scholarly journals Editorial: JUTLP Issue 16.3

2019 ◽  
Vol 16 (3) ◽  
pp. 2-3
Author(s):  
Alisa Percy ◽  
◽  
Jo-Anne Kelder ◽  
Keyword(s):  
Professional Development ◽  
Learning Environment ◽  
Stem Education ◽  
Academic Integrity ◽  
Teaching And Learning ◽  
University Teaching ◽  
Digital Learning ◽  
Digital Learning Environment ◽  
Education Academic

Welcome to the second standard issue of the Journal of University Teaching and Learning Practice for 2019. In this issue, we have seven papers that explore a range of themes including WIL placement, STEM education, academic integrity, the quality of student learning experiences in the digital learning environment, professional development, and educational evaluation.

scholarly journals Challenges In Developing A Digital Educational Environment

2021 ◽  
Vol 7 (2) ◽  
pp. 247
Author(s):  
Abdulxakimov Zuhrali Tursunalievich ◽  
Abdul Rahmat
Keyword(s):  
Learning Environment ◽  
Education System ◽  
Teacher Performance ◽  
Educational Programs ◽  
Educational Environment ◽  
Digital Learning ◽  
Digital Learning Environment ◽  
Communication Space

<p>The article discusses the factors that effectively shape the digital learning environment. In addition, the article details the need for the digital learning environment of the education system to be a single communication space for all participants in educational relations, an effective tool for managing the quality of educational programs, teacher performance.</p>

ACTIVE LEARNING OF STUDENTS – NEED OR NECESSARY IN ONLINE TEACHING

2021 ◽  
Vol 23 ◽  
pp. 11-21
Author(s):  
Anna Krajewska
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Empirical Research ◽  
Online Teaching ◽  
Digital Learning ◽  
Digital Learning Environment ◽  
The Subject

The subject of research is the concept of active learning by students. The aim is to demonstrate its value and the possibility of using it in a pandemic of COVID 19 to a digital learning environment, in online teaching. The values inherent in this concept, in the construction of own knowledge by students, were analyzed. This is confirmed by the results of empirical research as well as in the practice of education. The use of this concept by teachers in a digital learning environment requires increased effort, but its effects increase the quality of the desired learning outcomes by students. Therefore, in the conditions of a pandemic of COVID 19, these actions are not only need but necessary.

scholarly journals ‘Across the Divide’: Developing Professional Learning Ecosystems in STEM Education

2018 ◽  
Vol 50 (6) ◽  
pp. 2463-2481
Author(s):  
Deborah Ralls ◽  
Lynne Bianchi ◽  
Sophina Choudry
Keyword(s):  
Professional Development ◽  
Education Reform ◽  
Stem Education ◽  
Professional Learning ◽  
Global Education ◽  
Teaching And Learning ◽  
School Partnerships ◽  
Quality Of Teaching ◽  
University School Partnerships

AbstractThis paper reports the findings from a cross-sector research project designed to question how the development of university-school partnerships can influence university academics’ pedagogic practice in Science, Technology, Engineering and Mathematics (STEM). Findings from this research are offered at time when, in parallel with countries around the world, universities and schools in England are being encouraged to review and reflect on the quality of teaching and professional development, in line with the Teaching Excellence Framework consultation (2016) and the Standards for Professional Development (Department for Education 2016b) (Bianchi 2017). This paper seeks to develop a coherent response to two major issues; the policy imperative to develop greater science expertise in schools and to improve the quality of teaching and learning of science in higher education institutions. The research seeks to advance the notion of critical reflection on the quality of cross-sector STEM teaching and learning, by moving to what the OECD (Organisation for Economic Co-operation and Development) (2015, p.15) terms a “‘meso’ networked level” of professional development in STEM education. This paper highlights how interpreting the imperative of constant change in education reform as a relational, outward looking endeavour offers the potential to help both universities and schools to better address the global education challenges that lie ahead.

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

scholarly journals Learning with Friction—Students’ Gestures and Enactment in Relation to a GeoGebra Simulation

2021 ◽  
Author(s):  
Lorena Solvang ◽  
Jesper Haglund
Keyword(s):  
Learning Environment ◽  
Video Data ◽  
Digital Learning ◽  
School Students ◽  
Representational Competence ◽  
Physics Students ◽  
Digital Learning Environment ◽  
Upper Secondary ◽  
Collaborative Learning Environment ◽  
Why Questions

AbstractThe present study contributes to the understanding of physics students’ representational competence by examining specific bodily practices (e.g. gestures, enactment) of students’ interaction and constructions of representations in relation to a digital learning environment. We present and analyse video data of upper-secondary school students’ interaction with a GeoGebra simulation of friction. Our analysis is based on the assumption that, in a collaborative learning environment, students use their bodies as means of dealing with interpretational problems, and that exploring students’ gestures and enactment can be used to analyse their sensemaking processes. This study shows that specific features of the simulation—features connected with microscopic aspects of friction—triggered students to ask what-if and why questions and consequently, to learn about the representation. During this sense-making process, students improvised their own representations to make their ideas more explicit. The findings extend current research on students’ representational competence by bringing attention to the role of students’ generation of improvised representations in the processes of learning with and about representations.

scholarly journals SETTING UP A DIGITAL LEARNING ENVIRONMENT IN A PEDAGOGICAL UNIVERSITY

2019 ◽  
Vol 15 (34) ◽  
pp. 624
Author(s):  
Vladimir N. Ivanov ◽  
Ekaterina A. Ilyina ◽  
Alexander A. Kirillov ◽  
Galina A. Alexandrova ◽  
Nikolay I. Stepanov ◽  
...  
Keyword(s):  
Learning Environment ◽  
Digital Learning ◽  
Digital Learning Environment

Este artigo tem como objetivo descobrir as particularidades de desenvolvimento do sistema de gerenciamento de universidades digitais da Rússia na Rússia no contexto da digitalização universal e identificar as oportunidades para o desenvolvimento de elementos do ambiente de aprendizado digital das universidades. O principal método de pesquisa da questão é uma análise comparativa do nível de competências digitais de estudantes de educação profissional na Rússia e nos estados membros da União Europeia. Os autores do artigo descobriram as particularidades dos processos transformacionais da educação moderna, revelaram o papel principal do desenvolvimento das tecnologias da informação e da comunicação, determinaram o lugar da Rússia no espaço de aprendizado mundial e analisaram a dinâmica da posição das instituições de ensino superior russas no país. a classificação mundial da universidade.

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