scholarly journals Introspección reflexiva del estudiante sobre su experiencia en másteres internacionales

2018 ◽  
pp. 57
Author(s):  
Martina G. Gallarza ◽  
Teresa Fayos Gardó ◽  
María Fontana Vinat ◽  
Belén Derqui Zaragozá
Keyword(s):  
Higher Education ◽  
Educational Experience ◽  
Qualitative Studies

Value co-creation is becoming a mainstream in higher education, as a progress within the ‘Students as Customer’ approach. Furthermore, the development of qualitative studies through reflective methods from students can help instructors and managers. The aim of this research is to explore with the aid of a CAQDAS, 30 students’ reflective statements in two master programs. Findings are presented in terms of value dimensions: functional, emotional and social, and in terms of positive (benefits) and negative (cost) aspects of the experience. The usefulness of introspective methodologies from students is shown in the evaluation of the multidimensional and intercultural educational experience.

Autonomy and Motivation in Higher Education

2020 ◽  
pp. 164-177
Author(s):  
Jonathan J. Felix
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Educational Experience ◽  
Learner Autonomy ◽  
Sense Of Agency ◽  
Frames Of Reference ◽  
Disciplinary Knowledge ◽  
Socially Constructed ◽  
Normative Practice ◽  
Learner Agency

Learner autonomy and motivation have been recognized by academics, researchers, and practitioners as both critical and problematic elements of linguistics and language learning, among other disciplines in higher education. The ongoing challenge lies at the heart of students exercising a critical sense of agency over their acquisition of disciplinary knowledge, educational experience, and applied practice. However, rather than being understood as a socially constructed action or outcome within limited frames of reference, learner autonomy and motivation may be viewed expansively as culture. Drawing on Raymond Williams's theory of culture and John Law's sociological concept of symmetry, this work attempts to explore how learner autonomy and motivation might be fostered and sustained, in an attempt to rethink how learner agency might be positioned as a normative practice.

scholarly journals A alternância no ensino superior: desafios e perspectivas na Licenciatura em Educação do Campo/UFV

2020 ◽  
pp. 1-21
Author(s):  
Sthefani Loti Paiva Lima ◽  
Lourdes Helena da Silva
Keyword(s):  
Higher Education ◽  
Rural Education ◽  
Present Article ◽  
Teaching Practice ◽  
Participant Observation ◽  
Educational Experience ◽  
Research Participant ◽  
Pedagogical Practice ◽  
Specific Context ◽  
Under Construction

In the last decades, in our society, the experiences of alternating training are expanding and the most recent phenomenon of this pedagogical practice is found in the scope of Higher Education. Studies in the specific context of the training experiences of educators in the field reveal that the alternation in these courses is a process under construction and point out the need for new academic works that can contribute to a better understanding of the course of different degrees in Rural Education. It is in this context that the present article is inserted, whose purpose is to describe and analyze the construction of alternation in the Degree in Rural Education at the Federal University of Viçosa. In methodological terms, the data were obtained from the combination of documentary research, participant observation and interviews with eight professors of the course. In our analyzes, we seek to present some reflections on teaching practice that could contribute both to subsidize actions and strategies of the course and to advance in the understanding of the possibilities of alternating training in Higher Education, analyzing the challenges experienced in the consolidation of this educational experience.

scholarly journals Virtual Proctoring In Distance Education: An Open-Source Solution

2009 ◽  
Vol 2 (2) ◽  
pp. 81-88 ◽  
Author(s):  
Chris Rose
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Open Source ◽  
Educational Experience ◽  
Education Students ◽  
Specific Location ◽  
Higher Education Act ◽  
Creative Solutions ◽  
Undue Burden ◽  
Education Act

Students will cheat during exams, that is nothing new, but now that the Higher Education Act requires the proctoring of exams, distance education institutions now find that both they and their students have a major problem. Exams have to be proctored, but requiring distance education students to search out a reliable proctor and travel to a specific location perhaps multiple times per term imposes an undue burden on the students. But schools now have to ensure the integrity of the exam-taking process and this will require creative solutions since many distance education institutions have no physical campus and perhaps will never actually see any of their students. Virtual proctoring, whereby the student can be at their home or office and can be viewed, recorded and supervised is one solution and this will become an increasingly important part of the educational experience since the proctoring of exams is now mandatory.

scholarly journals PROFESSIONAL TRAINING OF ELECTRONICS ENGINEERS: COMPARATIVE STUDY METHODOLOGY

2020 ◽  
pp. 240-252
Author(s):  
Olha Pavlenko
Keyword(s):  
Higher Education ◽  
Comparative Study ◽  
Engineering Education ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Practical Importance ◽  
Educational Experience ◽  
Educational Systems ◽  
Pedagogical Research ◽  
The Impact

The study aims to describe the methodology for a comparative study of US and Ukrainian higher education institutions, namely with regard to the professional training of electronics engineers. Although applying international experiences in training students of higher education institutions is becoming more widely accepted by Ukrainian higher education institutions, few studies attempted to explore the impact of leading US institutions’ best engineering education practices on Ukrainian higher engineering education. It is suggested that comparing professional training of electronics engineers in US and Ukrainian higher education contexts should address the feasibility and procedures for US experience implementation. Thus, this article determines the levels of comparative pedagogical analysis of professional training of electronics engineers i.e. conceptual, organizational and methodological, content and technological. In addition, invariant tasks of comparative pedagogical research are proposed. In particular, they include analysis and comparison of concepts, provision of procedures and comparison criteria, description of research stages, applying the discovered US educational experience to the Ukrainian context, development of recommendations for educational policy with regard to the modernization of higher education. The comparative analysis of concepts has identified the equivalents in the educational contexts of two countries as well as shown the need for introducing some new concepts into Ukrainian engineering education terminology. Criteria introduced by the leading international, US and Ukrainian ranking systems, Accreditation Board for Engineering and Technology enabled the selection of 43 appropriate higher engineering institutions. The findings reveal that US educational experience allows Ukrainian institutions that train electronics engineers to find optimal solutions to solve these problems and outline promising areas for applying the US experience. Comparative study of two educational systems is of undeniable practical importance, particularly with respect to the modern period of Ukrainian higher engineering education reforms.

