scholarly journals Special Issue Editorial - Technology-enhanced academic language support (TALS)

2019 ◽  
Vol 16 (4) ◽  
pp. 2-3
Author(s):  
John Smith ◽  
Keyword(s):  
Teaching And Learning ◽  
Academic Language ◽  
University Teaching ◽  
Digital Learning ◽  
Special Issue ◽  
Language Abilities ◽  
Learning And Teaching ◽  
Language Support ◽  
Self Help ◽  
Australian Universities

Welcome to this special issue of the Journal of University Teaching and Learning Practice on the topic of technology-enhanced academic language support (TALS). The academic language abilities of tertiary students have been an area of intense focus for both Australian universities and the Australian federal government for over 10 years. Increasingly, however, universities are turning to digital technologies to enhance or supplement their face-toface support, and this move away from ‘more supported’ approaches to ‘self-help’ and ‘selfaccess’ resources brings with it a host of teaching and learning complexities. This issue brings together some of the current work being conducted in this digital learning and teaching space.

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 Resultados generales de la puesta en práctica de 29 casos sobre el desarrollo de sistemas de evaluación formativa en docencia universitaria

2017 ◽  
Vol 4 (1) ◽  
pp. 87 ◽  
Author(s):  
Juan Carlos Manrique Arribas ◽  
Cristina Vallés Rap ◽  
Juan Manuel Gea Fernández
Keyword(s):  
Formative Assessment ◽  
Evaluation System ◽  
Teaching And Learning ◽  
Formative Evaluation ◽  
University Teaching ◽  
Independent Learning ◽  
Important Conclusion ◽  
Learning And Teaching ◽  
La Red ◽  
The University

Resumen: El siguiente trabajo muestra los resultados de 29 experiencias de innovación en docencia universitaria, en las que se ha aplicado un sistema de evaluación formativa. Han participado en el estudio 7 áreas de conocimiento de 4 universidades, con un total de 1.770 alumnos y 29 profesores. El marco de referencia lo constituye la Red de Evaluación en Docencia Universitaria, centrada en investigar el potencial de la evaluación formativa para mejorar el proceso de enseñanza- aprendizaje del alumnado universitario. La metodología empleada en esta Red de profesorado es la investigación-acción y el estudio de casos. Entre los resultados obtenidos en el estudio destacan las siguientes ventajas: a)-aprender formas alternativas de evaluación, b)-permitir mayor implicación y motivación del alumnado y c)-facilitar la adquisición de competencias de aprendizaje autónomo. Se observan algunos inconvenientes como: a)-mayor carga de trabajo para el profesor y el alumno y b)-falta de costumbre del profesorado y alumnado en la aplicación de este modelo de evaluación formativa. Sin embargo, la relación entre la carga de trabajo para el profesor y el alumno está en consonancia con el requerimiento que establece el nuevo crédito ECTS de los nuevos grados según los datos obtenidos. Los resultados extraídos permiten afirmar que la evaluación formativa supone un medio adecuado para que el alumnado alcance las competencias que exigen las titulaciones, sirviendo también como elemento dinamizador del proceso de enseñanza-aprendizaje que permite buenos resultados académicos así como la motivación de los alumnos y profesores. Overall results of the implementation of 29 cases on the development of formative assessment in higher education Abstract: In this paper we show the overall results after having implemented 29 innovative experiences in university teaching, based on the application of formative assessment systems. This implementation covers 7 areas of knowledge, 4 universities, 1,770 students and 29 teachers. The framework is the University Formative Evaluation Network, formed by university professors who focus on researching the potential of formative assessment to improve student learning and teaching process. The methodology used is “action research” and case studies. The results show that this evaluation system has many advantages: a) it allows learning new practice of assessment, b) greater involvement and more student motivation and c) it facilitates the acquisition of independent learning skills. It also presents some drawbacks, such as increased workload for the teacher and student, and a traditional lack of practice of teachers in the application of this model. However, the relationship between workload for the teacher and the student is in line with the requirement set by the new ECTS credit of the new degrees. The most important conclusion we have reached is that formative assessment is a very appropriate means to achieve the competencies required by the degrees, and it develops a dynamic process of teaching and learning that improves academic performance and students and teachers’ motivation.

scholarly journals Introduction to the Special Issue: The Psychology of Teaching and Learning Content and Language

