Promoting Autonomous Learning through Self-, Peer-, and Co-assessment to Ensure High Quality in Georgian Higher Education (a case study of International Black Sea University, Georgia)

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Irma MESIRIDZE ◽  
Nino TVALTCHRELIDZE
Keyword(s):  
Higher Education ◽  
Black Sea ◽  
Communication Technology ◽  
Bologna Process ◽  
Education Quality ◽  
Education Students ◽  
Higher Education Quality ◽  
Information And Communication ◽  
The Bologna Process

The Bologna Process, Information and Communication Technology, and market forces have brought manyinnovations and great changes to higher education systems throughout Europe. Reforms in higher educationhave taken a new direction, towards making higher education students more autonomous. However, manycountries have not really adopted this innovative way of teaching and still maintain an old ‘transmission’ stylewhich often entails teachers trying to pour knowledge into the minds of their students. Promoting autonomouslearning (the ability of students to manage their own learning) in higher education is crucial both for theindividual and society, as the idea of an academic student comprises critical reflective thinking and theimportance of becoming an independent learner. This article will discuss the importance of promotingautonomous learning throughout self, peer and co-assessment for higher education quality enhancement. Thepaper will examine the case of International Black Sea University’s MA students enrolled in the Higher EducationManagement program. The analyses of a survey will be used to discuss the significance of autonomous learningfor students and their readiness for self, peer and co-assessment.

ENHANCING THE QUALITY OF TEACHING AT HIGHER EDUCATION INSTITUTIONS IN MALAYSIA THROUGH THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

2012 ◽  
Vol 02 (04) ◽  
pp. 20-25
Author(s):  
Anantha Raj A. Arokiasamy
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Education Students ◽  
Information And Communication ◽  
Geographically Distributed ◽  
Breaking Time

The purpose of this paper is to analyze the integration of Information and Communication Technologies (ICT) in higher education for imparting easily accessible, affordable and quality higher education leading to the uplift of Malaysia. The focus of the paper is on the benefits that ICT integration in education can provide, right from breaking time and distance barriers to facilitating collaboration and knowledge sharing among geographically distributed students. ICT increases the flexibility of delivery of education so that learners can access knowledge anytime and anywhere. It can influence the way students are taught and how they learn as now the processes are learner driven and not by teachers. This in turn would better prepare the learners for lifelong learning as well as to contribute to the industry. We will also analyze if ICT does indeed improve or hinder the quality of learning among higher education students. This paper reports on the changing trends in use of ICTs for instruction in higher education institutions (HEIs) and discusses a mini-case study of how ICTs are being used by lecturers in one university in Malaysia.

scholarly journals Business and Management Higher Education Quality: A Case Study of a Czech Private University

2019 ◽  
Vol 27 (1) ◽  
pp. 87-97
Author(s):  
Lucie Vnoučková ◽  
Hana Urbancová ◽  
Helena Smolová
Keyword(s):  
Higher Education ◽  
University Students ◽  
Private University ◽  
Educational Process ◽  
Education Quality ◽  
Business Economics ◽  
Higher Education Quality ◽  
Multidimensional Concept

Assessment of the business higher education quality is a multifaceted and multidimensional concept. Quality as a factor of performance of universities is currently an often-discussed topic. The aim of this article is to identify and evaluate factors of quality of business economics education by university students at a private Czech university. The results are based on a quantitative survey by questionnaire data collection from university students. The factor analysis was conducted to find significant groups of students regarding their perception of the educational process divided into three main areas. The quality perception was analyzed in this paper specifically by using focus on areas of subjects, lessons, and teachers. The analysis found groups of variables with significant appearance within the groups of students to reveal their main orientation and preferences. It is quality orientation (specified learning outcomes and its applicability), business orientation (tailoring to business needs) and expert orientation (skills and knowledge of teacher, his/her orientation on study group and tailoring lessons to their needs). Furthermore, identification of homogenous groups of students and their expectations helps with a design of subjects and lessons in the way of focusing on practice, addressing the needs and preferred teaching techniques. This is especially true when the students are already experienced in the taught subject. A limitation of the study is a narrow focus on one private university. It may be taken as a case study.

