibson ◽  
Robert Morgan ◽  
Andrew Sinclair ◽  
Rachael Hartiss ◽  
Agnieszka Kosek ◽  
...  
Keyword(s):  
Student Success ◽  
Student Outcomes ◽  
Teaching And Learning ◽  
Academic Skills ◽  
Innovative Approach ◽  
Student Relationships ◽  
The University ◽  
Partnership Approach ◽  
Tripartite Relationship

This reflection piece shares the innovative approach to an embedded skills model on an accelerated two-year BA programme. At the University of Greenwich annual teaching and learning conference (SHIFT), in 2020, a collaborative team from the degree course presented a case study on this model. This article explores how, through such partnerships, student success can be promoted and student outcomes can shine. Living and teaching through a pandemic has highlighted the importance of staff and student relationships to ensure success.

scholarly journals Closing the loop: An evaluation of student-led module feedback at one UK higher education institution

2019 ◽  
Vol 3 (2) ◽  
pp. 78-90
Author(s):  
Cecile Tschirhart ◽  
Simon David Pratt-Adams
Keyword(s):  
Student Outcomes ◽  
Teaching And Learning ◽  
Education Institution ◽  
Student Relationships ◽  
Feedback Cycle ◽  
Closing The Loop ◽  
The University ◽  
Teaching Modules ◽  
Uk Higher Education ◽  
Pedagogical Changes

This article describes how a Student-Led Module Feedback (SLMF) scheme was initiated at one UK University to enhance staff-student relationships and to improve student outcomes. The scheme was developed by academics in partnership with the Students Union (SU) and students. The SLMF aimed to enhance the student experience at a granular level in “real time” during 30 week-long teaching modules. The article defines the SLMF within the research context of the Scholarship of Teaching and Learning and describes how the theme of student-staff partnership runs across the scheme, including during the project management and evaluation phases. It critically reflects on how the scheme has been instrumental in making inroads to improving the experience of students and staff across the university. It analyses the way in which the SLMF is being used by staff and students to co-create action plans to initiate pedagogical changes and thus close the loop of the feedback cycle.

Hindrance to the Integration of e-learning Adoption in Nigerian Universities

GIS Business ◽  
2019 ◽  
Vol 14 (5) ◽  
pp. 21-28
Author(s):  
Abasiama G. Akpan ◽  
Chris Eriye Tralagba
Keyword(s):  
Teaching And Learning ◽  
Case Study Research ◽  
University Education ◽  
Learning Approach ◽  
University System ◽  
Electronic Learning ◽  
E Learning ◽  
Nigerian University ◽  
The University

Electronic learning or online learning is a part of recent education which is dramatically used in universities all over the world. As well as the use and integration of e-learning is at the crucial stage in all developing countries. It is the most significant part of education that enhances and improves the educational system. This paper is to examine the hindrances that influence e-learning in Nigerian university system. In order to have an inclusive research, a case study research was performed in Evangel University, Akaeze, southeast of Nigeria. The paper demonstrates similar hindrances on country side. This research is a blend of questionnaires and interviews, the questionnaires was distributed to lecturers and an interview was conducted with management and information technology unit. Research had shown the use of e-learning in university education which has influenced effectively and efficiently the education system and that the University education in Nigeria is at the crucial stage of e-learning. Hence, some of the hindrances are avoiding unbeaten integration of e-learning. The aim of this research is to unravel the barriers that impede the integration of e-learning in universities in Nigeria. Nevertheless, e-learning has modified the teaching and learning approach but integration is faced with many challenges in Nigerian University.

Shared strategic reflection process by a higher education institution: A case study

2021 ◽  
pp. 089202062110309
Author(s):  
María García-Feijoo ◽  
Leire Alcaniz ◽  
Almudena Eizaguirre
Keyword(s):  
Teaching And Learning ◽  
Business Schools ◽  
Education Institution ◽  
Theory U ◽  
Case Study Methodology ◽  
Process Implementation ◽  
Planning Models ◽  
Challenging Environment ◽  
The University

Business schools face social, economic, cultural, and technological changes that require constant rethinking not only of teaching and learning, but also of leadership and management. In contrast to traditional strategic planning models, this article proposes a new participatory approach for the university community, arriving at a common story and visualizing an exciting future for the school. Applying case study methodology, the paper describes a process of shared strategic reflection at a century-old European business school by following Otto Scharmer's Theory U. The process enabled achievement of shared definitions of vision, values, lines of progress, and strategic projects, and the study itself improved the participants’ perception of the process and its impact on a shared vision's generation. After process implementation, and as a general conclusion, Theory U contributed to promoting shared strategic reflection, with results that are very valuable in the highly uncertain, challenging environment in which business schools are immersed.

Blended Learning Support for Undergraduate Students’ Research and Writing Skills Development

2014 ◽  
pp. 341-368
Author(s):  
Asako Yoshida
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Exploratory Study ◽  
Teaching And Learning ◽  
Learning Support ◽  
Learning Practices ◽  
University Of Manitoba ◽  
Main Barrier ◽  
The University

In this exploratory study, a subject librarian and a writing instructor investigated the potential of designing blended learning around research paper assignments in the context of two foundational courses in the Faculty of Human Ecology at the University of Manitoba, Canada. The objective was to explore alternative, more embedded learning support for undergraduate students. The significance of blended learning support was situated in the broader literature of the teaching and learning practices in higher education. In this case study, descriptions of blended learning support for facilitating student learning, and of the main barrier to its implementation are provided. Based on what was learned in the exploratory study, the chapter provides working guidelines for designing and developing blended learning support, mainly drawing from Butler and Cartier’s (2004) research on academic engagement.

