Metacognition and Successful Learning Strategies in Higher Education

Science.gov (United States)

Railean, Elena, Ed.; Alev Elçi, Ed.; Elçi, Atilla, Ed.

2017-01-01

Metacognition plays an important role in numerous aspects of higher educational learning strategies. When properly integrated in the educational system, schools are better equipped to build more efficient and successful learning strategies for students in higher education. "Metacognition and Successful Learning Strategies in Higher…

Learning Entrepreneurship in Higher Education

Science.gov (United States)

Taatila, Vesa P.

2010-01-01

Purpose: There is a constant need to produce more entrepreneurial graduates from higher education institutions. This paper aims to present and discuss several successful cases of entrepreneurial learning environments in order to suggest some important aspects that higher education institutions should consider. Design/methodology/approach: The…

E-LEARNING INNOVATIONS IN HIGHER EDUCATION

Directory of Open Access Journals (Sweden)

NICOLETA GUDANESCU

2012-05-01

Full Text Available This scientific work is presenting the ways to do computer assisted education for students, giving the good practice examples, presenting new electronic learning systems, the advantages and limits and to try to emphasize that these days E-learning is one of the most efficient way to reach education at all levels, specially higher education systems. The objectives of this paper are: to explain the contribution of modern technologies and electronic systems to educational processes, to define the concept of technology based learning, to introduce the electronic tools for education, to present good practice examples in implementing E-learning systems in higher education and corporate environment in Romania and last but not least the new electronic learning systems. Introducing the computers and ITC in educational processes facilitates them and makes the educational system modern and efficient. E - learning innovations offers a core group of professional development courses designed to help anyone achieve professional advancement and personal enrichment. The programs are founded on an extensive experience and understanding of technology-based learning environments. They focus on the most current industry practices for various learning environments and best approaches for multiple learning styles. They ensure that the students get the information and skills needed to achieve more in teaching practice and to confidently enter the distance or online classroom.

Peer Learning in Specialist Higher Music Education

Science.gov (United States)

Hanken, Ingrid Maria

2016-01-01

Research on peer learning in higher education indicates that learning from and together with peers can benefit students in a number of ways. Within higher music education in Western, classical music, however, the master-apprentice tradition with its dominant one-to-one mode of tuition focuses predominantly on knowledge transmission from teacher to…

Neural classifiers for learning higher-order correlations

International Nuclear Information System (INIS)

Gueler, M.

1999-01-01

Studies by various authors suggest that higher-order networks can be more powerful and biologically more plausible with respect to the more traditional multilayer networks. These architecture make explicit use of nonlinear interactions between input variables in the form of higher-order units or product units. If it is known a priori that the problem to be implemented possesses a given set of invariances like in the translation, rotation, and scale invariant recognition problems, those invariances can be encoded, thus eliminating all higher-order terms which are incompatible with the invariances. In general, however, it is a serious set-back that the complexity of learning increases exponentially with the size of inputs. This paper reviews higher-order networks and introduces an implicit representation in which learning complexity is mainly decided by the number of higher-order terms to be learned and increases only linearly with the input size

Neural Classifiers for Learning Higher-Order Correlations

Science.gov (United States)

Güler, Marifi

1999-01-01

Studies by various authors suggest that higher-order networks can be more powerful and are biologically more plausible with respect to the more traditional multilayer networks. These architectures make explicit use of nonlinear interactions between input variables in the form of higher-order units or product units. If it is known a priori that the problem to be implemented possesses a given set of invariances like in the translation, rotation, and scale invariant pattern recognition problems, those invariances can be encoded, thus eliminating all higher-order terms which are incompatible with the invariances. In general, however, it is a serious set-back that the complexity of learning increases exponentially with the size of inputs. This paper reviews higher-order networks and introduces an implicit representation in which learning complexity is mainly decided by the number of higher-order terms to be learned and increases only linearly with the input size.

Peer Learning for Change in Higher Education

Science.gov (United States)

Hilsdon, John

2014-01-01

This paper draws upon small scale, qualitative research at a UK university to present a Learning Development (LD) perspective on peer learning. This approach is offered as a lens for exploring social aspects of learning, cultural change in higher education and implications for pedagogy and policy. Views of a small group of peer learning leaders…

Appreciation of learning environment and development of higher-order learning skills in a problem-based learning medical curriculum.

Science.gov (United States)

Mala-Maung; Abdullah, Azman; Abas, Zoraini W

2011-12-01

This cross-sectional study determined the appreciation of the learning environment and development of higher-order learning skills among students attending the Medical Curriculum at the International Medical University, Malaysia which provides traditional and e-learning resources with an emphasis on problem based learning (PBL) and self-directed learning. Of the 708 participants, the majority preferred traditional to e-resources. Students who highly appreciated PBL demonstrated a higher appreciation of e-resources. Appreciation of PBL is positively and significantly correlated with higher-order learning skills, reflecting the inculcation of self-directed learning traits. Implementers must be sensitive to the progress of learners adapting to the higher education environment and innovations, and to address limitations as relevant.

Challenges Facing Blended Learning in Higher Education in Asia

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Tham, Raymond; Tham, Lesley

2013-01-01

This paper examines the current stage of development of blended learning in higher education in China, South Korea and Japan, with a comparison to the city state of Singapore. It is noted that blended learning and e-learning are introduced at institutes of higher learning in these countries with varying

Presence and Perceived Learning in Different Higher Education Blended Learning Environments

Science.gov (United States)

Khodabandelou, Rouhollah; Jalil, Habibah Ab; Ali, Wan Zah Wan; Daud, Shaffe Mohd

2015-01-01

Blended learning as "third generation" of distance learning has the potential to offer multimethod instruction through the blend, to leverage the strengths of current online and traditional instructions. Therefore, higher education institutions having recognized the fact that blended learning is beneficial, adopted this alternative…

Online Learning and Teaching in Higher Education, a book review

OpenAIRE

Sancho Vinuesa, Teresa

2008-01-01

Peer-reviewed Online Learning and Teaching in Higher Education provides a very interesting overview of theory and practice in online learning and teaching for higher education. In fact, authors focus on how technology can be applied to learning and what is the role of online learning in higher education policy and practice.

Mobile Learning for Higher Education in Problem-Based Learning Environments

DEFF Research Database (Denmark)

Rongbutsri, Nikorn

2011-01-01

This paper describes the PhD project on Mobile Learning for Higher Education in Problem-Based Learning Environment which aims to understand how students gain benefit from using mobile devices in the aspect of project work collaboration. It demonstrates research questions, theoretical perspective...

Will Mobile Learning Bring a Paradigm Shift in Higher Education?

Directory of Open Access Journals (Sweden)

Lalita Rajasingham

2011-01-01

Full Text Available In the light of technology-driven social change that creates new challenges for universities, this paper considers the potential of mobile learning as a subset of e-learning to effect a paradigm shift in higher education. Universities face exponential growth in demand for higher education, significant decreases in government funding for education, a changing in understanding of the nature of knowledge, changing student demographics and expectations, and global competition. At the same time untethered mobile telephony is connecting large numbers of potential learners to communications networks. A review of some empirical literature on the current status of mobile learning that explores alternatives to help universities fulfil core functions of storage, processing, and disseminating knowledge that can be applied to real life problems, is followed by an examination of the strengths and weaknesses of increased connectivity to mobile communications networks to support constructivist, self-directed quality interactive learning for increasingly mobile learners. This paper also examines whether mobile learning can align the developing technology with changing student expectations and the implications of such an alignment for teaching and institutional strategies. Technologies considered include mobile computing and technology, wireless laptop, hand-held PDAs, and mobile telephony.

Tablets for Learning in Higher Education:The Top 10 Affordances

OpenAIRE

Godsk, Mikkel

2013-01-01

Based on a small-scale literature review this paper identifies the top 10 affordances of post PC tablets (sometimes referred to as ‘tablet computers’) for higher education in settings where the technology is used for learning. The review shows that the predominant affordances of the technology are related to its ability to support engaging, inclusive, and/or collaborative learning, to provide flexibility in place, and to include multimedia and interactive content in teaching practice. However...

Work-based learning in Higher Education – impact on learning and employability.

NARCIS (Netherlands)

Evers, Arnoud

2018-01-01

The main theme: Work-based learning in higher education has been emphasised while changes at work and in society have challenged knowledge and competencies. Learning in higher education is needed to be seen differently, and more attention is paid to students’ employability and the sustainability of

Extension and Higher Education Service-Learning: Toward a Community Development Service-Learning Model

Science.gov (United States)

Stoecker, Randy

2014-01-01

This article explores how on-the-ground Extension educators interface with higher education service-learning. Most service-learning in Extension has focused on precollege youth and 4-H. When we look at higher education service-learning and Extension in Wisconsin, we see that there is not as much connection as might be expected. County-based…

Academic performance in blended learning in higher education

OpenAIRE

Moreira, J. António; Mendes, Alexandra

2011-01-01

Institutions of Higher Education in Portugal face today unique challenges. Aware of the change, in general, these institutions have presented reform initiatives covering in their strategic plans new frames ofoperation, where e-learning and/or b-learning are recognized. The present study aims mainly to know the impact that b-learning and the implementation of some pedagogical models adapted to these environments may have on academic performance of students in higher education. Data analysis, r...

Structuring and Regulating Collaborative Learning in Higher Education with Wireless Networks and Mobile Tools

Science.gov (United States)

Jarvela, Sanna; Naykki, Piia; Laru, Jari; Luokkanen, Tiina

2007-01-01

In our recent research we have explored possibilities to scaffold collaborative learning in higher education with wireless networks and mobile tools. The pedagogical ideas are grounded on concepts of collaborative learning, including the socially shared origin of cognition, as well as self-regulated learning theory. This paper presents our three…

Do Mobile Learning Devices Enhance Learning in Higher Education Anatomy Classrooms?

Science.gov (United States)

Wilkinson, Kate; Barter, Phil

2015-01-01

Recently there has been an increased volume of research and practice of mobile Learning (mLearning) and in particular of the tablet device. The question of how, when and where to best incorporate the tablet device into the learning environment in Higher Education remains largely unanswered. The article presents the findings of an empirical study…

Study on Learning Motivation of Higher Vocational Colleges Students in Tianjin

Institute of Scientific and Technical Information of China (English)

HAO Dong-ze

2015-01-01

Learning motivation occupies an important position in non-intelligence factors,as it plays a pivotal role in university students’ successful completion of their studies and strengthening of professional knowledge base.However,the present university students generally lack motivation in higher education.This research used questionnaire method,which is a questionnaire random sample in 500 students of learning motivation from four comprehensive higher vocational colleges of Tianjin,and explores the sta⁃tus quo of learning motivation in higher vocational students of Tianjin.The result shows:The learning motivation level of higher vocational colleges students is above middle level;Male on the learning motivation total level is significantly higher than female;Rural students in the learning motivation on the aggregate level is significantly higher than that of urban students;Look from the different grades,sophomore students have lowest level of learning motivation;Freshmen learning motivation is at highest level.

A Framework for Mobile Learning for the enhancement of Learning in Higher Education

Directory of Open Access Journals (Sweden)

Kadar Abdillahi Barreh

2015-07-01

Full Text Available As mobile learning becomes increasingly pervasive, many higher education institutions have embarked on a number of mobile learning initiatives to support their traditional learning modes. This study proposes a framework for mobile learning for the enhancement of learning in higher education. This framework for mobile learning is based on the research conducted on the second year course entitled “Internet Technology,” taught to second year students in the Department of Mathematics and Computer Science at the University of Djibouti. While the entire gamut of mobile technologies and academic applications needs to be considered, special emphasis and focus is provided to Short Message Services (SMS and popular social network sites such as Facebook, which is widely used for recreation. This paper highlights how mobile learning using SMS and Facebook can be designed to enhance student learning in order to help achieve learning outcomes.

Towards a Theory of the Ecology of Reflection: Reflective Practice for Experiential Learning in Higher Education

Science.gov (United States)

Harvey, Marina; Coulson, Debra; McMaugh, Anne

2016-01-01

Reflective practice is widely adopted across the field of experience-based learning subjects in higher education, including practicums, work-integrated learning, internships, service learning and community participation. This adoption of reflective practice implies that it supports student learning through experience. When reviewing the evidence…

Discovering students mobile learning experiences in higher education in Nigeria

OpenAIRE

Oyelere, Solomon S.; Suhonen, Jarkko; Shonola, Shaibu A.; Joy, Mike

2016-01-01

M-learning plays a progressively significant role in the advancement of teaching and learning in higher education. However, the effective implementation of m-learning in higher education will be based on users’ experiences and motivation to use this technology. Though m-learning has become global, developing countries such as Nigeria are yet to enjoy the full potential offered by m-learning. This study is focused on ascertaining students’ experiences with m-learning, determining the influence...

Learning space preferences of higher education students

NARCIS (Netherlands)

Beckers, R.; van der Voordt, Theo; Dewulf, G

2016-01-01

This paper aims to address higher education students' learning space preferences. The study is based on a survey that involved 697 business management students of a Dutch University of Applied Sciences. The research focuses on preferred learning spaces for individual study activities, which

Learning space preferences of higher education students

NARCIS (Netherlands)

Beckers, Ronald; van der Voordt, Theo; Dewulf, Geert P.M.R.

2016-01-01

This paper aims to address higher education students’ learning space preferences. The study is based on a survey that involved 697 business management students of a Dutch University of Applied Sciences. The research focuses on preferred learning spaces for individual study activities, which require

A History of Learning Communities within American Higher Education

Science.gov (United States)

Fink, John E.; Inkelas, Karen Kurotsuchi

2015-01-01

This chapter describes the historical development of learning communities within American higher education. We examine the forces both internal and external to higher education that contributed to and stalled the emergence of learning communities in their contemporary form.

CONCERING THE INTERRELATION OF E-LEARNING CONCEPTS IN HIGHER EDUCATION

Directory of Open Access Journals (Sweden)

B. E. Starichenko

2014-01-01

Full Text Available The research objective is the classification and conventional interpretations of the concepts of «e-learning», «distance learning» and «blended learning»; its interconnection and correlation of the didactic system of modern education. The authors note that the deficiency of general data theories in pedagogical literature, - on the one hand, and active development of learning types essentially complicate framing and contents of modern education didactic system. Methods. The authors give the key feature of the generic difference betweenthe traditional and e-learning on the basis of the analysis and correlation made by various researchers’ viewpoints; the key feature - the information resources’ usage in educational process (i.e. devices for data processing, storage, transmission, and the information is presented in digital format. The authors single out that blended learning means implementation of traditional types and methods of specific educational tasks including the e-learning elements. Distance learning is proposed to be electronic itself; it’s supposed to be the final variation of e-learning.Scientific novelty and practical significance. The presented approach based on the digital resources’ level application permits to determine all-existing higher education learning types; to establish connection and show differences between them. The authors draw the conclusion that recommended approach can be usedfor further methodology development of modeling the specialists’ training variants in higher school. It is specially noted that this very training is considered as the collaboration of teachers and students focused on knowledge acquisition, work methods and communication features that correspond the future profession requirements. A mention should be made that it is necessary to use educational information material supplement and needed electronic devices or equipment.

Learning Groups in MOOCs: Lessons for Online Learning in Higher Education

Directory of Open Access Journals (Sweden)

Godfrey Mayende

2017-06-01

Full Text Available when there is interaction within online learning groups, meaningful learning is achieved. Motivating and sustaining effective student interactions requires planning, coordination and implementation of curriculum, pedagogy and technology. For our aim to understand online learning group processes to identify effective online learning group mechanisms, comparative analysis was used on a massive open online course (MOOC run in 2015 and 2016. Qualitative (interaction on the platform and quantitative (survey methods were used. The findings revealed several possible ways to improve online learning group processes. This paper concludes that course organization helped in increasing individual participation in the groups. Motivation by peers helped to increase sustainability of interaction in the learning groups. Applying these mechanisms in higher education can make online learning groups more effective.

Factors for Effective E-learning Integration in Higher Education in ...

African Journals Online (AJOL)

This article discusses factors that contribute to effective e-learning integration in higher education in the context of Sub-Sahara Africa. It involved retrieving articles using key words such as e-learning, perceptions, knowledge, skills, implementation, facilities, access, support, learning management system and higher ...

Sexual promiscuity: knowledge of dangers in institutions of higher learning.

Science.gov (United States)

Ebong, R D

1994-06-01

Knowledge of dangers of sexual promiscuity was assessed in 2 institutions of higher learning. The objectives were to find out the knowledge of medical and social consequences as well as the factors responsible for sexual promiscuity among Nigerian youths. The study also assessed the discrepancies in societal concept of sex norms for males and females. The result was used as an index to determine the need for sex education for Nigerian youths. A total of 200 students (100 from each school) was assessed by random selection and use of a questionnaire. The result showed that students had a fair knowledge of sexual promiscuity, although in terms of medical consequences the knowledge was low for both groups. On social consequences, the knowledge was fair for both groups. Students agreed that lack of financial support and of supervision from parents and teachers were among the causes of sexual promiscuity. Recommendations were made for Health Education in these areas in institutions of higher learning. Also, recommendations were made for parental education on how to bring up, and care for, their adolescents to reduce the problems of sexual promiscuity. It was also recommended that a compulsory course on sexual promiscuity should be included in the syllabus in institutions of higher learning.

Virtual Communities of Collaborative Learning for Higher Education

Science.gov (United States)

Sotomayor, Gilda E.

2014-01-01

This article aims to outline and project three new learning scenarios for Higher Education that, after the emergence of ICT and communication through the Network-lnternet, have appeared under the generic name of virtual communities. To that end, we start from a previous conceptual analysis on collaborative learning, cooperative learning and…

Learning from the Field : Innovating China's Higher Education System

International Development Research Centre (IDRC) Digital Library (Canada)

2008-04-15

Learning from the Field : Innovating China's Higher Education System. Couverture du livre Learning from the Field : Innovating China's Higher Education System. Editor(s):. Ronnie Vernooy, Li Xiaoyun, Xu Xiuli, Lu Min, et Qi Gubo. Publisher(s):. Foundation Book, CRDI. April 15, 2008. ISBN: 9788175966017. 260 pages.

Curricular Placement of Academic Service-Learning in Higher Education

Science.gov (United States)

Phillips, Amy; Bolduc, Steven R.; Gallo, Michael

2013-01-01

The higher education service-learning literature is rich with case studies, guidelines for service-learning course and program development, and demonstrations of the impact of service-learning on students. Minimal discussion, however, focuses on the "strategic placement" of service-learning in disciplinary curricula, and how curricular…

The Use of Interactive Learning Technology in Institutions of Higher Learning

Science.gov (United States)

Abykanova, Bakytgul; Nugumanova, Samal; Yelezhanova, Shynar; Kabylkhamit, Zhanargul; Sabirova, Zhanylsyn

2016-01-01

This paper is linked to a study aiming to provide a theoretical rationale for the methodological foundations of the use of interactive learning technology in institutions of higher learning and undertakes to describe the process of practical implementation of this approach and analyze the outcomes. The authors examine the views expressed by…

The Place of E-Learning in Africa's Institutions of Higher Learning

Science.gov (United States)

Nafukho, Fredrick Muyia

2007-01-01

The paper seeks to accomplish four objectives. The first is to examine the need for e-learning in Africa's institutions of higher learning. The second is to discuss the policy, institutional, pedagogical, copyright, and quality assurance issues that need to be addressed. The third is to critically examine the advantages and disadvantages of…

A Thematic Review of Blended Learning in Higher Education

Science.gov (United States)

Pima, John Marco; Odetayo, Michael; Iqbal, Rahat; Sedoyeka, Eliamani

2018-01-01

This article reviews the international literature on blended learning in view of establishing its thematic trends in higher education. The systematic review through PRISMA, sought to answer three research questions: First, how have publications evolved from 2000 to 2016 in blended learning in higher education? Secondly, what themes are frequently…

Mobile Learning Practice In Higher Education in Nepal

Directory of Open Access Journals (Sweden)

Krishna Prasad Parajuli

2016-03-01

Full Text Available During the 15 years of this current century, mobile technology has become a leading technology in the support of educational outcomes. This study investigated the mobile learning practices among undergraduates in higher education in the semi-urban and rural areas of the Gorkha district of Nepal. The objectives were to explore the availability of mobile technology for learning; its costs; learning trends, institutional policies, and attitudes towards mobile learning. These factors were explored to identify implications for pedagogical practice. The study adopted a mixed methods design, in which the quantitative data were collected by using a questionnaire with a sample of 161 undergraduates from six campuses. The qualitative data were collected from 19 purposively selected respondents by the way of semi-structured interviews. The result indicated that virtually all undergraduates possessed their mobile phones and used them informally for learning both inside and outside of their classes. The majority of the students had positive attitudes towards mobile learning. However, many were not satisfied with the effectiveness of their practices or with the level of institutional support for using mobile devices to support their learning. Although comprehensive mobile learning is not widespread in Nepal, enriching conventional learning by the incremental use of mobile devices is possible in Nepalese institutes of higher education. I conclude that teachers and institutions should provide guidance to students about the effective uses of mobile technology because successful use of technology in learning largely depends on appropriate pedagogy and teacher support.

Higher Education Distance Learning and e-Learning in Prisons in Portugal

Science.gov (United States)

Moreira, José-António; Reis-Monteiro, Angélica; Machado, Ana

2017-01-01

Higher Education in Europe has undergone massive changes due to technological advancements and adjustments resulting from the Bologna Process, by which learning should be accessible for all regardless of social exclusion reasons, such as imprisonment. The resulting massification of access to Higher Education requires flexible and inclusive…

THE IMPACTS OF SOCIAL NETWORKING SITES IN HIGHER LEARNING

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Mohd Ishak Bin Ismail

2016-02-01

Full Text Available Social networking sites, a web-based application have permeated the boundary between personal lives and student lives. Nowadays, students in higher learning used social networking site such as Facebook to facilitate their learning through the academic collaboration which it further enhances students’ social capital. Social networking site has many advantages to improve students’ learning. To date, Facebook is the leading social networking sites at this time which it being widely used by students in higher learning to communicate to each other, to carry out academic collaboration and sharing resources. Learning through social networking sites is based on the social interaction which learning are emphasizing on students, real world resources, active students` participation, diversity of learning resources and the use of digital tools to deliver meaningful learning. Many studies found the positive, neutral and negative impact of social networking sites on academic performance. Thus, this study will determine the relationship between Facebook usage and academic achievement. Also, it will investigate the association of social capital and academic collaboration to Facebook usage.

Are Higher Education Institutions Prepared for Learning Analytics?

Science.gov (United States)

Ifenthaler, Dirk

2017-01-01

Higher education institutions and involved stakeholders can derive multiple benefits from learning analytics by using different data analytics strategies to produce summative, real-time, and predictive insights and recommendations. However, are institutions and academic as well as administrative staff prepared for learning analytics? A learning…

Ubiquitous Learning Environments in Higher Education: A Scoping Literature Review

Science.gov (United States)

Virtanen, Mari Aulikki; Haavisto, Elina; Liikanen, Eeva; Kääriäinen, Maria

2018-01-01

Ubiquitous learning and the use of ubiquitous learning environments heralds a new era in higher education. Ubiquitous learning environments enhance context-aware and seamless learning experiences available from any location at any time. They support smooth interaction between authentic and digital learning resources and provide personalized…

A Role of Higher Education Institutions in the Development of Life-long Learning Processes

Directory of Open Access Journals (Sweden)

Lech Banachowski

2011-01-01

Full Text Available The following question is considered: „In what way can the higher schools support the processes of life-long learning of their graduates and also of their faculty and students?” A solution is proposed based on building learning community of practice managing joint knowledge repository including Personal Learning Environments (PLE and e-portfolios. It is shown how to extend ordinary LMS (VLE system to support processes of life-long learning. The steps made at the Polish-Japanese Institute of Information Technology (PJIIT are discussed towards implementation of these ideas.

Team based learning in nursing and midwifery higher education; a systematic review of the evidence for change.

Science.gov (United States)

Dearnley, Chris; Rhodes, Christine; Roberts, Peter; Williams, Pam; Prenton, Sarah

2018-01-01

The aim of this study is to review the evidence in relation to the experiences and outcomes of students on nursing and/or midwifery higher education programmes, who experience team based learning. To examine the relationship between team based learning and attainment for nursing and midwifery students in professional higher education. To examine the relationship between team based learning and student satisfaction for nurses and midwifery students in higher education. To identify and report examples of good practice in the implementation of team based learning in Nursing and Midwifery higher education. A systematic Review of the literature was undertaken. The population were nurses and midwives studying on higher education pre and post registration professional programmes. The intervention was learning and teaching activities based on a team-based learning approach. Data sources included CINAHL and MEDLINE. ERIC and Index to Theses were also searched. International research papers published in English between 2011 and 2017 that met the inclusion criteria were included in the study. Papers that met the criteria were subjected to quality appraisal and agreement amongst authors for inclusion in the review. A total of sixteen papers were reviewed and four themes emerged for discussion. These were Student Engagement, Student Satisfaction, Attainment and Practice Development and Transformational Teaching and Learning. There is a tentative, though growing body of evidence to support TBL as a strategy that can impact on student engagement, student satisfaction, attainment, practice development and transformative teaching and learning. The literature indicates that implementing TBL within the curriculum is not without challenge and requires a sustained and structured approach. Staff and students need to understand the processes involved, and why they should be adhered to, in the pursuit of enhanced student experiences and outcomes for nurses and midwives in Higher Education

An Investigation of Higher-Order Thinking Skills in Smaller Learning Community Social Studies Classrooms

Science.gov (United States)

Fischer, Christopher; Bol, Linda; Pribesh, Shana

2011-01-01

This study investigated the extent to which higher-order thinking skills are promoted in social studies classes in high schools that are implementing smaller learning communities (SLCs). Data collection in this mixed-methods study included classroom observations and in-depth interviews. Findings indicated that higher-order thinking was rarely…

Implementation of Collaborative Learning in Higher Education Environment

OpenAIRE

Soetam Rizky Wicaksono

2013-01-01

The need of improvement in learning process, especially in higher education environment, has already begun a dilemma for many lecturers. Many experts has already agreed that one of the success factor in learning process improvement is creating collaboration among students. This pre-eliminary action research tried to implement collaborative learning from small groups using simple task and escalating into large group with more complicated collaborative framework. Although there is no quantific...

Moving towards Virtual Learning Clouds from Traditional Learning: Higher Educational Systems in India

Directory of Open Access Journals (Sweden)

Vasanthi Muniasamy

2014-10-01

Full Text Available E-Learning has become an increasingly popular learning approach in higher Education institutions due to the rapid growth of Communication and Information Technology (CIT. In recent years, it has been integrated in many university programs and it is one of the new learning trends. But in many Indian Universities did not implement this novel technology in their Educational Systems. E-Learning is not intended to replace the traditional classroom setting, but to provide new opportunities and new virtual environment for interaction and communication between the students and teacher. E-Learning through Cloud is now becoming an interesting and very useful revolutionary technology in the field of education. E-Learning system usually requires huge amount of hardware and software resources. Due to the cost, many universities in India do not want to implement the E-Learning technology in their Educational system and they cannot afford such investments. Cloud Virtual Learning is the only solution for this problem. This paper presents the benefits of using cloud technology in E-Learning system, working mode, Services, Models. And also we discuss the cloud computing educational environment and how higher education may take advantage of clouds not only in terms of cost but also in terms of Security, flexibility, portability, efficiency and reliability. And also we present some educational clouds introduced by popular cloud providers.

Evaluating a learning management system for blended learning in Greek higher education.

Science.gov (United States)

Kabassi, Katerina; Dragonas, Ioannis; Ntouzevits, Alexandra; Pomonis, Tzanetos; Papastathopoulos, Giorgos; Vozaitis, Yiannis

2016-01-01

This paper focuses on the usage of a learning management system in an educational institution for higher education in Greece. More specifically, the paper examines the literature on the use of different learning management systems for blended learning in higher education in Greek Universities and Technological Educational Institutions and reviews the advantages and disadvantages. Moreover, the paper describes the usage of the Open eClass platform in a Technological Educational Institution, TEI of Ionian Islands, and the effort to improve the educational material by organizing it and adding video-lectures. The platform has been evaluated by the students of the TEI of Ionian Islands based on six dimensions: namely student, teacher, course, technology, system design, and environmental dimension. The results of this evaluation revealed that Open eClass has been successfully used for blended learning in the TEI of Ionian Islands. Despite the instructors' initial worries about students' lack of participation in their courses if their educational material was made available online and especially in video lectures; blended learning did not reduce physical presence of the students in the classroom. Instead it was only used as a supplementary tool that helps students to study further, watch missed lectures, etc.

Combining Service and Learning in Higher Education

National Research Council Canada - National Science Library

Gray, Maryann

1999-01-01

.... Hundreds of college and university presidents, most of the major higher education associations, and a number of highly influential scholars actively support the development of service-learning...

The Design of Video Games in the Implementation of Malay Language Learning among Foreign Students in an Institution of Higher Learning

Science.gov (United States)

Rosman, Fuziah; Alias, Norlidah; Rahman, Mohd Nazri Abdul; Dewitt, Dorothy

2015-01-01

This study aims at reviewing the curriculum design by including video games in the implementation of the Malay language course at an Institute of Higher Learning. The objective of this study is to obtain expert opinion on the expected manner of implementation of video games in learning the Malay language. The Fuzzy Delphi technique (FDM) is used…

Social Networks as Learning Environments for Higher Education

Directory of Open Access Journals (Sweden)

J.A.Cortés

2014-09-01

Full Text Available Learning is considered as a social activity, a student does not learn only of the teacher and the textbook or only in the classroom, learn also from many other agents related to the media, peers and society in general. And since the explosion of the Internet, the information is within the reach of everyone, is there where the main area of opportunity in new technologies applied to education, as well as taking advantage of recent socialization trends that can be leveraged to improve not only informing of their daily practices, but rather as a tool that explore different branches of education research. One can foresee the future of higher education as a social learning environment, open and collaborative, where people construct knowledge in interaction with others, in a comprehensive manner. The mobility and ubiquity that provide mobile devices enable the connection from anywhere and at any time. In modern educational environments can be expected to facilitate mobile devices in the classroom expansion in digital environments, so that students and teachers can build the teaching-learning process collectively, this partial derivative results in the development of draft research approved by the CONADI in “Universidad Cooperativa de Colombia”, "Social Networks: A teaching strategy in learning environments in higher education."

E ‑learning in Higher Education

Directory of Open Access Journals (Sweden)

Dorota Górska

2016-09-01

Full Text Available The vast use of the Internet and the increasingly widespread access to the latest technologies have become the main reason for the development of remote teaching services. In an effort to modernize the educational offer, higher education institutions placed, in their programs of studies, different possibilities of teaching using „distance learning”. This trend is already very common in the world’s largest universities. The Polish higher education system, keeping the pace with current trends, has created a legal foundation for the use of modern forms of teaching. The current approach to teaching is also a response to the offer of leading universities of the world and thus the search for competitive advantage in the international educational market. The aim of the article is to present main objectives of the teaching method of e ‑learning, and at the same time, to present the legal status and the rules for the use of e ‑learning in Polish higher education. The article is based on the experience of such teaching introduced at the Pontifical University of John Paul II in Krakow.

Professional Learning in Higher Education: Making Good Practice Relevant

Science.gov (United States)

Daniels, Jeannie

2017-01-01

Professionals working in a range of contexts are increasingly expected to engage in ongoing professional learning to maintain their skills and develop their practices. In this paper, I focus on professional learning in Higher Education and challenge the standardisation of professional learning that is becoming prevalent in a number of countries. I…

Charting Teachers' Perspective on Utilizing Distance Learning in Higher Education

OpenAIRE

Ålander, Heidi; Karukka, Minna

2016-01-01

E-learning activities are likely to grow significantly and the area has potential to generate more possibilities for both teachers and students especially in higher education. It creates alternative ways to partake, tutor and utilize new learning environment. In this paper we present our on-going work on exploring current usage and attitudes towards using eLearning technologies in teaching. The aim was to investigate advantages, challenges and needs for support among teachers in higher educat...

E-Learning Concepts in Higher Education

DEFF Research Database (Denmark)

Sorensen, Elsebeth Korsgaard; Mathiasen, Helle; Dalsgaard, Christian

The main aim of the symposium is to investigate, at both a theoretical and practical level, the quality and sustainability of a variety of models and key concepts of how communication and collaborative e-learning communities may be successfully developed, implemented and supported in higher educa...... education contexts....

Internet Based Learning (IBL) in Higher Education: A Literature Review

Science.gov (United States)

Yadav, Rajan; Tiruwa, Anurag; Suri, Pradeep Kumar

2017-01-01

Purpose: The growing use of internet-based learning (IBL) platforms in institutions of higher education is producing profound changes in the traditional teaching learning process worldwide. This paper aims to identify and understand the ways in which higher education institutions draw benefits by the use of such means, synthesizing the literature…

Eight Paradoxes in the Implementation Process of E-learning in Higher Education

Science.gov (United States)

Guri-Rosenblit, Sarah

2005-01-01

The new information and communication technologies affect currently most spheres of life, including higher education environments. Their effects are most likely to grow in the future. However, many predictions in the last few years as to the sweeping impact of the new technologies on restructuring the learning / teaching practices at universities…

QUALITY ASSURANCE IN RWANDAN HIGHER LEARNING EDUCATION: IS THE SYSTEM ADAPTIVE OR COMPLEX?

Directory of Open Access Journals (Sweden)

Nathan Kanuma Taremwa

2014-01-01

Full Text Available Developing knowledge infrastructure by massive investments in education and training are taken as a benchmark in facilitating the acceleration and possible increases in skills, capacities and competences of Rwandan people has become apriority issue in the recent years. This notion is relevant to vision 2020 where human resource development and building of a knowledge based economy are fundamental pillars. In the past years, several policy reforms have taken place in education sector. However, the overarching question is if such reforms are becoming adaptive or complex and if such reforms will not compromise the quality of education in higher learning education in Rwanda? The main objective of the study was to investigate the impact of changes in Higher Learning Institutions on the quality of education in Rwanda. This research had three hypotheses, namely; there is an impact of changes in Higher Learning Institutions on quality of education in Rwanda; the current complexity in Rwandan education system is affecting the quality of education in HLIs; Tailoring education system to the regional reforms and implementation strategies is affecting the quality of education in Rwanda. This study was carried out in 10 higher learning institutions (5 public, 5 private and 2 Ministry of Education directorates (HEC and REB. Key informants were the senior management/head of institutions, experienced academic staff, and students. The parameters considered included; the learning methods, assessment styles, workloads, language of instruction, merging of public HLIs, curriculum, and the transformation of some private higher learning institutions into company forms. Main research instruments were questionnaires and interview guides. Both qualitative and quantitative research was collected. Analyses were done using SPSS and excel packages. Major findings indicate that the system is still in transition with indicative gaps. Ample time would therefore be necessary for

Teaching and Learning in Higher Education.

