scholarly journals Out-of-Class Instruction in Higher Education – Impact of Approaches to Teaching and Discipline

2018 ◽  
Vol 7 (2) ◽  
pp. 199
Author(s):  
Lena Pauler-Kuppinger ◽  
Regina Jucks
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Teaching Practice ◽  
Management Strategies ◽  
Academic Disciplines ◽  
Approaches To Teaching ◽  
Online Study ◽  
Student Focus ◽  
Self Learning

Many debates in higher education center around the role of approaches to teaching (measured with ATI-R) and impact of academic disciplines (soft vs. hard) on teaching practice, e.g. advice giving. An online study with N = 70 academic teachers was conducted and the advice given was content analyzed. Regression analyses showed that academics with a higher student focus (ATI-R) advised more deep learning strategies. Academics from the soft disciplines wrote longer answers, advised more resource management strategies, and provided more reasons for student self-learning that contained fewer external motivators. Hence, the study supports the role of approaches to teaching and academic disciplines on teaching practice.

Moderating Role of Learning Strategies Between Meta-Cognitive Awareness and Study Habits Among University Students

2019 ◽  
Vol 34 (Spring 2019) ◽  
pp. 215-231
Author(s):  
Mussarat J. Khan ◽  
Seemab Rasheed
Keyword(s):  
Regression Analysis ◽  
Resource Management ◽  
University Students ◽  
Learning Strategies ◽  
Management Strategies ◽  
Cognitive Strategies ◽  
Study Habits ◽  
Good Reliability ◽  
Cognitive Awareness

The purpose of present study is to examine the role of learning strategies as moderator between meta-cognitive awareness and study habits among university students. Sample comprises of 200 students (100 male students and 100 female students) of various universities of Islamabad and Rawalpindi with age ranging from 18-25 years. In order to assess study variables questionnaires were used included Meta-Cognitive Awareness Inventory (Schraw & Dennison, 1994) measuring two-components of meta-cognition that are knowledge and regulation of cognition. Study habits demonstrated by the students were measured by the Study Habits Inventory (Wrenn, 1941). Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991) which includes motivation and learning strategies scales. In the present study, only the learning strategies section was utilized, which measures the cognitive strategies and resource management strategies. Results revealed positive correlation between research instruments and are also having good reliability. Regression analysis reflected that meta-cognitive awareness predicts study habits among university students. Regression analysis also suggested that learning strategies including resource management strategies and cognitive strategies significantly moderates the relationship between meta-cognitive awareness and study habits. It is also explored gender differences on learning strategies, meta-cognitive awareness and study habits. Future implications of the study were also discussed.

The Blended Learning Environment in Higher Education

2016 ◽  
pp. 180-197
Author(s):  
Ellen Boeren
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Critical Analysis ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Self Determination Theory ◽  
Self Determination

This chapter explores the author's experiences with blended learning, both as a tutor and as a student at a British Russell Group University. The chapter starts from the importance of encouraging an autonomy supporting learning environment, featured within self-determination theory (Ryan & Deci, 2000). In the first part of the chapter, definitions of blended learning will be briefly reviewed. Secondly, the role of the learning environment will be explained, drawing upon previous research on learning environments undertaken by Darkenwald and Valentine (1986), mentioning the importance of the learning environment within motivational theories. Thirdly, results of a critical analysis on the own teaching and learning practice will be conducted, comparing the perspective of being a tutor and being a student. Finally, recommendations for future teaching practice will be discussed, before concluding this chapter.

On Strengthening the Socratic Strain in Higher Education

1986 ◽  
Vol 30 (3) ◽  
pp. 241-255 ◽  
Author(s):  
John J. Furedy ◽  
Christine Furedy
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Approaches To Teaching ◽  
Critical Attitude

A questioning, critical attitude—the Socratic strain—is accepted as essential in higher education, but it has been subject to little effective examination. This paper begins by considering the role of Socrates in the distinction between higher education and indoctrinational or merely instructional education. The place of critical thinking in the modern university is discussed, followed by a consideration of some specific approaches to teaching that may promote critical thinking. Finally, there is an outline of some ideas for research on the Socratic strain in higher education.

scholarly journals Role of ICT in Higher Education

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Shweta Sinha ◽  
Shalini Lamba
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Computer Hardware ◽  
Learning Material ◽  
Health Decision ◽  
The Government ◽  
Trained Teachers ◽  
Enrolment Ratio ◽  
Teaching Learning

- ICT is a broader term that includes all technologies for the communication of information. It is the technology that enables the handling (creation, storage, and access) of information and facilitates different forms of communication (radio, television, cellular phones, computer , hardware and software, various services and applications for broadcasting information. The development of ICT has influenced all walks of life like agriculture, health, decision making, administration, and also education is no exception to this. This article focuses on the role of ICT in higher education. ICT is potentially a powerful tool for extending educational opportunities and resulting in a remarkable growth in the higher education sector and leading to quality enhancements. The government is spending a lot of money on ICT: the National Mission on Education is emphasizing on the role of ICT in increasing the enrolment ratio in higher education and availability of trained teachers in the process of dissemination of education. The main factors that affect the adoption of ICT in education are the mission or goal of a particular system, programs and curricula, teaching/learning strategies and techniques, learning material and resources, communication, support and delivery systems, students, tutors, staff and other experts, management and evaluation.

