scholarly journals Higher Education's Contributions to the U.S. Democratic Society

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Robert L. Williams ◽  
Charaya C Upton
Keyword(s):  
Higher Education ◽  
College Students ◽  
Political Information ◽  
Political Views ◽  
Political Conversation ◽  
Teachers And Students ◽  
Political Problem ◽  
Democratic System ◽  
Teaching Learning ◽  
The U.S

College experiences can contribute to teaching, learning, and instruction within higher education. The framework for this essay treats the college community as prototypic of the U.S. political society. Several aspects of the national political culture have been approximated within a collegiate culture. For example, every political problem within our society can be represented in a miniature fashion within a program of studies in a university. Much of students’ political information can come from the interaction between teachers and students. However, a sizable portion of this learned information can extend through interaction among students. At that point, teachers would point students to information that expands their reservoir of collegiate information. Ultimately, students would refine their political information by exchanging valuable information with one another, as well as with their teachers. We have chosen to target higher education rather than pre-collegiate levels in emphasizing how higher education and our democratic system of government can be intertwined. We highlight the possibilities of college students’ understanding and appreciating others’ political views in working with one another rather than against one another in educational and political planning. Specifically, we include in this report the following issues: (a) political information resources routinely available in higher education, (b) college students’ learning to participate in broader political conversation, (c) college students’ examination of high profile U.S. constitutional declarations, (d) college students’ deepened comprehension of their own political perspectives, and (e) college students’ understanding that the knowledge derived from higher education can strengthen our democratic system of government.

scholarly journals Emotional intelligence in higher education: Perspectives of Nepalese college students

2018 ◽  
Vol 2 (1) ◽  
pp. 77-89
Author(s):  
Bhawana Shrestha
Keyword(s):  
Higher Education ◽  
College Students ◽  
Emotional Intelligence ◽  
Learning Process ◽  
Education System ◽  
Subject Matter ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Educational Backgrounds ◽  
Teaching Learning

This paper explores the perspective of college students regarding emotional intelligence in higher education. A great number of changes in the education system globally has developed new expectations for teachers. These days, teachers are not just the authority in a classroom but a mentor. Thus, emotions play a significant role in the teaching and learning process. This paper argues that mastery in subject matter does not make the best teacher in the eyes of students, rather emotional intelligence does. Emotional intelligence is neither the opposite of intelligence nor just the battle between mind and heart but it is the unique intersection of both. Quantitative research was done with 201 college students from different educational backgrounds. The data was analyzed with the theoretical modality influenced by Daniel Goleman's ‘Emotional Intelligence' method. The first part of the research explores what aspects of teacher’s students associate with being the best, and the second portion explores what behaviors the students want in their teachers in general. This research helps to identify emotional intelligence, a new domain introduced in the teaching and learning process, as significant, even from the student's perspective. Keywords: Emotional Intelligence, higher education, teaching-learning, perspectives

Perception and Practices of ICT Integration in Higher Education Classroom

2021 ◽  
Vol 5 ◽  
pp. 75-88
Author(s):  
Nirmal Raj Mishra
Keyword(s):  
Higher Education ◽  
Group Discussion ◽  
Project Based Learning ◽  
Infrastructure Development ◽  
Ict Integration ◽  
Qualitative Research Design ◽  
Learning Techniques ◽  
Teachers And Students ◽  
Ict Tools ◽  
Teaching Learning

ICT integration in pedagogy has created the new discourse in our educational institutions. It has created the teaching learning is more challenging as well as productive. Gaining these insights, this study searched the perception and practices of ICT integration in higher education classroom and its integrating ways in teaching. This study used the qualitative research design whereas applied the phenomenological design to inquiry. For study, I selected the study area and informants through the convenient and purposive sampling respectively. The focus group discussion, in-depth interview and personal introspection helped me to understand the phenomena of ICT. The major finding is that the motivation factor is crucial for integration of ICT tools. The finding showed that ICT tools can integrate in six phases such as motivation, infrastructure development, training, bridge up, implementation, and monitoring. The ICT tools can be integrated through the brainstorming, self-presenting, collaborative, problem-based learning and project-based learning techniques/methods. The successful integration requires the support and training for the teachers and students. It always promotes the learning culture in supportive way and creates the opportunities to access in information to the users.