scholarly journals Balancing University Teaching and Media Industry Needs: A Case Study of Teaching Finance and Economics News Translation

2019 ◽  
Vol 8 (3) ◽  
pp. 247
Author(s):  
Wan Hu ◽  
Xuquan Wang
Keyword(s):  
Teaching And Learning ◽  
Teaching Effectiveness ◽  
Teaching Method ◽  
Case Study Research ◽  
University Teaching ◽  
Media Industry ◽  
Key Stakeholders ◽  
The University ◽  
Industry Needs

This research uses case study research and employs a news translation module to analyse its synergic teaching method which includes a university teacher, an industry insider and translation learners. They, as the key stakeholders of the teaching and learning process, have their specific roles and continuously interact with each other. Through these interactions, actual trans-editing workflow is embedded into the university classroom. In order to examine the teaching effectiveness of such an innovative model, translation learners’ responses and commentaries are carefully taken into consideration. A wider implication of this research is that translator trainers may have their own reflections on innovating teaching strategies via the integration of academia and the professional world.

scholarly journals Strengthening Research Capacity:An Action Plan for the University of Saskatchewan Extension Division

2013 ◽  
Vol 28 (2) ◽  
Author(s):  
Scott McLean
Keyword(s):  
Teaching And Learning ◽  
Action Plan ◽  
Research Capacity ◽  
The Body ◽  
University Continuing Education ◽  
Research Climate ◽  
Productive Research ◽  
Faculty Renewal ◽  
The University

This article presents a case study of how the University of Saskatchewan Extension Division developed an action plan to strengthen its research capacity. Its Action Plan outlines 20 actions, organized into five strategic categories: cultivating a productive research climate; promoting faculty development and faculty renewal; engaging in graduate-level teaching and learning; developing research infrastructure and supportive administrative processes; and encouraging and celebrating research excellence. The body of the article contains an abridged version of the Action Plan, with details such as timelines and lines of responsibility removed. Although written for the University of Saskatchewan Extension Division, this plan is pertinent to many university continuing education units across Canada.

E-learning and information literacy at the University of Jos

2014 ◽  
Vol 35 (8/9) ◽  
pp. 607-628 ◽  
Author(s):  
Vicki Lawal ◽  
Stephen Akintunde
Keyword(s):  
Information Literacy ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Content Type ◽  
E Learning ◽  
Learning Platforms ◽  
Information Skills ◽  
The University

Purpose – The purpose of this paper is to examine the potential role of information literacy (IL) within the changing context of the e-learning environment at the University of Jos in recent years. It focuses and emphasises the role of the University library in facilitating teaching and learning through the use of e-learning platforms in teaching information retrieval skills. The paper aims to identify gaps in students’ information skills that could be addressed through IL instruction. Design/methodology/approach – The study employed a case study research design while the methodology involved the administration of structured questionnaires to the two groups of respondents. Findings – Findings from the study provide useful insights to the skills challenges experienced by students and point to a need for effective collaboration between the library, faculty and management in order to promote a better approach to learning at the institution. Originality/value – By emphasising the role of the library, the paper contributes to previous studies on e-learning at the University and provides a basis for further research in this regard.

scholarly journals INTÉGRATION DES TIC DANS LA DIDACTIQUE DU FLE À L’UNIVERSITÉ KENYATTA

2018 ◽  
Vol 10 (2) ◽  
Author(s):  
Dismas Nkezabera
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
New Technologies ◽  
Foreign Languages ◽  
University System ◽  
Postgraduate Students ◽  
Learning Scenarios ◽  
The University ◽  
Actual Teaching

ICT offers new teaching and/or learning methods, especially in the field of foreign languages. These new technologies develop not only new teaching and learning environments, but also raise the issue of their pedagogical integration in teaching French as Foreign language. This article aims at addressing issues related to the contribution of ICT in an action-oriented perspective “task” and “learning scenario” (Mangenot, 2003). The objective is to identify the pitfalls faced by teachers in their attempt to integrate new technologies in teaching FFL. Our assumption is that ICTs provides the learner a new way of acquiring knowledge and skills. This case study raises a number of concerns with regard to integration of ICT in the teaching of FFL. How for instance do teachers of French integrate ICT in their actual teaching in order to motivate and empower their learners? And then, what are the obstacles to the integration of new  technologies in the university system of teaching? By way of a systematic approach, this study discusses an experiment with undergraduate and postgraduate students who are using learning scenarios in written production activities by following well-defined instructions.

scholarly journals Modelling Teacher Practices to Apply Learning Analytics as a Metacognitive Tool in Learning to Enhance Student Success

2020 ◽  
pp. 113-123
Author(s):  
Rasa Greenspon ◽  
Margarita Teresevičienė ◽  
Justina Naujokaitienė
Keyword(s):  
Student Success ◽  
Learning Environments ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Teacher Practices ◽  
Educational Technologies ◽  
Learning Design ◽  
Process Learning ◽  
Contemporary Context

In the contemporary context, adoption of educational technologies has become inevitable. In virtual learning environments, teachers are not only exploring new ways of teaching, e.g. blended or online, but also incorporating various tools and strategies in order to facilitate the learning/teaching process. Learning analytics has received a lot of attention as it offers a support to teachers in monitoring students’ performance and making decisions regarding pedagogical approaches and techniques that would enhance learning and fulfil students’ realtime needs. In this research, a case study of university online or blended learning courses investigates the usage of learning analytics as a metacognitive tool to analyse how teaching and learning as well as learning design may be improved in order to enhance student success.

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