scholarly journals 10. Exploring Strategies in Facilitating Cultural Diversity: A Freirean Approach

2011 ◽  
Vol 1 ◽  
pp. 61
Author(s):  
Zenobia Jamal ◽  
Shibao Guo
Keyword(s):  
Higher Education ◽  
Cultural Diversity ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Culturally Diverse ◽  
Higher Education Institutions ◽  
Inclusive Classroom ◽  
Classroom Environments ◽  
Canadian Higher Education ◽  
Diverse Cultures

The student population in Canada’s higher education institutions is becoming increasingly racially and culturally diverse. Canadian higher education has the obligation to build inclusive teaching and learning environments where the needs and aspirations of students from diverse cultures and backgrounds can be addressed in an equitable manner. Using a Freirean approach, this paper aims to develop a process for deriving useful and practical strategies to meet the challenges of creating culturally and linguistically inclusive classroom environments.

Educating future managers for a culturally diverse workspace: Using course as a living laboratory

2021 ◽  
pp. 30-41
Author(s):  
Darko Pantelic ◽  
Peter Brandstaetter ◽  
Emilia Florin Samuelsson
Keyword(s):  
Higher Education ◽  
Cultural Diversity ◽  
Culturally Diverse ◽  
Course Design ◽  
Higher Education Institutions ◽  
International Assignments ◽  
Self Reflection ◽  
Multicultural Environment ◽  
Intercultural Encounters ◽  
Intercultural Interactions

Society is increasingly becoming multicultural, with more pressure to improve the quality of intercultural interactions. Higher education institutions are experiencing internationalization through increased mobility of students and faculty, which creates the need to manage diversity with the imperative of smoothing communication, reducing stress and making studying and working in a multicultural environment more efficient. Employers also dictate a need to educate culturally competent professionals, who are capable of succeeding in a globalized environment characterized by increased workforce mobility and international assignments. Intercultural competences discourse has a long track with researchers and practitioners, without any agreement on its definition or measurement, but with a clear message that cultural diversity will not result in increased intercultural competences. In this paper, intercultural competences are viewed as a transversal learning outcome, considering the increasing internationalization of higher education institutions. The research is qualitative in nature, based on the analysis of course evaluations and an open-ended survey. This study used a purposeful sample of current and former students who have been exposed to a diverse intercultural environment while studying at an international business school in Sweden. Based on the findings, a course design is suggested where exposure to cultural diversity is guided and facilitated by bringing students to collaborate in an assignment-driven context, with a culturally diverse group composition. Lecture-based components of the course are balanced with the addition of a component of self-reflection assignment, providing both culturally specific and general knowledge, thus contributing to the ability to extrapolate the experience on future intercultural encounters.

Using Digital Tools to Foster Student Engagement Within the Universal Design for Learning Framework

2020 ◽  
pp. 411-428
Author(s):  
Lisa Harris ◽  
Lindsay Yearta ◽  
Allison Paolini
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Higher Education Institutions ◽  
Digital Tools ◽  
Learning Needs ◽  
Learning Framework ◽  
Design For Learning

Students are diverse. They vary widely in their background knowledge, interests, languages, academic strengths, and learning needs. In order to retain these students, higher education institutions must create flexible and engaging learning environments. Universal design for learning (UDL) is a research-based framework used to guide the development of instructional goals, teaching methods, materials, and assessments to meet the needs of all learners. The three overarching UDL principles and corresponding guidelines are discussed as a framework for making decisions about integrating digital tools into teaching and learning environments. Examples of how the authors have used technology to meet the guidelines in higher education classrooms are provided.

scholarly journals Culturally Diverse Teaching Competence of Teachers as Perceived by Students at an International University in Thailand

2019 ◽  
Vol 7 (1) ◽  
pp. 1668-1686
Author(s):  
Naltan Lampadan ◽  
Thomas D ◽  
G K Hibbert ◽  
H W Ginajil ◽  
F M Gara
Keyword(s):  
Higher Education ◽  
Multicultural Education ◽  
Cultural Awareness ◽  
Teaching And Learning ◽  
Culturally Diverse ◽  
Survey Design ◽  
Higher Education Institutions ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Teaching Competence

As higher education institutions deal with the increase of international students, teachers are increasingly concerned with the potential challenges in dealing with teaching and learning in a culturally diverse classroom. The purpose of this study is to examine the level of culturally diverse teaching competence of teachers in international higher education institutions. The cultural diverse teaching competence is measured based on the five dimensions typology of multicultural education. They are awareness, relationship, instruction, respect, and prejudice. A cross-sectional survey design was employed with a sample of 241 participants was taken from a university located in Thailand. The results of the students thought that teachers were most competent at building respect for diversity and that teachers were least competent at general cultural awareness and combating prejudice. In addition, the majority of students come from single cultural and become more multicultural as they progress through school. Lastly, there were differences in cultural competence when comparisons were made by faculty.

