scholarly journals Analyze students' learning processes to innovate university teaching. The Formative Educational Evaluation model of the University of Bologna

2019 ◽  
Author(s):  
Nicoletta Balzaretti ◽  
Elena Luppi ◽  
Dina Guglielmi ◽  
Ira Vannini
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Ad Hoc ◽  
Evaluation Model ◽  
Evaluation Research ◽  
Educational Evaluation ◽  
Learning Processes ◽  
University Teaching ◽  
Pilot Studies ◽  
The University

The article aims to highlight how the knowledge of university students' characteristics is a key-point for planning innovative teaching. The Bologna University Project refers to a Formative Educational Evaluation model, which is focused on higher education teaching skills and aims to have an impact on teaching and learning processes' multiple levels and dimensions, in a diachronic perspective. The application of the model to different academic contexts of the University of Bologna was carried on by two evaluation research pilot studies with "Nursing" and "Economics and Finance" (CLEF) Degree teachers. This model includes evaluation actions specifically oriented in the formative sense (analysis and progressive re-planning of teaching actions supported by ad hoc higher education teachers training interventions) in order to promote teachers' capacity for reflection, self-analysis of their teaching practices and specific training actions based on innovative methodologies

scholarly journals What do university teachers do all day (and often into the night)?'

2010 ◽  
Vol 7 (1) ◽  
pp. 5-23
Author(s):  
Josie Arnold ◽  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Personal Narrative ◽  
University Research ◽  
Learning Activities ◽  
University Teaching ◽  
University Teachers ◽  
Definition Of ◽  
The University ◽  
The Impact

Teaching and the student experience are interlocked. This paper takes a personal look at the pleasures and pressures of teaching in contemporary higher education. In doing so it adds to the definition of teachers’ work in higher education, surveys some of the creative and positive sides of University teaching and shines a light upon the impact of increased commercialisation and managerial approaches upon academic work. It focuses upon the teaching and learning activities that academics undertake in the service of the university, including the research that adds to and updates their own knowledge, and hence underpins their teaching, so as to enable and enrich the learning journeys of their students. This paper has been written as a personal narrative, as what I have come to call a ‘subjective academic narrative’. The ‘subjective’ refers to acknowledgement of the inevitability of the personal being an integral part of research; the ‘academic’ refers to the analytical and the intellectual ambience in which university research takes place; and the ‘narrative’ refers to the story, that is, the way in which we re-tell all of our research. Above all, this paper contributes to a sense of understanding some of the elements of teaching that are involved in student engagement.

scholarly journals Communication and didactics, the difficult but needful symbiosis in higher education systems

2019 ◽  
Vol 2 (2) ◽  
pp. 1-13
Author(s):  
Stefano Mustica
Keyword(s):  
Higher Education ◽  
European Commission ◽  
Teaching And Learning ◽  
Practical Knowledge ◽  
University Teaching ◽  
University Teachers ◽  
Equal Importance ◽  
The Individual ◽  
Teaching Learning ◽  
The University

Abstract The first purpose of the university system is to deliver qualitative education through solid didactics/educational, but not many university structures seem really interested in the subject. Sets of laws, measures, rules, and prescriptions of all kinds are in fact relegating it to a corner, making it less and less central and effective while also increasing the difficult to decipher, update and innovate it. As a matter of fact, the issue of modernization of teaching methods has been tackled decisively by the European Commission, which has placed it among the priorities of its agenda. By acting in this way, EU is manifesting the conviction that a better quality for higher education will determine a growth in development and competitiveness not only for the Union itself but also for the individual universities that will define a strategy to improve the level of their teaching and learning and to give equal importance to research and teaching. In its report on the theme of modernization and quality of teaching and learning, the European Commission summarizes its conclusions in 16 recommendations, including: - the need for adequate teaching training for teachers; - the need for the merits of teachers who make a significant contribution to improving teaching and learning methods to be recognized and rewarded. But in order to achieve such quality prospects, it is necessary for university teachers to combine the knowledge of their discipline with specific communicative, cognitive and, more generally, relational skills. All this must become a principle of the university teaching of the future. However, on a practical level, it is not uncommon to meet teachers who are not sufficiently attentive to these dimensions of the teaching-learning dynamic, failing to identify the “language” capable of transferring their theoretical/practical knowledge in the function of real learning of the student.

scholarly journals PÉDAGOGIE UNIVERSITAIRE RÉNOVÉE À L’ÉPOQUE DE LA PANDÉMIE : COMMENT PASSER DE L’AUTRE CÔTÉ DE L’ÉCRAN ?

