scholarly journals BEST ONLINE INSTRUCTIONAL PRACTICES: REPORT OF PHASE I OF AN ONGOING STUDY

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Morris T. Keeton
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Instructional Practices ◽  
Online Instruction ◽  
Good Practice ◽  
Postsecondary Institutions ◽  
University Of Maryland ◽  
Face To Face ◽  
Seven Principles ◽  
The University

This study examines how best practices in online instruction are the same as, or different from, best practices in face-to-face (F2F) instruction. The book Effectiveness and Efficiency in Higher Education for Adults summarizes some 20 years of research on best practices in F2F instruction. The bases of comparison are principles from the KS&G material and from Chickering and Gamson’s “seven principles for good practice in undergraduate education”. A reason for making these comparisons is that the rapid growth of online instruction promises that online instruction may become the largest source of ongoing higher education. Not surprisingly, interest in assessing the quality of online offerings has also grown. The question is increasingly raised: Are postsecondary institutions effectively “doing their old job in a new way?”. One way to answer that question is to analyze the online instructional practices of faculty with the aid of research on patterns of instruction, face-to-face and online. This paper is abbreviated from a February 14, 2002 report by Marisa Collett, Morris Keeton and Vivian Shayne of the Institute for Research and Assessment in Higher Education for the Office of Distance Education and Lifelong Learning at the University of Maryland University College.

scholarly journals Evaluation Instruments and Good Practices in Online Education

2017 ◽  
Vol 21 (2) ◽  
Author(s):  
Sally Baldwin ◽  
Jesus H. Trespalacios
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Online Education ◽  
Undergraduate Education ◽  
Online Courses ◽  
Good Practice ◽  
Seven Principles ◽  
Evaluation Instruments ◽  
Type Of Institution ◽  
Principles Of Good Practice

Chickering and Gamson’s (1987) Seven Principles for Good Practice in Undergraduate Education offers extensively researched and validated tenets for best practices in higher education. After a review of the literature, twenty-eight evaluation instruments currently used to design and review online courses in higher education institutions were collected and divided into categories, based on geographical reach and the type of institution for which they were developed. This study investigates how evaluation instruments used in higher education assess the Seven Principles for Good Practice in Undergraduate Education, and what other items are addressed in the evaluation of courses. Findings show that national and statewide evaluation instruments were less institute specific and more closely aligned to the principles of good practice, and that evaluation instruments often measure extraneous items (e.g., student services, navigation, resources, or institutional support). Additional findings and conclusions based on the analysis of the instruments are discussed.

Faculty use of Twitter in higher education teaching

2017 ◽  
Vol 9 (1) ◽  
pp. 91-104 ◽  
Author(s):  
Kevin Hull ◽  
Julie E. Dodd
Keyword(s):  
Higher Education ◽  
Social Network ◽  
Best Practices ◽  
Student Learning ◽  
Undergraduate Education ◽  
Good Practice ◽  
Content Type ◽  
Seven Principles ◽  
The Social ◽  
The Impact

Purpose The purpose of this paper is to determine how higher education teachers are using Twitter in their classroom to engage, educate, and inform students. The results were measured against Chickering and Gamson (1987) “Seven principles for good practice in undergraduate education.” Design/methodology/approach A survey was sent to college and university educators throughout the country who were identified as teachers who use Twitter in their classroom. These educators were asked about their Twitter use, their opinions of Twitter, the impact the social network has had on student learning, the students’ reactions to using Twitter, and how Twitter supported pedagogical best practices, including the “Seven principles for good practice in undergraduate education”. Findings The educators reported that student response to using Twitter in the classroom was overwhelmingly positive and that Twitter has positively impacted student learning. The results also indicate that college educators consider that Twitter use in classes does support the seven principles. Research limitations/implications While college instructors from a wide range of institutions, locations, subject types, and experience levels were surveyed, a limitation is that only their opinions are being examined. Future research may wish to examine the Twitter accounts of these professors to determine if they are using Twitter in the manner that they think they are. Results from the survey could then be compared with the tweet content. Originality/value While previous research has examined how students use and appreciate Twitter in the classroom, this is one of the first studies to examine how the social network is implemented from an instructor viewpoint. The results demonstrate value to instructors. For instructors, the value lies in the knowledge that Twitter has had a positive impact on classroom success for students and that using the social network promotes best practices in pedagogy, supporting constructivism, experiential learning, and the “Seven principles for good practice in undergraduate education”. For administrators, the value lies in the fact that many instructors have had success using Twitter and that more should be encouraged to do the same in their classrooms.

