TRANSPARENT AND ENGAGING LEARNING PROCESSES IN DIVERSE STUDENT GROUPS: HOW TO MAKE MANAGEMENT OF MOBILE LEARNING EASIER

2017 ◽  
Author(s):  
Seppo Janhonen
Keyword(s):  
Mobile Learning ◽  
Learning Processes ◽  
Student Groups ◽  
Diverse Student

Widening Access to Higher Education – An Australian Case Study

2003 ◽  
Vol 8 (2) ◽  
pp. 195-212
Author(s):  
Glen Postle ◽  
Andrew Sturman
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Access To Higher Education ◽  
History Of Higher Education ◽  
Student Groups ◽  
Diverse Student ◽  
History Of ◽  
Australian Case ◽  
Open And Distance Learning

In this paper the authors trace the development of equity within the Australian higher education context over the latter part of the last century. In particular they focus on the ways different perspectives (liberalist-individualist and social democratic) have shaped what has been a dramatic increase in the number and diversity of students accessing higher education in Australia. The adoption of a specific perspective has influenced the formation of policies concerning equity and consequently the way universities have responded to the pressures to accept more and different students. These responses are captured under two main headings – ‘restructuring the entry into higher education’ and ‘changing the curriculum within higher education’. Several examples of current programs and procedures based upon these are explained. The paper concludes with the identification of three ‘dilemmas' which have emerged as a result of the development and implementation of equity processes and procedures in higher education in Australia. These are: (a) While there has been an increase in the number and range of students accessing higher education, this has been accompanied by a financial cost to the more disadvantaged students, a cost which has the potential to exacerbate equity principles. (b) For one of the first times in the history of higher education, a focus is being placed on its teaching and learning functions, as opposed to its research functions. The problem is that those universities that have been obliged to broaden their base radically have also been obliged to review their teaching and learning practices without any budgetary compensation. (c) A third consequence of these changes relates to the life of a traditional academic. Universities that have been at the forefront of ‘changing their curriculum’ to cope with more diverse student groups (open and distance learning) have seen the loss of ‘lecturer autonomy’ as they work more as members of teams and less as individuals.

scholarly journals Literature Focus Units as a Means of Exploring the Refugee Experience

2017 ◽  
Vol 6 (2) ◽  
pp. 13 ◽  
Author(s):  
Sang Hwang ◽  
Betty Coneway
Keyword(s):  
School Environment ◽  
Cross Cultural ◽  
Student Groups ◽  
New School ◽  
Cross Cultural Communication ◽  
Diverse Student ◽  
Refugee Literature ◽  
Refugee Experience ◽  
Insight Into ◽  
A Current

<p>Changes in the nation’s demographics, a current focus on immigration, and the world’s refugee crisis require educators to explore positive ways to assist students and families in transition. This article suggests using refugee literature to help ease children into the new school environment. Books associated with the refugee theme are organized using the literature focus unit framework. Four specific children’s literature titles are highlighted within the piece; however, the suggested books and activities are provided as a model to assist teachers in gaining new insight into how they can use cross-cultural communication to explore the refugee experience. We propose that through this exemplar unit, teachers can learn about authentic instructional approaches that may help them meet the multicultural needs of a variety of diverse student groups.</p>

Meeting the Challenges in Evaluating Mobile Learning

2011 ◽  
pp. 178-194 ◽  
Author(s):  
Giasemi Vavoula ◽  
Mike Sharples
Keyword(s):  
Mobile Learning ◽  
Mobile Technology ◽  
Cultural Context ◽  
Learning Experience ◽  
Learning Processes ◽  
Macro Level ◽  
Learning In Context ◽  
Meso Level ◽  
Micro Level ◽  
Context Of Learning

We propose six challenges in evaluating mobile learning: capturing and analysing learning in context and across contexts, measuring mobile learning processes and outcomes, respecting learner/participant privacy, assessing mobile technology utility and usability, considering the wider organisational and socio-cultural context of learning, and assessing in/formality. A three-level framework for evaluating mobile learning is proposed, comprising a micro level concerned with usability, a meso level concerned with the learning experience, and a macro level concerned with integration within existing educational and organisational contexts. The article concludes with a discussion of how the framework meets the evaluation challenges and with suggestions for further extensions.

Mapping the University Learning Environment

NASPA Journal ◽  
1997 ◽  
Vol 35 (1) ◽  
Author(s):  
Alice A. Mitchell, ◽  
Marie T. Sergent ◽  
William E. Sedlacek
Keyword(s):  
Predominately White Institutions ◽  
Student Groups ◽  
Campus Environment ◽  
Predominately White ◽  
White Institutions ◽  
American Students ◽  
Diverse Student ◽  
New Students ◽  
Areas Of Interest ◽  
The University

Perceptual mapping can provide a means of evaluating a campus through the eyes of diverse student groups. By providing a fuller understanding of areas of interest and exploring the initial perceptions of new students of these areas, percpetual mapping can have important ramifications for the retention of African American students at predominately White institutions. The authors describe a study that illustrates the use of this technique for the environmental assessment of a campus environment.

In Search for a “Good Fit” Between Augmented Reality and Mobile Learning Ecosystem

2017 ◽  
pp. 135-153
Author(s):  
Miraç Banu Gundogan
Keyword(s):  
Augmented Reality ◽  
Mobile Learning ◽  
Delphi Study ◽  
Social Contexts ◽  
Learning Processes ◽  
Learning Ecosystem ◽  
Long Term Consequences

Ecosystems are particular areas in nature where all living and nonliving components interact with each other and their environment. The term has also been used as a metaphor in scientific and social contexts. Learning ecosystem is one of these which studies the components and interactions of learning processes. Augmented reality is among the components of a (mobile) learning ecosystem. Potentials of integrating augmented reality in mobile learning are not denied, yet there are concerns that these might turn into short living fashion items if their long term consequences are not considered. Defining a mobile learning ecosystem, clarifying the position of augmented reality component within, describing its relations with other components and searching for a balance in these interactions would be an answer to these concerns. This chapter gives an answer by presenting mobile learning ecosystem and augmented reality definitions derived from a Delphi study carried out in 2016 in Turkey. The results and discussions present a “good fit” framework for a viable mobile learning ecosystem.

‘I'm neither entertaining nor charismatic …’ negotiating university teacher identity within diverse student groups

2009 ◽  
Vol 14 (5) ◽  
pp. 483-494 ◽  
Author(s):  
Christine Hockings ◽  
Sandra Cooke ◽  
Hiromi Yamashita ◽  
Samantha McGinty ◽  
Marion Bowl
Keyword(s):  
Teacher Identity ◽  
Student Groups ◽  
Diverse Student
Sign in / Sign up

Export Citation Format

Share Document