Leadership in Continuing Education: Leveraging Student-Centred Narratives

2014 ◽  
Vol 40 (2) ◽  
Author(s):  
Marilyn Miller ◽  
Judith Plessis
Keyword(s):  
Continuing Education ◽  
Educational Innovation ◽  
Leadership Roles ◽  
Collaborative Partnerships ◽  
Master Narrative ◽  
Student Centered ◽  
Education Environment ◽  
Education Leaders ◽  
Education Deans ◽  
Personal Accounts

For this study, we interviewed eight Canadian and American continuing education deans and directors to explore how their personal accounts or “stories” about leadership high- light the dynamic nature of their leadership roles. This article focuses on the potential impact of these stories to better integrate and serve the adult learner within the higher education environment. Four major themes emerged from our analysis of the data: the non-traditional career trajectories of the leaders; marginalization and identity; lead- ership and innovation; and alignment and resistance.Our study suggests that continuing education leaders generally excel in sharing student-centered narratives and in pushing boundaries—in part to convince diverse stakeholders of the importance of the field of continuing education. Interviews with participants indicate that continuing educa- tion leaders think in interdisciplinary terms and weave a master narrative about life- long learning, combining several individual threads. Continuing education leaders strive to have conversations leading to collaborative partnerships and educational innovation.

Iterative Usability Evaluation for an Online Educational Web Portal

2012 ◽  
pp. 271-289
Author(s):  
Xin C. Wang ◽  
Borchuluun Yadamsuren ◽  
Anindita Paul ◽  
DeeAnna Adkins ◽  
George Laur ◽  
...  
Keyword(s):  
Adult Learners ◽  
Focus Group ◽  
Online Education ◽  
Continuing Education ◽  
Usability Evaluation ◽  
Multiple User ◽  
Education Environment ◽  
Simultaneous Testing ◽  
Web Developers ◽  
Usability Evaluation Methods

Online education is a popular paradigm for promoting continuing education for adult learners. However, only a handful of studies have addressed usability issues in the online education environment. Particularly, few studies have integrated the multifaceted usability evaluation into the lifecycle of developing such an environment. This paper will show the integration of usability evaluation into the development process of an online education center. Multifaceted usability evaluation methods were applied at four different stages of the MU Extension web portal’s development. These methods were heuristic evaluation, focus group interview and survey, think-aloud interviewing, and multiple-user simultaneous testing. The results of usability studies at each stage enhanced the development team’s understanding of users’ difficulties, needs, and wants, which served to guide web developers’ subsequent decisions.

scholarly journals Functional and role-playing positions in modern management teams: an educational institution case study

2020 ◽  
Vol 18 (3) ◽  
pp. 129-140
Author(s):  
Inna Semenets-Orlova ◽  
Alla Klochko ◽  
Vitaliy Tolubyak ◽  
Liudmyla Sebalo ◽  
Maryna Rudina
Keyword(s):  
Organizational Development ◽  
Educational Institution ◽  
Role Playing ◽  
Management Teams ◽  
Educational Institutions ◽  
Situational Analysis ◽  
Leadership Roles ◽  
Education Leaders ◽  
The Government ◽  
Basic Approaches

The analysis of scientific approaches to understanding the psychological characteristics of the role of the management team is important in the context of ensuring the organizational development of educational institutions. The purpose of the study is to explore the basic approaches and views of modern researchers on defining team roles, to identify the main functional and role positions in the management team.Determining the types of leadership roles of educational institutions based on empirical research data. Also based on the method of case studies problem-situational analysis − solving leadership problems by educational managers − were analyzed the effectiveness of role-playing positions in management teams. Conclusions were made about the need for some correction of understanding and assessment of the importance of all roles in the staff of heads of educational institutions. Each of these command roles related to specific personality traits identified by the tests.An analysis of the orientation of education leaders towards team roles shows that they tend to focus on all team roles. However, one can say that some roles are more attractive to researchers, while others are less attractive. The government can use the research findings to create and implement training programs for educational leaders.

