Showing a Human and Professional Face to the World

2017 ◽  
pp. 506-522
Author(s):  
Jennifer Munday ◽  
Jennifer Rowley
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Sense Of Self ◽  
Learning Design ◽  
Education Students ◽  
Learning Space ◽  
The World ◽  
Positive Results

The online learning space can appear to be cold and impersonal for Higher Education students. The aim of this chapter is to show the progress of a teaching and learning design using a “sense of self” model, which is being used in ePortfolio creation in two Higher Education institutions. This chapter demonstrates that an ePortfolio can be a tool for showcasing students' levels of achievement in regard to a “sense of self”. The authors intend that the positive results from the outcomes of the two pedagogic approaches to the ePortfolio process should encourage other users of ePortfolio to engage with flexible and creative approaches to the production of showcase and reflective ePortfolios with students at all phases of a degree program. Academics can positively affect the human connections between students and teachers, emerging professionals and the profession, by encouraging multi-faceted aspects within an ePortfolio as the interface between the online and the professional world.

Showing a Human and Professional Face to the World

2017 ◽  
pp. 94-110
Author(s):  
Jennifer Munday ◽  
Jennifer Rowley
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Sense Of Self ◽  
Learning Design ◽  
Education Students ◽  
Learning Space ◽  
The World ◽  
Positive Results

The online learning space can appear to be cold and impersonal for Higher Education students. The aim of this chapter is to show the progress of a teaching and learning design using a “sense of self” model, which is being used in ePortfolio creation in two Higher Education institutions. This chapter demonstrates that an ePortfolio can be a tool for showcasing students' levels of achievement in regard to a “sense of self”. The authors intend that the positive results from the outcomes of the two pedagogic approaches to the ePortfolio process should encourage other users of ePortfolio to engage with flexible and creative approaches to the production of showcase and reflective ePortfolios with students at all phases of a degree program. Academics can positively affect the human connections between students and teachers, emerging professionals and the profession, by encouraging multi-faceted aspects within an ePortfolio as the interface between the online and the professional world.

scholarly journals Taking a Stand against Cyberbullying in Higher Education

2016 ◽  
pp. 197-235
Author(s):  
Margaret Anne Carter ◽  
Marie M'Balla-Ndi ◽  
Ariella van Luyn ◽  
Donna Goldie
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Action Research ◽  
University Students ◽  
Learning Communities ◽  
Higher Education Institutions ◽  
Education Students ◽  
Online Learning Communities ◽  
The Third ◽  
Ongoing Development

As a result of the rapid online expansion of digital learnscapes, resulting in university students regularly engaging in online learning communities, cyberbullying has increasing potential to become a serious issue for higher education institutions. The effectiveness of educating students and staff in higher education on the elements and impacts of cyberbullying has driven this innovative study, which involves the development of an action research-led and student-directed interactive educational website to inform higher education students and staff about the consequences of cyberbullying. In describing the ongoing development and generalisation of the site, this chapter highlights the third cycle of an action research inquiry, and more generally the need for such resources to support higher education so that users understand what constitutes cybersafety and cyberbullying. As such, the research is directed toward understanding, sharing, participation, reflection, and change. Findings are discussed in relation to the information on the site for users in higher education.

scholarly journals Higher Education Students and Covid-19: Challenges and Strategies in facing Online Learning

2021 ◽  
Vol 10 (3) ◽  
pp. 396
Author(s):  
Anang Fathoni ◽  
Ali Mustadi ◽  
Wahyu Kurniawati
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Data Analysis ◽  
Significant Influence ◽  
Learning Strategy ◽  
Learning Activities ◽  
Education Students ◽  
Integration Of Technology ◽  
The World ◽  
Negative Impacts

