scholarly journals Electronic Portfolios in Higher Education: A Review of the Literature

2021 ◽  
Vol 2 (3) ◽  
pp. 96-101
Author(s):  
Hwangji Lu
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Professional Learning ◽  
The United States ◽  
High Impact ◽  
Electronic Portfolios ◽  
Learning Theories ◽  
Pedagogical Practice ◽  
Learning And Development ◽  
High Impact Practices

Electronic Portfolios have become a popular pedagogical approach on the tertiary educational landscape worldwide. In the United States, Association of American Colleges and Universities added this powerful pedagogical practice to its set of high-impact practices in 2016. High-impact practices have the potential to generate transformative learning experiences and lead to significant impacts on students’ academic achievements. Higher education has a responsibility to provide students with the means to support their professional learning and development as a continuous and lifelong process. Countless research studies have identified a number of benefits from utilizing ePortfolios in learning that are grounded in a variety of learning theories. As ePortfolios are gaining momentum as a preferred way to demonstrate students’ learning and competencies, it is crucial for educators to fully understand the advantages of ePortfolios and guide students to produce quality and competitive ePortfolios.

scholarly journals Teaching sustainable development in higher education

2016 ◽  
Vol 17 (3) ◽  
pp. 305-321 ◽  
Author(s):  
Cathy Howlett ◽  
Jo-Anne Ferreira ◽  
Jessica Blomfield
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Reflective Thinking ◽  
Interdisciplinary Approach ◽  
Pedagogical Practices ◽  
Course Evaluations ◽  
Education For Sustainability ◽  
Social Implications ◽  
Pedagogical Practice ◽  
Content Type

Purpose This paper aims to argue that substantive changes are required in both curricula and pedagogical practice in higher education institutions to challenge dominant epistemologies and discourses and to unsettle current ways of thinking about, and acting in relation to, the environment. Central to such a shift, it is argued, is the need for higher education curricula to be interdisciplinary and for pedagogical practices to work to build capacities in students for critical and reflective thinking. Design/methodology/approach In this paper, a case study of our reflections is offered on a subject designed to promote capacities in students for critical and reflective thinking via an interdisciplinary approach. The paper uses data from student reflective essays and student course evaluations to make an argument for the success of this approach. Findings Genuine transformative learning can occur within a constructivist informed pedagogical approach to teaching for sustainability. Research limitations/implications Research implications are that genuine transformation can occur in students’ thinking processes (which the paper argues is critical for effective education in sustainability) with appropriately designed courses in higher education. Practical implications More effective environmental actors and thinkers, who can critically engage with the complexity of environmental problems. Social implications Social implications include a more effective and socially just higher education for sustainability Originality/value The authors know of no other narrative that addresses attempts to educate for sustainability using this approach.

Exploring Assessment of Critical Thinking Learning Outcomes in Online Higher Education

2014 ◽  
pp. 1191-1202
Author(s):  
Bernice Bain
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Online Education ◽  
Transformative Learning ◽  
Learning Outcomes ◽  
Higher Education Institutions ◽  
Cognitive Learning ◽  
Learning Theories ◽  
Online Programs ◽  
Online Higher Education

Online education has grown to more than 6 million students with an average age of 33 years old (Kolowich, 2012; Selingo, 2012; Sheehy, 2012). Research indicates online programs are part of many institutions' strategic planning initiatives. Institutions are undergoing increased scrutiny from accrediting bodies, employers, and adult learners. To remain competitive and valid in this changing environment, a significant issue for leaders of online higher education institutions is how to effectively assess online cognitive learning outcomes, such as critical thinking. Adding to the challenge of online assessment of critical thinking is the contextual nature of critical thinking and two differing approaches to assessment. Leaders of online higher education institutions should seek a critical thinking assessment that is based on a theoretical framework of Transformative Learning and Adult Learning Theories. This is explored in this chapter.

