scholarly journals Learning Design for Future Higher Education – Insights From the Time of COVID-19

2021 ◽  
Vol 12 ◽  
Author(s):  
Daniela Dumulescu ◽  
Irina Pop-Păcurar ◽  
Constantin Valer Necula
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Critical Issue ◽  
University Teaching ◽  
Learning Design ◽  
Self Regulated Learning ◽  
Strongly Connected ◽  
Didactic Strategies

The COVID-19 pandemic brought many challenges in higher education. All teaching and learning activities were moved online. Universities had to provide adapted solutions to facilitate learning and maintain students’ engagement. Online education implies creating new learning environments with the help of digital technologies. Beyond the process of acquisition of knowledge, teachers needed to facilitate cooperative learning, build positive relations, and reduce negative emotions. We provide some expert insights based on empirical observations on teaching and assessment practices connected with psychology models applied in education. The aim of the paper is to formulate specific learning design recommendations for developing effective didactic strategies and addressing the current worldwide critical issue: dealing with digitization of higher education in the immediate future. We propose a model of university classes aimed at bringing together our experience as teachers of psychology and didactics with evidence-based cognitive-educational theories and practices. The result is an example of an instructional work-model based on the complex dynamic between cognitive, emotional-motivational, and social aspects of learning in online settings. The effectiveness of university teaching in the post-digital era is strongly connected with the ability to create cognitive-transferable learning experiences, emotionally safe learning environments, while promoting an active autonomy-focused approach for self-regulated learning.

scholarly journals From Lines of Development to Scenarios

2020 ◽  
pp. 5-24
Author(s):  
Dominic Orr ◽  
Maren Luebcke ◽  
J. Philipp Schmidt ◽  
Markus Ebner ◽  
Klaus Wannemacher ◽  
...  
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Strong Support ◽  
University Teaching ◽  
Future Scenarios ◽  
Digital Society ◽  
The Future ◽  
New Students

Abstract After examining the current developments in the field of knowledge and competence requirements, university teaching and technology, and their effects on a digital society through various background studies, this chapter focuses on modeling and developing different scenarios and discussions with regard to technology and social developments. Different economic and social requirements as well as new forms of didactics and learning environments will lead to necessary changes in higher education. It should provide a link between continuing and higher education by identifying new ways of recognizing skills acquired informally. Strong support most notably for new students, should combine performing, developing, and explorative teaching and learning situations. Meanwhile, it will be essential for the didactics of the future to be sensitive to the needs of learners and offer individualized support for student-learning paths, making education independent of time and place. Finally, selected approaches to developing future scenarios in higher education focusing on institutions and governance issues, technology, and social developments are discussed in more detail.

FACULTY DEVELOPMENT PROGRAMS: THE FREQUENCY AND VARIETY OF PROFESSIONAL DEVELOPMENT PROGRAMS AVAILABLE TO ONLINE INSTRUCTORS

2012 ◽  
Vol 16 (5) ◽  
Author(s):  
Jennifer Heather Herman
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Faculty Development ◽  
Online Instruction ◽  
Teaching And Learning ◽  
Online Survey ◽  
Development Programs ◽  
Online Instructors ◽  
Learning Development ◽  
Printed Materials

Online education is no longer a peripheral phenomenon in higher education: over one-third of faculty have taught or developed an online course. As institutions of higher education expand their online education offerings, administrators need to recognize that supporting faculty through the use of incentives and through effective faculty development programs for online instruction is important to the improvement of the quality of educational programs. This quantitative study used an online survey to investigate the types and frequency of faculty development programs for online instruction at institutions with an established teaching and learning development unit (TLDU). The average TLDU offered about fifteen different types of faculty development programs, the most common being websites, technical services, printed materials, and consultation with instructional design experts.

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 Changing teaching practice: The evolving purpose of the teacher in higher education

2021 ◽  
Vol 18 (6) ◽  
pp. 1-11
Author(s):  
Prue Gonzalez ◽  
◽  
Beate Mueller ◽  
Kevin Merry ◽  
Colin Jone ◽  
...  
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
University Teaching ◽  
Leadership Roles ◽  
Future Expectations ◽  
Higher Education System ◽  
Subject Matter Expertise ◽  
Cultural Historical Activity

In this Editorial, we take the opportunity to expand on the second Journal of University Teaching and Learning theme, Developing Teaching Practice. Building on Editorial 18(4), which articulated changes to higher education in the period roughly between 1980 and 2021, we believe it is pertinent to explore the changing conceptions of academic as ‘teacher’. We use Engeström’s cultural-historical activity theory as a lens to consider how higher education teachers are situated in the current context of rapid changes arising from the COVID-19 pandemic. We explore possible future purposes of higher education to consider flow-on impacts on the purpose of its teachers and how their roles might change to accommodate future expectations. We assert the need to challenge the notion of the academic as a person who is recruited into higher education largely because of their subject matter expertise and maintains strong commitment to teaching expertise that is grounded in scholarship, critical self-reflection, and agency. In our various teaching and leadership roles, and consistent with the literature, we have observed paradoxical outcomes from the nexus between risk, innovation and development, driving risk aversity and risk management, with significant (contradictory) impacts on teaching, teachers and student learning. The barriers to implementing innovative curricula include questions of do students get a standardised and ‘safe’ educational experience or are they challenged and afforded the opportunity to transform and grow? Are they allowed to fail? Related, do teachers have genuine agency, as an educator, or are they positioned as agents of a higher education system? We explore these questions and invite our readers to engage in serious reflexivity and identify strategies that help them question their attitudes, thought processes, and assumptions about teaching and student learning. We welcome papers that contribute values-based conversations seeking to continue exploring ways of dealing with and adapting to change in our teaching practices, case studies of learning through failure, change and adaptation and the development of the field.