Science.gov (United States)

Dart, Barry; Boulton-Lewis, Gillian

The 11 chapters in this book, each contributed by a different author, are organized around the "3P model" of learning at the college level developed by John Biggs, which allows teachers to monitor and modify their teaching in light of students' learning. The 3P model includes presage (student and situational variables), process (how…

Making Learning and Web 2.0 Technologies Work for Higher Learning Institutions in Africa

Science.gov (United States)

Lwoga, Edda

2012-01-01

Purpose: This paper seeks to assess the extent to which learning and Web 2.0 technologies are utilised to support learning and teaching in Africa's higher learning institutions, with a specific focus on Tanzania's public universities. Design/methodology/approach: A combination of content analysis and semi-structured interviews was used to collect…

WORK BASED HIGHER LEARNING FOR THE DANISH TOURISM SECTOR

DEFF Research Database (Denmark)

Lindegaard, Klaus; Voergård-Olesen, Rikke Karen

2012-01-01

programs for tourism. This is the basis for reflexive analysis of how demand and supply for higher education can be aligned for the sector. The research focuses on the role of WBL as a way to meet the needs for flexible competence building. Special emphasis is put on innovation and environmental management......The paper reports on an investigation of the business needs for work based higher learning in the Danish tourism sector and the match with the supply of higher education, emphasizing opportunities and barriers for work based learning (WBL) in the Danish University System. The Danish tourism sector...... need for development through further and higher education of employees is widely recognized, while Danish higher education is challenged to develop a more demand-led approach. The research done consists of completed empirical studies and literature review on Danish tourism and Danish higher education...

Career learning and career learning environment in Dutch higher education

NARCIS (Netherlands)

Marinka Kuijpers; dr. Frans Meijers

2014-01-01

Purpose: The purpose of this paper is to focus on the effects of career development and guidance among students (age 17-23) enrolled in higher education in The Netherlands. First the paper explores whether the development of career competencies contribute to career identity, learning motivation,

Effect of Demographic Factors on E-Learning Effectiveness in a Higher Learning Institution in Malaysia

Science.gov (United States)

Islam, Md. Aminul; Rahim, Noor Asliza Abdul; Liang, Tan Chee; Momtaz, Hasina

2011-01-01

This research attempted to find out the effect of demographic factors on the effectiveness of the e-learning system in a higher learning Institution. The students from this institution were randomly selected in order to evaluate the effectiveness of learning system in student's learning process. The primary data source is the questionnaires that…

Collaborative learning in higher education : design, implementation and evaluation of group learning activities

NARCIS (Netherlands)

Hei, de M.S.A.

2016-01-01

In higher education, group learning activities (GLAs) are frequently implemented in online, blended or face-to-face educational contexts. A major problem for the design and implementation of good quality GLAs that lead to the desired learning outcomes is that many approaches to GLAs have been

Lifelong Learning Competencies Development Program for Higher Education

Directory of Open Access Journals (Sweden)

Catalina Martinez-Mediano

2013-04-01

Full Text Available Introduction. Lifelong learning (LLL is an intentional learning that people engage in throughout their lives for personal and professional fulfillment and to improve the quality of their lives. Develop the capability for lifelong learning in Higher Education is important to facilitate the incorporation of new graduates to work. To this end, we have designed a program on "Lifelong learning competencies for Higher Education students', which we have applied to students at University of San Diego, California, USA and to the University of Distance Education, Spain. Methodology. We have presented the program by means a workshop where the debate and the reflection played one important strategy. To check the program’s achievements we used mixed methodologies, according to the evaluative research. We applied one questionnaire, and together to a practice and the students' personal portfolio, they enabled us to assess the program effectiveness, satisfaction and impact. Results. The comparison of the answers in the questionnaire, before and after of the workshops sing that students improved in their knowledge and awareness about the importance of LLL and key competencies for their profession development plan. Discussion. The program contributes to improve key competencies and commitment to learning throughout the people’s lives.

MOOCs, High Technology, and Higher Learning

Science.gov (United States)

Rhoads, Robert A.

2015-01-01

In "MOOCs, High Technology, and Higher Learning," Robert A. Rhoads places the OpenCourseWare (OCW) movement into the larger context of a revolution in educational technology. In doing so, he seeks to bring greater balance to increasingly polarized discussions of massively open online courses (MOOCs) and show their ongoing relevance to…

E-learning challenges faced by academics in higher education

OpenAIRE

Islam, Nurul; Beer, Martin; Slack, Frances

2015-01-01

E-learning has become a necessity in higher education institutions and is being deployed in educational establishments throughout the world. Researchers have made much emphasis on its benefits but not much is discussed on the disadvantages of e-learning technology. This paper references some of the research work on the limitations of e-learning technology, categorises it in five challenges that teachers are faced with and suggestions for a successful e-learning outcome. This paper also discus...

Career learning and career learning environment in Dutch higher education

NARCIS (Netherlands)

Meijers, Frans; Kuijpers, Marinka

2018-01-01

Purpose – The purpose of this paper is to focus on the effects of career development and guidance among students (age 17-23) enrolled in higher education in The Netherlands. First the paper explores whether the development of career competencies contribute to career identity, learning motivation,

Virtual Communities of Collaborative Learning for Higher Education

Directory of Open Access Journals (Sweden)

Gilda E. Sotomayor

2014-11-01

Full Text Available This article aims to outline and project three new learning scenarios for Higher Education that, after the emergence of ICT and communication through the Network-lnternet, have come under the generic name of virtual communities. To that end, we start from a previous conceptual analysis on collaborative learning, cooperative learning and related concepts taking place in these communities and serving as a basis for sorting them into three types in particular: communities of educational work of professional practice and scientific knowledge. Virtual communities where the activities undertaken and skills acquired are set as important parts of our personal learning development, wich are necessary to build the Knowledge Society.

Perceptions of Career Development Learning and Work-Integrated Learning in Australian Higher Education

Science.gov (United States)

McIlveen, Peter; Brooks, Sally; Lichtenberg, Anna; Smith, Martin; Torjul, Peter; Tyler, Joanne

2011-01-01

This paper is a report on the perceived correspondence between career development learning and work-integrated learning programs that were delivered by career services in Australian higher education institutions. The study entailed a questionnaire survey of representatives of university career services. The questionnaire dealt with the extent to…

Higher-order thinking in foreign language learning

OpenAIRE

Bastos, Ascensão; Ramos, Altina

2017-01-01

A project is being conducted in English as a foreign language (EFL), involving eleventh graders in formal and non-formal learning contexts, in a Portuguese high school. The goal of this study is to examine the impact of cognitive tools and higher-order thinking processes on the learning of EFL and achievement of larger processes oriented to action, involving problem solving, decision-making and creation of new products. YouTube videos emerge as cognitive tools in the process. Final results sh...

knowledge management practices in higher learning institutions

African Journals Online (AJOL)

user

Knowledge Management (KM) Practices in Institutions of Higher Learning in .... quality and skills to cope with the labour market demands. .... Total. 44. 100.0. Source: Field Data (2012/13). Staff's Level of Awareness of Knowledge Management.

Does peer learning or higher levels of e-learning improve learning abilities? A randomized controlled trial.

Science.gov (United States)

Worm, Bjarne Skjødt; Jensen, Kenneth

2013-01-01

Background and aims The fast development of e-learning and social forums demands us to update our understanding of e-learning and peer learning. We aimed to investigate if higher, pre-defined levels of e-learning or social interaction in web forums improved students' learning ability. Methods One hundred and twenty Danish medical students were randomized to six groups all with 20 students (eCases level 1, eCases level 2, eCases level 2+, eTextbook level 1, eTextbook level 2, and eTextbook level 2+). All students participated in a pre-test, Group 1 participated in an interactive case-based e-learning program, while Group 2 was presented with textbook material electronically. The 2+ groups were able to discuss the material between themselves in a web forum. The subject was head injury and associated treatment and observation guidelines in the emergency room. Following the e-learning, all students completed a post-test. Pre- and post-tests both consisted of 25 questions randomly chosen from a pool of 50 different questions. Results All students concluded the study with comparable pre-test results. Students at Level 2 (in both groups) improved statistically significant compared to students at level 1 (p>0.05). There was no statistically significant difference between level 2 and level 2+. However, level 2+ was associated with statistically significant greater student's satisfaction than the rest of the students (p>0.05). Conclusions This study applies a new way of comparing different types of e-learning using a pre-defined level division and the possibility of peer learning. Our findings show that higher levels of e-learning does in fact provide better results when compared with the same type of e-learning at lower levels. While social interaction in web forums increase student satisfaction, learning ability does not seem to change. Both findings are relevant when designing new e-learning materials.

Does peer learning or higher levels of e-learning improve learning abilities? A randomized controlled trial

Science.gov (United States)

Worm, Bjarne Skjødt; Jensen, Kenneth

2013-01-01

Background and aims The fast development of e-learning and social forums demands us to update our understanding of e-learning and peer learning. We aimed to investigate if higher, pre-defined levels of e-learning or social interaction in web forums improved students’ learning ability. Methods One hundred and twenty Danish medical students were randomized to six groups all with 20 students (eCases level 1, eCases level 2, eCases level 2+, eTextbook level 1, eTextbook level 2, and eTextbook level 2+). All students participated in a pre-test, Group 1 participated in an interactive case-based e-learning program, while Group 2 was presented with textbook material electronically. The 2+ groups were able to discuss the material between themselves in a web forum. The subject was head injury and associated treatment and observation guidelines in the emergency room. Following the e-learning, all students completed a post-test. Pre- and post-tests both consisted of 25 questions randomly chosen from a pool of 50 different questions. Results All students concluded the study with comparable pre-test results. Students at Level 2 (in both groups) improved statistically significant compared to students at level 1 (p>0.05). There was no statistically significant difference between level 2 and level 2+. However, level 2+ was associated with statistically significant greater student's satisfaction than the rest of the students (p>0.05). Conclusions This study applies a new way of comparing different types of e-learning using a pre-defined level division and the possibility of peer learning. Our findings show that higher levels of e-learning does in fact provide better results when compared with the same type of e-learning at lower levels. While social interaction in web forums increase student satisfaction, learning ability does not seem to change. Both findings are relevant when designing new e-learning materials. PMID:24229729

Does peer learning or higher levels of e-learning improve learning abilities? A randomized controlled trial

Directory of Open Access Journals (Sweden)

Bjarne Skjødt Worm

2013-11-01

Full Text Available Background and aims : The fast development of e-learning and social forums demands us to update our understanding of e-learning and peer learning. We aimed to investigate if higher, pre-defined levels of e-learning or social interaction in web forums improved students’ learning ability. Methods : One hundred and twenty Danish medical students were randomized to six groups all with 20 students (eCases level 1, eCases level 2, eCases level 2+, eTextbook level 1, eTextbook level 2, and eTextbook level 2+. All students participated in a pre-test, Group 1 participated in an interactive case-based e-learning program, while Group 2 was presented with textbook material electronically. The 2+ groups were able to discuss the material between themselves in a web forum. The subject was head injury and associated treatment and observation guidelines in the emergency room. Following the e-learning, all students completed a post-test. Pre- and post-tests both consisted of 25 questions randomly chosen from a pool of 50 different questions. Results : All students concluded the study with comparable pre-test results. Students at Level 2 (in both groups improved statistically significant compared to students at level 1 (p>0.05. There was no statistically significant difference between level 2 and level 2+. However, level 2+ was associated with statistically significant greater student's satisfaction than the rest of the students (p>0.05. Conclusions : This study applies a new way of comparing different types of e-learning using a pre-defined level division and the possibility of peer learning. Our findings show that higher levels of e-learning does in fact provide better results when compared with the same type of e-learning at lower levels. While social interaction in web forums increase student satisfaction, learning ability does not seem to change. Both findings are relevant when designing new e-learning materials.

TBAL: Technology-Based Active Learning in Higher Education

Science.gov (United States)

Ghilay, Yaron; Ghilay, Ruth

2015-01-01

In many institutions of higher education worldwide, faculty members manage lessons based on information transfer whereas their students become passive listeners. According to international research, passive learning has disadvantages mainly because students do not engage in the lesson. The study introduces a new model for higher education called…

Learning from the Field: Innovating China's Higher Education System

International Development Research Centre (IDRC) Digital Library (Canada)

2008-04-15

Apr 15, 2008 ... Learning from the Field: Innovating China's Higher Education System ... to translating China's higher education policy reforms into practice. The editors. Ronnie Vernooy is Senior Program Specialist, International Development ...

Student Attitudes toward Learning Analytics in Higher Education: "The Fitbit Version of the Learning World".

Science.gov (United States)

Roberts, Lynne D; Howell, Joel A; Seaman, Kristen; Gibson, David C

2016-01-01

Increasingly, higher education institutions are exploring the potential of learning analytics to predict student retention, understand learning behaviors, and improve student learning through providing personalized feedback and support. The technical development of learning analytics has outpaced consideration of ethical issues surrounding their use. Of particular concern is the absence of the student voice in decision-making about learning analytics. We explored higher education students' knowledge, attitudes, and concerns about big data and learning analytics through four focus groups ( N = 41). Thematic analysis of the focus group transcripts identified six key themes. The first theme, "Uninformed and Uncertain," represents students' lack of knowledge about learning analytics prior to the focus groups. Following the provision of information, viewing of videos and discussion of learning analytics scenarios three further themes; "Help or Hindrance to Learning," "More than a Number," and "Impeding Independence"; represented students' perceptions of the likely impact of learning analytics on their learning. "Driving Inequality" and "Where Will it Stop?" represent ethical concerns raised by the students about the potential for inequity, bias and invasion of privacy and the need for informed consent. A key tension to emerge was how "personal" vs. "collective" purposes or principles can intersect with "uniform" vs. "autonomous" activity. The findings highlight the need the need to engage students in the decision making process about learning analytics.

Using Social Networks to Enhance Teaching and Learning Experiences in Higher Learning Institutions

Science.gov (United States)

Balakrishnan, Vimala

2014-01-01

The paper first explores the factors that affect the use of social networks to enhance teaching and learning experiences among students and lecturers, using structured questionnaires prepared based on the Push-Pull-Mooring framework. A total of 455 students and lecturers from higher learning institutions in Malaysia participated in this study.…

Employability and work-related learning activities in higher education

DEFF Research Database (Denmark)

Magnell, Marie; Kolmos, Anette

2017-01-01

The focus of this paper is on how academic staff perceive their roles and responsibilities regarding work-related learning, and how they approach and implement work-related learning activities in curricula across academic environments in higher education. The study is based on case studies...

Higher Education Civic Learning and Engagement: A Massachusetts Case Study. Promising Practices

Science.gov (United States)

Brennan, Jan

2017-01-01

This Promising Practices report explores the civic learning and engagement efforts of Massachusetts' public higher education system in five areas: vision of Preparing Citizens as a core educational commitment, development of a state higher education Policy on Civic Learning, creation of civic engagement and service-learning course designations,…

Barriers and Strategies on Adoption of E-Learning in Tanzanian Higher Learning Institutions: Lessons for Adopters

Science.gov (United States)

Kisanga, Dalton; Ireson, Gren

2015-01-01

Tanzanian Higher learning institutions (HLIs) are faced with challenges of adopting e-learning in education. This study involved experts in e-learning to examine barriers of adopting e-learning and the best strategies to address them. Data were gathered from a series of semi-structured interviews with e-learning experts from two HLIs in Tanzania.…

Outcomes-Based Collaborative Teaching and Learning in Asian Higher Education

Science.gov (United States)

van Schalkwyk, Gertina J.

2015-01-01

This chapter explores the background and development of outcomes-based collaborative teaching and learning, and provides guidance for writing learning outcomes and engaging students in the Asian higher education context.

Developing an Understanding of Higher Education Science and Engineering Learning Communities

Science.gov (United States)

Coll, Richard K.; Eames, Chris

2008-01-01

This article sets the scene for this special issue of "Research in Science & Technological Education", dedicated to understanding higher education science and engineering learning communities. We examine what the literature has to say about the nature of, and factors influencing, higher education learning communities. A discussion of…

E-Learning in Higher Education--Opportunities & Challenges for Dubai

Science.gov (United States)

Gokah, Theophilus K.; Gupta, Namrata; Ndiweni, Esinath

2015-01-01

E-Learning is becoming a popular delivery method across various universities and colleges in Dubai as the region is experiencing a rapid growth of e-Learning in higher education. Adequate infrastructure, changes in demographic profile, globalization, government initiatives, outsourcing and increasing demand for IT knowledge based jobs are the…

THE IMPACTS OF SOCIAL NETWORKING SITES IN HIGHER LEARNING

OpenAIRE

Mohd Ishak Bin Ismail; Ruzaini Bin Abdullah Arshah

2016-01-01

Social networking sites, a web-based application have permeated the boundary between personal lives and student lives. Nowadays, students in higher learning used social networking site such as Facebook to facilitate their learning through the academic collaboration which it further enhances students’ social capital. Social networking site has many advantages to improve students’ learning. To date, Facebook is the leading social networking sites at this time which it being widely used by stude...

Using Webquest in Learning Grammar: Students' Perceptions in Higher Education

Science.gov (United States)

Irzawati, Ira

2013-01-01

Webquest is an internet based learning tool that can be used by students in learning English. This study investigates students' perceptions about the use of Webquest to support learning grammar in Higher Education. Seventy-two of second semester students were involved as participants in this study. Questionnaire and interview were used to collect…

Analysing Information Systems Security In Higher Learning Institutions Of Uganda

OpenAIRE

Mugyenyi Raymond

2017-01-01

Information communication technology has increased globalisation in higher learning institution all over the world. This has been achieved through introduction of systems that ease operations related to information handling in the institutions. The paper assessed and analysed the information systems security performance status in higher learning institutions of Uganda. The existing policies that govern the information security have also been analysed together with the current status of inform...

Storytelling in the digital world: achieving higher-level learning objectives.

Science.gov (United States)

Schwartz, Melissa R

2012-01-01

Nursing students are not passive media consumers but instead live in a technology ecosystem where digital is the language they speak. To prepare the next generation of nurses, educators must incorporate multiple technologies to improve higher-order learning. The author discusses the evolution and use of storytelling as part of the digital world and how digital stories can be aligned with Bloom's Taxonomy so that students achieve higher-level learning objectives.

Problembased learning (PBL) including drama games as a motivating learning approach in interprofessional education (IPE)

DEFF Research Database (Denmark)

Hansen, Bodil Winther; Hatt, Camusa

The university have years of experience with interprofessional student groups, from seven different health professions, learning through participating in an interprofessional module. Evaluations have shown a continuos massive challenge concerning the student´s motivation for learning...... and their level of participation in this three-week course of “Conflict management”. To meet these challenges the university started a project within the frame of problembased learning and drama games. The idea was to develop strategies to motivate students and create a dynamic and stimulating learning...... as an important aspect of carrying out a successful PBL course. Among the students, there was a significantly higher level of satisfaction in the experimental classes than in the comparison classes, regarding 10 out of 12 questions asked about both academic achievement and satisfaction with the learning...

Predicting perceptual learning from higher-order cortical processing.

Science.gov (United States)

Wang, Fang; Huang, Jing; Lv, Yaping; Ma, Xiaoli; Yang, Bin; Wang, Encong; Du, Boqi; Li, Wu; Song, Yan

2016-01-01

Visual perceptual learning has been shown to be highly specific to the retinotopic location and attributes of the trained stimulus. Recent psychophysical studies suggest that these specificities, which have been associated with early retinotopic visual cortex, may in fact not be inherent in perceptual learning and could be related to higher-order brain functions. Here we provide direct electrophysiological evidence in support of this proposition. In a series of event-related potential (ERP) experiments, we recorded high-density electroencephalography (EEG) from human adults over the course of learning in a texture discrimination task (TDT). The results consistently showed that the earliest C1 component (68-84ms), known to reflect V1 activity driven by feedforward inputs, was not modulated by learning regardless of whether the behavioral improvement is location specific or not. In contrast, two later posterior ERP components (posterior P1 and P160-350) over the occipital cortex and one anterior ERP component (anterior P160-350) over the prefrontal cortex were progressively modified day by day. Moreover, the change of the anterior component was closely correlated with improved behavioral performance on a daily basis. Consistent with recent psychophysical and imaging observations, our results indicate that perceptual learning can mainly involve changes in higher-level visual cortex as well as in the neural networks responsible for cognitive functions such as attention and decision making. Copyright © 2015 Elsevier Inc. All rights reserved.

Will Mobile Learning Bring a Paradigm Shift in Higher Education?

OpenAIRE

Rajasingham, Lalita

2011-01-01

In the light of technology-driven social change that creates new challenges for universities, this paper considers the potential of mobile learning as a subset of e-learning to effect a paradigm shift in higher education. Universities face exponential growth in demand for higher education, significant decreases in government funding for education, a changing in understanding of the nature of knowledge, changing student demographics and expectations, and global competition. At the same time un...

A Studi on High Plant Systems Course with Active Learning in Higher Education Through Outdoor Learning to Increase Student Learning Activities

OpenAIRE

Nur Rokhimah Hanik, Anwari Adi Nugroho

2015-01-01

Biology learning especially high plant system courses needs to be applied to active learning centered on the student (Active Learning In Higher Education) to enhance the students' learning activities so that the quality of learning for the better. Outdoor Learning is one of the active learning invites students to learn outside of the classroom by exploring the surrounding environment. This research aims to improve the students' learning activities in the course of high plant systems through t...

WebQuest Learning as Perceived by Higher-Education Learners

Science.gov (United States)

Zheng, Robert; Stucky, Bradd; McAlack, Matt; Menchaca, Mike; Stoddart, Sue

2005-01-01

The WebQuest as an inquiry-oriented approach in web learning has gained considerable attention from educators and has been integrated widely into curricula in K-12 and higher education. It is considered to be an effective way to organize chaotic internet resources and help learners gain new knowledge through a guided learning environment.…

Higher Order Thinking Skills as Effect of Problem Based Learning in the 21st Century Learning

Directory of Open Access Journals (Sweden)

Leni Widiawati

2018-03-01

Full Text Available This study aims to determine the responses of learners to learning using a scientific approach in Problem Based Learning integrated with the inculcation of critical thinking, communicative, collaboration; and creative (4C skills in 21st century learning. The design of this study is true experiment by using posttest only control design. The sample of the research is vocational school students selected by using cluster random sampling technique in Surakarta, Indonesia. The techniques of collecting data are using tests whose validity, reliability, level of difficulty, and the discrimination index have been tested. The data obtained are then tested using t test. The result of the research shows that higher order thinking skills of experimental class students learning using scientific approach in Problem Based Learning which is integrated with the inculcation of 4C skills are higher than those of the control class that are learning using scientific approach in Think-Pair-Share which is integrated with the inculcation of 4C skills.

Learners- Perceptions of Mobile Devices for Learning in Higher Education - Towards a Mobile Learning Pedagogical Framework

OpenAIRE

Conradie; P.W.; Lombard; A.; Moller; M.

2013-01-01

The dramatic effect of information technology on society is undeniable. In education, it is evident in the use of terms like active learning, blended learning, electronic learning and mobile learning (ubiquitous learning). This study explores the perceptions of 54 learners in a higher education institution regarding the use of mobile devices in a third year module. Using semi-structured interviews, it was found that mobile devices had a positive impact on learner motivati...

The Teaching of Italian in Institutions of Higher Learning in the United States and Canada.

Science.gov (United States)

Istituto Italiano di Cultura, New York, NY.

This booklet contains a list of institutions of higher learning in the United States and Canada which teach Italian. Italian is taught, according to the booklet, in 383 colleges and universities in the United States (including 28 community or junior colleges), and in 15 colleges and universities in Canada. Other information includes the number of…

Atypical Corruption at Institutions of Higher Learning

Science.gov (United States)

Yang, Li

2007-01-01

This article describes an incident involving twelve teachers at Anhui Haozhou Normal Junior College who used purchased dissertations to apply for professional titles over three consecutive years. Academic corruption is not merely today's problem, and the academic corruption at the institutions of higher learning that the author discloses in this…

The Promise of Process. Learning through Enterprise in Higher Education

DEFF Research Database (Denmark)

Frederiksen, Signe Hedeboe

Entrepreneurial process increasingly attracts attention as an opportunity to learn in higher education. Students learn “through” enterprise, when they actively engage in an entrepreneurial process while reflecting on their actions and experiences. In this qualitative field study, I investigate how...... postgraduate students pursued opportunities to learn in a process-driven entrepreneurship module. Drawing on situated learning theory, I find that students tried to access learning opportunities through a constant dynamic of participation which involved contradictory participatory stances. The learning through...... paradigm in enterprise education imposes conditions on the learning environment and involves images of a particular learner, who is able to take advantage of this learning opportunity. The findings indicate a contradictory process of becoming a legitimate entrepreneurial learner which is more uncertain...

Epistemological Belief and Learning Approaches of Students in Higher Institutions of Learning in Malaysia

Science.gov (United States)

Ismail, Habsah; Hassan, Aminuddin; Muhamad, Mohd. Mokhtar; Ali, Wan Zah Wan; Konting, Mohd. Majid

2013-01-01

This is an investigation of the students' beliefs about the nature of knowledge or epistemological beliefs, and the relation of these beliefs on their learning approaches. Students chosen as samples of the study were from both public and private higher institutions of learning in Malaysia. The instrument used in the study consists of 49 items…

Managing Informal Learning in Higher Education Contexts: the learners’ perspective

NARCIS (Netherlands)

Marques, Maria A.; Viegas, Maria C.; Alves, Gustavo R.; Zangrando, Valentina; Galanis, Nikolas; Brouns, Francis; Waszkiewicz, Elwira; García-Peñalvo, Francisco J.

2013-01-01

Marques, M. A., Viegas, M. C., Alves, G., Zangrando, V., Galanis, N., Brouns, F., Waszkiewicz, E., & Garcia-Peñalvo, F. (2013). Managing Informal Learning in Higher Education Contexts: the learners’ perspective. ICBL2013 International Conference on Interactive Computer-Aided Blended Learning.

Traditional Classroom vs E-learning in Higher Education: Difference between Students' Behavioral Engagement

Directory of Open Access Journals (Sweden)

Fei Li

2014-03-01

Full Text Available We discuss traditional classroom, e-learning, behavioral engagement and difference between behavioral engagements in two kind of instruction environment. Results from variance analyses suggest that there is no significant difference between engagements of active learning in different classroom conditions, and there exist significant differences on higher-level learning of innovative and critical thinking. Our findings highlight students' behavioral engagements in two environments have no significant advantage over each other, but e-learning facilitates higher-level learning better.

Student Attitudes toward Learning Analytics in Higher Education: “The Fitbit Version of the Learning World”

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Roberts, Lynne D.; Howell, Joel A.; Seaman, Kristen; Gibson, David C.

2016-01-01

Increasingly, higher education institutions are exploring the potential of learning analytics to predict student retention, understand learning behaviors, and improve student learning through providing personalized feedback and support. The technical development of learning analytics has outpaced consideration of ethical issues surrounding their use. Of particular concern is the absence of the student voice in decision-making about learning analytics. We explored higher education students' knowledge, attitudes, and concerns about big data and learning analytics through four focus groups (N = 41). Thematic analysis of the focus group transcripts identified six key themes. The first theme, “Uninformed and Uncertain,” represents students' lack of knowledge about learning analytics prior to the focus groups. Following the provision of information, viewing of videos and discussion of learning analytics scenarios three further themes; “Help or Hindrance to Learning,” “More than a Number,” and “Impeding Independence”; represented students' perceptions of the likely impact of learning analytics on their learning. “Driving Inequality” and “Where Will it Stop?” represent ethical concerns raised by the students about the potential for inequity, bias and invasion of privacy and the need for informed consent. A key tension to emerge was how “personal” vs. “collective” purposes or principles can intersect with “uniform” vs. “autonomous” activity. The findings highlight the need the need to engage students in the decision making process about learning analytics. PMID:28066285

Self-perceived halitosis among students of higher learning ...

African Journals Online (AJOL)

SPH), its effects and associated factors among students of higher learning institutions in Kigali, Rwanda. Materials and methods: A self-administered structured questionnaire was distributed to 354 students. Data was entered into excel sheet and ...

Using Webquest in Learning Grammar: Students' Perceptions in Higher Education

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Ira Irzawati

2013-01-01

Full Text Available Webquest is an internet based learning tool that can be used by students in learning English. This study investigates students’ perceptions about the use of Webquest to support learning grammar in Higher Education. Seventy-two of second semester students were involved as participants in this study. Questionnaire and interview were used to collect the data. The data were analyzed quantitatively and qualitatively. The result of this study revealed that students had positive perceptions toward the use of Webquest in learning grammar. They believed that Webquest can be used as one of effective internet based learning tools in studying grammar.

E-Learning in Croatian Higher Education: An Analysis of Students' Perceptions

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Dukić, Darko; Andrijanić, Goran

2010-06-01

Over the last years, e-learning has taken an important role in Croatian higher education as a result of strategies defined and measures undertaken. Nonetheless, in comparison to the developed countries, the achievements in e-learning implementation are still unsatisfactory. Therefore, the efforts to advance e-learning within Croatian higher education need to be intensified. It is further necessary to undertake ongoing activities in order to solve possible problems in e-learning system functioning, which requires the development of adequate evaluation instruments and methods. One of the key steps in this process would be examining and analyzing users' attitudes. This paper presents a study of Croatian students' perceptions with regard to certain aspects of e-learning usage. Given the character of this research, adequate statistical methods were required for the data processing. The results of the analysis indicate that, for the most part, Croatian students have positive perceptions of e-learning, particularly as support to time-honored forms of teaching. However, they are not prepared to completely give up the traditional classroom. Using factor analysis, we identified four underlying factors of a collection of variables related to students' perceptions of e-learning. Furthermore, a certain number of statistically significant differences in student attitudes have been confirmed, in terms of gender and year of study. In our study we used discriminant analysis to determine discriminant functions that distinguished defined groups of students. With this research we managed to a certain degree to alleviate the current data insufficiency in the area of e-learning evaluation among Croatian students. Since this type of learning is gaining in importance within higher education, such analyses have to be conducted continuously.

Evidence-Based Higher Education - Is the Learning Styles 'Myth' Important?

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Newton, Philip M; Miah, Mahallad

2017-01-01

The basic idea behind the use of 'Learning Styles' is that learners can be categorized into one or more 'styles' (e.g., Visual, Auditory, Converger) and that teaching students according to their style will result in improved learning. This idea has been repeatedly tested and there is currently no evidence to support it. Despite this, belief in the use of Learning Styles appears to be widespread amongst schoolteachers and persists in the research literature. This mismatch between evidence and practice has provoked controversy, and some have labeled Learning Styles a 'myth.' In this study, we used a survey of academics in UK Higher Education ( n = 114) to try and go beyond the controversy by quantifying belief and, crucially, actual use of Learning Styles. We also attempted to understand how academics view the potential harms associated with the use of Learning Styles. We found that general belief in the use of Learning Styles was high (58%), but lower than in similar previous studies, continuing an overall downward trend in recent years. Critically the percentage of respondents who reported actually using Learning Styles (33%) was much lower than those who reported believing in their use. Far more reported using a number of techniques that are demonstrably evidence-based. Academics agreed with all the posited weaknesses and harms of Learning Styles theory, agreeing most strongly that the basic theory of Learning Styles is conceptually flawed. However, a substantial number of participants (32%) stated that they would continue to use Learning Styles despite being presented with the lack of an evidence base to support them, suggesting that 'debunking' Learning Styles may not be effective. We argue that the interests of all may be better served by promoting evidence-based approaches to Higher Education.

How Digital Technologies, Blended Learning and MOOCs Will Impact the Future of Higher Education

Science.gov (United States)

Morris, Neil P.

2014-01-01

Digital technologies are revolutionizing all parts of society, including higher education. Universities are rapidly adapting to the prevalence of staff and student mobile devices, digital tools and services on campus, and are developing strategies to harness these technologies to enhance student learning. In this paper, I explore the use of…

Editorial: Technology for higher education, adult learning and human performance

OpenAIRE

Minhong Wang; Chi-Cheng Chang; Feng Wu

2013-01-01

This special issue is dedicated to technology-enabled approaches for improving higher education, adult learning, and human performance. Improvement of learning and human development for sustainable development has been recognized as a key strategy for individuals, institutions, and organizations to strengthen their competitive advantages. It becomes crucial to help adult learners and knowledge workers to improve their self-directed and life-long learning capabilities. Meanwhile, advances in t...

Student Attitudes toward Learning Analytics in Higher Education: “the fitbit version of the learning world”

Directory of Open Access Journals (Sweden)

Lynne D. Roberts

2016-12-01

Full Text Available Increasingly, higher education institutions are exploring the potential of learning analytics to predict student retention, understand learning behaviours, and improve student learning through providing personalised feedback and support. The technical development of learning analytics has outpaced consideration of ethical issues surrounding their use. Of particular concern is the absence of the student voice in decision-making about learning analytics. We explored higher education students’ knowledge, attitudes and concerns about big data and learning analytics through four focus groups (N=41. Thematic analysis of the focus group transcripts identified six key themes. The first theme, ‘Uninformed and Uncertain’, represents students’ lack of knowledge about learning analytics prior to the focus groups. Following the provision of information, viewing of videos and discussion of learning analytics scenarios three further themes; ‘Help or Hindrance to Learning’, ‘More than a Number’, and ‘Impeding Independence’; represented students’ perceptions of the likely impact of learning analytics on their learning. ‘Driving Inequality’ and ‘Where Will it Stop? represent ethical concerns raised by the students about the potential for inequity, bias and invasion of privacy and the need for informed consent. A key tension to emerge was how ‘personal’ versus ‘collective’ purposes or principles can intersect with ‘uniform’ versus ‘autonomous’ activity. The findings highlight the need the need to engage students in the decision making process about learning analytics.

