Supporting Diversity and Inclusiveness Amid a Changing Academic Landscape

2022 ◽  
pp. 1-23
Author(s):  
Vierne Placide ◽  
Michelle M. Vance
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Health Outcomes ◽  
Change Agents ◽  
Health Profession ◽  
Direct Impact ◽  
Universities And Colleges ◽  
Unique Role ◽  
Face To Face ◽  
Starting Point

Prior to the pandemic, two-thirds of universities and colleges administered courses in the traditional face-to-face setting. After the abrupt change due to the pandemic, educators submerged themselves in virtual pedagogy and forged ahead in preparing the future workforce. An area that may have been overlooked was ensuring the learning environment remained diverse, equitable, and inclusive for all learners. Vital to students matriculating through programs and entering the healthcare workforce is recognizing and understanding student learning styles and having an ecological glimpse of circumstances that may affect their learning. Employing the intersectionality framework to explore inequities exacerbated by students' identities is a starting point. Implementing strategic priorities and DEI practices to decrease the equity gap that exists in the healthcare system and higher education institutions is essential. Health profession educators play a unique role in serving as change agents for future healthcare professionals who have a direct impact on health outcomes.

How does using feedback empower student metacognition and learning?

2019 ◽  
Vol 6 (1) ◽  
pp. 386-395
Author(s):  
Do Thi Thu Thuy ◽  
Tang Thi Thuy
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Cognitive Skills ◽  
Teacher Feedback ◽  
Direct Impact ◽  
Universities And Colleges ◽  
Self Regulated Learning ◽  
Life Long Learning ◽  
Student Achievements ◽  
The Impact

Encouraging students to foster the learning styles and supporting them to strive with the challenges in education are responsibilities of teachers, especially in higher education where students are expected to master their current and lifelong learning. The study, therefore, investigates the impact of teacher feedback on student meta-cognition and explores the link between student achievements and their cognitive skills through a research done on 440 Vietnamese students from 40 universities and colleges in Vietnam. The findings show that only monitoring strongly affect the students’ academic achievement, meanwhile teacher feedback has no direct impact on the students’ results. Keywords: Self-regulated learning (SRL), meta-cognition, teacher feedback, life-long learning, Vietnamese students.

Teachers Conceptions and Approaches to Blended Learning

2018 ◽  
pp. 912-934
Author(s):  
Vicki Caravias
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Blended Learning ◽  
Conceptual Framework ◽  
Critical Review ◽  
Research Literature ◽  
Personality Types ◽  
Learning Needs ◽  
Face To Face ◽  
Online Technologies

This paper presents a critical review and synthesis of research literature in higher education exploring teachers' conceptions of blended learning and their approaches to both design and teaching. Definitions of blended learning and conceptual frameworks are considered first. Attention is given to Picciano's Blending with Purpose Multimodal framework. This paper builds upon previous research on blended learning and conceptual framework by Picciano by exploring how objectives from Picciano's framework affect teachers' approaches to both design and teaching in face-to-face and online settings. Research results suggest that teachers use multiple approaches including face-to-face methods and online technologies that address the learning needs of a variety of students from different generations, personality types and learning styles.

The New "Space" of the University in the Digital Age

2011 ◽  
pp. 1334-1338
Author(s):  
Carl A. Raschke
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Styles ◽  
Digital Age ◽  
Traditional Schools ◽  
Mediated Learning ◽  
Face To Face ◽  
Computer Mediated ◽  
New Space ◽  
The University

While critics of the new computer-mediated learning styles utter jeremiads about the impending apocalypse of higher education in general, technophiles argue that the changes are all salutary. In fact, some see no difference between faculty cultures and online and traditional schools (Johnstone, 2001). In the same vein, the proliferation of digital classrooms across the instructional spectrum and online learning have touched off a firestorm of controversy concerning the “effectiveness” of new computer-mediated pedagogies versus traditional face-to-face, or “presential,” instruction. Various studies have been conducted and the findings circulated (Smith, Smith, & Boone, 2000).

