scholarly journals Mapping the Evaluation of Problem-Oriented Pedagogies in Higher Education: A Systematic Literature Review

2019 ◽  
Vol 9 (4) ◽  
pp. 269
Author(s):  
Acton
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Systematic Approach ◽  
Evaluation Methods ◽  
Education Agenda ◽  
Multi Method Approach ◽  
Student Centred Learning ◽  
University Settings ◽  
Social Competences ◽  
Method Approach

Problem-oriented pedagogies have emerged as strategic way for universities to respond to an international higher education agenda that increasingly prioritises innovative, student-centred learning, and the cultivation of both civic and employability competences. Alongside this pedagogic shift is a policy-driven emphasis on monitoring teaching and learning for quality assurance purposes. This article aims to untangle the ways problem- and inquiry-based pedagogies are currently evaluated in universities, and thus consider how ‘quality’ implementation, and the effects of this suite of pedagogic approaches, might be better understood, practised, and measured. Taking a systematic approach to the review of the literature, the article maps evaluation methods that assess the effectiveness of problem-oriented and inquiry-based pedagogies implemented in university settings. The key findings include that evaluation methods in the field (i) prioritise qualification-related outcomes, (ii) are limited in scale and scope, and (iii) often function as demonstrations of performativity rather than as part of an ongoing improvement cycle. The article argues that evaluations that take a multi-method approach from the perspective of a range of stakeholders, with an exploration of civic and social competences in addition to employability outcomes, would significantly strengthen the field.

The Future of Transversal Competencies in Higher Education Assessment

2022 ◽  
pp. 253-268
Author(s):  
Jean Cushen ◽  
Lauren Durkin
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Early Stage ◽  
University Teaching ◽  
Assessment Practices ◽  
Education Assessment ◽  
Higher Education Assessment ◽  
Education Leaders ◽  
Higher Education Leaders ◽  
Student Centred Learning

This chapter evaluates the rising significance of transversal competencies and the implications for higher education assessment practices. Transversal competencies are expected to play a definitive role in future of work scenarios. This chapter evaluates the decisions and impacts surrounding the integration of transversal competencies into higher education assessments. In particular, the chapter explores the commitments and adjustments that higher education leaders must make to build the competence assessment infrastructure and supports required. The guiding role ‘student-centred learning' pedagogies can play is discussed. Relatedly, early-stage competence frameworks are offered as insight into how student-centred learning can deliver novel, active, reflective assessments that embrace competence diversity and target meaningful development. Finally, a roadmap is offered for higher education leaders to guide them in this challenging but pertinent transformation of university teaching and learning.

scholarly journals Assessing the dimensionality and educational impacts of integrated ICT literacy in the higher education context

2018 ◽  
Vol 34 (1) ◽  
Author(s):  
Tefera Tadesse ◽  
Robyn M Gillies ◽  
Chris Campbell
Keyword(s):  
Higher Education ◽  
Conceptual Model ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Structural Equation ◽  
Factor Model ◽  
Ict Literacy ◽  
Information And Communication ◽  
Multi Method Approach ◽  
Method Approach

The purpose of this paper is threefold: first, to introduce a conceptual model for assessing undergraduate students’ integrated information and communication technology (ICT) literacy capacity that involves 12 items generated from the modified version of the Australasian Survey of Student Engagement (AUSSE) questionnaire (Coates, 2010); second, to illustrate the construct validity and internal consistency of the model as implemented in a sample of undergraduate students (n = 536) enrolled in two colleges within a large Ethiopian university; and third, to further demonstrate the criterion validity of the model by examining predictive validity of the identified ICT literacy factors on student learning outcomes. A multi-method approach is used, which comprises correlation analysis, multiple regression analysis and structural equation modelling (SEM) techniques. The main finding is the support found for the 4-factor model consisting of ICT use, cognitive process, reading task and writing task. Results of the multi-method approach provide specific guidelines to higher education (HE) institutions using this approach to evaluate ICT literacy capacity and the resultant learning outcomes among their undergraduate students. The paper provides a conceptual model and supporting tools that can be used by other HE institutions to assist in the evaluation of students’ ICT literacy capacities.