The Student Affairs Profession in the Academic Marketplace

NASPA Journal ◽  
2007 ◽  
Vol 44 (2) ◽  
Author(s):  
Joan B. Hirt
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Good Practice ◽  
Student Affairs Professionals ◽  
Academic Affairs ◽  
Seven Principles ◽  
Market Driven ◽  
Principles Of Good Practice ◽  
The Way

This essay compares the narratives that have emerged in recent years to describe the higher education enterprise with the narratives used to describe student affairs’ endeavors. I posit that the way in which student affairs professionals present their agenda is out of sync with the market-driven culture of the academy. The seven Principles of Good Practice are used to illustrate the incongruence between student affairs and academic affairs narratives on campus. I offer ways that those Principles can be recast to be more closely aligned with the new academic marketplace.

scholarly journals Do LEGO® Models Aid Reflection in Learning and Teaching Practice?

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Chrissi Nerantzi ◽  
Craig Scott Despard
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Good Practice ◽  
Academic Practice ◽  
Learning And Teaching ◽  
Good Assessment ◽  
The University ◽  
Assessment Strategies ◽  
The Impact

In this paper we describe the use of LEGO® models within assessment of the Postgraduate Certificate in Academic Practice (PGCAP) offered at the University of Salford. Within the context of the PGCAP, we model innovative and contextualised assessment strategies for and of learning. We challenge our students, who are teachers in higher education (HE), to think and rethink the assessment they are using with their own students. We help them develop a deeper understanding and experience of good assessment and feedback practice in a wider context while they are assessed as students on the PGCAP. We report on an evaluation of how the LEGO® model activity was used with a cohort of students in the context of the professional discussion assessment. We share the impact it had on reflection and the assessment experience and make recommendations for good practice.

Quality Assurance and Institutional Research for University Strategic Management

2020 ◽  
pp. 287-308
Author(s):  
Ngepathimo Kadhila ◽  
Gilbert Likando
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Strategic Management ◽  
Higher Education Institutions ◽  
Good Practice ◽  
Evidence Based ◽  
Institutional Research ◽  
The World ◽  
The University ◽  
Evidence Based Decision Making

Strategic management in higher education (HE) has become data-reliant. Most higher education institutions (HEIs) all over the world have implemented quality assurance (QA) and institutional research (IR) with the purpose of generating data that that would assist in evidence-based decision making for better strategic management. However, data generated through QA and IR processes have to be integrated and streamlined in order to successfully inform strategic management. One of the challenges facing higher education institutions is to integrate the data generated by QA and IR processes effectively. This chapter examines examples of good practice for integrating the data generated by these processes for use as tools to inform strategic management, using the University of Namibia as a reference point. The chapter offers suggestions on how higher education institutions may be assisted to overcome challenges when integrating the outcomes of QA and IR processes in order to close the quality loop through effective strategic management.

scholarly journals A Set of Best Practices to Design Face-to-face Teaching Sessions for Technology-centered University-level Computing Courses

2014 ◽  
Vol 4 (4) ◽  
pp. 59
Author(s):  
Ilse Baumgartner
Keyword(s):  
Higher Education ◽  
Information Systems ◽  
Best Practices ◽  
Business Processes ◽  
Information Systems Management ◽  
Computing Education ◽  
Face To Face ◽  
Level Information ◽  
Enterprise Level ◽  
Working Set

Since more than a decade, all kinds of businesses and organisations are intensively exploring enterprise-level information systems to better integrate their business processes, information flows and people. Consequently, the industry demands for technically skilled, but also “business-savvy” IT professionals are permanently growing. To meet this need, more and more computing education programs try to incorporate enterprise-level information systems into their curricula. While there is some computing education research done to investigate the need for this new type of IT-business professional and to analyse general implications for higher education, only very few research works or practice papers exist which report on concrete attempts to design and deliver higher education computing courses which intensively use enterprise-level systems. In this paper, the author reports on a series of experiences made within the Bachelor of Science (Information Systems Management) degree program offered by the School of Information Systems (SIS) at the Singapore Management University (SMU). The primary focus of this paper is put on establishing a working set of best practices for the design of an effective structure of the face-to-face teaching sessions for courses which use enterprise-level systems and applications in their curricula. While this paper is principally based on education experiences made within the frame of an Information Systems program, the best practices presented in this paper are equally applicable to any other computing education field or even to the engineering education in general.

The New "Space" of the University in the Digital Age

2011 ◽  
pp. 1334-1338
Author(s):  
Carl A. Raschke
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Styles ◽  
Digital Age ◽  
Traditional Schools ◽  
Mediated Learning ◽  
Face To Face ◽  
Computer Mediated ◽  
New Space ◽  
The University

While critics of the new computer-mediated learning styles utter jeremiads about the impending apocalypse of higher education in general, technophiles argue that the changes are all salutary. In fact, some see no difference between faculty cultures and online and traditional schools (Johnstone, 2001). In the same vein, the proliferation of digital classrooms across the instructional spectrum and online learning have touched off a firestorm of controversy concerning the “effectiveness” of new computer-mediated pedagogies versus traditional face-to-face, or “presential,” instruction. Various studies have been conducted and the findings circulated (Smith, Smith, & Boone, 2000).