Development of a Perceptions of Online Learning Scale

2021 ◽  
Author(s):  
R. Noah Padgett ◽  
Shan Jiang ◽  
Laura Shero ◽  
Todd Kettler
Keyword(s):  
Factor Analysis ◽  
Online Learning ◽  
Educational Innovation ◽  
Engaged Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Face To Face ◽  
Expert Review ◽  
Face To Face Learning ◽  
Psychological Foundation

The sudden switch to online learning brought an unintended spotlight to the gradually expanding educational innovation of online instruction. Online learning has generally been stigmatized as less effective than traditional face-to-face learning. The learning of students tends to be influenced by teachers’ individual differences and perceptions of online learning. In this study, we describe the development of a new perceptions of online learning scale (POOLS). The POOLS seeks to measure perceptions of online learning across four theoretical constructs associated with quality education in both online and traditional face-to-face formats. Existing measures to assess perceptions of or readiness for online learning are learner-focused and could not reflect the psychological foundation of the teacher population. The POOLS was constructed using expert review and a sample of 654 adults responded to the survey. We conducted an exploratory factor analysis and confirmatory factor analysis on split halves of these data. The results of this initial validation study provide the basis for using the POOLS as an approach to measuring four aspects of perceptions of online learning: Effective Learning (ω^2 = 0.75), Student-Centered Learning (ω^2 = 0.69), Interactive Learning (ω^2 = 0.72), and Engaged Learning (ω^2 = 0.68). We recommend that the POOLS be used at an aggregate level to describe the general relationship between these factors and other characteristics such as self-efficacy, amount or type of experience with online learning, and personality traits.

Native Origins’ History Comprehension As Young People’s Spiritually-Moral Education Basis

2015 ◽  
Vol 4 (4) ◽  
pp. 65-67 ◽  
Author(s):  
Извеков ◽  
Igor Izvekov ◽  
Зимовина ◽  
Olga Zimovina
Keyword(s):  
Moral Education ◽  
Educational Innovation ◽  
Innovative Technology ◽  
Educational Institutions ◽  
National History ◽  
Methodological Basis ◽  
Education Environment

A modern innovative technology in the pedagogic area used in educational institutions and based on young people’s inclusion to native origins’ micro-history study in the National History has been considered in this work. A valuation-genealogical approach to complete education environment of family and educational institution is the methodological basis of this educational innovation. Learning and comprehension by person of values, which are classified as genealogical ones, productive influences young people’s spiritually-moral education, civil consciousness, tolerance and patriotic feelings.

scholarly journals Student-Centered Learning at Sultan Qaboos University: EFL Students’ Perceptions

2015 ◽  
Vol 7 (3) ◽  
pp. 194
Author(s):  
Salma Al- Humaidi
Keyword(s):  
Teaching And Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Sultan Qaboos University ◽  
Innovative Methods ◽  
Education Environment ◽  
Efl Students ◽  
Different Dimensions ◽  
Research In Education ◽  
Teaching Learning

<p>On-going research in education is focusing on exploring various approaches driven by a<br />growing concern of ideal teaching and learning methods. Student-Centered Learning is<br />characterized by innovative methods of teaching and it has been promoted to support the<br />rapidly changing education environment. This study aims at investigating EFL students’<br />perceptions of practicing SCL in the teaching/learning process at Sultan Qaboos University.<br />Data was gathered through a survey from 57 EFL students studying at SQU. Results show<br />that the different dimensions of Student-Centered Learning are used to significantly varying<br />degrees. Some implications and recommendations were elaborated in this paper.</p>

scholarly journals Moray: Bridging an Ancient Culture of Innovation with Emerging Pedagogies in Engineering

2018 ◽  
Vol 8 (4) ◽  
pp. 43
Author(s):  
Melanie Gisela Cornejo ◽  
Brian O'Hara ◽  
Francisco Tarazona-Vasquez ◽  
Francisca Barrios ◽  
Mauricio Power
Keyword(s):  
Teaching And Learning ◽  
Change Agents ◽  
Educational Innovation ◽  
Disruptive Effect ◽  
Student Centered ◽  
Virtual Spaces ◽  
Open Platform ◽  
The University ◽  
New Generation ◽  
Radical Transformation

From its inception, Universidad de Ingeniería y Tecnología (UTEC) has functioned under the mandate of causing a disruptive effect in society by educating a new generation of holistic engineers bound to become empowered change agents. The university has recently embarked on a radical transformation of its educational model, in order to deliver this promise. A flexible curriculum provides students not only with a strong STHEAM backbone imparted in a student-centered active-learning format, but also exposes them to real engineering challenges and promotes the acquisition of professional skills from the onset. For this change to be implemented successfully, UTEC has decided to design and launch a Laboratory for Educational Innovation, called Moray. Conceived as an open platform, Moray sits at the intersection of physical and virtual spaces and is organized around flexible protocols that allow faculty, students, staff, and experts from top universities worldwide to work interdisciplinarily and collaboratively, towards the enhancement of teaching and learning dynamics in higher education.

scholarly journals Aligning Continuing Education Units and Universities: Survival Strategies for the New Millennium

