scholarly journals Offering Graduate Evaluation Degrees Online: Comparing Student Engagement in Two Canadian Programs

2021 ◽  
Vol 35 (3) ◽  
Author(s):  
Jim C. McDavid ◽  
Robert Shepherd
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Online Discussions ◽  
Student Expectations ◽  
Canadian Universities ◽  
Geographic Accessibility ◽  
Teaching And Learning Strategies ◽  
Graduate Certificate ◽  
The University

This Practice Note describes and explores the experiences and lessons learned engaging students in two online graduate evaluation programs offered in Canadian universities: the University of Victoria Graduate Certificate and Diploma in Evaluation Program, offered since 2010; and, Carleton University Graduate Diploma in Public Policy and Program Evaluation (DPPPE), offered online since 2016. Both programs are delivered to maximize the geographic accessibility of graduate evaluation education within and outside of Canada. Each program uses different teaching and learning strategies but there are four lessons learned that are common to the two programs: set and meet (or exceed) clearly stated student expectations; set and then model a respectful and inclusive tone in online discussions; stretch online discussions by taking advantage of student expertise and experience; and use adult-oriented and rigorous teaching and learning methods that engage these mature learners.

scholarly journals Language Support for First Year Human Physiology and Biology

2011 ◽  
pp. 129-159
Author(s):  
Karen Elizabeth Mate ◽  
John Cameron Rodger ◽  
Brett Andrew Lidbury
Keyword(s):  
Human Physiology ◽  
University Students ◽  
Student Performance ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
First Year ◽  
Specific Context ◽  
Language Support ◽  
Teaching And Learning Strategies ◽  
The University

This chapter examines student performance in Human Physiology and Biology in response to a number of interactive language-focused and career-oriented interventions that were integrated into both lecture and tutorial formats. The study took place at the University of Newcastle, Australia and involved around 1000 students on two campuses. Although it was not possible to demonstrate a clear overall improvement in student performance as a result of these interventions, the activities were viewed positively by the majority of students. Arguably, the major impact of the language and other interventions was in the level of student motivation and engagement with the course topic. Contemporary university students are highly focused on the relevance of a course to their chosen career path, suggesting that language-based teaching and learning strategies would be most effective if placed within a vocation-specific context.

scholarly journals Editorial

2014 ◽  
Vol 43 (1) ◽  
pp. iii-iii
Author(s):  
Elizabeth Mackinlay ◽  
Martin Nakata
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
New South ◽  
Indigenous Education ◽  
Indigenous Studies ◽  
Early Career ◽  
Learning And Teaching ◽  
South Wales ◽  
Teaching And Learning Strategies ◽  
The University

We are very proud to present this timely and significant Special Issue of The Australian Journal of Indigenous Education, guest edited by Katelyn Barney (The University of Queensland), Cindy Shannon (The University of Queensland) and Martin Nakata (The University of New South Wales). This collection of articles focuses on the activities of the Australian Indigenous Studies Learning and Teaching Network, an initiative funded by the Office for Teaching and Learning. The Australian Indigenous Studies Learning and Teaching Network was formed to bring leaders and early career academics in the field together to build relationships, debate and discuss central issues, and explore and share teaching and learning strategies in the discipline at tertiary level. These discussions at once untangle and re-entangle the processes, pedagogies and politics at play when Indigenous Studies becomes defined as a discipline.

Students’ Questioning and Creativity

2011 ◽  
Vol 2 (3) ◽  
pp. 73-85 ◽  
Author(s):  
Patrícia Albergaria Almeida ◽  
José Joaquim Teixeira-Dias ◽  
Jorge Medina
Keyword(s):  
Higher Education ◽  
University Students ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Higher Order ◽  
Teaching And Learning Strategies ◽  
The University ◽  
The Relationship

University students must develop several higher-order skills along their higher education route. One of these fundamental skills is creativity. The practice of questioning is one of the modes to enhance creativity. In this paper, the authors illustrate how students’ approaches to creativity can be linked to the types of questions they ask in Higher Education. Several teaching and learning strategies were implemented in a geology course and a chemistry course, at the University of Aveiro, Portugal, as a way of promoting students’ questioning competence. The relationship between the kinds of questions asked and the students’ approaches to creativity is analysed and discussed.

