scholarly journals The role of hybrid learning spaces in enhancing higher education students’ employability

2020 ◽  
Vol 51 (4) ◽  
pp. 1188-1202 ◽  
Author(s):  
Dawn Bennett ◽  
Elizabeth Knight ◽  
Jennifer Rowley
Keyword(s):  
Higher Education ◽  
Hybrid Learning ◽  
Learning Spaces ◽  
Education Students

Practices of inclusion for carers who are higher education students

2020 ◽  
Author(s):  
Jordan Taylor ◽  
Paula Gleeson ◽  
Tania Teague ◽  
Michelle DiGiacomo
Keyword(s):  
Higher Education ◽  
Social Care ◽  
Higher Education Institutions ◽  
Education Students ◽  
Institutional Settings ◽  
Policies And Procedures ◽  
Health And Social Care ◽  
Students With A Disability ◽  
Crucial Part

The role of unpaid and informal care is a crucial part of the health and social care system in Australia and internationally. As carers in Australia have received statutory recognition, concerted efforts to foster engagement in carer participation in work and education has followed. However, little is known about the strategies and policies that higher education institutions have implemented to support the inclusion of carers. This study has three components: first, it employs a review of evidence for interventions to support to support carers; second, it reviews existing higher education institutions’ policies to gauge the extent of inclusive support made available to student carers, and; third it conducts interviews with staff from five higher education institutions with concerted carer policies in Australia were held to discuss their institutions’ policies, and experiences as practitioners of carer inclusion and support. Results indicate difficulty in identifying carers to offer support services, the relatively recent measures taken to accommodate carers in higher education, extending similar measures which are in place for students with a disability, and difficulties accommodating flexibility in rigid institutional settings. A synthesis of these findings were used to produce a framework of strategies, policies and procedures of inclusion to support carers in higher education.

Overconfidence of vocational education students when entering higher education

2015 ◽  
Vol 57 (4) ◽  
pp. 429-447 ◽  
Author(s):  
Mark P. Bowden ◽  
Subhash Abhayawansa ◽  
John Bahtsevanoglou
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Further Education ◽  
Small Sample ◽  
First Year ◽  
Education Students ◽  
Content Type ◽  
The Relationship ◽  
Practical Implications

Purpose – There is evidence that students who attend Technical and Further Education (TAFE) prior to entering higher education underperform in their first year of study. The purpose of this paper is to examine the role of self-efficacy in understanding the performance of students who completed TAFE in the previous year in a first year subject of microeconomics in a dual sector university in Melbourne, Australia. Design/methodology/approach – The study utilises data collected by surveys of 151 students. Findings – A student’s self-efficacy is positively associated with their marks in a first year subject of microeconomics. However, the relationship between final marks and self-efficacy is negative for those students who attended TAFE in the previous year suggesting that they suffer from the problem of overconfidence. When holding self-efficacy constant, using econometric techniques, TAFE attendance is found to be positively related to final marks. Research limitations/implications – The findings are exploratory (based on a small sample) and lead to a need to conduct cross institutional studies. Practical implications – The research points to the need for early interventions so that TAFE students perform well in their first year of higher education. It also points to potential issues in the development of Victorian Certificate of Applied Learning (VCAL) programs. Originality/value – To the best of the authors’ knowledge, this is the first paper to examine the inter-related impact of attendance at TAFE in the previous year and self-efficacy on the subsequent academic performance of TAFE students.

scholarly journals Interface das políticas da Educação Especial e Educação do Campo sobre a formação de professores

2020 ◽  
pp. 1-24
Author(s):  
Arlindo Lins de Melo Junior ◽  
Ivan Fortunato ◽  
Jackeline Silva Alves ◽  
Teresa Cristina Leança Soares Alves
Keyword(s):  
Higher Education ◽  
Special Education ◽  
Rural Education ◽  
Teacher Training ◽  
Rural Schools ◽  
Special Education Students ◽  
Education Students ◽  
Legal Documents

In special education and rural education interface we find important points about teacher training and their reflexes in the schooling of special education students in rural schools. This paper fulfills the objective of analyzing fundamental documents of the two teaching modalities in question in order to understand mainly what concerns teacher training. The methodological path used in the construction of this text was guided by documentary research of four legal documents of the two teaching modalities. In the policy interface, we saw that the investigated documentation shows concern with the quality of teacher training, although it does not deal with careers and professional development, nor with more specific aspects of the role of Higher Education Institutions in their training. In the end, it is hoped that the discussions presented here will help to promote new and denser research on the fundamental role that teachers play in rural schools.

At Berkeley

2018 ◽  
pp. 192-209 ◽  
Author(s):  
Michael Mark Cohen ◽  
Leigh Raiford
Keyword(s):  
Higher Education ◽  
Political Mobilization ◽  
Fund Raising ◽  
University Of California ◽  
Documentary Photography ◽  
Public Higher Education ◽  
Education Students ◽  
Student Activists ◽  
The University

In “At Berkeley: Documenting the University in an Age of Austerity,” Michael Mark Cohen and Leigh Raiford address documentary’s evolving capacity for political mobilization by focusing on the role of documentary photography and film in the struggle around austerity at the University of California, Berkeley. While the university administration used documentary’s graphic appeal to enlist alumni in a fund-raising campaign that effectively naturalized the privatization of public higher education, students took up documentary forms to challenge the logic of neoliberalism. Working with Cohen and Raiford, who teach at UC Berkeley, student activists produced their own counterdocuments, repurposing documentary images that the university uses to sell education in an era of skyrocketing tuition fees, and rendering themselves as active participants in the struggle to reshape the university and the broader society.

