scholarly journals The Experience of a Master's Class

2021 ◽  
Vol 51 (7) ◽  
pp. 30-39
Author(s):  
Ágnes Neulinger
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Online Survey ◽  
Course Design ◽  
Student Perception ◽  
Positive Influence ◽  
Special Focus ◽  
Development Effort ◽  
Competency Development ◽  
Research And Innovation

The concept of responsible research and innovation (RRI) has increased in popularity in the context of European Commission policy since 2010; promoting inclusive and sustainable research and innovation. The present paper introduces a curriculum development effort following the RRI principles in higher education in order to demonstrate the potential positive influence of an RRI-inspired course design on the self-perception of students related to their own reflexivity and inclusiveness competencies. The paper first outlines the use of the RRI approach in higher education, with a special focus on two areas, reflexivity and inclusiveness. The development of a marketing-related subject will then be introduced, described and evaluated. With the aid of a master’s course, the selection of appropriate learning/teaching methods and related assessment practices will be introduced in relation to the competencies of reflexivity and inclusiveness. The results of a quantitative study are also presented, as students evaluated their own competency development in relation to reflexivity and inclusiveness topics at the end of the semester, with the help of an online survey. According to the main findings, the student perception was that course development served the aim of competency development well, and the various teaching methods supported inclusiveness, which also assisted the improvement of reflexive thinking.

scholarly journals Promoting Critical Thinking and Learning in a Large-Enrolment Humanities Class

2022 ◽  
Vol 10 ◽  
Author(s):  
Kiruthika Ragupathi ◽  
Zi Hui Yeo ◽  
Hui Chieh Loy
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Online Survey ◽  
Course Design ◽  
Student Experience ◽  
Instructional Designers ◽  
Multiple Choice Questions ◽  
Mass Higher Education ◽  
University Courses ◽  
Qualitative Responses

To promote the development of critical thinking abilities in an introductory undergraduate humanities course in the context of mass higher education, we implemented a course design that employed a series of scenario-based multiple-choice questions (MCQs) and informal peer discussions. Using an online survey to gather perception data and self-reported behavioral data, this study examines the extent to which the course design was effective at promoting critical thinking and student experience. Deductive analysis of students’ qualitative responses indicate that the course design was successful in promoting students’ development of critical thinking. Both deductive and inductive analysis of students’ qualitative responses also suggest that students largely had favorable attitudes towards this course design, though there are also some who express concerns. Our design may be useful for instructors and instructional designers aiming to promote critical thinking and learning in university courses.

Students’ perception of written, audio, video and face-to-face reflective approaches for holistic competency development

2021 ◽  
pp. 146978742110544
Author(s):  
Cecilia KY Chan ◽  
Hannah YH Wong
Keyword(s):  
Higher Education ◽  
Student Development ◽  
Student Perception ◽  
Competency Development ◽  
Making Meaning ◽  
Face To Face ◽  
Technological Adoption ◽  
Postgraduate Studies ◽  
Action Taking ◽  
Audio Video

Reflection has been increasingly used to enhance student development in higher education, in both undergraduate and postgraduate studies. Learner autonomy is essential on reflection, particularly on how learners interpret their learning experiences. The learner has to take initiatives in making meaning of their learning by examining their experiences, and purposefully exploring their learning. Reflection is a key component in active learning as students actively engage in the process of thinking about what they have learnt or experienced. Mezirow highlighted how reflection can mean many things, including awareness of a perception, thought, feeling, intention and action, taking something into consideration or simply imagining alternatives. And there are also multiple approaches to embracing reflection today, such as reflective essays, videos and online blogs, where reflective processes and approaches may differ particularly in relation to technological adoption. In a learning environment, reflective approaches are adopted with the aim for learners to transfer knowledge and experiences to practice. However, there is scarce literature on student perception of the different reflective approaches. The present paper therefore examines student perspectives on four different reflective approaches and how these different approaches are applied within the context of higher education. The four approaches chosen are written, audio, video and face-to-face based on current literature on how reflection is documented or presented in education) and the integration of the concept of multimodality.

Inquiry in Higher Education: Reflections and Directions on Course Design and Teaching Methods

2006 ◽  
Vol 31 (4) ◽  
pp. 201-214 ◽  
Author(s):  
Christopher Justice ◽  
James Rice ◽  
Wayne Warry ◽  
Sue Inglis ◽  
Stefania Miller ◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Course Design

scholarly journals Factors affecting Students’ Satisfaction with Online Learning in Higher Education in Qatar

2021 ◽  
Author(s):  
Alaa Abuhzaimah ◽  
Emad Ahmed Abushanab
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Educational Level ◽  
Online Survey ◽  
Course Design ◽  
Assessment Method ◽  
Quantitative Research Methods ◽  
Factors Affecting ◽  
Students Satisfaction

This effort seeks to explore the major factors that play an essential part in enhancing students ‘satisfaction with online learning experience in higher education in Qatar, before and during the COVID-19 pandemic. The Unified Theory of Acceptance and Use of Technology (UTAUT) model was expanded by integrating three new components to study student’s satisfaction with online learning such as course design, student engagement and assessment method. Quantitative research methods were adopted, and data were collected from 750 students at four Universities in Qatar through an online survey questionnaire. The SPSS statistical software was applied to test the research model and to examine the reliability and validity of the data obtained from the questionnaire. Based on the findings, student engagement, assessment method, course design and continuance in the use of online learning were shown to have a substantial influence on students’ satisfaction. Performance expectancy and social influence were exhibited to have a considerable impact on continuance in the use of online learning. Nevertheless, the influence of effort expectancy and facilitating conditions on continued use of online learning was found to be statistically insignificant. Moreover, the effects of age, gender, educational level, and nationality were also explored. It was found that there was a considerable discrepancy among the two genders, the different ages, educational level and nationalities on the different constructs of the model. The results of this study offer many academic institutions the opportunity to understand the factors affecting students’ satisfaction with online learning in Qatar. The findings definitely, provide insight into how colleges and universities in Qatar can effectively improve online students’ experience with online learning. Moreover, this research presented a conceptual model to shed the light on the shortness and provide a better explanation and understating of the factors affecting students’ overall satisfaction and the relationships between them.

