scholarly journals Narratives and Their Impact on Students’ Information Seeking and Critical Online Reasoning in Higher Education Economics and Medicine

2020 ◽  
Vol 5 ◽  
Author(s):  
Mita Banerjee ◽  
Olga Zlatkin-Troitschanskaia ◽  
Jochen Roeper
Keyword(s):  
Higher Education ◽  
Information Seeking ◽  
Education Economics ◽  
Higher Education Economics

scholarly journals A critical appraisal of WinEcon and its use in a first-year undergraduate Economics programme

2011 ◽  
Vol 6 (3) ◽  
Author(s):  
D. J. Brooksbank ◽  
A. Clark ◽  
R. Hamilton ◽  
D. G. Pickernell
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Significant Feature ◽  
First Year ◽  
Learning Technology ◽  
Education Economics ◽  
Higher Education Economics ◽  
The Uk ◽  
Introductory Economics

WinEcon is a Windows-based introductory Economics CAL package designed for use in higher education. It is the product of the Economics Consortium of the TLTP (Teaching and Learning Technology Programme) consisting of eight university Economics departments. Each of these has been responsible for producing some of the 25 chapters (tutorials) of the finished product. Content is based on covering the common core of introductory Economics as revealed by a survey of higher-education Economics departments. WinEcon is provided, with an accompanying workbook, for a nominal registration fee in the UK. The package is important insofar as it is aimed at all first-year undergraduates studying Economics, which encompasses not only those taking straight Economics degrees but large numbers of students following introductory Economics as part of a Business Studies or Combined Studies course. With no competition to speak of, WinEcon is likely to become a significant feature of the learning experience of a large tranche of the undergraduate population, across a number of degree schemes. Indeed, for many of these students WinEcon will constitute their first major experience of CAL.DOI:10.1080/0968776980060307

Cross-national structure of economic competence: Insights from a German and Russian assessment

2022 ◽  
pp. 174549992110612
Author(s):  
Denis Federiakin ◽  
Olga Zlatkin-Troitschanskaia ◽  
Elena Kardanova ◽  
Carla Kühling-Thees ◽  
Jasmin Reichert-Schlax ◽  
...  
Keyword(s):  
Higher Education ◽  
General Factor ◽  
Education Economics ◽  
Education Students ◽  
Higher Education Economics ◽  
National Analysis ◽  
The University ◽  
Student Competencies ◽  
Economic Competence ◽  
Cross National

In this paper, we present a study, which models and measures the competencies of higher education students in business and economics—within and across countries. To measure student competencies in a valid and reliable way, the Test of Understanding in College Economics was used, which assesses microeconomic and macroeconomic competencies. The test was translated into several languages and adapted for different university contexts. In the presented study, the test contents were also compared with regard to the educational standards and the university curricula in Russia and Germany. Our findings from the cross-national analysis suggest one strong general factor of economic competence, which encompasses micro- and macroeconomic dimensions. This points to a stronger interconnection between learning and understanding economic contents than previous research suggests and indicates far-reaching curricular and instructional consequences for higher education economics as well as needs for further research, which are discussed in this paper.

Validity and fairness of a new entry diagnostics test in higher education economics

2020 ◽  
Vol 66 ◽  
pp. 100900
Author(s):  
Jasmin Schlax ◽  
Olga Zlatkin-Troitschanskaia ◽  
Roland Happ ◽  
Hans Anand Pant ◽  
Judith Jitomirski ◽  
...  
Keyword(s):  
Higher Education ◽  
Education Economics ◽  
Higher Education Economics ◽  
New Entry

Information Seeking Motivation Scale development: a self-determination perspective

2017 ◽  
Vol 73 (5) ◽  
pp. 1034-1052 ◽  
Author(s):  
Ana Dubnjakovic
Keyword(s):  
Higher Education ◽  
Information Seeking ◽  
Self Determination ◽  
Information Need ◽  
Measurement Instruments ◽  
Content Type ◽  
Motivation Scale ◽  
Current Sample ◽  
Situational Motivation ◽  
Domain Level