scholarly journals THE QUALITY OF UNIVERSITY STUDIES: MANAGEMENT ASPECT

2011 ◽  
Vol 3 (3) ◽  
pp. 4-7
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
University Education ◽  
Study Quality ◽  
University Management ◽  
Massification Of Higher Education ◽  
Higher Education Quality ◽  
The University ◽  
The Bologna Process

In recent years attention to quality of studies is not decreasing. Lots of different level and type articles have been written, books and other literature have been published. On the other hand, over the last few years different national, regional and international science conferences and symposiums took place. So, it is obvious, that the concern in the university study quality is really huge. However, the essence of the matter lies somewhere deeper. The main goals, formulated in Bologna declaration, had to be implemented by 2010. However, now it becomes clear, that some of the vitally important things were not realised and there are more and more doubts if they will, on the whole, be carried through. The Bologna process itself is not sought to be analysed. What interests us firstly, is the quality of studies’ management question. Various researches reveal that the university study quality in some countries has significantly decreased even measuring according to the most minimal criteria. First of all, this is because most universities are oriented into providing service. It is known, that service University is not capable to ensure the proper quality of the studies and of provided education at the same time. Mass universities meant for mass usage. University education is more and more “Mc.Donaldized” (Lamanauskas, 2011a). Thus, the problem of the quality of studies remains the key problem in nowadays university work. It is understandable, that different countries have different experience in this field both in horizontal and vertical sense. The quality of studies conception despite all efforts remains diverse and has multiple meanings. Paraphrasing a familiar soviet times’ statement (“from everyone – according to possibilities, for everyone – according to demands”), one can state, that higher education can’t be provided according to demands, and it can’t be required from graduates according to their abilities and possibilities. Massification of higher education in a direct way negatively affects the quality of studies (process), as well as higher education quality (result). This is the essential risk in university management. Key words: education policy, quality of studies, management, university education system.

IT Methods and Techniques Applied to Educational Quality Enhancement

2011 ◽  
Vol 2 (3) ◽  
pp. 79-90
Author(s):  
Kerstin V. Siakas ◽  
Rita Gevorgyan ◽  
Elli Georgiadou
Keyword(s):  
Higher Education ◽  
Action Plan ◽  
Bologna Process ◽  
Education Quality ◽  
Strategy Development ◽  
Quality Enhancement ◽  
Total Quality ◽  
Methods And Techniques ◽  
European Higher Education ◽  
The Bologna Process

European Union countries aspire to create, through the implementation of the Bologna Process, an open European Higher Education Area, which increases the attractiveness of European higher education and the competitiveness of Europeans in the international labour market. This paper examines the importance of the Bologna Process in countries outside Europe and how effective implementation of a Quality Assurance action plan can enhance education quality. The authors apply Information Technology (IT) methods and techniques, such as Total Quality Management (TQM), Goal Question Metric (GQM) and Balanced ScoreCard (BSC), to Educational Management. The derivation of Key Performance Indicators (KPIs) is discussed, as well as their application to a case study at the Cybernetics Faculty of the State Engineering University of Armenia (SEUA), regarding the implementation of an education quality enhancement strategy. As a result of the effort to align to European Higher Education Standards and the Bologna Process, a degree of Business Process Re-engineering (PBR) was necessary. The results show that the main reason for university strategy development is better relocation of resources and determination of which programmes and services are efficient and consistent with the university’s mission.

scholarly journals Enacting Smart Pedagogy in Higher Education Contexts: Sensemaking through Collaborative Biography

2021 ◽  
Author(s):  
Vicente Reyes ◽  
Katherine McLay ◽  
Lauren Thomasse ◽  
Karen Olave-Encina ◽  
Arafeh Karimi ◽  
...  
Keyword(s):  
Higher Education ◽  
Informal Learning ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Formal And Informal Learning ◽  
Methodological Tool ◽  
Information And Communication ◽  
Australian Case ◽  
Definition Of

