Higher Education: Instruction, Research, and Service

1981 ◽  
Vol 30 (4) ◽  
pp. 631
Author(s):  
Eleanore B. Luckey
Keyword(s):  
Higher Education ◽  
Higher Education Instruction

Building Competence

2017 ◽  
pp. 28-40
Author(s):  
Kristin A Jones ◽  
Steven G Olswang
Keyword(s):  
Higher Education ◽  
Instructional Approaches ◽  
Pedagogical Change ◽  
Post Secondary ◽  
Instructional Innovation ◽  
Historical Significance ◽  
Competency Based Education ◽  
Competency Based ◽  
Higher Education Instruction ◽  
Pedagogical Philosophies

A flurry of new instructional approaches has recently emerged in post-secondary education; one approach receiving the most attention is competency-based education (CBE). While many think CBE is relatively new, its roots are deeply seeded in decades-old pedagogical philosophies. The frequency with which CBE is now appearing in conversations about higher education instruction and reform gives the false impression that most practitioners actually know what CBE is, or how it contrasts with other instructional approaches. In fact, the modern dilemma faced by many in higher education is that few institutional leaders have a comprehensive understanding of what CBE is, how it differs from other instructional approaches, the historical significance behind it, and how it might be used to effect pedagogical change and instructional innovation. This chapter explores the historical basis of CBE, its benefits and detriments, and its operational elements.

Using Social Media to Facilitate Instruction and Increase Marketing in Global Higher Education

2018 ◽  
pp. 226-245 ◽  
Author(s):  
Michael D. Richardson ◽  
Sarah G. Brinson ◽  
Pamela A. Lemoine
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Media Use ◽  
Higher Education Institutions ◽  
Education Students ◽  
Technology Proficiency ◽  
Technological Revolution ◽  
Marketing Social ◽  
Higher Education Instruction ◽  
The Impact

The technological revolution of the past two decades has changed global higher education, particularly with the impact of social media. There are two primary functions of social media in higher education: instruction and marketing. Social media offers higher education students an array of options to socialize, network, stay informed, and connected, but technology proficiency may not be the same for instructors. As social media use by students becomes more established, educators in higher education pursue methods to parlay expertise in instruction into increased opportunities to advertise and market higher education institutions. Social media's impact of instruction in higher education is undeniable. The next major focus is on social media as a robust recruiting instrument to increase enrollment in global higher education.

Digital Media Affecting Society

2018 ◽  
pp. 1161-1190
Author(s):  
Terry Cottrell
Keyword(s):  
Higher Education ◽  
Digital Media ◽  
Face To Face ◽  
Learning Modalities ◽  
Educational Processes ◽  
How People Learn ◽  
Face To Face Learning ◽  
Instruction And Learning ◽  
Higher Education Instruction ◽  
K 12

The proliferation of the use of digital media for learning and instruction continues to be investigated and pondered as the advance of a broad range of technologies eclipses currently available traditional text and face-to-face learning modalities for K-12 and higher education instruction. Digital media's affect on educational processes and delivery, an analysis of existing research reviewing whether digital media is benefitting educational outcomes in instruction and learning, and recommendations for the future are the primary goals of this chapter. Investigation into each of the aforementioned topics separately reveals an intersection that is far from being maturely assessed. The topic of digital media affecting how people learn will elicit further research as education continues to call for an increased focus on high outcomes while also increasing the adoption of digital media resources for the transmission and acquisition of knowledge.

Digital Media Affecting Society

2016 ◽  
pp. 208-236
Author(s):  
Terry Cottrell
Keyword(s):  
Higher Education ◽  
Digital Media ◽  
Face To Face ◽  
Learning Modalities ◽  
Educational Processes ◽  
How People Learn ◽  
Face To Face Learning ◽  
Instruction And Learning ◽  
Higher Education Instruction ◽  
K 12

The proliferation of the use of digital media for learning and instruction continues to be investigated and pondered as the advance of a broad range of technologies eclipses currently available traditional text and face-to-face learning modalities for K-12 and higher education instruction. Digital media's affect on educational processes and delivery, an analysis of existing research reviewing whether digital media is benefitting educational outcomes in instruction and learning, and recommendations for the future are the primary goals of this chapter. Investigation into each of the aforementioned topics separately reveals an intersection that is far from being maturely assessed. The topic of digital media affecting how people learn will elicit further research as education continues to call for an increased focus on high outcomes while also increasing the adoption of digital media resources for the transmission and acquisition of knowledge.

