scholarly journals REFLECTIONS ON OFFERS AND USE OF DIGITAL MEDIA FOR TRANSFERRING KNOWLEDGE IN TEACHER EDUCATION

2021 ◽  
Author(s):  
Susanne Schumacher ◽  
◽  
Ulrike Stadler-Altmann
Keyword(s):  
Higher Education ◽  
Digital Media ◽  
Design Research ◽  
Teaching Style ◽  
Learning Objects ◽  
Self Control ◽  
Working Environment ◽  
Third Party ◽  
Research Approach ◽  
Teaching Learning

Digital processing, augmented reality and virtualisation have been developed and tested in the gaming world and working environment for some time. In educational settings, media should become learning objects that arouse the interest of learners, establish a connection to their previous knowledge, and enable interactive action and self-control (cf. Göhlich & Zirfas, 2007; Sesink, 2008). In parallel with technological developments, the question of imparting knowledge methods as well as increasing learners' knowledge is consistently subject of debates on competence in higher education didactics (see Erhardt, 2010). In terms of knowledge theory, the question arises to which extent knowledge changes as a result of media processing and, not least, how students' knowledge assets build up, transfers and influence each other (see Stadler-Altmann & Keiner, 2010). In the first decade of the millennium, numerous activities introduced in higher education had been carried out related to media-based knowledge transfer and information acquisition in the context of curricular offerings, pilot events or third party financed projects with non-university cooperation partners (Iske & Meder, 2010; Gördel at al., 2018; Hofhues, Jochuma & Kohrs, 2013; Reinmann, Ebner & Schön, 2013). In this paper, concepts of media-supported teaching and learning environments in the context of the training of pedagogical professionals in South Tyrol are depicted. Didactic designs for lectures and seminars are presented and critically reflected. These two teaching formats are mainly intended for the one-level master's degree in Primary Education at the Free University of Bozen-Bolzano. The design research approach chosen for this purpose does not diminish input-output comparisons, but rather raises the question of which media-pedagogical innovations and didactic interventions can improve the existing teaching-learning situation (Fishman et al., 2013). First, the pedagogical fields of action are analysed by considering both the specific context of the given structure at university and the existing teaching-learning settings. Consequently, impulses for a didactic re-framing in the context of the methodological dimensions of control and teaching style will be discussed in the light of the current state of research.

scholarly journals Teachers’ Perception on Students’ Learning Style and Their Teaching

2019 ◽  
Vol 7 (1) ◽  
pp. 11-19
Author(s):  
Agustrianita Agustrianita ◽  
Didi Suherdi ◽  
Pupung Purnawarman
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Teaching Methods ◽  
Quantitative Research ◽  
Teaching Style ◽  
Group Discussion ◽  
English Teachers ◽  
Research Approach ◽  
Teachers Perceptions ◽  
Teaching Learning

Lack of teachers’ understanding in students’ learning styles and their teaching could cause unfacilitated teaching methods for example through the use of traditional lecturing methods. This issue brings the importance of this research objective to investigate teachers’ perceptions about learning style, their teaching, and the applied methods in the classroom. This study uses a quantitative research approach that is the analysis of learning style types for different students at different grade levels. To find out the perceptions of English teachers in this study, information was collected through 20 closed questions with data analysis to find out how the learning style influenced the teaching learning process of 28 English teachers. The findings of this study suggest that teachers’ understand about students’ different learning styles, so they adopt their students’ learning styles to their teaching. The last, teachers agree to use group discussion rather than lecturing methods by integrating ICT. In conclusion, teachers’ perception on students’ learning styles can increase their awareness to design teaching methods that differentiate students’ learning styles. Abstrak Kelangkaan pemahaman guru mengenai gaya belajar siswa dan bagaimana cara mengajarnya yang tepat dapat disebabkan oleh metode mengajar yang tidak bersifat fasilitatif, misalnya masih berupa perkuliahan tradisional. Oleh karena itu, penting untuk meneliti persepsi guru mengenai gaya belajar, cara mengajarnya, dan implementasinya di kelas. Penelitian ini menggunakan pendekatan kuantitatif yang fokus pada beragam gaya belajar siswa pada kelas-kelas yang berbeda. Infomasi diperoleh dengan memberikan 20 pertanyaan tertutup untuk mencari tahu bagaimana gaya belajar memengaruhi proses pembelajaran di kelas Bahasa Inggris (28 guru). Penelitian ini menemukan bahwa guru memahami keragaman gaya belajar siswa, sehingga mereka mengadopsi gaya belajar siswa dalam pengajaran mereka. Guru juga sepakat menggunakan kelompok diskusi ketimbang perkuliahan tradisional dengan mengintegrasikan Teknologi Informasi dan Komunikasi (TIK). Dapat disimpulkan bahwa persepsi guru terhadap gaya belajar siswa meningkatkan kepedulian mereka dalam mengembangkan metode mengajar yang beragam sesuai keragaman belajar siswa. Keywords: Students’ learning style, teaching style

