FOSTERING ACTIVE PEER-LEARNING BETWEEN DIVERSE STUDENT GROUPS IN JAPANESE UNIVERSITIES: HOW INTERACTIONS CAN BE ENHANCED AND BENEFIT STUDENTS IN INTERCULTURAL LEARNING?

2020 ◽  
Author(s):  
Toshiko Sakamoto ◽  
Akiko Honda ◽  
Prabath Kanduboda
Keyword(s):  
Peer Learning ◽  
Intercultural Learning ◽  
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>

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.

‘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

scholarly journals Are learning preferences really a myth? Exploring the mapping between study approaches and mode of learning preferences

ACTA IMEKO ◽  
2021 ◽  
Vol 10 (2) ◽  
pp. 185
Author(s):  
Elena Fitkov-Norris ◽  
Ara Yeghiazarian
Keyword(s):  
Learning Preferences ◽  
Auditory Input ◽  
Student Groups ◽  
New Concepts ◽  
Diverse Student ◽  
Context Specific

This article tested for the presence of the conversion effect in the mapping related to the strength of students’ preferences for receiving information in a visual, auditory, read/write or kinaesthetic modality and the study approaches they adopt when taking notes in class, learning new concepts and revising for exams. The results indicated that the conversion effect is not ubiquitous but is context specific and only present when students seek to learn a new concept and revise for exams. It was present for students with strong visual and read/write preferences but only when attempting to learn a new concept. It was also present for students with a strong auditory preference when revising for exams, while these students preferred to learn a new concept by reading about it. However, the conversion effect did not emerge with kinaesthetic-leaning students in any of the contexts studied, while these students were significantly more likely to utilise auditory input when learning a new concept. Overall, the findings suggest that traditional educational approaches such as lectures and tutorials can be effective in supporting the learning for diverse student groups.

Sign in / Sign up

Export Citation Format

Share Document