scholarly journals Identifying Factors that Influence the Uptake and Use of Moodle by Academics in three Arts Departments at Roehampton University

2014 ◽  
Vol 3 (6) ◽  
Author(s):  
Karen Shackleford-Cesare
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Learning Technologies ◽  
Policy And Practice ◽  
Learning And Teaching ◽  
Factors Influencing

This paper explores factors influencing both the take up of Moodle at Roehampton University and the ways it was used by academics to support learning and teaching. It builds on the work of others who have sought to explore and explain why the introduction of various technologies in higher education have not transformed teaching practice in ways anticipated. This study also sought to inform policy and practice in the provision of support for academics in their use of learning technologies.

scholarly journals Cross-cultural effects of COVID-19 on higher education learning and teaching practice: A case study from Greece

2021 ◽  
Vol 18 (5) ◽  
pp. 73-89
Author(s):  
Margarita Kefalaki ◽  
◽  
Michael Nevradakis ◽  
Qing Li ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Cross Cultural ◽  
Education Students ◽  
Learning And Teaching ◽  
Cultural Effects ◽  
Global Pandemic

COVID-19 has greatly impacted all aspects of our everyday lives. A global pandemic of this magnitude, even as we now emerge from strict measures such as lockdowns and await the potential for a ‘new tomorrow’ with the arrival of vaccines, will certainly have long-lasting consequences. We will have to adapt and learn to live in a different way. Accordingly, teaching and learning have also been greatly impacted. Changes to academic curricula have had tremendous cross-cultural effects on higher education students. This study will investigate, by way of focus groups comprised of students studying at Greek universities during the pandemic, the cross-cultural effects that this ‘global experience’ has had on higher education, and particularly on students in Greek universities. The data collection tools are interviews and observations gathered from focus groups.

scholarly journals Do LEGO® Models Aid Reflection in Learning and Teaching Practice?

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Chrissi Nerantzi ◽  
Craig Scott Despard
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Good Practice ◽  
Academic Practice ◽  
Learning And Teaching ◽  
Good Assessment ◽  
The University ◽  
Assessment Strategies ◽  
The Impact

In this paper we describe the use of LEGO® models within assessment of the Postgraduate Certificate in Academic Practice (PGCAP) offered at the University of Salford. Within the context of the PGCAP, we model innovative and contextualised assessment strategies for and of learning. We challenge our students, who are teachers in higher education (HE), to think and rethink the assessment they are using with their own students. We help them develop a deeper understanding and experience of good assessment and feedback practice in a wider context while they are assessed as students on the PGCAP. We report on an evaluation of how the LEGO® model activity was used with a cohort of students in the context of the professional discussion assessment. We share the impact it had on reflection and the assessment experience and make recommendations for good practice.

scholarly journals Mobile Learning Technologies

2018 ◽  
Vol 7 (3) ◽  
pp. 298
Author(s):  
Khalil Alsaadat
Keyword(s):  
Higher Education ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Technological Development ◽  
Learning Technologies ◽  
Mobile Technologies ◽  
University Campuses ◽  
Learning And Teaching ◽  
The World ◽  
Good Environment

<p>Technological development  have altered the way we communicate, learn, think, share, and spread information. Mobile technologies are those that make use of wireless technologies to gain some sort of data. As mobile connectedness continues to spread across the world, the value of employing mobile technologies in the arena of learning and teaching seems to be both self-evident and unavoidable The fast deployment of mobile devices and wireless networks in university campuses makes higher education a good environment  to integrate learners-centered m-learning . this paper discusses mobile learning technologies that are being used for educational purposes and the effect they have on teaching and learning methods.</p>

scholarly journals Examining the five-stage e-moderating model: designed and emergent practice in the learning technology profession

2003 ◽  
Vol 11 (1) ◽  
Author(s):  
Bernard Lisewski ◽  
Paul Joyce
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Knowledge Base ◽  
Teaching Practice ◽  
Learning Technology ◽  
Learning And Teaching ◽  
Technology Practice ◽  
Technology Profession