Beyond the technological blindfold: a fundamental design research approach to sustainability

2016 ◽  
Author(s):  
Lisa Thomas ◽  
Stuart Walker ◽  
Lynne Blair
Keyword(s):  
Higher Education ◽  
Design Research ◽  
Research Approach ◽  
Design For Sustainability ◽  
Education Agenda ◽  
Fundamental Design

Design for sustainability is contextualised within the modern worldview, which undermines notions of human meaning that accord with sustainability. A fundamental design research approach is presented, which responds to calls for more radical approaches to sustainability that account for deeper notions of human meaning – notions that are lacking within dominant technological approaches. Two artefacts have been designed in response to philosophical perspectives that relate to the technological erosion of human meaning. It is argued that this form of fundamental design research could inform a higher education agenda that substantively contributes towards the development of more effective, rather than merely more efficient approaches to design for sustainability.Keywords: Design, sustainability, technology, meaning

scholarly journals Effect of Teachers and Students Relationships on the Academic Engagement of Students: A Qualitative Case Study

2020 ◽  
pp. 48-62
Author(s):  
Birhanu Moges Alemu ◽  
Dereje Adefris Woldetsadik
Keyword(s):  
Learning Community ◽  
Academic Engagement ◽  
Group Discussion ◽  
Working Environment ◽  
Research Approach ◽  
Student Interactions ◽  
Student Relationships ◽  
Teacher Student ◽  
Teaching Learning

This research examined the effect of teacher and student relationships on the academic engagement of students. The research approach used was the qualitative study employing the interpretive research paradigm which falls in the case study design. The subjects of the study were eight teachers and four students of Adama Science and Technology University. The study used purposive sampling. It employed qualitative data collection tools: interview guides, a focus group discussion guide and observation. The resulting analysis and interpretation provided a description of major themes that developed regarding strong teacher- student relationships, as well as, specific components to the interactions considered essential for the student’s learning environment. Identifying specific factors associated with teacher-student interactions could provide valuable information to an educational learning community. The findings of the study indicated that the factor that affects teachers’ motivational factors in student relationships were the work environment and students’ disciplinary problems. The results showed that the instructors are motivated to teach nevertheless the resources, environment, theories of motivation and goals set influence the quality of the teaching-learning process. The study concluded that these factors should be upheld. Consequently, it is recommended that higher education should improve the working environment and working conditions in the university.

Using a Design Research Approach to Investigate the Knowledge-Building Implications of Online Social Networking and Other Web 2.0 Technologies in Higher Education Contexts

2013 ◽  
pp. 1752-1775
Author(s):  
Cameron Richards
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Social Networking ◽  
Design Research ◽  
Knowledge Building ◽  
Critical Mass ◽  
Online Social Networking ◽  
Research Approach ◽  
Web 2.0 Technologies ◽  
Internet Users

Online social networking and related Web 2.0 technologies have taken the world of Internet users by storm in recent years. However beyond the use of blogs for reflective learning journals and University alumni pages on Facebook, there has generally been little integrated use of social networking tools in higher education. This chapter will explore how a design research approach may assist in not only recognizing but also developing the knowledge-building implications of a convergence between such tools and technologies on one hand, and also on the other constructivist approaches to related domains of learning, research and professional reflective practice in academic communities and contexts. The process of designing and developing an applied research problem and related central question or inquiry focus is approached in terms of two ‘design research’ proposals. One, it considers the idea that if a critical mass of both basic skills and actual usage could only be achieved by teachers, administrators and researchers then social networking has the potential to significantly and productively transform higher education. Two, it considers the idea that the key to achieving such a ‘critical mass’ in education contexts perhaps lies in designing meaningful contexts or purposes of interaction – that is, in linking the function of social networking to an appropriate design paradigm for using associated Web 2.0 tools. In this way the chapter will explore the requirements for a more effective harnessing of the exemplary possibilities of online social networking in higher education contexts.