NATIONAL HIGHER EDUCATION TRANSFORMATION DURING THE COVID-19 PANDEMIC IN PERCEPTIONS OF STUDENTS AND TEACHERS

2021 ◽  
Vol 35 (4) ◽  
pp. 141-153
Author(s):  
Natalia Mospan
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Digital Transformation ◽  
Perceptions Of Students ◽  
Teachers And Students ◽  
Teachers Attitudes ◽  
Online Format ◽  
Clear Idea ◽  
Teaching Learning ◽  
National Universities

This article examines the response of national higher education to the COVID-19 pandemic in 2020. In the hard year of 2020, students and teachers faced a new challenge – the transition to digitally-based distance education. They were forced to master previously unknown educational platforms, change the format and methods of teaching, learning and exams. Therefore, students and teachers’ attitudes and experiences of teaching-learning in such an emergency is a source for decision-making to improve the digital transformation of national higher education. The research focuses on the study of experience and perception by teachers and students of distance learning. The study is based on a survey of students of the capital university and teachers of three national universities, which give a clear idea of ​​the rapid transition of higher education to a new format – to digitally-based distance learning in an emergency – pandemic COVID-19. The questionnaires were developed in Google Forms format and distributed selectively to students and academics online in 2020-2021. It is emphasised that the COVID-19 pandemic tested the autonomy of national universities, their ability to reorganise educational services into an online format in a short time based on various technical capabilities and financial resources. The findings suggest that the COVID-19 pandemic has accelerated the digitisation of higher education, both international and national. In addition, the survey results allow not only to identify positive and negative trends in the digital transformation of higher education but also to outline promising formats of education in perceptions of students and teachers in the future.

scholarly journals INNOVATIVE TEACHING METHODS IN HIGHER EDUCATION

2020 ◽  
Author(s):  
Shobhana Puranik
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Employability Skills ◽  
Traditional Teaching ◽  
Interactive Teaching ◽  
Innovative Teaching ◽  
Teachers And Students ◽  
Teaching Learning

21st Century is the age of cataclysmic change and creativity. India needs educated man power in huge numbers. Traditional teaching learning methodology is outdated and best methods are to be identified to improve the required skills of the teachers and students. There exists a strong need to change pedagogy from fact-based traditional lecturing to interactive teaching with the aim of fostering durable and employability skills. To address this problem, innovation in teaching and learning has become essential. Adoption of various methods and strategies as mentioned in the paper will help in getting the desired outcome. The present paper describes innovative teaching methods being adopted by higher educational institutes in the country.

scholarly journals Uso da Rede Social Facebook como Ferramenta de Ensino-aprendizagem em Cursos de Ensino Superior

2018 ◽  
Vol 17 (1) ◽  
Author(s):  
Angelo Luís Scherer ◽  
Josefa Gomes de Farias
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Information And Communication Technologies ◽  
Virtual Learning Environment ◽  
Redes Sociales ◽  
Learning Tool ◽  
Management Actions ◽  
Collaborative Tool ◽  
Teachers And Students ◽  
Teaching Learning

Desde a criação do Facebook, diversas utilidades da sua plataforma foram direcionadas à educação. Atualmente, vários estudos têm sugerido o seu uso como ferramenta de construção colaborativa no processo de ensino-aprendizagem. Neste sentido, o presente trabalho pretende analisar referenciais teóricos para identificar o uso do Facebook como ferramenta colaborativa e assinalar ações de gestão e planejamento nas instituições de ensino superior para o adequado funcionamento e uso deste pelos docentes e discentes para tal uso. Pelas revisões realizadas, pode-se observar que, devido à ubiquidade das redes sociais e à ampla penetração do Facebook entre os jovens e universitários, essa ferramenta possibilita maior comunicação, interação e flexibilidade no ambiente universitário, bem como é promissora ao estender a aprendizagem para além do tempo da aula, promovendo a autonomia do aprender. Dessa forma, as universidades têm um importante papel ao planejar adequadamente o uso das tecnologias de comunicação e informação, além de tomar medidas junto aos professores e alunos para o êxito do uso do Facebook como ferramenta de apoio ao ensino dentro do contexto geral de aprendizagem colaborativa.Palavras-chave: Ambiente Virtual de Aprendizagem. Aprendizagem colaborativa. Ensino EaD. Use of Facebook as a Teaching-Learning Tool in Higher Education CoursesABSTRACT Facebook has been directing several issues to education in its Learning Management Systems since it was created. Currently, several studies have suggested their use as a collaborative tool in the teaching learning processes. In this sense, this work intends to analyze theoretical references to identify the use of Facebook as a collaborative tool, and mark management actions and planning in higher education institutions for proper operation and use by teachers and students. Due to the ubiquity of social networks, and the widespread penetration of Facebook among young and undergraduate students, this tool allows their greater communication, interaction and flexibility in the university. Thus, in addition to promising the extension of learning beyond the class time, it promotes the autonomy of learning. In this way, universities play an important role in properly planning the use of information and communication technologies, and to take management actions with teachers and students to successfully use Facebook as a collaborative learning tool. Keywords: Virtual learning environment. Collaborative learning. Distance Learning. Uso de la Red Social Facebook como Herramienta de Enseñanza-aprendizaje en Cursos de Enseñanza SuperiorRESUMENDesde la creación de Facebook varias utilidades de su plataforma se fueron dirigidos a la educación. Actualmente, varios estudios han sugerido su uso como una herramienta para la construcción colaborativa en la enseñanza del proceso de aprendizaje. En este sentido, este trabajo pretende analizar referenciales teóricos para identificar el uso de Facebook como herramienta colaborativa, e identificar acciones de gestión y planificación en las instituciones de educación superior para el correcto funcionamiento y uso por profesores y estudiantes. Por las revisiones realizadas, se puede observar que debido a la ubicuidad de las redes sociales, y la amplia penetración de Facebook entre los jóvenes y universitarios, esta herramienta posibilita una mayor comunicación, interacción y flexibilidad en el ambiente universitario, así como es prometedora al extender el aprendizaje más allá del tiempo de la clase, promoviendo la autonomía del aprendizaje. De esta manera, se asume que las universidades tienen um importante papel al planificar adecuadamente el uso de tecnologías de información y comunicación, y tomar medidas con los profesores y estudiantes para el éxito del uso de Facebook como uma herramienta de aprendizaje colaborativo.Palabras clave: Entorno virtual de aprendizaje. Aprendizaje colaborativo. Educación a distancia