A Case Study of Transformational Teaching Experiences of Higher Education Faculty in the United States

2014 ◽  
pp. 111-139
Author(s):  
Alex Kumi-Yeboah
Keyword(s):  
Higher Education ◽  
United States ◽  
Transformative Learning ◽  
The United States ◽  
Theoretical Framework ◽  
Transformative Learning Theory ◽  
Education Faculty ◽  
Higher Education Faculty ◽  
Teaching Experiences ◽  
Transformational Teaching

This chapter is a study of teacher experience amongst higher education faculty in the United States, drawing on a theoretical framework shaped by Mezirow's transformative learning theory, which first emerged in the late 1970s and has seen subsequent adaptations. Mixed-method research was used to analyze data on the transformational teaching experiences of faculty and examine the narratives of teacher experience based on this transformative learning theory framework. Data collected from 90 higher education faculty members were analyzed with regard to their transformational teaching experiences. Results indicate that the majority of faculty experienced transformational teaching. Mentoring, dialogue, critical reflection, personal reflection, scholarship, and research emerged as the educational factors shaping these experiences while relocation or movement, life changes, and other cultural influences were revealed as the non-educational factors. In addition to this, the chapter entails discussion of the theoretical framework of transformative learning as it applies to this research.

Preparing School and District Leaders for Success in Developing and Facilitating Integrative STEM in Higher Education

2020 ◽  
pp. 194277512096214
Author(s):  
Rachel Louise Geesa ◽  
Krista M. Stith ◽  
Mary A. Rose
Keyword(s):  
Higher Education ◽  
Stem Education ◽  
Professional Learning ◽  
Delphi Study ◽  
Educational Leaders ◽  
The United States ◽  
District Leaders ◽  
Educational Leadership Programs ◽  
Modified Delphi ◽  
Development Objectives

Higher education institutions in the United States with graduate-level educational leadership programs traditionally do not offer professional learning opportunities in integrative STEM education. The objective of this paper is to share our journey to prepare and implement a course designed for P-12 educational leaders to build knowledge and skills to lead impactful integrative STEM programming. Results of the demand survey indicated a high amount of interest in an integrative STEM education course. Findings from interviews and the modified Delphi study informed our decisions for the development, objectives, assessments, and outcomes of the course to enhance integrative STEM culture in educational settings.

scholarly journals Applying educational theory to develop a framework to support the delivery of experiential entrepreneurship education

2020 ◽  
Vol 27 (6) ◽  
pp. 987-1004 ◽  
Author(s):  
Robin Bell ◽  
Heather Bell
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Learning Process ◽  
Educational Practice ◽  
Educational Theory ◽  
Entrepreneurship Education ◽  
Learning Theories ◽  
Content Type ◽  
Educational Theories

PurposeExperiential approaches have become increasingly common in entrepreneurship education in response to calls for different approaches to the traditional didactic process-driven approach. Experiential approaches offer the potential to develop the skills and mindset that are required in entrepreneurship. Research has highlighted the critical importance of educator pedagogical competence in the delivery and quality of teaching and learning in further and higher education. Nevertheless, educator narratives and practices are often based on foundations that suggest a lack in the depth of knowledge and understanding of the underlying pedagogic learning theories and practice. This paper brings educational theory and pedagogic practice together in a three-stage framework of the experiential entrepreneurship learning process to support entrepreneurship educators within further and higher education.Design/methodology/approachThis paper reviews and brings together the seminal educational theories and philosophies of constructivism, objectivism, Kolb's (1984) theory of experiential learning, Schön's (1983) reflection-in-action and Mezirow's (1997) theory of transformative learning, to develop a framework which underpins the experiential entrepreneurship learning process.FindingsThis paper develops a three-stage framework which informs the roles of an educator and a learner in experiential entrepreneurship education within further and higher education, based on educational theories and philosophies that inform the learning process.Practical implicationsThe developed framework supports the pedagogic competence of educators in the delivery of experiential entrepreneurship education through a deeper understanding of the supporting theory that informs the pedagogic practice. This will provide consolidation to enable educators to maximise the effectiveness of their educational practice (Kaynardağ, 2019) and can increase the legitimacy of entrepreneurship education (Foliard et al., 2018).Originality/valueThis paper meets calls in the literature to provide a closer engagement between educational theory and pedagogic practice to afford guidance as to how educators can navigate some of the different educational theories and philosophies to consolidate the effective delivery of quality experiential entrepreneurship education. Applying seminal educational theories and philosophies to ensure the quality of experiential education can support the legitimacy of experiential entrepreneurship education.

scholarly journals Capturing the Processes of Our Transformative Learning in a Transdisciplinary Research Course

2015 ◽  
Vol 9 (1) ◽  
pp. 197-216
Author(s):  
Janet C. Richards
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Doctoral Students ◽  
The United States ◽  
Transdisciplinary Research ◽  
Student Collaboration ◽  
Economic Disparities ◽  
Socially Constructed ◽  
The Social ◽  
Societal Problems

Transdisciplinary scholarship has experienced a renaissance in higher education. Yet, little research has captured transformations in students’ viewpoints as they collaborate in transdisciplinary courses to consider solutions to complex societal problems. In this narrative inquiry, I chronicled my doctoral students’ perspectives and my thinking in a Transdisciplinary Research class in which students attempted to unravel the social justice dilemma of escalating economic disparities between rich and poor citizens in the United States. I believe knowledge is socially constructed. Therefore, student collaboration and sharing of their reflective stances were integral to the curriculum.

