scholarly journals Media literacy education in higher education policy : pedagogical choices and learning outcomes

2020 ◽  
Author(s):  
◽  
Brad Mitchell
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Learning Outcomes ◽  
Media Literacy ◽  
Higher Education Policy ◽  
The United States ◽  
Policy Support ◽  
Theoretical Frameworks ◽  
Instruction And Learning ◽  
Administrative Oversight

This study proposes a participatory pedagogical framework founded on critical thinking as a method for analysis, reflection, and creative production of media through an understanding of the ways in which media literacy is being taught in higher education institutions in the United States. A qualitative design was utilized that included techniques of content and ethnographic analysis to focus on shared patterns across a sample of higher education courses in the U.S. containing elements of media literacy instruction. This study has found inconsistencies in the pedagogical approaches being utilized, a misunderstanding of the critical thinking and inquiry-based learning methods required for a critical field such as media literacy, and the lack of administrative oversight or policy support as key factors contributing to the discrepancies in media literacy's instruction and learning outcomes. Implications include recommendations for the field to consolidate theoretical frameworks, modifications to teaching, and policy and administrative advocacy efforts.

Higher Education Policy: Implications for Gender-Balancing the Curriculum

1983 ◽  
Vol 36 ◽  
pp. 12-13
Author(s):  
Thomas A. Mulkeen
Keyword(s):  
Higher Education ◽  
Higher Education Policy ◽  
The United States ◽  
Policy Implications ◽  
Industrial Society ◽  
Public Higher Education ◽  
Agriculture Industry ◽  
Scientific Principles ◽  
Industry And Commerce ◽  
New Institutions

American higher education has been molded by forces outside the educational community. From the Civil War through the mid-1970's our political leadership considered investment in education good for the economy and, therefore, good public policy. This link between schooling and the economic system developed as the United States moved from an agrarian to an industrial economy. Industrialization demanded skills that neither the family nor the church could provide, and tax-supported public higher education was to assist the transformation to an industrial society. The catalyst for this transformation came in 1862 with the passage of the Morrill Act establishing the land grant colleges. These new institutions emphasized the development of technical skills and the application of scientific principles to agriculture, industry and commerce.

Exploring Assessment of Critical Thinking Learning Outcomes in Online Higher Education

2014 ◽  
pp. 1191-1202
Author(s):  
Bernice Bain
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Online Education ◽  
Transformative Learning ◽  
Learning Outcomes ◽  
Higher Education Institutions ◽  
Cognitive Learning ◽  
Learning Theories ◽  
Online Programs ◽  
Online Higher Education

Online education has grown to more than 6 million students with an average age of 33 years old (Kolowich, 2012; Selingo, 2012; Sheehy, 2012). Research indicates online programs are part of many institutions' strategic planning initiatives. Institutions are undergoing increased scrutiny from accrediting bodies, employers, and adult learners. To remain competitive and valid in this changing environment, a significant issue for leaders of online higher education institutions is how to effectively assess online cognitive learning outcomes, such as critical thinking. Adding to the challenge of online assessment of critical thinking is the contextual nature of critical thinking and two differing approaches to assessment. Leaders of online higher education institutions should seek a critical thinking assessment that is based on a theoretical framework of Transformative Learning and Adult Learning Theories. This is explored in this chapter.

Writing Into the Scholarship of Teaching and Learning

2020 ◽  
pp. 161-180
Author(s):  
Kathryn Janet Meldrum ◽  
Kristi Giselsson
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Third Space ◽  
Theoretical Frameworks ◽  
Scholarship Of Teaching ◽  
The Third ◽  
Teaching In Higher Education

The Scholarship of Teaching and Learning (SoTL) has been suggested as an ideal vehicle for engaging faculty with professional development for teaching in higher education. However, previous authors have identified that faculty find writing about SoTL difficult. The aim of this chapter is to support educational developers (EDs) to collaborate with faculty to support writing. Two theoretical frameworks to support collaboration are proposed: the first, the Knowledge Transforming Model of Writing, to assist with the process of writing; the second, an adaptation of Brigugilio's working in the third space framework to support collaboration. The authors utilise both frameworks to reflect on their own SoTL collaboration and subsequently pose questions to support faculty and EDs to do the same. Ultimately, it is proposed that collaboration not only enhances the practices of faculty and EDs but improves what should be an important priority for the wider academy: the learning outcomes of students.

scholarly journals Assessing University Students' Critical Online Reasoning Ability: A Conceptual and Assessment Framework With Preliminary Evidence

2020 ◽  
Vol 5 ◽  
Author(s):  
Dimitri Molerov ◽  
Olga Zlatkin-Troitschanskaia ◽  
Marie-Theres Nagel ◽  
Sebastian Brückner ◽  
Susanne Schmidt ◽  
...  
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
The United States ◽  
The Internet ◽  
Online Information ◽  
Special Role ◽  
Assessment Framework ◽  
Education Students ◽  
Ongoing Research ◽  
Preliminary Validation