Incorporating a Self-Directed Learning Pedagogy in the Computing Classroom

2014 ◽  
pp. 348-371 ◽  
Author(s):  
Oisín Cawley ◽  
Stephan Weibelzahl ◽  
Ita Richardson ◽  
Yvonne Delaney
Keyword(s):  
Software Engineering ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Self Directed Learning ◽  
Alternative Teaching ◽  
Teaching And Learning Strategies ◽  
Directed Learning ◽  
Approach To Teaching ◽  
The University

With a focus on addressing the perceived skills gap in Software Engineering (SE) graduates, some educators have looked to employing alternative teaching and learning strategies in the classroom. One such pedagogy is Problem-Based Learning (PBL), an approach the authors have incorporated into the SE curriculum in two separate third-level institutions in Ireland, namely the University of Limerick (UL) and the National College of Ireland (NCI). PBL is an approach to teaching and learning which is quite different to the more typical “lecture” style found in most 3rd level institutions. PBL allows lecturers to meet educational and industry-specific objectives; however, while it has been used widely in Medical and Business schools, its use has not been so widespread with computing educators. PBL is not without its difficulties given that it requires significant changes in the role of the lecturer and the active participation of the students. Here, the authors present the approach taken to implement PBL into their respective programs. They present the pitfalls and obstacles that needed to be addressed, the levels of success that have been achieved so far, and briefly discuss some of the important aspects that Software Engineering lecturers should consider.

The Development of Work-Based Learning as Part of Post-Qualifying Education

2007 ◽  
Vol 21 (5) ◽  
pp. 361-366 ◽  
Author(s):  
Denise Owens ◽  
June Rutherford
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Pilot Project ◽  
Radical Change ◽  
Traditional Methods ◽  
School Of Nursing ◽  
Learning Module ◽  
Teaching And Learning Strategies ◽  
The University

This paper describes the conception and progress to date of the development of work-based learning as part of post-qualifying education in the School of Nursing at the University of Salford. There is a changing culture in the university in relation to the delivery of programmes via non-traditional routes. In this context, work-based learning is a radical change from current teaching and learning strategies in the School of Nursing and in the university as a whole. This creative approach contrasts significantly with the more traditional methods of teaching and learning in higher education. The paper reports on the development, introduction and evaluation of a work-based learning module as a pilot project. It then outlines the development of a work-based learning degree using the lessons learnt from the pilot.

Improving Student Readiness for Inquiry-Based Learning

2015 ◽  
Author(s):  
Ivana Milanovic ◽  
Tom Eppes
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Application Software ◽  
Student Work ◽  
Course Structure ◽  
Inquiry Based Learning ◽  
Student Readiness ◽  
Teaching And Learning Strategies ◽  
Multidisciplinary Modeling ◽  
The University

We document the four-year long experience aimed at improving student readiness to engage in research. A key ingredient has been the development of a multidisciplinary modeling course that integrates four teaching and learning strategies. Preceded by two sets of scaffolded projects, the course culminates with an inquiry-based learning (IBL) assignment on a topic that is relevant and supported by mentoring. Benefits include the development of modeling skills marketable to external entities, presentations at the University colloquia and symposia, peer-reviewed conference or journal papers, and application software releases. This paper describes the course structure, its evolution over time to meet various challenges, and provides examples of student work.

scholarly journals Mathwise Astronomy and the TLTP: aiding or degrading education?

