scholarly journals Confronting the challenges of Journalism Education in Rwanda in the context of educational reforms

2019 ◽  
Vol 3 (2) ◽  
pp. 49
Author(s):  
Margaret Jjuuko ◽  
Joseph Njuguna
Keyword(s):  
Inclusive Education ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Approaches To Learning ◽  
Similar Rate ◽  
Educational Reforms ◽  
Journalism Education ◽  
Policy Reforms ◽  
Creative Commons ◽  
The Impact

Policy reforms aimed at improving access to and equity in tertiary education have meant that university classes are not only larger, but more diverse in terms of students’ competencies and experiences. Despite the increase in the size and diversity of student populations in universities, the financial, technological and human resources have not expanded at a similar rate, leaving academic programs struggling to improve the quality of educational experience, whilst teaching more students with less resources. This is particularly difficult in practice-based disciplines such as medicine, nursing and journalism, where coaching models and small-class learning experiences are seen as being the most effective way of nurturing work-ready graduates. Teaching journalism under these conditions is particularly problematic because of the dynamic changes being experienced across the media industries as a result of technological change and the changing media ecosystem. This article uses the University of Rwanda as a case study to examine the impact of tertiary education reforms on journalism education practices. Drawing on the ‘Practical Theory of Journalism Education’ and the ‘Educational Change Model’ perspectives, this paper calls for judicious implementation of educational reforms. It argues that by phasing the introduction of reforms, universities can better manage the change process in order to maintain quality educational experiences. However, this alone cannot ensure quality journalism education outcomes. Universities need to foster innovative teaching practices and approaches to learning in order to sustain quality when teaching large and diverse classes. Through in-depth interviews and focus group discussions, the findings illuminate how journalism education in Rwanda has changed its original orientation and pedagogy to include strategic initiatives, teaching innovations and expanded opportunities for students in response to policy reforms aimed at promoting an all-inclusive education sector.   How to cite this article:  JJUUKO, Margaret; NJUGUNA, Joseph. Confronting the challenges of Journalism Education in Rwanda in the context of educational reforms Scholarship of Teaching and Learning in the South. v. 3, n. 2, p. 49-67, Sept. 2019. Available at:   https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=92&path%5B%5D=46   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Community, Connections and Innovation in Emergency Remote Teaching and Learning

2021 ◽  
pp. 141-168
Author(s):  
Sandra Healy ◽  
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Teaching And Learning ◽  
Online Courses ◽  
Tertiary Education ◽  
First Year ◽  
Academic English ◽  
Community Connections ◽  
First Year University ◽  
The Impact

The emergence of the Covid-19 virus had an enormous impact on all of our lives and significantly affected the lives of first-year university students in Japan who began their tertiary education during the initial lockdown. This chapter examines the impact the move online had on these students by analysing videos created by them as part of their academic English as a Foreign Language (EFL) coursework. The videos were analysed, and 12 themes emerged which were used as a foundation for new practices focusing on the development of community and connections in online courses, particularly the use of e-mentors.

scholarly journals Professional Development for the Online Teacher

2006 ◽  
pp. 283-295 ◽  
Author(s):  
Jan Herrington ◽  
Ron Oliver
Keyword(s):  
Professional Development ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Approaches To Learning ◽  
The Internet ◽  
University Teachers ◽  
Professional Development Needs ◽  
Online Teacher ◽  
Graduate Certificate ◽  
The Impact

While telecommunications and telematics have been available in schools and universities for decades, the speed of adoption of the Internet into general use has been unprecedented. This has placed a great deal of pressure on university teachers to re-evaluate their roles in the light of new teaching and learning opportunities. The Internet has opened up possibilities beyond the simple acquisition of information, and has created teaching and learning challenges that many teachers feel ill-equipped to meet. This chapter examines the impact of the Internet on the teacher’s role and explores the types of skills and strategies that teachers will need to be effective and efficient in online learning environments. The professional development needs for the new role of online teacher will be discussed within the context of a Graduate Certificate in Online Teaching and Learning designed to encapsulate authentic approaches to learning.