scholarly journals Switching from Face-to-Face to Online Instruction Midsemester

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Debora Herold ◽  
Tina Chen
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Undergraduate Students ◽  
Online Instruction ◽  
Online Classes ◽  
Face To Face ◽  
Global Pandemic ◽  
Limited Perspective ◽  
Technology Changes ◽  
Before And After

The COVID-19 pandemic disrupted higher education during Spring 2020 by forcing all face-to-face classes to unexpectedly transition to online learning. To better understand how switching to remote learning affected students and the factors that impacted their ability to successfully complete classes, 168 undergraduate students in three different psychology classes (six sections total) were asked in the last week of the semester about their experiences from before and after the switch. Students reported some decreased access to technology, changes in work responsibilities, some amount of physical illness, and the need to care for others who were physically ill. Notably, students consistently reported increased stress and decreased ability to focus. Students varied in how much they prioritized classes after the switch, which predicted their performance in the class, measured by exam grade, overall grade, and completion of attendance before and after the switch. Importantly, survey respondents significantly differed from non-respondents in their class performance, which suggests that results from voluntary surveys may capture a limited perspective and possibly underestimate the detrimental effects of the shift to online instruction. Implications for planning for future online classes in a global pandemic are discussed.

scholarly journals Social Responsibility and Civic Readiness as Critical Higher Education Outcomes

2019 ◽  
Vol 30 (4) ◽  
pp. 9-16
Author(s):  
Robert L. Caret
Keyword(s):  
Higher Education ◽  
Workforce Development ◽  
Advanced Degree ◽  
Baltimore County ◽  
Formal Organization ◽  
San Jose ◽  
University Of Maryland ◽  
Metropolitan University ◽  
San Jose State University ◽  
The University

Throughout my 25 years in higher education leadership, overseeing two campuses and two university systems, I have maintained a strong connection to the Coalition of Urban and Metropolitan Universities (CUMU), both philosophically and in practical terms. Early on in my tenure as president of San Jose State University, I established the overarching goal of making San Jose State the Metropolitan University of Silicon Valley. Complementing the institution’s geographic location, size, and mission, all of which positioned it ideally for this role, I also saw a student population, a community role, and an ethos of service that spoke to the institution’s responsibility as an urban citizen. This same perspective was part and parcel of my approach at Towson University (TU). As president, I actively created a vision and an identity for the institution, focusing on its role as the Metropolitan University of Maryland. I established external partnerships with focuses on education, economic and workforce development, arts and culture, and social change. As president of the 5-campus University of Massachusetts System (UMass) I oversaw two CUMU member institutions, UMass Lowell and UMass Boston. The University System of Maryland (USM), where I currently serve as chancellor, is itself a CUMU member, as are several of its component institutions, with Towson and the University of Maryland, Baltimore County (UMBC) “founding members” of CUMU as a formal organization. Throughout these years, I also had a very direct connection to CUMU, serving on several committees, on the Board of Directors, as a vice president, and, from 2006-2011, as CUMU president. With this background, I know first-hand the distinctive perspective and unique tools that our comprehensive institutions can use to address social challenges and bring about meaningful change. In addition, I also recognize the special obligation our comprehensive metropolitan and urban universities have to be active and engaged in the communities they serve. These are the primary, 4-year, “access” institutions, not just in terms of the sheer numbers of students they educate, but also in terms of the composition of those students, serving as a vital higher education pathway for women, underrepresented minorities, and first-generation college students. Beyond that, our comprehensive universities stand as bridges, with numerous graduates going on to advanced degree programs at research universities.

Social Responsibility as a Precondition of Innovation in Higher Education

2020 ◽  
pp. 49-74
Author(s):  
Matjaž Mulej ◽  
Miro Mihec
Keyword(s):  
Higher Education ◽  
Social Responsibility ◽  
Social Economy ◽  
Innovation Process ◽  
Holistic Approach ◽  
Interdisciplinary Cooperation ◽  
Organizational Attributes ◽  
Seven Principles ◽  
The University ◽  
Manage Innovation

The word innovation defines both the process and its outcome. Here, the authors focus on the innovation process in terms of its human success preconditions attained by practicing social responsibility (SR). In the globally passed/valid ISO 26.000, SR's essence lies in synergy of: (1) one's responsibility for one's impact on society; (2) interdependence; and (3) a holistic approach; seven principles, i.e. human and organizational attributes support SR behavior. With them, the innovation process is easier to manage. Innovation is complex: one of 3.000 ideas becomes innovation. It includes many phases and different professions practicing SR to support holistic behavior preventing failures. On the other hand, higher education works per specialized faculties, etc., making SR hard to practice, but possible. Usual curricula favor narrow specialty without creative interdisciplinary cooperation. Due to lack of holism, interdependence, and responsibility, higher education offers more inventions than innovations. Cases cover the University of Maribor and the Association Social Economy Slovenia.

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