Good Teaching Practice and Quality Indicators for Virtual and Blended Learning

2011 ◽  
Vol 2 (1) ◽  
pp. 37-51
Author(s):  
M. Esther del Moral Pérez ◽  
Lourdes Villalustre Martínez
Keyword(s):  
Blended Learning ◽  
Teaching Methods ◽  
Teaching Practice ◽  
Good Practice ◽  
Learning Design ◽  
Good Teaching ◽  
Spanish Universities ◽  
Good Teaching Practice ◽  
Effective Contribution

The M.A.T.R.I.X (Modalities of Telematic Learning and Inter-university Results that can be Extrapolated to Blended Learning)1 project identified and described the diverse teaching methods and practices applied in a representative sample of virtual and blended learning degree courses taught at different Spanish Universities using the G92 Shared Virtual Campus. The purpose was to extrapolate the experiences considered as “good practice” in the new blended learning contexts and methodologies proposed by the EHEA, using as indicators the quality of the learning design as assessed by experts, the satisfaction level of the students taking the courses, their effective contribution to attaining specific and generic competence in different subjects.

Good Teaching Practice and Quality Indicators for Virtual and Blended Learning

2013 ◽  
pp. 115-129
Author(s):  
M. Esther del Moral Pérez ◽  
Lourdes Villalustre Martínez
Keyword(s):  
Blended Learning ◽  
Teaching Practice ◽  
Good Practice ◽  
Satisfaction Level ◽  
Virtual Campus ◽  
Learning Contexts ◽  
Spanish Universities ◽  
Good Teaching Practice ◽  
Effective Contribution

The M.A.T.R.I.X (Modalities of Telematic Learning and Inter-university Results that can be Extrapolated to Blended Learning)1 project identified and described the diverse teaching methods and practices applied in a representative sample of virtual and blended learning degree courses taught at different Spanish Universities using the G92 Shared Virtual Campus. The purpose was to extrapolate the experiences considered as “good practice” in the new blended learning contexts and methodologies proposed by the EHEA, using as indicators the quality of the learning design as assessed by experts, the satisfaction level of the students taking the courses, their effective contribution to attaining specific and generic competence in different subjects.

Learning Design in Higher Education

2022 ◽  
pp. 259-288
Author(s):  
Maria Toro-Troconis ◽  
Katharine J. Reedy ◽  
Julie Voce ◽  
Ellie Bates ◽  
Lizzie Mills ◽  
...  
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Good Practice ◽  
Scale Up ◽  
Learning Design ◽  
Higher Education Curriculum ◽  
Learning And Teaching ◽  
Learning Modules ◽  
Key Factor

This chapter presents the findings from four case studies by higher education curriculum teams who used the CoDesignS Learning Design Framework for designing online or blended learning modules as part of the Learning Design Bootcamp and/or an institutional community of practice (CoP). The aim of the bootcamp was to inspire and empower learning technologists, learning designers, and academics from different disciplines to acquire a learning design mindset. The learning design journeys of each team are explored and analysed. The CoDesignS Framework enabled the teams to develop their designs and to systematically scale up learning design practices within their organisations. The sharing of good practice through the Learning Design Bootcamp and institutional CoPs was a key factor in the development of educator identity and confidence. Together, the framework and CoPs positively impacted culture and mindset, resulting in improved quality of learning and teaching and enhanced student experience and outcomes.

scholarly journals Analysis of Teaching Reform of Tourism Management Major in Colleges and Universities under "Internet+"

2021 ◽  
Vol 4 (10) ◽  
pp. 210
Author(s):  
Ying Zhang
Keyword(s):  
Information Technology ◽  
Teaching Methods ◽  
Rapid Development ◽  
Teaching Quality ◽  
Colleges And Universities ◽  
Good Teaching ◽  
Teaching Reform ◽  
Tourism Management ◽  
Analysis Of Teaching

With the rapid development of information technology, information education has been realized in all stages of education and teaching in our country, and it has very good teaching effects. This article discusses and analyzes the current situation of the teaching of tourism management in colleges and universities under the environment of “Internet +” from multiple angles, and proposes some reform measures for teaching methods in response to the problems reflected, aiming to better improve the teaching quality of tourism management in colleges and universities .

ERPP provision in the UK

2020 ◽  
Vol 1 (2) ◽  
pp. 143-169
Author(s):  
Milada Walková
Keyword(s):  
United Kingdom ◽  
Teaching Practice ◽  
Good Teaching ◽  
Practical Application ◽  
Research Publication ◽  
The United Kingdom ◽  
Research Outcomes ◽  
International Audience ◽  
Good Teaching Practice ◽  
The Uk

Abstract This paper attempts to map the territory of ERPP, both in terms of pedagogical theory and its practical application, in the United Kingdom. The aim of the paper is threefold. First, the paper reviews specific challenges of researchers writing in English as their additional language and working in ‘periphery’ countries. Second, based on the review and working within the framework of critical pragmatic EAP (Harwood & Hadley, 2004), the paper proposes five ingredients of a comprehensive ERPP curriculum, namely (a) publication process, (b) language and rhetorical conventions of ERPP genres, (c) writing for an international audience, (d) collaboration, and (e) sharing research outcomes. Taken together, these develop not only Kwan’s (2010) four competences for research publication, but also three additional competences for ERPP proposed here – collaborative competence, outreach competence and competence in building resilience. Finally, the paper discusses ERPP provision available at the Russell Group universities in the UK and evaluates it against the proposed curriculum, highlighting examples of good teaching practice and areas for further pedagogical development.

