Why Not Reengineer Traditional Higher Education?

2013 ◽  
pp. 209-216 ◽  
Author(s):  
Zane L. Berge
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Local Community ◽  
New Technology ◽  
Rate Of Change ◽  
Industrial Society ◽  
Student Body ◽  
Institutional Governance ◽  
Face To Face ◽  
Models Of Teaching

Just as the agricultural era gave way to an industrial society at the turn of the 20th century, an information society is now emerging as we move into the 21st century (Bell, 1993; Naisbitt, 1988; Toffler, 1980). With this shift in the means of production come drastic changes to every segment of society—including higher education (Rowley, Lujan, and Dolence, 1998). New delivery systems that increase the effectiveness of learning at a distance, new organizations such as virtual universities, and other models of teaching and learning are forcing higher education to change the way they do business (Mangan, 1998; Oblinger, 1997; Selingo, 1998). Compared with that of the past 100 years, the rate of change occurring in society is unprecedented. There have been unparalleled increases in global competition, in customer expectations, and in new technology. These factors contribute to a lasting sense of crisis. Can traditional organizations in higher education respond to the changing environment by using the same approaches business has? The traditional universities and colleges can be characterized as having: a residential student body; a recognized geographic service area from which the majority of student are drawn (a local community, a region, a state, or a nation); full-time faculty members who organize curricula and degrees, teach in face-to-face settings, engage in scholarship, often conduct public service, and share in institutional governance; a central library and physical plant; nonprofit financial status; and evaluation strategies of organizational effectiveness based upon measurement of inputs to instruction, such as funding, library holdings, facilities, faculty/student ratios, faculty qualifications, and student qualifications (Hanna, 1998, p. 69). However, technology is allowing non-traditional organizations to meet the curricular challenges many students are presenting (Whinston, 1994), including the need to develop learning materials that can be easily updated and configured for the particular needs of students, as well as the possibility of learning at any time and at any place. At the same time, the mode of industrial production within our society is being replaced with models that rely on the rapid growth in technology, an increase in the accessibility of information, a more critically aware population, and a shift from the production of goods to a service economy (Merron, 1995). These factors are causing significant change in education as well.

scholarly journals THE GOOD, THE BAD AND THE FUTURE – THE CHALLENGES, POSITIVES AND FUTURE STRATEGIES FOR HIGHER EDUCATION BLENDED TEACHING

2021 ◽  
Author(s):  
Monica Ward ◽  
Keyword(s):  
Higher Education ◽  
Academic Integrity ◽  
Teaching And Learning ◽  
Open Book ◽  
Student Body ◽  
Learning Materials ◽  
Flexible Approach ◽  
Face To Face ◽  
Authentic Assessments ◽  
Blended Teaching

There have been many changes that have taken place in all levels of education since the Covid-19 pandemic, including at Higher Education (HE). While the swift pivot to blended teaching has been challenging and not welcomed by all, there are some positives have come about because of it and it would be good to be able to hold on to these. The challenges include moving learning materials (written, video and audio) online, engaging with students in a constructive manner and how to do assessments that are academically rigorous and have academic integrity. It is difficult for those who are used to teaching in a face-to-face environment to suddenly switch over to developing online resources and know who do this effectively and efficiently. Interacting with students online requires a different skill set than in a face-to-face environment and educators should not be expected to acquire these skills automatically. Closed-book, invigilated exams are the norm in HE institutions and ensure a level of academic integrity that has worked well for many years. It is difficult to switch from this scenario to an open-book, non-invigilated exam. It means that questions have to be re-thought to explore the students’ understanding in an academic rigorous manner. Ideally, it would be good to be able to address these challenges as they mean a less positive experience for both educators and students. The positive aspects include a more flexible approach to teaching and learning, facilitation of different modes of learning and in some cases, more interesting and authentic assessments. A more flexible approach enables students to learn at a time and place that suits them and is in keeping with the needs of the more diverse population that makes up student body in HE today. While there is a debate around learning styles, providing learning materials in a variety of formats is beneficial for all students. While it is definitely more difficult to develop open-book assessments, it is also an opportunity to do more real-world, authentic assessments that assess students’ higher order skills. This moves assessment further along the Bloom’s taxonomy. This paper looks at the challenges and positives outcomes of the move to blended teaching and learning and how the challenges can be addressed, the positive aspects maintained and how a sustainable approach can be adopted to ensure that future changes to teaching are less challenging and more positive.

