scholarly journals Teaching University students for a Multicultural society

2020 ◽  
pp. 11-31
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Internal Displacement ◽  
University Graduates ◽  
Teaching And Learning Strategies

Throughout the world, the populations of many countries are rapidly becoming more diverse than ever. Population composition is changing, whether measured by ethnicity or race, age or generation, immigration status, or internal displacement. Higher education institutions have an important role in preparing university graduates to interact with diverse groups. This focus guided our study: What teaching and learning strategies might enhance intercultural competence (ICC) among undergraduate students at a university? ICC was considered to be understanding of one‘s own culture as well as the capacity to understand, interpret, and adapt to other cultures. Investigators wanted to collect a set of activities to foster growth in students‘ ICC through knowledge, experience, reflection, and coaching. This project examined 278 scholarly articles to explore the teaching and learning strategies that appear to have made the difference. Using keywords such as multiculturalism, intercultural competence, diversity, higher education, coaching, reflection, service learning, and cultural partners, investigators used academic databases to locate related materials. Research articles were analyzed to locate effective pedagogical practices. The study reported evidence from academic literature about intensive, intentional, and reflective cross-cultural educational experiences that could have a positive impact on the ICC of undergraduate students. Impactful teaching and learning experiences include elements of knowledge, experience, coaching, and reflection. The author suggested specific teaching and learning activities that combine all four elements and may be customized to enhance almost any academic or professional preparation program: cultural autobiography, diversity stories, cultural partnership, and service learning.

scholarly journals Exploring new learning paradigms in ODL: A reflection on the paper of Barber, Donnelly and Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”.

2015 ◽  
Vol 16 (4) ◽  
Author(s):  
Tom H Brown
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Learning Theories ◽  
Learning Approaches ◽  
Policy Makers ◽  
Teaching And Learning Strategies ◽  
The Impact ◽  
The Revolution

<p class="Paragraph1"><span lang="EN-US">The paper of Barber, Donnelly &amp; Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”  addresses some significant issues in higher education and poses some challenging questions to ODL (Open and Distance Learning) administrators, policy makers and of course to ODL faculty in general.  Barber et al.’s paper does not specifically address the area of teaching and learning theories, strategies and methodologies per se.  In this paper I would therefore like to reflect on the impact that the contemporary changes and challenges that Barber et al. describes, have on teaching and learning approaches and paradigms.  In doing so I draw on earlier work about future learning paradigms and navigationism (Brown, 2006).  We need a fresh approach and new skills to survive the revolution ahead.  We need to rethink our teaching and learning strategies to be able to provide meaningful learning opportunities in the future that lies ahead.</span></p>

scholarly journals Living and Teaching When Change is the New Normal: Trends in Theological Education and the Impact on Teaching and Learning

2020 ◽  
Vol 1 (1) ◽  
pp. 23-36
Author(s):  
Frank M. Yamada
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Theological Education ◽  
Teaching And Learning ◽  
Educational Models ◽  
New Normal ◽  
Theological Schools ◽  
Teaching And Learning Strategies ◽  
Changing Demographics ◽  
The Impact

Theological education is currently undergoing significant changes. These changes are rooted in broader trends within the changing landscape of North American religion and higher education. This article surveys these larger shifts and explores their impact on the Associaton of Theological Schools (ATS), particularly in the changing financial/organizational model of schools, in the educational models and practices, and in the changing demographics of ATS student bodies. These trends point to significant themes that will characterize teaching and learning strategies for the future.

scholarly journals Living and Teaching When Change is the New Normal: Trends in Theological Education and the Impact on Teaching and Learning

2020 ◽  
Vol 1 (1) ◽  
pp. 23-36
Author(s):  
Frank M. Yamada
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Theological Education ◽  
Teaching And Learning ◽  
Educational Models ◽  
New Normal ◽  
Theological Schools ◽  
Teaching And Learning Strategies ◽  
Changing Demographics ◽  
The Impact

Theological education is currently undergoing significant changes. These changes are rooted in broader trends within the changing landscape of North American religion and higher education. This article surveys these larger shifts and explores their impact on the Associaton of Theological Schools (ATS), particularly in the changing financial/organizational model of schools, in the educational models and practices, and in the changing demographics of ATS student bodies. These trends point to significant themes that will characterize teaching and learning strategies for the future.