2013 ◽  
Vol 27 (1) ◽  
Author(s):  
Nancy Petersen
Keyword(s):  
Focus Groups ◽  
Continuing Education ◽  
National Survey ◽  
Survival Strategies ◽  
Research Mission ◽  
Financial Benefits ◽  
Education Deans ◽  
The University ◽  
Level Of Importance ◽  
New Millennium

The goal of the study presented in this paper was to understand and to start to document the contributions that a continuing education unit (CEU) makes to the university. Although continuing education contributes in both financial and non-financial ways, the financial benefits are often the only recognized contribution. The non-monetary contributions are significant, however, and may be the most critical.A national survey of Canadian continuing education deans, conducted by the author, is discussed in this paper. Deans were asked to respond to a list of contributions that were identified by focus groups of continuing education programmers. Deans were also asked to rank each indicator as to its level of importance in gaining support for a CEU within the university. Outcomes were categorized on the basis of their financial contributions and on contributions to the teaching mission, the research mission, and the strategic directions and initiatives of the university. The findings provide evidence of significant contributions in all four categories, although the research contributions are ranked the lowest. CEUs may find the list of institutional outcomes identified in this paper useful in assessing their own contributions and in building support for their units.

scholarly journals Estudio longitudinal sobre tutoría académica flexible en la universidad

2017 ◽  
Vol 21 (4) ◽  
pp. 259-278
Author(s):  
Patricia López Vicent ◽  
María Paz Prendes Espinosa
Keyword(s):  
Higher Education ◽  
Educational Innovation ◽  
Academic Community ◽  
Student Centered ◽  
Innovative Teaching ◽  
Great Satisfaction ◽  
Usual Model ◽  
Enseñanza Superior ◽  
Academic Courses ◽  
The University

Resumen:Con el proceso de Bolonia la tutoría es una de las acciones docentes que marcan el cambio en nuestras instituciones de enseñanza superior. Supone hablar de un nuevo rol docente que amplía su acción formativa hacia aspectos que van más allá de lo estrictamente curricular y que nos conducen hacia una personalización de la acción docente, lo cual a su vez redunda en la calidad de la enseñanza y en un modelo universitario centrado en el alumno. Y si en estos procesos de tutoría incluimos el uso de las TIC, hablaremos entonces de un modelo de acción tutorial más flexible y ajustado a las necesidades de los alumnos. Partiendo de estas premisas, la tutoría electrónica puede entenderse como un elemento de calidad en la acción formativa de nuestras instituciones de enseñanza superior. En 2009 en la Universidad de Murcia se propone la tutoría electrónica como un proyecto de innovación del Vicerrectorado de Convergencia Europea e Innovación. A partir del curso 2010/2011 se asume como un modelo de acción tutorial implantado y conocido por la comunidad universitaria. Este artículo recoge el análisis de este proceso de implantación de la tutoría electrónica desde sus comienzos en el curso 2009/2010. Se ha utilizado una metodología cuantitativa a través de un estudio tipo encuesta de carácter longitudinal que recoge datos durante 3 cursos académicos -considerados como el reflejo del proceso de innovación, de implantación y de consolidación-. Se ha empleado un cuestionario en línea aplicado al profesorado de dicha universidad cuyos resultados reflejan el uso diverso que se hace de esta modalidad de tutoría y el grado de satisfacción del mismo. Las conclusiones conducen a observar la tutoría electrónica como una acción formativa altamente valorada por el profesorado, coincidiendo así plenamente con los resultados de investigaciones previa. Abstract:Tutoring is one of most innovative teaching actions in the introduction of the Bolonia process in higher education. It is directly linked to the new role of university professors, incorporating not only curricular activity but also the personalization of teaching and what this entails. This has a knock-on effect in that it enhances quality through a new student-centered model. If moreover we include the possibilities afforded by ICT, we are talking about a flexible tutoring model that is responds to the real needs of today’s students. So virtual tutoring can be understood as a quality element of teaching in higher education. Virtual tutoring was proposed as an educational innovation in our University in 2009 by the Vicechancellor of European Convergence and Innovation. After the process of implementation, this bimodal system of tutoring is now considered as part of our usual model of work and it is well known by all the university community. This article presents the analysis of this process over three academic courses. We have used a quantitative approach with a questionnaire, applied during this period. The survey was carried out online. Results show that the virtual tutoring is used for diverse purposes and there is great satisfaction among the participants in this study. Our conclusions are important in explaining that this system is a value for our academic community, as has been reported in other studies.

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