Virtual investigative actions as a form of practical training

2017 ◽  
Vol 2 (3) ◽  
pp. 64-68 ◽  
Author(s):  
Лаврова ◽  
Oksana Lavrova ◽  
Шведов ◽  
Evgeniy Shvedov
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Criminal Procedure ◽  
Academic Disciplines ◽  
Practical Training ◽  
Theoretical Knowledge ◽  
Practical Skills ◽  
Approaches To Teaching ◽  
New Approaches ◽  
Procedural Decisions

The necessity to form a legal type of thinking for cadets and listeners of higher education institutions of the Ministry of Internal Affairs of Russia, to develop the ability to independently make procedural decisions in specific legal situations presupposes the teacher's search for new approaches to teaching, including practical testing of the theoretical knowledge obtained on conditionally-factual material. In this aspect, the participation of cadets and listeners in the production of virtual (educational) investigative actions in carrying out practical exercises on the academic disciplines of the criminal procedure cycle and criminology is advisable. Practical training in a virtual form will allow the teacher to demonstrate to the students the procedural order and stages of investigative actions, teach them a legal assessment of the initial factual situation, instill practical skills in the activities of the investigator, inquirer, and determine the level of theoretical training for cadets and listeners.

scholarly journals Learning Management Strategy of Communication Studies through Blended Learning in Higher Education

2020 ◽  
Vol 14 (16) ◽  
pp. 117
Author(s):  
K. Y. S. Putri ◽  
Zulhamri Bin Abdullah ◽  
Elisabeth Nugrahaeni ◽  
Rachmat Darmawan ◽  
Latifa Latifa
Keyword(s):  
Higher Education ◽  
New Media ◽  
Blended Learning ◽  
Learning Strategies ◽  
Management Strategies ◽  
Control Group ◽  
Communication Studies ◽  
Average Value ◽  
Learning Management ◽  
Ethical Communication

<p>This study aims to identify learning management strategies on communication studies through Blended Learning in Higher Education. This study uses a quasi-experimental method with a non-equivalent control group research design. This design uses two groups, namely the experimental group and the control group. Data collection was conducted with 82 Communication Studies students in 2019, Faculty of Social Sciences, Jakarta State University. Researchers also work with ethics communication lecturers and new media lecturers. The results of this study indicate that blended learning can increase students' knowledge of ethical communication. The average pretest value of the experimental class was 55.93, and the posttest value was 81.85. The average N-Gain in both the experimental class and the control class falls into the medium category. The average results of the N-Gain experimental class were higher at 0.56 compared to the control class at 0.36. Student learning attitudes in handling hoaxes get an average value of 2.99 while the control class is only 2.61. Although both of them have proper criteria, blended learning can also encourage participants to make the best use of face-to-face contact in developing knowledge. Thus, students are able to identify hoax news and implement it by providing information through social media to the public. The implications of this study provide convenience for lecturers in conducting learning strategies on learning ethical communication and new media for handling hoaxes.</p>

scholarly journals Dismantling white supremacy in environmental studies and sciences: an argument for anti-racist and decolonizing pedagogies

2022 ◽  
Author(s):  
Eve Z. Bratman ◽  
William P. DeLince
Keyword(s):  
Higher Education ◽  
North America ◽  
White Supremacy ◽  
Environmental Studies ◽  
Academic Disciplines ◽  
Approaches To Teaching ◽  
Black Lives Matter

AbstractMany academic disciplines are presently striving to reveal and dismantle structures of domination by working to reform and reimagine their curricula, and the ethics and values that underpin classroom settings. This trend is impelled by momentum from the Black Lives Matter movement in tandem with a worldwide call from Indigenous scholars and their allies for more equality in research and epistemological plurality. We contribute to such efforts through applying perspective and analysis concerning anti-racist and decolonized approaches to teaching environmental studies and sciences (ESS). This article discusses the opportunities and challenges of embracing a decolonized and anti-racist approach with an emphasis on courses in higher education in North America. We conclude with guidance for educators about strategies for incorporating such approaches.

scholarly journals Cheating on Exams: Dishonest or Justifiable Behaviour?