1998 ◽  
Vol 162 ◽  
pp. 93-99
Author(s):  
E.M. McCabe
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
New Technology ◽  
Successful Implementation ◽  
Learning Technology ◽  
Remedial Teaching ◽  
Teaching And Learning Strategies ◽  
The Uk ◽  
The University

The Teaching and Learning Technology Programme (TLTP) in the UK was launched in 1992 to “develop innovations in teaching and learning through the power of technology”. Increasing numbers of students with mixed abilities and backgrounds were entering into higher education. Flexible course structures and the need for remedial teaching added further motivation in the search for methods of improving productivity and efficiency.Since 1992 over 33 million of funding has been awarded to 76 projects spanning the university curriculum. When support from host institutions is taken into account, overall funding for the TLTP is estimated at 75 million. TLTP materials are now becoming available to assist institutions in maintaining and enhancing the quality of their teaching provision. The successful implementation of this new technology is requiring each institution to rethink its teaching and learning strategies (Laurillard, 1993).

scholarly journals EVALUATION OF INNOVATIVE TEACHING AND LEARNING STRATEGIES IN SCIENCE EDUCATION: COLLABORATIVE WORK AND PEER ASSESSMENT

2012 ◽  
Vol 43 (1) ◽  
pp. 86-94
Author(s):  
Lúcia Pombo ◽  
Mário Talaia
Keyword(s):  
Science Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Collaborative Work ◽  
Holistic Approach ◽  
Teaching Methodology ◽  
Innovative Teaching ◽  
Teaching And Learning Strategies ◽  
The University

This paper presents the design of the curricular unit "Nature Integrated Sciences I” for the Course of Primary School Teachers of the 1st cycle of Higher Education at the University of Aveiro (Portugal). This curricular unit integrates a holistic approach to science based on the STS movement, where the activities promote collaborative work, such as study visits, field trips, laboratory classes, public presentations of works, discussion activities and self-and peer-assessment. It is intended to evaluate innovative teaching and learning strategies by hearing the students’ opinions about the proposed activities, their attitudes towards collaborative work and peer assessment. A questionnaire was applied online during the currilucar unit and the results show that most students felt that the teaching methodology was appropriate, group activities were relevant and assessment strategies contributed to the development of the targeted skills and building of knowledge. Key words: collaborative work, peer assessment, science education.

scholarly journals Recommendations for teaching in a distributed learning environment: The students’ perspective

2002 ◽  
Vol 18 (1) ◽  
Author(s):  
Geraldine Lefoe ◽  
Cathy Gunn ◽  
John Hedberg
Keyword(s):  
Distance Education ◽  
Learning Environment ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Distributed Learning ◽  
South Coast ◽  
The South ◽  
Teaching And Learning Strategies ◽  
Seed Funding ◽  
The University

The University of Wollongong opened a new campus and two new access centres on the south coast of NSW, Australia, in 2000. The combination of distance with limited funding, after seed funding was expended, has provided opportunities to rethink teaching and learning strategies. Competition from traditional distance education providers in the area meant that, strategically, Wollongong had to “think differently”. This paper provides an overview of issues identified by students through an evaluation of the inaugural year of a flexibly delivered Arts degree in a distributed learning environment. Actions taken by the University to resolve the issues are outlined and recommendations for implementation from the students’ perspective are proposed.

scholarly journals Embedding employability behaviours

2017 ◽  
Vol 9 (1) ◽  
pp. 35-50 ◽  
Author(s):  
Deryn Graham
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Relevant Literature ◽  
Teaching Excellence ◽  
Student Work ◽  
Content Type ◽  
Teaching And Learning Strategies ◽  
The Uk ◽  
The University ◽  
Relationship Of

Purpose The purpose of this paper is to look at how employability is currently embedded within courses to prepare students for their transition into the world of work, identifying the teaching and learning strategies employed. Design/methodology/approach A review of the relevant literature was conducted. The study analysed experiential data and the logged reports of student work placements over a period of five years, to determine the relationship of such placements to both academic results and long term employability. The study considered placements from the viewpoints of the university, students and employers. It proceeded to look at the current embedding of employability within the teaching curriculum, specifically teaching and learning strategies for personal professional development courses and the employability passport. It also looked at the role of the work placement tutor. Findings The main revelation was that the employability skills sought by employers were mostly “soft” and therefore behaviours, rather than “hard” teachable skills, which has significant implications for the introduction of the teaching excellence framework (TEF) and the provision of suitable metrics. Research limitations/implications The study and findings are limited to a single university in the UK. Originality/value The results of the study and conclusions drawn from the analysis of findings, led to the identification of the student, institution, tutor, employer) quartet of actors for employability. The paper also postulates the ramifications of the introduction of the TEF on employability.

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