Recent Approaches to the Study and Teaching of ‘Effective Learning’ in Higher Education

1981 ◽  
Vol 51 (3) ◽  
pp. 345-377 ◽  
Author(s):  
Nigel Ford
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Critical Evaluation ◽  
Levels Of Abstraction ◽  
Mental Processes ◽  
Effective Learning ◽  
Study And Teaching ◽  
Different Levels

Several recent studies have developed measures of qualitatively different levels of understanding texts and complex academic topics. The question of whether skills in achieving understanding and retention of information at high levels of abstraction can be taught is addressed by analyzing some of the mental processes involved, and briefly reviewing a number of attempts that have been made to induce these processes. The discussion of learning outcomes is broadened to include the critical evaluation and personal valuing of information. Conclusions are drawn for the teaching of “effective learning.”

Beyond the Walls

2017 ◽  
pp. 392-414
Author(s):  
Catalina Ulrich ◽  
Lucian Ciolan
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Learning Process ◽  
Authentic Learning ◽  
Theoretical Framework ◽  
Assessment Method ◽  
Project Based Learning ◽  
Effective Learning ◽  
Master Degree

Main goal of the chapter is to focus on project based learning (PjBL) as an effective learning and assessment method effectively used in higher education. Chapter provides an understanding of Romanian higher education contextual challenges, current pedagogy trends and specific examples to support the idea that PjBL leads to the type of authentic learning needed for nowadays students. Theoretical framework and examples are enriched by reflections on undergraduate and master degree students' perceptions on learning process and learning outcomes.

The Effectiveness of Gamification on Student Engagement, Learning Outcomes, and Learning Experiences

2020 ◽  
pp. 286-305
Author(s):  
Kenneth C. C. Yang ◽  
Yowei Kang
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Data Collection ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Learning Experiences ◽  
Student Learning Outcomes ◽  
Small Class ◽  
Course Materials ◽  
Different Levels

Gamification has been widely used in the higher education to enhance users' learning experiences through the integration of game-like elements into the course materials. This study explores whether and how different levels of gamification in the instructional methods will influence student engagement with the course, overall learning experiences with the course, and learning outcomes with the course materials. The findings suggest that, among four indices to measure the success of gamification, three out of four show the positive gamification effects with a highly gamified class leads to higher level of student engagement than no or lowly gamified classes. The same positive gamification effects can be found in students' overall learning experience. Highly gamified classes result in better student learning outcomes as measured by their grades at different data collection points. Limitations of this study include small class sizes and no statistically significant results and only two gamified elements used. Implications and discussions were presented.

scholarly journals Sociology teaching improvement possibilities: Analysis of the relation between qualifications frameworks at the secondary and tertiary level of education in Serbia

Sociologija ◽  
2019 ◽  
Vol 61 (Suppl. 1) ◽  
pp. 742-757
Author(s):  
Jelena Ceriman ◽  
Violeta Bogdanovic-Sutkovic
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
General Framework ◽  
System Reform ◽  
Teaching Sociology ◽  
Teaching Improvement ◽  
Level Of Education ◽  
National Qualifications Framework ◽  
European Higher Education ◽  
Different Levels

The qualifications system reform in Serbia began in 2001, influenced primarily by the establishment of the European Higher Education Area, which created the preconditions for the development of a general framework for higher education qualifications. The reform of the existing qualifications system in Serbia required a response to the needs of the labor market, which was developing under new socio-economic circumstances. Since the beginning of the process, the development of a new system of qualifications has been implemented through two separate activities - the development of qualifications frameworks for secondary and higher education which remained non-harmonized. Although the development of individual qualifications frameworks for different levels of education is necessary for the development of a national qualifications framework, we argue that the separate frameworks remain incoherent to this day, that they do not precisely define the qualifications required to move from one level of education to another, when it comes to sociology as a subject, and that this situation affects the profiling of future sociologists. In this paper, we intend to problematize such an approach to the development of a general qualifications framework through the analysis of the contents of a domestic normative framework related to the general learning outcomes of teaching sociology at secondary and tertiary levels of education.