Neofilolog ◽  
2021 ◽  
pp. 249-264
Author(s):  
Jolanta Sujecka-Zając
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
The State ◽  
University Teaching ◽  
University Teachers ◽  
Virtual Classes ◽  
Pedagogie Universitaire ◽  
The University

The 2020/2021 pandemic year has been difficult for teachers at all levels of education including higher education. There was a need to switch quickly to another type of education that would achieve the same objectives as before. How did the university teachers face this challenge? What consequences have been drawn for university teaching in general? We propose to take a global perspective of the state of current university pedagogy to highlight the need to renovate its approaches and to put the learner at the center of the process so to provide pedagogical support in his learning. We will analyze the results of three surveys concerning remote teaching and learning in Poland and in Europe. Finally, we will show what tools can be used to better monitor students` learning in virtual classes. 

scholarly journals Islam and the University Curriculum

2014 ◽  
Vol 31 (3) ◽  
pp. 153-156
Author(s):  
Muhammed Haron
Keyword(s):  
Higher Education ◽  
New York ◽  
Teaching And Learning ◽  
Sociology Of Religion ◽  
University Teaching ◽  
Cultural Backgrounds ◽  
Muslim Students ◽  
Religious Traditions ◽  
The United Kingdom ◽  
The University

This special academic event was organized by the Sociology of Religion(Socrel) Study Group of the British Sociological Association in London on December7, 2013. One of its main objectives was to discuss, in the light of negativepublicity and the increasing number of Muslim students pursuing certainprofessions, whether “Islam” as a module or a course has been adequatelywoven and integrated into the university teaching and learning contexts.The organizers, Socrel chair Abby Day (Department of Sociology, Goldsmiths,University of London) and Sarah-Jane Page (School of Languages andSocial Sciences, Aston University), sought answers to the following questions:To what extent are higher education institutions responding to this relationship?How do Muslim students feel that Islam is represented in higher education?Does a Christianized curriculum still dominate the way these courses are designed?How do non-Muslim students respond to the content of courses thatmainly deal with Islam and Muslims? How do teachers respond to a more diversestudent body that hails from various socio-cultural backgrounds?Sociologists of religion have realized the importance of reflecting criticallyupon the study and teaching of religion. Publications such as Robert Orsi’s editedThe Cambridge Companion to Religious Studies (New York: CambridgeUniversity Press, 2012) has paid attention to these and related aspects. A qualitativeshift of scholary endeavors has been noted; scholars and researchershave now turned their lenses to specific religious traditions that have comeunder the spotlight because of their adherents’ apparent “violent” acts. Since9/11, Islam and Muslims have naturally become one of the targeted traditions(see “The Muslim World after 9/11,” Rand report at www.rand.org).This scholarly attention has resulted in the spread of Islamophobia in westernEurope and elsewhere, not to mention the gradual securitization of Muslimcommunities. This latter development seems to have enormous implicationsfor the academic arena where courses/modules on aspects of “Muslim extremism”in countries such as the United Kingdom have been closely watched and ...

scholarly journals NURSING PROFESSOR IN HIGHER EDUCATION: TIME, MONEY AND RESISTANCE IN THE MANAGEMENT VISION

2020 ◽  
Vol 29 ◽  
Author(s):  
José Renato Gatto Júnior ◽  
Cinira Magali Fortuna ◽  
Leandra Andréia de Sousa ◽  
Fabiana Ribeiro Santana
Keyword(s):  
Higher Education ◽  
Evaluation Model ◽  
Public Institutions ◽  
University Teaching ◽  
Data Production ◽  
Approach Method ◽  
The University ◽  
Teaching In Higher Education ◽  
Teaching Time ◽  
Teaching Conceptions

ABSTRACT Objective: to analyze university teaching in nursing from an institutional dialectic approach. Method: a qualitative research based on Institutional Socioclinics. Eighteen nursing professors from four regions of Brazil and from six public institutions of higher education participated. For data production, interviews, observations, documentary analyses, individual and collective restitution and use of the research diary were performed. Data was organized for analysis by transcription/translation, recomposition/rearrangement, and final reconstruction/narration. Data analysis was produced from analyzers, based on Socioclinics, Institutional Analysis current of thought, and on the qualitative mode of analysis by questioning and writing. Results: two main analyzers made the institution ‘teaching in higher education and the nursing professor’ emerge: time-money relation and resistance. Teaching time, increasingly associated with money, in managerialist logic, has formatted the nursing professors as passive subjects in the production of knowledge, induced by the evaluation model of the Coordination for the Improvement of Higher Level Personnel and its link to the progression in the university career. In this model, the nursing professor is driven to devote more to research than to teaching. This interferes with teaching conceptions and practices, which are more influenced by managerialism and less grounded in pedagogical theories. Resistance against this model has not yet encountered coping mechanisms. Conclusion: from the analysis produced with the participants, the choices of the nursing professor are so much more grounded in managerialism and so much less based on pedagogical references, especially those arising from dialectical theories. In this sense, resistance is transformed into a movement of adaptation.