"Student Evaluations of Teaching and Student Cyberaggression: The Impact of Keyboard Warriors in Tertiary Education"

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Angela Page ◽  
◽  
Jennifer Charteris ◽  
Keyword(s):  
Teaching And Learning ◽  
Tertiary Education ◽  
Workplace Safety ◽  
Student Evaluations ◽  
Pedagogical Practice ◽  
Student Evaluations Of Teaching ◽  
Online Surveys ◽  
Health And Wellbeing ◽  
Aggressive Behaviours ◽  
The Impact

It is well established that student evaluations of teaching in universities have long been contested. Many see value in them for ongoing improvement and to hold faculty to account for their pedagogical practice. However, the anonymity of these online surveys that permit students enrolled in units to provide feedback on teaching and learning can produce ‘keyboard warriors’. Anonymous surveys can serve to provide a platform for students to engage in cyber-aggressive behaviours that are damaging for staff health and wellbeing and are of a concern to workplace safety. We draw on published results from an existing study of student evaluations of teaching to signal that in the worst instances student evaluations of teaching evoke student cyberaggression.

scholarly journals The Synergy between John Dewey’s Educational Democracy and Educational Reforms in New South Wales, Australia

2021 ◽  
Vol 9 (1) ◽  
pp. p1
Author(s):  
Mary Helou, Ph.D. ◽  
Linda Crismon, Ed.D. ◽  
Christopher Crismon, M. S. P.
Keyword(s):  
Case Studies ◽  
Educational System ◽  
Teaching And Learning ◽  
New South ◽  
New South Wales ◽  
Educational Reforms ◽  
Full Time ◽  
Clear Cut ◽  
South Wales ◽  
The Impact

“Education, therefore, is a process of living and not a preparation for future living. John DeweyThe current study examines the impact of John Dewey’s democratic educational principles on the recent educational reforms in New South Wales, Australia, using data collected through semi-structured in-depth interviews, with open-ended questions, as part of case studies designed for this purpose. The participants in this study are all Australian educators (n=60), undertaking full-time and part-time academic posts, involving learning and teaching activities at universities and other higher educational institutions/providers in Sydney, Australia. As part of the case studies, the individual, personal, and professional teaching and learning journeys of the educators are sketched in details in relation to John Dewey’s four (4) key democratic educational reformative principles. Finally, this research study concludes by providing a realistic response to the following question: Given the current liberal and relatively democratic educational system in New South Wales, are the Australian educators truly given the opportunity to create a positive and constructive future vision for Australia, in general, and the Australian graduates, in particular. The current study further provides a realistic and clear-cut description of the hurdles facing the current educational system in New South Wales, Australia.

scholarly journals “Untitled XI”

2019 ◽  
Vol 3 (2) ◽  
pp. 102
Author(s):  
Clelia O Rodríguez
Keyword(s):  
Teaching And Learning ◽  
Tertiary Education ◽  
The South ◽  
Historical Injustice ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Peaceful Resolution

Clelia Rodríguez’s powerful piece speaks of pain – the pain incurred through historical injustice; the pain of disconnection, invisibility and division – the pain of the hopeful living in a world of helplessness and disconnected pedagogies. Her message is clear: tertiary education must change in order to support peaceful resolution of conflict, and to value and help preserve our precious environment.   How to cite this reflective piece:  RODRÍGUEZ, Clelia; “Untitled XI”. Scholarship of Teaching and Learning in the South. v. 3, n. 2, p. 102-109, Sept. 2019. Available at:  https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=119&path%5B%5D=49   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

The geopolitics of research in teaching and learning in the university in Latin America

2017 ◽  
Vol 1 (1) ◽  
pp. 4 ◽  
Author(s):  
Carolina Guzmán-Valenzuela
Keyword(s):  
Latin America ◽  
Latin American ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
The South ◽  
Creative Commons ◽  
The North ◽  
Research On Teaching ◽  
To Come ◽  
The University

Over recent decades, research and scholarship on teaching and learning in higher education have focused on (i) how to promote student learning in tertiary education through good teaching practices and (ii) on teaching and learning as an area of study of its own. However, there is a meta-component that needs to come into play: (iii) the geopolitics (de Sousa Santos 2014; Connell 2007) in which teaching and learning processes take place. In this paper, I take up this last aspect and offer a perspective on teaching and learning as geographically located in particular countries, focusing especially on the South and especially on Latin America. A search was conducted of papers on teaching and learning that were included in the Web of Science database, and produced by authors in Latin American universities, between 2000 and 2015. The findings show that the scholarly research on teaching and learning in mainstream journals is dynamic and growing in the region. However, it also shows that most of the academic productivity in the area draws on theories produced in the North and lacks a geopolitical perspective. These findings help to illuminate the challenges faced by researchers on teaching and learning in Latin America, and prompt reflection as to how to make more visible the knowledge produced in the South.   How to cite this article: GUZMÁN-VALENZUELA, Carolina. The geopolitics of research in teaching and learning in the university in Latin America. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 4-18, sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=10>. Date accessed: 12 sep. 2017.   This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Editorial Volume 12 Issue 1 2021