scholarly journals Online Engineering Pedagogy: A Proposal for Specialization of the Teacher Training in Engineering

2021 ◽  
Vol 11 (5) ◽  
pp. 105
Author(s):  
Diego Gormaz-Lobos ◽  
Claudia Galarce-Miranda ◽  
Hanno Hortsch
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Communication ◽  
Communication Strategy ◽  
University Teaching ◽  
Pilot Training ◽  
Training Course ◽  
Engineering Pedagogy

The context of the COVID-19 pandemic produced new immediate needs in the field of university teaching related to distance learning and forces the universities to transform their “traditional” face-to-face teaching methods, particularly with the implementation of online education. This situation represented a challenge not only for the universities but also for the teachers because they need to transform their teaching work in the classroom to online strategies for online learning environments. To meet these needs for effective online education an online pilot training course in Engineering Education based on the IGIP Curriculum of the TU Dresden was designed and implemented. The course “Introduction to online teaching and learning in engineering” (in Spanish: “Introducción a la Enseñanza-Aprendizaje Online en Ingeniería”) consisted of 4 modules implemented on a mix of online communication strategy of synchronous activities carried out on the Zoom platform, together with asynchronous work on a Moodle-based LMS platform. The course was offered between May and June 2020 for a group of academics of the Faculty of Engineering of a public Chilean University. This paper describes the designed online pilot training course in Engineering Pedagogy and presents the results of the evaluation of its implementation. For this a survey was applied and filled by the participants to evaluate the course and to know their per-ceptions about their competencies development to improve online learning in engineering.

scholarly journals The exhibition and other learning environments in The Millbank Atlas

2019 ◽  
Vol 18 (2) ◽  
pp. 153-169
Author(s):  
Marsha Bradfield ◽  
Shibboleth Shechter
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Local Community ◽  
Spatial Design ◽  
The Arts ◽  
Learning Journey

Abstract The Millbank Atlas is an open-ended project that maps and remaps the neighbourhood of Millbank, an area of London, UK. This is home to Chelsea College of Arts (University of the Arts London) and our course, BA (Hons) Interior and Spatial Design, which has anchored the Atlas since 2016. We offer the following reflections as tutors on this course and co-researchers on the Atlas, along with our students and members of the local community. Central to this discussion is the kind of learning journey enabled by this type of project, and how it benefits from being distributed across cultural, social, geographical, discursive and other environments. This raises fundamental questions for teaching and learning, especially the potential to complicate normative assumptions in higher education about where knowledge is produced and who learns from whom.

Historical Review of Distance and Online Education from 1700s to 2021 in the United States: Instructional Design and Pivotal Pedagogy in Higher Education

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Kristen Betts ◽  
Brian Delaney ◽  
Tamara Galoyan ◽  
William Lynch
Keyword(s):  
Higher Education ◽  
United States ◽  
Instructional Design ◽  
Online Education ◽  
Teaching And Learning ◽  
Historical Review ◽  
The United States ◽  
Face To Face ◽  
Education Leaders ◽  
Higher Education Leaders

In March 2020, the coronavirus disease 2019 (COVID-19) pandemic disrupted education worldwide. In the United States, the pandemic forced colleges and universities across the nation to adopt quickly emergency remote teaching and learning. The ability to pivot instruction seamlessly and effectively across learning formats (e.g., face-to-face, hybrid, online) while supporting student engagement, learning, and completion in an authentic and high-quality manner challenged higher education leaders. This historical review of the literature examines distance and online education from the 1700s to 2021 to identify how external and internal pressures and opportunities have impacted and influenced the evolution of educational formats pre-COVID-19, and how they will continue to evolve post pandemic. This historical review also explores how instructional design and pedagogy have been and continue to be influenced by technological advancements, emerging research from the Learning Sciences and Mind (psychology), Brain (neuroscience), and Education (pedagogy) science.

Investigating Student Perceptions and the Effectiveness of K-12 Blended Learning Communities

2019 ◽  
pp. 500-522
Author(s):  
Gina Tovine ◽  
April Fleetwood ◽  
Andrew Shepherd ◽  
Colton J. Tapoler ◽  
Richard Hartshorne ◽  
...  
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Communities ◽  
Student Perceptions ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Virtual School ◽  
Design Development ◽  
Florida Virtual School ◽  
K 12

While the growth of blended learning environments in higher education and non-educational settings has continued to increase in recent years, this has not been the case in K-12 settings. Recently, in an effort to explore the viability and effectiveness of K-12 blended learning environments, Florida Virtual School (FLVS) has been piloting blended learning communities in a number of their schools, providing opportunities to explore factors that influence the effectiveness of K-12 blended learning communities. Thus, the purpose of this chapter is to report the results of a study designed to assess conditions that influence the effectiveness of K-12 blended learning communities, and to explore learner, instructor, course, and other factors important to successful blended learning communities. Findings will inform the design, development, and implementation of future K-12 blended teaching and learning environments in an effort to support and strengthen student achievement, the preparation of teachers to facilitate effective blended learning environments.

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