scholarly journals Analyzing Social Media And Learning Through Content And Social Network Analysis: A Faceted Methodological Approach

2016 ◽  
Vol 3 (3) ◽  
pp. 46-71 ◽  
Author(s):  
Anatoliy Gruzd ◽  
Drew Paulin ◽  
Caroline Haythornthwaite
Keyword(s):  
Social Media ◽  
Teaching And Learning ◽  
Methodological Approach ◽  
Daily Lives ◽  
Network Analyses ◽  
Short Period ◽  
Multi Method Approach ◽  
Use Of Social Media ◽  
Method Approach ◽  
Potential Use

In just a short period of time, social media have altered many aspects of our daily lives, from how we form and maintain social relationships to how we discover, access and share information online. Now social media are also affecting how we teach and learn. In this paper, we discuss methods that can help researchers and educators evaluate and understand the observed and potential use of social media for teaching and learning through content and network analyses of social media texts and networks. This paper is based on a workshop given at the 2014 Learning Analytics and Knowledge conference, and presents an overview of the measures and potential of a multi-method approach for studying learning via social media. The theoretical discussion is augmented with study of the case of Twitter discussion from a cMOOC class.

scholarly journals Designing an E-Portfolio as a Storage, Workspace and Showcase for Social Sciences and Humanities in Higher Education Institutions (HEIs)

2016 ◽  
Vol 12 (5) ◽  
pp. 185
Author(s):  
Syamsul Nor Azlan Mohamad ◽  
Mohamed Amin Embi ◽  
Norazah Mohd Nordin
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Learning Experience ◽  
Learning Support ◽  
Support Tool ◽  
Social Sciences And Humanities ◽  
Fuzzy Delphi ◽  
Method Approach

<p>The present articles introduce the e-Portfolio as a storage, workspace and showcase to support teaching and learning in higher education institutions (HEIs). Thus, the mix-method approach was implemented on determining important elements of e-Portfolio as a storage, workspace and showcase for a social sciences and humanities context. This study implemented thematic analysis and Fuzzy Delphi Method to obtain the result. Therefore, 25 experts in instructional technology was participated in the process of the making a decision. As resulted, this study highlighted the fundamental of e-Portfolio consists; workspace, storage and showcase. Eventually, the instructional designer will understand and strategies on how to develop an effective e-Portfolio as learning support tool to enhance the learning experience between facilitator and learner.</p>

An attribute-based framework for students' motivation to join an HEI: a self-determination theory perspective

2020 ◽  
Vol 35 (1) ◽  
pp. 201-215
Author(s):  
Abhishek Mishra ◽  
Anish Yousaf ◽  
Insha Amin
Keyword(s):  
Higher Education ◽  
Extracurricular Activities ◽  
Teaching And Learning ◽  
Self Determination Theory ◽  
Self Determination ◽  
Content Type ◽  
Study Guides ◽  
Teaching And Learning Quality ◽  
Method Approach ◽  
Selection Of

PurposeThe current work explores the attributes that serve as motivation regulations for students' selection of a higher education institute (HEI).Design/methodology/approachWith a self-determination theory (SDT) perspective, the current study used a mixed-method approach to develop a scale to measure HEI attribute-based motivation regulations.FindingsA total of eight regulations were proposed: academic/extracurricular activities, infrastructure, faculty research expertise, teaching and learning quality, placement opportunities, marketing and promotion, education cost and social influence. The first four were autonomous motivations and the remaining were controlled motivations.Research limitations/implicationsThe study leverages the SDT motivation continuum into a structured HEI attribute-based student motivation framework.Practical implicationsThe study guides HEI managers with specific attributes to position the institute appropriately.Originality/valueThis is one of the few works in the higher education utilizing the complete SDT framework.