Research Issues in Evaluating Learning Pattern Development in Higher Education

Science.gov (United States)

Richardson, John T. E.

2013-01-01

This article concludes the special issue of "Studies in Educational Evaluation" concerned with "Evaluating learning pattern development in higher education" by discussing research issues that have emerged from the previous contributions. The article considers in turn: stability versus variability in learning patterns; old versus new analytic…

Higher Education Learning Experiences among Vietnamese Immigrant Women in Taiwan

Science.gov (United States)

Wu, Ya-Ling; Wu, Hsing-Chen

2015-01-01

Based on a sociocultural approach to adult learning and poststructural feminist theories, this study draws on interviews with 11 married Vietnamese women to explore the higher education learning experiences of Vietnamese immigrant women in Taiwan. On the basis of their husbands' permission and support, Vietnamese immigrant women embraced the…

Improving Teaching and Learning in Higher Education. International Conference (West Berlin, Germany, September 28 - October 10, 1981).

Science.gov (United States)

Berendt, Brigitte

A report of a 1981 conference on improving teaching and learning in higher education sponsored by the German Foundation for International Development is presented. Topics include the following: problems of higher education specific to Africa and the Federal Republic of Germany, common problems, approaches to dealing with problems, units for higher…

A Systematic Review on Mobile Learning in Higher Education: The African Perspective

Science.gov (United States)

Kaliisa, Rogers; Picard, Michelle

2017-01-01

The spread and popularity of mobile devices has led to their increased application in higher education. While studies have reviewed mobile learning initiatives in different contexts, none has explored this subject in Africa. This systematic review collates and compares studies published between 2010 and 2016 on mobile learning in higher education…

Web 2.0 for social learning in higher education

DEFF Research Database (Denmark)

Nicolajsen, Hanne Westh

2011-01-01

The use of Web 2.0 in higher education provides for a number of different possibilities. In this paper we look into the use of Web 2.0 as a platform for social learning supplementing traditional teaching methods such as lectures and on place group work. The findings are astonishing revealing...... challenges such as the unknown genre of Web 2.0 for learning and changed behaviors with relevance for the identity creation and perception of others. The insight points to a number of issues of relevance when Web 2.0 is integrated in design for learning....

Business Models Associated with Distance Learning in Higher Education

Science.gov (United States)

Wang, Shouhong; Wang, Hai

2017-01-01

Textbook prices are continuously rising in higher education. This paper analyzes a business model which makes commercial textbooks more expensive, and explains why this issue tends to be more severe in the field of distance learning in higher education. It reports a case of adoption of open educational resources (OER) textbook for an online course…

Collaborative Inquiry: Expert Analysis of Blended Learning in Higher Education

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Wold, Kari

2013-01-01

This paper reports on findings of a university focus group exploring blended learning in higher education. It first describes the findings regarding the amorphous definition of blended learning as well as whether and how universities might engage in the practice. This paper then explains the administrative, instructor, and student variables that…

Learning at work in Higher Vocational Education

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Kerstin Littke

2015-02-01

Full Text Available Higher vocational training (HVE is a new form of post-secondary education that was introduced in 2009 in Sweden. The aim for HVE is to address the demands of a highly skilled Swedish workforce. Compared to other forms of adult and higher education it is less institutionalized and, based on Swedish standards, gives great opportunities for the provider to decide regarding the contents and design. The purpose of this study was to analyze a the quality of the course, Learning at Work (LIA, and (b to develop instruments and indicators to explore the quality of the student learning in working life as part of HVE. The design of research instruments was based on hypotheses to uncover the background, the learning process and effect parameters In LIA offered at 12 different HVE sites in Sweden within the areas of health care, computer science, technology and business administration. The survey data of forty-two students and thirty-six workplace supervisors were analyzed. The results of the study show that the quality of the learning at work (LIA varies considerably between different programs and different students. In most programs, it has a significant development potential. A well-functioning LIA is characterized by adequate learning content, an open work climate between colleagues, accuracy and dedication, frequent supervisor feedback, and regular communication between the Program Director and the supervisors. It is important that the educational provider requires workplaces with capacity to offer the students relevant and qualified work content. LIA should offer qualified work content providing knowledge of breadth and depth. Knowledge gained from school-based training should be challenged and must achieve curriculum goals. An important finding is the lack of definitions and criteria for quality, and the risk of quality differences between educational providers. Another significant problem identified in the study is the unclear division of

Independient virtual english language learning: a case study in higher education

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Esther Nieto Moreno de Diezmas

2016-11-01

Full Text Available The development of independent and self-learning strategies for Foreign Language Learning is of special interest in Higher Education. In particular, these strategies are essential in the Foreign Language Learning area (EFL, since students need to practise and strengthen their exposure to language so as to develop receptive and productive skills. The goal of this paper is to show how independent and virtual learning are developed by means of ICT. To this end, a group of tasks and activities have been designed, distributed and implemented by means of Moodle in the setting of a teaching innovation project in which different campuses and faculties of Education of the University of Castilla-La Mancha where English I is studied have taken part. Additionally, the initial results in terms of students’ perceptions about their independent and virtual learning are shown. Therefore, this paper focuses on a case study at Higher Education in which valid conclusions may be drawn for other similar settings where language learning and virtual learning need to be combined. Initial results suggest the students have responded positively in terms of their perception and participation. This validates the tasks and procedures carried out in the implementation of virtual foreign language learning.

M-learning in Higher Education in Bahrain: the educators’ view

OpenAIRE

Giousmpasoglou, Charalampos; Marinakou, Evangelia

2014-01-01

Universities in the oil-rich Gulf Cooperation Countries (GCC) have shown particular interest in\\ud m-learning which currently is treated as fashion, but at the same time is considered by corporations and educational institutions to be very promising. This papers investigates the adoption of m-learning at universities in the Kingdom of Bahrain, and explores the educators’ views and perceptions of m-learning, as well as its future potential in higher education. A survey questionnaire was distri...

Signature Pedagogies for E-Learning in Higher Education and Beyond

Science.gov (United States)

Eaton, Sarah Elaine; Brown, Barbara; Schroeder, Meadow; Lock, Jennifer; Jacobsen, Michele

2017-01-01

Purpose: This report explores the notion of signature pedagogies within the field of e-learning for higher education. Methodology: We build on previous work that examined signature pedagogies in education, linking the concepts of signature pedagogies, the profession of education and e-learning as a means to help educators develop their practice…

A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward

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Vermunt, Jan D.; Donche, Vincent

2017-01-01

The aim of this article is to review the state of the art of research and theory development on student learning patterns in higher education and beyond. First, the learning patterns perspective and the theoretical framework are introduced. Second, research published since 2004 on student learning patterns is systematically identified and…

Uncanny spaces for higher education: teaching and learning in virtual worlds

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Siân Bayne

2008-12-01

Full Text Available This paper brings together the theory of the uncanny as it emerges in cultural theory, with an understanding of the uncanniness and troublesomeness seen to be inherent in certain understandings of teaching and learning in higher education. Drawing on research into students' experiences of learning in virtual worlds, it explores the sense in which teaching in such spaces materialises and extends the positive aspects of uncertainty, strangeness, disquietude and troublesomeness in online higher education.

Learning Outcomes in Professional Contexts in Higher Education

Science.gov (United States)

Prøitz, Tine S.; Havnes, Anton; Briggs, Mary; Scott, Ian

2017-01-01

With the policy of developing a transparent and competitive European higher education sector, learning outcomes (LOs) are attributed a foundation stone role in policy and curriculum development. A premise for their implementation is that they bear fundamental similarities across national, institutional or professional/disciplinary contexts. In…

A Framework for Collaborative Networked Learning in Higher Education: Design & Analysis

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Ghassan F. Issa

2014-06-01

Full Text Available This paper presents a comprehensive framework for building collaborative learning networks within higher educational institutions. This framework focuses on systems design and implementation issues in addition to a complete set of evaluation, and analysis tools. The objective of this project is to improve the standards of higher education in Jordan through the implementation of transparent, collaborative, innovative, and modern quality educational programs. The framework highlights the major steps required to plan, design, and implement collaborative learning systems. Several issues are discussed such as unification of courses and program of studies, using appropriate learning management system, software design development using Agile methodology, infrastructure design, access issues, proprietary data storage, and social network analysis (SNA techniques.

E-Learning – Using XML technologies to meet the special characteristics of higher education

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Igor Kanovsky

2004-02-01

Full Text Available In this paper we claim that the current approach to learning objects and metadata standards is counter productive for the integration of e-learning in higher education. We explain why higher education is different with regard to E-learning and we suggest an approach that avoids the use of global standards and favors an approach of an evolving set of metadata tags for an evolving community of practice. We demonstrate how XML technologies and some minimal technical help for the participating teachers can provide the required foundation for a productive process of integrating E-learning in higher education.

E-Learning to Improve Higher Order Thinking Skills (HOTS of Students

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R. Poppy Yaniawati

2013-05-01

Full Text Available The role of technology integration on modern learning is essential to optimize the acceleration process in Higher Order Thinking Skills (HOTS. This research describes how to implement e-learning to improve HOTS of students and students’ attitude toward e-learning of mathematics, pre- learning students knowledge, duration of login in website, and correlation of variables with HOTS. There is a significant correlation between pre-learning knowledge and students’ HOTS, but there is no significant correlation between students’ HOTS and students’ attitude toward e-learning of mathematics. There is a significant correlation between login duration and students attitude toward e-learning of mathematics. No significant correlation is found between login duration and students’ HOTS.

OPEN AND DISTANCE LEARNING: An Emerging System for Alternative Higher Education in Nigeria

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Emmanuel Chisa IBARA

2008-01-01

Full Text Available ABSTRACT Nigeria no doubt is at the threshold of transformation in information and communication technology (ICT, a development that should be utilized to meet the demand of time, especially in the education sector. One area in which ICT has made enormous impact is in open and distance learning. Undoubtedly, the demand on the conventional higher education delivery system in the country is high and ever increasing that the system at the moment is unable to accommodate the number of candidates seeking admission. This paper, therefore, attempts some definition of open and distance learning as well as its practices with a view to advancing the prospects of open and distance as alternative system of higher education in Nigeria. Furthermore, it concludes that considering the level of infrastructural decay in the conventional higher education system, open and distance learning as an alternative system of education has become imperative for the realization of the primary objectives of higher education in Nigeria. Recommendations that will enhance the prospects of open and distance learning as viable alternative system of higher education were proffered.

Collaborative technologies, higher order thinking and self-sufficient learning: A case study of adult learners

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Clare S. Johnson

2017-07-01

Full Text Available The inclusion of online elements in learning environments is becoming commonplace in Post Compulsory Education. A variety of research into the value of such elements is available, and this study aims to add further evidence by looking specifically at the use of collaborative technologies such as online discussion forums and wikis to encourage higher order thinking and self-sufficient learning. In particular, the research examines existing pedagogical models including Salmon’s five-stage model, along with other relevant literature. A case study of adult learners in community-based learning centres forms the basis of the research, and as a result of the findings, an arrow model is suggested as a framework for online collaboration that emphasises the learner, mentions pre-course preparation and then includes three main phases of activity: post, interact and critique. This builds on Salmon’s five-stage model and has the benefit of being flexible and responsive, as well as allowing for further development beyond the model, particularly in a blended learning environment.

Revisiting Learning in Higher Education--Framing Notions Redefined through an Ecological Perspective

Science.gov (United States)

Damsa, Crina; Jornet, Alfredo

2016-01-01

This article employs an ecological perspective as a means of revisiting the notion of learning, with a particular focus on learning in higher education. Learning is reconceptualised as a process entailing mutually constitutive, epistemic, social and affective relations in which knowledge, identity and agency become collective achievements of whole…

Twitter as a Learning Community in Higher Education

Science.gov (United States)

Ricoy, María-Carmen; Feliz, Tiberio

2016-01-01

Considering the potential and popularity of social media it is important to inquire into its use in learning. In this study the implementation of the activity carried out in Twitter with higher education students was analysed. The research was conducted following a mixed methodology, based on virtual ethnography complemented by quantitative…

A TLBO based gradient descent learning-functional link higher order ANN: An efficient model for learning from non-linear data

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Bighnaraj Naik

2018-01-01

Full Text Available All the higher order ANNs (HONNs including functional link ANN (FLANN are sensitive to random initialization of weight and rely on the learning algorithms adopted. Although a selection of efficient learning algorithms for HONNs helps to improve the performance, on the other hand, initialization of weights with optimized weights rather than random weights also play important roles on its efficiency. In this paper, the problem solving approach of the teaching learning based optimization (TLBO along with learning ability of the gradient descent learning (GDL is used to obtain the optimal set of weight of FLANN learning model. TLBO does not require any specific parameters rather it requires only some of the common independent parameters like number of populations, number of iterations and stopping criteria, thereby eliminating the intricacy in selection of algorithmic parameters for adjusting the set of weights of FLANN model. The proposed TLBO-FLANN is implemented in MATLAB and compared with GA-FLANN, PSO-FLANN and HS-FLANN. The TLBO-FLANN is tested on various 5-fold cross validated benchmark data sets from UCI machine learning repository and analyzed under the null-hypothesis by using Friedman test, Holm’s procedure and post hoc ANOVA statistical analysis (Tukey test & Dunnett test.

Public Pedagogy and Representations of Higher Education in Popular Film: New Ground for the Scholarship of Teaching and Learning

Science.gov (United States)

Johnstone, Katelyn; Marquis, Elizabeth; Puri, Varun

2018-01-01

Constructions of teaching, learning, and the university within popular culture can exert an important influence on public understandings of higher education, including those held by faculty and students. As such, they constitute a rich site of inquiry for the scholarship of teaching and learning. Drawing on the notion of film as 'public pedagogy,'…

Higher Education: The Online Teaching and Learning Experience

Science.gov (United States)

Barr, Betty A.; Miller, Sonya F.

2013-01-01

Globally, higher education, as well as K-12, utilizes online teaching to ensure that a wide array of learning opportunities are available for students in a highly competitive technological arena. The most significant influence in education in recent years is the increase and recognition of private for-profit adult distance and online education…

The Future of Online Teaching and Learning in Higher Education: The Survey Says...

Science.gov (United States)

Kim, Kyong-Jee; Bonk, Curtis J.

2006-01-01

Considering the extensive turbulence created by the perfect storm surrounding e-learning, it is not surprising that opinions are mixed about the benefits of online teaching and learning in higher education. As illustrated in numerous issues of the "Chronicle of Higher Education" during the past decade, excitement and enthusiasm for…

A cross-cultural comparison of student learning patterns in higher education

NARCIS (Netherlands)

Marambe, Kosala; Vermunt, Jan; Boshuizen, Els

2012-01-01

Marambe, K. N., Vermunt, J. D., & Boshuizen, H. P. A. (2012). A cross-cultural comparison of student learning patterns in higher education. Higher Education, 64(3), 299-316. doi:10.1007/s10734-011-9494-z

The Learning Styles Myth is Thriving in Higher Education

Science.gov (United States)

Newton, Philip M.

2015-01-01

The existence of ‘Learning Styles’ is a common ‘neuromyth’, and their use in all forms of education has been thoroughly and repeatedly discredited in the research literature. However, anecdotal evidence suggests that their use remains widespread. This perspective article is an attempt to understand if and why the myth of Learning Styles persists. I have done this by analyzing the current research literature to capture the picture that an educator would encounter were they to search for “Learning Styles” with the intent of determining whether the research evidence supported their use. The overwhelming majority (89%) of recent research papers, listed in the ERIC and PubMed research databases, implicitly or directly endorse the use of Learning Styles in Higher Education. These papers are dominated by the VAK and Kolb Learning Styles inventories. These presence of these papers in the pedagogical literature demonstrates that an educator, attempting to take an evidence-based approach to education, would be presented with a strong yet misleading message that the use of Learning Styles is endorsed by the current research literature. This has potentially negative consequences for students and for the field of education research. PMID:26696947

Impact of Learning Organization Culture on Performance in Higher Education Institutions

Science.gov (United States)

Ponnuswamy, Indra; Manohar, Hansa Lysander

2016-01-01

In this paper, an adapted version of the Dimensions of Learning Organization Questionnaire (DLOQ) was employed to investigate the perception of academic staff on learning organization culture in Indian higher education institutions. The questionnaire was sent to 700 faculty members of different universities using a non-probability purposive…

Developing of Indicators of an E-Learning Benchmarking Model for Higher Education Institutions

Science.gov (United States)

Sae-Khow, Jirasak

2014-01-01

This study was the development of e-learning indicators used as an e-learning benchmarking model for higher education institutes. Specifically, it aimed to: 1) synthesize the e-learning indicators; 2) examine content validity by specialists; and 3) explore appropriateness of the e-learning indicators. Review of related literature included…

ICT for e-learning in three higher education institutions in Tanzania

Directory of Open Access Journals (Sweden)

Michael P. J. Mahenge

2016-03-01

Full Text Available The advancement in Information and Communication Technology (ICT has brought new opportunities for learning. Tanzania is adopting the new technologies in Higher Education Institutions (HEIs through e-learning and m-learning. However, delivery of learning contents is becoming a challenge for HEIs due to the constraints in resources and network bandwidth. This study discussed learners’ perceptions on using e-learning applications and mobile devices for learning in three HEIs in Tanzania. Findings show that majority of the students own more than one mobile devices which can be used as a tool for facilitating the learning process. It is suggested that in order to improve e-learning content delivery and accessibility under limited resource settings, HEIs in developing countries should make an effective use of emerging mobile computing technologies which are relevant to their respective environments.

Internet of Things in Higher Education: A Study on Future Learning

Science.gov (United States)

Aldowah, Hanan; Rehman, Shafiq Ul; Ghazal, Samar; Naufal Umar, Irfan

2017-09-01

In the coming years, technology will impact the learning experience in many ways. Internet of Things (IoT) continues to confirm its important position in the context of Information and Communication Technologies and the development of society. With the support of IoT, institutions can enhance learning outcomes by providing more affluent learning experiences, improved operational efficiency, and by gaining real-time, actionable insight into student performance. The purpose of this study is to find out the potential of IoT in higher education and how to maximize its benefits and reducing the risks involved with it. Further efforts are necessary for releasing the full potential of IoT systems and technologies. Therefore, this paper presents a study about the impact of IoT on higher education especially universities. IoT stands to change dramatically the way universities work, and enhance student learning in many disciplines and at any level. It has huge potential for universities or any other educational institutions; if well prepared to ensure widespread and successful implementation by leadership, staff, and students. IoT needs development where universities can lead. Academics, researchers, and students are in a unique place to lead the discovery and development of IoT systems, devices, applications, and services. Moreover, this paper provides an evidences about the future of IoT in the higher education during the next few years, which have offered by a number of research organizations and enterprises. On the other hand, IoT also brings tremendous challenges to higher education. Hence, this paper also presents the perspective on the challenges of IoT in higher education.

Adoption of Technology and Augmentation of Resources for Teaching-Learning in Higher Education

OpenAIRE

P. M. Suresh Kumar

2017-01-01

Learner centred education through appropriate methodologies facilitates effective learning as teaching-learning modalities of higher education are considered to be relevant to the learner group. Curriculum delivery and pedagogy should incorporate multitude of learning experiences and innovative learning methodologies through adoption of technology. Plenty of resources external to the curriculum come into use, which offer valuable learning experiences. Augmentation of resources for teaching...

Factors that Impact Quality of E-Teaching/Learning Technologies in Higher Education

Science.gov (United States)

Daukilas, Sigitas; Kaciniene, Irma; Vaisnoriene, Daiva; Vascila, Vytautas

2008-01-01

The article analyzes and assesses factors that have impact upon the quality of eTeaching/learning technologies in higher education; it is on their basis that the concept of eTeaching/learning quality is denied. Research data about the students' motives in choosing various teaching/learning technologies for the development of their competence are…

Mobile Learning Practice in Higher Education in Nepal

Science.gov (United States)

Parajuli, Krishna Prasad

2016-01-01

During the 15 years of this current century, mobile technology has become a leading technology in the support of educational outcomes. This study investigated the mobile learning practices among undergraduates in higher education in the semi-urban and rural areas of the Gorkha district of Nepal. The objectives were to explore the availability of…

Academic goals and learning quality in higher education students.

Science.gov (United States)

Valle, Antonio; Núñez, José C; Cabanach, Ramón G; González-Pienda, Julio A; Rodríguez, Susana; Rosário, Pedro; Muñoz-Cadavid, María A; Cerezo, Rebeca

2009-05-01

In this paper, the relations between academic goals and various indicators that define the quality of the learning process are analyzed. The purpose was to determine to what extent high, moderate, or low levels of academic goals were positively or negatively related to effort regulation, the value assigned to academic tasks, meta-cognitive self-regulation, self-efficacy, beliefs about learning control, and management of time and study environment. The investigation was carried out with a sample of 632 university students (70% female and 30% male) and mean age of 21.22 (SD=2.2).The results show that learning goals, or task orientation, are positively related to all the indictors of learning quality considered herein. Although for other kinds of goals-work-avoidance goals, performance-approach goals, and performance-avoidance goals-significant relations were not found with all the indicators, there was a similar tendency of significant results in all cases; the higher the levels of these goals, the lower the levels of the indicators of learning quality.

Gender, Culture and Learning: Iranian Immigrant Women in Canadian Higher Education

Science.gov (United States)

Sadeghi, Shiva

2008-01-01

This article explores the situated meanings of literacy and lifelong learning in the lives of a selected group of first-generation immigrant Iranian women in Canadian institutions of higher education. Drawing from the participants' narratives, the results of this study suggest that, for these women, lifelong learning was greatly influenced by…

The Culture of Learning Continuum: Promoting Internal Values in Higher Education

Science.gov (United States)

Sagy, Ornit; Kali, Yael; Tsaushu, Masha; Tal, Tali

2018-01-01

This study endeavors to identify ways to promote a productive learning culture in higher education. Specifically, we sought to encourage development of internal values in students' culture of learning and examine how this can promote their understanding of scientific content. Set in a high enrollment undergraduate biology course, we designed a…

Toward Meaningful Learning: Reconnecting Faith and Civic Action in Higher Education

Science.gov (United States)

Laboe, Mark; Nass, Karl

2012-01-01

The authors explore ways that faith and a commitment to social justice can be integrated into learning in higher education today. They also seek to highlight six foundational insights emerging from the proceedings of the National Faith, Justice, and Civic Learning (NFJCL) conference related to the importance of effectively reintegrating the…

Exploring Factors That Influence Adoption of e-Learning within Higher Education

Science.gov (United States)

King, Emma; Boyatt, Russell

2015-01-01

E-learning is increasingly adopted in the workplace for supporting professional development and continuing education; however, in higher education, the use of e-learning is predominantly used as a tool support teaching. As a relatively new priority for universities, this paper explores what influences its adoption. Challenges identified in the…

E-Learning as an Alternative Strategy for Tourism Higher Education in Egypt

Science.gov (United States)

Afifi, Galal M. H.

2011-01-01

Purpose: This research aims to be one of the earliest studies to investigate tourism e-learning in Egypt, thus, it will initially shed light on the current standing of e-learning in Egypt before proceeding to: identify the present status of e-learning in Egyptian tourism higher education; explore the potential advantages and drawbacks of using…

The role of professional objects in technology-enhanced learning environments in higher education

NARCIS (Netherlands)

Zitter, I.I.; Bruijn, E. de; Simons, P.R.J.; Cate, Th.J. ten

2010-01-01

We study project-based, technology-enhanced learning environments in higher education, which should produce, by means of specific mechanisms, learning outcomes in terms of transferable knowledge and learning-, thinking-, collaboration- and regulation-skills. Our focus is on the role of objects from

A model of e-learning uptake and continuance in Higher Educational Institutions

OpenAIRE

Pinpathomrat, Nakarin

2015-01-01

To predict and explain E-learning usage in higher educational institutes (HEIs) better, this research conceptualized E-learning usage as two steps, E-learning uptake and continuance. The aim was to build a model of effective uptake and continuance of E-learning in HEIs, or ‘EUCH’.The EUCH model was constructed by applying five grounded theories: Unified Theory of Acceptance and Use of Technology (UTAUT); Keller’s ARCS model; Theory of Reasoned Action (TRA); Cognitive Dissonance Theory (CDT); ...

Public pedagogy and representations of higher education in popular film: New ground for the scholarship of teaching and learning

Directory of Open Access Journals (Sweden)

Katelyn Johnstone

2018-03-01

Full Text Available Constructions of teaching, learning, and the university within popular culture can exert an important influence on public understandings of higher education, including those held by faculty and students. As such, they constitute a rich site of inquiry for the scholarship of teaching and learning. Drawing on the notion of film as ‘public pedagogy,’ this article analyses representations of higher education within 11 top grossing and/or critically acclaimed films released in 2014. We identify three broad themes across these texts—the purpose of higher education, relationships between students and professors, and the creation of academic identities—and consider the implications and functions of these representational patterns for teaching, learning, and SoTL. Particular attention is given to the difference between the framing of science and arts and humanities disciplines, and to how this might resonate with the contemporary ‘crisis of the humanities.’

The Role of Higher Education in Promoting Lifelong Learning. UIL Publication Series on Lifelong Learning Policies and Strategies: No. 3

Science.gov (United States)

Yang, Jin, Ed.; Schneller, Chripa, Ed.; Roche, Stephen, Ed.

2015-01-01

There is no doubt that universities have a vital role to play in promoting lifelong learning. This publication presents possible ways of expanding and transforming higher education to facilitate lifelong learning in different socio-economic contexts. Nine articles address the various dimensions of the role of higher education in promoting lifelong…

Can Online Learning Bend the Higher Education Cost Curve?

OpenAIRE

David J. Deming; Claudia Goldin; Lawrence F. Katz; Noam Yuchtman

2015-01-01

We examine whether online learning technologies have led to lower prices in higher education. Using data from the Integrated Postsecondary Education Data System, we show that online education is concentrated in large for-profit chains and less-selective public institutions. We find that colleges with a higher share of online students charge lower tuition prices. We present evidence of declining real and relative prices for full-time undergraduate online education from 2006 to 2013. Although t...

Language and Culture Learning in Higher Education via Telecollaboration

Science.gov (United States)

Chun, Dorothy M.

2015-01-01

This article focuses on the ways of researching the process of designing, developing, and using telecollaboration (also known as online intercultural exchange) to facilitate the learning of both linguistic and "intercultural communicative competence" (ICC) in higher education courses in different educational contexts in the United…

Soft Skills at the Malaysian Institutes of Higher Learning

Science.gov (United States)

Shakir, Roselina

2009-01-01

This article discusses human capital development through the seven soft skills elements which comprise communication skills, critical thinking and problem solving skills, team work, lifelong learning and information management skills, entrepreneurship skills, ethics, and professional moral and leadership skills. The Ministry of Higher Education,…

Modeling Students' Readiness to Adopt Mobile Learning in Higher Education: An Empirical Study

Science.gov (United States)

Al-Adwan, Ahmad Samed; Al-Madadha, Amr; Zvirzdinaite, Zahra

2018-01-01

Mobile devices are increasingly coming to penetrate people's daily lives. Mobile learning (m-learning) is viewed as key to the coming era of electronic learning (e-learning). In the meantime, the use of mobile devices for learning has made a significant contribution to delivering education among higher education students worldwide. However, while…

A Cross-Cultural Comparison of Student Learning Patterns in Higher Education

Science.gov (United States)

Marambe, Kosala N.; Vermunt, Jan D.; Boshuizen, Henny P. A.

2012-01-01

The aim of this study was to compare student learning patterns in higher education across different cultures. A meta-analysis was performed on three large-scale studies that had used the same research instrument: the Inventory of learning Styles (ILS). The studies were conducted in the two Asian countries Sri Lanka and Indonesia and the European…

Characteristics of workplace-based learning across higher health sciences education

DEFF Research Database (Denmark)

Mørcke, Anne Mette; Christensen, Mette Krogh; Henriksen, Jette

the considerable differences found across the three educations concerning supervisors’ roles and expectations of students’ ability to master competences, as well as the differences in opportunities for independent learning activities at the workplaces. This might be rooted in the different traditions underpinning......Characteristics of workplace-based learning across higher health sciences education Background Workplace-based learning is a traditional part of health sciences educations and we find a rich literature on some of the core features. However, a number of questions remain and we contribute...... by exploring the characteristics of the learning activities at workplaces and students’ and supervisors’ roles during clerkships across educations. Summary of work We performed a short-term ethnographic study in medicine, nursing and sports science. Data was collected during nine days observing skills training...

A Framework for Institutional Adoption and Implementation of Blended Learning in Higher Education

Science.gov (United States)

Graham, Charles R.; Woodfield, Wendy; Harrison, J. Buckley

2013-01-01

There has been rapid growth in blended learning implementation and research focused on course-level issues such as improved learning outcomes, but very limited research focused on institutional policy and adoption issues. More institutional-level blended learning research is needed to guide institutions of higher education in strategically…

The Retention of Tacit Knowledge in Higher Learning Administration

Science.gov (United States)

Muniz, Andrew Everardo

2013-01-01

Higher education institutions (HEIs) could be among organizations without effective programs for preserving tacit knowledge (TK) when knowledge workers retire, quit, take a leave of absence, or are terminated. The theoretical underpinnings of this study were neuroscience related to brain learning physiology, transformational leadership theory,…

Why Do They Study There? Diary Research into Students' Learning Space Choices in Higher Education

Science.gov (United States)

Beckers, Ronald; van der Voordt, Theo; Dewulf, Geert

2016-01-01

Higher education learning and teaching methods have changed while most educational buildings are still rather traditional. Yet, there is an increasing interest in whether we can educate today's higher education students in yesterday's buildings. This paper aims to contribute to this debate by studying the learning space choices of higher education…

Student Learning in the Information Age. American Council on Education Series on Higher Education.

Science.gov (United States)

Breivik, Patricia Senn

This book discusses resource-based learning in higher education. One premise of resource-based learning is that as students become able to select their own learning materials from information resources, they become active, independent learners, while professors become learning facilitators in cooperation with librarians and other information…

Development and Validation of the Blended Learning Environment Instrument (BLEI) in Higher Education

Science.gov (United States)

Aljahni, Areej; Al-Begain, Khalid; Skinner, Heather

2014-01-01

Part of ongoing research into the efficacy of blended learning in higher education within the Kingdom of Saudi Arabia (KSA). The need for, and development of, a Blended Learning Environment Instrument (BLEI) are explained. This new instrument assesses student perceptions across five core aspects of blended learning environments: Infrastructure,…

Building Bridges: Seeking Structure and Direction for Higher Education Motivated Learning Strategy Models

Science.gov (United States)

Fryer, Luke K.

2017-01-01

Many of our current higher education (HE) learning strategy models intersect at important points. At the same time, these theories also often demonstrate important unique perspectives on student learning within HE. Currently, research with one learning strategy model rarely leads to developments in others, as each group of researchers works in…

Service-learning in higher education relevant to the promotion of physical activity, healthful eating, and prevention of obesity

Directory of Open Access Journals (Sweden)

Richard R Rosenkranz

2012-01-01

Full Text Available Service-learning is a type of experiential teaching and learning strategy combining classroom instruction and meaningful community service and guided activities for reflection. This educational approach has been used frequently in higher education settings, including an array of disciplines such as medicine, theology, public health, physical education, nutrition, psychology, anthropology, and sociology. The purpose of the present review paper was to provide guidance on the use of service-learning within higher education, relevant to the preventive medicine and public health topics of healthful eating, physical activity, and obesity prevention. In service-learning, coursework is structured to address community needs, and to benefit students through the real-world application of knowledge. The benefits for students include positive impacts on social skills, empathy, awareness, understanding, and concern regarding community issues, plus greater confidence and skills to work with diverse populations, increased awareness of community resources, improved motivation, and enhanced knowledge. Educational institutions may also benefit through improved "town and gown" relations, as strong ties, partnerships, and mutually beneficial activities take place. The present literature review describes several service-learning applications such as nutrition education for kids, dietary improvement for seniors, foodservice recipe modification on a college campus, an intergenerational physical activity program for nursing home residents, motor skill development in kindergarteners, organized elementary school recess physical activities, health education, and obesity prevention in children. From this review, service-learning appears to have great potential as a flexible component of academic coursework in the areas of preventive medicine and public health.

Service-learning in Higher Education Relevant to the Promotion of Physical Activity, Healthful Eating, and Prevention of Obesity.

Science.gov (United States)

Rosenkranz, Richard R

2012-10-01

Service-learning is a type of experiential teaching and learning strategy combining classroom instruction and meaningful community service and guided activities for reflection. This educational approach has been used frequently in higher education settings, including an array of disciplines such as medicine, theology, public health, physical education, nutrition, psychology, anthropology, and sociology. The purpose of the present review paper was to provide guidance on the use of service-learning within higher education, relevant to the preventive medicine and public health topics of healthful eating, physical activity, and obesity prevention. In service-learning, coursework is structured to address community needs, and to benefit students through the real-world application of knowledge. The benefits for students include positive impacts on social skills, empathy, awareness, understanding, and concern regarding community issues, plus greater confidence and skills to work with diverse populations, increased awareness of community resources, improved motivation, and enhanced knowledge. Educational institutions may also benefit through improved "town and gown" relations, as strong ties, partnerships, and mutually beneficial activities take place. The present literature review describes several service-learning applications such as nutrition education for kids, dietary improvement for seniors, foodservice recipe modification on a college campus, an intergenerational physical activity program for nursing home residents, motor skill development in kindergarteners, organized elementary school recess physical activities, health education, and obesity prevention in children. From this review, service-learning appears to have great potential as a flexible component of academic coursework in the areas of preventive medicine and public health.

Implementation of learning outcome attainment measurement system in aviation engineering higher education

Science.gov (United States)

Salleh, I. Mohd; Mat Rani, M.