scholarly journals Students of public higher education institutions and their economic impact during COVID-19, case study, 2020

2021 ◽  
pp. 33-50
Author(s):  
Irma Amelia AYALA-RÍOS ◽  
Saúl GONZÁLEZ-CRUZ ◽  
Iván LÓPEZ-SÁNCHEZ
Keyword(s):  
Higher Education ◽  
Economic Impact ◽  
Educational Institutions ◽  
Research Approach ◽  
Public Higher Education ◽  
Education Students ◽  
Electronic Survey ◽  
The Subject ◽  
Teaching Learning

The economic impact on students caused by COVID-19 seriously affected the economy of families, as well as the teaching-learning process. Unfortunately, educational institutions from preschool to higher education, which is the subject of our analysis, were forced to close their facilities. The objective of this research is to determine the economic impact generated in higher education students as a consequence of COVID-19. Supported by a case study and with the help of an electronic survey, we intend to identify elements that will help us to know the degree of economic impact on higher education students. In order to achieve the research objective, we will work under the model of a case study that will allow us to clearly and objectively identify those factors that had a significant impact on the economy of students at the higher education level. The type of research included in the study is conclusive - descriptive. The research approach is qualitative, since a survey is used to review the information under study.

scholarly journals A framework to embed communication skills across the curriculum: A design-based research approach

2015 ◽  
Vol 12 (4) ◽  
pp. 65-79
Author(s):  
Steve Johnson ◽  
◽  
Sarah Veitch ◽  
Silvia Dewiyanti ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Communication Skills ◽  
Communication Skill ◽  
Diagnostic Assessment ◽  
Online Resources ◽  
Research Approach ◽  
Design Based Research ◽  
Layered Approach ◽  
Teaching Learning

This paper will report on the development of a university-wide framework to embed communication skills in learning, teaching and assessment at Murdoch University. The framework is based on a multi-layered approach that aims to support both staff and students through an integrated set of services and resources. These include communication skills rubrics, professional development workshops and online resources for staff, and diagnostic assessment and online modules for students. Although the project has been driven by pragmatic, institutional needs, it has aimed to contribute to theoretical understandings concerning ways of embedding the teaching, learning and assessment of communication skills in higher education curricula. Alongside the development of a practical, university-wide Communication Skills Framework, the project has followed a design-based research approach to generate guiding principles for embedding communication skill across the curriculum in higher education.

The Emergence of Cloud Portfolio in Higher Education

2016 ◽  
pp. 31-40
Author(s):  
Pooja Gupta
Keyword(s):  
Higher Education ◽  
Cloud Computing ◽  
Third Party ◽  
Career Preparation ◽  
Computing Services ◽  
Education Community ◽  
Educational Institute ◽  
Drastic Increase ◽  
Cloud Computing Services ◽  
Teaching Learning

Educating the digitally literate generation is a privilege and a challenge because this generation is exposed to enormous proliferation of affordable computers, Internet and digital education content. With the advancements in technology, there is a definite improvement in learning methods; similarly performance assessment, career preparation and credential documentation should also be driven by technology. An e-portfolio is a tool for teaching, learning and assessment. The purpose of the e-portfolio is to highlight the student's best work. Current e-portfolio systems pose problems of scalability and sustainability, as they provide limited user storage space in a centralized server. With the rapid use of multimedia, there is a drastic increase in storage load imposed by any user on the e-portfolio system. Cloud computing can provide e-portfolio service that can be delivered to a higher education community. An e-portfolio service provided by cloud computing (c-portfolio) can be accessed from a standalone system. The c-portfolio can also be accessed from local servers of an educational institute, or from a third-party service provider that is accessed via the Internet. Such cloud computing services allow users to share their c-portfolios with anyone, anywhere and at anytime. This chapter defines and categorizes c-portfolio, addresses issues and challenges faced by c-portfolio's implementation in higher education.

