scholarly journals Collaborative approach and lessons learnt from transitioning to remotely invigilated online examinations

2020 ◽  
Author(s):  
Vinh Tran ◽  
Justin Chu ◽  
Jasmine Cheng
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Academic Integrity ◽  
Course Delivery ◽  
Teaching Staff ◽  
Collaborative Approach ◽  
Global Pandemic ◽  
Rapid Transition ◽  
Intended Learning Outcomes ◽  
Different Parts

The global pandemic in 2020 has spurred the rapid transition to remote learning for higher education providers in terms of course delivery and assessments. Final examinations which play an important role in summarily assessing students’ attainments of course intended learning outcomes are traditionally conducted in a physical invigilated environment. This paper discussed the transition from paper-based physically invigilated final examinations into remotely invigilated online examinations. It highlights the collaborative approach across different parts of the organisation to bring together a smooth experience for students to undertake their final examinations while the academic integrity of the examinations is still maintained. It also sheds lights on some measures of the success of the transition including feedback from teaching staff and students who participated in the process from which lessons are learnt as feedforward for future undertakings.

scholarly journals PELAKSANAAN PENGAJARAN DAN PEMBELAJARAN KURSUS PENGAJIAN MALAYSIA: KAJIAN TINJAUAN DI UNIVERSITI ISLAM ANTARA BANGSA SELANGOR

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Hairol Anuar Hj Mak Din ◽  
Khairul Hamimah Mohd Jodi ◽  
Faridah Che Hussain
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Higher Learning ◽  
Teaching Staff ◽  
Graduation Requirement ◽  
Teaching Aids ◽  
Institutions Of Higher Learning ◽  
Implementation Assessment ◽  
General Studies

The Malaysia  Education Blueprint 2015-2025 clearly shows the aspirations of the Higher Education Ministry on the importance of applying national identity among graduates at Higher Education Institutions. In line with the wishes, the course of Malaysia Studies is a major medium for the building of patriotism values among students. Hence, the Malaysian Studies Course was strengthened and used as one of the General Subjects (MPUs) conducted by all Institutions of Higher Learning. All citizens and non-citizens are required to attend and pass the Malaysian Studies Course as a graduation requirement. In order to make the course more interesting and interactive, the Teaching And Learning method is always improved to achieve the predetermined learning outcomes. Thus, a study using a quantitative approach has been undertaken to identify students' responses to the implementation of the Malaysian School of Excellence in KUIS. The Teaching And Learning implementation assessment for this course is based on scoring components, teaching staff and teaching aids. The findings show that Teaching And Learning implemented in Malaysian Studies courses is relevant and capable of applying the elements of identity and patriotism among students. Keywords: Teaching And Learning, General Studies subjects, Malaysian Studies Course

scholarly journals Ways to increase of the training efficiency for higher education accessories in modern condition

New Collegium ◽  
2021 ◽  
Vol 1 (103) ◽  
pp. 58-61
Author(s):  
O. Kamenev ◽  
V. Lysechko
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Education Institution ◽  
Learning Technologies ◽  
Educational Process ◽  
Educational Activity ◽  
Teaching Staff ◽  
Education Student ◽  
Wide Range ◽  
High Level

Current trends in the development of the education sector require significant changes in approaches, methods, techniques and tasks of training. The challenges that arise need to be addressed, which will make it possible to increase the competitiveness of higher education seekers after their graduation, and, as a consequence, to improve the competitiveness of the higher education institution itself. The tasks that arise are: a change in the approach to the educational process of research and teaching staff, which must consist in the interest of teachers themselves to improve the quality of educational services they provide; a change in the approach to the educational process of learners – students, listeners, cadets, etc. – that is, it is necessary to transform those who are taught into those who learn; definition of criteria for the effectiveness of education, which is obviously not only in achieving program learning outcomes. The main criteria of efficiency of educational activity are formulated in the article. These criteria are obviously not only the amount and strength of knowledge and skills, competencies and program learning outcomes. Using only such criteria, it is impossible to fully assess the current requirements for the effectiveness of education. In the conditions of market relations, economic crisis, global mental restructuring, the main criterion for the effectiveness of training of the specialist is the ability to employ him in various positions after graduation, and possibly during training. What is more important is the ability of the job seeker to self-improve and master various competencies when changing functional responsibilities. That is, a higher education student must have a wide range of competencies, not only deep ones, which will enable him to develop under certain conditions in the performance of functional duties. Such tasks make it possible to solve the use of elements of dual education, distance technology using modern technological solutions and motivation of participants in the educational process to self-development. The article concludes that the mutual combination of dual education with distance learning technologies should ultimately solve the urgent problem of training an experienced specialist with a high level of competence who will be able to perform production tasks without additional internship or training after graduation.

