scholarly journals The Human Student

2018 ◽  
Vol 9 (2) ◽  
pp. 1-10
Author(s):  
Geraldine Torrisi-Steele
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Student Success ◽  
Present Article ◽  
Teaching Practice ◽  
Teaching Quality ◽  
Student Experiences ◽  
Teacher Student ◽  
Quality In Higher Education ◽  
Significant Effort

Higher education institutions are investing significant effort into the improvement of student success, retention and satisfaction. Some effort is being expended in research seeking to understand influencing factors, but the majority of effort is directed towards improving teaching quality. Effort to improve teaching quality is characterised by professional development initiatives, the general aim being to facilitate the shift away from traditional teacher-centred approaches, towards student-centred approaches. Though these initiatives are useful there exists an omission (or at the very least an area of severe-under-emphasis) within the discourse surrounding teaching quality in higher education – explicit attention to the teacher-student connection. The premise of the present article is that to make greater inroads into bettering student experiences and outcomes, the teacher-student connection, along with the humanist perspective in which it is embedded, is integral to the quality teaching practice in higher education.

scholarly journals Benchmarking of University teachers’ professional development: successful European, Chinese, and Russian practices

2021 ◽  
Vol 99 ◽  
pp. 01004
Author(s):  
Tatiana Tregubova
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teaching Practice ◽  
Effective Practices ◽  
Teaching Activities ◽  
University Teachers ◽  
European Universities ◽  
Teachers Professional Development ◽  
Higher Education Organizations ◽  
The University

In the context of socio-pedagogical transformations of higher education organizations, the modernization of the system of teachers’ professional development becomes an integral component of the reforms. Today university teachers have to be ready for continuous development and advanced training throughout their lives. Thus, the study of the problem of university teachers’ professional development in Russia and abroad is very relevant and timely as a response to the modern requirements of civil society for the personality of the teacher. The need for professional development among university teachers is closely related to his (her) desire for more successful indicators in teaching activities. To do this, it is necessary to fulfill several pedagogical conditions, including the teacher's own awareness of the need for professional development; the interest of the university administration and the availability of resources to organize an effective professional development system, etc. The purpose of the article is to show some successful practices of the teachers’ professional development in Russian, Chinese and European universities which the author observed while visiting those universities within the realization the project “Enhancing teaching practice in the universities of Russia and China”. The article presents the possibilities of benchmarking in higher education, in particular, the use of the benchmarking technology as a method of studying the effective practices of organizing the teachers’ professional development in a modern university.

Pedagogical Values in Online and Blended Learning Environments in Higher Education

2021 ◽  
pp. 1381-1403
Author(s):  
Sophia Palahicky ◽  
Donna DesBiens ◽  
Ken Jeffery ◽  
Keith Stuart Webster
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Blended Learning ◽  
Student Performance ◽  
Learning Environments ◽  
Teaching Practice ◽  
Secondary Educators ◽  
Post Secondary ◽  
Successful Teaching

Pedagogical values directly affect student performance and, therefore, are essential to successful teaching practice. It is absolutely critical that post-secondary educators examine and reflect on their pedagogical values because these principles pave the path for student success. This chapter describes four pedagogical values that are critical to student success within the context of online and blended learning environments in higher education: 1) value of care; 2) value of diversity; 3) value of community; and 4) value of justice.

Pedagogical Values in Online and Blended Learning Environments in Higher Education

2021 ◽  
pp. 1316-1338
Author(s):  
Sophia Palahicky ◽  
Donna DesBiens ◽  
Ken Jeffery ◽  
Keith Stuart Webster
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Blended Learning ◽  
Student Performance ◽  
Learning Environments ◽  
Teaching Practice ◽  
Secondary Educators ◽  
Post Secondary ◽  
Successful Teaching

Pedagogical values directly affect student performance and, therefore, are essential to successful teaching practice. It is absolutely critical that post-secondary educators examine and reflect on their pedagogical values because these principles pave the path for student success. This chapter describes four pedagogical values that are critical to student success within the context of online and blended learning environments in higher education: 1) value of care; 2) value of diversity; 3) value of community; and 4) value of justice.

