Enhancing the Effectiveness of Tertiary Teaching and Learning Through Assessment: A Review of the Literature

2007 ◽  
Author(s):  
Tom Cockburn ◽  
Jill Musgrave ◽  
Rosanne Matheson ◽  
David Mitchell ◽  
Pat Reid ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Review Of The Literature ◽  
Tertiary Teaching

Priorities for reorienting traditional institutions of higher education toward online teaching and learning: Thinking beyond the COVID-19 experience

2021 ◽  
pp. 204275302110388
Author(s):  
Talha A Sharadgah ◽  
Rami A Sa’di
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Institutions Of Higher Education ◽  
Review Of The Literature ◽  
Research Papers ◽  
Exclusion Criteria ◽  
Online Teaching And Learning ◽  
Traditional Institutions

The purpose of this study is to suggest priorities for reorienting traditional institutions of higher education (IHE) toward online teaching and learning beyond the COVID-19 experience. This research applied the qualitative research method. Data collection sources included both a systematic literature review relating to how COVID-19 informed online distance learning across the globe and an analysis of circulars germane to the pandemic that were issued by the Ministry of Education (MOE) in Saudi Arabia and by Prince Sattam bin Abdulaziz University (PSAU). Guided by those two types of data, that is, review of the literature in general and the MOE and PSAU circulars in particular, and also illuminated by their own experiences of online teaching during the lockdown, the researchers were able to put forward those priorities. For the systematic review of the literature, five steps were performed: (1) identifying search terms and developing and applying a search strategy; (2) screening the obtained research papers, removing duplicates and papers outside the focal point, and establishing inclusion/exclusion criteria; (3) assessing the research papers against the inclusion/exclusion criteria; (4) data extraction; and (5) data synthesis. Although this article does not suggest traditional IHE should go entirely digital, it highlights the need for IHE to ensure access to online learning content, develop more partnerships with community, develop online self-study skills, get students to shift from passive to active learning, and a need to reconsider current e-assessment. Additionally, the study emphasizes the need to provide additional support for faculty members, how university buildings should be gradually reopened, controlling factors influencing online learning outcomes, and addressing the issue of dropouts in IHE. Finally, the study underlines the need to add further emphasis to the importance of integrating blended learning in the university curriculum and navigating toward developing global distance learning programs.

Reconsidering the Educational Restructuring Process: An Exercise in Retrospective Sense-Making

1997 ◽  
Vol 7 (6) ◽  
pp. 540-568 ◽  
Author(s):  
Bob L. Johnson
Keyword(s):  
Public Education ◽  
Organizational Structure ◽  
Teaching And Learning ◽  
Sense Making ◽  
Review Of The Literature ◽  
Educational Settings ◽  
Educational Restructuring ◽  
Conscious Effort ◽  
Restructuring Process ◽  
Conceptual Work

The restructuring movement in American public education has been underway for several years. No longer is it enough, reformers argue, to improve schools as we know them; the very organizations in which teaching and learning are imbedded must be restructured. Yet like so many words associated with reform, restructuring has come to mean everything and nothing. The full significance of the word is often overlooked, its richness lost, as educators and policymakers alike equate any and all change efforts with restructuring. A cursory review of the literature attests to this ambiguity and to the scarcity of conceptual work on the topic. While works on specific restructuring initiatives are prevalent, few focus on the meaning and organizational implications inherent in restructuring efforts. Motivated by this scarcity of conceptual literature, the purpose of this endeavor is to provide both researchers and practitioners a framework for thinking about the restructuring process in educational settings. While not an attempt to offer a comprehensive explanation, a conscious effort is made to move toward an incipient theory of restructuring using the language and logic of the organizational structure literature.

scholarly journals Volume 7 Issue 2

2016 ◽  
Vol 7 (2) ◽  
Author(s):  
Tracy Creagh ◽  
John Clarke ◽  
Karen Nelson
Keyword(s):  
Teaching And Learning ◽  
Peer Review Process ◽  
Good Practice ◽  
Tertiary Sector ◽  
Research Papers ◽  
Teaching Fellows ◽  
Learning And Teaching ◽  
Tertiary Teaching ◽  
Conference Committee ◽  
Successful Students

The continuing interest and commitment to improving the student experience in the tertiary sector was reflected in yet another successful Students, Transitions, Achievement, Retention and Success (STARS) Conference recently held in Perth, Western Australia (June 29-July 2, 2016).  As is customary, this issue of the journal publishes the top research papers selected via a peer review process and the top Emerging Initiatives selected by the Conference Committee.  As well, a Good Practice Report was selected for this issue.  The Invited Feature in this issue republishes an article from Professor Sally Kift, President of the Australian Learning and Teaching Fellows (and one of the Editors of Student Success). The statement draws on and is representative of the national reaction to the closure of the OLT, highlighting the substantial role it has played in developing and disseminating innovation and good practice in tertiary teaching and learning.

Foundations of clinical practice

2011 ◽  
Author(s):  
Thomas Hughes
Keyword(s):  
Randomized Controlled Trial ◽  
Clinical Practice ◽  
Placebo Effect ◽  
Critical Review ◽  
Trial Design ◽  
Teaching And Learning ◽  
Controlled Trial ◽  
Clinical Governance ◽  
Review Of The Literature ◽  
Randomized Controlled

♦ Conscious and unconscious competency♦ Clinical research and the placebo effect♦ Trial design and the randomized controlled trial♦ Critical review of the literature♦ Clinical governance and audit♦ Capacity and consent♦ Principles of teaching and learning.

Technology-Enhanced Learning Physical Education? A Critical Review of the Literature

2021 ◽  
pp. 1-21
Author(s):  
Julia Sargent ◽  
Antonio Calderón
Keyword(s):  
Physical Education ◽  
Critical Review ◽  
Digital Technology ◽  
Critical Analysis ◽  
Teaching And Learning ◽  
Technology Enhanced Learning ◽  
Review Of The Literature ◽  
Critical Methodology ◽  
Teaching Learning ◽  
Enhanced Learning

Purpose: In this review, the three components of pedagogy (i.e., teaching, learning, curriculum) were used to critically investigate what is argued to be “enhanced” by digital technology. Method: Using a critical methodology, an answer was sought to the question, “What aspect(s) of pedagogy is claimed to be enhanced by the use of digital technology in PE?” The final set of papers are presented in terms of the claimed technological enhancement in teaching, learning, and curriculum. Findings: Interestingly, technology enhancements are presented most prevalently in terms of “enhancing student learning” in areas such as health or motivational variables. Technology was mainly used as a substitute for the teacher and not transformative of teaching and learning. Discussion/Conclusion: A critical analysis regarding what is done in the “name of PE.” This paper concludes by presenting suggestions on how to move the field forward and to debate the roles of digital technology in PE.

Sign in / Sign up

Export Citation Format

Share Document