Undergraduate Conferences as High Impact Practices with an Impact on Gender Parity

2018 ◽  
Vol 41 (3) ◽  
pp. 261-284
Author(s):  
W. John Koolage ◽  
Danielle Clevenger ◽  
Keyword(s):  
United States ◽  
Learning Outcomes ◽  
Empirical Work ◽  
The United States ◽  
High Impact ◽  
Learning Activity ◽  
Important Goal ◽  
High Impact Practices ◽  
Gender Parity ◽  
Proper Design

There has been a recent explosion of undergraduate philosophy conferences across the United States. In this paper, we explore undergraduate conferences along three lines. First, we argue that, as a well-designed learning activity, undergraduate conferences can serve to increase gender parity in philosophical spaces—a widely accepted and important goal for our discipline. Second, we argue that this increase in parity (and other beneficial learning outcomes) is due, at least in part, to the proper design of undergraduate conferences as High-Impact Practices. Our empirical work on our own undergraduate conference demonstrates that properly designing the conference as a High-Impact learning activity does, as expected, benefit underserved student populations, including women. Additionally, the study also revealed unexpected opportunities to intervene on student learning. Third, we argue, also in line with our data, that undergraduate conferences occupy a previously taxonomically unrecognized grouping (Culminating Events) among recognized High-Impact Practices.

scholarly journals The First Year of Practice: An Investigation of the Professional Learning and Development of Promising Novice Physical Therapists

2010 ◽  
Vol 90 (12) ◽  
pp. 1758-1773 ◽  
Author(s):  
Lisa L. Black ◽  
Gail M. Jensen ◽  
Elizabeth Mostrom ◽  
Jan Perkins ◽  
Pamela D. Ritzline ◽  
...  
Keyword(s):  
Identity Formation ◽  
Professional Learning ◽  
Clinical Education ◽  
Physical Therapists ◽  
Physical Therapist ◽  
The United States ◽  
First Year ◽  
Clinical Environment ◽  
Learning And Development ◽  
New Graduates

Background The goal in studying expertise is not merely to describe ways in which experts excel but also to understand how experts develop in order to better facilitate the development of novices. The study of novice progression helps us to understand what successful versus unsuccessful learning looks like. This understanding is critical, as autonomous practice places increased demands for advanced clinical judgments and the ability to assume professional responsibilities. Objectives The purpose of this study was to explore the experiences, learning, and development of promising novice therapists throughout their first year of practice in the United States. Design and Methods A longitudinal, multiple-site qualitative case study method was used for within-case and across-case analysis. A purposive sample of 11 promising new graduates from 4 physical therapist education programs participated. Investigators followed the graduates throughout their first year of practice. Data sources included: (1) semistructured interviews conducted at baseline and every 3 months thereafter for 1 year, (2) reflective journals completed at regular intervals, and (3) review of academic and clinical education records and résumés. Results Four themes emerged: (1) the clinical environment influenced the novice physical therapists' performance, (2) participants learned through experience and social interaction and learning was primarily directed toward self, (3) growing confidence was directly related to developing communication skills, and (4) therapists were engaged in professional identity formation and role transitions. Conclusions The findings suggest there are common experiences and themes that emerge as novice physical therapists develop. Although research has been conducted on expertise in physical therapy, few longitudinal investigations have explored the development of therapists across transitions from graduate to novice to expert practitioner. This study explored and described the learning and development of graduates during their first year of practice.

scholarly journals Professional Learning and Development (PLD) in Higher Education: The experiences of teacher educators in Vietnam

2021 ◽  
Author(s):  
◽  
Hue Tran
Keyword(s):  
Higher Education ◽  
Professional Learning ◽  
Professional Growth ◽  
Mixed Methods Research ◽  
Teacher Educators ◽  
Structured Interviews ◽  
Learning And Development ◽  
Primary Means ◽  
Professional Aspirations ◽  
The Government