scholarly journals Conceptions about teaching and learning of expressivity in music among Higher Education teachers and students

2017 ◽  
Vol 34 (3) ◽  
pp. 277-290 ◽  
Author(s):  
Carolina Bonastre ◽  
Enrique Muñoz ◽  
Renee Timmers
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Emotional Expression ◽  
Effect Size ◽  
Teaching And Learning ◽  
Advanced Students ◽  
Teachers And Students ◽  
Main Factors ◽  
Teaching Learning ◽  
Self Learning

This work aimed to analyse factors related to conceptions and beliefs about expressivity in music among students and teachers. A questionnaire with 11 Likert-type items was developed covering the main factors included in the literature of teaching-learning of expressivity and emotion in music. Through exploratory factor analysis three factors were identified:expressive technique (ET), emotional expression (EE), and self-learning of expressivity (SLE). Comparisons between teachers and students showed that teachers had significant higher scores in EE with no differences in ET or SLE, although the effect size for SLE was high. The three factors are proposed as a tool for the assessment of conceptions of expressivity and its learning in both teachers and advanced students of music for teaching and research objectives.

scholarly journals The Implementation Of Discipline And Responsibility Through Procedure Texts In High Schools Students’ Textbooks

2021 ◽  
Vol 2 (2) ◽  
pp. 23-30
Author(s):  
Siti Rochmiyati ◽  
Die Bhakti Wardoyo Putro ◽  
Eni Lestari
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Online Courses ◽  
Learning Processes ◽  
Early Age ◽  
Teachers And Students ◽  
Procedure Text ◽  
The Mean ◽  
Character Building ◽  
Teaching Learning

School is the place where younger generations are educated both intellectually and characteristically. Through schooling, students are projected to able to develop their potential so that they are capable of living independently in society and pursue higher education. To achieve this objective, students are required to establish, among others, the character of discipline and responsibility since both knowledge transfer and character building are inseparable in teaching-learning processes. During the pandemic, however, the teaching-learning process is facing a new challenge by which both teachers and students must carry the process through online courses. Alternatively, the character of discipline and responsibility can be introduced to students through procedure texts. Procedure text is a type of text whose purpose is to instruct in how to do something through a sequence of steps. Procedure text requires students to ‘get something done’ by the mean of strictly following the steps prescribed in the text. This qualification demand students performing the character of discipline and responsibility so that the goal could be achieved accordingly. Moreover, the teacher are to build the character of discipline and responsibility from an early age. Students' discipline and responsibility improvement necessitate students' awareness as well as both parents' and teachers’ guidance.

scholarly journals Online learning during a global pandemic: Perceived benefits and issues in higher education

2021 ◽  
pp. 161-181
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Online Survey ◽  
Digital Devices ◽  
Global Pandemic ◽  
Teachers And Students ◽  
Open Coding ◽  
Teaching Learning ◽  
Key Terms

