scholarly journals Interdisciplinary Class Observation in Higher Education: Lessons Learned from the Professional Development Experience of Four Teachers

2021 ◽  
Vol 11 (11) ◽  
pp. 706
Author(s):  
Joana P. Miranda ◽  
Mariana Batista ◽  
Cristina Duarte ◽  
Tatiana Sanches
Keyword(s):  
Higher Education ◽  
Developmental Process ◽  
Lessons Learned ◽  
Point Of View ◽  
Pedagogical Practices ◽  
Peer Observation ◽  
Course Content ◽  
Learning And Teaching ◽  
Observation Process ◽  
Study Results

Peer observation of teaching has been adopted as a method to improve the quality of teaching. It involves observers providing descriptive feedback to their peers on learning and teaching practices. However, although extensively described in the literature in the education field, its use as a tool for development beyond teaching skills has not been explored deeply, nor the best practices described. Therefore, the objective of this study was to compare quantitative with qualitative peer observation, as well as to investigate the role of interdisciplinarity in the observation process. The present study results from experimental observation work carried out by four professors of higher education. Veterinary science, social work, pharmaceutical sciences, and education, the disciplinary areas of origin of the teachers, were the ecosystems in which the initial observation techniques were explored and applied, and the intention was to share good practices and pedagogical improvements through peer support. This study reports the experience of building an observation grid and its application, as well as the lessons learned during the observation experience. The aim was to evaluate whether the constructive criticism was focused on the pedagogical practices rather than on the content, which can be useful in understanding if the learning objectives are being attained, from the teacher’s point of view. As such, we employed and assessed peer observation as a constructive, developmental process for higher education teachers from different fields of knowledge. The study concludes that feedback by peers is essential for the development of professional practice in higher education teaching, with the experience of qualitative observation being a fundamental path for teacher self-reflection in the search for their own authenticity. It further supports the notion that interdisciplinary differences, methodologies, styles, contexts, and practices can be used in a constructive way to improve course content and delivery, and, ultimately, to reinforce good teaching.

scholarly journals Seeing is Believing: The Benefits of Peer Observation

2012 ◽  
Vol 9 (1) ◽  
pp. 87-96
Author(s):  
Graham D. Hendry ◽  
◽  
Gary R. Oliver ◽  
Keyword(s):  
Developmental Process ◽  
Peer Observation ◽  
Learning And Teaching ◽  
Quality Of Teaching ◽  
Strategic Approach ◽  
Quality Of Learning ◽  
New Strategy ◽  
As If

Peer observation of teaching is seen as a supportive and developmental process for improving the quality of teaching in universities. Evidence is emerging that the process of observing is just as if not more valuable than being observed and given feedback. In this study lecturers completing a Foundations program in university learning and teaching were interviewed about their experience of participating in a reciprocal peer observation exercise. The benefits for observers include learning about a new strategy and enhancing their confidence to try this strategy in their own teaching. Receiving feedback was also perceived to be useful but not more beneficial than watching a peer teach. We discuss implications of our results for units and institutions planning to implement peer observation as part of a strategic approach to improve the quality of learning and teaching.

scholarly journals A peer-observation initiative to enhance student engagement in the synchronous virtual classroom: A case study of a COVID-19 mandated move to online learning

2021 ◽  
Vol 18 (4) ◽  
pp. 184-205
Author(s):  
Lesley Andrew ◽  
◽  
Ruth Wallace ◽  
Ros Sambell ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Peer Observation ◽  
Learning And Teaching

The global COVID-19 pandemic has necessitated a rapid shift to online delivery in higher education. This learning and teaching environment is associated with reduced student engagement, a crucial prerequisite of student satisfaction, retention and success. This paper presents a case study that explored student engagement in the synchronous virtual learning environment, during the mandatory move to exclusive online learning in Australian higher education in April to June 2020. Three university instructors used the Teaching and Learning Circles Model to observe a series of their peers' synchronous virtual classrooms, from which they reflected on ways to enhance their own practice. The findings demonstrate how student engagement in these classrooms can be strengthened across the four constructs of Kahu and Nelson’s (2018) engagement conceptual framework: belonging; emotional response; wellbeing and self-efficacy. The case study also reveals limitations of the synchronous virtual environment as a means of supporting student engagement in the online learning and teaching environment, and proposes ways to address them. Against emerging reports of increased mental health issues among isolated university students during the current pandemic, the case study's recommendations to improve student wellbeing and belonging are particularly salient. This article also highlights the usefulness of the Teaching and Learning Circles Model of peer observation as a way to guide its participants' reflections on their own practice, support their collegiality with academic peers and build their confidence and competence in the synchronous virtual learning environment.