The emergence of Covid-19 has had a significant influence on the world of education. Even though the emergence of Covid-19 has accelerated the integration of technology in learning, there are still negative classroom learning impacts. This study aims to explore student experience in online learning in the Covid-19 Pandemic period; describe the negative impacts and obstacles that arise in online learning; and describe student strategies in online learning. This research is qualitative in the type of case studies. Data were collected through open questionnaires and interviews with participants of 20 students. Data analysis was accomplished with Bogdan and Biklen models through reduction, searching for sub-themes, and seeking relationships between sub-themes to obtain the conclusion. The results of this study show that learning in the Covid-19 pandemic period has not been fully optimally done. In addition, students also get physical and mental impacts during online learning. Furthermore, students get barriers to signals, learning environment, and learning activities with lecturers online. However, students have a varied learning strategy to minimize obstacles and negative impacts of online learning.

scholarly journals Creating blended learning experiences requires more than digital skills

2019 ◽  
Vol 2 (1) ◽  
pp. 35
Author(s):  
Bettina Kathrin Schwenger
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Active Learning ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Course Design ◽  
Research Review ◽  
Learning Design ◽  
Digital Literacies ◽  
Tertiary Institutions

With growing diversity and larger numbers of enrolled students in classes, online learning can open up new possibilities in New Zealand’s tertiary institutions to improve teaching and enhance students’ learning. Tertiary institutions have reacted with changed expectations about pedagogical approaches and practices, by, for example, integrating more online learning technologies, and by reconsidering the course design and learning environment (Conole, 2016; Johnson, Adams Becker, Estrada & Freeman, 2015). Consequently, teachers increasingly teach online as part of a course and need to engage large number of students with a broad range of skills and knowledge, including many who are first in their family to learn formally at tertiary level.   Teachers may work with certain areas of online technologies and digital literacies, for example deposit information online for students to read, but they often do not feel confident to facilitate active learning (Ako & Synapsys, 2018; Boelens, de Wever & Voet, 2017) and to offer tasks that aim to engage students collaboratively online. Kirkwood (2014) points out that teachers question how an online tool can be used but may consider less the rationale for the use of a certain pedagogical strategy for which a tool could be used. Digital literacies are more than gaining isolated technological skills (Johnson et al., 2015) as this presentation will share, based on the findings of a collaboration with two teachers in a first-year undergraduate course in Education. In the presentation, we will discuss recommendations for sustainable teacher development that enable blended learning design with opportunities for students to actively create instead of consuming information and that is likely to enhance their experiences of blended learning. The recommendations include underpinning skills and areas such as supporting learning for Māori and non-Māori students by using online affordances for pedagogical practices to, for example, integrate formative feedback, self-assessment, foster active learning online and independent learning.   References   Ako Aotearoa & Synapsys (2018). Technology in learning: Benchmarking and developing sector capability. Wellington, New Zealand: Ako Aotearoa Boelens, R., De Wever, B., & Voet, M. (2017). Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review, 22, 1–18. doi:10.1016/j.edurev.2017.06.001 Conole, G. (2016). Theoretical underpinnings of learning design. In J. Dalziel (Ed.), Learning design: Conceptualizing a framework for teaching and learning online (pp. 42–62). New York, NY: Routledge. Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015). NMC Horizon report: 2015 Higher education edition. Austin, TX: The New Media Consortium. Retrieved from https://www.nmc.org/publication/nmc-horizon-report-2015-higher-education-edition/ Kirkwood, A. (2014). Teaching and learning with technology in higher education: Blended and distance education needs ‘joined-up thinking’ rather than technological determinism. Open Learning, 29(3), 206–221.

scholarly journals Efetividade das Estratégias de Ensino no Desenvolvimento das Competências de Estudantes do Curso de Administração

REVISTA PLURI ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 293
Author(s):  
Katia Maria Rocha de Lima
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Learning ◽  
Learning Style ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
The World ◽  
E Learning ◽  
On Line ◽  
Different Levels