The difficulty in implementing TQM in higher education instruction

2006 ◽  
Vol 14 (4) ◽  
pp. 324-337 ◽  
Author(s):  
Gavriel Meirovich ◽  
Edward J. Romar
Keyword(s):  
Higher Education ◽  
Higher Education Instruction

scholarly journals An Overview of Trends and Challenges in Higher Education on the Worldwide Research Agenda

2018 ◽  
Vol 4 (4) ◽  
pp. 4-7 ◽  
Author(s):  
Elena Tikhonova ◽  
Lilia Raitskaya
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Access To Higher Education ◽  
Education Students ◽  
Student Teacher Relationship ◽  
Equity And Access ◽  
Massive Online Open Courses ◽  
Higher Education Instruction ◽  
Open Courses ◽  
The Bologna Process

Being a crucial part of the JLE scope, higher education is witnessing an era of supra-national, national, and institutional changes, including massification via massive online open courses (MOOC), politically launched or influenced trends like the Bologna process, increasing academic mobility spurred by globalisation and continued development of internationalised education, interculturality and multiligualism, worldwide innovations in higher education and teaching approaches (deep active learning, blended learning methods, gamification, storytelling, alignments of higher education and work, translanguaging in higher education instruction). Further, the JLE editors dwell upon other relevant issues, including transformation of universities, student-teacher relationship, social equity and access to higher education, students’ engagement and commitment to learning, university excellence factors.The editorial entails some guidelines for potential authors regarding priority themes JLE is going to promote within its scope.

What is the Role of Lecture in High-Tech Education?

1996 ◽  
Vol 25 (2) ◽  
pp. 91-96 ◽  
Author(s):  
Harry E. Pence
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
High Tech ◽  
The Future ◽  
Higher Education Instruction

Despite many criticisms, lectures continue to be a major method of higher education instruction. What is the explanation for this continued popularity? Can the lecture adapt to new educational demands? What is the most effective way to use lecture? And, most important of all, what is the future of lecture as educational technology plays a more important role in higher education? This article will attempt to provide at least tentative answers to these questions.

Emerging themes in creative higher education pedagogy

2018 ◽  
Vol 10 (3) ◽  
pp. 271-282
Author(s):  
Derrick Robinson ◽  
Ben M. Schaap ◽  
Mejai Avoseh
Keyword(s):  
Higher Education ◽  
Effective Teachers ◽  
Administrative Support ◽  
Pedagogical Practices ◽  
Structured Interviews ◽  
Content Type ◽  
Higher Education Pedagogy ◽  
The Usa ◽  
Emerging Themes ◽  
Higher Education Instruction

Purpose The purpose of this paper is to explore emerging themes in which creativity, or creative pedagogy (CP), is aligned with the practices of higher education instruction. The componential theory of creativity (Amabile, 2012) was used as the lens for examining CP of the study’s participants. Design/methodology/approach Using an exploratory case study of institutionally recognized effective teachers at a flagship university in the upper mid-western region of the USA, researchers sought to see which themes emerge and align with the four components of CP. Researchers used semi-structured interviews, document analysis, and artifact data to support thematic development. Findings Four themes emerge from the study to align with CP: administrative support; praxis and environment; content learning; and student independence. Of the four themes, praxis and environment are found to be most dominant in the study. Within each theme, surrounding environment and creative-relevant components of CP emerge as the most dominant. In all, it can be concluded that effective teachers position themselves toward themes and components that offer the most impact for students. Originality/value Applying Amabile’s (2012) components of creativity to analyze the pedagogical practices of institutionally recognized teachers of excellence encourages deeper observation of pedagogical practices on higher education faculty and institutional impact on pedagogy. Recommendations are offered for both institutions of higher education and its faculty.

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