scholarly journals Online or Face-to-Face Microbiology Laboratory Sessions? First Year Higher Education Student Perspectives and Preferences

2016 ◽  
Vol 07 (14) ◽  
pp. 1869-1880 ◽  
Author(s):  
Susan Salter ◽  
Christine Gardner
Keyword(s):  
Higher Education ◽  
Student Perspectives ◽  
First Year ◽  
Education Student ◽  
Microbiology Laboratory ◽  
Face To Face

scholarly journals Innovative Food Systems Teaching and Learning: overcoming disciplinary and teaching silos to fix the food system

2017 ◽  
Author(s):  
Raquel Ajates Gonzalez
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Food Systems ◽  
Teaching And Learning ◽  
Food System ◽  
Virtual Learning Environment ◽  
First Year ◽  
Higher Education Funding ◽  
Postgraduate Students ◽  
Face To Face

While inter-university and interdisciplinary research projects are very common in Higher Education (HE), inter-university and interdisciplinary teaching programmes are still very rare. This paper reflects on the first year of the Innovative Food Systems Teaching and Learning (IFSTAL) programme. IFSTAL is a three-year project funded by the Higher Education Funding Council for England (HEFCE) with the aim of bringing together postgraduate students from very different programmes to learn about food and farming beyond their own disciplines. IFSTAL creates learning environments and activities that encourage students to think systemically about the transdisciplinary challenges facing the food system. IFSTAL combines both face to face events and an inter-university virtual learning environment (VLE) that was created from scratch for this project. At the end of its first year, a survey was carried out to evaluate the programme and inform the structure for year two (Y2). Survey data revealed students preferred interacting at face to face events over the shared VLE. The programme for Y2 was re-designed to incorporate more flipped classroom features with an andragogy-based approach.

scholarly journals Reflections on the Impact of Social Technologies on Lecturers in a Pathway Institution

2015 ◽  
pp. 131-154 ◽  
Author(s):  
Donna M Velliaris ◽  
Craig R Willis ◽  
Paul B Breen
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
New Technology ◽  
First Year ◽  
Professional Lives ◽  
Face To Face ◽  
Social Technologies ◽  
The Impact ◽  
Insight Into ◽  
Over Time

Education has evolved over time from face-to-face teaching to computer-supported learning, and now to even more sophisticated electronic tools. In particular, social technologies are being used to supplement the classroom experience and to ensure that students are becoming increasingly engaged in ways that appeal to them. No matter how educationally beneficial, however, new technology is affected by its users. To investigate this, lecturers at the Eynesbury Institute of Business and Technology (EIBT)—a Higher Education pathway provider—were surveyed to determine their perception and application of social technolog(ies) in their personal, but predominantly ‘professional' lives. Utilising a qualitative and autoethnographic approach, one author provides an insight into their own attitude toward social technologies, coupled with responses to three open-ended questions. Thereafter, the same questions were posed to EIBT academic staff to understand their willingness or reluctance to use social technologies in their practice as part of their first-year pathway course(s).

scholarly journals CUTTING THE PREVALENCE OF PLAGIARISM IN THE DIGITAL ERA: STUDENT TEACHERS’ PERCEPTIONS ON PLAGIARISM IN INDONESIAN HIGHER EDUCATION

2018 ◽  
Vol 76 (5) ◽  
pp. 663-677
Author(s):  
Maimunah Maimunah ◽  
Lenny Marzulina ◽  
Herizal Herizal ◽  
Muhamad Holandyah ◽  
Amirul Mukminin ◽  
...  
Keyword(s):  
Higher Education ◽  
Student Teachers ◽  
Higher Education Institutions ◽  
Research Misconduct ◽  
Education Student ◽  
Mixed Method Research ◽  
Cultural Economic ◽  
Teachers Perceptions ◽  
Face To Face ◽  
Research And Education

It seems that plagiarism has not been seen as misconduct in higher education in some developing countries including in Indonesia which might be affected by cultural, economic, and technological issues. The research aimed at exploring the perceptions of Indonesian student teachers towards plagiarism in four higher education institutions. The research was undertaken as a mixed-method research. Questionnaire and face to face interviews were the instruments to collect data. A paper-based questionnaire was administered to 534 student teachers while face to face interviews were conducted with twenty voluntary participants. The data from the questionnaire were analyzed and presented in the form of percentages, frequencies, and standard deviation while interview data were first analyzed by transcribing the audiotaped interviews into texts, which were then read line-by-line to find and list every significant statement relevant to knowledge of plagiarism definition, research ethic, and research misconduct types, attitudes towards plagiarism, practicing of plagiarism, and reasons of plagiarism among twenty participants. Results showed that most student teachers knew the definition of plagiarism, but they did not know the types of research misconduct. They considered plagiarism as an act of stealing but being unable to avoid in for their study. They tended to do plagiarism because they wanted to save time and they considered about the pressure of their study. Based on the findings of this study, it is important that participants should be required to have more education on plagiarism and its effects and consequences on the ethics of research and education. More strict policies should be implemented to evaluate and supervise plagiarism emerged in Indonesian higher education institutions for undergraduate programs. Keywords: Indonesian higher education, plagiarism in higher education, student teachers, teacher education.