Blended Learning in Higher Education

2018 ◽  
pp. 1439-1449
Author(s):  
Amir Manzoor
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Learning Styles ◽  
Blended Learning ◽  
Face To Face ◽  
Life Styles

This chapter aims to explore Pakistani students' perspective on an appropriate mix of online and-face-to-face activities in different courses offered at various UK universities. Identifying aspects that students evaluate as supportive, challenging and efficient in their learning is important for the design of an appropriate mix in blended learning courses. A questionnaire was provided to the respondents consisting of both open-ended and closed questions. Applying both statistical and content analysis, this chapter provides a deeper understanding of students' responses and concludes that blended learning is an approach that supports a range of learning styles and life styles.

Teachers Conceptions and Approaches to Blended Learning

2017 ◽  
pp. 228-250 ◽  
Author(s):  
Vicki Caravias
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Blended Learning ◽  
Conceptual Framework ◽  
Critical Review ◽  
Research Literature ◽  
Personality Types ◽  
Learning Needs ◽  
Face To Face ◽  
Online Technologies

This paper presents a critical review and synthesis of research literature in higher education exploring teachers' conceptions of blended learning and their approaches to both design and teaching. Definitions of blended learning and conceptual frameworks are considered first. Attention is given to Picciano's Blending with Purpose Multimodal framework. This paper builds upon previous research on blended learning and conceptual framework by Picciano by exploring how objectives from Picciano's framework affect teachers' approaches to both design and teaching in face-to-face and online settings. Research results suggest that teachers use multiple approaches including face-to-face methods and online technologies that address the learning needs of a variety of students from different generations, personality types and learning styles.

scholarly journals Using Interactive Technologies in Teaching an Online Information Systems Course

10.28945/2976 ◽  
2006 ◽  
Author(s):  
Thomas Connolly ◽  
Mark Stansfield
Keyword(s):  
Higher Education ◽  
Information Systems ◽  
Learning Styles ◽  
Blended Learning ◽  
Significant Role ◽  
Learning Experience ◽  
Online Information ◽  
Interactive Technologies ◽  
Face To Face ◽  
Delivery Models

eLearning has profoundly changed many aspects of society and, inevitably, it is having a significant impact on Higher Education, where it has now evolved from a marginal form of education to a commonly accepted alternative to traditional face-to-face education. The term can cover different delivery models ranging from courses that are delivered fully online (no face-to-face meetings) to courses that provide some face-to-face interaction and some online provision (sometimes called blended learning). Within this continuum interactive technologies can play a significant role in engaging the learner and providing a rich learning experience. This paper examines how different interactive technologies can be used to enrich the learning experiences of students with different learning styles. The theory is related to the teaching of Information Systems in a postgraduate MSc Management of eBusiness course that uses a range of interactive technologies.

scholarly journals Shifting Perceptions within Online Problem-Based Learning

2011 ◽  
pp. 1865-1875
Author(s):  
Roisin Donnelly ◽  
Timo Portimojärvi
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Problem Based Learning ◽  
Virtual Classroom ◽  
Universities And Colleges ◽  
Face To Face ◽  
Research Fields ◽  
E Learning ◽  
Education Today ◽  
Pedagogical Innovations

This article is aimed at supporting academic staff in universities and colleges who have begun or are considering introducing online problem-based learning (OPBL) for students’ learning. OPBL is a promising combination of pedagogical innovations and technological solutions that support and enhance each other. In this article, we will examine the perceptions present in higher education today that are connected with the development within the research fields of e-learning and problem-based learning. This article is based on the recent and extensive emergence of literature on online learning, and the success of problem-based learning (PBL). Traditionally, PBL has usually been conducted in a face-to-face setting. Whilst there is a growing research- base in the area (Donnelly, 2005; Koschmann, 2002; Portimojärvi, 2006; Uden, 2005; Valaitis, Sword, Jones, & Hodges, 2005), it is fair to say that less is still known about the use of PBL in the electronic-based distance-education “virtual classroom.”