Developing a Gameful Approach as a Tool for Innovation and Teaching Quality in Higher Education

2022 ◽  
pp. 563-578
Author(s):  
Anna Sendra ◽  
Natàlia Lozano-Monterrubio ◽  
Jordi Prades-Tena ◽  
Juan Luis Gonzalo-Iglesia
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Learning Process ◽  
Participant Observation ◽  
Learning Experience ◽  
Teaching Quality ◽  
Working Practices ◽  
Quality In Higher Education ◽  
The Impact

This paper introduces the results of applying a gameful approach based on six playful activities as a tool to improve the learning process in higher education. A total of 850 students from different courses of Universitat Rovira i Virgili (Spain) were involved in the study. The strategy was evaluated through a participant observation (active and passive) and mixed-methods surveys answered by the students. Results point out that most participants responded positively to the activities proposed. The reported levels of motivation and engagement also indicate the capabilities of this strategy as a method to enhance the learning experience of students. Despite these positive outcomes, challenges like the impact on working practices of teachers or the long-term engagement of gameful approaches requires additional research.

Using Mid-Semester Assessment Programs (MAPs) as a Catalyst for the Scholarship of Teaching and Learning (SoTL)

2020 ◽  
pp. 181-200
Author(s):  
Alisa Hutchinson ◽  
Anabel Stoeckle
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Student Success ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Student Feedback ◽  
Scholarship Of Teaching ◽  
Development Tool ◽  
Improve Student Learning ◽  
Innate Interest

Mid-Semester Assessment Programs (MAPs) have been successfully utilized as a professional development tool for faculty interested in improving their teaching in the context of higher education by assessing voluntary formative student feedback that guides changes instructors make in the classroom. Faculty centers and educational developers have the unique opportunity to recruit instructors via MAPs who have participated in these programs to promote and support the scholarship of teaching and learning (SoTL) among faculty who already display an innate interest in best teaching practices and are open to advancing their own teaching in order to improve student learning and to propel student success. This chapter provides a guide for educational developers who seek to become active partners for faculty to become interested and engaged in the scholarship of teaching and learning through a unique recruitment mechanism that serves as a natural steppingstone for faculty not having engaged with SoTL yet.

Service quality in higher education institutions: qualitative evidence from the students’ perspectives using Maslow hierarchy of needs

2020 ◽  
Vol 12 (3) ◽  
pp. 371-384 ◽  
Author(s):  
Jawad Abbas
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Deductive Reasoning ◽  
Higher Education Institutions ◽  
Teaching Quality ◽  
Hierarchy Of Needs ◽  
Framework Analysis ◽  
Content Type ◽  
Individual Interviews ◽  
Quality In Higher Education

Purpose Higher education institutions (HEIs) are responsible for training and transforming the students into valuable resources. Although students are believed to be the principal stakeholders in HEIs, limited research studies are available on service quality (SQ) in HEIs from students’ perspectives. This study aims to bridge this gap by investigating the factors, which constitute SQ in HEIs, specifically from students’ perspective, as existing literature on this topic is either from management and general perspective or is time dated. Design/methodology/approach The current study contributes by reviewing qualitative responses received through interviews and focus groups session with 43 students from 3 Turkey-based private HEIs. Data was collected from 43 students through 26 individual interviews and 3 focus group sessions and was analyzed through deductive reasoning using narrative and framework analysis with open coding. Findings The analysis of data indicated six main themes, specifically: teaching quality, facilities, support staff quality, employability links, safety and security and extra-curricular activities as indicators of SQ from students’ perspective. The findings of the study strongly comply with Maslow’s hierarchy of needs and take steps by identifying employability and safety and security as new emerging indicators of the existing literature of SQ in HEIs. Originality/value The existing literature lacks to provide qualitative data on SQ in HEIs from students’ perspectives in Asian countries, particularly, in Turkey, the place of current research. The findings of the present research provide valuable insights to HEIs’ management to understand students’ perceptions of SQ, their expectations and experiences.

