Book review: Connecting the Dots: Collaboration across Learning Support Professions in Higher Education to Enhance Student Learning. Edited by Michelle Schneider, Jade Kelsall & Helen Webster. 2016

2017 ◽  
Vol 2 (1) ◽  
pp. 102-107
Author(s):  
Martin McMorrow ◽  
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Learning Support ◽  
Connecting The Dots ◽  
Enhance Student Learning

Assessing Diversity Issues in Instructional Technology

2011 ◽  
pp. 153-165
Author(s):  
Virginia J. Anderson
Keyword(s):  
Higher Education ◽  
Instructional Technology ◽  
General Education ◽  
Student Learning ◽  
Student Learning Outcomes ◽  
Social Actions ◽  
Value Diversity ◽  
Diversity Issues ◽  
Effective Use ◽  
Enhance Student Learning

Assessment is a major focus is higher education; IT faculties and departments are being asked to document quantitatively what students have learned in relation to goal-oriented expectations. Although “students will value diversity in the academy and the workplace” is a common course, general education or institutional goal, we often know little about how well students achieve this goal because we do not assess it. This chapter describes how to construct Student Learning Outcomes consistent with valuing diversity, how to design tests/assignments to see if student have achieved those outcomes and how to use that information to inform and enhance student learning in our IT courses, departments or institutions. The chapter reviews key assessment principles and practices. Then, we examine four strategies to document how students’ cognitive perceptions, attitudes, values and social actions in regard to diversity issues may be impacted and assessed. Assessment action scenarios elucidate the effective use of rubrics, Primary Trait Analysis, portfolios and affective behavioral checklists.

A typology of student diversity and an inclusive student learning support system: Insights for higher education

2020 ◽  
Vol 42 (1) ◽  
pp. 81-87
Author(s):  
Weng Marc Lim
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Support System ◽  
Life Experience ◽  
Student Diversity ◽  
Learning Support ◽  
Indigenous Students ◽  
Learning Support System ◽  
Education Today ◽  
Student Classification

Higher education today is characterized by a highly diversified student population. This, in turn, calls for greater inclusivity in higher education. To answer this call, this paper introduces a typology of student diversity in, and an inclusive student learning support system for, higher education. More specifically, the typology of student diversity suggests that students in higher education may comprise of adults, school leavers, indigenous students, low socio-economic background students, and international students. The typology explains each student classification in detail using five relevant factors, namely autonomy, anxiety, motivation, discipline, and life experience. Finally, the paper offers some pertinent insights to create an inclusive student learning support system for higher education based on the insights derived from the typology of student diversity in higher education.

scholarly journals LESSON STUDI SEBAGAI UPAYA MENINGKATKAN AKTIVITAS BELAJAR MAHASISWA

Eksponen ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 60-66
Author(s):  
Darwanto Darwanto
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Lesson Study ◽  
Learning Activities ◽  
Professional Behavior ◽  
Quality Of Education ◽  
Lesson Design ◽  
Quality Of Learning ◽  
Enhance Student Learning

Improving the quality of education in Higher Education can be started by improving the quality of lecturers in teaching and professional behavior. One of the priority education issues is the quality of education, especially the quality of learning. From the various conditions and potentials, the efforts that can be made to improve the quality of learning in Higher Education is to develop student oriented learning and facilitate it in learning. One of the models of educator profession development through collaborative and sustainable learning is Lesson Study. Through the stages in the lesson design can enhance student learning activities.

scholarly journals LECTURER’S FEEDBACK AND ITS IMPACT ON STUDENT LEARNING: A STUDY OF A PUBLIC UNIVERSITY IN SARAWAK, MALAYSIA

2019 ◽  
Vol 15 (3) ◽  
pp. 83
Author(s):  
Kuldip Singh
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Main Determinant ◽  
Learning And Teaching ◽  
Effective Learning ◽  
Effective Feedback ◽  
The Subject ◽  
The Impact ◽  
Enhance Student Learning ◽  
Learning And Achievement