Inclusive Growth in Higher Education

2014 ◽  
pp. 132-150
Author(s):  
Mike Brown
Keyword(s):  
Higher Education ◽  
Vocational Education ◽  
Educational Experience ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Positive Contribution ◽  
Inclusive Growth ◽  
Current Policy ◽  
Partial Credit ◽  
And Training

Much effort has been expended on developing pathways, articulation, and credit for Vocational Education and Training (VET) graduates seeking access and partial credit within a Higher Education (HE) course. In this chapter, the author discusses whether the policy settings of “inclusive growth” associated with the post-Bradley era in Australian higher education provides an opportunity to enact the recognition of fair and just learning equivalence for VET graduates who are seeking to participate in further studies within higher education. It is argued that VET graduates have not always been considered equally and consistently by HE providers; however, the operationalizing of current policy settings may rectify this through the implementation of fair and consistent processes. It is proposed that the inclusion of VET graduates into HE has the potential to make a positive contribution to a more inclusive and broader notion of knowledge and which leads to a richer educational experience for all.

Algebra for All: Reunion of Broken Parts: Experiencing Diversity in Algebra

2000 ◽  
Vol 93 (1) ◽  
pp. 62-67
Author(s):  
Lawrence M. Lesser
Keyword(s):  
Higher Education ◽  
Minority Students ◽  
Common Ground ◽  
Educational Experience ◽  
Educational Opportunities ◽  
National Council ◽  
American Education ◽  
Algebra For All ◽  
Diverse Backgrounds ◽  
The Right

At this time in American education, many educators (e.g., Manning [1995]) continue to struggle with the balance of highlighting differences and highlighting common ground among individuals with diverse backgrounds. Giving full educational opportunities to all students, however, not only is the right thing to do as a matter of justice but also enriches the educational experience of all individuals involved. The National Council of Teachers of Mathematics (1997, 5) explains one reason that these opportunities are essential for the algebra course: “In recent years, [algebra] has become a ‘gateway’ course to higher education, particularly for minority students. Those students who steer away from algebra early often forfeit some of their options for the future.”

Accommodating Students with Physical Disabilities in Higher Education

2017 ◽  
Author(s):  
Anna Escamilla
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Students With Disabilities ◽  
Universal Design ◽  
Physical Disabilities ◽  
New Technology ◽  
Educational Experience ◽  
Equal Access ◽  
New Construction

Students with disabilities are becoming more and more common in higher education classrooms, including social work classrooms. The challenges that come with accommodating students so as to allow equal access to the educational experience are surmountable with the assistance of student disability offices. New technology is being developed to assist students with learning both in and out of the classroom. Supportive attitudes from faculty in including students with disabilities allow all students to benefit from the experience. As compliance with laws such as the ADA becomes commonplace for new construction, the concept of universal design makes inclusion a norm.

Journalism students’ professional identity in the making: Implications for education and practice

Journalism ◽  
2017 ◽  
Vol 19 (6) ◽  
pp. 820-836 ◽  
Author(s):  
Amanda Williams ◽  
Maria Victoria Guglietti ◽  
Sally Haney
Keyword(s):  
Professional Identity ◽  
Educational Experience ◽  
Qualitative Studies ◽  
Professional Values ◽  
Ethical Practice ◽  
The Public ◽  
Journalism Students ◽  
Changing Practices

Changes in journalism spurred by technological shifts and industry restructuring have left observers questioning both the nature of the profession and what educators ought to do in order to prepare aspiring journalists. Despite attempts to rethink what it means to be a journalist and the educational experience needed to prepare students, few qualitative studies have emerged that track how learners are negotiating professional values. This article does precisely that by providing a case study of how students in an undergraduate Canadian university’s journalism program are conceptualizing the profession against the backdrop of changing practices and principles. Based on the data generated from 96 open-ended reflections, this investigation offers some important findings about the student professional identity experience within a 4-year program. More precisely, the results indicate that the ideals of ‘high modernism’ (especially those surrounding objectivity, the role of the public watchdog, and ethical practice) are being negotiated by journalists in training in important and meaningful ways.

scholarly journals Curriculum For Todays Learner

2009 ◽  
Vol 6 (2) ◽  
Author(s):  
Allen Jackson ◽  
Laura Gaudet ◽  
Larry McDaniel ◽  
Ottley Wright ◽  
Don Watt
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Educational Experience ◽  
Colleges And Universities ◽  
Faculty Members ◽  
Technological Advances ◽  
The World ◽  
Complex Picture ◽  
Access Information ◽  
The Way

For the 21st century learner, the foundational principles of information development have grown exponentially. In many fields, the life of knowledge can be measured in months or years, with learning occurring in vastly different ways than in previous decades. Education as a continual process, can last a lifetime, and can be greatly facilitated by technological advances which alter the way in which people access information and think about the world. Faculty members in colleges and universities are challenged to provide a more complete and complex picture of the culture and world in which we live. Educators must maintain a curriculum to meet the demands of an ever-changing population of learners, while striving to diversity higher education curricula to provide a more rigorous educational experience.

Sign in / Sign up

Export Citation Format

Share Document