Conformity or confusion? Changing higher education grading scales as a part of the Bologna Process: the cases of Denmark, Norway and Sweden

2009 ◽  
Vol 2 (1) ◽  
pp. 39-79 ◽  
Author(s):  
Bettinal Lien Dahl ◽  
Åsa Lindberg-Sand
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Political Process ◽  
Bologna Process ◽  
Classification Systems ◽  
General Level ◽  
Grading Scale ◽  
Intended Learning Outcomes ◽  
The Bologna Process ◽  
Grading Scales

The aim of the Bologna Process is to make higher education systems across Europe more transparent. It is crucial for this purpose that confusion concerning the characteristics of the systems should be replaced by conformity. But, as we will show, conformity brought about at one level may create confusion at another. The curricular aspect of the Bologna Process focuses on a shift to outcome-based and student-centred programmes. Syllabi should now be based on intended learning outcomes (ILOs) and should be adjusted to general level descriptors for qualifications. However, the Bologna documents give no explicit recommendations about the use of grading scales. In Denmark, Norway and Sweden, the reforms of higher education induced by the Bologna process included a change of grading scales and referred to the European Credit Transfer and Accumulation System (ECTS). Through these three case studies, we describe and analyse the political process and argumentation underpinning the decisions to change the grading scales in each country. This includes the problems, both experienced and perceived, with the old grading scales, the various national assessment traditions and the new grading scales. The purpose of the change was not the same in each country, but the ongoing adaptation to a seven-step grading scale was thought to ease the international recognition of the national grades, making mobility easier. Though a seven-step grading scale was implemented in both Danish and Norwegian higher education and also by an increasing number of Swedish higher education institutions, the translation of grades only works on a superficial level. The grading scales designed are fundamentally different as classification systems; they attach different numerical values to grades with identical labels and they relate differently to norm- and standards-referenced judgements of learning outcomes. The information condensed in similar grades from the three countries cannot be equated. The vision of simple transparency turns out to be an illusion.

scholarly journals Assessing the Learning Administration of Higher Education Institutions by Graduates’ Turn-Out and Learning Outcomes: Theory and Practice

2021 ◽  
Vol 25 (1) ◽  
pp. 69-90
Author(s):  
Aleksandr I. Bokarev ◽  
Еlena S. Denisova ◽  
Ivan A. Ignatovich ◽  
Aleksandr Yu. Kazakov
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Management System ◽  
Higher Education Institutions ◽  
Learning Management System ◽  
Educational Process ◽  
Theory And Practice ◽  
Teaching Staff ◽  
Educational Trajectories ◽  
Learning Management

Introduction. This article describes how universities are fulfilling their training assignments. Its relevance is determined by the growing need of teachers to correlate the learning results of specialists-to-be with learning assignments. The aim of the article is to describe a method for assessing the learning management system of higher education institutions by analysing learning outcomes and graduates’ turn-out. Materials and Methods. The study relies on the collection and analysis of the results of specialists’ training between 2015 and 2019. The joint use of the obtained data and methods of normative forecasting and interpolation allowed the authors to calculate and measure the intermediate results relative to the final ones, to build educational trajectories, which made it possible to evaluate the learning management system by dealing with training results and graduates turn-out. Results. For the first time the authors of the article showed that the measured results demonstrated not only the scope of specialists’ training and graduation, but they evaluated management of the educational process and developed necessary management decisions to regulate standards and measures for specialists’ training and graduation according to the specified final results. Discussion and Conclusion. The conclusions contribute to the development of the concept of learning management systems, provided that there are specified final results of the specialists’ graduation. Findings are of interest to the scientific and pedagogical community, professors, teaching staff and leadership of educational institutions.

A Framework for Meaningful Assessment

2021 ◽  
pp. 84-101
Author(s):  
Theresa Federici
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Language Learners ◽  
Learner Autonomy ◽  
Small Scale ◽  
Prime Model ◽  
Course Content ◽  
Assessment Design ◽  
The Uk ◽  
Intended Learning Outcomes

This chapter illustrates an innovative and easily adoptable approach to ensuring assessment is constructively aligned to course content and intended learning outcomes in foreign language teaching. Referring to two small-scale case studies in UK universities, this chapter presents the PRIME model of assessment design. This holistic and process-driven approach to assessment, in which the content and format of assessment is developed alongside the content and learning outcomes of the course, guides students towards becoming reflective language learners and creates greater learner autonomy. Grounded in, but not exclusive to, the academic standards for higher education in the UK, and in current research into the place and purpose of assessment in undergraduate courses, this chapter illustrates an approach adopted to create meaningful assessment in language degree programmes.