scholarly journals Peculiarities of Design of Modern Educational Space of Artistic Direction of Higher Education Institutions

2020 ◽  
Vol 45 (2) ◽  
pp. 71-81
Author(s):  
Olena Safronova ◽  
Oleksandra Shmeliova ◽  
Ruslan Ahliullin
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Educational Environment ◽  
Educational Process ◽  
Formal Learning ◽  
Functional Features ◽  
Specific Material ◽  
Definition Of

The article analyzes the factors influencing the design of modern educational spaces in higher education institutions in the context of training future designers. The definition of the learning environment is provided as a set of specific material, communication and social conditions that make up the processes of teaching and learning. The division of physical learning environments into formal and informal is considered according to the functional purpose and form of interaction of the subjects of the educational process. The definition of formal learning environments in universities is provided. The interrelation of the organization of formal learning environments with the form and way of interaction, relevant to the current educational discipline, of the teacher with students and between students is considered. The functional features of the organization of the formal educational environment are determined. The needs of students that can be satisfied using informal environments in universities are established. The necessity of introduction of modern innovative technologies is considered. The list of factors is established that directly affect the design of the educational environment and which are largely caused by transformational changes in the educational process in Ukraine and the world.

Implementing E-Learning in University 2.0

2010 ◽  
pp. 278-293
Author(s):  
Betül C. Özkan
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Learning Strategies ◽  
Change Process ◽  
Teaching And Learning ◽  
New Technologies ◽  
Higher Education Institutions ◽  
Information Age ◽  
E Learning ◽  
Future Of Education

Because of the ways students learn and make sense of world change, higher education institutions try to re-conceptualize this change process and search for better approaches to respond to the demands of the information age. This chapter will address current transformation specifically occurring in e-Learning environments through emerging technologies and discuss new approaches to teaching and learning so the future of education can be better grasped. The chapter will also provide a list of suggestions so adoption of new technologies as well as e-Learning strategies will be more effective in Universities 2.0.

scholarly journals Initiating Innovation in Post-secondary Institutions – Customizing Teaching and Learning Environments: Collective Reflections from the 2014 Cohort of 3M National Student Fellows

2015 ◽  
Vol 8 ◽  
pp. 17
Author(s):  
Heather Carroll ◽  
Shwetha Chandrashekhar ◽  
Danny Huang ◽  
David Kim ◽  
Peter Liu
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
21St Century ◽  
Teaching And Learning ◽  
State Of The Art ◽  
Information Age ◽  
Learning Spaces ◽  
Post Secondary ◽  
Canadian Higher Education ◽  
New Learning

In light of the enormous changes unfolding presently in the higher education landscape, we don’t have to look too far to recognize evidence of the transformation and redefinition of the construct of both teaching and learning in the information age. With a growing focus on teaching and learning at all levels of post-secondary institutions, innovation is reflective in the introduction of new learning spaces, state-of-the-art technology-enhanced education, and prominence given to discussions about adapting teaching and learning to the 21st century. Likewise, in this article we examine the reflections, ideas, conversations and exchanges inspired by the cohort’s plenary planning discussions and the current birth of innovation in reshaping Canadian higher education.

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽  
2003 ◽  
Author(s):  
ME Herselman ◽  
HR Hay
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

scholarly journals Developing a Learning Outcome-Based Question Examination Paper Tool for Universiti Putra Malaysia

2016 ◽  
Vol 9 (2) ◽  
pp. 132 ◽  
Author(s):  
Sa’adah Hassan ◽  
Novia Indriaty Admodisastro ◽  
Azrina Kamaruddin ◽  
Salmi Baharom ◽  
Noraini Che Pa
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Learning Outcome ◽  
Teaching Plan ◽  
Outcome Based Education ◽  
Programme Outcomes ◽  
Examination Paper

<p class="apa">Much attention is now given on producing quality graduates. Therefore, outcome-based education (OBE) in teaching and learning is now being implemented in Malaysia at all levels of education especially at higher education institutions. For implementing OBE, the design of curriculum and courses should be based on specified outcomes. Thus, the challenge for the assessment is that it should be capable of measuring whether intended outcomes have been achieved or not. Likely, by assisting lecturer in preparing examination paper that aligns with the specified outcomes is something that can help to ensure the implementation of OBE. Hence, this paper describes the development of a tool for generating question examination paper based on learning outcomes, called Learning Outcome-based Question Examination paper Tool (LoQET). LoQET is proposed for assisting lecturer in Universiti Putra Malaysia for preparing examination paper based on programme outcomes and learning outcomes set in the teaching plan and assessment entries.</p>

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