Authentic Tasks

2010 ◽  
pp. 205-222 ◽  
Author(s):  
Thomas C. Reeves ◽  
Jan Herrington
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Full Range ◽  
Design Principles ◽  
Online Course ◽  
Education Students ◽  
Authentic Tasks ◽  
Generation Me ◽  
Higher Order Learning

Regardless of whether one thinks of today’s higher education students as “digital natives” or members of “Generation Me,” it is obvious that traditional instructional methods are failing to engage them adequately in developing the kinds of higher order learning outcomes necessary in the 21st Century. These outcomes should encompass the conative learning domain as well as the traditional cognitive, affective, and psychomotor domains. This chapter describes a set of ten authentic tasks learning design principles that can be used to create and support the kind of engaging learning experiences that today’s learners must have if they are to achieve a full range of cognitive, affective, conative, and psychomotor outcomes for the 21st Century. A case study of a graduate level online course that exemplifies these design principles is described. Responding to the needs of Generation Me learners requires far more of a pedagogical revolution than it does the widespread adoption of Web 2.0 technologies.

Authentic Tasks

2013 ◽  
pp. 1240-1255
Author(s):  
Thomas C. Reeves ◽  
Jan Herrington
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Full Range ◽  
Design Principles ◽  
Online Course ◽  
Education Students ◽  
Authentic Tasks ◽  
Generation Me ◽  
Higher Order Learning

Regardless of whether one thinks of today’s higher education students as “digital natives” or members of “Generation Me,” it is obvious that traditional instructional methods are failing to engage them adequately in developing the kinds of higher order learning outcomes necessary in the 21st Century. These outcomes should encompass the conative learning domain as well as the traditional cognitive, affective, and psychomotor domains. This chapter describes a set of ten authentic tasks learning design principles that can be used to create and support the kind of engaging learning experiences that today’s learners must have if they are to achieve a full range of cognitive, affective, conative, and psychomotor outcomes for the 21st Century. A case study of a graduate level online course that exemplifies these design principles is described. Responding to the needs of Generation Me learners requires far more of a pedagogical revolution than it does the widespread adoption of Web 2.0 technologies.

Promoting Autonomous Learning through Self-, Peer-, and Co-assessment to Ensure High Quality in Georgian Higher Education (a case study of International Black Sea University, Georgia)

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Irma MESIRIDZE ◽  
Nino TVALTCHRELIDZE
Keyword(s):  
Higher Education ◽  
Black Sea ◽  
Communication Technology ◽  
Bologna Process ◽  
Education Quality ◽  
Education Students ◽  
Higher Education Quality ◽  
Information And Communication ◽  
The Bologna Process

The Bologna Process, Information and Communication Technology, and market forces have brought manyinnovations and great changes to higher education systems throughout Europe. Reforms in higher educationhave taken a new direction, towards making higher education students more autonomous. However, manycountries have not really adopted this innovative way of teaching and still maintain an old ‘transmission’ stylewhich often entails teachers trying to pour knowledge into the minds of their students. Promoting autonomouslearning (the ability of students to manage their own learning) in higher education is crucial both for theindividual and society, as the idea of an academic student comprises critical reflective thinking and theimportance of becoming an independent learner. This article will discuss the importance of promotingautonomous learning throughout self, peer and co-assessment for higher education quality enhancement. Thepaper will examine the case of International Black Sea University’s MA students enrolled in the Higher EducationManagement program. The analyses of a survey will be used to discuss the significance of autonomous learningfor students and their readiness for self, peer and co-assessment.

ENHANCING THE QUALITY OF TEACHING AT HIGHER EDUCATION INSTITUTIONS IN MALAYSIA THROUGH THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

2012 ◽  
Vol 02 (04) ◽  
pp. 20-25
Author(s):  
Anantha Raj A. Arokiasamy
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Education Students ◽  
Information And Communication ◽  
Geographically Distributed ◽  
Breaking Time

The purpose of this paper is to analyze the integration of Information and Communication Technologies (ICT) in higher education for imparting easily accessible, affordable and quality higher education leading to the uplift of Malaysia. The focus of the paper is on the benefits that ICT integration in education can provide, right from breaking time and distance barriers to facilitating collaboration and knowledge sharing among geographically distributed students. ICT increases the flexibility of delivery of education so that learners can access knowledge anytime and anywhere. It can influence the way students are taught and how they learn as now the processes are learner driven and not by teachers. This in turn would better prepare the learners for lifelong learning as well as to contribute to the industry. We will also analyze if ICT does indeed improve or hinder the quality of learning among higher education students. This paper reports on the changing trends in use of ICTs for instruction in higher education institutions (HEIs) and discusses a mini-case study of how ICTs are being used by lecturers in one university in Malaysia.

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 The Use of New Learning Technologies in Higher Education Classroom: A Case Study

2018 ◽  
Vol 8 (2) ◽  
pp. 115
Author(s):  
Micaela Dinis Esteves ◽  
Angela Pereira ◽  
Nuno Veiga ◽  
Rui Vasco ◽  
Anabela Veiga
Keyword(s):  
Higher Education ◽  
Active Participation ◽  
Learning Technologies ◽  
Game Based Learning ◽  
Education Students ◽  
Learning Skills ◽  
Learning Platform ◽  
New Learning

We have conducted a study with higher level education students, in lecture classes of three Undergraduate Courses and one Professional Higher Technical Course that involved six different subjects with a total of 324 students. In this research the use of Game-Based Learning platform was analysed in order to encourage the students’ participation, increasing motivation and keeping them motivated and committed during lessons, therefore, increasing their learning skills. Based on these results, we recommend that Kahoot is used in lectures in order to help students develop their performances and abilities and at the same time be more successful and prepared to have an active participation in society.

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