scholarly journals Live Learning: Online Teaching, Digital Literacy and the Practice of Inquiry

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Leo Casey ◽  
Michael Hallissy
Keyword(s):  
Higher Education ◽  
Digital Literacy ◽  
Classroom Practice ◽  
Online Teaching ◽  
Teaching And Learning ◽  
New Technology ◽  
Learning Space ◽  
Technology System ◽  
Face To Face ◽  
On Line

There has been significant discussion in recent times around improving the quality of teaching and learning in higher education (Laycock, 2009; Laurillard & Masterman, 2010; DES, 2010).  The Lisbon Strategy (Commission to the Council and the European Parliament, 2006) has framed much of this discussion at a European level with individual countries, such as Ireland, developing their own-targeted strategies to expand and improve higher education (DES, 2010).  In the case of Ireland, these strategies specifically mention the need for institutions to provide ‘excellent teaching’ whether in face-to-face or online settings.  Whereas there is a significant body of on-going research conducted around effective teaching in traditional, face-to-face settings in higher education (for example, Bennett & Barp, 2008, Beetham & Sharpe, 2007) there is, in recent times, an emerging need for investigations that focus on new contexts for teaching particularly in online synchronous classrooms.Many institutions have invested substantial time and resources in procuring new technology systems to support on-line teaching and in training staff to operate the many varied functions within these technologies.  However, there is also a need to go beyond mere functionality and to provide deeper pedagogical support to faculty so they can fully realise the instructional potential of these systems (Kim & Bonk, 2006; Lee & Hirumi, 2004).  Technological innovations in the area of online teaching lead to new challenges for teachers and educators as new tools are developed and adopted by their institutions. A question for researchers is the extent to which these tools augment or inhibit existing roles and practices in the classroom and to ask how we can conceptualize learning and teaching in such contexts.The case for considering inquiry learning as the ‘telos’ or central purpose of classroom practice is presented here. In this way the live on-line classroom is conceived as a communal learning space where teacher and students participate in activities that are enabled, sustained and enriched by the functionality of the technology system.

scholarly journals Translanguaging in an EFL classroom discourse: To what extent it is helpful for the students?

2021 ◽  
Vol 1 (1) ◽  
pp. 42-46
Author(s):  
Dinda Gusti Ayu Berlianti ◽  
◽  
Intan Pradita
Keyword(s):  
Higher Education ◽  
Thematic Analysis ◽  
Learning Process ◽  
Classroom Discourse ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Classroom Interaction ◽  
Face To Face ◽  
Full Face ◽  
Complex Subject

Translanguaging is a tool for bilingual or multilingual to learn more than one language.  In the field of linguistic, translanguaging is not something new. However, its implementation is still found rare in higher education. To fill this void, this study aims to investigate the implementation of translanguaging in classroom, especially in higher education. This research was intended to answer how helpful translanguaging practices in EFL Classroom is. By using qualitative method, the data were collected by recording two credits full face-to-face classroom interaction. One lecturer and her forty-five students voluntarily became the research participants.  The data were then analyzed by using thematic analysis. The findings showed that the practices were helpful in a way that the tutors could build an engaging dialogue for the students, enabling them to understand the complex learning materials. These findings then implied that in the teaching and learning process, EFL lecturers tend to be more attentive as they prefer to have their students understanding on complex subject to build English proficiency of their students’.

scholarly journals Characteristics of Online Learning in Higher Education During the COVID-19 Pandemic

2021 ◽  
Vol 66 (1) ◽  
pp. 135-155
Author(s):  
Diana-Crina Marin ◽  
Mușata Bocoș
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Time Management ◽  
Teaching And Learning ◽  
Educational Opportunities ◽  
Face To Face ◽  
Quality Of Teaching ◽  
Teaching Learning ◽  
Students Success