2020 ◽  
Vol 2 (2) ◽  
pp. 1-5
Author(s):  
Kyle Talbot ◽  
Marie-Theres Gruber ◽  
Rieko Nishida
Keyword(s):  
Language Learning ◽  
Psychological Factors ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Special Issue ◽  
Learning And Teaching ◽  
Learning Content ◽  
Challenges And Opportunities ◽  
Psychological Experiences

We are pleased to present the first special issue for the Journal for the Psychology of Language Learning (JPLL). The existence of this journal suggests an increased recognition of the importance of psychological factors in language teaching and learning. Indeed, the once emerging field of the psychology of language learning and teaching (PLLT) seems to have cemented itself as a permanent subdiscipline within applied linguistics. With this special issue we want to take the opportunity to draw attention to the psychological experiences of stakeholders in integrated content and language (ICL) settings. These settings present unique challenges and opportunities for teachers and learners and remain relatively underexplored (cf. De Smet et al., 2018; Doiz & Lasagabaster, 2018; Gierlinger, 2007; Gruber et al., 2020; Moate, 2011; Pappa et al., 2017). As such, our principle aim with this special issue is to draw increased attention to this domain of research in the hopes of uncovering ways to better support teachers and learners in these specific settings.

scholarly journals Web-based lecture technologies and learning and teaching: a study of change in four Australian universities

2011 ◽  
Vol 15 (4) ◽  
Author(s):  
Maree Gosper ◽  
M. MacNeill ◽  
Rob Phillips ◽  
Greg Preston ◽  
Karen Woo ◽  
...  
Keyword(s):  
Educational Research ◽  
Teaching And Learning ◽  
Educational Innovation ◽  
Research Literature ◽  
Teaching Approaches ◽  
Disciplinary Differences ◽  
Web Based ◽  
Learning And Teaching ◽  
Innovation And Change ◽  
Australian Universities

Educational innovation and change is multidimensional, involving individuals and organisations. It is best achieved when it is accompanied by new teaching approaches and the alteration of beliefs, as well as taking into account disciplinary differences in teaching and learning, the educational research literature, and evidence about the benefits of the innovation

scholarly journals Editorial: Collaboration in higher education: Partnering with students, colleagues and external stakeholders

2021 ◽  
pp. 1-6
Author(s):  
Sandra Abegglen ◽  
◽  
Tom Burns ◽  
Sandra Sinfield ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Dynamic Models ◽  
Sense Of Self ◽  
Practical Experience ◽  
University Teaching ◽  
Boundary Crossing ◽  
Special Issue ◽  
Disciplinary Boundaries ◽  
Service Staff

Welcome to this Special Issue of the Journal of University Teaching and Learning Practice (JUTLP). This editorial provides an overview of Collaboration in Higher Education. Humans are social, inter-dependent beings, needing to be and communicate with each other. Being with other people provides an opportunity to grow and develop, creating a sense of self and identity. Together we construct, structure and restructure the stories that build the larger narratives of who we are, what we do and how we live, act and behave as people, professionals and larger communities. It is through our collaborations that we come together, and construct meaning and ourselves. As Higher Education continues to exclude and sideline, as it constrains and removes spaces and places for collaboration between service staff, faculty and students within institutions, between institutions, and with other stakeholders, there is a need to rediscover the power of collaboration. The articles included, build on practical experience, research data, personal and collective reflections, to outline how the contributors have navigated this tension to create spaces of voice and hope. Presented are case studies that are boundary crossing: across disciplinary boundaries; cross-institution collaboration; cross-boundary working; pedagogical co-creation and the re-conceptualising of learning; and students as partners, co-researchers and co-authors. Together they showcase refreshed notions of collegiality and collaboration in Higher Education that support new and more nuanced, and dynamic models of co-creation. We hope the Special Issue helps seed an ecology of collaborative practice for social justice – a more humane academia.

scholarly journals Journal of University Teaching and Learning Practice Editorial 8.3

2011 ◽  
Vol 8 (3) ◽  
pp. 2-4
Author(s):  
Geraldine E. Lefoe ◽  
Keyword(s):  
Higher Education ◽  
Social Inclusion ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
University Teaching ◽  
Learning And Teaching ◽  
New Directions ◽  
The Uk ◽  
The Impact ◽  
The Way