2017-12-01

This paper aims to discuss the effectiveness of the Learning Outcome Attainment Measurement System in assisting Outcome Based Education (OBE) for Aviation Engineering Higher Education in Malaysia. Direct assessments are discussed to show the implementation processes that become a key role in the successful outcome measurement system. A case study presented in this paper involves investigation on the implementation of the system in Aircraft Structure course for Bachelor in Aircraft Engineering Technology program in UniKL-MIAT. The data has been collected for five semesters, starting from July 2014 until July 2016. The study instruments used include the report generated in Learning Outcomes Measurements System (LOAMS) that contains information on the course learning outcomes (CLO) individual and course average performance reports. The report derived from LOAMS is analyzed and the data analysis has revealed that there is a positive significant correlation between the individual performance and the average performance reports. The results for analysis of variance has further revealed that there is a significant difference in OBE grade score among the report. Independent samples F-test results, on the other hand, indicate that the variances of the two populations are unequal.

Technology-enhanced learning in transnational higher education.

Science.gov (United States)

Arunasalam, Nirmala

2016-11-24

Some university schools of nursing in Australia and the UK have developed collaborative links with Malaysia to deliver part-time Transnational Higher Education (TNHE) post-registration top-up nursing degree courses. It enables nurses trained to diploma level to upgrade to a degree qualification. The views of 18 Malaysian nurses who had studied with one Australian and two UK TNHE universities were explored using a hermeneutic phenomenological approach. Participants recruited via convenience and snowball sampling methods were interviewed in English and Bahasa Malaysia (Malaysian language). Thematic analysis were used to analyse data. Findings indicated nurses' frustration with technology-enhanced teaching and learning and a lack of support throughout the programme. Although nurses developed confidence in using computer technology, they remained disappointed with the level of academic support. The data and some useful strategies outlined provide important insights for TNHE providers, the Malaysian Nursing Board and private hospital employers to consider for enhancing nurses learning and experiences.

Teaching Sustainability Using an Active Learning Constructivist Approach: Discipline-Specific Case Studies in Higher Education

Directory of Open Access Journals (Sweden)

Maria Kalamas Hedden

2017-07-01

Full Text Available In this paper we present our rationale for using an active learning constructivist approach to teach sustainability-related topics in a higher education. To push the boundaries of ecological literacy, we also develop a theoretical model for sustainability knowledge co-creation. Drawing on the experiences of faculty at a major Southeastern University in the United States, we present case studies in architecture, engineering, geography, and marketing. Four Sustainability Faculty Fellows describe their discipline-specific case studies, all of which are project-based learning experiences, and include details regarding teaching and assessment. Easily replicated in other educational contexts, these case studies contribute to the advancement of sustainability education.

Collaborative Learning in Higher Education: Evoking Positive Interdependence.

Science.gov (United States)

Scager, Karin; Boonstra, Johannes; Peeters, Ton; Vulperhorst, Jonne; Wiegant, Fred

Collaborative learning is a widely used instructional method, but the learning potential of this instructional method is often underused in practice. Therefore, the importance of various factors underlying effective collaborative learning should be determined. In the current study, five different life sciences undergraduate courses with successful collaborative-learning results were selected. This study focuses on factors that increased the effectiveness of collaboration in these courses, according to the students. Nine focus group interviews were conducted and analyzed. Results show that factors evoking effective collaboration were student autonomy and self-regulatory behavior, combined with a challenging, open, and complex group task that required the students to create something new and original. The design factors of these courses fostered a sense of responsibility and of shared ownership of both the collaborative process and the end product of the group assignment. In addition, students reported the absence of any free riders in these group assignments. Interestingly, it was observed that students seemed to value their sense of achievement, their learning processes, and the products they were working on more than their grades. It is concluded that collaborative learning in higher education should be designed using challenging and relevant tasks that build shared ownership with students. © 2016 K. Scager et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

An integrated mentoring strategy for service learning in higher ...

African Journals Online (AJOL)

Higher education in South Africa, in general, has been charged with the lack of clear strategy and commitment to relevant teaching and research that is grounded in experiential and emancipatory approaches to learning, especially given the dearth of institutional responsiveness to social responsibility. The result is that ...

Evidence-Based Higher Education – Is the Learning Styles ‘Myth’ Important?

Science.gov (United States)

Newton, Philip M.; Miah, Mahallad

2017-01-01

The basic idea behind the use of ‘Learning Styles’ is that learners can be categorized into one or more ‘styles’ (e.g., Visual, Auditory, Converger) and that teaching students according to their style will result in improved learning. This idea has been repeatedly tested and there is currently no evidence to support it. Despite this, belief in the use of Learning Styles appears to be widespread amongst schoolteachers and persists in the research literature. This mismatch between evidence and practice has provoked controversy, and some have labeled Learning Styles a ‘myth.’ In this study, we used a survey of academics in UK Higher Education (n = 114) to try and go beyond the controversy by quantifying belief and, crucially, actual use of Learning Styles. We also attempted to understand how academics view the potential harms associated with the use of Learning Styles. We found that general belief in the use of Learning Styles was high (58%), but lower than in similar previous studies, continuing an overall downward trend in recent years. Critically the percentage of respondents who reported actually using Learning Styles (33%) was much lower than those who reported believing in their use. Far more reported using a number of techniques that are demonstrably evidence-based. Academics agreed with all the posited weaknesses and harms of Learning Styles theory, agreeing most strongly that the basic theory of Learning Styles is conceptually flawed. However, a substantial number of participants (32%) stated that they would continue to use Learning Styles despite being presented with the lack of an evidence base to support them, suggesting that ‘debunking’ Learning Styles may not be effective. We argue that the interests of all may be better served by promoting evidence-based approaches to Higher Education. PMID:28396647

Affordances of Learning Technologies in Higher Education Multicultural Environments

Science.gov (United States)

Arenas, Edilson

2015-01-01

A cluster of research has been conducted in higher education to investigate the affordances (action possibilities) and the influence information and communication technologies (ICT) may have on students' learning experiences and outcomes. Such studies have given rise to the implementation of a wide range of educational frameworks with a great deal…

Open-Source Learning Management Systems: A Predictive Model for Higher Education

Science.gov (United States)

van Rooij, S. Williams

2012-01-01

The present study investigated the role of pedagogical, technical, and institutional profile factors in an institution of higher education's decision to select an open-source learning management system (LMS). Drawing on the results of previous research that measured patterns of deployment of open-source software (OSS) in US higher education and…

A National Study of Online Learning Leaders in US Higher Education

Science.gov (United States)

Fredericksen, Eric E.

2017-01-01

Online learning in US higher education continues to grow dramatically. The most recent estimates indicate that about 30% of all students enroll in at least one online course (Allen & Seamen, 2016). As this important type of academic offering has become increasingly important to institutions of higher education, Presidents and Provosts have…

Students' Personal Networks in Virtual and Personal Learning Environments: A Case Study in Higher Education Using Learning Analytics Approach

Science.gov (United States)

Casquero, Oskar; Ovelar, Ramón; Romo, Jesús; Benito, Manuel; Alberdi, Mikel

2016-01-01

The main objective of this paper is to analyse the effect of the affordances of a virtual learning environment and a personal learning environment (PLE) in the configuration of the students' personal networks in a higher education context. The results are discussed in light of the adaptation of the students to the learning network made up by two…

The Integrative Principle: Higher Education and Work-Based Learning in the UK.

Science.gov (United States)

Saunders, Murray

1995-01-01

The United Kingdom's developing policy to integrate higher education curriculum and the demands of the workplace is explored, particularly in the context of undergraduate and graduate programs based on learning within the workplace. The policy itself, the relationship between work-based learning and conventional college instruction, and validation…

E-learning in engineering education: a theoretical and empirical study of the Algerian higher education institution

Science.gov (United States)

Benchicou, Soraya; Aichouni, Mohamed; Nehari, Driss

2010-06-01

Technology-mediated education or e-learning is growing globally both in scale and delivery capacity due to the large diffusion of the ubiquitous information and communication technologies (ICT) in general and the web technologies in particular. This statement has not yet been fully supported by research, especially in developing countries such as Algeria. The purpose of this paper was to identify directions for addressing the needs of academics in higher education institutions in Algeria in order to adopt the e-learning approach as a strategy to improve quality of education. The paper will report results of an empirical study that measures the readiness of the Algerian higher education institutions towards the implementation of ICT in the educational process and the attitudes of faculty members towards the application of the e-learning approach in engineering education. Three main objectives were targeted, namely: (a) to provide an initial evaluation of faculty members' attitudes and perceptions towards web-based education; (b) reporting on their perceived requirements for implementing e-learning in university courses; (c) providing an initial input for a collaborative process of developing an institutional strategy for e-learning. Statistical analysis of the survey results indicates that the Algerian higher education institution, which adopted the Licence - Master and Doctorate educational system, is facing a big challenge to take advantage of emerging technological innovations and the advent of e-learning to further develop its teaching programmes and to enhance the quality of education in engineering fields. The successful implementation of this modern approach is shown to depend largely on a set of critical success factors that would include: 1. The extent to which the institution will adopt a formal and official e-learning strategy. 2. The extent to which faculty members will adhere and adopt this strategy and develop ownership of the various measures in the

Fourth Issue of the Journal of Problem Based Learning in Higher Education

DEFF Research Database (Denmark)

Davidsen, Jacob; Ryberg, Thomas

2015-01-01

We are pleased to introduce the fourth issue of the Journal of Problem Based Learning in Higher Education. Current issue is composed of five research papers and two PBL cases. These address different aspects of PBL in higher education as and represent an international experiences and knowledge...... with contributions from Brazil, Denmark, Germany and Morocco. The first three papers and the two cases touch upon the role of the teacher in facilitating problem based learning processes. These papers address the complex questions of how teachers can actually implement and teach PBL to students. The fourth paper...... a diverse set of aspects related to research in Problem Based Learning: teachers and supervisors roles, implementation of PBL curricular, assessment formats supporting PBL and new advances in combining technology and PBL....

Signature Concepts of Key Researchers in Higher Education Teaching and Learning

Science.gov (United States)

Kandlbinder, Peter

2013-01-01

Early career university teachers often have limited experience of the higher education literature making it difficult for them to identify what ideas have become central to justifying what university teachers ought to be doing in higher education teaching and learning. A review of the research literature in journals focused on teaching and…

Applied Drama and the Higher Education Learning Spaces: A Reflective Analysis

Science.gov (United States)

Moyo, Cletus

2015-01-01

This paper explores Applied Drama as a teaching approach in Higher Education learning spaces. The exploration takes a reflective analysis approach by first examining the impact that Applied Drama has had on my career as a Lecturer/Educator/Teacher working in Higher Education environments. My engagement with Applied Drama practice and theory is…

A Proposal to Enhance the Use of Learning Platforms in Higher Education

Science.gov (United States)

Marques, Bertil P.; Villate, Jaime E.; Vaz de Carvalho, Carlos

2015-01-01

The results of several studies conducted to analyze the quantitative and qualitative use of learning technologies in Higher Education in Portugal showed that, in general, these technologies are not used systematically and effectively and e-learning platforms tend to be relegated to repositories of contents rather than as full-fledged tools…

YouTube as Engagement and Learning Tool in Higher Education ...

African Journals Online (AJOL)

pc

2018-03-05

Mar 5, 2018 ... of YouTube as a tool for education and participation in higher education institutions. ... teachers to apply in the teaching methods and encourage students to use in the learning ..... information profiles. • Increasing the virtual ...

Three Theses on Teaching and Learning in Higher Education

Science.gov (United States)

Hagstrom, Eva; Lindberg, Owe

2013-01-01

In our article, we explore the possibility of formulating theses about teaching as one way to use research as a basis for educational action. The theses are formulated from current educational research on teaching and learning in higher education. We also explore the potential for action and the consequences derived from the theses. With our…

Outdoor Fieldwork in Higher Education: Learning from Multidisciplinary Experience

Science.gov (United States)

Munge, Brendon; Thomas, Glyn; Heck, Deborah

2018-01-01

Background: Many disciplines use outdoor fieldwork (OFW) as an experiential learning method in higher education. Although there has been an increase in research into the pedagogical approaches of OFW, the use of OFW is contested. Purpose: The purpose of the study was to synthesize the OFW literature across a range of disciplines to identify common…

The fostering of innovative eLearning strategies in European higher education

OpenAIRE

Aczel, James; Cotinat, Olivier; Franco, Adelaide; Hardy, Pascale; Iggulden, Helen; Komáromi, Laszlo; Maillet, Katherine; Medina, Sara; Meiszner, Andreas; Obermueller, Eva; Reichl, Franz; Spinoglio, Mark; Staniland, Karen

2006-01-01

Although there are strong attempts being made by various European observatories and European Commission programmes to identify and disseminate innovative eLearning practices (MENON, 2006), the factors that determine educational effectiveness are, as yet, not well understood. In particular, while an extraordinarily wide range of university-level eLearning programmes are rapidly becoming available from large numbers of Higher Education Institutions (HEIs) across Europe, the sharing of good prac...

A Curriculum Development for the Enhancement of Learning Management Performances Emphasizing Higher Order Thinking Skills for Lower Secondary Science Teachers

Directory of Open Access Journals (Sweden)

Saksit Seeluangpetch

2016-12-01

conducted in Phase 3 in order to study the effectiveness of the designed curriculum on the teachers and students. The research samples consisted of 12 Science teachers teaching Mattayomsuksa 3 students. The research instruments were included the curriculum for the enhancement of learning management performances emphasizing the higher order thinking skills, the test on knowledge and understanding of the learning management focusing on the higher order thinking skills, the assessment form to assess the capability to design the learning management with the emphasis on the higher order thinking skills, the observation form to assess the ability to manage the learning process that focuses on the higher order thinking skills, and the achievement test to assess the students’ achievement in Science. The results showed as follows. 1. For the knowledge and understanding of the learning management focusing on the higher order thinking skills of the teachers, it exposed that the mean of the score in the pretest was 13.67 and the percentage was 45.56. The mean and the percentage in the post-test were 25.42 and 84.72, respectively. It could be concluded that the teachers teaching Science had knowledge and understanding in the learning management that emphasizes on the higher order thinking skills at higher level after the training. 2. The Science teachers’ capability to design the learning management with the emphasis on the higher order thinking skills was significantly appropriate. 3. The lower secondary Science teachers’ ability to manage the learning process with the emphasis on the higher order thinking skills was at good level. 4. The Mattayomsuksa 3 students learning Science with the trained teachers gained 74.68 percent in post-test which was higher than the set criteria at 70 percent. There were 82 students passing the set criteria accounted for 82 percent. The result indicated that the students achieved their learning and passed the requirement. In Phase 4, the curriculum

E-Learning as a Means to Improve the Quality of Higher Education

Directory of Open Access Journals (Sweden)

Kuimova Marina

2016-01-01

Full Text Available The use of e-learning has become an important part of higher education. It expands the pedagogical resources, assists students in their learning, develops learners’ skills, motivation and knowledge, prepares them for being productive in their workplaces of today’s society. The paper provides the literature review regarding the use of e-learning, its advantages and disadvantages. The authors examine students’ perception of e-learning courses based on the Moodle platform at National Research Tomsk Polytechnic University. The findings from a survey of 67 students reveal that the respondents highlighted the following advantages of e-learning courses: convenience, combination of theoretical and practical material, on-line testing and apprehensibility of the assessment criteria.

E-Learning Challenges Faced by Academics in Higher Education: A Literature Review

Science.gov (United States)

Islam, Nurul; Beer, Martin; Slack, Frances

2015-01-01

E-learning has become a necessity in higher education institutions and is being deployed in educational establishments throughout the world. Researchers have made much emphasis on its benefits but not much is discussed on the disadvantages of e-learning technology. This paper references some of the research work on the limitations of e-learning…

Resilient Learning: Towards Integration of Strategic Research Programmes, Higher Education Functions and Regional-National Development

Directory of Open Access Journals (Sweden)

Rauno Ilmari Pirinen

2017-06-01

Full Text Available In this study, the concept of Learning by Research and Development (R&D is furthered to the world of more resilient learning in the setting of security related R&D projects for development of co-creative products, services and action competence. The background of this study includes an interdisciplinary combination of service science, security, computer science, pedagogy, engineering, and management science. The interdisciplinary combination involves researchers, learners, teachers, and other participants connecting and integrating the academic disciplines, professions, and technologies, along with their methods and perspectives for co-creation of a common goal. This goal emphasizes results as high-value impacts, as well as the value of products, services, and innovations as “deliverables” of the integrative learning process. Until recently, the Learning by R&D model is clear and transparent; as such, it can be adopted by learning and R&D integration of other sciences and higher education institutions. The structure of the model is also easy to adapt and renew in case of a change, which means that it can develop from the inside on the one hand, and produce interactions, adaptions, resilience and innovations on the other.

Research on Interventions for Adolescents with Learning Disabilities: A Meta-Analysis of Outcomes Related to Higher-Order Processing.

Science.gov (United States)

Swanson, H. Lee

2001-01-01

Details meta-analysis of 58 intervention studies related to higher-order processing (i.e., problem solving) for adolescents with learning disabilities. Discusses factors that increased effect sizes: (1) measures of metacognition and text understanding; (2) instruction including advanced organizers, new skills, and extended practice; and (3)…

Strategic Learning in Youth with Traumatic Brain Injury: Evidence for Stall in Higher-Order Cognition

Science.gov (United States)

Gamino, Jacquelyn F.; Chapman, Sandra B.; Cook, Lori G.

2009-01-01

Little is known about strategic learning ability in preteens and adolescents with traumatic brain injury (TBI). Strategic learning is the ability to combine and synthesize details to form abstracted gist-based meanings, a higher-order cognitive skill associated with frontal lobe functions and higher classroom performance. Summarization tasks were…

Proposed Models of Appropriate Website and Courseware for E-Learning in Higher Education: Research Based Design Models

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Khlaisang, Jintavee

2010-01-01

The purpose of this study was to investigate proper website and courseware for e-learning in higher education. Methods used in this study included the data collection, the analysis surveys, the experts' in-depth interview, and the experts' focus group. Results indicated that there were 16 components for website, as well as 16 components for…

The Recognition of Prior Learning and Dutch Higher Education - At cross-purposes?

NARCIS (Netherlands)

Cremonini, Leon; Zgaga, Pavel; Teichler, Ulrich; Brennan, John

2013-01-01

The chapter ‘The Recognition of Prior Learning and Dutch Higher Education - At cross-purposes?’ by L. Cremonini in The Globalisation Challenge for European Higher Education – Convergence and Diversity, Centres and Peripheries (Zgaga, P., Teichler, U. and Brennan, J (Eds.)) explores the Recognition

Deconstructing barriers: perceptions of students labeled with learning disabilities in higher education.

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Denhart, Hazel

2008-01-01

This phenomenological study investigated barriers to higher education faced by 11 college students labeled with learning disabilities (LD) using their voice as the primary data. Data were analyzed and interpreted through a disability theory perspective revealing barriers stemmed largely from external social causes rather than individual pathology. Barriers included being misunderstood by faculty, being reluctant to request accommodations for fear of invoking stigma, and having to work considerably longer hours than nonlabeled peers. Findings indicated barriers could be overcome through raising faculty awareness about LD issues, engaging the assistance of the college LD specialist, and participation in a LD democratic empowerment community on campus.

Invigorating self-regulated learning strategies of mathematics among higher education students

Science.gov (United States)

Chechi, Vijay Kumar; Bhalla, Jyoti

2017-07-01

The global market is transforming at its ever-increasing rate of knots. Consequently, the work skills challenges that current students will encounter throughout their lifetimes will be drastically different from those of present and past and proffering new-fangled opportunities and posing new challenges. However, in order to deal with tomorrow's opportunities and challenges students ought to equip with higher order cognitive skills which are substantially different from those needed in the past. In order to accomplish this intention, students must be academically self-regulated, as academic self-regulation is playing a vital role for academic success, particularly in higher education. Students must be prepared in such a way that they should take responsibility for their own learning. Self-regulation suggests activities and thinking processes that learners can engage in during his learning. Self-regulation is encompassing a number of inter-dependent aspect viz. affective beliefs, cognition and meta-cognitive skills [1]. It helps the learners to make sagacious use of their intellect and expertise [2]. As statistics has shown that the achievement of students in mathematics has persistently been poor. Along with it, mathematics is considered as one of the most important subject course in architecture, agriculture, medicine, pharmacy and especially in engineering. In spite of its importance, most of the students considered it as a dull and dry subject and their performance is remarkably low and alarming. Therefore, the present paper will highlight various factors affecting performance of higher education students in mathematics and will suggest different self-regulated learning strategies which will act as boon for higher education students.

First-order and higher order sequence learning in specific language impairment.

Science.gov (United States)

Clark, Gillian M; Lum, Jarrad A G

2017-02-01

A core claim of the procedural deficit hypothesis of specific language impairment (SLI) is that the disorder is associated with poor implicit sequence learning. This study investigated whether implicit sequence learning problems in SLI are present for first-order conditional (FOC) and higher order conditional (HOC) sequences. Twenty-five children with SLI and 27 age-matched, nonlanguage-impaired children completed 2 serial reaction time tasks. On 1 version, the sequence to be implicitly learnt comprised a FOC sequence and on the other a HOC sequence. Results showed that the SLI group learned the HOC sequence (η p ² = .285, p = .005) but not the FOC sequence (η p ² = .099, p = .118). The control group learned both sequences (FOC η p ² = .497, HOC η p 2= .465, ps < .001). The SLI group's difficulty learning the FOC sequence is consistent with the procedural deficit hypothesis. However, the study provides new evidence that multiple mechanisms may underpin the learning of FOC and HOC sequences. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Advancing Higher Education with Mobile Learning Technologies: Cases, Trends, and Inquiry-Based Methods

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Keengwe, Jared, Ed.; Maxfield, Marian B., Ed.

2015-01-01

Rapid advancements in technology are creating new opportunities for educators to enhance their classroom techniques with digital learning resources. Once used solely outside of the classroom, smartphones, tablets, and e-readers are becoming common in many school settings. "Advancing Higher Education with Mobile Learning Technologies: Cases,…

Effects of Higher and Lower Level Writing-To-Learn Assignments on Higher and Lower Level Examination Questions

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Nevid, Jeffrey S.; Ambrose, Michael A.; Pyun, Yea Seul

2017-01-01

Our study examined whether brief writing-to-learn assignments linked to lower and higher levels in Bloom's taxonomy affected performance differentially on examination performance in assessing these skill levels. Using a quasi-random design, 91 undergraduate students in an introductory psychology class completed eight lower level and eight higher…

YouTube as engagement and learning tool in higher education society

African Journals Online (AJOL)

YouTube as engagement and learning tool in higher education society. ... of Web 2 has several, complementary advantages compared to traditional education. ... to the development of education by finding new ways consistent with modern ...

ICT media design for higher grade of elementary school mathematics learning using CS6 program

Science.gov (United States)

Zainil, M.; Prahmana, R. C. I.; Helsa, Y.; Hendri, S.

2017-12-01

Technological innovation contributes to the emerging of new possibilities to change the learning process. The development of technology could bring the higher quality of education through the integration of technology in the learning. The purpose of this research is to create an interactive multimedia using CS6 program for mathematics learning in higher grade of elementary school. It was a development research using ADDIE model which consists of analysis, design, and evaluation stages. It has successfully developed interactive multimedia in a form of learning CD used in the material of plane figures and solid figures. The prototype has been validated and then tested for the 4th grade of elementary schools. Two schools were involved and the students taught by utilizing the prototype, and then, in the end of learning, they are examined to determine the learning result. There were 72% of the students passed the examination as they classified at good and excellent categories. Finally, the use of CS6 program is promising to help the students learning plane and solid figure in mathematics learning.

Encouraging Higher-Order Thinking in General Chemistry by Scaffolding Student Learning Using Marzano's Taxonomy

Science.gov (United States)

Toledo, Santiago; Dubas, Justin M.

2016-01-01

An emphasis on higher-order thinking within the curriculum has been a subject of interest in the chemical and STEM literature due to its ability to promote meaningful, transferable learning in students. The systematic use of learning taxonomies could be a practical way to scaffold student learning in order to achieve this goal. This work proposes…

An Analysis of Internally Funded Learning and Teaching Project Evaluation in Higher Education

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Huber, Elaine; Harvey, Marina

2016-01-01

Purpose: In the higher education sector, the evaluation of learning and teaching projects is assuming a role as a quality and accountability indicator. The purpose of this paper is to investigate how learning and teaching project evaluation is approached and critiques alignment between evaluation theory and practice. Design/Methodology/Approach:…

Webinar as a Form of E-Learning in Higher Education

Directory of Open Access Journals (Sweden)

Svetlana D. Kalinina

2015-01-01

Full Text Available Recently the major changes take place in the higher education. They relate to foreign and Russian universities. They are associated with the following trends: implementation of the concept of lifelong education, globalization of the educational space, change of educational paradigm, large-scale introduction of information and communication technologies in the educational process of universities. The article presents an overview of the main cases for the use of distance education technologies (DET in the practice of the higher education. There are many examples, such as the introduction of systems for distance support of educational process (LMS - Learning Management System, use the MOOC - Massive Open Online Courses. The description of the characteristics of the webinar (a new form of training in a virtual educational environment of the University is the focus of attention. The purpose of the webinar technology learning for the university teachers is improvement of information culture and competence formation of effective interaction with students in a rapidly changing environment of e-learning tools. This article describes the possibilities of webinar software technology platform that define the teacher tools, such as audio and video in real time, slide show presentations, use of virtual board, screen sharing of teacher desktop. It presents scenarios of webinar tools usage for online lectures and online seminars, technical and pedagogical preparation for them.

UK Higher Education Institutions' Technology-Enhanced Learning Strategies from the Perspective of Disruptive Innovation

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Flavin, Michael; Quintero, Valentina

2018-01-01

The publication of institutional strategies for learning, teaching and assessment in UK higher education is practically ubiquitous. Strategies for technology-enhanced learning are also widespread. This article examines 44 publicly available UK university strategies for technology-enhanced learning, aiming to assess the extent to which…

Engineering the path to higher-order thinking in elementary education: A problem-based learning approach for STEM integration

Science.gov (United States)

Rehmat, Abeera Parvaiz

As we progress into the 21st century, higher-order thinking skills and achievement in science and math are essential to meet the educational requirement of STEM careers. Educators need to think of innovative ways to engage and prepare students for current and future challenges while cultivating an interest among students in STEM disciplines. An instructional pedagogy that can capture students' attention, support interdisciplinary STEM practices, and foster higher-order thinking skills is problem-based learning. Problem-based learning embedded in the social constructivist view of teaching and learning (Savery & Duffy, 1995) promotes self-regulated learning that is enhanced through exploration, cooperative social activity, and discourse (Fosnot, 1996). This quasi-experimental mixed methods study was conducted with 98 fourth grade students. The study utilized STEM content assessments, a standardized critical thinking test, STEM attitude survey, PBL questionnaire, and field notes from classroom observations to investigate the impact of problem-based learning on students' content knowledge, critical thinking, and their attitude towards STEM. Subsequently, it explored students' experiences of STEM integration in a PBL environment. The quantitative results revealed a significant difference between groups in regards to their content knowledge, critical thinking skills, and STEM attitude. From the qualitative results, three themes emerged: learning approaches, increased interaction, and design and engineering implementation. From the overall data set, students described the PBL environment to be highly interactive that prompted them to employ multiple approaches, including design and engineering to solve the problem.

Alignment of learning objectives and assessments in therapeutics courses to foster higher-order thinking.

Science.gov (United States)

FitzPatrick, Beverly; Hawboldt, John; Doyle, Daniel; Genge, Terri

2015-02-17

To determine whether national educational outcomes, course objectives, and classroom assessments for 2 therapeutics courses were aligned for curricular content and cognitive processes, and if they included higher-order thinking. Document analysis and student focus groups were used. Outcomes, objectives, and assessment tasks were matched for specific therapeutics content and cognitive processes. Anderson and Krathwohl's Taxonomy was used to define higher-order thinking. Students discussed whether assessments tested objectives and described their thinking when responding to assessments. There were 7 outcomes, 31 objectives, and 412 assessment tasks. The alignment for content and cognitive processes was not satisfactory. Twelve students participated in the focus groups. Students thought more short-answer questions than multiple choice questions matched the objectives for content and required higher-order thinking. The alignment analysis provided data that could be used to reveal and strengthen the enacted curriculum and improve student learning.

Writing Our Way: Giving Voice to Adult Learning. Adult Higher Education Alliance Annual Conference Proceedings (41st, Orlando, Florida, March 9-10, 2017)

Science.gov (United States)

Elufiede, Kemi, Ed.; Flynn, Bonnie, Ed.; Olson, Joann S., Ed.

2017-01-01

The 41st annual conference of the Adult and Higher Education Alliance (AHEA) was held at the University of Central Florida in March 2017 and explored the theme, "Writing Our Way: Giving Voice to Adult Learning." Papers in these proceedings include: (1) Transformative Learning Following Job Loss-A Dissertation Renewal (Robert Benway); (2)…

Factors Affecting English Language Teaching and Learning in Higher Education

Science.gov (United States)

Nguyen, Hong Thi; Warren, Wendy; Fehring, Heather

2014-01-01

This paper reports part of a study that aims to explore factors affecting the efficacy of non-major English teaching and learning in Vietnamese higher education through an investigation of classroom practices. Eight non-participant class observations were conducted at HUTECH University, Ho Chi Minh City, Vietnam. The study's findings show that…

Facebook's Effect on Learning in Higher Education: An Empirical Investigation

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Duncan, Doris G.; Barczyk, Casimir C.

2016-01-01

Due in part to its widespread acceptance, Facebook has been adopted as a tool for higher education courses. Proponents claim that Facebook-enhanced courses facilitate an increased community of practice, sense of learning and sense of connectedness compared to non-enhanced courses. This empirical study uses a survey methodology in an independent…

Student learning or the student experience: the shift from traditional to non-traditional faculty in higher education

Directory of Open Access Journals (Sweden)

Carlos Tasso Eira de Aquino

2016-10-01

Full Text Available Trends in higher education indicate transformations from teachers to facilitators, mentors, or coaches. New classroom management requires diverse teaching methods for a changing population. Non-traditional students require non-traditional faculty. Higher education operates similar to a traditional corporation, but competes for students, faculty, and funding to sustain daily operations and improve academic ranking among peers (Pak, 2013. This growing phenomenon suggests the need for faculty to transform the existing educational culture, ensuring the ability to attract and retain students. Transitions from student learning to the student experience and increasing student satisfaction scores are influencing facilitation in the classroom. On-line facilitation methods are transforming to include teamwork, interactive tutorials, media, and extending beyond group discussion. Faculty should be required to provide more facilitation, coaching, and mentoring with the shifting roles resulting in transitions from traditional faculty to faculty-coach and faculty mentor. The non-traditional adult student may require a more hands on guidance approach and may not be as self-directed as the adult learning theory proposes. This topic is important to individuals that support creation of new knowledge related to non-traditional adult learning models.

Blended Learning Environments in Higher Education: A Case Study of How Professors Make It Happen

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King, Sarah E.; Arnold, Katie Cerrone

2012-01-01

Blended learning has become a prominent method of course content delivery in higher education. Researchers have found that motivation, communication, and course design are three factors that contribute to the overall success of blended learning courses and students' satisfaction with blended learning courses. This qualitative study also found that…

Using Photovoice to Include People with Profound and Multiple Learning Disabilities in Inclusive Research

Science.gov (United States)

Cluley, Victoria

2017-01-01

Background: It is now expected that projects addressing the lives of people with learning disabilities include people with learning disabilities in the research process. In the past, such research often excluded people with learning disabilities, favouring the opinions of family members, carers and professionals. The inclusion of the voices of…

Analyzing Networked Learning Practices in HigherEducation and Continuing Professional Development

DEFF Research Database (Denmark)

Dirckinck-Holmfeld, Lone

Deliverable 28.5.4 reports on the preparation of the book "Analysing Networked Learning Practices in Higher Education and Continuing Professional Development", which consists of an Introduction, case studies and a concluding section, which presents the theoretical work and empirical work conducte...

Teaching and learning of interdisciplinary thinking in higher education in engineering

NARCIS (Netherlands)

Spelt, E.J.H.

2015-01-01

The present thesis research aim was to gain insight in the pedagogical content knowledge for interdisciplinary thinking to enhance student learning across higher education in engineering. In accordance to Boix Mansilla (2010) and Shulman (1987), pedagogical content knowledge was considered in the

The Growth Trend in Learning Strategies during the Transition from Secondary to Higher Education in Flanders

Science.gov (United States)

Coertjens, Liesje; Donche, Vincent; De Maeyer, Sven; van Daal, Tine; Van Petegem, Peter

2017-01-01

As in many OECD countries, the first year in Flemish Higher Education is a major hurdle. Research on the experience of the transition period from secondary to higher education highlights the importance of the change in students' teaching/learning environment. Though this change is hypothesised to affect students' learning strategies, and hereby…

Blended Learning: Deficits and Prospects in Higher Education

Science.gov (United States)

Cuesta Medina, Liliana

2018-01-01

This article examines the nature and evolution of the term blended learning (BL), which encompasses numerous connotations, including its conception as a strategy, delivery mode, opportunity, educational shift, or pedagogical approach. Although much has been said in this field, very few studies examine the different types of blends behind their…

A Review on the Use and Perceived Effects of Mobile Blogs on Learning in Higher Educational Settings

DEFF Research Database (Denmark)

Norman, Helmi; Din, Rosseni; Nordin, Norazah

2014-01-01

Mobile technology is affecting the way we learn and teach in higher education. An interesting mobile tool for supporting learning and instruction is by using mobile blogs or “moblogs”. This review focuses on existing studies implementing moblogs for learning purposes in higher educational settings...... for moblog usage were identified, namely: (i) moblogs were used for context-sensitive learning; (ii) for collaboration in groups; (iii) as a tool for interaction and communication for learning; (iv) as personal learning diaries; (v) to facilitate learning at students’ own time and pace; (vi) as a tool...... for feedback on instruction; and (vii) for reflections in learning. Meanwhile, three categories were discovered for perceived effects of moblogs, which are: (i) perceived affective effects in terms of satisfaction and attitude; (ii) perceived social effects on students; and (iii) negative perception of moblog...