Instructors' Professional Learning and Implementation of Problem-Based Learning in Higher Education

2020 ◽  
pp. 69-84 ◽  
Author(s):  
Jennifer V. Lock ◽  
Kim Koh
Keyword(s):  
Higher Education ◽  
Preservice Teachers ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Complex Problem ◽  
Pedagogical Practices ◽  
Teacher Preparation Program ◽  
Future Research ◽  
Learning And Teaching

Contemporary educational reform in North America, as well as other parts of the world, has led to a shift toward conceptualizing assessment, teaching, and learning for the purpose of developing students' competencies (e.g., critical thinking, complex problem-solving, creativity and innovation, collaboration). Both in K−12 schools and higher education, instructors need to adopt innovative pedagogies and assessments to support the fostering of these competencies. In this chapter, the authors report on a mixed-method study where the implementation of problem-based learning (PBL) was used in a preservice teachers' assessment course designed in a teacher preparation program at one western Canadian university. The findings acknowledge that facilitating PBL is a pedagogical shift and requires instructors to revisit their pedagogical practices and assumptions in relation to student learning and teaching. The chapter concludes with three directions for future research.

scholarly journals Predicting Academic Staffs Behaviour Intention and Actual Use of Blended Learning in Higher Education: Model Development and Validation

2021 ◽  
Author(s):  
Bokolo Anthony ◽  
Adzhar Kamaludin ◽  
Awanis Romli
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Content Knowledge ◽  
Behavioral Intention ◽  
Technology Use ◽  
Group Analysis ◽  
Pedagogical Practices ◽  
Intention To Use ◽  
Course Content ◽  
Actual Use

AbstractBlended Learning (BL) has been implemented by lecturers in higher educations for promoting effective pedagogical practices. However, intention to use and actual usage of BL by lecturers in higher education seems to be a major setback for successful BL implementation. Therefore, this study developed a model to examine the factors that influences lecturers’ behavioral intention and actual use of BL based on the Unified Theory of Acceptance and Use of Technology and Technological, Pedagogical and Content Knowledge model. Accordingly, survey questionnaire was employed to collect data from 544 academic staffs across universities, colleges, and polytechnics. Results indicate that performance expectancy, effort expectancy, and social influence significantly impact lecturers’ behavioral intention to use BL for teaching. Additionally, results confirm that facilitating condition positively influence actual BL usage. Likewise, technological, pedagogical, and content knowledge initiatives employed by lecturers in teaching positively influences actual BL usage. Results from multi-group analysis indicate that gender, age, experience, and voluntariness of use do not predict the behaviour of lecturers to use BL. Also, this study provides insights as to how higher education can enhance lecturers’ usage of BL to improve teaching effectiveness. This study provides a better understanding of lecturers’ views of knowledge in relation to course content, pedagogy, and technology use in improving teaching. The developed model can significantly be used by academic staffs to monitor and improve their current BL activities in measuring their knowledge about teaching regarding teaching improvement. Practically, lecturers can adopt the developed model to improve teaching pedagogies and course content.

scholarly journals Marketing and Management in Higher Education: the Relationship between the Quality of Online Programmes and Student’s Satisfaction

2020 ◽  
pp. 235-246
Author(s):  
Afroze Nazneen ◽  
Tagreed Alsulimani ◽  
Rohan Sharma
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Program Effectiveness ◽  
Program Quality ◽  
Point Of View ◽  
Unexpected Finding ◽  
Online Program ◽  
Learning Program ◽  
Course Content ◽  
The Relationship

Presently online courses have been a big agenda in educational institutes apart from their academic hours and to engage students more in their studies apart from their involvement in academic hours. The purpose of this study is how the online program quality can be improved from both a business point of view as well as for the understanding of student's expectations from an online program irrespective of one's interest. In this study, researchers tried to analyze the relationship among various factors involved leading to student satisfaction which become the source of successful online programs. This study applied SEM on smart PLS to analyze a survey of 100 respondents and found that Online program quality Perception is the multifaceted dimension, and it also involves quality instructors who also seen as a significant construct. Based on the literature review and discussions presented the theoretical framework for online learning program course quality was developed. Findings indicate that high student satisfaction is relatively associated with the user-friendly interface, which eases the students to further continue with the course. Along with these quality instructors also contribute much to student satisfaction. Content of course, although assumed to be essential along with the online discussion on forums it was found not significant, which is a surprise and unexpected finding. Based on calculations and modeling estimates, the model is in the best fit. The results show in the form of external loadings of every construct, which is given below explains the variance of respective latent constructs. It was also found that factors are contributing to perceived online program effectiveness which are Course Content, Online Assignments, Interaction with Peers, Quality Instructors, and User Interface respectively. Keywords: the online program, student satisfaction, MOOCS, program effectiveness, quality instructors, higher education.