Welcome to the third and final issue of Volume 8 of the Journal of University Teaching and Learning (JUTLP) in 2011. As the year draws to a close we are seeing some striking changes to the higher education sector internationally. In England budget cuts have seen the closure of the twenty-four Higher Education Academy subject centres at the same time as the establishment of student fees. In Australia the cap has been lifted across the board on the number of students that can be enrolled in universities with the resultant projected increased student numbers. The focus in Australia is on social inclusion yet in England the concern for the introduction of fees is just the opposite, these will be the very students who may now be excluded. The changes in both countries see new measures of accountability and more complex regulations put in place. Will this cause people to rethink the way we teach and the way students learn? For the Higher Education Academy in the UK, new directions see the hosting of a summit on learning and teaching with a focus on flexible learning, an indicator of new directions for many institutions. In Australia, we see a renewed opportunity to investigate such changes through the opening of the Office of Learning and Teaching (OLT) and its role of recognising the importance of learning and teaching through grants and awards schemes. We hope in 2012 we’ll hear more from our authors about the impact of these transformations, as well as those changes occurring in other countries around the world, on teaching practice in our universities.

The Impact of Web 2.0 and Web 3.0 on Academic Roles in Higher Education

2015 ◽  
pp. 1-15 ◽  
Author(s):  
Sue Greener
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Learning Technologies ◽  
University Teaching ◽  
Digital Learning ◽  
Four Dimensions ◽  
Learning And Teaching ◽  
Web 3.0 ◽  
Key Characteristics ◽  
The Impact

This chapter discusses major changes in the traditional roles of teachers in Higher Education triggered by digital transformation in learning and teaching by Web 2.0 and Web 3.0. The purpose of university teaching is explored, together with the key characteristics of digital learning technologies associated with Web 2.0 and current and prospective changes linked to the notion of Web 3.0. Role labels found in the literature are reviewed against these changes and four dimensions of role change are identified, together with suggestions for preparing teachers for these changes.

scholarly journals Exploring Future Teachers’ Awareness, Competence, Confidence, and Attitudes Regarding Teaching Online: Incorporating Blended/Online Experience into the Teaching and Learning in Higher Education Course for Graduate Students

2015 ◽  
Vol 45 (3) ◽  
pp. 1-14
Author(s):  
Suzanne Le-May Sheffield ◽  
Jill Marie McSweeney ◽  
Aaron Panych
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Teaching And Learning ◽  
Online Courses ◽  
University Teaching ◽  
Teaching Expertise ◽  
Teaching Online ◽  
Learning And Teaching ◽  
Face To Face ◽  
Online Facilitation

Dalhousie University’s Centre for Learning and Teaching offers a Certificate in University Teaching and Learning, which includes a 12-week course entitled Teaching and Learning in Higher Education. This course provides the certificate’s theory component and has evolved to reflect the changing needs of future educators. One significant change is the development of a blended course model that incorporates graded online facilitation, prompted by the recognition that teaching assistants and faculty are increasingly required to teach online or blended (i.e., combining face-to-face and online) courses. This study invited graduate students enrolled in the course to participate in pre- and post-facilitation questionnaires that assessed their awareness, competence, confidence, and attitudes towards online and blended learning. Students recognized the value of the online component for future teaching expertise and experienced increased awareness, competence, and confidence regarding teaching online. However, preference for face-to-face teaching and student learning did not change.  

scholarly journals The Digital Learning Laboratory Model to Catalyze Change in University Teaching and Learning

2020 ◽  
Author(s):  
Jessica Sandland ◽  
Mary Ellen Wiltrout
Keyword(s):  
Teaching And Learning ◽  
Research University ◽  
Development Process ◽  
University Teaching ◽  
Laboratory Model ◽  
Digital Learning ◽  
Tenure Track ◽  
Advanced Degrees ◽  
Subject Matter Expertise ◽  
Large Research

This paper outlines a unique model catalyzing change in teaching and learning known as the Digital Learning Laboratory (DLL) model that a large research university in the northeastern United States currently employs. We focus here on the MOOC work that the individuals in the DLL lead that have spread to improvements in teaching practices and learning experiences across departments beyond MOOCs. We discuss the MOOC development process and the ways in which this process can differ greatly from the development of an in-person course creating the initial and continued need for the DLL. Then, we describe the Digital Learning Laboratory, a community of practice of academics with advanced degrees in their field of specialization and housed in the relevant departments across our university. Finally, we discuss potential advantages of this model, including having a person with subject-matter expertise leading MOOC and hybrid projects and thereby not requiring a different tenure-track faculty member to learn MOOC development skills for each new course.

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.

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