scholarly journals Between Knowing and Learning: New Instructors' Experiences in Active Learning Classrooms

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Andrea Phillipson ◽  
Annie Riel ◽  
Andy B Leger
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Transformative Learning ◽  
Student Learning ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Educational Development ◽  
The Past ◽  
Student Centred Learning ◽  
The Impact

Over the past 20 years, interest in the impact of space on teaching and learning has grown, and higher education institutions have responded by creating Active Learning Classrooms (ALCs)—spaces designed to promote active, student-centred learning. While ALC research has explored teaching methods, student experience, and student learning, less is known about how teaching in these spaces affects instructors. We contribute to this discussion by investigating teachers’ educational development in these spaces. We asked new instructors to reflect on their ALC experiences, exploring their pre-course preparation and their perceptions about themselves, their students, and teaching and learning. Their reflections revealed key differences between knowing and learning: Although all participants knew about and were dedicated to student-centred pedagogy before teaching in the ALCs, teaching in these spaces prompted transformative learning through which they shifted both their behaviours and perceptions about student learning and about their own roles in the classroom. Au cours des 20 dernières années, l’intérêt consacré à l’impact de l’espace sur l’enseignement et l’apprentissage a augmenté et les établissements d’enseignement supérieur ont répondu en créant des classes d’apprentissage actif (CAA) – des espaces consacrés à la promotion de l’apprentissage actif centré sur l’étudiant. Alors que la recherche portant sur les CAA a exploré les méthodes d’enseignement, l’expérience des étudiants et l’apprentissage des étudiants, on s’est moins intéressé à la question de savoir comment le fait d’enseigner dans ces espaces affectait les instructeurs. Nous contribuons à cette discussion en examinant le développement éducationnel des enseignants dans ces espaces. Nous avons demandé à de nouveaux instructeurs de réfléchir à leurs expériences en CAA, d’explorer leurs préparations avant les cours et leurs perceptions sur eux-mêmes, sur leurs étudiants et sur l’enseignement et l’apprentissage. Leurs réflexions ont révélé des différences majeures entre savoir et apprendre : bien que tous les participants aient été au courant, avant d’enseigner dans une classe d’apprentissage actif, de la pédagogie centrée sur l’apprenant et y aient été dévoués, l’enseignement dans ces espaces a engendré un apprentissage transformateur qui a abouti à un changement à la fois dans leurs comportements et dans leurs perceptions sur l’apprentissage des étudiants ainsi que sur leurs propres rôles dans la salle de classe.

scholarly journals Reviews

2011 ◽  
Vol 9 (2) ◽  
Author(s):  
Philip Barker ◽  
Andrea Frank ◽  
Chris Jones ◽  
Elaine Pearson ◽  
Gillian Jordan ◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Learning By Doing ◽  
Student Understanding ◽  
Approach To Learning ◽  
University Courses ◽  
Student Centred Learning ◽  
Uk Higher Education ◽  
Value Of Learning

The theme of this year's International Simulation and Gaming Yearbook - 'Transition and Change' - addresses the topical discourse on the improvement of pedagogy by the introduction of active and student-centred learning in UK higher education. Although the value of 'learning-by-doing' and experiential learning is well recognized by researchers in education, many subjects and university courses continue to employ teaching methods (such as lectures) that favour a passive reproduction of information rather than the fostering of student understanding. In this regard, simulations and games are powerful tools that not only promote an active, student-centred approach to learning but have the potential to help realize government policies to improve the quality of teaching and learning in higher education institutions in the UK.DOI:10.1080/0968776010090208 

Accounting for Accountability: A Critical Reflection on the Private Higher Education in Bangladesh

2015 ◽  
Vol 50 (3) ◽  
pp. 429-470 ◽  
Author(s):  
Mohammad Nurunnabi
Keyword(s):  
Higher Education ◽  
World Bank ◽  
Private Higher Education ◽  
Policy Documents ◽  
The World Bank ◽  
The World ◽  
Multi Method Approach ◽  
Donor Agencies ◽  
The International Monetary Fund ◽  
Method Approach