A Case Study of Lessons Learned for the Web-Based Educator

2000 ◽  
pp. 192-199 ◽  
Author(s):  
Kay A. Persichitte
Keyword(s):  
Higher Education ◽  
Lessons Learned ◽  
Web Based ◽  
Learning And Teaching ◽  
Alternative Technologies ◽  
Experience Teaching ◽  
On Line ◽  
Use Of The Internet ◽  
The Web

Like many instructors in higher education, I have found myself increasingly pressed to respond to demands for courses delivered with alternative technologies. This pressure is particularly dramatic today given the expanded access to and use of the Internet (NCES, 1997; NTIA, 1997). Web-based learning environments (WBLEs) are clearly the contemporary instructional “innovation of choice” in higher education. Feeling an obligation to extend my own professional preparation in this area, as well as a desire to determine the real issues associated with learning and teaching on the Web, I have ventured forward with a variety of WBLE experiences. This chapter is a case study description of my rookie experience teaching in an on-line environment that was custom designed to focus on learner and pedagogy issues found in the contemporary literature.

Pedagogy and the New Literacies in Higher Education

2014 ◽  
pp. 792-805
Author(s):  
Carol A. Brown
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Situated Learning ◽  
New Literacies ◽  
Pedagogical Practices ◽  
Digital Tools ◽  
Digital Resources ◽  
Electronic Textbooks ◽  
Course Content ◽  
Collaborative Spaces

Having the ability to understand and use digital technology is an important skill needed for the 21st century workforce (Goodfellow, 2011). In higher education, Web 2.0 and other collaborative resources impact pedagogy, research methodology, and relationships with colleagues and students. Creative use of digital resources enhances traditional instructional methods such as inquiry-based learning, situated learning, and collaborative project-based learning. Generative learning theory is applied through organizational, integrative, and elaborative strategies, which are supported through a variety of digital tools all within a constructivist environment. Digital resources are best applied using 1) collaborative spaces in cloud computing, 2) digital tools for engaged learning, 3) presentation software for course content, and 4) access to electronic textbooks. Pedagogical decisions associated with use of these tools are an important part of the new literacies for 21st century learning. The relationship between digital resources and pedagogical practices in higher education are explored in this chapter.

scholarly journals The ecosystem of e-learning model for higher education

2019 ◽  
Vol 115 (5/6) ◽  
Author(s):  
Valentino van de Heyde ◽  
André Siebrits
Keyword(s):  
Higher Education ◽  
Physics Education ◽  
Developmental Process ◽  
Western Cape ◽  
Full Account ◽  
Learning And Teaching ◽  
E Learning ◽  
The University ◽  
Teaching In Higher Education

We present the ecosystem of e-learning (EeL) model, which can be applied to any higher education context, and which takes full account of all inhabitants and their interrelationships, not only the components, of the e-learning food chain. Specifically, this model was applied to our context within the University of the Western Cape, highlighting the role of the academic developer within the model. A key argument advanced in this paper is that academic developers should work to reduce complexities associated with emerging e-tools. The EeL model is used to emphasise the role of academic developers as mediators between components and relationships. Significance: By the application of the EeL model, it is demonstrated that the use of e-tools and their alignment with pedagogies within any context must be sensitive to the entire ecosystem, with the recognition that this is simultaneously a top-down and a bottom-up process. The student must be the core focus in the adoption of emerging technologies and the learning process, but simultaneously the student can only be in focus when they are placed within their broader ecosystem – including the societal level. Our findings add to the debate on physics education specifically, and more broadly by providing new ways of conceptualising an e-learning ecosystem. It is advocated that an academic developer-mediator should step in to mediate between academics, tutors and emerging e-tools, through a structured developmental process for learning and teaching. The EeL model can afford an insight into the processes involved when incorporating a learning management system (and emerging e-tools) into learning and teaching in higher education institutions.

scholarly journals NARRATIVAS EN LA ENSEÑANZA SUPERIOR: ENTRE SENTIDOS Y SIGNIFICADOS DE LA FORMACIÓN EN CIENCIAS

PARADIGMA ◽  
2020 ◽  
pp. 1-27
Author(s):  
Franciele Siqueira Radetzke ◽  
Roque Ismael da Costa Güllich
Keyword(s):  
Higher Education ◽  
Continuing Education ◽  
Education Program ◽  
Point Of View ◽  
Pedagogical Practices ◽  
Teaching Experiences ◽  
Educacion Superior ◽  
Enseñanza Superior ◽  
And Mathematics ◽  
Education Process

