scholarly journals Nottingham to Ningbo: Students as Change Agents across the Globe

2017 ◽  
Vol 3 (2) ◽  
Author(s):  
Matthew Watts ◽  
Carina Neil ◽  
Sarah Speight
Keyword(s):  
Blended Learning ◽  
Change Agents ◽  
Learning Approach ◽  
Global University ◽  
Effective Partnership ◽  
The Uk ◽  
The University ◽  
To Receive

The University of Nottingham is a global university, with campuses in the UK, China and Malaysia. The Students as Change Agents scheme runs on all three campuses, with students able to receive accreditation for their work through the Nottingham Advantage Award. This paper provides an overview of the scheme, exploring its launch and development, including the challenges faced in ensuring consistency and effective partnership working. It also examines the blended learning approach to training and some of the early impacts of the programme and individual projects.

Teaching of Fluid Mechanics in Engineering Course

2014 ◽  
pp. 12-20 ◽  
Author(s):  
Ataur Rahman ◽  
Md Al-Amin
Keyword(s):  
Fluid Mechanics ◽  
Blended Learning ◽  
Learning Approach ◽  
Traditional Teaching ◽  
Student Centered ◽  
Undergraduate Engineering ◽  
Mathematical Background ◽  
Traditional Teaching Methods ◽  
The University ◽  
Enhance Student Learning

In undergraduate engineering courses, fluid mechanics is regarded as a challenging subject. This is particularly the case for students who do not possess a strong mathematical background. This chapter reviews the issues related to the teaching of fluid mechanics with an emphasis on how e-technology can enhance student learning. It uses the data of 462 students studying the second year engineering course at the University of Western Sydney (UWS) in Australia. The UWS fluid mechanics course, in its past ten years, has undergone significant changes in its content and delivery. It has been found that teaching based on a “student-centered approach” is more effective in teaching fluid mechanics than a “lecturer-centered approach.” Further enhancements are proposed in UWS through a blended learning approach involving both e-technology and traditional teaching methods to teach fluid mechanics. The method can also be adapted to other universities.

Teaching of Fluid Mechanics in Engineering Course

2015 ◽  
pp. 1093-1101
Author(s):  
Ataur Rahman ◽  
Md Al-Amin
Keyword(s):  
Fluid Mechanics ◽  
Blended Learning ◽  
Learning Approach ◽  
Traditional Teaching ◽  
Student Centered ◽  
Undergraduate Engineering ◽  
Mathematical Background ◽  
Traditional Teaching Methods ◽  
The University ◽  
Enhance Student Learning

In undergraduate engineering courses, fluid mechanics is regarded as a challenging subject. This is particularly the case for students who do not possess a strong mathematical background. This chapter reviews the issues related to the teaching of fluid mechanics with an emphasis on how e-technology can enhance student learning. It uses the data of 462 students studying the second year engineering course at the University of Western Sydney (UWS) in Australia. The UWS fluid mechanics course, in its past ten years, has undergone significant changes in its content and delivery. It has been found that teaching based on a “student-centered approach” is more effective in teaching fluid mechanics than a “lecturer-centered approach.” Further enhancements are proposed in UWS through a blended learning approach involving both e-technology and traditional teaching methods to teach fluid mechanics. The method can also be adapted to other universities.

Gladstone Energy Training Centre—building technical excellence for the Australasian region

2015 ◽  
Vol 55 (2) ◽  
pp. 493
Author(s):  
Suzie Lane ◽  
Anne Kitchen
Keyword(s):  
Blended Learning ◽  
Workforce Development ◽  
Learning Approach ◽  
Training Centre ◽  
Training Facility ◽  
Regional Demand ◽  
Operations And Maintenance ◽  
World Class ◽  
The University ◽  
Resource Sector

The Australian resource sector makes significant investment in its people and also places the highest priority on safe practices. To be competitive globally the sector needs to focus on and invest in education, training and competence to the highest of standards. The ongoing development of major CSG to LNG projects in Queensland has created an opportunity for an energy industry operations and maintenance training facility of world class respond to the regional demand for a skilled workforce. Central Queensland University (CQU) is establishing such a training facility through the recent merger of CQU and Central Queensland Institute of TAFE. The proposed training facility will create pathways from trade to professional streams to support workforce development, quality and adaptive capacity. The authors describe the collaborative approach between CQU and industry sectors to contextualise units of competency in selected industry required qualifications, as well as mapping the training for the Australian Qualifications Framework. The key to the success of the CQU-industry partnership will be a holistic, blended learning approach that incorporates leading industry practices and processes. The methodologies will include in-class, onsite, online, project-based simulations, and coaching and mentoring. This blended learning approach will ensure direct application of the learning conducted through CQU to the workplace of industry. In addition, it will be able to deliver the latest insights from cutting-edge research available through the university, opening a new avenue for the partnership to grow and deliver on industry-led initiatives.

