scholarly journals Examining the five-stage e-moderating model: designed and emergent practice in the learning technology profession

2003 ◽  
Vol 11 (1) ◽  
Author(s):  
Bernard Lisewski ◽  
Paul Joyce
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Knowledge Base ◽  
Teaching Practice ◽  
Learning Technology ◽  
Learning And Teaching ◽  
Technology Practice ◽  
Technology Profession

This paper highlights the need for learning technologists to establish their 'academic legitimacy' within the complexities of online learning and teaching practice. Frameworks such as the 'five stage e-moderating model' can be useful in developing the knowledge base but there are dangers in them becoming too reified within an increasingly commodified higher education (HE) environment. The paper calls for greater professional reflexivity and contestation within learning technology practice and concludes by inviting the ALT-J readership to engage in a critical debate with regard to these issues.DOI:10.1080/0968776030110106

scholarly journals Cross-cultural effects of COVID-19 on higher education learning and teaching practice: A case study from Greece

2021 ◽  
Vol 18 (5) ◽  
pp. 73-89
Author(s):  
Margarita Kefalaki ◽  
◽  
Michael Nevradakis ◽  
Qing Li ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Cross Cultural ◽  
Education Students ◽  
Learning And Teaching ◽  
Cultural Effects ◽  
Global Pandemic

COVID-19 has greatly impacted all aspects of our everyday lives. A global pandemic of this magnitude, even as we now emerge from strict measures such as lockdowns and await the potential for a ‘new tomorrow’ with the arrival of vaccines, will certainly have long-lasting consequences. We will have to adapt and learn to live in a different way. Accordingly, teaching and learning have also been greatly impacted. Changes to academic curricula have had tremendous cross-cultural effects on higher education students. This study will investigate, by way of focus groups comprised of students studying at Greek universities during the pandemic, the cross-cultural effects that this ‘global experience’ has had on higher education, and particularly on students in Greek universities. The data collection tools are interviews and observations gathered from focus groups.

scholarly journals Do LEGO® Models Aid Reflection in Learning and Teaching Practice?

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Chrissi Nerantzi ◽  
Craig Scott Despard
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Good Practice ◽  
Academic Practice ◽  
Learning And Teaching ◽  
Good Assessment ◽  
The University ◽  
Assessment Strategies ◽  
The Impact

In this paper we describe the use of LEGO® models within assessment of the Postgraduate Certificate in Academic Practice (PGCAP) offered at the University of Salford. Within the context of the PGCAP, we model innovative and contextualised assessment strategies for and of learning. We challenge our students, who are teachers in higher education (HE), to think and rethink the assessment they are using with their own students. We help them develop a deeper understanding and experience of good assessment and feedback practice in a wider context while they are assessed as students on the PGCAP. We report on an evaluation of how the LEGO® model activity was used with a cohort of students in the context of the professional discussion assessment. We share the impact it had on reflection and the assessment experience and make recommendations for good practice.

scholarly journals Derivation of electronic course templates for use in higher education

2012 ◽  
Vol 20 ◽  
Author(s):  
Robin K. Hill ◽  
Jill W. Fresen ◽  
Fawei Geng
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Learning Experience ◽  
Learning Technology ◽  
Pedagogical Practice ◽  
Technology Support ◽  
Initial State ◽  
Web Technologies ◽  
Learning Platform

Lecturers in higher education often consider the incorporation of web technologies into their teaching practice. Partially structured and populated course site templates could aid them in getting started with creating and deploying webbased materials and activities to enrich the teaching and learning experience. Discussions among instructional technology support staff and lecturers reveal a paucity of robust specifications for possible course site features that could comprise a template. An attempted mapping from the teaching task as understood by the instructor to the envisaged course website properties proves elusive. We conclude that the idea of an initial state for a course site, embodied in a template, remains useful and should be developed not according to a formula but with careful attention to the context and existing pedagogical practice. Any course template provided for the use of lecturers should be enhanced with supporting instructions and examples of how it may be adapted for their particular purposes.Keywords: course template; learning platform; pedagogical dimensions; course site properties(Published: 17 December 2012)Citation: Research in Learning Technology 2012, 20: 18665 - http://dx.doi.org/10.3402/rlt.v20i0.18665

From Face-to-Face to Digital Learning

2021 ◽  
pp. 114-125
Author(s):  
Dionisia Tzavara ◽  
Dimitrios Koufopoulos
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environments ◽  
Instructional Delivery ◽  
Learning Design ◽  
Digital Learning ◽  
Teaching Experiences ◽  
Learning And Teaching ◽  
Face To Face ◽  
Theoretical Considerations

As a result of the COVID-19 pandemic, universities worldwide were forced to close their campuses and move instructional delivery to a digital mode. Many argued that this massive emergency digitalisation of instructional delivery was a major move of higher education toward online learning. However, this view overlooks considerations of pedagogy and of online learning design and delivery. Online learning is not just about uploading content to an online space or about moving all lectures online, and there is a whole theory behind designing online learning environments and delivering online learning. This chapter will discuss key theoretical considerations behind online learning design and delivery in relation to the digitalisation of higher education during COVID-19 with a view to make recommendations that will help universities design fulfilling and effective online learning and teaching experiences for their students and faculty.

scholarly journals Business Continuity Plan in the Higher Education Industry: University Students’ Perceptions of the Effectiveness of Academic Continuity Plans during Covid-19 Pandemic