Online Learning

2020 ◽  
Author(s):  
Lisa Marie Blaschke ◽  
Svenja Bedenlier
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Learning ◽  
Digital Media ◽  
Learning Strategies ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Learning Objects ◽  
Face To Face Instruction

With the ubiquity of the Internet and the pedagogical opportunities that digital media afford for education on all levels, online learning constitutes a form of education that accommodates learners’ individual needs beyond traditional face-to-face instruction, allowing it to occur with the student physically separated from the instructor. Online learning and distance education have entered into the mainstream of educational provision at of most of the 21st century’s higher education institutions. With its consequent focus on the learner and elements of course accessibility and flexibility and learner collaboration, online learning renegotiates the meaning of teaching and learning, positioning students at the heart of the process and requiring new competencies for successful online learners as well as instructors. New teaching and learning strategies, support structures, and services are being developed and implemented and often require system-wide changes within higher education institutions. Drawing on central elements from the field of distance education, both in practice and in its theoretical foundations, online learning makes use of new affordances of a variety of information and communication technologies—ranging from multimedia learning objects to social and collaborative media and entire virtual learning environments. Fundamental learning theories are being revisited and discussed in the context of online learning, leaving room for their further development and application in the digital age.

Using a Design Research Approach to Investigate the Knowledge-Building Implications of Online Social Networking and Other Web 2.0 Technologies in Higher Education Contexts

2011 ◽  
pp. 117-140 ◽  
Author(s):  
Cameron Richards
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Social Networking ◽  
Design Research ◽  
Knowledge Building ◽  
Critical Mass ◽  
Online Social Networking ◽  
Research Approach ◽  
Web 2.0 Technologies ◽  
Internet Users

Online social networking and related Web 2.0 technologies have taken the world of Internet users by storm in recent years. However beyond the use of blogs for reflective learning journals and University alumni pages on Facebook, there has generally been little integrated use of social networking tools in higher education. This chapter will explore how a design research approach may assist in not only recognizing but also developing the knowledge-building implications of a convergence between such tools and technologies on one hand, and also on the other constructivist approaches to related domains of learning, research and professional reflective practice in academic communities and contexts. The process of designing and developing an applied research problem and related central question or inquiry focus is approached in terms of two ‘design research’ proposals. One, it considers the idea that if a critical mass of both basic skills and actual usage could only be achieved by teachers, administrators and researchers then social networking has the potential to significantly and productively transform higher education. Two, it considers the idea that the key to achieving such a ‘critical mass’ in education contexts perhaps lies in designing meaningful contexts or purposes of interaction – that is, in linking the function of social networking to an appropriate design paradigm for using associated Web 2.0 tools. In this way the chapter will explore the requirements for a more effective harnessing of the exemplary possibilities of online social networking in higher education contexts.

scholarly journals The symbolic meaning of artifacts for the workplace identity of women in academia

2015 ◽  
Vol 30 (5) ◽  
pp. 379-396 ◽  
Author(s):  
Linzi J. Kemp ◽  
Linda Angell ◽  
Linda McLoughlin
Keyword(s):  
Higher Education ◽  
Working Environment ◽  
Symbolic Meaning ◽  
Research Approach ◽  
Institutions Of Higher Education ◽  
Content Type ◽  
Women In Academia ◽  
Auto Ethnography ◽  
Workplace Identity ◽  
Practical Implications

Purpose – The aim of this paper is to investigate the symbolic meaning attributed by women in academia to workplace artifacts. Design/methodology/approach – The research approach is that of auto-ethnography, whereby the authors, as researchers and participants, explore symbolic meaning from artifacts in their working environment. Findings – Three themes emerged on the symbolic meaning from artifacts for women in academia. The theme of “affect” revealed women as uncomfortable in their surroundings; “representation”, renders women invisible within the institution; and women felt themselves to be under “surveillance”. Research limitations/implications – The investigation is limited to one university, which limits generalizability. The implication is to replicate this auto-ethnographical study in other institutions of higher education. Practical implications – This paper implies that architectural, institutional and personal artifacts play an important role in defining women’s workplace identity. Social implications – Women in academia identify themselves as “outsiders” in the workplace because of the symbolic meaning they attribute to artifacts. Originality/value – This study on women in academia is original as it is the first auto-ethnographical study on artifacts in an international institution of higher education.

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