Using Blended Learning Approach to Deliver Courses in An Engineering Programme

2016 ◽  
Vol 5 (1) ◽  
pp. 23-39 ◽  
Author(s):  
Richie Moalosi ◽  
Jacek Uziak ◽  
Moses Tunde Oladiran
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Learning Preferences ◽  
Learning Approach ◽  
Mechanics Of Machines ◽  
Learning And Teaching ◽  
Face To Face ◽  
University Of Botswana ◽  
The University

The paper discusses how the use of blended learning approach was adopted to deliver a 3rd year Mechanics of Machines course for Mechanical Engineering students at the University of Botswana. The course delivery involved a mix of both face-to-face and Blackboard technology to create an efficient and effective learning environment. A survey of 101 students was conducted over a period of 3 years for the respondents to evaluate their teaching and learning preferences. The results show that students accepted the blended learning approach because of its benefits. More lecturers are encouraged to use blended learning and teaching approaches to promote active, independent and lifelong learning.

scholarly journals AN INSTRUCTOR’S EXPERIENCE OF IMPLEMENTING BLENDED LEARNING IN ENGINEERING: BENEFITS AND CHALLENGES

2017 ◽  
Author(s):  
Samer Adeeb ◽  
Carol Brown ◽  
Norma Nocente
Keyword(s):  
Blended Learning ◽  
Environmental Engineering ◽  
Learning Approach ◽  
Engineering Analysis ◽  
Student Surveys ◽  
University Of Alberta ◽  
Engineering Program ◽  
Online Videos ◽  
Online Format ◽  
The University

This paper discusses how a blended learning approach was implemented in two courses in the Civil and Environmental Engineering program at the University of Alberta: CivE 398 (Introduction to Continuum Mechanics); and CivE 295 (Civil Engineering Analysis II). During the blend, two approaches were used to convert content to an online format: first was the development of online videos that were used to complement either in-class or laboratory activities. The second approach was the development of an online textbook (https://sameradeeb.srv.ualberta.ca) with interactive examples which replaced a traditional paper textbook. For each approach, the tools that were used along with the associated costs will be presented. Changes to in-class or lab activities will be also be discussed, along with the associated challenges, and perceived advantages of the blended approach, from the instructor perspective. In addition, the preliminary results of student surveys related

Using Blended Learning Approach to Deliver Courses in an Engineering Programme

2018 ◽  
pp. 1016-1034
Author(s):  
Richie Moalosi ◽  
Jacek Uziak ◽  
Moses Tunde Oladiran
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Learning Preferences ◽  
Learning Approach ◽  
Mechanics Of Machines ◽  
Learning And Teaching ◽  
Face To Face ◽  
University Of Botswana ◽  
The University

The paper discusses how the use of blended learning approach was adopted to deliver a 3rd year Mechanics of Machines course for Mechanical Engineering students at the University of Botswana. The course delivery involved a mix of both face-to-face and Blackboard technology to create an efficient and effective learning environment. A survey of 101 students was conducted over a period of 3 years for the respondents to evaluate their teaching and learning preferences. The results show that students accepted the blended learning approach because of its benefits. More lecturers are encouraged to use blended learning and teaching approaches to promote active, independent and lifelong learning.

Comprehensive quantitative analysis of TOP-100s of ARWU, QS and THE World University Rankings for 2014–2018

2021 ◽  
pp. 1-37
Author(s):  
Vladimir M. Moskovkin ◽  
He Zhang ◽  
Marina V. Sadovski ◽  
Olesya V. Serkina
Keyword(s):  
Comparative Analysis ◽  
Qualitative Comparative Analysis ◽  
University Rankings ◽  
World University Rankings ◽  
University Reputation ◽  
Global University ◽  
The Usa ◽  
The Stability ◽  
The Uk ◽  
The University

The article examines the global university reputation race, launched in 2003. Between 2003 and 2010, there appeared a cluster of publications on the qualitative comparative analysis of their methodologies, and since 2010, a cluster of publications on the quantitative comparative analysis of university rankings has started to form. The review made it possible to identify a number of unsolved problems concerning the stability of university rankings, aggregation of the number of universities and their Overall Scores (Total Scores) by country in various rankings. Our study aimed at solving these tasks was carried out for TOP-100s of ARWU, QS, and THE rankings. When calculating the fluctuation range of the university rankings, the top twenty of the most stable and most unstable university rankings were identified in the rankings under study. The best values of the aggregated indicators by the number of universities and the Overall Scores were identified for the USA and the UK.

scholarly journals Too Scared to Go Sick: Precarious Academic Work and ‘Presenteeism Culture’ in the UK Higher Education Sector During the Covid-19 Pandemic