Purpose Using self-determination motivation theory as a theoretical framework, the purpose of this paper is to examine information seeking motivation at the domain level in higher education setting. Design/methodology/approach Confirmatory factor analysis was used to validate the Information Seeking Motivation Scale – College Version (ISMS – C). Findings ISMS – C was validated in the information seeking context. Consistent with self-determination theory (SDT), the results imply that students approach research tasks for both controlled and autonomous reasons. Research limitations/implications All constructs representing extrinsic and intrinsic motivation on a continuum were confirmed. However, amotivation proved difficult to define with the current sample. Additional studies need to be conducted in higher education setting in order to confirm its existence. Practical implications Given that the situational motivation is contingent on domain-level motivation, the ISMS – C scale can be helpful in promoting lasting intrinsic information seeking motivation at that level. Originality/value Consistent with the subjectivist orientation in information sciences which aims to account for cognitive and affective forces behind information need, ISMS constructed in the current study is one of the first measurement instruments to account for a spectrum of information seeking motivations at the domain level.

scholarly journals Re:Learn

2021 ◽  
Author(s):  
Linda Borg ◽  
Marie-Louise Eriksson
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Information Literacy ◽  
Academic Writing ◽  
Information Seeking ◽  
Academic Context ◽  
Web Course ◽  
Writing Tutors ◽  
Collaborative Learning Environment ◽  
Academic Information

Librarians and writing tutors in higher education are working intensely to teach information literacy to students. But the extent to which this work is done collaborative or separately differs greatly between the universities. •How can we facilitate collaborative learning on questions regarding the teaching of academic information literacy? •How do we relate this teaching to various national and international frameworks and guidelines? •How do we find new ways and methods for writing tutors and librarians to work together? •Is it possible to create a platform to facilitate the exchange of ideas and tools? These are some of the questions that led us to start this project: to develop an open web course on student learning of information literacy in higher education. But instead of targeting students in higher education the target group for this course is librarians and writing tutors at Swedish universities. The project is funded by the Swedish library Association.The purpose of the course is to: •Place information literacy in an academic context, where academic writing is included together with information seeking, referencing, plagiarism etc. •Develop national cooperation on issues related to the teaching of information literacy and academic writing •To facilitate online peer learning between collegues on issues related to teaching information literacy and academic writing •Develop a platform for sharing experiences regarding tools and methods The participants will get the opportunity to participate in workshops and PBL-inspired group work on themes regarding the teaching of information literacy in higher education. In this way we hope to facilitate a creative and collaborative learning environment. The first iteration of the course will take place April-May 2021. This presentation will be about the development of the course and what we have learned so far.

scholarly journals Adult learning, gender and mobility: Exploring Somali refugee mothers’ literacy development and empowerment through engagement with their children’s education

2019 ◽  
Vol 2 (1) ◽  
pp. 22
Author(s):  
Doria Daniels
Keyword(s):  
Life Experiences ◽  
Parent Support ◽  
Education Economics ◽  
Cultural Wealth ◽  
Children's Education ◽  
Parent Experience ◽  
Children’S Education ◽  
Somali Refugee ◽  
Higher Education Economics ◽  
Education And Development

In this article, I explore Somali refugee mothers’ acts of becoming literate in order to support their children’s educational success. The literature on parent support and involvement makes fleeting reference to the forces of globalisation; it also pays little attention to refugee parents as being agents of, or subject to, such forces. Research into education and development, as it relates to adult learners, focuses mainly on higher education, economics and labour market issues (Kenway & Kelly, 2000; Blackmore, 2014). The local–global dialectic of school–home relationships has a particular bearing on my research into the refugee parent experience. Accordingly, I reason that parents’ engagement with their children’s education is interwoven with their own histories of educational disruption, displacement and mobility. For this reason, I engage with their cultural and historical contexts as tangible influences on their present-day engagement with learning and education. In this narrative enquiry, I researched the life experiences and beliefs about education of four refugee mothers, analysing their testimonies or ‘narratives of political urgency’ (Bernal, Burciaga & Carmona, 2017) in order to probe the intersectionality of gender, language, ethnicity and power. I investigated their personal empowerment and the community cultural wealth that the women accumulated on their journey to becoming literate.

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