An Investigation of Mobile Learning Readiness in Higher Education Based on the Theory of Planned Behavior

Science.gov (United States)

Cheon, Jongpil; Lee, Sangno; Crooks, Steven M.; Song, Jaeki

2012-01-01

This study investigated the current state of college students' perceptions toward mobile learning in higher education. Mobile learning is a new form of learning utilizing the unique capabilities of mobile devices. Although mobile devices are ubiquitous on college campuses, student readiness for mobile learning has yet to be fully explored in the…

The Use of New Learning Technologies in Higher Education Classroom: A Case Study

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Micaela Dinis Esteves

2018-05-01

Full Text Available We have conducted a study with higher level education students, in lecture classes of three Undergraduate Courses and one Professional Higher Technical Course that involved six different subjects with a total of 324 students. In this research the use of Game-Based Learning platform was analysed in order to encourage the students’ participation, increasing motivation and keeping them motivated and committed during lessons, therefore, increasing their learning skills. Based on these results, we recommend that Kahoot is used in lectures in order to help students develop their performances and abilities and at the same time be more successful and prepared to have an active participation in society.

Economic efficiency of e-learning in higher education: An industrial approach

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Jordi Vilaseca

2008-07-01

Full Text Available Little work has been yet done to analyse if e-learning is an efficiency way in economic terms to produce higher education, especially because there are not available data in official statistics. Despite of these important constrains, this paper aims to contribute to the study of economic efficiency of e-learning through the analysis of a sample of e-learning universities during a period of time (1997-2002. We have wanted to obtain some empirical evidence to understand if e-learning is a feasible model of providing education for universities and which are the variables that allow for feasibility attainment. The main findings are: 1 that the rise of the number of students enrolled is consistent with increasing labour productivity rates; 2 that cost labour savings are explained by the improvement of universities’ economic efficiency (or total factor productivity; and 3 that improvement of total factor productivity in e-learning production is due to the attainment of scale economies, but also to two organisational innovations: outsourcing processes that leads to the increase of variable costs consistent with decreasing marginal costs, and the sharing of assets’ control and use that allow for a rise in assets rotation.

Fire disaster preparedness and situational analysis in higher learning institutions of Tanzania

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Jacob M. Kihila

2017-01-01

Full Text Available Fire disasters are accompanied with devastating impact affecting both lives and properties. The magnitude of the impacts has been severe in places with low levels of fire disaster preparedness. A study was conducted in Dar es Salaam, Tanzania, to investigate the level of fire disaster preparedness considering the availability and condition of firefighting facilities as well as the knowledge on fire management among the selected 10 higher learning institutions. Information for the buildings was obtained from the interviews with the managers of the buildings and field observations; information on the user’s preparedness was obtained from interviews using structured questionnaire conducted with the users of the buildings including the visitors. Results from the studied buildings indicated that 60% of the firefighting facilities were not regularly serviced; 50% stored some hazardous materials; 70% of them had not enough water storage for firefighting purposes; 60% had no identifiable fire assembly points; and 90% of the sessions conducted in the buildings involved more than 100 people in a single venue. Further results indicated that 51% of the respondents were not able to operate the installed firefighting facilities; 80.7% of the respondents had never received any training on firefighting and prevention; 95.6% of the respondents had never participated in any fire drills; and 81.5% of them were not aware of the fire responder’s contacts. General situation indicated that higher learning institutions are not well prepared to manage fire outbreaks suggesting that plans to rectify the situation are imperative.

Disruptive Technology Enhanced Learning: The Use and Misuse of Digital Technologies in Higher Education

Science.gov (United States)

Flavin, Michael

2017-01-01

This book is about how technologies are used in practice to support learning and teaching in higher education. Despite digitization and e-learning becoming ever-increasingly popular in university teaching settings, this book convincingly argues instead in favour of simple and convenient technologies, thus disrupting traditional patterns of…

Conjoint Analysis for Mobile Devices for Ubiquitous Learning in Higher Education: The Korean Case

Science.gov (United States)

Lee, Hyeongjik

2013-01-01

Despite the increasing importance of mobile devices in education, the essential features of these devices for ubiquitous learning have not been empirically addressed. This study empirically investigated the necessary conditions for using mobile devices as an educational tool for ubiquitous learning in higher education by a conjoint method. The…

E-Learning in Mongolian Higher Education

Science.gov (United States)

Tuul, Suvdmaa; Banzragch, Otgontugs; Saizmaa, Tsogzolmaa

2016-01-01

This paper reviews the e-learning course development in selected universities of Mongolia and attempts to classify the e-learning programs that are in practice at the tertiary education level in the country. The given paper uses both secondary and primary sources. The authors determined what factors influence e-learning type classification and how…

Higher order thinking skills: using e-portfolio in project-based learning

Science.gov (United States)

Lukitasari, M.; Handhika, J.; Murtafiah, W.

2018-03-01

The purpose of this research is to describe students' higher-order thinking skills through project-based learning using e-portfolio. The method used in this research is descriptive qualitative method. The research instruments used were test, unstructured interview, and documentation. Research subjects were students of mathematics, physics and biology education department who take the Basics Physics course. The result shows that through project-based learning using e-portfolio the students’ ability to: analyze (medium category, N-Gain 0.67), evaluate (medium category, N-Gain 0.51), and create (medium Category, N-Gain 0.44) are improved.

Learning Management System Success: Increasing Learning Management System Usage in Higher Education in Sub-Saharan Africa

Science.gov (United States)

Mtebe, Joel S.

2015-01-01

Learning Management Systems (LMS) have been widely adopted by higher education institutions globally for over a decade. Institutions in sub-Saharan Africa now spend a significant proportion of their limited resources on installing and maintaining these systems. This expenditure continues to increase, raising questions as to whether LMS in these…

Constructivism Based Blended Learning in Higher Education

OpenAIRE

Al-Huneidi, Ahmad

2011-01-01

Blended Learning, which is a mix of online and face-to-face learning, can combine the benefits of both, traditional classroom learning and e-learning environments.3 The aim of this thesis is to explore how to design and implement Blended Learning environment based on Constructivism theory, which focuses on students’ experience to construct the knowledge, in order to increase learning outcomes, performance, and quality in academic institutions. An affective and successful learni...

Understanding Personal Learning Environment Perspectives of Thai International Tourism and Hospitality Higher Education Students

Science.gov (United States)

Tanyong, Siriwan; Sharafuddin, Mohamed Ali

2016-01-01

This paper is part of a periodic research conducted in developing a personal learning environment for Thailand's higher education students with English as medium of instruction. The objective of the first phase in this research was to understand the personal learning environment perspectives of Thai International tourism and hospitality higher…

Personal Learning Environments in Higher Education Language Courses: An Informal and Learner-Centred Approach

Science.gov (United States)

Laakkonen, Ilona

2011-01-01

The chapter discusses the potential of personal learning environments (PLE) based on Web 2.0 applications for language courses in higher education (HE). This novel approach to the use of information and communication technologies (ICT) in education involves learners in the design of learning environments, tools and processes. The chapter begins…

Peer tutors as learning and teaching partners: a cumulative approach to building peer tutoring capacity in higher education

Directory of Open Access Journals (Sweden)

Sherran Clarence

2016-06-01

Full Text Available Peer tutors in higher education are frequently given vital teaching and learning work to do, but the training or professional development and support opportunities they are offered vary, and more often than not peer tutors are under-supported. In order to create and sustain teaching and learning environments that are better able to facilitate students’ engagement with knowledge and learning, the role of peer tutors needs to be recognised differently, as that of learning and teaching partners to both lecturers and students. Tutors then need to be offered opportunities for more in-depth professional academic development in order to fully realise this role. This paper explores a tutor development programme within a South African writing centre that aimed at offering tutors such ongoing and cumulative opportunities for learning and growth using a balanced approach, which included scholarly research and practice-based training. Using narrative data tutors provided in reflective written reports, the paper explores the kinds of development in tutors’ thinking and action that are possible when training and development is theoretically informed, coherent, and oriented towards improving practice.

Effects of basic character design and animation concepts using the flipped learning and project-based learning approach on learning achievement and creative thinking of higher education students

Science.gov (United States)

Autapao, Kanyarat; Minwong, Panthul

2018-01-01

Creative thinking was an important learning skill in the 21st Century via learning and innovation to promote students' creative thinking and working with others and to construct innovation. This is one of the important skills that determine the readiness of the participants to step into the complex society. The purposes of this research were 1) to compare the learning achievement of students after using basic character design and animation concepts using the flipped learning and project-based learning and 2) to make a comparison students' creative thinking between pretest and posttest. The populations were 29 students in Multimedia Technology program at Thepsatri Rajabhat University in the 2nd semester of the academic year 2016. The experimental instruments were lesson plans of basic character design and animation concepts using the flipped learning and project based learning. The data collecting instrument was creative thinking test. The data were analyzed by the arithmetic mean, standard deviation and The Wilcoxon Matched Pairs Signed-Ranks Test. The results of this research were 1) the learning achievement of students were statistically significance of .01 level and 2) the mean score of student's creativity assessment were statistically significance of .05 level. When considering all of 11 KPIs, showed that respondents' post-test mean scores higher than pre-test. And 5 KPIs were statistically significance of .05 level, consist of Originality, Fluency, Elaboration, Resistance to Premature Closure, and Intrinsic Motivation. It's were statistically significance of .042, .004, .049, .024 and .015 respectively. And 6 KPIs were non-statistically significant, include of Flexibility, Tolerance of Ambiguity, Divergent Thinking, Convergent Thinking, Risk Taking, and Extrinsic Motivation. The findings revealed that the flipped learning and project based learning provided students the freedom to simply learn on their own aptitude. When working together with project

Transparency in Higher Educational Student Learning Assessment as Seen through Accreditation

Science.gov (United States)

Krzykowski, Linda M.

2012-01-01

This study is about transparency in direct assessment of student learning information in higher educational institutions. Using content analysis, the self-study reports from institutions recently reaccredited by two different regional accreditors [the North Central Association of Colleges and Schools (NCA-HLC) and the New England Association of…

The Concept of Alliance as an Image and Positioning Instrument for Institutions of Higher Learning

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Víctor Manuel Alcántar Enríquez

2004-05-01

Full Text Available The present work provides a foundation for the concept of alliance which includes the ability of this to foster the university’s societal position as based on public perception of the institution. Accordingly, the work briefly addresses the development of the university’s collaboration with the productive sector, and emphasizes the need for institutions of higher learning to consider as well, those social sectors (including the government outside the realm of industry or technological expansion. The study concludes by affirming that alliance can become an effective instrument for promoting the university. It is therefore necessary to research the social perception of the university as a means of bolstering its relevance.

LEARNING POINTS FROM WHISTLEBLOWER CLAIMS AGAINST INSTITUTIONS OF HIGHER EDUCATION

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Christopher R. Schmidt

2015-12-01

Full Text Available The types of whistleblowing claims made against institutions of higher education are not well understood nor are the various mechanisms used to solicit, investigate, and learn from such claims at the institutional and state levels. This research obtained and analyzed whistleblower claims made against institutions of higher education and explores and facilitates a discussion around the value of learning opportunities that come from whistleblowing claims. Aggregate claims data and detail workpapers for claims made against the 45 publicly funded colleges and universities in the state of Ohio, in the midwestern United States was analyzed to identify patterns and areas of focus which could improve institutional processes and internal controls. Four areas resulted from the analysis: hiring and pay practices, prevention of the theft of institutional assets, prevention of the theft of student funds, and an institutional accreditation issue. All claims that were reported reflected real concerns on topics of strategic importance to institutions and their management practices, although not all were substantiated or corroborated. One quarter of the claims resulted in proven cases for recovery and prosecution. At the state level, completeness of investigation and administrative learning were sometimes not pursued due to the code enforcement nature of the governing bodies whose mandate was limited to the identification and prosecution of crimes, although improvement opportunities clearly existed. The case of Ohio demonstrates that open government and public information request processes can provide sufficient information to allow insight into the nature of the claims and to identify improvement opportunities for both the institution and state level administration.

Personal Efficacy and Factors of Effective Learning Environment in Higher Education: Croatian and American Students

Directory of Open Access Journals (Sweden)

Violeta Vidaček - Hainš

2010-06-01

Full Text Available Successful learning in higher education incorporates various factors related to knowledge, skills, habits, and motivation. Additionally, students’ personalities and self-efficacy may contribute to their adjustment, planning of activities, and achieving success. The objective of this paper is to analyze students’ needs for support services, which enhance the effectiveness of their learning environment at higher education institutions. Answers received from a sample of undergraduate freshmen at one American University and one Croatian University were analyzed and compared. The students from both countries agree that there is a need for developing self-reliance and personal responsibility in using support services, as well as for the timely and accurate information on availability of these services. Students’ suggestions and their desire to enhance effectiveness of their learning environment may be used in creating and improving support services in higher education institutions as well as training their staff.

3D Printing as Learning Activity in Higher Education A case study in a robotics’ prototyping course

OpenAIRE

Drakoulaki, Aikaterini

2017-01-01

This thesis is inspired by the new opportunities new technologies provide in education and more precisely in higher education. There is a general focus in higher education on supporting student learning beyond learning the existing knowledge, so that students are prepared for taking part in knowledge- generating activities in their future working environment. Technologies can offer new opportunities for exploring and constructing knowledge. The focus of this study is on 3D printing as a learn...

Instructional Theory for Using a Class Wiki to Support Collaborative Learning in Higher Education

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Lin, Chun-Yi

2013-01-01

The purpose of this study was to develop an instructional theory for using a class wiki to support collaborative learning in higher education. Although wikis have been identified in theory as one of the most powerful emerging technologies to support collaborative learning, challenges have been revealed in a number of studies regarding student…

Adult Learners' Understanding in Learning Islam Using Andragogy Approach: A Study in Kampung Siglap Mosque and Al-Zuhri Higher Learning Institute

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Bin Kadir, Mohd Amin; Arifin, Syamsul; Latipun; Fuad, Ahmad Nur

2016-01-01

This study describes adult learners' understanding in learning Islam using andragogy approach in which the study was conducted in Kampung Siglap Mosque and Al-Zuhri Higher Learning Institute. Prophet Muhammad (peace be upon him) educate his companions of who are adults from the shackles of "jahiliyyah," spiritual and intellectual…

If the Shoe Doesn't Fit: A Case and a Place for Collaborative Learning for Music Practice in Higher Education

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Forbes, Melissa

2016-01-01

This article reviews relevant literature to provide a rationale for the use of collaborative learning for first year music practice courses at an Australian regional university. Higher music education is still grappling with the challenges posed by the Dawkins Review and ongoing reforms in the sector. These challenges include increased public…

Simulated and Virtual Science Laboratory Experiments: Improving Critical Thinking and Higher-Order Learning Skills

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Simon, Nicole A.

Virtual laboratory experiments using interactive computer simulations are not being employed as viable alternatives to laboratory science curriculum at extensive enough rates within higher education. Rote traditional lab experiments are currently the norm and are not addressing inquiry, Critical Thinking, and cognition throughout the laboratory experience, linking with educational technologies (Pyatt & Sims, 2007; 2011; Trundle & Bell, 2010). A causal-comparative quantitative study was conducted with 150 learners enrolled at a two-year community college, to determine the effects of simulation laboratory experiments on Higher-Order Learning, Critical Thinking Skills, and Cognitive Load. The treatment population used simulated experiments, while the non-treatment sections performed traditional expository experiments. A comparison was made using the Revised Two-Factor Study Process survey, Motivated Strategies for Learning Questionnaire, and the Scientific Attitude Inventory survey, using a Repeated Measures ANOVA test for treatment or non-treatment. A main effect of simulated laboratory experiments was found for both Higher-Order Learning, [F (1, 148) = 30.32,p = 0.00, eta2 = 0.12] and Critical Thinking Skills, [F (1, 148) = 14.64,p = 0.00, eta 2 = 0.17] such that simulations showed greater increases than traditional experiments. Post-lab treatment group self-reports indicated increased marginal means (+4.86) in Higher-Order Learning and Critical Thinking Skills, compared to the non-treatment group (+4.71). Simulations also improved the scientific skills and mastery of basic scientific subject matter. It is recommended that additional research recognize that learners' Critical Thinking Skills change due to different instructional methodologies that occur throughout a semester.

Modeling change in learning strategies throughout higher education: a multi-indicator latent growth perspective.

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Coertjens, Liesje; Donche, Vincent; De Maeyer, Sven; Vanthournout, Gert; Van Petegem, Peter

2013-01-01

The change in learning strategies during higher education is an important topic of research in the Student Approaches to Learning field. Although the studies on this topic are increasingly longitudinal, analyses have continued to rely primarily on traditional statistical methods. The present research is innovative in the way it uses a multi-indicator latent growth analysis in order to more accurately estimate the general and differential development in learning strategy scales. Moreover, the predictive strength of the latent growth models are estimated. The sample consists of one cohort of Flemish University College students, 245 of whom participated in the three measurement waves by filling out the processing and regulation strategies scales of the Inventory of Learning Styles--Short Versions. Independent-samples t-tests revealed that the longitudinal group is a non-random subset of students starting University College. For each scale, a multi-indicator latent growth model is estimated using Mplus 6.1. Results suggest that, on average, during higher education, students persisting in their studies in a non-delayed manner seem to shift towards high-quality learning and away from undirected and surface-oriented learning. Moreover, students from the longitudinal group are found to vary in their initial levels, while, unexpectedly, not in their change over time. Although the growth models fit the data well, significant residual variances in the latent factors remain.

Modeling change in learning strategies throughout higher education: a multi-indicator latent growth perspective.

Directory of Open Access Journals (Sweden)

Liesje Coertjens

Full Text Available The change in learning strategies during higher education is an important topic of research in the Student Approaches to Learning field. Although the studies on this topic are increasingly longitudinal, analyses have continued to rely primarily on traditional statistical methods. The present research is innovative in the way it uses a multi-indicator latent growth analysis in order to more accurately estimate the general and differential development in learning strategy scales. Moreover, the predictive strength of the latent growth models are estimated. The sample consists of one cohort of Flemish University College students, 245 of whom participated in the three measurement waves by filling out the processing and regulation strategies scales of the Inventory of Learning Styles--Short Versions. Independent-samples t-tests revealed that the longitudinal group is a non-random subset of students starting University College. For each scale, a multi-indicator latent growth model is estimated using Mplus 6.1. Results suggest that, on average, during higher education, students persisting in their studies in a non-delayed manner seem to shift towards high-quality learning and away from undirected and surface-oriented learning. Moreover, students from the longitudinal group are found to vary in their initial levels, while, unexpectedly, not in their change over time. Although the growth models fit the data well, significant residual variances in the latent factors remain.

The impact of constructivist teaching strategies on the acquisition of higher order cognition and learning

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Merrill, Alison Saricks

The purpose of this quasi-experimental quantitative mixed design study was to compare the effectiveness of brain-based teaching strategies versus a traditional lecture format in the acquisition of higher order cognition as determined by test scores. A second purpose was to elicit student feedback about the two teaching approaches. The design was a 2 x 2 x 2 factorial design study with repeated measures on the last factor. The independent variables were type of student, teaching method, and a within group change over time. Dependent variables were a between group comparison of pre-test, post-test gain scores and a within and between group comparison of course examination scores. A convenience sample of students enrolled in medical-surgical nursing was used. One group (n=36) was made up of traditional students and the other group (n=36) consisted of second-degree students. Four learning units were included in this study. Pre- and post-tests were given on the first two units. Course examinations scores from all four units were compared. In one cohort two of the units were taught via lecture format and two using constructivist activities. These methods were reversed for the other cohort. The conceptual basis for this study derives from neuroscience and cognitive psychology. Learning is defined as the growth of new dendrites. Cognitive psychologists view learning as a constructive activity in which new knowledge is built on an internal foundation of existing knowledge. Constructivist teaching strategies are designed to stimulate the brain's natural learning ability. There was a statistically significant difference based on type of teaching strategy (t = -2.078, df = 270, p = .039, d = .25)) with higher mean scores on the examinations covering brain-based learning units. There was no statistical significance based on type of student. Qualitative data collection was conducted in an on-line forum at the end of the semester. Students had overall positive responses about the

Learning knowledge as an integral part of competencies in higher education: Effects on students' knowledge

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Van Bommel, Marijke; Boshuizen, Els; Kwakman, Kitty

2011-01-01

Van Bommel, M., Boshuizen, H. P. A., & Kwakman, K. (2010, 25-27 August). Learning knowledge as an integral part of competencies in higher education: Effects on students' knowledge. Paper presented at the 5th EARLI-SIG14 Learning and Professional Development, Munich, Germany.

Wikis and Collaborative Learning in Higher Education

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Zheng, Binbin; Niiya, Melissa; Warschauer, Mark

2015-01-01

While collaborative learning and collaborative writing can be of great value to student learning, the implementation of a technology-supported collaborative learning environment is a challenge. With their built-in features for supporting collaborative writing and social communication, wikis are a promising platform for collaborative learning;…

A Review of the Situation of Service-Learning in Higher Education in Spain

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Opazo, Hector; Aramburuzabala, Pilar; Cerrillo, Rosario

2016-01-01

As the prevalence of service-learning (S-L) within higher education institutions grows across the globe, it makes sense to explore, describe and discuss the recent situation in Spain. As a relatively new pedagogy, S-L has gained prominence in Spanish higher education since its emergence in the early 2000s, and it is increasingly used. This article…

E-Learning in Higher Education: Focus Groups and Survey among Students in Central Europe

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Tuševljak, Marko; Majcen, Lucija; Mervar, Lara; Stepankina, Taisiya; Cater, Barbara

2016-01-01

Despite a great deal of time and energy went into digitalisation of the world around us, education has been lagging behind. A question therefore arises to what extent higher education institutions should introduce e-learning as part of their programmes. The purpose of this study is to add to the body of knowledge on e-learning by examining…

CONFINTEA VI follow-up and the role of university lifelong learning: Some issues for European higher education

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Németh, Balázs

2011-08-01

The Belém Framework for Action underlines, among many other issues, that quality in adult learning and education must be holistic and multidimensional both as a concept and in practice, using various tools such as partnerships with higher education institutions. Bridging adult and higher education is difficult, but the lifelong learning paradigm may help European universities to meet the challenge. This paper argues that European higher education institutions should, on the one hand, educate adults to qualify them for their complex roles in society and economy either through academic programmes or in other, non-formal ways. On the other hand, higher education institutions should promote quality research on adult learning and education and develop active citizenship too. Emphasis was clearly given to the former task in the Budapest Statement in December 2008 as part of the European preparatory process for CONFINTEA VI, and the latter has been articulated by UNESCO for more than a decade. This paper suggests that a balanced position may help universities in setting themselves up as better and more effective learning organisations.

Workplace Learning in Dual Higher Professional Education

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Poortman, Cindy L.; Reenalda, Marloes; Nijhof, Wim J.; Nieuwenhuis, Loek F. M.

2014-01-01

Workplace learning is considered an effective strategy for the development of vocation, career and professional identity. Dual training programs, in which learning at a vocational school and learning at work in a company are combined, are seen as strong carriers for skill formation processes. In this study we explore workplace learning in dual…

Learning analytics as a tool for closing the assessment loop in higher education

OpenAIRE

Karen D. Mattingly; Margaret C. Rice; Zane L. Berge

2012-01-01

This paper examines learning and academic analytics and its relevance to distance education in undergraduate and graduate programs as it impacts students and teaching faculty, and also academic institutions. The focus is to explore the measurement, collection, analysis, and reporting of data as predictors of student success and drivers of departmental process and program curriculum. Learning and academic analytics in higher education is used to predict student success by examining how and wha...

Effects of Higher-order Cognitive Strategy Training on Gist Reasoning and Fact Learning in Adolescents

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Jacquelyn F Gamino

2010-12-01

Full Text Available Improving the reasoning skills of adolescents across the United States has become a major concern for educators and scientists who are dedicated to identifying evidence-based protocols to improve student outcome. This small sample randomized, control pilot study sought to determine the efficacy of higher-order cognitive training on gist-reasoning and fact-learning in an inner-city public middle school. The study compared gist-reasoning and fact-learning performances after training in a smaller sample when tested in Spanish, many of the students’ native language, versus English. The 54 eighth grade students who participated in this pilot study were enrolled in an urban middle school, predominantly from lower socio-economic status families, and were primarily of minority descent. The students were randomized into one of three groups, one that learned cognitive strategies promoting abstraction of meaning, a group that learned rote memory strategies, or a control group to ascertain the impact of each program on gist-reasoning and fact-learning from text-based information. We found that the students who had cognitive strategy instruction that entailed abstraction of meaning significantly improved their gist-reasoning and fact-learning ability. The students who learned rote memory strategies significantly improved their fact-learning scores from a text but not gist-reasoning ability. The control group showed no significant change in either gist-reasoning or fact-learning ability. A trend toward significant improvement in overall reading scores for the group that learned to abstract meaning as well as a significant correlation between gist-reasoning ability and the critical thinking on a state-mandated standardized reading test was also found. There were no significant differences between English and Spanish performance of gist reasoning and fact learning. Our findings suggest that teaching higher-order cognitive strategies facilitates gist

Using Technology to Direct Learning in Higher Education: The Way Forward?

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Turney, C. S. M.; Robinson, D.; Lee, M.; Soutar, A.

2009-01-01

Improvements in technology appear to provide an unprecedented opportunity to improve learning and teaching within the higher education system. At present, however, opinions are divided over the efficacy of such an approach and the extent to which technology should be embraced in teaching. Over a period of two years, we have developed a new…

Signature Concepts of Women Researchers in Higher Education Teaching and Learning

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Kandlbinder, Peter

2014-01-01

The history of research into higher education teaching and learning has been one led by male researchers. Individual women researchers have always been active in the field but their contributions have not received the same level of recognition as their male counterparts. A review of the research literature in journals focused on teaching and…

FORMS OF LEARNING WITHIN HIGHER EDUCATION. BLENDING FORMAL, INFORMAL AND NON-FORMAL

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Irina- Teodora MANOLESCU

2018-07-01

Full Text Available Changes that occur in the socio-economic environment determine new challenges for individuals that strive to acquire new, more valuable competencies. The universities, considered one of the most important pillars in developing such competencies, are challenged to develop and harmonize different forms of education (formal, informal and non-formal in order to respond to individuals’ and organizations’ needs. The mixture of learning forms can bring competitive advantage for the universities. However mixing the learning forms is not so easy to accomplish, considering that the stakeholders’ requirements could be divergent and the resources are limited. This paper aims at presenting the advantages and disadvantages of these forms of learning and also outlines few examples of the interferences. At last, the paper presents some preliminary results of a quantitative research regarding the perception on the usage of the three forms of learning of one of its stakeholders - the higher education candidates. Some implications for both universities and high school education are highlighted.

Implementing and Sustaining Higher Education Service-Learning Initiatives: Revisiting Young et al.'s Organizational Tactics

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Bennett, Dawn; Sunderland, Naomi; Bartleet, Brydie-Leigh; Power, Anne

2016-01-01

Although the value of service-learning opportunities has long been aligned to student engagement, global citizenship, and employability, the rhetoric can be far removed from the reality of coordinating such activities within higher education. This article stems from arts-based service-learning initiatives with Indigenous communities in Australia.…

Issues of E-Learning Standards and Identity Management for Mobility and Collaboration in Higher Education

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Alves, Paulo; Uhomoibhi, James

2010-01-01

Purpose: This paper seeks to investigate and report on the status of identity management systems and e-learning standards across Europe for promoting mobility, collaboration and the sharing of contents and services in higher education institutions. Design/methodology/approach: The present research work examines existing e-learning standards and…

LIFELONG LEARNING AS A STRATEGY FOR EDUCATING GLOBAL CITIZENS WITHIN HIGHER EDUCATION

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Ele HOLVOET

2010-01-01

Full Text Available Recent research emphasizes the need for educa tion on global citizenship (GC within higher education (Davis, Evans Reid, 2005; Ibrahim, 2008; Schultz, 2007. However, GC is an ill- defined concept (Schultz, 2007 and its position in university policies is unclear (Holvoet, 2007. Therefore, the GC concept is difficult to impl ement within universities’ educational practice (Fullan, 2002; Hargreaves Goodson, 2006. In order to overcome possible impediments, the reported research aimed at elucidating visions of policy makers on the role of higher education institutes with regard to positioning GC in society. The findings resulted from a two round Delphi inqu iry and in-depth interviews with 20 key figures in the field of academic policy making in five Fl emish universities, representatives of the Flemish government’s education department and members of GC education agencies. Respondents reported two components as basic conditions for universities to educate their students as global citizens: the need for a reflexive learning approach and an international learning environment. Conditions and difficu lties in creating such environments were distinguished. As lifelong learning is defined as “a way of empowering people for active engagement with important personal, social and global issues” (European Commission, 2001, this concept is considered as appropriate to supply a framework for GC.

Microcultures and Informal Learning: A Heuristic Guiding Analysis of Conditions for Informal Learning in Local Higher Education Workplaces

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Roxå, Torgny; Mårtensson, Katarina

2015-01-01

This article contributes to knowledge about learning in workgroups, so called "microcultures" in higher education. It argues that socially constructed and institutionalised traditions, recurrent practices, and tacit assumptions in the various microcultures influence academic teachers towards certain behaviour. In line with this…

Will MOOCs Transform Learning and Teaching in Higher Education? Engagement and Course Retention in Online Learning Provision

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de Freitas, Sara Isabella; Morgan, John; Gibson, David

2015-01-01

Massive open online courses (MOOCs) have been the subject of much polarised debate around their potential to transform higher education in terms of opening access. Although MOOCs have been attracting large learner cohorts, concerns have emerged from the early evidence base centring upon issues of quality in learning and teaching provision, and…

The Use of Emerging Technologies for Authentic Learning: A South African Study in Higher Education

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Bozalek, Vivienne; Gachago, Daniela; Alexander, Lucy; Watters, Kathy; Wood, Denise; Ivala, Eunice; Herrington, Jan

2013-01-01

It is now widely accepted that the transmission of disciplinary knowledge is insufficient to prepare students leaving higher education for the workplace. Authentic learning has been suggested as a way to bring the necessary complexity into learning to deal with challenges in professional practice after graduation. This study investigates how South…

iLearning: The Future of Higher Education? Student Perceptions on Learning with Mobile Tablets

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Rossing, Jonathan P.; Miller, Willie M.; Cecil, Amanda K.; Stamper, Suzan E.

2012-01-01

The growing use of mobile technology on college campuses suggests the future of the classroom, including learning activities, research, and even student faculty communications, will rely heavily on mobile technology. Since Fall 2010, an interdisciplinary team of faculty from Indiana University--Purdue University Indianapolis (IUPUI) has…

Making a Difference--Inclusive Learning and Teaching in Higher Education through Open Educational Resources

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Hockings, Christine; Brett, Paul; Terentjevs, Mat

2012-01-01

Recently there has been growing concern about the ways in which professional values such as "acknowledging diversity and promoting equality of opportunity" (Higher Education Academy (HEA), 2006, p. 4) have been understood and evidenced in higher education. In this article, we outline how the Learning to Teach Inclusively open educational…

Formative Quizzing and Learning Performance in Dutch First-Year Higher Education Students

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Zijlstra, S.J.; Sugeng, E.J.; Draaijer, S.; van de Bor, M.; Ras, E.; Joosten-ten Brinke, D.

2015-01-01

In this research paper, a cross-sectional study into the effects of formative quizzing in higher education and its relation to learning performance is presented. For the current study, six online Formative Quizzing modules, consisting of texts, graphics and video clips followed by two or more test

The Literature Landscape of Blended Learning in Higher Education: The Need for Better Understanding of Academic Blended Practice

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Torrisi-Steele, Geraldine; Drew, Steve

2013-01-01

If we are to realise the potential of blended learning in higher education, then further research into academic practice and relevant academic development is essential. Our review of literature on blended learning in higher education reveals an interesting scholarship landscape which, when described in detail, pointedly directs attention to the…

Development of an Institutional Framework to Guide Transitions into Enhanced Blended Learning in Higher Education

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Adekola, Josephine; Dale, Vicki H. M.; Gardiner, Kerr

2017-01-01

The rapidly changing digital landscape is having a significant influence on learning and teaching. Our study assesses the response of one higher education institution (HEI) to the changing digital landscape and its transition into enhanced blended learning, which seeks to go beyond the early implementation stage to make the most effective use of…

Entrepreneurship Education in Malaysia's Public Institutions of Higher Learning--A Review of the Current Practices

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Bin Yusoff, Mohd Nor Hakimin; Zainol, Fakhrul Anwar; Bin Ibrahim, Mohamed Dahlan

2015-01-01

The need for a practical and applicable model for entrepreneurial learning is becoming critical. In this study, we aimed to collect data related to entrepreneurship education practices by all institutes of higher learning (IHLs) in Malaysia as well as challenges faced, facilities, and supports offered by the universities. Given the important role…

An Approachment to Cooperative Learning in Higher Education: Comparative Study of Teaching Methods in Engineering

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Estébanez, Raquel Pérez

2017-01-01

In the way of continuous improvement in teaching methods this paper explores the effects of Cooperative Learning (CL) against Traditional Learning (TL) in academic performance of students in higher education in two groups of the first course of Computer Science Degree at the university. The empirical study was conducted through an analysis of…

The Use of Work-Based Learning Pedagogical Perspectives to Inform Flexible Practice within Higher Education

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Nottingham, Paula

2016-01-01

The renewed emphasis on developing flexible learning practices in higher education (HE) underscores the importance of understanding pedagogies for students who are based in the workplace or undertake significant work-related elements of study. This paper draws on research that explores how work-based learning (WBL) pedagogy operates in UK HE using…

A Methodological Approach to Support Collaborative Media Creation in an E-Learning Higher Education Context

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Ornellas, Adriana; Muñoz Carril, Pablo César

2014-01-01

This article outlines a methodological approach to the creation, production and dissemination of online collaborative audio-visual projects, using new social learning technologies and open-source video tools, which can be applied to any e-learning environment in higher education. The methodology was developed and used to design a course in the…

The Contribution of Non-Formal Learning in Higher Education to Student Teachers' Professional Competence

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Tang, Sylvia Y. F.; Wong, Angel K. Y.; Li, Dora D. Y.; Cheng, May M. H.