The COVID-19 pandemic has created substantial challenges across higher education, requiring academic institutes to conduct all teaching, learning, and assessments remotely online. To obtain a stronger understanding of the opinions of teachers and students in Hong Kong during this period, an anonymous online survey was distributed to all teachers and students at a higher education institute. Overall, 48 teachers and 425 students responded to the survey. This paper specifically analyzes the responses to open-ended questions from the survey to identify key topics and concepts. Open coding was used to obtain key terms, which were further grouped into categories. Results indicated that higher education teachers and students had similar issues (e.g., access to digital devices and software) and benefits (e.g., flexible scheduling and time arrangements) regarding online education. However, some categories were reported as both issues and benefits by teachers and students (e.g., communication/interaction), demonstrating that individual circumstances, abilities, preferences, and experiences, may influence satisfaction levels. Furthermore, results indicated that the delivery of quality online education enforced during a pandemic requires a multi-factorial and tailored approach. The information presented in this study will help higher education institutes to develop, redefine, and re-conceptualize online learning initiatives.

scholarly journals O mapeamento de pesquisas brasileiras sobre o letramento estatístico de 2006 a 2018

2019 ◽  
Vol 3 (2) ◽  
pp. 669
Author(s):  
Paulo Cesar Oliveira ◽  
Sandra Aparecida De Oliveira Coelho Paim
Keyword(s):  
Higher Education ◽  
Basic Education ◽  
Future Teachers ◽  
Statistical Literacy ◽  
Alternative Teaching ◽  
The People ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Theses And Dissertations ◽  
State Of Art

Resumo: O objetivo deste trabalho foi mapear teses e dissertações brasileiras sobre o desenvolvimento do letramento estatístico fundanentado em Iddo Gal. Buscando responder “Que conclusões são apresentadas nas pesquisas envolvendo o letramento estatístico?”, a análise desse conjunto de pesquisas foi feito levando em conta os sujeitos participantes das pesquisas (docentes, futuros professores e estudantes da educação básica). As conclusões reveladas em determinadas pesquisas mostraram as limitações no nível de letramento estatístico das pessoas, enquanto, em outros casos, propostas alternativas de ensino-aprendizagem foram utilizadas como forma de promover o desenvolvimento do letramento estatístico. Palavras-chave: Estatística; Educação básica; Ensino Superior; Estado da arte. The mapping of brazilian research on statistical literacy from 2006 to 2018 Abstract: The objective of this work was to map Brazilian theses and dissertations on the development of statistical literacy based on Iddo Gal. Seeking to answer "What conclusions are presented in the surveys involving statistical literacy?", The analysis of this set of research was done taking into account the subjects participating in the research (teachers, future teachers and students of basic education). The conclusions revealed in some researches showed the limitations in the level of statistical literacy of the people, while in other cases alternative teaching-learning proposals were used as a way to promote the development of statistical literacy. Keywords: Statistic; Basic education; Higher education; State of art.

scholarly journals College students’ interpretations of food security questions: results from cognitive interviews

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Cassandra J. Nikolaus ◽  
Brenna Ellison ◽  
Sharon M. Nickols-Richardson
Keyword(s):  
Higher Education ◽  
College Students ◽  
Food Security ◽  
Undergraduate Students ◽  
Content Validity ◽  
Healthy Lifestyle ◽  
Education Institution ◽  
Assessment Tools ◽  
Interpretative Approach ◽  
The U.S

Abstract Background Food insecurity (FI) – the lack of sufficient access to food to maintain a healthy lifestyle – among college (i.e. post-secondary or higher education institution) students has become a prominent issue in the U.S. However, it is not clear if high rates of FI among students are due to the modern experience in higher education institutions or due to underlying issues in common surveying methods. To understand if there were underlying content validity issues, the present study had two primary research questions: 1) How do students interpret the U.S. Department of Agriculture (USDA) Food Security Survey Module (FSSM) questionnaire items, and 2) How do responses of students experiencing FI compare with the theorized experiences and coping responses? Methods Thirty-three undergraduate students, aged 18- to 24-years old and fluent in English were recruited from a single 4-year university. During a 60-min session, participants completed the 10-item Adult FSSM and then were cognitively interviewed about their responses using the think-aloud method. Interview transcripts were analysed by two researchers using a collaborative process and basic interpretative approach. Results Students were on average 19.5 years old (± 1.2 years), the majority were in their freshman or sophomore (i.e., first or second) year, and 67% (n = 22) experienced FI. Results indicated that students’ interpretations of key terms – such as “money for more,” “balanced meals,” and “real hunger” – diverge from expectations. Furthermore, students categorized as food insecure reported experiences and responses to FI that varied from theoretical dimensions of the process. Conclusions Though limited by sample size and representativeness, the present results indicate that the content validity of the FSSM may be compromised in this population and the managed process of FI may present differently among college students. Further psychometric research on modifications to the FSSM or with new FI assessment tools should be conducted with college students.

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