O objetivo desta investigação é estruturar um modelo que avalie a efetividade das estratégias de ensino (tradicional, online e hibrido) utilizadas para o desenvolvimento das competências dos estudantes de graduação em administração, observando o perfil do estudante e o estilo de aprendizagem. A aprendizagem online, baseada no e-learning, tem desempenhado um papel fundamental no ensino e aprendizagem, que se torna cada vez mais popular não apenas em diferentes níveis escolares, mas também em várias instituições de educação superior em todo o mundo (Nedungadi & Raman, 2012). Nesse contexto, a educação a distância emerge como uma oportunidade que pode ampliar as possibilidades de aprendizagem do estudante, implementando ensino totalmente a distância ou no modelo híbrido.Palavras-Chave: Modelos de aprendizagem, e-learning, tradicional, on-line, híbrido.Abstract:The objective of this research is to structure a model that evaluates the effectiveness of teaching strategies (traditional, online and hybrid) used for the development of Administration course undergraduate students’ skills, observing student’s profile and his/her learning style. Online learning, based on e-learning, has played a key role in teaching and learning, which is becoming increasingly popular not only at different levels of education but also in several higher education institutions around the world (Nedungadi & Raman, 2012). In this context, distance education emerges as an opportunity that can broaden students’ learning possibilities, implementing distance education or the hybrid model.

scholarly journals There’s a kind of hush…..

Seminar.net ◽  
2013 ◽  
Vol 9 (2) ◽  
Author(s):  
Yngve Nordkvelle
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Digital Media ◽  
Teaching And Learning ◽  
New Technologies ◽  
Higher Education Institutions ◽  
Media Education ◽  
Research Report ◽  
The World ◽  
The University

The song “There’s a kind of hush all over the world”, made famous worldwide by the Herman Hermits’ cover version in 1967 comes to mind after the last year’s hype of the “MOOC”-phenomenon. The hush – or peculiar silence after the “big noise” is less of a silence than a counter attack from the more sober participants in the discourses of lifelong learning. The editor of this journal took part in the 25Th ICDE World Conference in Tianjin, China in mid-October. We experienced the excited audience that is optimistic for when the MOOCs will swipe over the higher education sector in the developing world and provide access to top quality higher education. However, we also heard the voices of the experienced group of providers of higher education who have worked intensely for the same purpose for as long as the ICDE has existed: 75 years. The irony they express is that while authorities and politicians in all industrialized countries have urged higher education institutions to move in this direction, the adoption of policies and practices has been slow. Many countries have set up their own “Open universities” to bypass some of the most obstructive forces. The most obstructive ones have been institutions that are prestigious, private or simply too protective of their own privileges. The lifelong learning entrepreneurs have always emerged from social agents who primarily argue for the humanist values of education and- gradually - more and more intertwined by human capital arguments. And suddenly – inspired by the social media, by YouTube, Khan and a number of emerging new technologies, the previously most obstructive higher education institutions are on the pathway to “revolutionize” learning, make the best teaching available to everybody and “save” the rest of the world. Five of the highest ranked Chinese universities have now contracted “Coursera” software to “deliver” their Chinese courses to the “masses”. Many, many other universities, world wide, are about to follow their example. Main universities, who traditionally have failed to take interest in provide mass education, are now, all of a sudden, at the front of “the development”.In the aftermath – or hush – second thoughts start to come to the fore. One of the main entrepreneurs of “MOOC”s, Sebastian Thrun, named “the Godfather” of MOOC, and CEO of Udacity, admits the failure of the project ran with San Jose State University. He blames the poor academic quality of the students for the failure. Rebecca Schuman, a widely acclaimed columnist and educational experts comments that the MOOCs seem to fail exactly the group of students who, allegedly, would benefit the most from this way of teaching and learning. This brings us all back to square one, and underlines what veterans in the field always have said. This is a difficult enterprise. There is no salvations provided by a new technology. I would like to add: thanks for the enthusiasm, and I look forward to what comes after “the hush”.In this issue we bring a new article from Professor Theo Hug from the University of Innsbruck, Austria. This is an analytical paper that provides us with profound perspectives about what communication related to teaching and learning with media is all about. It claims that when enthusiasts, such as the those providing MOOCs, go about and introduce new trends, they are often helpless in understanding the elementary dimension of media education, or the epistemological issues of the field. Hug sums up his contribution by arguing for polylogical design principles for an educational knowledge organization.In the paper by Michaela Rizzolli, also from the University of Innsbruck, Austria, we bring another contribution aiming at shedding light on the very foundations of media education. Ms. Rizzolli studies online playgrounds and introduces us to the problems we encounter when we stick to dichotomies in our thinking about this phenomenon. She argues for the need to think wider and inclusively when describing phenomena theoretically and empirically.In the third paper, Professors Kari Nes and Gerd Wikan of Hedmark University College, Norway report from a project involving interactive whiteboards (IWB) in teaching in schools. In analyzing closely how seven teachers go about their interactive boards when teaching, they see that the IWBs have potentials that not all teachers are able to realize. They discuss what teachers need in order to develop their ability to stage “exploratory talks” with students.Last we bring a brief research report from Jacques Kerneis, who is a professor at ESPE (École Superiéure du Professorate et de l’éducation Bretagne), France, who outlines experiences from three differents projects aiming at defining digital-, media- and information literacy in a French speaking context. Using a particular vocabulary of « apparatus », « phenomenotechnique » and « phenomenographie » the projects aimed at providing a framework of the evolving interpretations of these phenomena.