Critical evaluation skills when using online information are considered important in many research and education frameworks; critical thinking and information literacy are cited as key twenty-first century skills for students. Higher education may play a special role in promoting students' skills in critically evaluating (online) sources. Today, higher education students are more likely to use the Internet instead of offline sources such as textbooks when studying for exams. However, far from being a value-neutral, curated learning environment, the Internet poses various challenges, including a large amount of incomplete, contradictory, erroneous, and biased information. With low barriers to online publication, the responsibility to access, select, process, and use suitable relevant and trustworthy information rests with the (self-directed) learner. Despite the central importance of critically evaluating online information, its assessment in higher education is still an emerging field. In this paper, we present a newly developed theoretical-conceptual framework for Critical Online Reasoning (COR), situated in relation to prior approaches (“information problem-solving,” “multiple-source comprehension,” “web credibility,” “informal argumentation,” “critical thinking”), along with an evidence-centered assessment framework and its preliminary validation. In 2016, the Stanford History Education Group developed and validated the assessment of Civic Online Reasoning for the United States. At the college level, this assessment holistically measures students' web searches and evaluation of online information using open Internet searches and real websites. Our initial adaptation and validation indicated a need to further develop the construct and assessment framework for evaluating higher education students in Germany across disciplines over their course of studies. Based on our literature review and prior analyses, we classified COR abilities into three uniquely combined facets: (i) online information acquisition, (ii) critical information evaluation, and (iii) reasoning based on evidence, argumentation, and synthesis. We modeled COR ability from a behavior, content, process, and development perspective, specifying scoring rubrics in an evidence-centered design. Preliminary validation results from expert interviews and content analysis indicated that the assessment covers typical online media and challenges for higher education students in Germany and contains cues to tap modeled COR abilities. We close with a discussion of ongoing research and potentials for future development.

scholarly journals A Meta-Analysis of Scaffolding Effects in Online Learning in Higher Education

2020 ◽  
Vol 21 (3) ◽  
Author(s):  
Min Young Doo ◽  
Curtis Bonk ◽  
Heeok Heo
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Meta Analysis ◽  
The United States ◽  
Cognitive Domain ◽  
Online Learning Environment ◽  
Cognitive Domains ◽  
Diverse Groups

The significance of scaffolding in education has received considerable attention. Many studies have examined the effects of scaffolding with diverse groups of participants, purposes, learning outcomes, and learning environments. The purpose of this research was to conduct a meta-analysis of the effects of scaffolding on learning outcomes in an online learning environment in higher education. This meta-analysis included studies with 64 effect sizes from 18 journal articles published in English, in eight countries, from 2010 to 2019. The meta-analysis revealed that scaffolding in an online learning environment has a large and statistically significant effect on learning outcomes. The meta-cognitive domain yielded a larger effect size than did the affective and cognitive domains. In terms of types of scaffolding activities, meta-cognitive scaffolding outnumbered other types of scaffolding. Computers as a scaffolding source in an online learning environment were also more prevalent than were human instructors. In addition, scholars in the United States have produced a large portion of the scaffolding research. Finally, the academic area of language and literature has adopted scaffolding most widely. Given that effective scaffolding can improve the quality of learning in an online environment, the current research is expected to contribute to online learning outcomes and learning experiences.

scholarly journals Utah Tuning Project

2015 ◽  
Vol 2 (2) ◽  
pp. 235
Author(s):  
Randall S. Davies ◽  
David Williams
Keyword(s):  
Higher Education ◽  
United States ◽  
Best Practices ◽  
Learning Outcomes ◽  
The United States ◽  
The State ◽  
Degree Programs ◽  
Quality Of Higher Education ◽  
Individual Institution

<p>Tuning is a faculty-driven initiative designed to improve the quality of higher education by establishing transparent and fully assessable learning outcomes and proficiencies for degrees, discipline by discipline. Unlike many other initiatives in the United States which function within an individual institution, the Utah Tuning Project involved all institutes of higher education within the state of Utah. The purpose of this paper is to document the findings from an evaluation of a multiyear project targeting four undergraduate degree programs involved in a tuning initiative. A summary of recommendations and best practices is provided, along with the challenges and benefits to individuals and programs engaged in this process.</p>

scholarly journals Public deliberation as a teaching andragogy: Implications for adult student learning from a doctoral higher education policy course

2013 ◽  
pp. 95-108 ◽  
Author(s):  
Matthew Johnson ◽  
Margaret Partlo ◽  
Tammy Hullender ◽  
Emmanuel Akanwa ◽  
Heather Burke ◽  
...  
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Education Policy ◽  
Higher Education Policy ◽  
Teaching And Learning ◽  
Public Deliberation ◽  
Adult Student ◽  
Student Agency ◽  
Taking Action

