‘A bit of a doddle’: The impact of ‘hot knowledge’ on student learning and retention in a dual-sector further and higher education college in Northern Ireland

2012 ◽  
Vol 14 (1) ◽  
pp. 45-71
Author(s):  
Breda Taggart
Keyword(s):  
Higher Education ◽  
Northern Ireland ◽  
Student Learning ◽  
Education College ◽  
The Impact

The Impact of Web 2.0 Technologies on the Learning Experience of Students in Higher Education

2018 ◽  
Vol 13 (3) ◽  
pp. 1-17 ◽  
Author(s):  
Afaf Mubarak Bugawa ◽  
Andri Mirzal
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Web 2.0 ◽  
Student Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classrooms ◽  
Web 2.0 Technologies ◽  
The Impact

This article describes how the use of Web 2.0 technologies in the field of learning is on the rise. By their nature, Web 2.0 technologies increase the interactivity between users where interactivity is considered to be a key to success in traditional classrooms. This article reviews recent studies in the field of Web 2.0 technologies for learning and their impacts on the learning experiences and investigates relationship between Web 2.0 technologies and pedagogy in higher education on student learning. Key findings about the impacts of using social networks like Facebook, Twitter, blogs and wikis on learning experiences are also discussed. Web 2.0 technologies' characteristics and the rationale of Web 2.0 technologies in learning will also be explored.

scholarly journals The Pilot Maths Centre at the North West Regional College

2016 ◽  
Vol 15 (1) ◽  
pp. 56
Author(s):  
Terry Mcivor ◽  
Jonathan Cole ◽  
Ciarán Mac an Bhaird
Keyword(s):  
Higher Education ◽  
Northern Ireland ◽  
North West ◽  
Future Developments ◽  
The North ◽  
Regional College ◽  
Education College ◽  
Set Up

This paper discusses the establishment in 2015 of the first Maths Centre in any Further and Higher Education College in Northern Ireland. In particular, it considers the rationale for its development, how it was set up and how it runs. It also presents initial figures and feedback, and plans for future developments. 

scholarly journals DYNAMICS OF LEARNING MOTIVATION/ DE-MOTIVATION IN THE CONTEXT OF TEACHERS’ COMPETENCIES IN LEARNING MOTIVATION

2020 ◽  
Vol 1 ◽  
pp. 26
Author(s):  
Birutė Anužienė ◽  
Rūta Marija Andriekienė ◽  
Marina Voropajeva
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Empirical Analysis ◽  
Teacher Support ◽  
Point Of View ◽  
Learning Motivation ◽  
Teaching Activities ◽  
Motivation Factors ◽  
Education College

This article presents findings of the study of students’ attitude toward the dynamics of learning motivation/de-motivation and teachers’ competencies in learning motivation. The study is based on the assumption that students’ motivation in higher education (college or university) is to be supported and enhanced throughout their studies, while positive dynamics of it is subject to the use of learning motivation competencies by teachers in their teaching activities. It is highly important to identify the interrelation between teachers’ competencies in learning motivation and students’ motivation/de-motivation factors so that to establish tools for refining the objects under study, to enable a purposeful action, to make a focused intervention in the ongoing teaching processes for improvement thereof and obtaining better learning outcomes for students. Analysis of students’ attitude might help to respond more comprehensively the following problematic questions: What are motivation/de-motivation factors for student learning? What do teachers’ competencies in learning motivation consist of? In what ways can a teacher support the positive dynamics of learning motivation in students? Thus, this article is aimed to analyse factors for the dynamics of students’ motivation/de-motivation, a content of teachers’ competencies in learning motivation, and their practice from the students’ point of view. The article consists of an introduction and two parts: the first part provides theoretical discourse, the second part is dedicated to an empirical analysis of students’ attitude toward the learning motivation/de-motivation factors, teachers’ competencies in learning motivation, a content thereof, and dynamics of learning motivation. The article ends with a discussion and conclusions, followed by references. 

scholarly journals LECTURER’S FEEDBACK AND ITS IMPACT ON STUDENT LEARNING: A STUDY OF A PUBLIC UNIVERSITY IN SARAWAK, MALAYSIA

2019 ◽  
Vol 15 (3) ◽  
pp. 83
Author(s):  
Kuldip Singh
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Main Determinant ◽  
Learning And Teaching ◽  
Effective Learning ◽  
Effective Feedback ◽  
The Subject ◽  
The Impact ◽  
Enhance Student Learning ◽  
Learning And Achievement

Feedback is an essential part of effective learning. It helps students understand the subject being studied and gives them clear guidance on how to improve their learning. Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Providing students with meaningful feedback can greatly enhance their learning and achievement. Lecturer’s feedback plays an integral part in enhancing student learning in higher education. While effective feedback has frequently been identified as a key strategy in learning and teaching, little known research has focused on students’ perceptions of feedback and the contribution feedback makes to students’ learning. This study examined the impact of lecturer feedback on student learning. This study involved both Degree and diploma students studying in various fields in a local university in Sarawak. The sample size used for the study was 370 students. Lecturer feedback was measured using a scale developed by Susan Brookhart (2008). The results of the study show a significant and positive relationship between lecturer feedback and student learning. Another finding of the study is that motivational feedback is the main determinant of student learning followed by mode of feedback. This study also highlights how feedback can enhance student learning in higher education. Limitations and recommendations are discussed.