"In the context in which the teaching, learning, and assessment processes take place in the online environment, the question arises whether the currently organized learning situations are as effective as the learning situations carried out in the classroom, before the beginning of the pandemic. One of the disadvantages of online learning is related to the teacher’s low control over students’ activity. Factors such as initiative, creativity, efficient time management, intrinsic motivation, responsibility, and intellectual curiosity play an important role in students’ success in learning activities. Attendance at courses should not be formal and superficial and should be a process that involves the active and interactive participation of the students in the learning process. Providing high-quality educational opportunities to all students is a goal that is increasingly difficult to achieve in the context of the absence of face-to-face interactions. Also, applying a curriculum focused on the needs of the learner is becoming hard to achieve. Through this research, we aim to investigate issues related to how online learning takes place and to establish ways in which we can increase the efficiency of current teaching and learning processes. The study revealed that in the opinion of most of the students, the current epidemiological context has influenced in a negative way the quality of teaching and the student-teacher educational relationship. Keywords: Interactive learning, eLearning, independence in learning, higher education, efficient strategies "

scholarly journals Running drop-in advice services in a university setting

2014 ◽  
Vol 19 ◽  
pp. 383
Author(s):  
John Russell
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Local Community ◽  
Practical Knowledge ◽  
Higher Education Institutions ◽  
Innovative Teaching ◽  
Transferable Skills ◽  
Legal Advice ◽  
The Law ◽  
Law Student

<p>In October 2011, London South Bank University (‘LSBU’) opened a new Drop-In Legal Advice Clinic where law student volunteers – working under the supervision of practising solicitors – provide free, on-the-spot, face-to-face legal advice to the general public. Our aim was to establish a drop-in advice service which would deliver a tangible benefit to the local community, develop students’ practical knowledge of the law in context, and provide a basis for developing a teaching and learning resource for other higher education institutions. In February 2012, we were highlighted in the Million+ think tank’s report on innovative teaching in modern universities, ‘Teaching that Matters’, as involving students in a valuable community service while gaining real-world legal experience, developing transferable skills and enhancing their employability prospects. In April 2012, we won a £5,000 LSBU Vice-Chancellor’s Enterprising Staff Award for our demonstration of enterprise in enhancing the student experience and employability, providing a significant benefit for the local community, and demonstrating a wider significance to other higher education institutions nationwide. The Legal Advice Clinic is now key to the marketing strategy for the Law Department. This paper describes our new service in its first year of operation.</p>

scholarly journals The exhibition and other learning environments in The Millbank Atlas

2019 ◽  
Vol 18 (2) ◽  
pp. 153-169
Author(s):  
Marsha Bradfield ◽  
Shibboleth Shechter
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Local Community ◽  
Spatial Design ◽  
The Arts ◽  
Learning Journey

Abstract The Millbank Atlas is an open-ended project that maps and remaps the neighbourhood of Millbank, an area of London, UK. This is home to Chelsea College of Arts (University of the Arts London) and our course, BA (Hons) Interior and Spatial Design, which has anchored the Atlas since 2016. We offer the following reflections as tutors on this course and co-researchers on the Atlas, along with our students and members of the local community. Central to this discussion is the kind of learning journey enabled by this type of project, and how it benefits from being distributed across cultural, social, geographical, discursive and other environments. This raises fundamental questions for teaching and learning, especially the potential to complicate normative assumptions in higher education about where knowledge is produced and who learns from whom.

Historical Review of Distance and Online Education from 1700s to 2021 in the United States: Instructional Design and Pivotal Pedagogy in Higher Education

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Kristen Betts ◽  
Brian Delaney ◽  
Tamara Galoyan ◽  
William Lynch
Keyword(s):  
Higher Education ◽  
United States ◽  
Instructional Design ◽  
Online Education ◽  
Teaching And Learning ◽  
Historical Review ◽  
The United States ◽  
Face To Face ◽  
Education Leaders ◽  
Higher Education Leaders

In March 2020, the coronavirus disease 2019 (COVID-19) pandemic disrupted education worldwide. In the United States, the pandemic forced colleges and universities across the nation to adopt quickly emergency remote teaching and learning. The ability to pivot instruction seamlessly and effectively across learning formats (e.g., face-to-face, hybrid, online) while supporting student engagement, learning, and completion in an authentic and high-quality manner challenged higher education leaders. This historical review of the literature examines distance and online education from the 1700s to 2021 to identify how external and internal pressures and opportunities have impacted and influenced the evolution of educational formats pre-COVID-19, and how they will continue to evolve post pandemic. This historical review also explores how instructional design and pedagogy have been and continue to be influenced by technological advancements, emerging research from the Learning Sciences and Mind (psychology), Brain (neuroscience), and Education (pedagogy) science.