Feedback is an essential part of effective learning. It helps students understand the subject being studied and gives them clear guidance on how to improve their learning. Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Providing students with meaningful feedback can greatly enhance their learning and achievement. Lecturer’s feedback plays an integral part in enhancing student learning in higher education. While effective feedback has frequently been identified as a key strategy in learning and teaching, little known research has focused on students’ perceptions of feedback and the contribution feedback makes to students’ learning. This study examined the impact of lecturer feedback on student learning. This study involved both Degree and diploma students studying in various fields in a local university in Sarawak. The sample size used for the study was 370 students. Lecturer feedback was measured using a scale developed by Susan Brookhart (2008). The results of the study show a significant and positive relationship between lecturer feedback and student learning. Another finding of the study is that motivational feedback is the main determinant of student learning followed by mode of feedback. This study also highlights how feedback can enhance student learning in higher education. Limitations and recommendations are discussed.

scholarly journals Book Review: Emerging Strategies for Supporting Student Learning: A Practical Guide for Librarians and Educators

2017 ◽  
Vol 56 (2) ◽  
pp. 136
Author(s):  
Joan Plungis
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Case Studies ◽  
Real Life ◽  
Academic Librarians ◽  
Practical Guide ◽  
The Many

Supporting student learning is the name of the game for academic librarians, but what that means in the dynamic arena of higher education is constantly evolving. Barbara Allan’s Emerging Strategies for Supporting Student Learning: A Practical Guide for Librarians and Educators presents a helpful overview of the many facets of the topic, with plenty of real-life examples and case studies, plus theoretical underpinnings and references to the literature for those wanting more depth.

scholarly journals Continuous assessment in higher education in Denmark

2017 ◽  
Vol 12 (23) ◽  
pp. 1-19
Author(s):  
Ole Eggers Bjælde ◽  
Tove Hedegaard Jørgensen ◽  
Annika Büchert Lindberg
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Student Performance ◽  
Continuous Assessment ◽  
Science Courses ◽  
Advantages And Disadvantages ◽  
The Future ◽  
Assessment Format ◽  
Enhance Student Learning ◽  
Increase Efficiency

Designing fair and efficient ways of assessing student learning is a challenge to most teachers in higher education. It is possible that multiple graded, low-stake activities during the teaching period can either replace or supplement end-of-semester exams to measure student performance. Such a shift to continuous assessment has the potential not only to increase efficiency but, importantly, also enhance student learning. Continuous assessment is used widely internationally and now (since 2016) also allowed at Danish Universities. Here we review the advantages and disadvantages of this assessment format and report on its first use in two science courses at Aarhus University. We include a detailed description of the graded tasks and activities used in the two courses. By comparing student per-formance in continuous assessments with that of a traditional end-of-semester exam we are able to highlight some challenges and provide recommendations for the future use of this assessment format at Danish universities.

Trends and Challenges of E-Assessment to Enhance Student Learning in Higher Education

2020 ◽  
pp. 1575-1595
Author(s):  
Lourdes Guàrdia ◽  
Geoffrey Crisp ◽  
Ivan Alsina
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Learning Strategies ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Research Perspective ◽  
Assessment Activity ◽  
Information And Communication ◽  
Enhance Student Learning

This chapter provides an overview of current e-assessment activity in Higher Education (HE) for those interested in improving their assessment practices. Despite substantial changes in HE teaching and learning strategies with the introduction of Information and Communication Technologies (ICT), little effort has been made in the area of assessment, where traditional methods are still commonly used. ICT and computers are seen as a medium for supporting and guiding the whole learning process, but these options have not yet been fully explored. In view of this, we would like to review the trends and challenges of e-assessment to enhance student learning in future scenarios, taking into consideration several publications, cases and contributions from both the practice and research perspective.

Universities' Point of View to Introduce Mobile Devices in their Classrooms

2016 ◽  
pp. 297-317
Author(s):  
Victoria M. Cardullo ◽  
LeNessa L. Clark
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Learning Environments ◽  
Exploratory Study ◽  
Point Of View ◽  
Integration Process ◽  
Teacher Instruction ◽  
Diverse Learning ◽  
Incoming Freshmen ◽  
Enhance Student Learning

This qualitative study examined the implementation and integration of a common mobile platform in multiple diverse learning environments in higher education. This exploratory study sought to understand how the use of iPads supported student learning and teacher instruction. In addition, the researchers identified the necessity of a strong infrastructure and professional development both, which are crucial in the implementation and integration process. The population consisted of incoming freshmen who range between 17-21 years of age in a southern region in Alabama. A constant comparative and taxonomy analysis was employed in efforts to provide themes and codes to organize and analyze the data derived from focus groups, interviews, surveys, and observations. The data revealed that students believed the iPad provided support to enhance student learning. Participants' perceived the iPad device as portable, convenient and easy to use.

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