This paper highlights the need for learning technologists to establish their 'academic legitimacy' within the complexities of online learning and teaching practice. Frameworks such as the 'five stage e-moderating model' can be useful in developing the knowledge base but there are dangers in them becoming too reified within an increasingly commodified higher education (HE) environment. The paper calls for greater professional reflexivity and contestation within learning technology practice and concludes by inviting the ALT-J readership to engage in a critical debate with regard to these issues.DOI:10.1080/0968776030110106

scholarly journals FACTORS INFLUENCING TEACHERS’ BELIEFS ON THE USE OF AUTHENTIC MATERIALS TO TEACH LISTENING

2017 ◽  
Vol 2 (1) ◽  
pp. 11
Author(s):  
Berlinda Mandasari
Keyword(s):  
Personal Experience ◽  
Teaching Practice ◽  
Easy Access ◽  
Authentic Materials ◽  
Learning And Teaching ◽  
Interactive Model ◽  
Factors Influencing ◽  
Listening Skill ◽  
Teachers Beliefs ◽  
The Subject

This research describes factors that influence teachers’ beliefs on the use of authentic materials to teach listening. This issue points out on what factors that shape their beliefs on authentic materials which are considered as good media to teach listening and support the learning and teaching practice. Two English teachers who constantly use authentic materials for listening skill are as the subject of this research. Observation, questionnaire and interview are administered to gain the data. The data are analyzed by using interactive model proposed by Miles and Huberman. The result shows that factors influencing teachers’ beliefs are: a) challenging points of authentic materials; b) easy access to authentic materials; c) the availability of the materials; d) students’ interest; e) worskop/training and personal experience. The result implies that some factors on using authentic materials have shaped teachers’ beliefs.

scholarly journals Editorial 13.1

2016 ◽  
Vol 13 (1) ◽  
pp. 2-3
Author(s):  
Romy Lawson ◽  
Keyword(s):  
Higher Education ◽  
Guest Editor ◽  
Teaching Practice ◽  
Academic Development ◽  
Learning And Teaching ◽  
The Future

In this first editorial of 2016 I have some exciting news to share with the readership. Firstly the journal has recently been accepted for inclusion in Scopus, with the increase in citations from the journal being mentioned as noteworthy. Thanks goes to Dr Alisa Percy for her work on helping the journal gain this recognition, as well acknowledgement to previous editors. Secondly this year we shall be publishing two special issues in addition to the three regular releases: Reflection for Learning in Higher Education, Guest Editor Dr Marina Harvey (April, 2016) Dystopia or Utopia: Emerging Visions for the Future of Learning and Teaching Practice in collaboration with the Council of Australian Directors of Academic Development (CADAD) (September, 2016)

scholarly journals Journal of University Teaching and Learning Practice Editorial 8.3

2011 ◽  
Vol 8 (3) ◽  
pp. 2-4
Author(s):  
Geraldine E. Lefoe ◽  
Keyword(s):  
Higher Education ◽  
Social Inclusion ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
University Teaching ◽  
Learning And Teaching ◽  
New Directions ◽  
The Uk ◽  
The Impact ◽  
The Way

Welcome to the third and final issue of Volume 8 of the Journal of University Teaching and Learning (JUTLP) in 2011. As the year draws to a close we are seeing some striking changes to the higher education sector internationally. In England budget cuts have seen the closure of the twenty-four Higher Education Academy subject centres at the same time as the establishment of student fees. In Australia the cap has been lifted across the board on the number of students that can be enrolled in universities with the resultant projected increased student numbers. The focus in Australia is on social inclusion yet in England the concern for the introduction of fees is just the opposite, these will be the very students who may now be excluded. The changes in both countries see new measures of accountability and more complex regulations put in place. Will this cause people to rethink the way we teach and the way students learn? For the Higher Education Academy in the UK, new directions see the hosting of a summit on learning and teaching with a focus on flexible learning, an indicator of new directions for many institutions. In Australia, we see a renewed opportunity to investigate such changes through the opening of the Office of Learning and Teaching (OLT) and its role of recognising the importance of learning and teaching through grants and awards schemes. We hope in 2012 we’ll hear more from our authors about the impact of these transformations, as well as those changes occurring in other countries around the world, on teaching practice in our universities.

scholarly journals What makes lecturers in higher education use emerging technologies in their teaching?