2017-01-01

This article reports a mixed methods study on the contribution of various aspects of pre-service student teachers' learning in initial teacher education (ITE) to their professional competence in a Five-year Bachelor of Education Programme in Hong Kong. Special attention is given to how student teachers' non-formal learning in higher education…

Validity of Assessment and Recognition of Non-Formal and Informal Learning Achievements in Higher Education

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Kaminskiene, Lina; Stasiunaitiene, Egle

2013-01-01

The article identifies the validity of assessment of non-formal and informal learning achievements (NILA) as one of the key factors for encouraging further development of the process of assessing and recognising non-formal and informal learning achievements in higher education. The authors analyse why the recognition of non-formal and informal…

Using Social Learning Methodologies in Higher Education

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María-Estrella Sousa-Vieira

2015-05-01

Full Text Available It is commonly accepted that contemporary cohorts of students witness and experience the benefits of information technologies in their learning processes. The so-called ``digital natives'' acquire, as a consequence of their early exposure to these technologies, different patterns of work, distinct attention conducts, new learning preferences and, generally, better skills for learning and working within rich online social contexts. So, it seems reasonable that the traditional education systems evolve and shape their practice to leverage those new patterns. Despite the fact that online social networks (OSNs are widely recognized as a powerful tool for adding a new social dimension to the learning management systems (LMSs, OSNs do not fully integrate the specific features of the learning process yet and LMSs do not exploit the advantages of an active social environment for reinforcing the learning experience. We report in this paper the design, development and use of a software platform which enlarges and adapts the basic features of an OSN in order to be useful for very general learning environments. The software allows the creation, assessment and reporting of a range of collaborative activities based on social interactions among the students, and offers a reward mechanism by means of ranking and reputation. We argue that this approach is helpful in increasing the students' motivation, besides improving the learning experience and performance. The software has been tested in an undergraduate course about computer networks. Different tests confirm that the impact on learning success is statistically significant and positive.

Workplace Learning in Dual Higher Professional Education

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Poortman, Cindy Louise; Reenalda, Marloes; Nijhof, W.J.; Nieuwenhuis, Loek

2014-01-01

Workplace learning is considered an effective strategy for the development of vocation, career and professional identity. Dual training programs, in which learning at a vocational school and learning at work in a company are combined, are seen as strong carriers for skill formation processes. In

Workplace Learning in Dual Higher Professional Education

NARCIS (Netherlands)

Reenalda, Marloes; Poortman, Cindy; Nijhof, Wim; Nieuwenhuis, Loek

2018-01-01

Workplace learning is considered an effective strategy for the development of vocation, career and professional identity. Dual training programs, in which learning at a vocational school and learning at work in a company are combined, are seen as strong carriers for skill formation processes. In

Developing the Adult Learning Sector: Lot 3: Opening Higher Education to Adults. Contract EAC 2012-0074. English Summary

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Dollhausen, Karin; Lattke, Susanne; Scheliga, Felicia; Wolters, Andrä; Spexard, Anna; Geffers, Johannes; Banscherus, Ulf

2013-01-01

Widening adult participation in higher education as part of the development of lifelong learning strategies has been promoted by the European Union since the 1990s. Only recently, the 2011 Council resolution on a renewed European agenda for adult learning underlined the need to encourage higher education institutions to embrace adult learners. The…

The information system of learning quality control in higher education institutions: achievements and problems of European universities

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Orekhova Elena

2016-01-01

Full Text Available The article deals with the main trends in the development of the system of learning quality control connected with the European integration of higher education and the democratization of education. The authors analyze the state of information systems of learning quality control existing in European higher education and identify their strong and weak points. The authors show that in the learning process universities actively use innovative analytic methods as well as modern means of collecting, storing and transferring information that ensure the successful management of such a complex object as the university of the 21st century.

EC6 safety enhancement - including impact of Fukushima lessons learned

Energy Technology Data Exchange (ETDEWEB)

Yu, S.; Zemdegs, R.; Boyle, S.; Soulard, M., E-mail: stephen.yu@candu.com [Candu Energy Inc., Mississauga, Ontario (Canada)

2012-09-15

The Enhanced CANDU 6 (EC6) is the new Generation III CANDU reactor design that meets the most up to date regulatory requirements and customer expectations. EC6 builds on the proven high performance design inch as the Qinshan CANDU 6 units and has made improvements to safety and operational performance, and has incorporated extensive operational feedback including Fukushima. The Fukushima Dai-ichi March 11, 2011 event has demonstrated the importance of defence-in-depth considerations for beyond-design basis events, including severe accidents. The EC6 design is based on the defence-in-depth principles and provides further design features that address the lessons learned from Fukushima. (author)

Modeling and Mapping Personal Learning Environment of Thai International Higher Education Students

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Sharafuddin, Mohamed Ali; Sawad, Buncha Panacharoen; Wongwai, Sarun

2018-01-01

This research article is part of a periodic study conducted to understand, model, map and to develop an integrated approach for effective and interactive self-learning phases of Thai International Hospitality and Tourism higher education students. Questionnaire containing both qualitative and quantitative questions was distributed at the beginning…

E-LEARNING PLATFORMS IN ROMANIAN HIGHER EDUCATION

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LUCIAN LUPU DIMA

2010-01-01

Full Text Available Master’s Degree Programs generally use specific e-learning methods as a complementary training. The University of Petrosani has a partnership with Siveco Romania in the IT field focusing on ERP systems and on e-learning platforms through AeL product. We selected two Master’s Degree programmes due to the qualifications it provided on the labour market, for implementing an online master. The design of master’s degree academic curricula in e-learning system will involve the curricular development, the designing of the learning resources with the help of the e-learning technology as well as the development and simulation of the instructive-educational web-based process; all these aspects using AeL which is a universal and integrated e-learning solution, offering facilities for the management and presentation of various types of educational content, such as multimedia interactive materials, simulations, and tests, covering a wide range of subjects.

Using assistive technology adaptations to include students with learning disabilities in cooperative learning activities.

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Bryant, D P; Bryant, B R

1998-01-01

Cooperative learning (CL) is a common instructional arrangement that is used by classroom teachers to foster academic achievement and social acceptance of students with and without learning disabilities. Cooperative learning is appealing to classroom teachers because it can provide an opportunity for more instruction and feedback by peers than can be provided by teachers to individual students who require extra assistance. Recent studies suggest that students with LD may need adaptations during cooperative learning activities. The use of assistive technology adaptations may be necessary to help some students with LD compensate for their specific learning difficulties so that they can engage more readily in cooperative learning activities. A process for integrating technology adaptations into cooperative learning activities is discussed in terms of three components: selecting adaptations, monitoring the use of the adaptations during cooperative learning activities, and evaluating the adaptations' effectiveness. The article concludes with comments regarding barriers to and support systems for technology integration, technology and effective instructional practices, and the need to consider technology adaptations for students who have learning disabilities.

A Phenomenographic Study of Students' Conceptions of Quality in Learning in Higher Education in Rwanda

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Mbabazi Bamwesiga, Penelope; Fejes, Andreas; Dahlgren, Lars-Owe

2013-01-01

The aim of this study is to understand the different ways that university students conceptualise quality in learning by drawing on a phenomenographic approach. A total of 20 students in higher education in Rwanda were interviewed and analysis of the interviews generated an outcome space of conceptions of quality in learning as transformation,…

Why do they study there? Diary research into students' learning space choices in higher education

NARCIS (Netherlands)

Beckers, Ronald; van der Voordt, Theo; Dewulf, Geert P.M.R.

2016-01-01

Higher education learning and teaching methods have changed while most educational buildings are still rather traditional. Yet, there is an increasing interest in whether we can educate today's higher education students in yesterday's buildings. This paper aims to contribute to this debate by

Why do they study there? Diary research into students’ learning space choices in higher education

NARCIS (Netherlands)

Beckers, R.; van der Voordt, Theo; DeWulf, Geert

2016-01-01

Higher education learning and teaching methods have changed while most educational buildings are still rather traditional. Yet, there is an increasing interest in whether we can educate today's higher education students in yesterday's buildings. This paper aims to contribute to this debate by

Why do they study there? Diary research into students’ learning space choices in higher education

NARCIS (Netherlands)

Geert Dewulf; Theo van der Voordt; Ronald Beckers

2015-01-01

Higher education learning and teaching methods have changed while most educational buildings are still rather traditional. Yet, there is an increasing interest in whether we can educate today's higher education students in yesterday's buildings. This paper aims to contribute to this debate by

Learning analytics as a tool for closing the assessment loop in higher education

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Karen D. Mattingly

2012-09-01

Full Text Available This paper examines learning and academic analytics and its relevance to distance education in undergraduate and graduate programs as it impacts students and teaching faculty, and also academic institutions. The focus is to explore the measurement, collection, analysis, and reporting of data as predictors of student success and drivers of departmental process and program curriculum. Learning and academic analytics in higher education is used to predict student success by examining how and what students learn and how success is supported by academic programs and institutions. The paper examines what is being done to support students, whether or not it is effective, and if not why, and what educators can do. The paper also examines how these data can be used to create new metrics and inform a continuous cycle of improvement. It presents examples of working models from a sample of institutions of higher education: The Graduate School of Medicine at the University of Wollongong, the University of Michigan, Purdue University, and the University of Maryland, Baltimore County. Finally, the paper identifies considerations and recommendations for using analytics and offer suggestions for future research.

Deploying Serious Games for Management in Higher Education: lessons learned and good practices

NARCIS (Netherlands)

Baalsrud Hauge, Jannicke; Bellotti, Francesco; Nadolski, Rob; Kickmeier-Rust, Michael; Berta, Riccardo; Carvalho, Maria B.

2013-01-01

Baalsrud Hauge, J., Bellotti, F., Nadolski, R. J., Kickmeier-Rust, M., Berta, R., & Carvalho, M. B. (2013, 4 October). Deploying Serious Games for Management in Higher Education: lessons learned and good practices. Presentation at ECGBL 2013, Porto, Portugal.

DIAGNOSTICS AS THE WAY OF FIRST YEAR STUDENTS’ LEARNING MATHEMATICS IN HIGHER SCHOOL

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Tatiana Evgenyevna Chikina

2016-01-01

Practical implications. The theses and conclusions given in the article should help to raise the efficiency of students’ learning and educational process during their adaptive period, and can be realized in the practice of higher schools.

Stress Management Coping Strategies of Academic Leaders in an Institution of Higher Learning in Malaysia

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Gurnam Kaur Sidhu

2015-12-01

Full Text Available In today’s demanding academic environment, academic leaders need to be well equipped with stress management coping strategies as they often find themselves in challenging situations and responsibilities. Therefore, the main aim of this paper is to investigate the stress management coping strategies used by academic leaders in an institution of higher learning located in Selangor, Malaysia. A mixed-methods research design was employed and the sample population involved 46 academic leaders from a public university. Data were collected using a questionnaire and semistructured interviews. The quantitative data were statistically analyzed using SPSS while the qualitative data were analyzed thematically. The findings showed that a majority of the academic leaders opted towards positive problem-focused engagement strategies such as cognitive restructuring and problem solving strategies followed by emotion-focused engagement which included expressing emotion and social support strategies. Besides that, academic leaders did confess that they sometimes do use disengagement strategies such as wishful thinking, problem avoidance and self-criticism coping strategies but they stressed that they faced problems and stress in a positive and constructive manner. The findings of this study imply that academic leaders in this study are engaged and well informed of stress coping strategies. However, it is recommended that top management in institutions of higher learning take the initiatives in providing necessary support to academic leaders by educating them on stress management coping strategies.

Sociocultural Paradoxes and Issues in E-Learning Use in Higher Education Africa

Science.gov (United States)

Njenga, James Kariuki

2018-01-01

Sociocultural issues are major contributing factors in mass acceptance and effective use of technology. These issues are often perceived to contradict the benefits the technology brings about. E-learning use in higher education in Africa, as a technology, faces some sociocultural barriers that contradict its promise and benefits. This paper…

Give Me a Customizable Dashboard: Personalized Learning Analytics Dashboards in Higher Education

Science.gov (United States)

Roberts, Lynne D.; Howell, Joel A.; Seaman, Kristen

2017-01-01

With the increased capability of learning analytics in higher education, more institutions are developing or implementing student dashboards. Despite the emergence of dashboards as an easy way to present data to students, students have had limited involvement in the dashboard development process. As part of a larger program of research examining…

Higher Education Teachers' Experiences with Learning Analytics in Relation to Student Retention

Science.gov (United States)

West, Deborah; Huijser, Henk; Heath, David; Lizzio, Alf; Toohey, Danny; Miles, Carol; Searle, Bill; Bronnimann, Jurg

2016-01-01

This paper presents findings from a study of Australian and New Zealand academics (n = 276) that teach tertiary education students. The study aimed to explore participants' early experiences of learning analytics in a higher education milieu in which data analytics is gaining increasing prominence. Broadly speaking participants were asked about:…

Factors Affecting Corporate Image from the Perspective of Distance Learning Students in Public Higher Education Institutions

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da Costa, Fábio Reis; Pelissari, Anderson Soncini

2016-01-01

New information technologies enable different interactions in the educational environment, affecting how the image of educational institutions adopting distance-learning programmes is perceived. This article identifies factors affecting the perception of corporate image from the viewpoint of distance-learning students at public higher education…

The Relationship between Multiplication Fact Speed-Recall and Fluency and Higher Level Mathematics Learning with Eighth Grade Middle School Students

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Curry, Steven James

2012-01-01

This quantitative study investigated relationships between higher level mathematics learning and multiplication fact fluency, multiplication fact speed-recall, and reading grade equivalency of eighth grade students in Algebra I and Pre-Algebra. Higher level mathematics learning was indicated by an average score of 80% or higher on first and second…

EFFECT OF FLIPPED LEARNING ON COGNITIVE LOAD: A HIGHER EDUCATION RESEARCH

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Celal Karaca

2017-01-01

Full Text Available The purpose of this study is to determine the effect of the flipped learning method on the cognitive load of the students. The study was conducted with a sample of 160 people who were trained in Department of Mechanical Engineering for algorithms and programming courses at a higher education level. The study, which lasted for 8 weeks, has a semi-experimental design. A 9-point scale developed by Paas and Van Merrienboer (1993 was used for cognitive load measurements. At the end of the weekly courses, the scale was filled by the experimental and control groups. Independent sample t test was applied through SPSS 24 program to the obtained data. In both instances, the cognitive load in the experimental group in which the flipped learning method was applied was found to be lower than the cognitive load in the control group in which traditional face-to-face training was applied. As a result, it can be said that flipped learning, if well structured, is a method reducing cognitive load.

The Development of CyberLearning in Dual-Mode: Higher Education Institutions in Taiwan

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Yau-Jane Chen

2002-01-01

Full Text Available Open and distance education in Taiwan has evolved into the third phase – cyberlearning – conceptualized as teaching and learning interactions mediated entirely through the application of state-of-the-art information and communications technologies (ICT, such as the Internet and World Wide Web. Socio-economic influences, the development of new technologies and a marked shift in learning paradigms have increased the utilization of ICT at all levels of the Taiwanese education system. Since the advent and provision of cyberlearning programs, well over half (56 percent of the conventional universities and colleges have been upgraded to dual-mode higher educational institutions. They offer real-time multicast instructional systems using videoconferencing and cable TV technology, virtual classroom systems via network-based instructional management systems, and curriculum-on-demand systems utilizing video-on-demand technology. Critical success factors in the development of these cyber universities and the opportunities, challenges and implications inherent in these are analyzed. ICT and the provision of cyberlearning have gradually been changing the structure and vision of higher education institutions as well as the entire learning environment and educational systems. Because the Ministry of Education (MOE has initiated a policy on credit-based degrees for cyberlearning courses/ programs, the development of open and distance education is anticipated to hasten the transformation of Taiwan’s education system towards one which will create an ideal learning society in the 21st century.

Flexible Learning and Teaching: Looking Beyond the Binary of Full-time/Part-time Provision in South African Higher Education

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Barbara M Jones

2015-06-01

Full Text Available This paper engages with literature on flexible learning and teaching in order to explore whether it may be possible, within the South African context, to have flexible learning and teaching provide a third way which goes beyond the current practice of full-time/part-time provision. This binary classification of students is a proxy for day-time/after-hours delivery.  The argument is made that effective, flexible learning and teaching requires a fundamental shift in thinking about learning and teaching in higher education that moves us beyond such binaries. The paper proposes that in order to ensure access and success for students, ‘common knowledge’ (Edwards, 2010 will need to be co-constructed which understands flexible learning and teaching in ways which will meet needs of a diversity of students, including working students. It will require ‘resourceful leadership’ (Edwards, 2014 within the university that recognises, enhances and gives purpose to the capability of colleagues at every level of the systems they lead. Also, it will require the building of ‘common knowledge’ between certain sectors of universities and particular workplaces.

Phase transitions between lower and higher level management learning in times of crisis: an experimental study based on synergetics.

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Liening, Andreas; Strunk, Guido; Mittelstadt, Ewald

2013-10-01

Much has been written about the differences between single- and double-loop learning, or more general between lower level and higher level learning. Especially in times of a fundamental crisis, a transition between lower and higher level learning would be an appropriate reaction to a challenge coming entirely out of the dark. However, so far there is no quantitative method to monitor such a transition. Therefore we introduce theory and methods of synergetics and present results from an experimental study based on the simulation of a crisis within a business simulation game. Hypothesized critical fluctuations - as a marker for so-called phase transitions - have been assessed with permutation entropy. Results show evidence for a phase transition during the crisis, which can be interpreted as a transition between lower and higher level learning.

Work-related teaching and learning methods to foster generic skills in Higher Education. An Italian experience

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Daniela Frison

2016-11-01

Full Text Available Within the framework of modernisation of higher education systems in Europe, universities are invited to go beyond a knowledge-based perspective focused on disciplinary approaches and to be more concentrated on encouraging generic skills to deal with today’s complex and unpredictable career paths. The literature about Work-Related Learning and Work-Integrated Learning offers evidence to research regarding contributions of work-related experiences to the development of generic skills. The first part of the article presents a literature review carried out following the matching among three main keywords: work-related learning, generic skills, and higher education. Resources focused on the integration/teaching of generic skills in formal curriculum or in co-curriculum work-related activities and they were collected in order to explore the link between work-related learning in higher education and the development of generic skills. The focus is to identify valuable considerations to improve teaching strategies and methods. The second part presents an Italian work-related experience developed within the course of “Organizational Intervention Research Methods,” which involved 22 master’s degree students. The work-related assignment will be described in addition to the content analysis process of the 22 collected texts and the findings about the development of generic skills.

Moodle E-Learning System and Students' Performance in Higher Education: The Case of Public Administration Programmes

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Umek, Lan; Keržic, Damijana; Tomaževic, Nina; Aristovnik, Aleksander

2015-01-01

The use of information and communication technologies (ICT) and therefore e-learning is becoming an ever more frequently used teaching and learning technique at all levels of education. In higher education, it completely or partially substitutes the classical teaching methods. It provides richer resources than the traditional classroom and…

E pluribus unum: the potential of collaborative learning to enhance Microbiology teaching in higher education.

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Rutherford, Stephen

2015-12-01

Collaborative learning, where students work together towards a shared understanding of a concept, is a well-established pedagogy, and one which has great potential for higher education (HE). Through discussion and challenging each other's ideas, learners gain a richer appreciation for a subject than with solitary study or didactic teaching methods. However, collaborative learning does require some scaffolding by the teacher in order to be successful. Collaborative learning can be augmented by the use of Web 2.0 collaborative technologies, such as wikis, blogs and social media. This article reviews some of the uses of collaborative learning strategies in Microbiology teaching in HE. Despite the great potential of collaborative learning, evidence of its use in Microbiology teaching is, to date, limited. But the potential for collaborative learning approaches to develop self-regulated, deep learners is considerable, and so collaborative learning should be considered strongly as a viable pedagogy for HE. © FEMS 2015. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Managing Reputation Risk and Situational Crisis in Higher Institutions of Learning

OpenAIRE

Effiong, Andem Ita

2014-01-01

Extant literature on crisis and corporate reputation management has presented the Situational Crisis Communication Theory (SCCT) model as a valid and reliable framework for managing crisis and predicting stakeholders’perceptions of organizations’ reputation in times of crisis. In order to verifythe applicability of the model in higher institutions of learning in adeveloping country context, a study was conducted in September, 2011 in twopublic universities in Nigeria. The findings of the stud...

Disabling and Enabling Technologies for Learning in Higher Education for All: Issues and Challenges for Whom?

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Sangeeta Bagga-Gupta

2016-10-01

Full Text Available Integration, inclusion, and equity constitute fundamental dimensions of democracy in post-World War II societies and their institutions. The study presented here reports upon the ways in which individuals and institutions both use and account for the roles that technologies, including ICT, play in disabling and enabling access for learning in higher education for all. Technological innovations during the 20th and 21st centuries, including ICT, have been heralded as holding significant promise for revolutionizing issues of access in societal institutions like schools, healthcare services, etc. (at least in the global North. Taking a socially oriented perspective, the study presented in this paper focuses on an ethnographically framed analysis of two datasets that critically explores the role that technologies, including ICT, play in higher education for individuals who are “differently abled” and who constitute a variation on a continuum of capabilities. Functionality as a dimension of everyday life in higher education in the 21st century is explored through the analysis of (i case studies of two “differently abled” students in Sweden and (ii current support services at universities in Sweden. The findings make visible the work that institutions and their members do through analyses of the organization of time and space and the use of technologies in institutional settings against the backdrop of individuals’ accountings and life trajectories. This study also highlights the relevance of multi-scale data analyses for revisiting the ways in which identity positions become framed or understood within higher education.

Analisis Kemampuan Berpikir Tingkat Tinggi Mahasiswa (Higher Order Thinking dalam Menyelesaikan Soal Konsep Optika melalui Model Problem Based Learning

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Nurhayati Nurhayati

2017-12-01

Full Text Available Abstract This study aims to describe the ability of higher order thinking students in solving the problem of the concept of optics after given the learning with problem-based learning model. This research uses a descriptive method with quantitative approach. The subjects of the research are students of the second semester of physics education study program, amounting to 19 people. Data collection techniques used are two tier multiple choice shaped test consisting of eight questions include the level of analyzing, evaluating and creating. Based on the results of data analysis, it is known that the ability of high-level thinking of students in optical learning has enough categories with the following details: (1 The percentage of students who have excellent high-level thinking skills is 15.79%, good category of 31.58%, enough category of 42.11%, and category less than 10.53%; (2 The percentage of student ability in answer about level of analyze equal to 68.42%, student ability in answer about evaluation level 57.89% and equal to 53.51% for student ability in answer level question create. Keywords: higher order thinking, optics, problem-based learning model Abstrak Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir tingkat tinggi mahasiswa (higher order thinking dalam menyelesaikan soal konsep optika setelah diberikan pembelajaran dengan model problem based learning. Metode penelitian yang digunakan adalah metode deskriptif dengan pendekatan kuantitatif. Subjek penelitian yaitu mahasiswa semester II program studi pendidikan fisika yang berjumlah 19 orang. Teknik pengumpulan data yang digunakan adalah tes berbentuk two tier multiple choice yang terdiri dari delapan soal meliputi tingkatan menganalisis, mengevaluasi dan mencipta. Berdasarkan hasil analisis data, diketahui bahwa kemampuan berpikir tingkat tinggi mahasiswa dalam pembelajaran optika memiliki kategori cukup dengan rincian sebagai berikut: (1 Persentase mahasiswa yang

The hypothesis of matching about styles of learning and teaching at Higher Education

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Ana Clara Ventura

2013-12-01

Full Text Available A review of learning and teaching styles matching at university over the last ten years is presented. For this purpose, a review was carried out of the Dialnet, Redalyc, Scielo and Doaj data bases due to their scope and importance in the Hispanic context. The descriptors used in the search for information were the key words: learning styles, teaching styles and higher education. The data bases consulted produced a total of 53 papers, with only 17 of these complying with all the criteria for inclusion (paper: empirical research; sample: university;object: correspondence learning and teaching styles; time period 2002-2012; Spanish language. The literature review showed that the matching is researched and understanding from two approaches: (1 adaptive instruction or (2 stylistics. Results are discussed.

Changing the rules of the game - experiences with Web 2.0 learning in higher education

DEFF Research Database (Denmark)

Nicolajsen, Hanne Westh

2012-01-01

The use of Web 2.0 as tools for social learning within higher education is not as widespread as expected, nor with the expected results within non-distance teaching programmes. The question is why? Many have argued that Web 2.0 tools have potentials to support learning in various ways. It has been...... argued, but also questioned, that the current generation of students are digital natives prepared to use new media for learning. At the same time critical voices argue that learning designs with high degrees of Web2.0 characteristics challenge the prevailing norms for learning within most teaching...... systems. This study investigates reasons why Web 2.0 is difficult to adopt in teaching by looking at reflected feedback from students participating in an experiment using Web 2.0 for social learning. The challenges investigated are derived by looking into 37 undergraduate students’ reflections...

INVESTIGATING THE RELATIONSHIPS BETWEEN TEACHING STRATEGIES AND LEARNING STYLES IN HIGHER EDUCATION

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Cristina Tulbure

2012-04-01

Full Text Available Within this paper, we are focusing on the relationships between teaching strategies, learning styles, and the students’ academic achievement in higher education. The main objective of this study is to compare three groups of pre-service teachers having different majors (i.e., Educational Sciences, Economic Sciences, and Foreign Languages in order to identify the potential differences in their academic achievement. More precisely, we attempt to highlight the categories of teaching strategies that lead to the best academic achievement for students having the same learning style, and different fields of study. A sample of 269 pre-service teachers from three faculties belonging to Transilvania University of Braşov participated in the study. The data was collected through a survey method and the one-way analysis of variance was used to determine the differences among the groups. Significant differences among the three categories of students with different majors occurred in relation with the most effective teaching strategies corresponding to each learning style category.

Teachers' views of using e-learning for non-traditional students in higher education across three disciplines [nursing, chemistry and management] at a time of massification and increased diversity in higher education.

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Allan, Helen T; O'Driscoll, Mike; Simpson, Vikki; Shawe, Jill

2013-09-01

The expansion of the higher educational sector in the United Kingdom over the last two decades to meet political aspirations of the successive governments and popular demand for participation in the sector (the Widening Participation Agenda) has overlapped with the introduction of e-learning. This paper describes teachers' views of using e-learning for non-traditional students in higher education across three disciplines [nursing, chemistry and management] at a time of massification and increased diversity in higher education. A three phase, mixed methods study; this paper reports findings from phase two of the study. One university in England. Higher education teachers teaching on the nursing, chemistry and management programmes. Focus groups with these teachers. Findings from these data show that teachers across the programmes have limited knowledge of whether students are non-traditional or what category of non-traditional status they might be in. Such knowledge as they have does not seem to influence the tailoring of teaching and learning for non-traditional students. Teachers in chemistry and nursing want more support from the university to improve their use of e-learning, as did teachers in management but to a lesser extent. Our conclusions confirm other studies in the field outside nursing which suggest that non-traditional students' learning needs have not been considered meaningfully in the development of e-learning strategies in universities. We suggest that this may be because teachers have been required to develop e-learning at the same time as they cope with the massification of, and widening participation in, higher education. The findings are of particular importance to nurse educators given the high number of non-traditional students on nursing programmes. Copyright © 2012 Elsevier Ltd. All rights reserved.

Instructor Support Services: An Inevitable Critical Success Factor in Blended Learning in Higher Education in Tanzania

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Raphael, Christina; Mtebe, Joel S.

2016-01-01

The adoption of blended learning to widen access, reduce cost, and improve the quality of education is becoming prevalent in higher education in sub-Saharan Africa and Tanzania in particular. University of Dar es Salaam and the Open University of Tanzania offer various blended learning courses using Moodle system via regional centres scattered…

Modeling Evidence-Based Application: Using Team-Based Learning to Increase Higher Order Thinking in Nursing Research

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Bridget Moore

2015-06-01

Full Text Available Nursing practice is comprised of knowledge, theory, and research [1]. Because of its impact on the profession, the appraisal of research evidence is critically important. Future nursing professionals must be introduced to the purpose and utility of nursing research, as early exposure provides an opportunity to embed evidence-based practice (EBP into clinical experiences. The AACN requires baccalaureate education to include an understanding of the research process to integrate reliable evidence to inform practice and enhance clinical judgments [1]. Although the importance of these knowledge competencies are evident to healthcare administrators and nursing leaders within the field, undergraduate students at the institution under study sometimes have difficulty understanding the relevance of nursing research to the baccalaureate prepared nurse, and struggle to grasp advanced concepts of qualitative and quantitative research design and methodologies. As undergraduate nursing students generally have not demonstrated an understanding of the relationship between theoretical concepts found within the undergraduate nursing curriculum and the practical application of these concepts in the clinical setting, the research team decided to adopt an effective pedagogical active learning strategy, team-based learning (TBL. Team-based learning shifts the traditional course design to focus on higher thinking skills to integrate desired knowledge [2]. The purpose of this paper is to discuss the impact of course design with the integration of TBL in an undergraduate nursing research course on increasing higher order thinking. [1] American Association of Colleges of Nursing, The Essentials of Baccalaureate Education for Professional Nursing Practice, Washington, DC: American Association of Colleges of Nursing, 2008. [2] B. Bloom, Taxonomy of Educational Objectives, Handbook I: Cognitive Domain, New York: McKay, 1956.

Higher Education ERP: Lessons Learned.

Science.gov (United States)

Swartz, Dave; Orgill, Ken

2001-01-01

Shares experiences and lessons learned by chief information officers of large universities about enterprise resource planning (ERP). Specifically, provides a framework for approaching an ERP that could save universities millions of dollars. (EV)

Social media and higher education: Introversion and collaborative learning from the student's perspective

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Voorn, Ronaldus Johannes Jan; Kommers, Petrus A.M.

2013-01-01

The aim of this study is to understand how social media contribute to face-to-face collaborative learning by introvert students in higher education. A total of 233 students participated. This study shows that more introvert students perceive that social media are more helpful for increasing their

Social media and higher education: introversion and collaborative learning from the student's perspective

NARCIS (Netherlands)

Piet Kommers; Ronald Voorn

2013-01-01

The aim of this study is to understand how social media contribute to face-to-face collaborative learning by introvert students in higher education. A total of 233 students participated. This study shows that more introvert students perceive that social media are more helpful for increasing their

Deploying Serious Games for Management in Higher Education: lessons learned and good practices

NARCIS (Netherlands)

Baalsrud Hauge, Jannicke; Bellotti, Francesco; Nadolski, Rob; Kickmeier-Rust, Michael; Berta, Riccardo; Carvalho, Maria B.

2013-01-01

Baalsrud Hauge, J., Bellotti, F., Nadolski, R. J., Kickmeier-Rust, M., Berta, R., & Carvalho, M. B. (2013). Deploying Serious Games for Management in Higher Education: lessons learned and good practices. In C. Vaz de Carvalho, & P. Escudeiro (Eds.), Proceedings of the 7th European Conference on

Learning Analytics and Digital Badges: Potential Impact on Student Retention in Higher Education

Science.gov (United States)

Mah, Dana-Kristin

2016-01-01

Learning analytics and digital badges are emerging research fields in educational science. They both show promise for enhancing student retention in higher education, where withdrawals prior to degree completion remain at about 30% in Organisation for Economic Cooperation and Development member countries. This integrative review provides an…

Looking Back and Looking Forward: A Glimpse of Blended Learning in Higher Education from 2007-2017

Science.gov (United States)

Taylor, Maurice; Vaughan, Norman; Ghani, Shehzad K.; Atas, Sait; Fairbrother, Michael

2018-01-01

Using an engagement in research approach this article explores the landscape of blended learning in higher education over the last decade by comparing the results of a critical literature review by Vaughan to an instrumental case study that identified key factors that led to the implementation of a blended learning initiative in one medium sized…

How Family Support and Internet Self-Efficacy Influence the Effects of E-Learning among Higher Aged Adults--Analyses of Gender and Age Differences

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Chu, Regina Ju-chun

2010-01-01

Gender and age differences in the effects of e-learning, including students' satisfaction and Internet self-efficacy, have been supported in prior research. What is less understood is how these differences are shaped, especially for higher aged adults. This article examines the utility of family support (tangible and emotional) and Internet…

E-LEARNING PLATFORMS IN ROMANIAN HIGHER EDUCATION

OpenAIRE

LUCIAN LUPU DIMA; EDUARD EDELHAUSER; ANDREEA IONICĂ

2010-01-01

Master’s Degree Programs generally use specific e-learning methods as a complementary training. The University of Petrosani has a partnership with Siveco Romania in the IT field focusing on ERP systems and on e-learning platforms through AeL product. We selected two Master’s Degree programmes due to the qualifications it provided on the labour market, for implementing an online master. The design of master’s degree academic curricula in e-learning system will involve the curricular deve...

Mobile Learning in the Institution of Higher Learning for Malaysia Students : Culture Perspectives

OpenAIRE

Ariffin, Shamsul Arrieya

2011-01-01

Mobile learning usage in a developing country like Malaysia can be considered new. This literature research  is a state of art overview to discuss current issues. The emerging issues come from: types of mobile learning and learning styles; implementation issues of mobile learning; culture dimensions; and user readiness to accept the mobile learning technology. Currently, there is a lack of research about culture aspects to improve mobile learning and university students’ engagement in Malaysi...

Corporate Image of Public Higher Education Institutions: Relevant Factors to Distance Learning Students

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da Costa, Fabio R.; Pelissari, Anderson S.; Gonzalez, Inayara V. D. P.