scholarly journals Construction of SOA Based VR Technology in Animation Teaching

2018 ◽  
Vol 13 (05) ◽  
pp. 153 ◽  
Author(s):  
Zhenyan Qin ◽  
Zonghua Tao
Keyword(s):  
Information Integration ◽  
Teaching Practice ◽  
Teaching Quality ◽  
Learning Activity ◽  
3D Animation ◽  
Teaching System ◽  
Teacher Student ◽  
Technology In Teaching ◽  
Set Up ◽  
Integration Service

3D animation production is an animation course widely set up in colleges currently aiming at cultivating 3D animation production talents. But in actual teaching, there exist problems of teaching practice not prominent, teaching not intuitive, and students’ learning interest not strong. Based on this condition, this paper plans to use SOA design and VR technology in teaching system design with the help of good information integration, service integration function of SOA design and advantages of VR technology of directly and dynamically reflecting object forms so as to improve teaching interestingness and intuition, help students to increase knowledge and improve teaching quality in relaxed atmosphere. At last, this paper has conducted teaching effect comparison experiments which show that the virtual teaching system designed and developed in this paper can improve students’ learning activity, teacher-student communication and obtain better teaching effect

scholarly journals Online Education and Teaching Reform on Higher Education Development in China

2017 ◽  
Vol 5 (10) ◽  
pp. 44-50
Author(s):  
Xin-Hong Wang
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Teaching Practice ◽  
College Teaching ◽  
Teaching Quality ◽  
Reform Process ◽  
Lifelong Education ◽  
Applied Chemistry ◽  
Teaching Reform ◽  
Teaching Content

Lifelong Education has changed the old view of the end of education, and promoted sustainable development of education, which is a strategic goal of social development. Lifelong education exhibit new features to further achieve educational equity with the technical support of MOOC/SPOC. In recent years, teaching reform of applied chemistry profession promoted by Department of higher education has gradually gone deeper, but there are still some problems and difficulties, such as contradictions among basic of specialized subject, teaching hours and teaching content, difficulties of lifting of the teaching content and improvement of teaching quality, which restrict teaching reform process. Teaching practice experience of SPOC in applied chemistry profession is simply introduced, proposing countermeasure for SPOC in college teaching applications designed to enhance the quality of teaching for reference.

scholarly journals A alternância no ensino superior: desafios e perspectivas na Licenciatura em Educação do Campo/UFV

2020 ◽  
pp. 1-21
Author(s):  
Sthefani Loti Paiva Lima ◽  
Lourdes Helena da Silva
Keyword(s):  
Higher Education ◽  
Rural Education ◽  
Present Article ◽  
Teaching Practice ◽  
Participant Observation ◽  
Educational Experience ◽  
Research Participant ◽  
Pedagogical Practice ◽  
Specific Context ◽  
Under Construction

In the last decades, in our society, the experiences of alternating training are expanding and the most recent phenomenon of this pedagogical practice is found in the scope of Higher Education. Studies in the specific context of the training experiences of educators in the field reveal that the alternation in these courses is a process under construction and point out the need for new academic works that can contribute to a better understanding of the course of different degrees in Rural Education. It is in this context that the present article is inserted, whose purpose is to describe and analyze the construction of alternation in the Degree in Rural Education at the Federal University of Viçosa. In methodological terms, the data were obtained from the combination of documentary research, participant observation and interviews with eight professors of the course. In our analyzes, we seek to present some reflections on teaching practice that could contribute both to subsidize actions and strategies of the course and to advance in the understanding of the possibilities of alternating training in Higher Education, analyzing the challenges experienced in the consolidation of this educational experience.

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