<p>A key challenge for educators in Vietnamese higher education (HE) lies in the implementation of top-down national educational reforms. Professional learning and development (PLD) is viewed by the government as a primary means to enhance lecturers’ capacity to implement national educational initiatives. However, the nature of PLD for lecturers and its roles in supporting HE reforms in developing countries like Vietnam remain under-investigated. This study explores the practices of PLD for English as a foreign language (EFL) lecturers who are teacher educators within higher education, and the social, cultural, and political contexts within which these occur. The study employs a mixed-methods research methodology with a focus on qualitative approach and the use of Cultural Historical Activity Theory (CHAT) as the framework of analysis. A case study across three tertiary institutions provides the basis for an analysis of the phenomenon of PLD for EFL lecturers in Vietnam involving academic leaders and EFL lecturers. Complementary data collection methods were used: a questionnaire, individual semi-structured interviews, observations of PLD sessions, and relevant document review. Data were analysed both deductively and inductively to explore the roles of PLD in the educators’ personal and professional growth, and their capacity to enact mandated initiatives in the selected institutions. The findings indicate that PLD is a complex, political and culturally situated phenomenon that plays a key role in supporting the professional aspirations of lecturers. The study foregrounds the lecturers’ PLD experiences, the implications of PLD, and the influence of government and institutional policies and initiatives on the lecturers’ PLD. This study proposes a model of PLD that raises critical questions about how HE institutions and policy makers might provide a supportive PLD environment to better foster lecturers’ capacity to bring about changes at both personal and institutional levels. This model shows that PLD needs to be viewed across diverse forms including formal, collaborative and informal PLD. For PLD to be effective, consideration should be given to ensuring lecturers experience it as: (1) needs-based, relevant and meaningful for their learning and applicable to their teaching contexts, (2) encouraging them to be active and self-regulated learners, (3) promoting reflective and experiential learning, and (4) based on negotiated understandings of the purpose and function of PLD among all involved stakeholders. The study contributes to an understanding of PLD requirements for EFL teacher educators in an Asian context, and may be relevant to PLD for tertiary lecturers in a wider international context.</p>

scholarly journals Professional Learning and Development (PLD) in Higher Education: The experiences of teacher educators in Vietnam

2021 ◽  
Author(s):  
◽  
Hue Tran
Keyword(s):  
Higher Education ◽  
Professional Learning ◽  
Professional Growth ◽  
Mixed Methods Research ◽  
Teacher Educators ◽  
Structured Interviews ◽  
Learning And Development ◽  
Primary Means ◽  
Professional Aspirations ◽  
The Government

<p>A key challenge for educators in Vietnamese higher education (HE) lies in the implementation of top-down national educational reforms. Professional learning and development (PLD) is viewed by the government as a primary means to enhance lecturers’ capacity to implement national educational initiatives. However, the nature of PLD for lecturers and its roles in supporting HE reforms in developing countries like Vietnam remain under-investigated. This study explores the practices of PLD for English as a foreign language (EFL) lecturers who are teacher educators within higher education, and the social, cultural, and political contexts within which these occur. The study employs a mixed-methods research methodology with a focus on qualitative approach and the use of Cultural Historical Activity Theory (CHAT) as the framework of analysis. A case study across three tertiary institutions provides the basis for an analysis of the phenomenon of PLD for EFL lecturers in Vietnam involving academic leaders and EFL lecturers. Complementary data collection methods were used: a questionnaire, individual semi-structured interviews, observations of PLD sessions, and relevant document review. Data were analysed both deductively and inductively to explore the roles of PLD in the educators’ personal and professional growth, and their capacity to enact mandated initiatives in the selected institutions. The findings indicate that PLD is a complex, political and culturally situated phenomenon that plays a key role in supporting the professional aspirations of lecturers. The study foregrounds the lecturers’ PLD experiences, the implications of PLD, and the influence of government and institutional policies and initiatives on the lecturers’ PLD. This study proposes a model of PLD that raises critical questions about how HE institutions and policy makers might provide a supportive PLD environment to better foster lecturers’ capacity to bring about changes at both personal and institutional levels. This model shows that PLD needs to be viewed across diverse forms including formal, collaborative and informal PLD. For PLD to be effective, consideration should be given to ensuring lecturers experience it as: (1) needs-based, relevant and meaningful for their learning and applicable to their teaching contexts, (2) encouraging them to be active and self-regulated learners, (3) promoting reflective and experiential learning, and (4) based on negotiated understandings of the purpose and function of PLD among all involved stakeholders. The study contributes to an understanding of PLD requirements for EFL teacher educators in an Asian context, and may be relevant to PLD for tertiary lecturers in a wider international context.</p>

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