The Effectiveness of Gamification on Student Engagement, Learning Outcomes, and Learning Experiences

2022 ◽  
pp. 1599-1618
Author(s):  
Kenneth C. C. Yang ◽  
Yowei Kang
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Data Collection ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Learning Experiences ◽  
Student Learning Outcomes ◽  
Small Class ◽  
Course Materials ◽  
Different Levels

Gamification has been widely used in the higher education to enhance users' learning experiences through the integration of game-like elements into the course materials. This study explores whether and how different levels of gamification in the instructional methods will influence student engagement with the course, overall learning experiences with the course, and learning outcomes with the course materials. The findings suggest that, among four indices to measure the success of gamification, three out of four show the positive gamification effects with a highly gamified class leads to higher level of student engagement than no or lowly gamified classes. The same positive gamification effects can be found in students' overall learning experience. Highly gamified classes result in better student learning outcomes as measured by their grades at different data collection points. Limitations of this study include small class sizes and no statistically significant results and only two gamified elements used. Implications and discussions were presented.

Academic Excellence in Higher Education through Paradigm Shift from Pedagogy to Andragogy

2017 ◽  
Vol 4 (23) ◽  
Author(s):  
Vandana Maheshwari ◽  
Gauri P. Hardikar
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Learning Outcomes ◽  
Paradigm Shift ◽  
Academic Excellence ◽  
Intellectual Skill ◽  
Effective Learning

Academic excellence refers to the growth of an individual with regard to his or her academic or intellectual skill. Learners from higher education form the workforce of the nation, and hence would need to be equipped with the skills relevant to the felt needs of the society. However, there exists a large skill gap between what the employers look for in potential employees and the skills which higher education cultivates in the learners. This gap must be bridged, and the roadmap may be through changing the approach to curriculum transaction in higher education. Learners in higher education are adult learners, and learn most effectively when learning is self directed, stems from their own experience and is relevant to their life. Hence, a shift from pedagogy to andragogy might lead to more effective learning outcomes. This paper explores this paradigm shift from pedagogy to andragogy in higher education.

Desafíos del sistema de educación superior en Ecuador para la era de la complejidad

2016 ◽  
pp. 89
Author(s):  
Martha Concepción Macías ◽  
Francisco Mendoza Moreira
Keyword(s):  
Higher Education ◽  
Education System ◽  
Educación Superior ◽  
Higher Education System ◽  
Educacion Superior ◽  
New Challenges ◽  
The Law ◽  
Different Levels

RESUMENLa universidad ecuatoriana, en los últimos seis años, a partir de la aprobación en el año 2010 de la Ley Orgánica de Educación Superior, ha sido expuesta a nuevos retos y desafíos que comprometen a cada uno de los tejidos institucionales participantes en su gestión. Este artículo analiza siete de esos retos en el marco de la ley, de la reflexión epistemológica y las metas que se le plantean como sistema sustancial en el cambio de la matriz cognitiva, productiva y de servicio del país. Los resultados son reflexiones propias de actores del sistema educativo superior que se desenvuelven en diferentes planos de intervención, quienes proponen acciones inmediatas y mediatas para alcanzar una Universidad adaptable a la Era de la Complejidad.Palabras clave: Sistema de Educación Superior, Era de la Complejidad, Ley Orgánica de Educación Superior. Challenges of Higher Education System in Ecuador for the Age of ComplexityABSTRACTIn the last six years since the adoption of the Law on Higher Education in 2010, the Ecuadorian university has been exposed to new challenges compromising every institution participating in its management. This article analyzes seven of those challenges within the Law framework, the epistemological reflection and the goals presented as substantial in changing the cognitive, productive and service matrix in the country. The results are reflections by actors in the higher education system working at different levels of intervention, who propose immediate and mediate actions to achieve a University adaptive to the Age of Complexity.Keywords: Higher education system, age of complexity, Law of Higher Education.

The Analyses of Learning Strategies in English as a Second Language: Theoretical Classification and Measurement Test

2020 ◽  
Vol 4 (2) ◽  
pp. 118-129
Author(s):  
Asti Gumartifa ◽  
◽  
Indah Windra Dwie Agustiani
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
English Learners ◽  
English Language ◽  
Point Of View ◽  
Effective Learning ◽  
The Impact

Gaining English language learning effectively has been discussed all years long. Similarly, Learners have various troubles outcomes in the learning process. Creating a joyful and comfortable situation must be considered by learners. Thus, the implementation of effective learning strategies is certainly necessary for English learners. This descriptive study has two purposes: first, to introduce the classification and characterization of learning strategies such as; memory, cognitive, metacognitive, compensation, social, and affective strategies that are used by learners in the classroom and second, it provides some questionnaires item based on Strategy of Inventory for Language Learning (SILL) version 5.0 that can be used to examine the frequency of students’ learning strategies in the learning process. The summary of this study explains and discusses the researchers’ point of view on the impact of learning outcomes by learning strategies used. Finally, utilizing appropriate learning strategies are certainly beneficial for both teachers and learners to achieve the learning target effectively.

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