The Powerful Role of Testing in Student-Centered Learning and Teaching in Higher Education

2020 ◽  
pp. 201-217
Author(s):  
Julie Schell ◽  
Rachel Martin
Keyword(s):  
Higher Education ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learning And Teaching ◽  
Teaching In Higher Education

Exploring the Role of Social Software in Higher Education

2010 ◽  
pp. 1030-1044
Author(s):  
Yoni Ryan ◽  
Robert Fitzgerald
Keyword(s):  
Higher Education ◽  
Personal Networks ◽  
Social Software ◽  
Instructional Designers ◽  
Learning And Teaching ◽  
The Social ◽  
Peer Engagement ◽  
Teaching In Higher Education ◽  
A Current

This chapter considers the potential of social software to support learning in higher education. It outlines a current project funded by the then Australian Carrick Institute for Learning and Teaching in Higher Education, now the Australian Learning and Teaching COuncil (ALTC) (http://www.altc. edu.au/carrick/go) to explore the role of social software in supporting peer engagement and group learning. The project has established a series of pilot projects that examine ways in which social software can provide students with opportunities to engage with their peers in a discourse that explores, interrogates and provides a supplementary social ground for their in-class learning. Finding creative ways of using technology to expand and enrich the social base of learning in higher education will become increasingly important to lecturers and instructional designers alike. This project represents one small step in testing the applicability of social software to these contexts. While many of our students are already using various technologies to maintain and develop their personal networks, it remains to be seen if these offer viable uses in more scholarly settings.

scholarly journals The Role of the Hidden Curriculum: Institutional Messages of Inclusivity

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
David Killick
Keyword(s):  
Higher Education ◽  
Learning Communities ◽  
Hidden Curriculum ◽  
Curricular Change ◽  
Formal Curriculum ◽  
Learning And Teaching ◽  
Alignment Process ◽  
Teaching In Higher Education ◽  
Significant Attention

Significant attention is rightly given in literature concerning institutional curricular change to the design and delivery of the formal curriculum. Particularly influential in this area has been Biggs’ work on constructive alignment (Biggs, 1999, and subsequent editions) and the learning taxonomies which higher education has sought to utilise in the alignment process (Biggs & Collins, 1982; Bloom, 1956). However, the role of the hidden curriculum (Giroux & Purpel, 1983), much discussed in the context of school education for many years, has barely featured in the discourse around learning and teaching in higher education. In this reflective analysis, I consider the question, ‘To what extent do the learning communities we create and the hidden curriculum which frames them foster or fight the development of capabilities needed by our global students?’ and propose the hidden curriculum to be an area we can no longer neglect.

scholarly journals Teaching in Higher Education: Theories, Realities and Future Controversies

2021 ◽  
Vol 9 (6) ◽  
pp. 1
Author(s):  
Katerina R. Toka ◽  
Labrina Gioti
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Learning Theories ◽  
Teaching Staff ◽  
Structured Interviews ◽  
Student Centered ◽  
Learning And Teaching ◽  
University Teachers ◽  
Teacher Student ◽  
Teaching In Higher Education

The purpose of this paper is to investigate the field of University Pedagogy and specifically the relationship between theory (learning theories university teachers adopt) and practice (actual teaching) in Higher Education Institutions. To this end, we conducted a mixed methodology research (triangulation) by implicating both the students and the university teachers of post graduate programs of the former Alexander Technological Educational Institute–ATEI-of Thessaloniki (current International Hellenic University-IHU). The data collection methods were:7 semi-structured interviews with the teaching staff, student questionnaires (n=98) and non-participatory observation. Results show that teachers’ views about learning and teaching are consistent mostly with person-centered humanistic learning theories and cognitive constructivism. Learning is viewed as a dynamic process revolving around students and their needs. Their student-centered approach and the theories they embrace are consistent with their teaching practice to a satisfactory degree (role, climate, teacher-student relationship, objectives, connection to reality). However, an issue detected is the relatively limited use of the most active teaching techniques.

scholarly journals Student-Centered Learning and Teaching Processes (SCLT): old assumptions and new approaches!

2021 ◽  
pp. 1-9
Author(s):  
Erricoberto Pepicelli
Keyword(s):  
Social Sciences ◽  
Learning Styles ◽  
Human Brain ◽  
Teaching Approach ◽  
Learning Approach ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learning And Teaching ◽  
Personal Experiences

Both the Student-centered Learning Approach and the Teacher-centered Teaching Approach are analyzed through the author’s long and multifaceted personal experiences and the relevant contribution of researchers, educators, and experts in the field of pedagogy, linguistics, and social sciences, covering about fifty years, exactly the period when very significant changes have taken place. The article refers also to how this approach started in schools, later moving also into the lecture rooms, with some attention to today’s situation in the Italian universities. The main topics dealt with referring to learning styles, the role of the human brain and the taxonomic areas, to culture, knowledge and to the contribution of technology, implying class/lecture rooms management, the new roles of learners and teachers, Covid 19 pandemic.

scholarly journals The ecosystem of e-learning model for higher education

2019 ◽  
Vol 115 (5/6) ◽  
Author(s):  
Valentino van de Heyde ◽  
André Siebrits
Keyword(s):  
Higher Education ◽  
Physics Education ◽  
Developmental Process ◽  
Western Cape ◽  
Full Account ◽  
Learning And Teaching ◽  
E Learning ◽  
The University ◽  
Teaching In Higher Education