Public deliberation provides an inclusive and robust mechanism for making shared decisions in community and political settings; however, its application to teaching and learning remains underutilized (McMillan & Harriger, 2007). This manuscript reports on a case study of the use of public deliberation as a teaching andragogy in a graduate level course in higher education policy, which showed that public deliberation creates greater ownership of the course, fosters critical thinking and student agency, and implicates taking action.

scholarly journals More than learning English? The impact of university intensive English language program attendance on international student academic achievement

2021 ◽  
Vol 29 ◽  
pp. 43
Author(s):  
Adam T. Clark ◽  
Dianna Lippincott ◽  
Jeongeun Kim
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
International Students ◽  
Higher Education Policy ◽  
International Student ◽  
English Language ◽  
The United States ◽  
Institutions Of Higher Education ◽  
Intensive English ◽  
The Impact

This study frames intensive English language programs (IEPs) in institutions of higher education as potential vehicles for social justice among marginalized international students. In this study we examine the differences in academic achievement between international students who enter a university through an English proficiency test and those who pass through an IEP. We compared both populations through nearly 900 cases, out of a sample of 4888, who had similar language proficiency at the time of enrolling at a large research-intensive university in the Southwest of the United States. The results revealed great similarity between the populations of students indicating that as an intervention-style program, the IEP was successful in meeting the linguistic and academic needs of the students. The study also revealed potential implications for higher education policy in ensuring both program quality and benefit to students. The paper also raises issues of equity in terms of the lack of analysis in long-term outcomes for these types of programs compared to other interventions, the need for expansion of international student data collection by institutions of higher education and overall transparency in pre-university programs.

scholarly journals Attitudes and Perceptions of Participants in a Horticulture Study Abroad Course at Iowa State University

2007 ◽  
Vol 17 (1) ◽  
pp. 128-132
Author(s):  
Ann Marie VanDerZanden ◽  
Cynthia Haynes ◽  
Gail R. Nonnecke ◽  
Robert Martin
Keyword(s):  
Higher Education ◽  
Study Abroad ◽  
Learning Outcomes ◽  
Personal Growth ◽  
Undergraduate Curriculum ◽  
The United States ◽  
International Travel ◽  
Global Citizens ◽  
International Perspectives ◽  
American Society

Globalization affects many aspects of American society, including higher education. Many institutions of higher education realize the need to help students become global citizens and thus require an international perspectives course as part of their undergraduate curriculum. The goal of this research was to evaluate the Horticulture Travel Course (Hort 496), which includes an international travel component, to determine whether it meets the university and College of Agriculture's expected learning outcomes and competencies in international and multicultural awareness. A 23-question survey instrument consisting of open- and close-ended questions was mailed to 116 former Hort 496 participants. Forty-three percent of the questionnaires were returned and were usable. Survey questions were designed to gather information on student demographics, previous international travel experience, learning outcomes achieved through participation in the pretrip preparatory class and the study abroad experience, and how these experiences influenced career development. Responses indicate that both the pretrip preparatory class and study abroad experience helped participants achieve the course learning outcomes. Furthermore, student presentations and guest speakers, and interacting with locals and planned tours immersed students the most in the pretrip preparatory class and study abroad experience, respectively. A majority of participants observed recognizable differences in agricultural management or production practices between the United States and the country visited. Participants also noted that Hort 496 had a positive affect on their communication skills, interpersonal skills, and personal growth.

scholarly journals Development of Critical Thinking in Pharmacy Education

2016 ◽  
Vol 7 (1) ◽  
Author(s):  
Michael J Peeters ◽  
Kimberly L Zitko ◽  
Kimberly A Schmude
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Pharmacy Education ◽  
Habits Of Mind ◽  
Measurement Instruments ◽  
Theoretical Frameworks ◽  
Education Development ◽  
Programmatic Assessment ◽  
Dimensions Of Learning ◽  
Guidelines And Standards

The concept of development is ubiquitous throughout higher education. Development of critical thinking, problem-solving, and clinical reasoning are noted as important outcomes in higher education, including health professions education. In this era of widening scrutiny, demonstration of this outcome within programmatic assessment is becoming increasingly important. Programmatic assessment of critical thinking is complicated because of its multiple definitions, array of theoretical frameworks, and variety of measurement instruments. Additionally, recent guidelines and standards for pharmacy education have affirmed “habits of mind,” which are not new to education and encompass analytical critical thinking. In this paper, we sought to provide: 1) an overview of various critical thinking measurement instruments with their different associated critical thinking definitions, 2) a background and framework for thinking using the Dimensions of Learning model, 3) implications and applications for assessing cognitive development (critical and complex thinking) within the context of pharmacy education, and 4) specific suggestions for assessment in pharmacy education.   Type: Idea Paper

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