AbstractScholars and practitioners argue that information and communication technology (ICT) provides flexibility of time and place and softens boundaries between students’ learning lives. The fluid movement between formal and informal learning contexts afforded by digital technology has prompted a re-definition of higher education learning environments to harness its potential. Further, technology can cater to diverse learners and promote lifelong learning in ways that the traditional didactic settings characteristic of tertiary contexts cannot. Scholars and practitioners have labelled this new teaching and learning landscape as smart pedagogy. This article engages with this scholarship by analysing a specific Australian case study in which ICT reforms have been deliberately implemented to adhere to smart pedagogies. Using collective biographies as a methodological tool, this inquiry provides insights into sensemaking experiences of a group of university academics whilst implementing ICT reforms anchored on Smart Pedagogy.

scholarly journals Efficacy of studying as predictor of higher education quality: The case study of Faculty of Agriculture

2016 ◽  
Vol 63 (3) ◽  
pp. 997-1014
Author(s):  
Beba Mutavdzic ◽  
Snezana Babic-Kekez ◽  
Nebojsa Novkovic ◽  
Tihomir Novakovic
Keyword(s):  
Higher Education ◽  
Education Quality ◽  
Higher Education Quality

scholarly journals O papel das TIC no estímulo à autonomia dos estudantes do ensino superior: Visão dos professores

2019 ◽  
Vol 27 ◽  
pp. 74 ◽  
Author(s):  
Dora Simões ◽  
Paula Faustino
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Bologna Process ◽  
Communication Technologies ◽  
Ease Of Use ◽  
Public Higher Education ◽  
Information And Communication ◽  
The Bologna Process

This article reflects on the insights of higher education teachers about the role that information and communication technologies (ICT) can have in enhancing students' autonomy in the teaching and learning process. In order to accomplish this goal, it was necessary to build a theoretical framework that explored the context of higher education under the assumptions of the Bologna process and educative policies, exploring the encouragement to students’ autonomy and the use of ICT in the teaching and learning process. A quantitative exploratory approach was adopted with the purpose of collecting the insights of teachers involved in two courses of the Portuguese public higher education. The data collection was made through the curricular plans and though a survey to the teachers. With this research, we conclude that teachers reveal efforts to enhance students’ autonomy and feel motivated to use ICT in their educational practices. The most frequently mentioned motivations are that ICT facilitates the access to resources and information, innovates their practice, improves the regulation, tutoring and intervention, and in interaction and communication. Teachers also appear to hold positive perceptions on the potential of ICT to support their teaching and learning process, especially the perception of utility and ease of use of ICT. 

IT Methods and Techniques Applied to Educational Quality Enhancement

2012 ◽  
pp. 140-152
Author(s):  
Kerstin V. Siakas ◽  
Rita Gevorgyan ◽  
Elli Georgiadou
Keyword(s):  
Higher Education ◽  
Balanced Scorecard ◽  
Action Plan ◽  
Bologna Process ◽  
Education Quality ◽  
Strategy Development ◽  
Quality Enhancement ◽  
Methods And Techniques ◽  
European Higher Education ◽  
The Bologna Process

European Union countries aspire to create, through the implementation of the Bologna Process, an open European Higher Education Area, which increases the attractiveness of European higher education and the competitiveness of Europeans in the international labour market. This paper examines the importance of the Bologna Process in countries outside Europe and how effective implementation of a Quality Assurance action plan can enhance education quality. The authors apply Information Technology (IT) methods and techniques, such as Total Quality Management (TQM), Goal Question Metric (GQM) and Balanced ScoreCard (BSC), to Educational Management. The derivation of Key Performance Indicators (KPIs) is discussed, as well as their application to a case study at the Cybernetics Faculty of the State Engineering University of Armenia (SEUA), regarding the implementation of an education quality enhancement strategy. As a result of the effort to align to European Higher Education Standards and the Bologna Process, a degree of Business Process Re-engineering (PBR) was necessary. The results show that the main reason for university strategy development is better relocation of resources and determination of which programmes and services are efficient and consistent with the university’s mission.

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