The World Bank has pioneered the concept of “private” in developing countries with the aim of creating economic and social sustainability since the 1990s. This study examines private universities by focusing on the accountability framework in Bangladesh. Using a multi-method approach (a survey of 1,046 students from all 52 universities in the country and policy documents from 1992-2014), the study reveals that weak macro accountability (specifically, a vague regulatory framework, lack of enforcement, government leniency, and corruption) is a contributing factor in the unsuccessful drive for higher growth of private higher education institutions (HEIs). The study also raises a question on the success of the Washington Consensus in a developing country. The findings demonstrate that urgent attention is required from the Bangladesh government and donor agencies (The World Bank, the UNESCO, and the International Monetary Fund [IMF]).

scholarly journals Systematic Approach for Development of Knowledge Base in Higher Education

2020 ◽  
Author(s):  
Teba Fadhil Muhsin ◽  
Anjum Zameer Bhat ◽  
Imran Ahmed ◽  
Mohamed Samiulla Khan
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Big Data ◽  
Middle East ◽  
Teaching And Learning ◽  
Systematic Approach ◽  
Research Work ◽  
Education Sector ◽  
The Past ◽  
The World

Internet of Things and Big Data are revolutionary technologies bringing innovation in almost every sector. These innovative technologies have of late been implemented in the education sector with significant success in achieving the goal of “education par excellence”. A lot of research has been conducted to yield the benefits of IoT in the education sector and many models have been proposed in the past by various researchers all around the world. This research introduces a systematic manner of collecting the data using sensing devices from various cohorts of students studying at “Middle East College” and how this data can be utilized to infer various postulations related to the enhancement of teaching and learning. Moreover, visualization of the facts that may provide preventive and preemptive capabilities to manage and support them in decision making is also explored in great detail. This research work is an effort to contribute to the development of a strong educational system through innovation and inquiry. This research work is also intended to contribute to developing the foundation of “knowledgebase” for Middle East College.

scholarly journals Optimising disruptive approaches: extending academic roles and identities in higher education

2017 ◽  
Author(s):  
Anne Quinney ◽  
Carly Lamont ◽  
David Biggins ◽  
Debbie Holley
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Corporate Strategy ◽  
Professional Services ◽  
Technology Enhanced Learning ◽  
Academic Identities ◽  
Institutional Settings ◽  
University Life ◽  
Learning Development ◽  
Student Centred Learning

Responding to the changing landscape of higher education (HE) requires the development and implementation of flexible and imaginative approaches to continually inspire, engage and support academics and professional services staff in delivering high quality student-centred learning experiences. At Bournemouth University (BU), the cross-university Centre for Excellence in Learning (CEL) was created to promote, support and co-ordinate pedagogic initiatives and embed the explicit valuing of teaching and learning into all aspects of university life. It represents a collaborative, inter-disciplinary and trans-disciplinary model with multiple stakeholder voices. Operationalised through the secondment of academics two days a week, and taking a thematic approach, Theme Leaders 'bid' for the secondment, and drive forward an agreed agenda. The BU 'Fusion' corporate strategy promotes clear links between Pedagogy, Professional Practice and Research, complemented by the current CEL themes of: Employability; Innovation in Technology Enhanced Learning and Innovative Pedagogies; Assessment and Feedback.We believe that the sustainability and creativity required to deliver this agenda are promoted through the building of strong networks, the sharing of challenges and the collaborative development of solutions, however, as academics moving into the realms of learning development, our roles and identities are constantly being challenged, contested, and reframed by the responses of peers, students and our wider disciplinary roots. This paper offers a model for mapping and managing change and optimising these and other 'disruptive' practices within HE institutional settings, and considers the flexible and blended academic identities that facilitate this approach.

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