scholarly journals PROCESSOS COMPARTILHADOS DE FORMAÇÃO PEDAGÓGICA NO ENSINO SUPERIOR (SHARED PROCESSES OF PEDAGOGICAL FORMATION IN HIGHER EDUCATION) - Doi: http://dx.doi.org/10.5212/OlharProfr.v.11i2.313325

2009 ◽  
Vol 11 (2) ◽  
Author(s):  
Elenice Maria Cammarosano Onofre
Keyword(s):  
Higher Education ◽  
Graduate Education ◽  
Teaching And Learning ◽  
Educational Institution ◽  
Pedagogical Knowledge ◽  
University Teaching ◽  
Teaching Activity ◽  
Daily Routines ◽  
The University

Este artigo tem por objetivo apresentar reflexões sobre os processos de ensino e aprendizagem no ensino de graduação, tendo em vista o significado que coordenadores de curso e docentes conferem ao papel de autores e atores da atividade docente em seu cotidiano, buscando substituir formas individualistas e solitárias de trabalho por processos compartilhados, construindo vínculos, expondo-se e deixando-se conhecer, posturas essas nem sempre presentes no contexto do Ensino Superior. Pensar a universidade como instituição educativa, colocando o ensino ao lado da pesquisa e da extensão, constitui-se um desafio para a docência — considerada atividade menos nobre na academia —, uma vez que se propõe ir além do domínio restrito de uma área do conhecimento, buscando desenvolver um saber pedagógico igualmente necessário ao fazer docente.   Palavras-chave: Docência universitária. Processos compartilhados de formação. Ensino de graduação.   This article aims to present reflections on the processes of teaching and learning in the graduate education, focusing on the meaning that course coordinators and teachers give to the role of authors and actors of the teaching activity in their daily routines, trying to substitute individual and solitary forms of work for shared processes, building bonds, exposing themselves and letting themselves known, postures which have not always been present in the higher education context. Considering the university as an educational institution, placing education next to research and extension, consists of a challenge for the teaching activity – considered the least noble activity in the university –, once it aims to go beyond the restricted domain of an area of knowledge, searching for the development of pedagogical knowledge equally necessary to the teaching activity.   Keywords: University teaching. Shared processes of formation. Graduate education.

EL PENSAMIENTO CRÍTICO EN LA EDUCACIÓN DE POSGRADO: PROPUESTA DE UN MODELO PARA SU INTEGRACIÓN AL PROCESO EDUCATIVO

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Carlos Manosalvas Vaca ◽  
Luis Manosalvas Vaca ◽  
Ruth Barba
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Detailed Analysis ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Educación Superior ◽  
Educacion Superior ◽  
Educational Processes ◽  
Palabras Clave

La presente investigación, analiza los conceptos más importantes del pensamiento Crítico, así como su importancia y utilidad en los procesos de formación profesional a nivel de Posgrado. Se hace un análisis detallado de los conceptos más ampliamente aceptado y de los factores inmersos en el desarrollo y aplicación de este tipo de pensamiento. Finalmente se propone un modelo que engloba los conceptos y factores analizados y como se interrelacionan entre ellos; el objetivo final es brindar a los docentes y directivos de Instituciones de Educación Superior, una herramienta que posibilite la inclusión de este tipo de pensamiento en sus procesos enseñanza-aprendizaje con el fin último de mejorar la calidad de los procesos de formación. Palabras Clave: Pensamiento Crítico, Educación Superior, Educación ABSTRACT This research analyzes the most important concepts of critical thinking as well as their importance and usefulness for the educational processes at graduate level. A detailed analysis of the most widely accepted concepts and factors involved in the development and application of this kind of thinking has been made. Finally, a model that includes the concepts and analyzed factors and their interrelations is proposed; the ultimate goal is to provide teachers and directors of Institutions in Higher Education, a tool that enables the inclusion of this type of thinking in their teaching and learning processes with the ultimate intention of improving the quality of the training processes. Keywords: Critical thinking, Higher Education, Education Recibido: mayo de 2016Aprobado: septiembre de 2016

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

scholarly journals V International UNIVEST Conference: The challenges of improving assessment

2016 ◽  
Vol 6 (2) ◽  
pp. 71
Author(s):  
Univest Univest ◽  
Beatriz Amante Garcia ◽  
María Martínez Martínez
Keyword(s):  
Teaching And Learning ◽  
Active Participation ◽  
Learning Processes ◽  
University Teaching ◽  
Assessment Process

The V International UNIVEST Conference aimed to provide an integrative and critical outlook on the assessment process, considering it as an activity integrated in general university teaching, with the active participation of all subjects involved at all educational stages. With that main goal, the emphasis in this edition was on creating a forum to debate and exchange ideas about university teaching and learning processes and the importance of placing students in the centre of those processes. 

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