Literature Review in Conceptions and Approaches to Teaching using Blended Learning

2015 ◽  
pp. 1-22 ◽  
Author(s):  
Vicki Caravias
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Learning Styles ◽  
Blended Learning ◽  
Conceptual Framework ◽  
Critical Review ◽  
Research Literature ◽  
Learning Needs ◽  
Face To Face ◽  
Online Technologies

This paper presents a critical review and synthesis of research literature in higher education exploring teachers' conceptions of blended learning and their approaches to both design and teaching. Definitions of blended learning and conceptual frameworks are considered first. Attention is given to Picciano's Blending with Purpose Multimodal framework. This paper builds upon previous research on blended learning and conceptual framework by Picciano (A. Picciano, 2009) by exploring how objectives from Picciano's framework affect teachers' approaches to both design and teaching in face-to-face and online settings. Research results suggest that teachers use multiple approaches including face-to-face methods and online technologies that address the learning needs of a variety of students from different generations, personality types and learning styles.

scholarly journals 10 simple rules for supporting a temporary online pivot in higher education

2020 ◽  
Author(s):  
Emily Nordmann ◽  
Chiara Horlin ◽  
Jacqui Hutchison ◽  
Jo-Anne Murray ◽  
Louise Robson ◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Distance Teaching ◽  
Basic Principles ◽  
Face To Face ◽  
Starting Point ◽  
The World ◽  
Simple Rules ◽  
Contingency Plans ◽  
Academic Year

As continued COVID-19 disruption looks likely across the world, perhaps until 2021, contingency plans are evolving in case of further disruption in the 2020-2021 academic year. This includes delivering face-to-face programmes fully-online for at least part of the upcoming academic year for new and continuing cohorts This temporary pivot will necessitate distance teaching and learning across almost every conceivable pedagogy, from fundamental degrees to professionally accredited ones. Each institution, programme, and course will have its own myriad of individualised needs , however, there is a common question that unites us all: how do we provide teaching and assessment to students in a manner that is accessible, fair, equitable, and provides the best learning whilst acknowledging the temporary nature of the Pivot? No ‘one size fits all’ solution exists and many of the choices that need to be made will be far from simple, however, this paper provides a starting point and basic principles to facilitate discussions taking place around the globe by balancing what we know from the pedagogy of online learning with the practicalities imposed by this crisis.

scholarly journals Augmenting Tertiary Students' Soft Skills Via Multiple Intelligences Instructional Approach: Literature Courses in Focus

2017 ◽  
Vol 6 (2) ◽  
pp. 230
Author(s):  
El Sherief Eman
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Labor Market ◽  
Learning Styles ◽  
Multiple Intelligences ◽  
Soft Skills ◽  
Teaching Literature ◽  
Universities And Colleges ◽  
Multiple Intelligences Theory ◽  
Per Se

The second half of the twentieth century is a witness to an unprecedentedly soaring increase in the number of students joining the arena of higher education(UNESCO,2001). Currently, the number of students at Saudi universities and colleges exceeds one million vis-à-vis 7000 in 1970(Royal Embassy of Saudi Arabia, Washington). Such enormous body of learners in higher education is per se diverse enough to embrace distinct learning styles, assorted repertoire of backgrounds, prior knowledge, experiences, and perspectives; at this juncture, they presumably share common aspiration which is hooking a compatible post in the labor market upon graduation, and to subsequently be capable of acting competently in a scrupulously competitive workplace environment. Bunch of potentialities and skills are patently vital for a graduate to reach such a prospect. Such bunch of skills in a conventional undergraduate paradigm of education were given no heed, being rather postponed to the post-graduation phase. The current Paper postulated tremendous  merits of deploying the Multiple Intelligences theory as a project-based approach, within  literature classes in higher education; a strategy geared towards reigniting students’ engagement, nurturing their critical thinking capabilities, sustaining their individualistic dispositions, molding them as inquiry-seekers, and ending up engendering life-long, autonomous learners,  well-armed with the substantial skills for traversing the rigorous competition in future labor market.  Keywords: Multiple intelligences, teaching Literature, motivation, autonomous learning, critical thinking. 

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