2021 ◽  
pp. 095001702110505
Author(s):  
Anastasios Hadjisolomou ◽  
Fotios Mitsakis ◽  
Steven Gary
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Job Loss ◽  
Job Insecurity ◽  
Academic Work ◽  
Learning Approach ◽  
Sickness Presence ◽  
Work From Home ◽  
The Uk ◽  
Uk Higher Education

This article discusses the story of Steven, a precarious academic worker, and his decision to work from home while being infected with Covid-19; a phenomenon called virtual presenteeism. As argued, Steven’s sickness presence is the outcome of the increasing precarity and job insecurity in the sector, as well as the outcome of a presenteeism culture in academia which is being facilitated by technology and the blended learning approach adopted during the pandemic. The article outlines precarious academic workers’ fear to go off sick, illustrating how Steven negotiates the precarity of his contract via virtual presenteeism to portray over-commitment to the institution and avoid the risk of job loss. As concluded, while blended learning becomes the new educational norm in higher education, virtual presenteeism risks becoming the new attendance norm. This article calls for more research to examine how the blended teaching approach will further impact on academic work, post-pandemic.

scholarly journals Learning technical genres – a blended learning approach

Pomorstvo ◽  
2020 ◽  
Vol 34 (2) ◽  
pp. 212-222
Author(s):  
Milena Dževerdanović Pejović
Keyword(s):  
Blended Learning ◽  
Text Processing ◽  
Learning Approach ◽  
Traditional Teaching ◽  
Language Competence ◽  
Maritime Studies ◽  
Student Profiles ◽  
Professional Genres ◽  
The Many ◽  
The University

Research studies dedicated to the application of blended learning in modern linguistics are on the rise. With the interdisciplinary nature of science and curricula, researchers are combining traditional methods with contemporary digital sources and text processing tools. Regardless of the many methods and approaches recommended, there is no set methodology widely proven to be successful, due to different student profiles, language competences and the learning environment. This paper presents the results of the blended learning approach taken at the University of Montenegro’s Faculty of Maritime Studies in Kotor. The traditional teaching approach has been combined with genre and discourse knowledge, with the support of digital and internet tools. The goal of the research is to demonstrate that students of the English for Specific Purposes (ESP) course may benefit from genre- and linguistics-based knowledge applied in the technical and digital environment. Moreover, it is argued that a corpus- and genre-based approach to teaching professional genres provides an opportunity to enrich ESP classes. This approach has primarily proved to be beneficial in teaching technical and engineering genres. Language precision is the essence of effective language competence.

Is co-curricular engagement the key to success for ‘hard to reach’ students at the University of Exeter?

2017 ◽  
Vol 3 (1) ◽  
pp. 110
Author(s):  
Chris Guggiari-Peel
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Student Engagement ◽  
Ethnic Minority ◽  
Change Agents ◽  
The Social ◽  
Potential Link ◽  
The Uk ◽  
The University ◽  
Uk Higher Education

In the UK higher-education sector there are currently groups of students, such as those from an ethnic minority, who tend to achieve less well than their peers (Richardson, 2008). There are also students, currently ill-defined, who engage less with their university and are hence perceived as ‘hard to reach’. Although there has been much research into the social benefits of student engagement, the potential link with academic success has not yet been formally investigated in the UK. This study explores this missing factor by looking at specific forms of co-curricular engagement alongside particular demographics of students and their levels of retention, attainment, and Destination of Leavers from Higher Education (DLHE) outcomes so as to understand better the link between student engagement and academic performance. The study used data from the University of Exeter, dating back to the 08/09 academic year, as well as definitions of ‘engagement’ and ‘hard to reach’ that are unique to this study. ‘Engaged’ denoted participation with one of four, long-running, co-curricular activities: Change Agents, Grand Challenges, Peer Support and Student Representatives. ‘Hard to reach’ students were chosen as those who were from an ethnic minority, lower performing schools and low socio-economic backgrounds. These three groups do not represent all potentially ‘hard to reach’ students at Exeter, but data on ten further groups were not available for research purposes. Across all students in the study, and for each specific ‘hard to reach’ group, those who engaged with a co-curricular activity achieved a higher proportion of 1st and 2:1s, were less likely to withdraw and reported a higher proportion of positive DLHE outcomes. The question of who exactly are ‘hard to reach’ at Exeter was hence made more difficult, as it transpired that those groups selected were actually proportionally more engaged than the wider cohort. Also, the usefulness of grouping various disadvantaged groups together as ‘hard to reach’ was questioned. This was because the three ‘hard to reach’ groups’ levels of success were found to be more different from each other, than the collective ‘hard to reach’ group was from the ‘not hard to reach’. Overall, engagement with co-curricular activities seems to act as a leveller and as a means for all students to reach their academic potential. 

Sign in / Sign up

Export Citation Format

Share Document