2018-01-01

Technological advances are generating a significant increase in the supply of distance learning (DL) courses via the Internet, increasing the importance of this type of education for the university's structure. This article identifies factors associated with perceptions of the public higher education institutions' image from the perspective of DL…

Perceptions and Uses of Digital Badges for Professional Learning Development in Higher Education

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Dyjur, Patti; Lindstrom, Gabrielle

2017-01-01

Few instructors in higher education have completed a formal teaching program and, therefore, rely on informal professional development opportunities to enhance their teaching practice. Micro-credentialing in the form of digital badges is one way in which instructors can document their non-credit learning and accomplishments. This mixed methods…

The Utility of the UTAUT Model in Explaining Mobile Learning Adoption in Higher Education in Guyana

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Thomas, Troy Devon; Singh, Lenandlar; Gaffar, Kemuel

2013-01-01

In this paper, we compare the utility of modified versions of the unified theory of acceptance and use of technology (UTAUT) model in explaining mobile learning adoption in higher education in a developing country and evaluate the size and direction of the impacts of the UTAUT factors on behavioural intention to adopt mobile learning in higher…

E-Portfolios and Personalized Learning: Research in Practice with Two Dyslexic Learners in UK Higher Education

Science.gov (United States)

Hughes, Julie; Herrington, Margaret; McDonald, Tess; Rhodes, Amy

2011-01-01

This paper analyses the use of an e-portfolio system in contributing to the personalized learning of two dyslexic learners at the University of Wolverhampton, UK. The rationale for this research rests at the intersection of generic findings from e-portfolio (and wider e-learning) research and the still challenging project in higher education (HE)…

Language Learners Perceptions and Experiences on the Use of Mobile Applications for Independent Language Learning in Higher Education

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Ana Niño

2015-08-01

Full Text Available With the widespread use of mobile phones and portable devices it is inevitable to think of Mobile Assisted Language Learning as a means of independent learning in Higher Education. Nowadays many learners are keen to explore the wide variety of applications available in their portable and always readily available mobile phones and tablets. The fact that they are keen to take control of their learning and autonomy is thought to lead to greater motivation and engagement, and the link with games-based learning suggests that the fun factor involved should not be overseen. This paper focuses on the use of mobile applications for independent language learning in higher education. It investigates how learners use mobile apps in line with their classes to enhance their learning experience. We base our analysis on a survey carried out in autumn 2013 in which 286 credited and non-credited language students from various levels of proficiency at The University of Manchester express their perceptions on the advantages and disadvantages of the use of mobile applications for independent language learning, together with examples of useful apps and suggestions of how these could be integrated in the language class.

A Model of E-Learning Uptake and Continued Use in Higher Education Institutions

Science.gov (United States)

Pinpathomrat, Nakarin; Gilbert, Lester; Wills, Gary B.

2013-01-01

This research investigates the factors that affect a students' take-up and continued use of E-learning. A mathematical model was constructed by applying three grounded theories; Unified Theory of Acceptance and Use of Technology, Keller's ARCS model, and Expectancy Disconfirm Theory. The learning preference factor was included in the model.…

Knowledge sharing behaviour among non-academic staff in higher learning institutes: The role of trust and perceived risk

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Muhammad Sabbir Rahman

2018-03-01

Full Text Available The purpose of the paper is to analyse knowledge sharing behaviour among non-academic staff of higher learning institutions. This research focuses on the mediation impact of perceived risk on trust and knowledge sharing behaviour. The research also proposes actions that can be taken by higher learning institutions to enhance trust among the staff in order to create a knowledge sharing environment at the workplace. This research applied confirmatory factor analysis and Structural Equation Modeling (SEM to evaluate the proposed measurement model and proved the research hypotheses. The findings from the research show that perceived risk plays a strong mediating role between trust and knowledge sharing behaviour among the non-academic staff of higher learning institutions. The SEM analysis also confirmed that the research model shows a good fit. This research highlights issues concerning knowledge sharing practices among non-academic staff and provides some recommendations to the managers to address these issues. The researchers agreed that more research needs to be done in this area as there are aspects that are yet to be explored. The findings of this research serve to add to the literature on knowledge sharing focussing on non-academic staff of higher learning institutions.

Active Learning Innovations in Knowledge Management Education Generate Higher Quality Learning Outcomes

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Arthur Shelley

2014-01-01

Full Text Available Innovations in how a postgraduate course in knowledge management is delivered have generated better learning outcomes and made the course more engaging for learners. Course participant feedback has shown that collaborative active learning is preferred and provides them with richer insights into how knowledge is created and applied to generate innovation and value. The course applies an andragogy approach in which students collaborate in weekly dialogue of their experiences of the content, rather than learn the content itself. The approach combines systems thinking, learning praxis, and active learning to explore the interdependencies between topics and how they impact outcomes in real world situations. This has stimulated students to apply these ideas in their own workplaces.

Designing Online Teaching and Learning Activities for Higher Education in Hong Kong

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Kevin Downing

2008-06-01

Full Text Available Instruction using the Web as a vehicle for content dissemination has increasingly dominated debates related to online learning (Nash, 2004 and there is little doubt that the exponential growth in the use of the internet and web-based instruction continues to present educators with considerable opportunities and challenges (Boettcher, 1999; McNaught & Lam, 2005. Many teachers and researchers (Wood, 1997; Littlejohn et al., 1999 point out that the organization and reflection necessary to effectively teach online often improves an instructor’s traditional teaching. This is a theme continued by Downing (2001 who identifies the eventual success or failure of online teaching as largely due to the same factors that have always been central to the provision of a quality learning experience. These factors include the energy, commitment and imagination of those responsible for providing the teaching and learning environment, whether it is virtual or actual. It is within this context that the authors of this paper set themselves the task of designing innovative online teaching and learning activities which add value to the student experience and genuinely assist learning traditionally difficult and dynamic concepts. The increasing adoption of outcomes based teaching and learning environments in universities around the world has provided wide-ranging opportunities to reflect on current learning and teaching practice. Whilst outcomes based teaching and learning is not a new idea (Biggs, 1999, many academic colleagues are actively seeking ways to leverage information technology solutions to design constructively aligned online teaching and learning activities which add value to the student learning experience and significantly assist in the understanding of difficult concepts and processes. This paper will describe and demonstrate the innovative development of online teaching and learning activities which adhere to the principles of both outcomes based

"We Just Disagree:" Using Deliberative Inquiry to Seek Consensus about the Effects of e-Learning on Higher Education

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Kelland, Jennifer H.; Kanuka, Heather

2007-01-01

Building on the results of a prior study, the purpose of this qualitative study was to further explore where there is agreement on the effects of e-­learning technologies in higher education learning experiences. The results confirm that (1) there are many varied and polarized perspectives about e­learning, and each position should be carefully…

The Impact of CMS Quality on the Outcomes of E-Learning Systems in Higher Education: An Empirical Study

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Kim, Kihyun; Trimi, Silvana; Park, Hyesung; Rhee, Shanggeun

2012-01-01

Course Management Systems (CMSs) in higher education have emerged as one of the most widely adopted e-learning platforms. This study examines the success of e-learning CMSs based on user satisfaction and benefits. Using DeLone and McLean's information system success model as a theoretical framework, we analyze the success of e-learning CMSs in…

New media for the promotion of self-regulated learning in higher education.

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Cerezo, Rebeca; Núñez, José Carlos; Rosário, Pedro; Valle, Antonio; Rodríguez, Susana; Bernardo, Ana Belén

2010-05-01

In this article, some of most relevant programs of self-regulation of academic learning in the sphere of higher education were reviewed. Although there are quite a few of them, we reviewed only the interventions whose contents had been implemented in e-learning modalities or had been supported by the new information and communication technologies. For this task, we arranged the programs along a continuum that ranged from those that deal with the development of self-regulatory competences by indirect training of such competences to the programs whose impact on such competences is much more direct. Lastly, we provide information about a program that our research team is developing and implementing as a pilot study, and whose preliminary results seem highly satisfactory.

Two-way text messaging: an interactive mobile learning environment in higher education

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H.K. Salinda Premadasa

2016-11-01

Full Text Available Short messaging service (SMS is perhaps the most popular mobile technology prevalent among students in higher education due to its ubiquitous nature and the capability of two-way communication. However, a major limitation in two-way text messaging is sending back a part of received data with the reply message. This limitation results in users of a mobile learning environment being unable to reply back to the correct destination. This article presents a two-way text messaging system that can be integrated into a learning management system (LMS to provide an interactive learning experience to the user community. Initially, a database is integrated into the LMS that holds message information such as recipient's phone number, message body and user data header. A specific port associated with the SMS is used to conceal and exchange data of a particular course unit. Subsequently, software in the student's mobile device captures this message and sends back the reply message to the appropriate course unit allowing both teachers and students to view messages sent and replies received pertaining to a particular course. Results indicate the educational impact of the proposed system in improving the learning environment and benefits it offers to the community in a campus-wide implementation.

New learning: knowledge management and e-business in Portuguese higher education

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Mendes, M.M.; Gomes, J.F.; Batiz-Lázo, B.; Gupta, J.N.D.; Sharma, S.K.

2003-01-01

Creating knowledge based organizations brings together high quality concepts closely related to organizational learning, knowledge workers, intellectual capital, virtual teams and will include the methodologies, systems and approaches needed to create and manage knowledge-based organizations of the

RE-LEARNING HIGHER EDUCATION IN THE AGE OF CONVERGENCE: Example of Lithuania

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Loreta ULVYDIENĖ,

2012-08-01

Full Text Available “Man is the only being who needs education,” and that "Man can only become man by education" (see footnotes 1 ABSTRACT Since May of 1999, 46 European countries have been engaged in reconstructing their higher education systems to bring about a greater degree of “convergence,” i.e. a move toward common reference points and operating procedures to create a European Higher Education Area. Education has always played an important role in the development of Lithuania, with long and strong traditions as a country with highly educated scientists and cutting-edge research in various fields. In April 2009, the Seimas passed a new Law on Science and Studies, which provides for a major reform of higher education. In recent years there has been an increasing focus on the role universities play in the economy and impact they make in promoting innovation and raising international competitiveness. But until recently there has been a prescriptive view of university-business interactions with a narrow focus on technology transfer. Although technology transfer may be important, it is also necessary to focus on the more diverse and varied impacts of business-university knowledge exchange relations. Thus, I discuss changes in higher education that were implemented in Lithuania during the period of 1992-2012, i. e. Student baskets, notorious optimization of university network in Lithuania, the development of Lithuanian science valleys, etc. In my survey I rely upon an IHEP (Institute for Higher Education Policy expert Cliff Adelman’s idea that the Bologna Process is an analogue to the macroeconomic theory of convergence, the ways in which nations move from different stages of development to a more-or-less common platform of performance. Macroeconomic historians have demonstrated time-and-again: nations that learn from other nations grow; those that do not learn do not. Ultimately, I arrive at a conclusion that reforms are essential and indispensable but

E-Learning: a virtual boon and the challenges in Tourism Higher Education

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Ramjit Singh

2014-01-01

Full Text Available This paper presents a critical review of research on challenges for e-Learning with a particular focus on developing countries. A comprehensive literature review including 124 papers on e-Learning benefits and challenges was undertaken for the purpose of understanding how to implement e-Learning in developing countries. The literature study found 62 papers which were condensed to base on exclusion and inclusion criteria designed to find the research papers which match the criteria and objectives of the present study as well as papers that clearly investigated well-defined advantages and challenges of e learning in the education system. The research found 30 specific challenges which were grouped into four categories, viz.: courses, individuals, technology and context. The overall conclusion is that these advantages and challenges are equally valid for both developed and developing countries.

Virtual learning system usage in Higher Education - A study at two South African institutions

CSIR Research Space (South Africa)

Padayachee, I

2015-12-01

Full Text Available In higher education institutions various VLSs have been formally adopted to support online teaching and learning. However, there has been little research on patterns of VLS use among educators. The purpose of the research was to provide a...

NATURE OF TEACHER-STUDENTS’ INTERACTION IN ELECTRONIC LEARNING AND TRADITIONAL COURSES OF HIGHER EDUCATION- A REVIEW

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Sufiana Khatoon MALIK

2011-10-01

Full Text Available Present paper explores differential teacher-student interaction in electronic learning (el and in face to face traditional learning (tl courses at higher education. After thorough study literature available and getting information from university teachers teaching el and tl courses about the nature of teacher-students interaction in both modes it was found that teacher-students interaction is significantly different in el and tl higher education courses. There are fewer opportunities for developing students’ moral judgment, critical thinking, communication and interpersonal skills in teacher-students interaction in el courses at higher education level. Courses of tl do provide opportunities to students for developing their developing moral judgment, critical thinking, communication and interpersonal skills through face to face interaction with the teacher in direct communication and group discussions on past and current issues along with learning achievement. Arrangement for conducting local educational conference for some e. courses may arrange and participation in such conferences for e. learners may be made mandatory for qualifying a particular degree. El course may be redesigned and practical activities may be incorporate for developing in students’ moral judgment, critical thinking, communication and interpersonal skills.

Challenges and prospects of using information technologies in higher education

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Frolov Alexander

2016-01-01

Full Text Available The considerable attention is paid to information technologies in system of the higher education now. Using the latest technology, software and hardware in the learning process allows achieving high outcomes quality of study. The article deals with modern teaching technologies, including distance learning technology, case-technology, which is already used in practice in higher education. There remain unresolved issues of effective use of new learning technologies, the quality of the used software and hardware. The perspective directions of development of informatization of education are defined.

The Temporal Perspective in Higher Education Learners: Comparisons between Online and Onsite Learning

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Romero, Margarida; Usart, Mireia

2014-01-01

Higher Education increases flexibility with online learning solutions. Nevertheless, dropout rates in online university are large. Among the reasons, one aspect deserving further study is students' Time Perspective (TP), which has been studied in onsite HE. It is necessary to know the TP profile of the growing population of online students, and…

Train-the-Trainers: Implementing Outcomes-Based Teaching and Learning in Malaysian Higher Education

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Biggs, John; Tang, Catherine

2011-01-01

The decision by the Minister of Higher Education, that Malaysian post-secondary institutions should move to outcomes-based teaching and learning (OBTL), involves a change in teaching in over 1,000 institutions. This massive changeover would be accomplished using the "Train-the-Trainers" model in a series of workshops. We are proud to…

A Structural Model for Students' Adoption of Learning Management Systems: An Empirical Investigation in the Higher Education Context

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Findik-Coskunçay, Duygu; Alkis, Nurcan; Özkan-Yildirim, Sevgi

2018-01-01

With the recent advances in information technologies, Learning Management Systems have taken on a significant role in providing educational resources. The successful use of these systems in higher education is important for the implementation, management and continuous improvement of e-learning services to increase the quality of learning. This…

The Ever Challenging Environment of Producing Knowledgeable and Skillful Graduates: Changing the Culture of Higher Education of Institutions in Teaching and Learning Approaches

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Zakaria, Sabarudin

2017-01-01

The education system of modern society can be understood as an institution whose functions include its capacity to reproduce its host society, both economically and culturally. Higher institution of learning is no more seen as a place of mass production of graduates willingly believes that they are now ready to perform their duties. The newly…

Early Childhood Studies--Students' Participation in the Development of a Learning Space in a Higher Education Institution

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Kanyal, Mallika

2014-01-01

The article argues for the participation and involvement of students in developing learning spaces within higher education. In early childhood education there is a strong emphasis upon rights, democracy and planning learning through listening to young children. Taking inspiration from this, the study explores the use of participatory approaches in…

Collaborative Learning in Higher Education: Evoking Positive Interdependence

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Scager, Karin; Boonstra, Johannes; Peeters, Ton; Vulperhorst, Jonne; Wiegant, Fred

2016-01-01

Collaborative learning is a widely used instructional method, but the learning potential of this instructional method is often underused in practice. Therefore, the importance of various factors underlying effective collaborative learning should be determined. In the current study, five different life sciences undergraduate courses with successful…

Transformative, transgressive social learning: rethinking higher education pedagogy in times of systemic global dysfunction

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Lotz-Sisitka, Heila; Wals, A.E.J.; Kronlid, David; McGarry, Dylan

2015-01-01

The nature of the sustainability challenges currently at hand is such that dominant pedagogies and forms of learning that characterize higher education need to be reconsidered to enable students and staff to deal with accelerating change, increasing complexity, contested knowledge claims and

Collaborative Learning in Higher Education: Lecturers' Practices and Beliefs

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De Hei, Miranda Suzanna Angelique; Strijbos, Jan-Willem; Sjoer, Ellen; Admiraal, Wilfried

2015-01-01

Collaborative learning can, if designed and implemented properly, contribute to student learning outcomes and prepare them for teamwork. However, the design and implementation of collaborative learning in practice depend on beliefs of lecturers about teaching and learning in general, and collaborative learning in particular. One hundred and…

Development of Learning Virtual Objects as a Strategy to Foster Student Retention in Higher Education

OpenAIRE

Yois S. Pascuas Rengifo; César Omar Jaramillo Morales; Fredy Antonio Verástegui González

2015-01-01

Rev.esc.adm.neg One of the problems that the Colombian higher education system is facing is the problem of student desertion, shwoing that a great amount of students leave their university studies during the first semesters. For this reason, the National Education Ministry and Universidad de la Amazonia implement a new strategy to foster student retention and graduation through academic levelling. This paper shows eight learning virtual objects from different learning áreas, applying tech...

Unfreezing Higher Education Institutions? Understanding the Introduction of Quality Management in Teaching and Learning in Germany

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Seyfried, Markus; Ansmann, Moritz

2018-01-01

Quality management (QM) in teaching and learning has strongly "infected" the higher education sector and spread around the world. It has almost everywhere become an integral part of higher education reforms. While existing research on QM mainly focuses on the national level from a macro-perspective, its introduction at the institutional…

Work-Based Learning: A New Higher Education?

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Boud, David, Ed.; Solomon, Nicky, Ed.

This three-part book contains 16 chapters exploring work-based learning from a theoretical and case-study perspective in the United Kingdom. Part 1, Framing Work-based Learning, contains the following four chapters: "New Practices for New Times" (David Boud, Nicky Solomon, and Colin Symes); "Repositioning Universities and Work"…

Confirmatory factor analysis of teaching and learning guiding principles instrument among teacher educators in higher education institutions

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Masuwai, Azwani; Tajudin, Nor'ain Mohd; Saad, Noor Shah

2017-05-01

The purpose of this study is to develop and establish the validity and reliability of an instrument to generate teaching and learning guiding principles using Teaching and Learning Guiding Principles Instrument (TLGPI). Participants consisted of 171 Malaysian teacher educators. It is an essential instrument to reflect in generating the teaching and learning guiding principles in higher education level in Malaysia. Confirmatory Factor Analysis has validated all 19 items of TLGPI whereby all items indicated high reliability and internal consistency. A Confirmatory Factor Analysis also confirmed that a single factor model was used to generate teaching and learning guiding principles.

A Social Learning Space Grid for MOOCs: Exploring a FutureLearn Case

OpenAIRE

Manathunga, Kalpani; Hernández-Leo, Davinia; Sharples, Mike

2017-01-01

Collaborative and social engagement promote active learning through knowledge intensive interactions. Massive Open Online Courses (MOOCs) are dynamic and diversified learning spaces with varying factors like flexible time frames, student count, demographics requiring higher engagement and motivation to continue learning and for designers to implement novel pedagogies including collaborative learning activities. This paper looks into available and potential collaborative and social learning sp...

Vocational Education and Learning in Higher Education

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de Carvalho, Cynthia Paes

2012-01-01

This article discusses the relationship of students with learning and the university in the context of current challenges to vocational education and economic development. Inspired by the research of Pierre Bourdieu, this case study focuses on the relationship of students to learning and the university in Brazil. The survey gathered elements that…

Learning in a Game-Based Virtual Environment: A Comparative Evaluation in Higher Education

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Mayer, Igor; Warmelink, Harald; Bekebrede, Geertje

2013-01-01

The authors define the requirements and a conceptual model for comparative evaluation research of simulation games and serious games (SGs) in a learning context. A first operationalisation of the model was used to comparatively evaluate a suite of 14 SGs on varying topics played between 2004 and 2009 in 13 institutes of higher education in the…

The Social Change Experiences of College Students at an Institution of Higher Learning

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New, Kuwihoi; Ghafar, Mohamed Najib Abdul

2011-01-01

The sociology of education provides the most effective means to look into in the dynamics of education and the changes it produces in the individual. This research uses in-depth field interviews to study the social change experienced by a group of college students at a private higher learning institution in Malaysia. The results reveal that there…

Hunger at Home: A Higher Education Service Learning Course of Appraisal and Action in Community Food Security

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Ross, Nancy J.

2011-01-01

Service learning and civic engagement are playing an increasingly larger role in higher education. Unity College's Hunger at Home course could serve as a model for service learning in disciplines such as nutrition, sociology, and food and agriculture. The class worked with local partners to get a better understanding of hunger in the area, recent…

User Acceptance of Social Learning Systems in Higher Education: An Application of the Extended Technology Acceptance Model

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Akman, Ibrahim; Turhan, Cigdem

2017-01-01

This study aims to explore the users' behaviour and acceptance of social media for learning in higher educational institutions with the help of the extended Technology Acceptance Model (TAM). TAM has been extended to investigate how ethical and security awareness of users affect the actual usage of social learning applications. For this purpose, a…

Higher Education Outcomes at the National Level on the Example of the Project “Collegiate Learning Assessment”

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Sabelnikova E. V.

2015-08-01

Full Text Available We discuss the interpretation of the concept of “learning outcomes”. Theoretical analysis widely represents the interpretations of the learning outcomes of a high school student: academic skills: understanding, application of knowledge to solve problems, synthesis, analysis and evaluation; basic skills and basic knowledge, and skills of a higher order and advanced knowledge; skills of a higher order represented as a system of critical thinking, analytic reasoning, problem solving and written communication; wide abilities interpreted as verbal, quantitative and spatial thinking, understanding, problem solving and decision making. We conclude that each considered approach distinguishes meta-subjective skills, i.e. skills to interact with the quality of information regardless of the context. The ability to measure the meta-skills is discussed on an example of the “Collegiate learning assessment”, realized in the United States

iPedagogy: Using Multimedia Learning Theory to iDentify Best Practices for MP3 Player Use in Higher Education

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Downs, Edward; Boyson, Aaron R.; Alley, Hannah; Bloom, Nikki R.

2011-01-01

Some institutions of higher learning have invested considerable resources to diffuse iPods and MP3 devices though little is known about learning outcomes tied to their use. Dual-coding and multimedia learning theories guided the development of a typical college lecture so that it could be presented in a combination of audio and visual forms across…

The prospects of Web 2.0 technologies in teaching and learning in higher learning institutes: The case study of the Sokoine University of Agriculture in Tanzania

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Wulystan Pius Mtega

2013-12-01

Full Text Available The study investigated the perceptions of students and lecturers on Web 2.0 as learning and teaching tools. It identified the commonly used web 2.0 tools; determined how the tools facilitate teaching and learning; assessed the appropriateness of features of the commonly used web 2.0 tools in teaching and learning and; determined the challenges associated with the usage of the tools in teaching and learning in higher education environments. The study was conducted at the Sokoine University of Agriculture (SUA in Tanzania; it employed combined research designs where both qualitative and quantitative designs were used. Stratified sampling techniques were employed to select respondents from the different strata namely students (undergraduate and postgraduate and teaching staff. Structured questionnaires were distributed to 120 students and 50 teaching staff who were randomly selected from each stratum. Findings show that blogs, Facebook, Wikis, Google drive and YouTube were used for teaching and learning at SUA. However, the level of usage of Web 2.0 tools for non academic activities was higher than for academic purposes. It is concluded that that not all tools and applications were suitable for teaching and learning. It is recommended that students and staff should be trained on how to use Web 2.0 tools in teaching and learning. Institutes should promote the usage of such tools because some of them have suitable applications for teaching and learning. Developers of Web 2.o tools should incorporate more applications that may help teaching staff to supervise and assist students in the learning process.

Investigating the Determinants of Adults' Participation in Higher Education

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Owusu-Agyeman, Yaw

2016-01-01

This study investigates the determinants of adult learners' participation in higher education in a lifelong learning environment. The author argues that the determinants of adult learners' participation in higher education include individual demands, state and institutional policy objectives and industry-driven demands rather than demographic…

Making Sense of Quality Teaching and Learning in Higher Education in Ethiopia: Unfolding Existing Realities for Future Promises

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Tadesse, Tefera; Manathynga, Catherine E.; Gillies, Robyn M.

2018-01-01

Current approaches for assessing the quality of teaching and learning in higher education focus solely on compliance and accountability, and use quantitative measures that serve as indicators of institutional effectiveness and efficiency, yet whether such approaches have linked to instructional activities or students learning in universities are…

The KhoeSan Early Learning Center Pilot Project: Negotiating Power and Possibility in a South African Institute of Higher Learning

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De Wet, Priscilla

2011-01-01

As we search for a new paradigm in post-apartheid South Africa, the knowledge base and worldview of the KhoeSan first Indigenous peoples is largely missing. The South African government has established various mechanisms as agents for social change. Institutions of higher learning have implemented transformation programs. KhoeSan peoples, however,…

TEACHERS' PERSPECTIVE ABOUT FACTORS THAT PREVENT SUCCESS IN TEACHING AND LEARNING PROCESS IN HIGHER EDUCATION OF ENGINEERING IN BRAZIL

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Gláucia Nolasco de Almeida Mello

2016-12-01

Full Text Available The last fifteen years, in Brazil, the number of engineering freshmen had a huge increased and, although the number of graduated also had increased over the same period, the percentage of engineering freshmen are by far higher than engineers graduated. In this context, there is a clear evidence of the high dropout rate in higher education courses of engineering in Brazil. Once most of developed researches about engineering courses dropout in Brazil are focused in the students and institutions point of view about factors that affect dropout rate, in this research it was investigated the professors perspective to answer the three questions: (1 What are the main factors which prevent success in teaching and learning process identified by professors of engineering during the classes? (2 How can professors to improve the teaching and learning process in higher education courses of engineering in Brazil? (3 How can Higher Education Institutions (HEI support the professors? The research data were collected through team activities developed with 134 professors of higher education courses of engineering. This research reveals that the most important factors that affect negatively the teaching and learning process are related to inadequate high school preparation and behaviour of students. Main suggestions of professors for improving the teaching and learning process and also students' motivation are related to pedagogical aspects such as: use of Information and Communication Technologies (ICTs as support of classes and implementation of professor and student support programs with significant participation of HEI.

Development of Learning Virtual Objects as a Strategy to Foster Student Retention in Higher Education

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Yois S. Pascuas Rengifo

2015-12-01

Full Text Available Rev.esc.adm.neg One of the problems that the Colombian higher education system is facing is the problem of student desertion, shwoing that a great amount of students leave their university studies during the first semesters. For this reason, the National Education Ministry and Universidad de la Amazonia implement a new strategy to foster student retention and graduation through academic levelling. This paper shows eight learning virtual objects from different learning áreas, applying technological tolos to design didactic interactive and creative environments.

A global learning-centered approach to higher education: workplace development in the 21st century

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Carlos Tasso Eira de Aquino

2017-01-01

Full Text Available Competition in the 21st century economy requires corporations, organizations, and professionals to face a common challenge: diverse individuals need consistent motivation towards building competences that increase personal marketability using a combination of higher education and professional development. This article represents an evolving report summary and non-traditional learning-centered approach focusing on adult competences necessary for succeeding in the competitive global marketplace of the 21st century. The purpose of this article is to understand the needs of constantly changing employer demands in the work environment. Exploring contemporary approaches related to skill development, adult education, and learning processes, will be the path towards higher levels of professional success. This article will provide readers with an enlightening discussion focusing on the necessary adult skills and competencies professionals need to succeed in the global marketplace.

Online Formative Assessment in Higher Education: Its Pros and Cons

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Baleni, Zwelijongile Gaylard

2015-01-01

Online and blended learning have become common educational strategy in higher education. Lecturers have to re-theorise certain basic concerns of teaching, learning and assessment in non-traditional environments. These concerns include perceptions such as cogency and trustworthiness of assessment in online environments in relation to serving the…

Differential use of learning strategies in first-year higher education: the impact of personality, academic motivation, and teaching strategies.

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Donche, Vincent; De Maeyer, Sven; Coertjens, Liesje; Van Daal, Tine; Van Petegem, Peter

2013-06-01

Although the evidence in support of the variability of students' learning strategies has expanded in recent years, less is known about the explanatory base of these individual differences in terms of the joint influences of personal and contextual characteristics. Previous studies have often investigated how student learning is associated with either personal or contextual factors. This study takes an integrative research perspective into account and examines the joint effects of personality, academic motivation, and teaching strategies on students' learning strategies in a same educational context in first-year higher education. In this study, 1,126 undergraduate students and 90 lecturers from eight professional bachelor programmes in a university college participated. Self-report measures were used to measure students' personality, academic motivation, and learning strategies. Students' processing and regulation strategies are mapped using the Inventory of Learning Styles. Key characteristics of more content-focused versus learning-focused teaching strategies were measured. Multivariate multi-level analysis was used to take the nested data structure and interrelatedness of learning strategies into account. Different personality traits (openness, conscientiousness, and neuroticism) and academic motivation (amotivation, autonomous, and controlled motivation) were found to be independently associated with student learning strategies. Besides these student characteristics, also teaching strategies were found to be directly associated with learning strategies. The study makes clear that the impact of teaching strategies on learning strategies in first-year higher education cannot be overlooked nor overinterpreted, due to the importance of students' personality and academic motivation which also partly explain why students learn the way they do. © 2013 The British Psychological Society.

Global Service-Learning in Institutions of Higher Education: Concerns from a Community of Practice

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Lough, Benjamin J.; Toms, Cynthia

2018-01-01

In order to better understand and determine priorities of global service-learning in higher education, this study used an empowering evaluation processes to assess the strategic trajectories needed for growth in this field. Researchers organised 36 focus groups during an international summit to map the strengths, weaknesses, and opportunities for…

The Place of Community-Based Learning in Higher Education: A Case Study of Interchange

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Hardwick, Louise

2013-01-01

This article focuses on one strand of community engagement: community-based learning for students. It considers in particular Interchange as a case study. Interchange is a registered charity based in, but independent of, a department in a Higher Education Institution. It brokers between undergraduate research/work projects and Voluntary Community…

20 CFR 627.220 - Coordination with programs under title IV of the Higher Education Act including the Pell grant...

Science.gov (United States)

2010-04-01

... the Higher Education Act including the Pell grant program. 627.220 Section 627.220 Employees' Benefits... of the Higher Education Act including the Pell grant program. (a) Coordination. Financial assistance programs under title IV of the Higher Education Act of 1965, as amended (HEA) (the Pell Grant program, the...

Power Distance in Online Learning: Experience of Chinese Learners in U.S. Higher Education

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Zhang, Yi (Leaf)

2013-01-01

The purpose of this research study was to explore the influence of Confucian-heritage culture on Chinese learners' online learning and engagement in online discussion in U.S. higher education. More specifically, this research studied Chinese learners' perceptions of power distance and its impact on their interactions with instructors and peers in…

Adopting an Active Learning Approach to Teaching in a Research-Intensive Higher Education Context Transformed Staff Teaching Attitudes and Behaviours

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White, Paul J.; Larson, Ian; Styles, Kim; Yuriev, Elizabeth; Evans, Darrell R.; Rangachari, P. K.; Short, Jennifer L.; Exintaris, Betty; Malone, Daniel T.; Davie, Briana; Eise, Nicole; Mc Namara, Kevin; Naidu, Somaiya

2016-01-01

The conventional lecture has significant limitations in the higher education context, often leading to a passive learning experience for students. This paper reports a process of transforming teaching and learning with active learning strategies in a research-intensive educational context across a faculty of 45 academic staff and more than 1,000…

Students’ Perception about Learning Assessment in Higher Education

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Holmes Rodríguez-Espinosa

2016-09-01

Full Text Available This research aimed to know university students’ perception about learning assessment carried out by their teachers, their level of objectivity and skill, among other aspects. The study was conducted in Medellin, Colombia, between January and July 2015. A final sample size of 400 university students from public and private institutions, randomly selected, was used. The data analysis was carried out by using multivariate analysis of variance (MANOVA with orthogonal-type canonical contrast, factor analysis, and one-dimensional type frequency analysis. It was found that university students have a good perception about the assessment practices of their teachers. Likewise, highly significant differences between men and women in their perception of learning assessment were identified. Students consider that learning assessment practices have contributed to improve their learning and are in accordance with the learning objectives. Nevertheless, most students have felt that their teachers are not objective in evaluation and they often use questions that confuse students, and very theoretical questions without application to practice. A lack of non-traditional assessment practices, such as peer assessment, self-assessment as well as virtual platforms use for assessments, was found. These findings imply the need to improve teacher training on assessment skills to allow them to plan evaluation as a strategy to improve learning, involving students in an active way.

Models of Learning Space: Integrating Research on Space, Place and Learning in Higher Education

Science.gov (United States)

Ellis, R. A.; Goodyear, P.

2016-01-01

Learning space research is a relatively new field of study that seeks to inform the design, evaluation and management of learning spaces. This paper reviews a dispersed and fragmented literature relevant to understanding connections between university learning spaces and student learning activities. From this review, the paper distils a number of…

A conceptual framework for competence development in higher education

DEFF Research Database (Denmark)

Lystbæk, Christian Tang

The paper presents a conceptual framework for competence development in management education, and higher education in general, which includes not only instrumental, but also practical, analytical and critical competencies. One consequence of the customization and marketization of higher education...... that competence development could and should be something more and something else than instrumental competence development. Based on a pragmatic reading of Batesons logical categories of learning, the paper develops a conceptual framework for competence development in higher education, which highlight...... contextually is blind, whereas contextual competence without instrumentality is empty. Based on a pragmatic reading and further development of Bateson´s logical categories of learning, the paper develops a conceptual framework for competence development in management education, and higher education in general...