Cloud Computing Assessment for Students' Social Presence in Relation to Satisfaction and Perceived Learning

2018 ◽  
pp. 59-82 ◽  
Author(s):  
Marva Mirabolghasemi ◽  
Noorminshah A. Iahad ◽  
Sahar Hosseinikhah Choshaly
Keyword(s):  
Higher Education ◽  
Cloud Computing ◽  
Social Presence ◽  
Teaching And Learning ◽  
New Technology ◽  
Educational Experiences ◽  
Educational Environment ◽  
Peninsular Malaysia ◽  
Perceived Learning ◽  
Educational Environments

Many higher education institutions are hoping to enhance student engagement in learning environment for improving the educational experiences and outcomes. Therefore, providing expectations of learners and using new technology environments to facilitate their teaching and learning activities are prominent to make universities competitive. A solution can be cloud computing which is the newest alternative in current educational environments and has significant impact on teaching and learning. This study explores the cloud-based educational environment and discusses how universities may take advantage of cloud computing in terms of students' social presence in relation to satisfaction and perceived learning. This study conducted a survey consisting of 13 questions among students from a public university in the southern region of peninsular Malaysia. The total number of respondents is 103 students. Through this study, a basis for the investigation of cloud computing in higher education is successfully established.

Analysis of Efficiency and Effectiveness in the Implementation of the Flipped Classroom in the Context of Higher Education

2021 ◽  
pp. 244-261
Author(s):  
Sergio Francisco Sargo Ferreira Lopes ◽  
Luís Borges Gouveia ◽  
Pedro Reis
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Field Investigation ◽  
Educational Models ◽  
Face To Face ◽  
Efficiency And Effectiveness ◽  
E Learning ◽  
How People Learn

The study and investigation around educational models and teaching and learning methodologies is a theme that has long aroused the interest of the academic environment in higher education, both in the period before the advent of digital technology, as in current times in which technology is strongly embedded in the various teaching and learning processes, which involve classroom and distance-learning classes and courses, both in the context of e-learning and b-learning. Understanding how people learn and understand the themes presented in the classroom in face-to-face and e-learning is fundamental for planning and implementing processes that allow teachers to apply teaching and learning methodologies that can be efficient and effective. The main objective is to carry out a critical reflection on b-learning teaching, about the implementation of the teaching and learning methodology of the flipped classroom, one of the variants of b-learning teaching, supported by the results of a field investigation carried out with 152 students (n=152) of higher education.

scholarly journals Innovative practices in ODL — the experience of Open University Malaysia

2012 ◽  
Vol 7 (1) ◽  
pp. 79-85 ◽  
Author(s):  
Chiam Chooi Chea ◽  
Lim Tick Meng ◽  
Phang Siew Nooi
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Internet Technology ◽  
Knowledge Generation ◽  
Innovative Technology ◽  
Open University ◽  
Learning And Teaching ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning

With the advancements in communications technology brought about by the advent of the Internet and World Wide Web, attention has been drawn to Open and Distance Learning (ODL) as a mode for teaching and learning. In Malaysia, the establishment of ODL universities such as Open University Malaysia (OUM) has expanded the role of ICT in learning and knowledge generation. By leveraging on Internet technology, ODL universities are able to transmit education across the country and even globally. ODL sets about making quality e-learning and e-content more accessible to both facilitators and learners. Utilising this method, new opportunities are continuously created to make higher education more accessible to those who seek to improve and upgrade themselves. This paper examines OUM's practice of using the innovative technology of online learning and teaching to make higher education easily accessible to those that seek it. With greater advancements in technology, the future of higher education may lie more with ODL than with traditional face-to-face learning.

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