2013 ◽  
pp. 345-358
Keyword(s):  
Higher Education ◽  
Knowledge Economy ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Emerging Technologies ◽  
Learning Technologies ◽  
Effective Learning ◽  
The Face ◽  
University Lecturers ◽  
And Control

What makes lecturers in higher education use emerging technologies in their teaching? From the literature we know that lecturers make use of teaching and learning technologies in response to top-down initiatives, and that some also initiate bottom-up experiments with their own teaching practice, driven by both pragmatic and pedagogical concerns. This study is particularly interested in what motivates lecturers to try emerging technologies – those teaching and learning technologies that are new, or are used in new ways, or in new contexts to change teaching practices. This paper analyses the responses of university lecturers in South Africa, who use emerging technologies in their teaching, to a national survey which asked what motivates their practice. The rationales that lecturers use to explain their practices include a mix of pedagogic concerns, pragmatism and external imperatives. These rationales speak to common higher education discourses: effective learning, the welfare of students, and oversight and control; efficiency in the face of the conditions of higher education; as well as the external “imperatives” of the knowledge economy and labour market. Alongside these a discourse of empowerment emerged, including resourcefulness in under-resourced contexts, and creative individual responses to higher education challenges. Such discourses seem to imply that lecturers who engage with emerging technologies are asserting themselves creatively and claiming a more positive positioning in the challenging landscape of modern higher education.

Learning analytics performance improvement design (LAPID) in higher education: Framework and concerns

2019 ◽  
Vol 7 (2) ◽  
pp. 41-55 ◽  
Author(s):  
Amir Winer ◽  
Nitza Geri
Keyword(s):  
Higher Education ◽  
Performance Improvement ◽  
Learning Analytics ◽  
Teaching Practice ◽  
Learning And Teaching ◽  
Big Data Technologies ◽  
Pedagogical Intent ◽  
Visual Description ◽  
Context Specific ◽  
Visualization Techniques

Learning Analytics Dashboards (LAD) promise to disrupt the Higher Education (HE) teaching practice. Current LAD research portrays a near future of e-teaching, empowered with the ability to predict dropouts, to validate timely pedagogical interventions and to close the instructional design loop. These dashboards utilize machine learning, big data technologies, sophisticated artificial intelligence (AI) algorithms, and interactive visualization techniques. However, alongside with the desired impact, research is raising significant ethical concerns, context-specific limitations and difficulties to design multipurpose solutions. We revisit the practice of managing by the numbers and the theoretical origins of dashboards within management as a call to reevaluate the “datafication” of learning environments. More specifically, we highlight potential risks of using predictive dashboards as black boxes to instrumentalize and reduce learning and teaching to what we call “teaching by the numbers”. Instead, we suggest guidelines for teachers’ LAD design, that support the visual description of actual learning, based on teachers’ prescriptive pedagogical intent. We conclude with a new user-driven framework for future LAD research that supports a Learning Analytics Performance Improvement Design (LAPID).

The Impact of Web 2.0 and Web 3.0 on Academic Roles in Higher Education

2015 ◽  
pp. 1-15 ◽  
Author(s):  
Sue Greener
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Learning Technologies ◽  
University Teaching ◽  
Digital Learning ◽  
Four Dimensions ◽  
Learning And Teaching ◽  
Web 3.0 ◽  
Key Characteristics ◽  
The Impact

This chapter discusses major changes in the traditional roles of teachers in Higher Education triggered by digital transformation in learning and teaching by Web 2.0 and Web 3.0. The purpose of university teaching is explored, together with the key characteristics of digital learning technologies associated with Web 2.0 and current and prospective changes linked to the notion of Web 3.0. Role labels found in the literature are reviewed against these changes and four dimensions of role change are identified, together with suggestions for preparing teachers for these changes.

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