Structure, Content, Delivery, Service, and Outcomes: Quality e-Learning in higher education

Directory of Open Access Journals (Sweden)

Colla J. MacDonald

2005-07-01

Full Text Available This paper addresses the need for quality e-Learning experiences. We used the Demand-Driven Learning Model (MacDonald, Stodel, Farres, Breithaupt, and Gabriel, 2001 to evaluate an online Masters in Education course. Multiple data collection methods were used to understand the experiences of stakeholders in this case study: the learners, design team, and facilitators. We found that all five dimensions of the model (structure, content, delivery, service, and outcomes must work in concert to implement a quality e-Learning course. Key themes include evolving learner needs, the search for connection, becoming an able e-participant, valued interactions, social construction of content, integration of delivery partners, and mindful weighing of benefits and trade-offs. By sharing insights into what is needed to design and deliver an e-Learning experience, our findings add to the growing knowledge of online learning. Using this model to evaluate perceptions of quality by key stakeholders has led to insights and recommendations on the Demand Driven Learning Model itself which may be useful for researchers in this area and strengthen the model. Quality has been defined in terms of the design of the e-Learning experience, the contextualized experience of learners, and evidence of learning outcomes (Carr and Carr, 2000; Jung 2000; Salmon, 2000. Quality and design of e-Learning courses, however, are sometimes compromised in an “ . . . effort to simply get something up and running��� in response to pressing consumer demands (Dick, 1996, p. 59. Educators and researchers have voiced concern over the lack of rigorous evaluation studies of e-Learning programs (e.g., Arbaugh, 2000; Howell, Saba, Lindsay, and Williams, 2004; Lockyer, Patterson, and Harper, 1999; Robinson, 2001. McGorry (2003 adds, “although the number of courses being delivered via the Internet is increasing rapidly, our knowledge of what makes these courses effective learning experiences

Two-way text messaging: an interactive mobile learning environment in higher education

OpenAIRE

Premadasa, H. K. Salinda; Meegama, R. G. N.

2016-01-01

Short messaging service (SMS) is perhaps the most popular mobile technology prevalent among students in higher education due to its ubiquitous nature and the capability of two-way communication. However, a major limitation in two-way text messaging is sending back a part of received data with the reply message. This limitation results in users of a mobile learning environment being unable to reply back to the correct destination. This article presents a two-way text messaging system that can ...

Digital Immigrants and Digital Natives: Learning Business Informatics at Higher Educational Level

OpenAIRE

Suša, Dalia

2014-01-01

Background: The term digital natives refer to those born since the 1980s and have been growing up surrounded by technology. On the other hand, digital immigrants are born before 1980s and learned how to use technology later in life. Objectives: Goal of the paper is to explore attitudes of digital native students on the course of Business Informatics at higher educational institutions (HEIs), and to compare them with attitudes of digital immigrants. Methods/Approach: The survey was conducted i...

Language Learners Perceptions and Experiences on the Use of Mobile Applications for Independent Language Learning in Higher Education

Science.gov (United States)

Niño, Ana

2015-01-01

With the widespread use of mobile phones and portable devices it is inevitable to think of Mobile Assisted Language Learning as a means of independent learning in Higher Education. Nowadays many learners are keen to explore the wide variety of applications available in their portable and always readily available mobile phones and tablets. The fact…

Lifelong learning of humanitarian in the training system for bachelors in higher technical education

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Gorbunov Vladimir Ivanovich

2017-04-01

Full Text Available The article is devoted to the problem of the humanitarisation of higher technical education. In detail, analysing the history of this issue, the authors of the article substantiate the system-forming role of humanitarian knowledge, primarily literature and history, in the process of forming the competencies of bachelors in technical specialty. Particular emphasis is placed on the role of general cultural and moral values in the training of scientific and technical intelligentsia. The article proposes the introduction into the learning process a number of integrated disciplines that are of applied nature and are aimed at the development of both professional thinking and the universal abilities of students. Based on their own experience in teaching integrated disciplines and theoretical understanding of the question posed, the authors of the article singled out the fundamental features of the systemic concept of lifelong learning of humanitarian in the training system for bachelors in higher technical education, that not only enable them to master the general cultural competencies required in educational standards, but also develop stable personal qualities understood in Russian society as intelligence.

The relationship between identity, language and teaching and learning in Higher Education in South Africa

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Leibowitz, Brenda

2005-12-01

Full Text Available he study on the relationship of identity, language and teaching and learning was conducted by a team of eight members at a higher education institution in the Western Cape. The aims of the research were to investigate the relationship between language, identity and learning, to show how this investigation can benefit dialogue about transformation, and to facilitate the research development of the team. The research design made use of narrative and educational biography in semi-structured interviews with 64 staff members and 100 students. The study supports views of identity as constructed and non-unitary. It shows how language, both as proficiency in the dominant medium of communication and as discourse, is a key component of identity in a higher education institution. The interviews demonstrated how, according to lecturers and students, language and discourse function as primary influences on individuals’ acculturation and integration into the academic community. According to the interviewees, language as a marker of identity is interwoven with other aspects of identity. It is both a resource and a source of identification and affiliation. The research demonstrated that dialogue and self reflection can be facilitated via research into identity, teaching and learning, and that this can be beneficial for both the interviewees and the research team.

The Conflict of Commodification of Traditional Higher Education Institutions

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Plante, Jarrad

2016-01-01

Moving into the 21st century, the landscape of the traditional higher education institution has changed, including its model of conducting business. Students in the millennial generation see higher education as a commodity, where learning can be acquired through different delivery systems. It is imperative that organizational leaders, like those…

A conceptual framework to identify spatial implications of new ways of learning in higher education

NARCIS (Netherlands)

Beckers, R; van der Voordt, Theo; Dewulf, G

2015-01-01

Purpose - The purpose of this paper is to explore the spatial implications of new learning theories and the use of Information and Communication Technologies (ICT) in higher education.
Design/methodology/approach - Based on a review of literature, a theoretical framework has been developed that

Higher iridescent-to-pigment optical effect in flowers facilitates learning, memory and generalization in foraging bumblebees.

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de Premorel, Géraud; Giurfa, Martin; Andraud, Christine; Gomez, Doris

2017-10-25

Iridescence-change of colour with changes in the angle of view or of illumination-is widespread in the living world, but its functions remain poorly understood. The presence of iridescence has been suggested in flowers where diffraction gratings generate iridescent colours. Such colours have been suggested to serve plant-pollinator communication. Here we tested whether a higher iridescence relative to corolla pigmentation would facilitate discrimination, learning and retention of iridescent visual targets. We conditioned bumblebees ( Bombus terrestris ) to discriminate iridescent from non-iridescent artificial flowers and we varied iridescence detectability by varying target iridescent relative to pigment optical effect. We show that bees rewarded on targets with higher iridescent relative to pigment effect required fewer choices to complete learning, showed faster generalization to novel targets exhibiting the same iridescence-to-pigment level and had better long-term memory retention. Along with optical measurements, behavioural results thus demonstrate that bees can learn iridescence-related cues as bona fide signals for flower reward. They also suggest that floral advertising may be shaped by competition between iridescence and corolla pigmentation, a fact that has important evolutionary implications for pollinators. Optical measurements narrow down the type of cues that bees may have used for learning. Beyond pollinator-plant communication, our experiments help understanding how receivers influence the evolution of iridescence signals generated by gratings. © 2017 The Author(s).

A Generalizable Framework for Multi-Scale Auditing of Digital Learning Provision in Higher Education

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Ross, Samuel R. P-J.; Volz, Veronica; Lancaster, Matthew K.; Divan, Aysha

2018-01-01

It is increasingly important that higher education institutions be able to audit and evaluate the scope and efficacy of their digital learning resources across various scales. To date there has been little effort to address this need for a validated, appropriate, and simple-to-execute method that will facilitate such an audit, whether it be at the…

The Perception of Web 2.0 Technologies on Teaching and Learning in Higher Education: A Case Study

Science.gov (United States)

Zelick, Stacia A.

2013-01-01

The purpose of this study was to examine faculty members' perception of Web 2.0 technologies on teaching and learning in higher education compared to traditional classroom teaching methods in programs at a higher education institutions to establish if relationships prevailed in their delivery of courses through the use of Web 2.0 technologies…

Enhancing Higher Order Thinking Skills In A Marine Biology Class Through Problem-Based Learning

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Richard M. Magsino

2014-10-01

Full Text Available The purpose of this research was to examine students' perspectives of their learning in marine biology in the collaborative group context of Problem-based Learning (PBL. Students’ higher order thinking skills (HOTS using PBL involves the development of their logical thinking and reasoning abilities which stimulates their curiosity and associative thinking. This study aimed to investigate how critical thinking skills, particularly analysis, synthesis and evaluation were enhanced in a marine biology class through PBL. Qualitative research approach was used to examine student responses in a questionnaire involving 10 open-ended questions that target students’ HOTS on a problem presented in a marine biology class for BS Biology students. Using axial coding as a qualitative data analysis technique by which grounded theory can be performed, the study was able to determine how students manifest their higher reasoning abilities when confronted with a marine biology situation. Results show student responses yielding affirmative remarks on the 10 questions intended to know their level of analysis (e.g., analyzing, classifying, inferring, discriminating and relating or connecting, synthesis (e.g., synthesizing and collaborating, and evaluation (e.g., comparing, criticizing, and convincing of information from the presented marine biology problem. Consequently, students were able to effectively design experiments to address the presented issue through problem-based learning. Results of the study show that PBL is an efficient instructional strategy embedded within a conventional curriculum used to develop or enhance critical thinking in marine biology.

A conceptual framework to identify spatial implications of new ways of learning in higher education

NARCIS (Netherlands)

Geert Dewulf; Theo van der Voordt; Ronald Beckers

2015-01-01

Purpose – The purpose of this paper is to explore the spatial implications of new learning theories and the use of information and communication technologies (ICT) in higher education. Design/methodology/approach – Based on a review of the literature, a theoretical framework has been developed

A conceptual framework to identify spatial implications of new ways of learning in higher education

NARCIS (Netherlands)

Beckers, Ronald; van der Voordt, Theo; Dewulf, Geert P.M.R.

2015-01-01

Purpose – The purpose of this paper is to explore the spatial implications of new learning theories and the use of information and communication technologies (ICT) in higher education. Design/methodology/approach – Based on a review of the literature, a theoretical framework has been developed that

Investigating the Relationships between Approaches to Learning, Learner Identities and Academic Achievement in Higher Education

Science.gov (United States)

Herrmann, K. J.; Bager-Elsborg, A.; McCune, V.

2017-01-01

This paper considers relationships between approaches to learning, learner identities, self-efficacy beliefs and academic achievement in higher education. In addition to already established survey instruments, a new scale, "subject area affinity," was developed. The scale explores the extent to which students identify with their area of…

Multimedia Technologies as a Means of Boosting the Effectiveness of Student Learning in Higher Education

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Gulzam Abilkasimova

2015-03-01

Full Text Available This article discusses multimedia technologies as a means of boosting the effectiveness of student learning in higher education, wherein they reflect present-day notions in the area of education. It goes without saying that they ought to be implemented in the practice of classes at colleges. Through the joint efforts of workers in the area of education, programmer-scientists, manufacturers of multimedia learning tools, and instructors, there is being created a new information environment wherein a key role is increasingly played by the integration of educational and information approaches to the content of education.

Project Interface Requirements Process Including Shuttle Lessons Learned

Science.gov (United States)

Bauch, Garland T.

2010-01-01

Most failures occur at interfaces between organizations and hardware. Processing interface requirements at the start of a project life cycle will reduce the likelihood of costly interface changes/failures later. This can be done by adding Interface Control Documents (ICDs) to the Project top level drawing tree, providing technical direction to the Projects for interface requirements, and by funding the interface requirements function directly from the Project Manager's office. The interface requirements function within the Project Systems Engineering and Integration (SE&I) Office would work in-line with the project element design engineers early in the life cycle to enhance communications and negotiate technical issues between the elements. This function would work as the technical arm of the Project Manager to help ensure that the Project cost, schedule, and risk objectives can be met during the Life Cycle. Some ICD Lessons Learned during the Space Shuttle Program (SSP) Life Cycle will include the use of hardware interface photos in the ICD, progressive life cycle design certification by analysis, test, & operations experience, assigning interface design engineers to Element Interface (EI) and Project technical panels, and linking interface design drawings with project build drawings

A Review of Cash Management Policies, Procedures and Practices of Mississippi's Institutions of Higher Learning.

Science.gov (United States)

Mississippi State Legislature, Jackson. Performance Evaluation and Expenditure Review Committee.

This report to the Mississippi Legislature presents the findings of a review of the cash management policies, procedures, and practices of the State Board of Trustees of Institutions of Higher Learning (IHL). The methodology involved review of: applicable Mississippi statutes; standards promulgated by the National Association of College and…

E-portfolios and personalized learning: research in practice with two dyslexic learners in UK higher education.

Science.gov (United States)

Hughes, Julie; Herrington, Margaret; McDonald, Tess; Rhodes, Amy

2011-02-01

This paper analyses the use of an e-portfolio system in contributing to the personalized learning of two dyslexic learners at the University of Wolverhampton, UK. The rationale for this research rests at the intersection of generic findings from e-portfolio (and wider e-learning) research and the still challenging project in higher education (HE) of creating inclusive curricula. A qualitative, ethnographic approach was employed in a piece of collaborative research between academic staff and dyslexic learners. Two retrospective learner narratives were constructed and then reviewed by all co-authors in terms of the 'personalized fit' which they allowed with dyslexic thinking, learning and writing experience. The findings suggest a potential refinement of the general pedagogical claims about e-portfolio-based learning when considering dyslexic learners and thence the value of an enhanced prioritization of e-portfolio learning practices within inclusive HE curricula. The review and analysis also allow a 'critical' discussion of the practical and theoretical issues arising within this work. Copyright © 2010 John Wiley & Sons, Ltd.

Transforming learning?

Science.gov (United States)

1999-09-01

launch of the new Institute for Learning and Teaching in York. This has been established with the aim of raising standards of teaching in higher education and improving learning and teaching methods in universities and colleges. Teaching is felt to be at least as important as research in higher education, and the new Institute will oversee the quality of training programmes for higher education teachers, highlight examples of good practice throughout the UK, as well as recognize and reward good teaching. It will also help to administer teaching and learning support schemes on behalf of the Higher Education Funding Council for England, including a new #1m a year fund for national teaching fellowships. The Institute has been set up in response to recommendations in the Dearing Report on higher education, and will be an independent body supported by the teaching organisations, universities and colleges of higher education and the funding councils. Besides accrediting programmes of training and development, it will provide a range of services for members. Membership will be open to those engaged in teaching or learning support who have completed accredited training programmes or provided other evidence of eligibility. It is expected that membership of the institute will become a normal requirement for new teachers in higher education. Further information about the Institute may be obtained from the Institute for Learning and Teaching, Genesis 3, York Science Park, York YO10 5DQ (tel: 01904 434222, e-mail: enquiries@ilt.ac.uk).

Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education.

NARCIS (Netherlands)

Busato, V.V.; Prins, F.J.; Elshout, J.J.; Hamaker, C.

2000-01-01

This study is directed towards an integration of intellectual ability, learning style, personality and achievement motivation as predictors of academic success in higher education. Correlational analyses partly confirmed and partly disconfirmed our expectations in a sample of 409 first-year

Cui Bono? On the Relative Merits of Technology-Enhanced Learning and Teaching in Higher Education

Science.gov (United States)

Mykhnenko, Vlad

2016-01-01

This article provides evidence from a 4-year longitudinal study on the comparative use of illustrative video podcasts during Economic Geography lectures vis-à-vis traditional educational methods in order to guide pedagogic practice and future research on the relative merits of technology-enhanced learning in higher education. Key benefits derived…

Learning Analytics: Challenges and Limitations

Science.gov (United States)

Wilson, Anna; Watson, Cate; Thompson, Terrie Lynn; Drew, Valerie; Doyle, Sarah

2017-01-01

Learning analytic implementations are increasingly being included in learning management systems in higher education. We lay out some concerns with the way learning analytics--both data and algorithms--are often presented within an unproblematized Big Data discourse. We describe some potential problems with the often implicit assumptions about…

The Didactics of Higher Education Didactics

DEFF Research Database (Denmark)

Keiding, Tina Bering; Qvortrup, Ane

Based on a systematic categorization and analysis of a total of 393 contributions in three journals for research and development in higher education, the paper shows how the scholarship of teaching and learning in higher education (SoTL) over time have produced a didactic pattern. We designate th...... for general didactics and education research. Especially, how the scholarship of teaching and learning in higher education puts itself at the disposal of the on-going didactical professionalization of teachers in higher education.......Based on a systematic categorization and analysis of a total of 393 contributions in three journals for research and development in higher education, the paper shows how the scholarship of teaching and learning in higher education (SoTL) over time have produced a didactic pattern. We designate...... this pattern “The didactics of higher education didactics”. The analytical framework is found in the didactics of Paul Heimann (Die Lehrteoretische Didaktik) and the empirical basis in the abstracts in Higher Education Research & Development, Uniped and Danish Journal for Teaching and Learning in Higher...

Self-Regulated Learning Skills and Online Activities between Higher and Lower Performers on a Web-Intensive Undergraduate Engineering Course

Science.gov (United States)

Lawanto, Oenardi; Santoso, Harry B.; Lawanto, Kevin N.; Goodridge, Wade

2017-01-01

The objective of this study was to evaluate students' self-regulated learning (SRL) skills used in a Web-intensive learning environment. The research question guiding the study was: How did the use of student SRL skills and student engagement in online activities compare between higher- and lower-performing students participating in a…

The Effectiveness of Problem Based Learning Integrated With Islamic Values Based on ICT on Higher Order Thinking Skill and Students’ Character

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Chairul Anwar

2017-02-01

Full Text Available The focus of this research is to known the influence of Problem Based Learning (PBL model application, that intergrated with Islamic values based on ICT, toward the ability of higher-order thinkingskill and the strenghtening of students’ characters. This research is quasy experiment type with group design pretest-postest. The research was conducted in SMA.Sampling by means of random sampling, to determine the control class and experimentalclass.Data analysis technique used is the t-test, based on the value of significance, as well as test-effect size. The research data shows that the model of problem based learning integrates Islamic values based on ICThas positive influence towards the increasing of higher-order thinking skill and the strenghtening of students’ characters compared to the students that use conventional method.The result of effect size test on experimental class in on medium category. It means that the learning which use problem based learning (PBL model, integrated with Islamic values based on ICT, can be said effective on increasing higher order thinking skillof students.

Engaging diverse student audiences in contemporary blended learning environments in Australian higher business education: Implications for Design and Practice

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Graeme Pye

2015-11-01

Full Text Available This research reports on a student audience engaging in an Australian university’s undergraduate commerce program core unit that is offered across three separate geographic campus locations and online. The research extends upon work undertaken on student engagement in online settings and lies in the domain of blended learning design and practice in the Australian higher education business context. Findings, inter alia, are presented across six major student engagement dimensions as applied to the interplay between online and located/campus learning (i.e. Online Active Learning, Online Social Interaction, Online Collaboration, Online Teaching, Online Assessment, and Online Contact with Staff. Implications for blended learning design, eLearning and practice in such complex environments are examined.

Innovation in learning and development in multilingual and multicultural contexts: Principles learned from a higher educational study programme in Luxembourg

Science.gov (United States)

Ziegler, Gudrun

2011-12-01

Multilingualism in education is a conceptual as well as a pedagogical challenge of the 21st century. Luxembourg, with its three statutory official languages (Luxembourgish, French and German), is an especially complex setting. The gap between traditional principles of language education on the one hand and the challenging impacts of today's multilingualisms on the other led the University of Luxembourg (founded in 2003) to set up a developmentally-driven Master's programme in 2007, entitled "Learning and Development in Multilingual and Multicultural Contexts". After a presentation of the general multilingual settings in Luxembourg, this paper discusses the constellation of the multilingual University's staff and students and provides an analysis of the concept of the course by outlining its innovative approach, its principles and lessons learned with regard to running a trilingual higher education programme.

Learning styles in Higher Education: facing drop out and retention

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Vanessa Matos dos Santos

2018-05-01

Full Text Available Dropout and retention have been configured today as one of the greatest challenges for Higher Education, not only in Brazil, but worldwide. In this sense, this article presents the results obtained using the learning styles methodology in the development of educational audiovisuals based on the four different styles proposed by Alonso, Gallego and Honey (2007, which are: active, reflexive, theoretical and pragmatic. It is reported in this text the course developed by the group that worked on the project, which surpassed the goals initially outlined in qualitative and quantitative terms, and revealed important and innovative nuances regarding the educational process based on the students’ engagement. It is mainly highlighted here the fact that styles are not labels for student cataloging but rather a teaching methodology that implies a specific didactics.

Kolb's Experiential Learning Theory and Its Application in Geography in Higher Education.

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Healey, Mick; Jenkins, Alan

2000-01-01

Describes David Kolb's experiential learning theory focusing on the main features of his theory. Applies Kolb's theory to the teaching of geography addressing ideas such as teaching how theories of gender explain aspects of suburbia, teaching a field course, and encouraging staff to rethink their teaching style. Include references. (CMK)

Postgraduate Work-Based Learning Programmes in English Higher Education: Exploring Case Studies of Organizational Practice

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Smith, Paul; Preece, David

2009-01-01

The first part of the paper outlines and discusses the nature of work-based learning (WBL) and WBL programmes, and the overall direction of government strategy towards WBL programmes in Higher Education (HE) in England, with particular reference to postgraduate programmes, policy documents, and the WBL literature. Drawing upon case study research,…

The State of Ethical Learning of Students in the Spanish University System: Considerations for the European Higher Education Area

Science.gov (United States)

Buxarrais, Maria Rosa; Esteban, Francisco; Mellen, Teodor

2015-01-01

With the establishment of the European higher education area (EHEA), the ethical learning of students is a matter of central importance in European universities. This paper examines the current state of ethical learning of students in the Spanish university system. We present the results of a descriptive survey, which used a training model for…

Disruptive Technologies in Higher Education

Science.gov (United States)

Flavin, Michael

2012-01-01

This paper analyses the role of "disruptive" innovative technologies in higher education. In this country and elsewhere, Higher Education Institutions (HEIs) have invested significant sums in learning technologies, with Virtual Learning Environments (VLEs) being more or less universal, but these technologies have not been universally…

Knowledge, Communication and E-learning in Higher Education Perception and Differences of Traditional and Modern Academic Status

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Silvia-Adriana Tomescu

2010-06-01

Full Text Available The aim of the present analyze is to underline the importance of a systemic approach of knowledge communication in eLearning academic sphere, in order to improve the efficiency and quality of research. Atthe same time, we intend to notice and shape the evolution of both teacher and learner status in higher education. The rhetoric about knowledge is often associated with organization and transfer of information. To provide students with a modern understanding of the „shared values” in higher education has become an important objective. The teachers have to adapt new forms of e-delivery of discipline content, form and inform about e-resources for learning. We have to develop national strategies and add value to the role ofuniversity as a key factor in e-learning. The knowledge transfer at academic level, can be fully realized only when information encounters in the student the optimal set of tools designed to facilitate learning, and an individual style of thinking, so as to analyze fundamental questions and to be able to validate or invalidate the information. The teacher status evolves from content expert to metacognition expert, from guide in valuable information search to knowledge communicator. The present analyze reflects some aspects of the consequences that new forms of communication evolved during transition from traditional to e-academic environment.

Learners' Ensemble Based Security Conceptual Model for M-Learning System in Malaysian Higher Learning Institution

Science.gov (United States)

Mahalingam, Sheila; Abdollah, Faizal Mohd; Sahib, Shahrin

2014-01-01

M-Learning has a potential to improve efficiency in the education sector and has a tendency to grow advance and transform the learning environment in the future. Yet there are challenges in many areas faced when introducing and implementing m-learning. The learner centered attribute in mobile learning implies deployment in untrustworthy learning…

Process management tools in higher education e-learning

DEFF Research Database (Denmark)

Levinsen, Karin

2005-01-01

Online education is a growing trend world wide - eg. in-service training in large, especially trans- and multinational organizations (Turban et al. 2006); online and blended mode educations at universities (J. Drummond Bone 2004, OECD-report 2004); and educational programmes in developing countries...... (Daniel et al. 2005, D'Antoni 2005). Concurrently sharing of knowledge and online community building in general are acknowledged as important drivers in informal learning processes, while online learning in formalized educations tend towards an increasing adoption of collaborative learning...... as the pedagogic frame (Laurillard 2002, Salmon 2003). However, as one major driver in the general adoption of online education is economy, yet another trend is to raise the volume of learners passing through any education pr. time unit....

Deploying Serious Games for Management in Higher Education: lessons learned and good practices

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Jannicke Baalsrud Hauge

2014-08-01

Full Text Available Deployment of serious games (SGs and their insertion in higher education (HE curricula is still low. The lacks papers describing deployment of SGs in HE critically showing educational benefits and providing guidelines and good practices for their use. With the present work, we intend to make a first step in this direction, by reporting our experience in using state of the art managerial SGs in MSc engineering/business courses in four different European universities. In order to describe and analyse the educational characteristics and effectiveness of each game, we propose to use two models that we have straightforwardly extracted from two major pedagogical paradigms: the Bloom’s revised cognitive learning goals taxonomy and the Kolb’s experiential learning cycle. Based on our experience, we also propose a set of lessons and good practices to incentivize and better support deployment of SGs in HE courses.

Developing Learning Model Based on Local Culture and Instrument for Mathematical Higher Order Thinking Ability

Science.gov (United States)

Saragih, Sahat; Napitupulu, E. Elvis; Fauzi, Amin

2017-01-01

This research aims to develop a student-centered learning model based on local culture and instrument of mathematical higher order thinking of junior high school students in the frame of the 2013-Curriculum in North Sumatra, Indonesia. The subjects of the research are seventh graders which are taken proportionally random consisted of three public…

Essential Features of Serious Games Design in Higher Education: Linking Learning Attributes to Game Mechanics

Science.gov (United States)

Lameras, Petros; Arnab, Sylvester; Dunwell, Ian; Stewart, Craig; Clarke, Samantha; Petridis, Panagiotis

2017-01-01

This paper consolidates evidence and material from a range of specialist and disciplinary fields to provide an evidence-based review and synthesis on the design and use of serious games in higher education. Search terms identified 165 papers reporting conceptual and empirical evidence on how learning attributes and game mechanics may be planned,…

Students’ Learning Performance and Transitions in Different Learning Pathways to Higher Vocational Education

NARCIS (Netherlands)

Biemans, Harm; Marien, Hans; Fleur, Erik; Tobi, Hilde; Nieuwenhuis, Loek; Runhaar, Piety

2018-01-01

To improve students’ transitions between successive educational levels, continuing learning pathways are being designed and implemented in many countries. This study was carried out to examine the effects of the Green Lycea (GL) as critical cases of continuing learning pathways in vocational

E-Reflections:A Comparative Exploration of the Role of e-learning in Training Higher Education Lecturers

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Tony CHURCHIILL

2005-07-01

Full Text Available ABSTRACT This paper provides an initial evaluation of data gathered by running versions of a five-week online programme called ‘e-Reflections’. This includes comparisons with a course specifically for academics from (or working in the Gulf and the wider Middle East Region. ‘e-Reflections’ is an online programme developed at University of Leicester for current or potential online tutors. It is based on Professor Gilly Salmon’s five-stage networked learning model and builds on a history of e-learning initiatives at the University. Salmon’s work provided a framework that not only emphasises the pedagogy of e-learning but provides a means of deeper engagements with e-learning – both in terms of interaction with participation and integration into the blend of courses. In comparing data from such courses run at the University (including colleagues across the UK and the Middle East cohort, cultural differences were anticipated. The findings suggest, however, that factors such as comfort and familiarity with the medium were more influential than culture. Whatever the context of those participating, the main finding was that collaborative online reflection is a powerful tool to encourage deeper learning.

Learning within a Connectivist Educational Collective Blog Model: A Case Study of UK Higher Education

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Garcia, Elaine; Brown, Mel; Elbeltagi, Ibrahim

2013-01-01

The use Web 2.0 technologies and specifically blogs has become increasingly prevalent within the Higher Education (HE) sector within recent years as educators begin to maximise the opportunities such tools can provide for teaching and learning and to experiment with their usage in a wide range of context. The use of such technologies has been…

Factors, Issues and Interdependencies in the Incorporation of a Web 2.0 Based Learning Environment in Higher Education

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Karvounidis, Theodoros; Chimos, Konstantinos; Bersimis, Sotirios; Douligeris, Christos

2018-01-01

This work investigates the effect a Web 2.0 learning environment may have in higher education in adding value to the students' existing competencies. The major issues that this work examines are whether the incorporation of a Web 2.0 environment in higher education has an effect on the students' performance and what are the significant factors…

Managing Reputation Risk and Situational Crisis in Higher Institutions of Learning

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Andem Ita Effiong

2014-05-01

Full Text Available Extant literature on crisis and corporate reputation management has presented the Situational Crisis Communication Theory (SCCT model as a valid and reliable framework for managing crisis and predicting stakeholders’perceptions of organizations’ reputation in times of crisis. In order to verifythe applicability of the model in higher institutions of learning in adeveloping country context, a study was conducted in September, 2011 in twopublic universities in Nigeria. The findings of the study revealed thatalthough the institutions did not fully implement the core tenets of SCCT, thestrategies adopted in each of the two crisis situations were similar to some ofthe recommendations of the SCCT in different ways. While one institutionfocused on a strategy similar to what the SCCT model describes as “rebuildcrisis response strategy” with informing and adjusting tactics, the secondinstitution utilized a victimization or “Victimage” strategy with strongattribution of blames; and frequent reminder of the stakeholders of the extentof losses that the institution would incur from the crisis. The outcome wasthat the institution with high emphasis on rebuilding and informationadjustment strategy recorded very little damage to its reputation capital, duringand after the crises. Conversely, the second institution which believed invictimization and high attribution recorded significant losses in reputation assets,which included withdrawal of key stakeholders and loss of recognition ofprograms by some professional agencies. The implication for crisis managers in thetwo institutions includes the need to always approach situational crises in aholistic manner. Such holistic approach would involve a refocus, critical analysis,planning and implementation of crisis response strategies based on the relevantsituations, events, and the people concerned. The research was designed as acase study with focus group discussions as the data collection method

Exploring the transformative potential of Bluetooth beacons in higher education

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Kieran McDonald

2016-11-01

Full Text Available The growing ubiquity of smartphones and tablet devices integrated into personal, social and professional life, facilitated by expansive communication networks globally, has the potential to disrupt higher education. Academics and students are considering the future possibilities of exploiting these tools and utilising networks to consolidate and expand knowledge, enhancing learning gain. Bluetooth beacon technology has been developed by both Apple and Google as a way to situate digital information within physical spaces, and this paper reflects on a beacon intervention in a contemporary art school in higher education conducted by the authors intended to develop a situated community of practice in Art & Design. The paper describes the project, including relevant theoretical foundations and background to the beacon technology, with regards to the potential of using these devices to create a connected learning community by enhancing learning and facilitating knowledge creation in a borderless learning space.

The acceptance and use of a virtual learning environment in higher education: an empirical study in Turkey, and the UK

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Özlem Efiloğlu Kurt

2017-10-01

Full Text Available Abstract This study evaluated the acceptance and use of a virtual learning environment in higher education by using the unified theory of acceptance and use of technology (UTAUT model. Study data were collected by means of a questionnaire form, completed by 1032 students receiving undergraduate education in Turkey and the United Kingdom, who currently use similar virtual learning environments. The role of performance expectancy, effort expectancy, social influence and facilitating conditions were evaluated and tested for both countries. The study results demonstrated that the behavioral intention and use behavior regarding the utilization of a virtual learning environment in higher education differed between the two countries, and that the level of impact of the factors that shape behavioral intention and use behavior also differed from one factor to another.

Competences and learning outcomes: a panacea for understanding the (new role of Higher Education?

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Robert Wagenaar

2014-07-01

Full Text Available The competence and learning outcomes approach, which intends to improve effective performance of academic staff and students, is becoming dominant in today’s higher education. This was quite different 15 years ago. This contribution aims to offer insight in the reforms initiated and implemented, by posing and answering the questions why the time was appropriate — by identifying and analysing the underlying conditions — and in what way the change was shaped — by focusing on terminology required and approaches developed. Central here is the role the Tuning project — launched in 2000-2001 — played in this respect. The contribution starts with contextualising the situation in the 1990s: the recession and growing unemployment in many European countries on the one hand and the development of a global society and the challenges the higher educational sector faced at the other. It offers the background for initiating the Tuning project, and the discourse on which its approach is based. In particular, attention is given to choosing the concept of competences, distinguishing subject specific and general/generic ones, as an integrating approach of knowledge, understanding, skills, abilities and attitudes. The approach should serve as a means of integrating a number of main goals as part of the learning and teaching process: strengthening employability and preparing for citizenship besides personal development of the student as a basis for the required educational reform. Tuning’s unique contribution is the alignment of this concept to learning outcomes statements as indicators of competence development and achievement and by relating both concepts to profiling of educational programmes.

Students’ Readiness for E-learning Application in Higher Education

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Atousa Rasouli

2016-07-01

Full Text Available The main goal of this research was to investigate the readiness of art students in applying e-learning. This study adopted a survey research design. From three public Iranian Universities (Alzahra, Tarbiat Modares, and Tehran, 347 students were selected by multistage cluster sampling and via Morgan Table. Their readiness for E-learning application was assessed by a self-developed questionnaire. Data analysis was done by indexes of descriptive statistics and one sample t-test. Analysis of results found a significant relationship between the readiness of undergraduate students, graduate students, and post-graduate students to apply E-learning, but there was no significant relationship between students’ readiness and gender, university, and subject. Results revealed that Art students were in a moderate level of readiness for applying E-learning.

Academic Workload: The Silent Barrier to the Implementation of Technology-Enhanced Learning Strategies in Higher Education

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Gregory, Mary Sarah-Jane; Lodge, Jason Michael

2015-01-01

The effect of technology-enhanced learning (TEL) strategies in higher education has arguably been transformative despite the not-insignificant barriers existing in this context. Throughout the discourse very little attention has been paid to those primarily responsible for this implementation--academic teaching staff. This paper aims to highlight…

Framing and Enhancing Distributed Leadership in the Quality Management of Online Learning Environments in Higher Education

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Holt, Dale; Palmer, Stuart; Gosper, Maree; Sankey, Michael; Allan, Garry

2014-01-01

This article reports on the findings of senior leadership interviews in a nationally funded project on distributed leadership in the quality management of online learning environments (OLEs) in higher education. Questions were framed around the development of an OLE quality management framework and the situation of the characteristics of…