El artículo presenta los resultados de una investigación que estudia las perspectivas del proceso de educación continua en la Educación Superior (ES). Se centra especialmente en las titulaciones en el área de las Ciencias de la Naturaleza y sus Tecnologías (CNT) y en la formación de los profesores que participan en el programa de educación continua Ciclos Formativos en la Enseñanza de las Ciencias y las Matemáticas. Desde el punto de vista metodológico, el corpus de análisis estaba formado por las narraciones producidas por los profesores de la formación en relación con sus concepciones de la formación desarrollada. Para la discusión de los resultados se construyeron mónadas y las observaciones resultantes implican considerar algunas interacciones que emanan del conjunto de tales colocaciones, siendo ellas: la reflexión, las prácticas pedagógicas, las experiencias y la formación del formador. Estas interacciones se discuten en dos flancos principales: Reflexión y prácticas pedagógicas - enlaces necesarios y Experiencias de enseñanza - contribuyentes a la constitución de la formación.AS NARRATIVAS E O ENSINO SUPERIOR: ENTRE SENTIDOS E SIGNIFICADOS DA FORMAÇÃO EM CIÊNCIASO artigo apresenta resultados de uma pesquisa que investiga as perspectivas do processo de formação continuada no Ensino Superior (ES). Centra-se especialmente no tocante às licenciaturas da área de Ciências da Natureza e suas Tecnologias (CNT) e nos Professores formadores participantes do programa de formação continuada Ciclos Formativos em Ensino de Ciências e Matemática. Do ponto de vista metodológico, o corpus de análise foi constituído de narrativas produzidas pelos Professores formadores na relação com suas concepções acerca da formação desenvolvida. Para as discussões dos resultados foram construídas mônadas e as observações decorrentes implicam considerar algumas interações que emanam do conjunto de tais colocações, sendo elas: reflexão, práticas pedagógicas, experiências e constituiçãoformação do formador. Tais interações são discutidas em dois flancos principais: Reflexão e práticas pedagógicas – enlaces necessários e Experiências Docentes – contribuintes da constituição formação. Palavras-chave: Docência Superior; Mônadas; Formação Docente; Ensino de Ciências.NARRATIVES AND HIGHER EDUCATION: BETWEEN SENSES AND MEANINGS OF SCIENCE TRAININGThe article presents the results of a research that investigates the perspectives of the continuing education process in Higher Education (ES). It focuses especially on degrees in the area of Nature Sciences and its Technologies (CNT) and on the training teachers participating in the continuing education program Formative Cycles in the Teaching of Science and Mathematics. From a methodological point of view the corpus of analysis was made up of narratives produced by the training teachers in relation to their conceptions of the training developed. For the discussion of the results, monads were constructed and the resulting observations imply considering some interactions that emanate from the set of such placements, being them: reflection, pedagogical practices, experiences and the formation of the trainer. These interactions are discussed on two main flanks: Reflection and pedagogical practices - necessary links and Teaching Experiences - contributors to the formation constitution. Keywords: Superior teaching. Monads. Teaching Formation. Teaching of Science.

scholarly journals Examining the Issues of Gender and Indigenous Knowledge in English Education Semester Courses

2020 ◽  
Vol 5 (2) ◽  
pp. 117-127
Author(s):  
Mohan Singh Saud
Keyword(s):  
Higher Education ◽  
Cultural Capital ◽  
Indigenous Knowledge ◽  
English Education ◽  
Assessment System ◽  
Pedagogical Practices ◽  
Course Content ◽  
Classroom Ecology ◽  
The World ◽  
Indigenous Perspective

Gender and indigenous knowledge are the contemporary cross-cutting issues to be addressed in the mainstream curriculum for enhancing inclusion and equity in higher education along with the recognition, preservation and promotion of indigenous knowledge. The issues of gender and IK are the cross-cutting subjects to be addressed in the contemporary educational discourses around the world including Nepal. Taking these issues into considering, this study critically examined and analysed the issues of addressing gender and integrating IK into the M.Ed. English courses of Tribhuvan University (TU), Nepal, along with the pedagogical practices, assessment and research. Framing on indigenous perspective with social justice, cultural capital, classroom ecology and linguicism as the theoretical lenses, this study applied qualitative study of contents analysis and an open-ended questionnaire with the teachers from TU. The study found that the course content is not much inclusive in terms of gender and indigenous knowledge. However, pedagogical practices, assessment system and research are gender and indigenous friendly as responded by the participants. Its implication is that the M.Ed. English courses of Nepal’s TU needs to address the issues of gender and indigenous knowledge for equity, inclusion and recognition of indigenous knowledge for the glocal context. 

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