scholarly journals Academic Integrity in Higher Education of Ukraine: Current State and Call for Action

2020 ◽  
Vol 2020 ◽  
pp. 1-8
Author(s):  
Vadym Luniachek ◽  
Alla Brovdii ◽  
Oleksandr Kulakovskyi ◽  
Tetyana Varenko ◽  
Kirsi Tirri
Keyword(s):  
Higher Education ◽  
Intellectual Property ◽  
Property Rights ◽  
Intellectual Property Rights ◽  
Academic Writing ◽  
Academic Integrity ◽  
Teaching Staff ◽  
Rights Protection ◽  
Intellectual Property Rights Protection ◽  
University Leaders

The research aims to define the scope and challenges of intellectual property rights protection in higher schools of Ukraine and offer recommendations to address those for higher education officials and university leaders. The findings of the research rely on the results of an anonymous expert survey conducted among non-law students of two institutions of higher education using a specially designed questionnaire. They reveal a significantly low level of students’ awareness and knowledge of intellectual property rights, academic integrity, and protection thereof, which undermines the internal education quality. At the same time, there exists a high demand for receiving the relevant knowledge within the university programmes the students are enrolled in. It, therefore, seems expedient to design and include “Intellectual Property and Academic Integrity” as a subject in the curricula of higher educational institutions of Ukraine to be taught at the first year of training, and develop a special course in the fundamentals of intellectual property and academic writing to build the students’ relevant competences. Similarly, it is essential that the teaching staff should be trained accordingly and have the relevant powers and tools to impart and enforce academic integrity rights protection.

scholarly journals Academic integrity: ethical and legal regulation in the university community

2021 ◽  
pp. 120-141
Author(s):  
Yevhen Sulima ◽  
Svіtlana Dienizhna
Keyword(s):  
Higher Education ◽  
Academic Integrity ◽  
Management System ◽  
Organizational Management ◽  
Legal Regulation ◽  
The State ◽  
International Standards ◽  
Teaching Staff ◽  
The University ◽  
University Community

The article substantiates the urgency of the problem of ethical and regulatory regulation of the process of formation of academic integrity in higher education institutions. The purpose of the article is to analyze the tools of ethical and regulatory regulation in the university community and highlight the practical experience of their implementation at the University of the State Fiscal Service of Ukraine. The content of the article reveals the essence of academic integrity, characterizes the types of its violations. The evolution of the creation of an international legal framework for the formation of academic integrity is traced. An analysis of the provisions of domestic legislation on academic integrity and the types of penalties for its violation. Normative documents of ethical and normative-legal regulation in the academic community of the University of the State Fiscal Service of Ukraine are considered. The peculiarities of the infrastructure and system organization of the university's activity on the formation of academic integrity are revealed. Based on the identified problems, the priority areas, forms and methods of the university's activities to improve the process under consideration are determined. The article uses such methods as: historical analysis; content analysis when working with ethical and administrative documents of a higher education institution; survey of research and teaching staff; quantitative analysis of automatic verification of texts of scientific articles for uniqueness. Research results. The analysis of the tools of ethical and normative-legal regulation of academic integrity revealed priority directions, mechanisms, forms and methods of work on formation of academic integrity and prevention of its violations by subjects of educational and scientific activity according to international standards. Based on the experience of the University of the State Fiscal Service of Ukraine, the organizational management system of the process of formation of academic integrity in the university community is considered. Conclusion. The optimal results of ethical and normative-legal regulation of academic integrity have been achieved at the University of the State Fiscal Service of Ukraine due to the functioning of the organizational management system of this process, created according to international standards.

scholarly journals IMPLEMENTATION OF THE PRINCIPLES OF ACADEMIC INTEGRITY IN THE CONTEXT OF EUROPEAN PRACTICE

2020 ◽  
pp. 168-181
Author(s):  
Nina Batechko ◽  
Alla Durdas ◽  
Tetyana Kishchak ◽  
Mykola Mykhailichenko
Keyword(s):  
Higher Education ◽  
European Union ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
University Education ◽  
Education Quality ◽  
Teaching Staff ◽  
The European Union ◽  
Higher Education Quality ◽  
The Eu