scholarly journals Higher Education Students’ Assessments towards Gamification and Sustainability: A Case Study

2020 ◽  
Vol 12 (20) ◽  
pp. 8513
Author(s):  
María Jesús Santos-Villalba ◽  
Juan José Leiva Olivencia ◽  
Magdalena Ramos Navas-Parejo ◽  
María Dolores Benítez-Márquez
Keyword(s):  
Higher Education ◽  
Student Motivation ◽  
Structural Equation ◽  
Equation Modeling ◽  
Teaching Staff ◽  
Education Students ◽  
The University ◽  
Teaching Criteria

Some academics are pushing for teaching staff to implement didactical practices to obtain sustainable behavior. Moreover, a fundamental element of gamification in all educational stages is the noteworthy effect it has on student motivation. In our study, we examined higher education students’ assessments in the University of Malaga on the design of educational gamification and the teaching criteria that relate to gamification, and its effect on student’s motivation, the applications of gamification, and the attitude towards sustainability. A questionnaire was administered to students studying for degrees in education from the University of Malaga. A total of 187 valid surveys were obtained. Partial least squares structural equation modeling was computed for these data based on an exploratory–confirmatory model and using SmartPLS version 3.3.2. A positive relationship between assessment of students’ motivation and sustainability attitude was found. We found that the opinions of the students about the role of their training and teaching design material in education would affect students’ motivation and the sustainability behavior, although the power of this last construct is moderate.

scholarly journals THE PROBLEM OF CYBER SECURITY PROFESSIONALS TRAINING: APPLIED ORIENTATION OF MATHEMATICAL DISCIPLINES

2021 ◽  
Vol 1 (13) ◽  
pp. 123-132
Author(s):  
Nataliia Rotanova ◽  
Tetiana Shabelnyk ◽  
Serhii Krivenko ◽  
Yulianna Lazarevska
Keyword(s):  
Higher Education ◽  
Information Security ◽  
Cyber Security ◽  
Professional Training ◽  
Educational Process ◽  
Basic Knowledge ◽  
Education Students ◽  
Short Time

The study substantiates the urgent need to train qualified specialists capable of responding to cyber incidents and countering cyber threats in a short time, conducting state audits and creating effective management systems for information security and cybersecurity. The aim of the work is to reveal the ways and features of the organization of the study of mathematical disciplines in order to effectively train higher education students majoring in 125 «Cybersecurity». The role of the mathematical component of cybersecurity and the organization of the educational process of mathematical disciplines for the purpose of effective professional training of future cybersecurity specialists is considered. It is concluded that most professionally-oriented disciplines that provide basic knowledge in all aspects of information security are based on fundamental mathematical training. The study argues that the applied problems solved by the students of the specialty 125 «Cybersecurity» must meet the methodological requirements for real practical content, which provides an illustration of the practical value and significance of the acquired mathematical knowledge in the cyber- and/or information security field. The solution to the problem of improving the quality of mathematical training of the students is considered through the use of intra-subject and interdisciplinary links, the introduction of applied orientation of mathematical disciplines and the principle of continuity. The paper presents examples of professionally oriented tasks that are offered to higher education students majoring in 125 «Cybersecurity» studying mathematical disciplines. It is proved that the introduction of applied orientation of mathematical disciplines creates the necessary conditions and attracts students to the professional sphere, which is an important step towards improving the quality of training of cybersecurity professionals.

scholarly journals Reaping the fruits of collaboration: learning development research in the LearnHigher CETL network

2009 ◽  
Author(s):  
Kim Shahabudin
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Higher Education Institutions ◽  
Development Research ◽  
Collaborative Approach ◽  
Learning Spaces ◽  
Learning Development ◽  
Uk Higher Education

The LearnHigher CETL is now is in its fourth year of developing research-informed resources to support student learning development. Partners at 16 UK Higher Education institutions have amassed a large quantity of data from students and staff on their preferences, needs and practices in twenty learning areas, as well as information about the use and design of learning spaces, and the role of learning developers. This article will report on LearnHigher's collaborative approach, using examples from a report to be published in Spring 2009 which takes an overview of LearnHigher research.

The Role of Institutions in Creating Student-Focused Virtual Learning Spaces with ePortfolio Systems

2012 ◽  
pp. 119-135
Author(s):  
Eva Heinrich ◽  
Yuliya Bozhko
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Virtual Learning ◽  
Practical Experience ◽  
Learning Spaces ◽  
Learning Space ◽  
Web 2.0 Tools ◽  
The World ◽  
Research Findings

In this chapter, we explore the currently dominant virtual learning spaces employed in institutions of higher education and contrast them with the virtual social spaces provided by Web 2.0 tools. Guided by the increasing focus on lifelong learning skills in the world of work and in higher education, we identify the gap that exists between institutional and social virtual spaces. We argue for filling this gap by providing access to institutional e-Portfolio systems to students in higher education, giving students an institutionally supported student-focused virtual learning space. By examining the perspectives of stakeholders involved in higher education, we identify challenges inherent in the adoption of institutional e-Portfolio systems and make recommendations for overcoming these based on practical experience and research findings.

Sign in / Sign up

Export Citation Format

Share Document