We present the ecosystem of e-learning (EeL) model, which can be applied to any higher education context, and which takes full account of all inhabitants and their interrelationships, not only the components, of the e-learning food chain. Specifically, this model was applied to our context within the University of the Western Cape, highlighting the role of the academic developer within the model. A key argument advanced in this paper is that academic developers should work to reduce complexities associated with emerging e-tools. The EeL model is used to emphasise the role of academic developers as mediators between components and relationships. Significance: By the application of the EeL model, it is demonstrated that the use of e-tools and their alignment with pedagogies within any context must be sensitive to the entire ecosystem, with the recognition that this is simultaneously a top-down and a bottom-up process. The student must be the core focus in the adoption of emerging technologies and the learning process, but simultaneously the student can only be in focus when they are placed within their broader ecosystem – including the societal level. Our findings add to the debate on physics education specifically, and more broadly by providing new ways of conceptualising an e-learning ecosystem. It is advocated that an academic developer-mediator should step in to mediate between academics, tutors and emerging e-tools, through a structured developmental process for learning and teaching. The EeL model can afford an insight into the processes involved when incorporating a learning management system (and emerging e-tools) into learning and teaching in higher education institutions.

scholarly journals Enforcement of student-centered approach in the Ukrainian legislation on higher education

2018 ◽  
pp. 3-12
Author(s):  
V. Bakhrushyn
Keyword(s):  
Higher Education ◽  
Institutions Of Higher Education ◽  
European Higher Education Area ◽  
Student Centered ◽  
Student Centered Learning ◽  
Normative Documents ◽  
Higher Education System ◽  
Learning And Teaching ◽  
Wide Range ◽  
European Higher Education

The focus on the development of student-centered learning and teaching in higher education has increased considerably in the course of the recent years. This has been reflected in many documents of the European Higher Education Area and become an impetus for the establishment of relevant norms in Ukrainian legislation. The development of the concept of educational leadership simultaneously took place, which is seen as the unity of leadership in education, leadership for education and leadership of education (S. Kalashnikova, 2012). Student-centered approach is one of the important bases for forming leadership potential both for universities and the higher education system as a whole, as well as for future specialists who will work in a wide range of fields after their graduation. The evolution of the norms of Ukrainian legislation for the rights of students and student self-government during the last 30 years is analyzed in the article. The first steps in this direction are shown to be made at the turn of the 1980-1990s. However, the movement towards strengthening the academic freedoms of students, their right to choose a part of the content of education, self-government, participation in governance and decision-making process was inconsistent and contradictory. Many of the norms adopted in the early 1990s have not been implemented yet or only they are embedded in the appropriate institutions of higher education. Many of these norms are still negatively perceived by a significant part of Ukrainian educators who do not understand the importance of changing the attitude towards students to improve their success and competitiveness as a system of higher education in Ukraine and particular universities as well as the entire state. Several years ago, the Soviet norms that included the participation of the Komsomol organizations in solving student issues remained valid, and certain Soviet norms remained to be in force today. There is a greater number of such norms in the internal normative documents of institutions of higher education. Meanwhile, the European Higher Education Area continues to develop the methodology and tools of the student-centered approach, to expand the rights and opportunities for students. This negatively affects the competitiveness of Ukrainian higher education.

Exploring the Role of Social Software in Higher Education

2010 ◽  
pp. 159-173
Author(s):  
Yoni Ryan ◽  
Robert Fitzgerald
Keyword(s):  
Higher Education ◽  
Personal Networks ◽  
Social Software ◽  
Instructional Designers ◽  
Learning And Teaching ◽  
The Social ◽  
Peer Engagement ◽  
Teaching In Higher Education ◽  
A Current

This chapter considers the potential of social software to support learning in higher education. It outlines a current project funded by the then Australian Carrick Institute for Learning and Teaching in Higher Education, now the Australian Learning and Teaching COuncil (ALTC) (http://www.altc.edu. au/carrick/go) to explore the role of social software in supporting peer engagement and group learning. The project has established a series of pilot projects that examine ways in which social software can provide students with opportunities to engage with their peers in a discourse that explores, interrogates and provides a supplementary social ground for their in-class learning. Finding creative ways of using technology to expand and enrich the social base of learning in higher education will become increasingly important to lecturers and instructional designers alike. This project represents one small step in testing the applicability of social software to these contexts. While many of our students are already using various technologies to maintain and develop their personal networks, it remains to be seen if these offer viable uses in more scholarly settings.

scholarly journals Shifting The Focus From Teaching To Learning: Rethinking The Role Of The Teacher Educator

2011 ◽  
Vol 4 (12) ◽  
pp. 43 ◽  
Author(s):  
Amy Hsu ◽  
Fran Malkin
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Student Centered ◽  
Student Centered Learning ◽  
College Professor ◽  
Directed Instruction ◽  
Changing Role

This article will discuss the traditional college format and its recent transformation. It will address the changing role of both the college professor and the 21st century college learner. As society evolves, curriculum develops and new standards are introduced, there is a call for a shift from teacher-directed instruction to student-centered learning. This article specifically highlights strategies for empowering students to take charge of their own learning within the higher education classroom. These techniques include examples for teacher educators to employ as they serve as models to the pre-service teachers they instruct.

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