2021 ◽  
Vol 3 (4) ◽  
pp. 79-88
Author(s):  
Abdelhak Hammoudi ◽  
Samah Benzerroug
Keyword(s):  
Higher Education ◽  
Multiple Intelligences ◽  
Academic Dishonesty ◽  
English Language ◽  
Academic Disciplines ◽  
Ethical Behaviour ◽  
Inappropriate Use ◽  
Exam Anxiety ◽  
The Way

Academic dishonesty has been a perennial issue in higher education for hundreds of years. The advent of technological devices has spurred much more concern regarding the so-called inappropriate use of these tools and their impact on the ethical behaviour of the students. The main aim of this study was to demonstrate to educators that cheating on exams is most of the time a justifiable and smart behaviour. To support this assumption, the study investigated (a) the reasons that often push students to resort to cheating and (b) the role of exam anxiety in engaging students’ survival intelligence to respond to examinations threat with whatever the means. The results, based on a sample of one 100 students from the English language department indicate that 90% of the students think that the way the examinations are designed constitutes the main cause of cheating: questions test memory rather than comprehension. Teachers themselves trigger cheating on exams because the content of their exams does not take into account students’ Multiple Intelligences, and preferred channels of learning. Consequently, students’ survival intelligence, feeling a threat causing exam anxiety, engages itself and automatically sets the learner to cheat ‘without actively thinking about it.’ The current results might be applicable to students in other academic disciplines.

Interdisciplinary Curriculum and Learning in Higher Education

2017 ◽  
Author(s):  
Karri Holley
Keyword(s):  
Higher Education ◽  
Learning Experience ◽  
Academic Disciplines ◽  
Interdisciplinary Learning ◽  
Interdisciplinary Programs ◽  
University Curriculum ◽  
Multiple Challenges ◽  
Interdisciplinary Courses ◽  
The University

Interdisciplinary curricula provide students the opportunity to work with knowledge drawn from multiple disciplines. Following suit, interdisciplinary learning requires interaction of knowledge from different disciplines; integration of knowledge from different disciplines; and an overarching topic, theme, or problem that shapes the learning experience. Since the university curriculum is commonly structured by academic disciplines, and faculty are socialized to their respective disciplinary norms, interdisciplinarity is a complex endeavor for colleges and universities. These endeavors include developing interdisciplinary courses, sustaining interdisciplinary initiatives, and financing interdisciplinary programs. Given the multiple challenges facing 21st-century society, the question of interdisciplinarity is urgent. How knowledge is defined and disseminated; how and what students learn; and how higher education can be responsive to its external environment are crucial issues facing educators. Responding to these issues does not diminish the role of the discipline in education, but rather acknowledges that knowledge is unbounded and potential discoveries lie outside compartmentalized structures.

scholarly journals Pædagogikken som hybrid mellem universitær dannelse og samfundsmæssig innovation

2014 ◽  
Vol 9 (16) ◽  
pp. 169-181
Author(s):  
Helene Hagel ◽  
Karen Lund Petersen
Keyword(s):  
Political Science ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Teaching Practice ◽  
Social Innovation ◽  
University Education ◽  
University Teaching ◽  
Past Experiences ◽  
The Relationship

Denne artikel zoomer ind på debatten om innovation ved kritisk at diskutere og undersøge, hvilke innovationsbegreber der optræder i den politologiske undervisning i dag, og hvordan disse begreber om innovation på hver sin måde definerer forholdet mellem universitet og samfund. Med udgangspunkt i den forskningspolitiske debat om innovation og innovative kompetencer blandt universitetskandidater, diskuterer artiklen pædagogikkens rolle som ’fortolker’ af forholdet mellem universitet og samfund. Vi argumenterer for, at der på Institut for Statskundskab, Københavns Universitet, opereres med to begreber om innovation: ét som betoner politikkens uforudsigelighed og ét, som i højere grad forholder sig til politik som en rumlig afgrænset sfære. Disse begreber beskriver, på hver sin måde, forholdet mellem universitetet og samfundet. Sidst diskuterer artiklen, hvordan forskellige læringsstrategier støtter disse forskelige begreber om innovation.  This article discusses the various ways in which the societal demand for innovation edifies the role of university pedagogies. By zooming in on the discipline of political science and the learning outcomes defined at the Department of Political Science, University of Copenhagen, the article argues that there are two contemporary conceptions of innovation in current university teaching practice: one that emphasizes innovation as the management of the unpredictable future and one that relates to politics as a spatially delimited sphere. While the former puts premium on the creative ability to seize the future, the latter stresses the importance of past experiences for the accumulation of knowledge. These concepts, the article argues, evoke two different understandings of the relationship between university education and social innovation. The article concludes with a discussion of how different learning strategies support these two views of innovation.

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