Challenges in Implementing the Flipped Classroom Model in Higher Education

2016 ◽  
pp. 1835-1849
Author(s):  
Lakshmi Chellapan ◽  
Jacques van der Meer
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
First Year ◽  
Medical Sciences ◽  
Face To Face ◽  
Class Time ◽  
Lecture Material ◽  
University Course ◽  
First Year University ◽  
Business And Management

The flipped classroom as typically applied in higher education, consists of delivering lecture material outside of classroom contact, leaving face-to-face class time for more interactive learning, discussion, integration, and application of content (Grant, 2013). Increasing numbers of teachers in higher education are considering implementing this model in light of the perceived benefits of a more active engagement of students in their learning, be it in education, interior designing, medical, sciences, social science, business and management programs (Fulton, 2012; Grant,2013; Roehl, et al. 2013). However, there are challenges in implementing this model. This chapter aims to identify some of the more common challenges. Finally, an example of ‘work in progress' of addressing of these challenges in ‘flipping' the classroom in a first-year university course.

Challenges in Implementing the Flipped Classroom Model in Higher Education

2016 ◽  
pp. 352-365 ◽  
Author(s):  
Lakshmi Chellapan ◽  
Jacques van der Meer
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
First Year ◽  
Medical Sciences ◽  
Face To Face ◽  
Class Time ◽  
Lecture Material ◽  
University Course ◽  
First Year University ◽  
Business And Management

The flipped classroom as typically applied in higher education, consists of delivering lecture material outside of classroom contact, leaving face-to-face class time for more interactive learning, discussion, integration, and application of content (Grant, 2013). Increasing numbers of teachers in higher education are considering implementing this model in light of the perceived benefits of a more active engagement of students in their learning, be it in education, interior designing, medical, sciences, social science, business and management programs (Fulton, 2012; Grant,2013; Roehl, et al. 2013). However, there are challenges in implementing this model. This chapter aims to identify some of the more common challenges. Finally, an example of ‘work in progress' of addressing of these challenges in ‘flipping' the classroom in a first-year university course.

The LTH Program--A Structured Introductory Process to Improve First-Year Students' Performance and Learning

NASPA Journal ◽  
2003 ◽  
Vol 40 (4) ◽  
Author(s):  
Leif Bryngfors ◽  
Gerhard Barmen
Keyword(s):  
Higher Education ◽  
Student Retention ◽  
First Year ◽  
Education Student ◽  
First Year Students ◽  
Technology Program ◽  
Essential Components ◽  
New Students ◽  
Education Personnel ◽  
Institute Of Technology

Swedish higher education personnel have come to realize that they now face a problem in higher education: student retention. They have attempted to resolve the problem in a manner consistent with Swedish ethos. The explorations led to the development of the LTH (Swedish abbreviation for Lund Institute of Technology) program, which combines an orientation process with a support system to help new students in their transition from secondary school to university studies. Essential components of the program seek to stimulate the learning process of students, while encouraging them to find a balance between academic and social activities. Three years experience with the LTH program shows an increase in first-year performance and retention by 50%.

scholarly journals Effectiveness of OER Use in First-Year Higher Education Students’ Mathematical Course Performance

2019 ◽  
Vol 20 (2) ◽  
Author(s):  
Juan Ignacio Venegas Muggli ◽  
Werner Westermann
Keyword(s):  
Higher Education ◽  
Qualitative Methods ◽  
Open Educational Resources ◽  
First Year ◽  
Education Students ◽  
Course Performance ◽  
Face To Face ◽  
Teachers And Students ◽  
Khan Academy ◽  
Quantitative And Qualitative Methods

This article examines the effect of two Open Educational Resources (OER) - Khan Academy Collection and a teacher-authored open textbook - on mathematical course performance and attendance amongst first-year higher education Chilean students. It also aims to find out about teachers’ and students’ views on the use of OER in order to understand how these resources are used and valued. To this end, quantitative and qualitative methods were employed. Findings indicate that students in face-to-face classes who used Khan Academy resources obtained better examination grades than students who used the open textbook or relied on traditional proprietary textbooks. Moreover, it was also found that students who used both types of OER had significantly lower attendance levels than students who relied on traditional proprietary textbooks. Finally, it was observed that teachers and students had very positive opinions on the use of both the Khan Academy Collection and open textbook resources.

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