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Karen Nelson ◽  
Tracy Creagh
Keyword(s):  
Open Access ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Editorial Team ◽  
Learning And Teaching ◽  
Teaching And Learning Research ◽  
Learning Research ◽  
Important Time ◽  
The Impact

Welcome to 2021.  Despite the impact of COVID-19 across the tertiary education sector in 2020 (and continuing), we are pleased to be able to bring you our general issue for the year intact and without interruption.  We are also reassured that our article submission rate remains constant despite the recent global disruption. The editorial team recognise that there has never been a more important time to share and disseminate current teaching and learning research.  Authors are encouraged to submit research on practice that clearly identifies elements transferable to other domains and detail how a specific initiative contributes to the broader knowledge base. In this new COVID- normal learning environment, sharing learning and teaching initiatives in an open access forum has never been more valuable.

scholarly journals University education in the ‘global South’: issues, challenges, opportunities and musings on the future

2019 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Rhonda Breit
Keyword(s):  
Teaching And Learning ◽  
Tertiary Education ◽  
Dynamic Change ◽  
Global South ◽  
University Education ◽  
The South ◽  
University Leadership ◽  
Academic Leaders ◽  
Creative Commons ◽  
The Future

In this editorial, issue editor Rhonda Breit introduces the five peer-reviewed articles and three thoughtful and engaging reflections in the sixth issue of the SOTL in the South journal. These papers provide insights into how universities in the 'global South' are claiming a unique space in tertiary education: a space that responds to context, a space that is responsive to dynamic change and a space that values diversity and tradition. In addition, the editorial asks what sort of university leadership is needed in order to bring the global South in from the margins. Breit includes three reflections on leadership from academic leaders working in the global South that discuss how its universities are responding to disturbances and adapting to changing ecologies.    How to cite this editorial:  BREIT, Rhonda Alain. University education in the ‘global South’: issues, challenges, opportunities and musings on the future. Scholarship of Teaching and Learning in the South. v. 3, n. 2, p. 1-9, Sept. 2019.  Available at:   https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=118&path%5B%5D=43   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/  

scholarly journals Re-positioning SoTL toward the T-shaped Community

2021 ◽  
Vol 9 (1) ◽  
pp. 262-278
Author(s):  
Michelle Eady ◽  
Earle Abrahamson ◽  
Corinne Green ◽  
Mayi Arcellana-Panlilio ◽  
Lisa Hatfield ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Tertiary Education ◽  
Modern Society ◽  
Scholarship Of Teaching ◽  
Tertiary Institutions ◽  
Academic Knowledge ◽  
Life Long Learning ◽  
Multiple Threads ◽  
Conceptual Paper ◽  
The Impact

Amongst a range of changes that have taken place within tertiary education, perhaps the most revolutionary has been a shift to student-centred approaches focused on life-long learning. Accompanying this approach to holistic higher education (HE) has been a growing interest in, and understanding of, the Scholarship of Teaching and Learning (SoTL). SoTL has, at its core, a deep concern with student learning and is therefore well-aligned with higher education’s renewed focus on its students. In this conceptual paper, we examine the impact of the T-shaped person which many tertiary institutions are operationalizing to inform and connect the development of students’ deep disciplinary knowledge with non-academic and employment readiness skills (such as communication, problem-solving, teamwork, and critical thinking). Importantly, we argue for a re-positioning of SoTL to complement and support this model, with SoTL as both the fulcrum and the fluid, multiple threads of discourse that are intricately entwined around the structure of the T-shaped model. We encourage our colleagues to strive to be T-shaped practitioners and we cast a vision of a T-shaped community. Here, all stakeholders within HE connect both their academic knowledge and holistic skills in collaborative ways to produce learners who flourish in modern society. The SoTL community plays a pivotal role in achieving this vision and is well-positioned to expand the current notion of SoTL toward a more holistic, interconnected, central role in HE.

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