The article deals with the main challenges which the student community and teaching staff face towards building a European-style university based on the principles of academic integrity as a component of higher education quality. The basic universal norms, which should enter into the daily life of the university and ensure the improvement of the quality of educational and scientific process, have been considered in the article; the basic manifestations of academic dishonesty have been highlighted; the experience of the EU and of France in particular, in implementation of academic integrity principles in the life and activities of students and teachers has been considered. The main method of overcoming academic dishonesty by the developed countries has been mentioned. The respect of academic integrity principles as a component of higher education quality has been stressed. The current state of the principles of academic integrity implementation in the Ukrainian university education has been noted. The notion and principles of academic integrity have been stated. The types of academic dishonesty have been revealed. Academic integrity as a set of ethical principles and rules defined by the Law of Ukraine «On Education» has been mentioned in the article. The initiatives taken in the world to overcome the problem, have been revealed. The chronology of the advances in this field has been provided in the article. The European Union-funded project on the «Comparison of policies for academic integrity in higher education across the European Union» has been revealed in the article as an important initiative of the EU countries in academic integrity principles implementation. The aim, the participants and the target group of this project have been highlighted. It was stressed that the establishment of the principles of academic integrity is quite a complicated process that involves not only the definition, fixation, but also the conscious and free adoption of these principles by all members of the academic community. The presence of goodwill, enlightenment of enthusiasm, confidence in one’s rightness among adherents of academic integrity, combined with modern information technologies allow to accelerate this process in time and expand the circle of ideological supporters of these principles

scholarly journals Using differentiated teaching to address academic diversity in higher education

2021 ◽  
Vol 14 (2) ◽  
pp. 87-110
Author(s):  
Matias Thuen Jørgensen ◽  
Lena Brogaard
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Inclusive Learning ◽  
Diversity In Higher Education ◽  
Approach To Teaching ◽  
Academic Diversity ◽  
Intended Learning Outcomes ◽  
Teaching In Higher Education ◽  
University Setting ◽  
Differentiated Teaching

University educators increasingly face groups or classes of students with diverse academic levels, challenging a ‘one size fits all’ approach to teaching. In this article, we examine whether and how differentiated teaching, especially the concept of student readiness, can be applied to assess and respond to academic diversity, exemplified by two different cases; a methods lecture series and a peer-evaluation seminar. Each case presents specific tools, activities and techniques inspired by differentiated teaching that may be replicated or used for inspiration in similar contexts. The results include better fulfilment of intended learning outcomes, teaching that is perceived to be meaningful by students and educators, and a more inclusive learning environment. The two cases demonstrate the utility of differentiated teaching in higher education, challenging the prevalent assumption that differentiated teaching does not apply well to a university setting.

scholarly journals A long way to go … A study on the implementation of the learning-outcomes based approach in the EU

2016 ◽  
Vol 3 (2) ◽  
pp. 429 ◽  
Author(s):  
Tim Birtwistle ◽  
Courtney Brown ◽  
Robert Wagenaar
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Paradigm Shift ◽  
Higher Education Institutions ◽  
Reform Process ◽  
Teaching Staff ◽  
Evaluation Instrument ◽  
Study Results ◽  
The Usa ◽  
The Eu

Higher Education institutions have, in the framework of the Bologna Process, been called to re-define their degree programmes on the basis of the learning outcomes approach. This implies a change of paradigm moving from teacher-centred to student-centred education. The Tuning project was set-up in 2000 to develop — through a bottom-up approach — a methodology to achieve this shift. This methodology proved not only to be relevant for Europe, but also for other world regions, including the USA, where Tuning projects were launched from 2009. In 2010 both in the EU and the USA the need was felt to find out whether the intended modernization of learning was actually taking place and how this process was perceived by its main stakeholders. For this purpose a study was initiated, covering the period 2011 to the beginning of 2016, based on the two-pillar approach of quantitative and qualitative instruments. For the study a robust evaluation instrument was developed, consisting of surveys and in-depth interviews implemented by a research team at a selected group of Higher Education institutions, involving management, teaching staff, student counsellors and students. In this paper the outcomes of the EU part of the study are presented, cross referencing to some of the USA study results. The main outcome of the study is that in general limited progress has been made regarding the intended paradigm shift and that key expectations of the reform Process have not been met. This is both the case for Europe and the USA. Although, good practices have been identified, the actual implementation of the student-centred approach is not proceeding beyond a discourse on the paradigm shift and there is no certainty it will be achieved. For Europe there is also a worrying disconnect between the various tiers of the HE sector, ranging from Ministers to students, regarding the actual penetration of the student-centred approach and the education experience of the students. There has been a failure to engage with and convince academic staff about the necessity and advantages of this paradigm shift. Teaching staff are struggling to adjust to the new concepts and paradigm shift and are challenged by no longer being the “knowledge owners” but rather learning facilitators. It does not help that the vast majority of staff members have not undertaken professional development for HE teaching. Where staff development has taken place, it is too focused on process, rather than the concepts and benefits of a learning outcomes approach. The outcomes of the study should therefore be perceived as a wake-up call because without additional and continued support in particular for the teaching staff the reform process could fail.

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