2020 ◽  
Vol 3 (4) ◽  
pp. 51
Author(s):  
Ratneswary Rasiah ◽  
Harpaljit Kaur ◽  
Vinitha Guptan
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Time Management ◽  
Learning Experience ◽  
Management Skills ◽  
Learning And Teaching ◽  
Education Industry ◽  
Good Learning ◽  
Internet Connections ◽  
Higher Education Industry

The Covid-19 pandemic is one of the most disruptive, life-changing events that had brought the world to a perpetual standstill in 2020. Schools and institutions of higher education were impacted badly, resulting from the lockdowns and movement restrictions imposed by the governments of numerous countries. Students and faculty found themselves in virtual classrooms, with many caught unaware of what they needed to do, having to learn new things at lightning speed and feeling a sense of despair. While many online learners had frustrations and concerns regarding their online learning experience, there were those who had a good learning experience. The students’ observations and perceptions of the difficulties and opportunities they encountered in their online learning experience were assessed through grounded theory using textual thematic qualitative analysis of their reflective feedback. The findings reveal that most students had a good online learning experience and found that the academic continuity plans implemented by the universities were effective. The concerns that some students had with online learning were related to technological drawbacks such as poor internet connections, and personal concerns about academic ability and time management skills, among others. This study concludes by offering insights and recommendations to institutions, faculty, and students on how best to conduct online learning and teaching for all.

scholarly journals DEVELOPMENT A CONTENT MODEL OF TEACHING ARABIC IN MASSIVE OPEN ONLINE COURSES (MOOC) AT HIGHER EDUCATION INSTITUTIONS

2021 ◽  
Vol 6 (44) ◽  
pp. 68-80
Author(s):  
Noraina, I Sofia ◽  
Z Ghazali ◽  
Mahazir, I Irwan ◽  
M.H Norfaezah
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Arabic Language ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Learning And Teaching ◽  
Teaching Platform ◽  
Content Model

Online learning systems are viewed as a potentially significant platform for learning and teaching (T&L) process during the Covid-19 pandemic that has spread worldwide since December 2019. Massive Open Online Courses (MOOC) is one of popular online learning platforms used around the world and has gain attention among lecturers nowadays in higher education institutions (HEIs). Due to its features, many institutions as well as in Malaysia started to develop MOOC as learning and teaching platform especially for Arabic language. However, problems that are often faced by Arabic language lecturers are less confident in producing aspects of multimedia teaching content. Hence, the purpose of this paper is to develop the content model of teaching Arabic in MOOC using Interpretive Structural Modelling (ISM) technique. A total of 14 elements identified by the agreement of 7 experts for the content model of Arabic MOOC which was generated through ISM software. Based on the findings, there are two most important elements; the element of determine topics, objectives, and learning outcomes for students to understand better the purpose of learning and element of ensure course materials use the appropriate type of writing for students' understanding while this model ends with the element of providing comment space to encouraged interaction among learners and lecturers. It is hoped that the study could be a reference and suggestion to Arabic lecturers in using the MOOC as a teaching platform while increase the effectiveness of MOOC implementation in Malaysian higher education institutions.

scholarly journals Editorial 13.1

2016 ◽  
Vol 13 (1) ◽  
pp. 2-3
Author(s):  
Romy Lawson ◽  
Keyword(s):  
Higher Education ◽  
Guest Editor ◽  
Teaching Practice ◽  
Academic Development ◽  
Learning And Teaching ◽  
The Future

In this first editorial of 2016 I have some exciting news to share with the readership. Firstly the journal has recently been accepted for inclusion in Scopus, with the increase in citations from the journal being mentioned as noteworthy. Thanks goes to Dr Alisa Percy for her work on helping the journal gain this recognition, as well acknowledgement to previous editors. Secondly this year we shall be publishing two special issues in addition to the three regular releases: Reflection for Learning in Higher Education, Guest Editor Dr Marina Harvey (April, 2016) Dystopia or Utopia: Emerging Visions for the Future of Learning and Teaching Practice in collaboration with the Council of Australian Directors of Academic Development (CADAD) (September, 2016)

scholarly journals Journal of University Teaching and Learning Practice Editorial 8.3

2011 ◽  
Vol 8 (3) ◽  
pp. 2-4
Author(s):  
Geraldine E. Lefoe ◽  
Keyword(s):  
Higher Education ◽  
Social Inclusion ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
University Teaching ◽  
Learning And Teaching ◽  
New Directions ◽  
The Uk ◽  
The Impact ◽  
The Way

Welcome to the third and final issue of Volume 8 of the Journal of University Teaching and Learning (JUTLP) in 2011. As the year draws to a close we are seeing some striking changes to the higher education sector internationally. In England budget cuts have seen the closure of the twenty-four Higher Education Academy subject centres at the same time as the establishment of student fees. In Australia the cap has been lifted across the board on the number of students that can be enrolled in universities with the resultant projected increased student numbers. The focus in Australia is on social inclusion yet in England the concern for the introduction of fees is just the opposite, these will be the very students who may now be excluded. The changes in both countries see new measures of accountability and more complex regulations put in place. Will this cause people to rethink the way we teach and the way students learn? For the Higher Education Academy in the UK, new directions see the hosting of a summit on learning and teaching with a focus on flexible learning, an indicator of new directions for many institutions. In Australia, we see a renewed opportunity to investigate such changes through the opening of the Office of Learning and Teaching (OLT) and its role of recognising the importance of learning and teaching through grants and awards schemes. We hope in 2012 we’ll hear more from our authors about the impact of these transformations, as well as those changes occurring in other countries around the world, on teaching practice in our universities.

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