scholarly journals Rethinking online learning design to enhance the experiences of Indigenous higher education students

2019 ◽  
Vol 35 (6) ◽  
pp. 132-149 ◽  
Author(s):  
Alison Kay Reedy
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Indigenous People ◽  
Design Research ◽  
Design Principles ◽  
Critical Element ◽  
Preliminary Design ◽  
Learning Design ◽  
Education Students ◽  
Educational Design

The educational inequity that Aboriginal and Torres Strait Islander people have experienced in higher education in Australia is replicated in virtual learning spaces, with generic models of online learning design taking little account of cultural factors that impact on learning. To counter this, new approaches to online learning design are needed that consider the experiences of Indigenous people. This article explores culture as a critical element of online learning design that enhances the learning experiences and outcomes of Indigenous people. The study reported in this article was conducted at a regional Australian university and was methodologically situated within an educational design research framework. Data were collected through the narrative method of yarning with 19 Indigenous students enrolled in a range of disciplines. From the data, 10 themes were developed, which guided the design of a learning design model and six preliminary design principles. The study contributes to the gap in the literature on learning design for Indigenous online higher education students. As the model and preliminary design principles are culturally situated at the site of the study, they need testing by educational designers and academics to ascertain their usefulness in other contexts.

scholarly journals Synchronous online learning during movement control order in higher education institutions: a systematic review

F1000Research ◽  
2021 ◽  
Vol 10 ◽  
pp. 1056
Author(s):  
Yee Wan Lee ◽  
Magiswary Dorasamy ◽  
Abdul Aziz Bin Ahmad ◽  
Manimekalai Jambulingam ◽  
Peik Foong Yeap ◽  
...  
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Online Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Higher Education Institutions ◽  
Movement Control ◽  
Control Order ◽  
Synchronous Online Learning ◽  
Synchronous Online

Background: Higher education institutions (HEI) are not spared from the coronavirus disease 2019 (COVID-19) pandemic. The closure of campuses because of the movement control order (MCO) to mitigate the spread of the COVID-19 has forced HEIs to adopt online learning, especially synchronous online learning (SOL). Although teaching and learning can be continued via SOL, retaining students’ interest and sustaining their engagement have not been sufficiently explored. This study presents a systematic review of the research pertaining to SOL associated with students’ interest and engagement in HEIs during the MCO environment. Methods: Five major online databases, i.e., EBSCOhost, Science Direct, Emerald, Scopus and Springer were searched to collect relevant papers published between 1st January 2010 to 15th June 2021 including conference proceedings, peer-reviewed papers and dissertations. Papers written in the English language, based in full-fledged universities, and with these five keywords: (i) synchronous online learning, (ii) engagement, (iii) interest, (iv) MCO/Covid-19 and (v) HEI, were included. Papers focussing on synchronous and asynchronous online learning in schools and colleges were excluded. Each paper was reviewed by two reviewers in order to confirm the eligibility based on the inclusion and exclusion criteria. Results: We found 31 papers of which six papers were related to SOL, engagement and interest in HEIs in the MCO environment. Our review presents three major findings: (i) limited research has been conducted on SOL associated with students’ engagement and interest, (ii) studies related to the context of HEIs in the MCO environment are limited, and (iii) the understanding of the new phenomena through qualitative research is insufficient. We highlight the SOL alignment with students’ engagement, interest, style preference, learner interaction effectiveness, behavior and academic performance. Conclusions: We believe that the findings of this study are timely and require attention from the research community.