scholarly journals PERCEPTIONS ON PLAGIARISM AND THE IMPLICATIONS FOR TEACHING AND LEARNING STRATEGIES AT AN EMI UNIVERSITY IN INDONESIA

JURNAL SMART ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 56-71
Author(s):  
Risa Fitria
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Writing Skills ◽  
Teaching And Learning Strategies ◽  
Unacceptable Behavior ◽  
Common Strategy ◽  
Academic Settings ◽  
Back Translation

This study tries to answer two questions, namely 1) What do the lecturers and the students perceive about the practice of plagiarism in L2 writing? 2) What strategies did the lecturers and the students apply to writing L2 to avoid plagiarism? This study aimed at investigating the views of lecturers and students on plagiarism and its implications for teaching and learning at one of the EMI universities in Indonesia. The findings showed that both lecturers and students had negative views towards plagiarism. However, even though plagiarism was considered as an unacceptable behavior, the students would be likely to commit plagiarism under certain circumstances. Back translation was also found to be the most common strategy that the students used to avoid plagiarism. The study finally recommended higher education institutions to equip students with necessary language and writing skills needed in academic settings as early as possible in order for them to avoid plagiarism. 

Students’ Questioning and Creativity

2011 ◽  
Vol 2 (3) ◽  
pp. 73-85 ◽  
Author(s):  
Patrícia Albergaria Almeida ◽  
José Joaquim Teixeira-Dias ◽  
Jorge Medina
Keyword(s):  
Higher Education ◽  
University Students ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Higher Order ◽  
Teaching And Learning Strategies ◽  
The University ◽  
The Relationship

University students must develop several higher-order skills along their higher education route. One of these fundamental skills is creativity. The practice of questioning is one of the modes to enhance creativity. In this paper, the authors illustrate how students’ approaches to creativity can be linked to the types of questions they ask in Higher Education. Several teaching and learning strategies were implemented in a geology course and a chemistry course, at the University of Aveiro, Portugal, as a way of promoting students’ questioning competence. The relationship between the kinds of questions asked and the students’ approaches to creativity is analysed and discussed.

The Development of Work-Based Learning as Part of Post-Qualifying Education

2007 ◽  
Vol 21 (5) ◽  
pp. 361-366 ◽  
Author(s):  
Denise Owens ◽  
June Rutherford
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Pilot Project ◽  
Radical Change ◽  
Traditional Methods ◽  
School Of Nursing ◽  
Learning Module ◽  
Teaching And Learning Strategies ◽  
The University

This paper describes the conception and progress to date of the development of work-based learning as part of post-qualifying education in the School of Nursing at the University of Salford. There is a changing culture in the university in relation to the delivery of programmes via non-traditional routes. In this context, work-based learning is a radical change from current teaching and learning strategies in the School of Nursing and in the university as a whole. This creative approach contrasts significantly with the more traditional methods of teaching and learning in higher education. The paper reports on the development, introduction and evaluation of a work-based learning module as a pilot project. It then outlines the development of a work-based learning degree using the lessons learnt from the pilot.

scholarly journals Teaching workload in 21st century higher education learning setting

2020 ◽  
Vol 9 (1) ◽  
pp. 221
Author(s):  
Hamimah Ujir ◽  
Shanti Faridah Salleh ◽  
Ade Syaheda Wani Marzuki ◽  
Hashimatul Fatma Hashim ◽  
Aidil Azli Alias
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Quality Teaching ◽  
Teaching And Learning Strategies ◽  
Contact Hours ◽  
Type Of Delivery ◽  
Delivery Type ◽  
Teaching Workload

A standard equation on teaching workload calculation in the previous academic setting only includes the contact hours with students through lecture, tutorial, laboratory and in-person consultation (i.e. one-to-one final year project consultation). This paper discusses teaching workload factors according to the current higher-education setting. Devising a teaching workload equation that includes all teaching and learning strategies in the 21<sup>st</sup> century higher education learning setting is needed. This is indeed a challenging task for the academic administrators to scrutinize every single parameter that accounted for teaching and learning. In this work, we have discussed the parameters which are significant in teaching workload calculation. For instance, the conventional in-person contact with the students, type of delivery, type of assessment, the preparation of materials for flipped classroom as well as MOOC, to name a few. Teaching workload also affects quality teaching and from the academic perception, the higher workload means lower-quality teaching.

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