Games in Higher Education

2013 ◽  
pp. 38-59 ◽  
Author(s):  
Ronald Dyer
Keyword(s):  
Higher Education ◽  
Natural Extension ◽  
Content Delivery ◽  
Daily Lives ◽  
Education Professionals ◽  
The World ◽  
Technological Tools ◽  
Higher Education Professionals ◽  
E Learning ◽  
Traditional Approaches

In an age of technological tools ranging from social media to virtual environments, higher education institutions need to re-examine the context of their content delivery, creating an opportunity for more realistic learning methodologies across the education spectrum more closely aligned with expectations from the world of work. Today’s learners consist of a cadre of individuals aptly described as “digital natives” (Prensky, 2001) whose proclivity for technology adoption is natural, as most grew up with access to computing technology and have directly experienced its evolutionary path. As such, higher education professionals are now challenged to specifically treat with a generation who perceive technology as a natural extension of their daily lives, recognizing that traditional approaches inclusive of e-learning are no longer sufficient to engage their student population.

scholarly journals Challenges of collaborative education and academic learning in engineering higher education

2020 ◽  
Vol 8 (8) ◽  
pp. 192-202
Author(s):  
Marcelo de Jesus Rodrigues da Nóbrega ◽  
Patrícia Guedes Pimentel ◽  
Flavio Maldonado Bentes
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Collaborative Teaching ◽  
Academic Learning ◽  
Professional Relationship ◽  
Education Professionals ◽  
Higher Education Professionals ◽  
Collaborative Education ◽  
Everyday Problems ◽  
Education Process

The focus that will be given in this article, is the relevance of collaborative teaching in the academic environment, with emphasis on higher education in engineering, considering the professional relationship between educating agents and students. To assist in the higher education process, the main challenges encountered will also be addressed, as well as to point out possible increasingly necessary solutions. Raising such important educational issues is necessary since the reference of an institution of higher education is based, among other aspects, on the qualifications of the teacher and his professional training, as well as on his ability to deal with everyday problems. Thus, seeking to achieve the proposed objectives, a bibliographic review was carried out on the theme presented and its consequences in relation to higher education, focusing on engineering courses. In addition to defining concepts related to collaborative teaching, this study links the relationships between higher education professionals, to the institution's growth and improvement. Finally, it was possible to verify that some of the problems listed in the present study are related to the way in which education professionals deal with everyday matters.

scholarly journals Virginia Gordon as Servant Leader

2019 ◽  
Vol 39 (2) ◽  
pp. 5-18
Author(s):  
Elizabeth M. Higgins ◽  
Susan M. Campbell
Keyword(s):  
Higher Education ◽  
Academic Advising ◽  
Growth And Development ◽  
Role Model ◽  
Evidence Based ◽  
Servant Leader ◽  
Education Professionals ◽  
Higher Education Professionals ◽  
The Many ◽  
Scholarly Inquiry

Virginia Gordon was a teacher, scholar, practitioner, and leader who also served as a role model and mentor to others. Her insight and research informed the many innovative initiatives she pursued on behalf of the student advising experience. Gordon's scholarly and evidence-based approach set the stage for academic advising as a field of scholarly inquiry and helped shape the growth and direction of the profession. Virginia Gordon's work was other-directed. Her goal was always to support the growth and development of others. This qualitative study tried to capture Gordon as understood by the higher education professionals who knew her, worked with her, and/or studied with her. That she was other-directed supports our view regarding Virginia Gordon as a servant leader.

Twitter Chat as an Informal Learning Tool

2016 ◽  
pp. 1122-1139 ◽  
Author(s):  
Kevin R. Guidry ◽  
Laura A. Pasquini
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Informal Learning ◽  
Learning Tool ◽  
Student Orientation ◽  
Education Professionals ◽  
Computer Mediated ◽  
Mediated Discourse ◽  
Higher Education Professionals

This case study focuses on Twitter as an informal learning tool. Specifically, the authors examine user-created Twitter chats using one specific chat, #sachat, as a case study. #sachat is a weekly one-hour chat held on Twitter and populated by higher education professionals in the field of student affairs (e.g. college admissions, advising, housing, new student orientation). The authors contrast this chat with other ways in which student affairs and higher education professionals are using Twitter. Using methods of computer-mediated discourse analysis, they then discover and elicit defining characteristics of #sachat. Finally, the authors offer thoughts on why this chat seems to be successful as an informal learning resource, how it compares to other uses of Twitter by professionals, and implications for other communities interested in using Twitter or similar tools to create informal learning.

Twitter Chat as an Informal Learning Tool

2013 ◽  
pp. 356-377 ◽  
Author(s):  
Kevin R. Guidry ◽  
Laura Pasquini
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Informal Learning ◽  
Learning Tool ◽  
Student Orientation ◽  
Education Professionals ◽  
Computer Mediated ◽  
Mediated Discourse ◽  
Higher Education Professionals

This case study focuses on Twitter as an informal learning tool. Specifically, the authors examine user-created Twitter chats using one specific chat, #sachat, as a case study. #sachat is a weekly one-hour chat held on Twitter and populated by higher education professionals in the field of student affairs (e.g. college admissions, advising, housing, new student orientation). The authors contrast this chat with other ways in which student affairs and higher education professionals are using Twitter. Using methods of computer-mediated discourse analysis, they then discover and elicit defining characteristics of #sachat. Finally, the authors offer thoughts on why this chat seems to be successful as an informal learning resource, how it compares to other uses of Twitter by professionals, and implications for other communities interested in using Twitter or similar tools to create informal learning.

Issues of E-Learning in Third World Countries

2005 ◽  
pp. 1702-1707
Author(s):  
Shantha Fernando
Keyword(s):  
Higher Education ◽  
Learning System ◽  
Learning Technology ◽  
Content Development ◽  
Development Costs ◽  
Educational Environments ◽  
Virtual Universities ◽  
The World ◽  
Innovative Learning ◽  
E Learning

Around the world, e-learning is becoming popular, especially among higher education institutes (universities). Many highly ranked universities have either already deployed an e-learning system and are fully operational, or they are in a process of deployment where e-learning-based and non e-learning-based educational environments co-exist. It is also possible to find a few virtual universities. The amount of money and effort that has to be spent on e-learning is high. In addition to the initial e-learning system installation costs, there are ongoing maintenance, management and content development costs. Due to the rapid growth in the field of e-learning and the role it plays in today’s education systems, those working in the field have begun to introduce standards for different aspects of e-learning. The Open Knowledge Initiative (OKI) which is described as “a collaboration among leading universities and specification and standards organizations to support innovative learning technology in higher education” is an example (OKI, 2003).

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