scholarly journals Las universidades apostando por las tic: modelos y paradojas de cambio institucional

2009 ◽  
pp. a105
Author(s):  
Linda J. Castañeda Quintero
Keyword(s):  
Higher Education ◽  
Social Perception ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Technology Enhanced Learning ◽  
Models Of Teaching ◽  
The Social ◽  
The World ◽  
Basic Concepts ◽  
Enhanced Learning

Dados los tiempos que corren en todos los ámbitos de nuestro contexto social, económico, cultural y por supuesto tecnológico, la universidad vive un momento en el que debe apostar por innovaciones en la dirección de adaptarse a los cambios y dar respuesta a las necesidades del entorno; siempre en aras de sobrevivir como institución y seguir siendo referente primario de nuestra sociedad. El problema es que debe cambiar, pero sin que antes se hayan clarificados conceptos básicos que le dan su razón de ser y la fundamentan.En este trabajo pretendemos abundar en los modelos más representativos de cambio institucional que se han adoptado en la implementación de TIC en la universidad, para posteriormente hacer una reflexión acerca de cómo esos modelos y la forma que han adoptado en la práctica han creado no pocas paradojas relacionadas con las necesidades de cambio, las formas que adopta dicho cambio y el futuro que puede tener.  AbstractFast expansion of ICT in every side of our society has increased the pressure in traditional higher education institutions to become modern organizations, and has modified the social perception about the need of using new possibilities and models of teaching and learning including ICT (Technology Enhanced Learning). Unfortunately, the general awareness is universities know very well they have to change but they don’t know in which direction they have to do it. Therefore, they have to clarify basic concepts about their reason for being and their basic principles.On this work we will present a first analysis of the most representative models to implement ICT in Universities that institutions around the world have used. From this models and analysing trends around them, we propose some reflexions about how practices have created many paradoxes around the change related to ICT and higher education: how this change could be, how this change already is, and how can we plan better the future of these changes.

scholarly journals Impact of COVID-19 on Higher Education in Pakistan : An Exploratory Study

2021 ◽  
pp. 503-518
Author(s):  
Tehreem Qamar Qamar ◽  
Narmeen Zakaria Bawany
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Student Satisfaction ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Survey Design ◽  
Sudden Change ◽  
Educational Institutions ◽  
The World

The outbreak of novel coronavirus infection (COVID-19), reported initially in December 2019 by China, has caused disruption all over the world.  To control the spreading of this virus all the countries around the world imposed strict lockdown leading to shutting down of all businesses, educational institutions, entertainment centers, etc. Higher Educational Institutions (HEI), across the world, switched to online mode of learning instantly to continue their degree programs. Following the trend, Higher Education Commission of Pakistan encouraged HEIs to begin online classes.  Although, online learning seemed to be the best possible solution during indefinite closure of institutes, but the sudden change in teaching and learning paradigm was not well accepted and unprecedented challenges emerged. This study aims at identifying the barriers specific to students and teachers in this abrupt shift. Moreover, it examines the satisfaction level of undergraduate students regarding online education practices during the COVID-19 epidemic. The study employed survey design and carried it out through two distinct questionnaires that are, for students and teachers which were distributed online via social media platforms. A total of 1280 students participated in students’ questionnaire while 112 teachers contributed to filling out teachers’ survey. Content Quality (CQ), Content Availability (CA), Teacher Interaction (TI), and Mode of Lecture Delivery (MLD) were considered as the predictor variables for student satisfaction. Regression and correlation analyses were performed to find out the contribution of the aforementioned variables. The survey results concluded that the lack of interaction among students and teachers is the major hurdle in online learning.  Regression results revealed that the overall model with all four predictors was significantly predictive of student satisfaction. The results further revealed that MLD is the strongest and most significant of all. We believe the findings of this study can provide beneficial insights in improving the paradigm shift with greater efficiency in this pandemic.

Sign in / Sign up

Export Citation Format

Share Document