scholarly journals COVID-19 AND MEDICAL EDUCATION IN GHANA: ASSESSING THE IMPACT

2021 ◽  
Vol 8 (9) ◽  
Author(s):  
Edward Asumanu ◽  
Linda Tsevi
Keyword(s):  
Higher Education ◽  
Medical Education ◽  
Medical Students ◽  
Student Learning ◽  
Clinical Training ◽  
Clinical Stage ◽  
Student Assessment ◽  
Education Institution ◽  
Education In Ghana ◽  
The Impact

<p>Medical education in Ghana has been affected in many ways by the onslaught of the COVID-19 pandemic. Though the pandemic has affected both preclinical and clinical segments of medical education, the effect has been felt more at the clinical stage. Medical students on vacation who started their clinical training abroad could not return to their destination of study to complete their programmes because of COVID-19 linked travel restrictions. This qualitative study examined how COVID-19 impacted on teaching and learning at a public higher education institution offering clinical medical education in Ghana for over 200 medical students. These medical students were from three different higher education institutions with varied curriculum outcomes. Thus, for them to be considered as a single group required innovativeness on the part of administrators. Open-ended interviews were held with administrators and the outcome indicated that salient aspects of the clinical training process had been impacted. These included administration of clinical education, curriculum, student learning, student assessment and code of practice. As a result of the pandemic, student learning shifted from traditional face to face interaction to online learning at the beginning. Some of the administrative challenges that ensued included the need for reduced number of students per tutor and introduction of afternoon sessions with a limited budget. The paper concludes that COVID-19 has been disruptive to traditional medical education in Ghana. However, the novel learning processes may provide opportunities to increase access to medical education using a phased system of learning. The findings from this study should have implications for policy and contribute to the discourse on blended learning in medical education in Ghana while ensuring that quality is maintained in all instances.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0893/a.php" alt="Hit counter" /></p>

Faculty use of Twitter in higher education teaching

2017 ◽  
Vol 9 (1) ◽  
pp. 91-104 ◽  
Author(s):  
Kevin Hull ◽  
Julie E. Dodd
Keyword(s):  
Higher Education ◽  
Social Network ◽  
Best Practices ◽  
Student Learning ◽  
Undergraduate Education ◽  
Good Practice ◽  
Content Type ◽  
Seven Principles ◽  
The Social ◽  
The Impact

Purpose The purpose of this paper is to determine how higher education teachers are using Twitter in their classroom to engage, educate, and inform students. The results were measured against Chickering and Gamson (1987) “Seven principles for good practice in undergraduate education.” Design/methodology/approach A survey was sent to college and university educators throughout the country who were identified as teachers who use Twitter in their classroom. These educators were asked about their Twitter use, their opinions of Twitter, the impact the social network has had on student learning, the students’ reactions to using Twitter, and how Twitter supported pedagogical best practices, including the “Seven principles for good practice in undergraduate education”. Findings The educators reported that student response to using Twitter in the classroom was overwhelmingly positive and that Twitter has positively impacted student learning. The results also indicate that college educators consider that Twitter use in classes does support the seven principles. Research limitations/implications While college instructors from a wide range of institutions, locations, subject types, and experience levels were surveyed, a limitation is that only their opinions are being examined. Future research may wish to examine the Twitter accounts of these professors to determine if they are using Twitter in the manner that they think they are. Results from the survey could then be compared with the tweet content. Originality/value While previous research has examined how students use and appreciate Twitter in the classroom, this is one of the first studies to examine how the social network is implemented from an instructor viewpoint. The results demonstrate value to instructors. For instructors, the value lies in the knowledge that Twitter has had a positive impact on classroom success for students and that using the social network promotes best practices in pedagogy, supporting constructivism, experiential learning, and the “Seven principles for good practice in undergraduate education”. For administrators, the value lies in the fact that many instructors have had success using Twitter and that more should be encouraged to do the same in their classrooms.

scholarly journals Facebook Group and Student Engagement

2018 ◽  
Author(s):  
Santirianingrum Soebandhi ◽  
Natalia Damastuti ◽  
Novi Nurul Quina
Keyword(s):  
Higher Education ◽  
Information System ◽  
Student Engagement ◽  
Student Learning ◽  
Learning Process ◽  
Management Information System ◽  
Management Information ◽  
Online Questionnaire ◽  
Educational Tools ◽  
The Impact

This study aimed to investigate the impact of the use of Facebook groups on student learning process. This group is intended as a communication and discussion tool and means for collecting assignment, therefore all members of this group can access the course related materials. Online questionnaire using Likert scale and open-ended section is used at the end of the course to know the response of students to the use of this group. We obtained 57 responses from 77 enrolled students from Management Information System subject. The results showed that the FB Group enhanced engagement both on the course and lecturer, and can be used as educational tools in higher education.

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