scholarly journals Professional Development for Ethical Teaching

2008 ◽  
Author(s):  
Roseanna Bourke ◽  
John O'Neill
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Teaching Practice ◽  
Code Of Ethics ◽  
Real Life ◽  
Development Programme ◽  
Good Teaching ◽  
Values And Beliefs ◽  
Professional Development Programme ◽  
Good Teaching Practice

The routine dilemmas faced by teachers sometimes provoke heated reactions from colleagues, government and sections of wider civil society as to their practical resolution. Everyday tensions of teaching can produce polarised views about the ethics of decisions and actions that are taken in workplace contexts. How do teachers reach solutions and determine their own “right” or “best” answers to these dilemmas? Using the case of a professional development programme to raise awareness of the New Zealand Teachers Council Code of Ethics for Registered Teachers, this article illustrates how working through a range of carefully constructed, authentic, polarising real-life scenarios allows teachers to safely learn to challenge their assumptions, values and beliefs rationally. The learning process also helps teachers to articulate their tacit theories of “good” teaching practice (including curriculum and assessment), and permits them to justify their decisions and actions based on sound reasoning according to shared ethical principles and commitments.

Shifting a Face-to-Face (F2F) Course to the Blended Environment

2015 ◽  
pp. 656-676
Author(s):  
Tena B. Crews ◽  
Kelly Wilkinson ◽  
Alexandria Howard
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Undergraduate Education ◽  
Good Practice ◽  
Face To Face ◽  
Seven Principles ◽  
The Future

Many educational experts predict that in the future blended learning will become far more common than traditional Face-to-Face (F2F) or online learning. With this in mind, instructors are being asked or required to move F2F courses to a blended environment. When doing so, there are a variety of issues to consider. Thus, a framework for transference is necessary. This framework includes the seven principles for good practice for undergraduate education. This chapter covers the essential topics to help educators conduct a successful transference and uphold the quality of their courses.

Shifting a Face-to-Face (F2F) Course to the Blended Environment

2014 ◽  
pp. 59-79
Author(s):  
Tena B. Crews ◽  
Kelly Wilkinson ◽  
Alexandria Howard
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Undergraduate Education ◽  
Good Practice ◽  
Face To Face ◽  
Seven Principles ◽  
The Future

Many educational experts predict that in the future blended learning will become far more common than traditional Face-to-Face (F2F) or online learning. With this in mind, instructors are being asked or required to move F2F courses to a blended environment. When doing so, there are a variety of issues to consider. Thus, a framework for transference is necessary. This framework includes the seven principles for good practice for undergraduate education. This chapter covers the essential topics to help educators conduct a successful transference and uphold the quality of their courses.

scholarly journals Inclusive methodologies from the teaching perspective for improving performance in university students with disabilities

2020 ◽  
Vol 10 (1) ◽  
pp. 127
Author(s):  
Alejandro Lorenzo-Lledó ◽  
Gonzalo Lorenzo ◽  
Asunción Lledó ◽  
Elena Pérez-Vázquez
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Students With Disabilities ◽  
Ad Hoc ◽  
Teaching Practice ◽  
University Education ◽  
Visual Aids ◽  
Spanish Universities ◽  
The University

One of the challenges proposed by the European framework for higher education has been to develop a quality and accessible university education in order to reduce situations of exclusion of disabled students. In this sense, it is essential to reduce the existing gap in the academic performance of this group with respect to other students. The general objective of this study has been to analyze the application of inclusive methodologies in university students with disabilities from a teaching perspective. The adopted methodology was non-experimental quantitative with a sample of 313 teachers from the University of Alicante who have taught students with disabilities and who responded to a questionnaire designed ad hoc of 51 items. The results obtained show that teachers frequently use visual aids and use the same materials both in theory and in practice. Concerning perceptions, teachers consider that students with disabilities should acquire the same skills as the rest of their classmates and it was not difficult for them to teach them. Furthermore, the results showed significant differences in perceptions according to the professional category and the branch of knowledge of the teachers. From the aforementioned, it can be concluded that, although positive changes are perceived in teaching methodologies, it is necessary to continue making progress in improving teaching practice and the quality of education that facilitates the conditions for the academic performance of people with disabilities in Spanish universities.

Incorporating a Quality and Innovation Culture in Daily Teaching

2017 ◽  
Vol 12 (4) ◽  
pp. 25-37
Author(s):  
Francisco Ibañez ◽  
Inmaculada Plaza ◽  
Raul Igual ◽  
Carlos Medrano ◽  
Francisco Arcega
Keyword(s):  
Higher Education ◽  
Real World ◽  
Web Application ◽  
Teaching Practice ◽  
International Standards ◽  
University Teachers ◽  
Real World Application ◽  
Innovation Culture ◽  
Good Teaching Practice

Quality and excellence are requirements that Society demands from universities. However, several questions arise in the real-world application of these concepts: How can they be incorporated into the classrooms or laboratories? What is the proper way to create a quality and innovation culture in daily teaching? In order to answer to these questions, this paper presents a code of good teaching practice based on quality and innovation concepts that can be applied in Higher Education. This code is the result of the experience gained by four university teachers for eleven years. It has been developed considering several international standards. The code is composed of different processes covering all aspects of the teaching activities. It helps teachers to continuously improve the quality of their work and can serve for any area of Higher Education. To represent the code, a process map, several flowcharts, sheets of processes and records have been defined. Additionally, a Web application implementing all items of the code has been designed in order to facilitate its real-world application

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