Course design in higher education: A study of teaching methods and educational objectives

1993 ◽  
Vol 18 (1) ◽  
pp. 65-79 ◽  
Author(s):  
Susan Rickard Liow ◽  
Martin Betts ◽  
Julian Kok Leong Lit
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Course Design ◽  
Educational Objectives

scholarly journals Does Instructor Type Matter? Undergraduate Student Perception of Graduate Teaching Assistants and Professors

2012 ◽  
Vol 11 (2) ◽  
pp. 187-199 ◽  
Author(s):  
K. Denise Kendall ◽  
Elisabeth E. Schussler
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Online Survey ◽  
Teaching Assistants ◽  
Student Perception ◽  
Graduate Teaching Assistants ◽  
Development Programs ◽  
Instructional Style ◽  
Graduate Teaching ◽  
Instructional Perceptions

Graduate teaching assistants (GTAs) are used extensively as instructors in higher education, yet their status and authority as teachers may be unclear to undergraduates, to administrators, and even to the GTAs themselves. This study explored undergraduate perception of classroom instruction by GTAs and professors to identify factors unique to each type of instructor versus the type of classes they teach. Data collection was via an online survey composed of subscales from two validated instruments, as well as one open-ended question asking students to compare the same class taught by a professor versus a GTA. Quantitative and qualitative results indicated that some student instructional perceptions are specific to instructor type, and not class type. For example, regardless of type of class, professors are perceived as being confident, in control, organized, experienced, knowledgeable, distant, formal, strict, hard, boring, and respected. Conversely, GTAs are perceived as uncertain, hesitant, nervous, relaxed, laid-back, engaging, interactive, relatable, understanding, and able to personalize teaching. Overall, undergraduates seem to perceive professors as having more knowledge and authority over the curriculum, but enjoy the instructional style of GTAs. The results of this study will be used to make recommendations for GTA professional development programs.

Pedagogical transitions experienced by higher education faculty members – “Pre-Covid to Covid”

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Bharti Pandya ◽  
Louise Patterson ◽  
BooYun Cho
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Online Survey ◽  
Virtual Learning Environment ◽  
Content Type ◽  
Technological Support ◽  
Anova Test ◽  
Course Content ◽  
Significant Difference ◽  
Assessment Strategies

PurposeThis study aimed to analyse if significant pedagogical transitions occurred from Pre-Covid-19 to Covid-19 period concerning applied teaching methods, course content, assessment strategies, technical support and faculty's readiness.Design/methodology/approachThis is a quantitative study wherein perceptions of 116 faculty (from higher education institutions) from 22 countries were collected through an online survey. The authors classified the responses by five measurement characteristics and treatment, that is, Pre-Covid and during Covid. ANOVA test identified the differences between the ten groups. The authors also conducted ANOVA test for five Pre-Covid groups and five Covid groups and found meaningful differences among those groups.FindingsThe authors compared the differences by the treatment, that is, Pre-Covid and Covid, and found the significant difference in teaching methods, assessment strategies and faculty's readiness while there was no significant difference found in course content and technological support.Practical implicationsThe findings and recommendations have a practical application for higher education leaders, curriculum managers and faculty working within this academic environment of online learning either completely remote or hybrid.Originality/valueThe interpretive analysis suggests key improvement areas where education policymakers and higher education strategists need to pay attention to developing strategies and be proactive to cope with any future emergencies whilst maintaining high standards of teaching and learning. This includes devising strategies to prepare faculty competencies to teach in a virtual learning environment, to revamp the assessment strategies and teaching methods.

Students’ knowledge and expectations about sustainable food systems in higher education

2020 ◽  
Vol 21 (6) ◽  
pp. 1087-1110
Author(s):  
Paola Migliorini ◽  
Alexander Wezel ◽  
Eve Veromann ◽  
Carola Strassner ◽  
Dominika Średnicka-Tober ◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Food Systems ◽  
Online Survey ◽  
Limiting Factor ◽  
Young Generation ◽  
Sustainable Food Systems ◽  
Sustainable Food ◽  
Content Type ◽  
Consumption Decisions

Purpose To clarify needs and requests of the young generation to the contemporary and future education on food systems, this paper aims to examine the following issues: students’ background knowledge, students’ behaviour as consumers and food citizenship, most interesting topics of SFS for students and students’ preferences and expectations in developing different skills, topics and preferences in teaching/learning methods. Design/methodology/approach This study was performed as an online-survey amongst eight European Universities in seven European Union (EU) countries to which 1,122 students responded. Data was analysed with descriptive and multivariate statistical analyses. Findings Taste and Health are the most important values and motives that influence students’ food buying and consumption decisions, but significant differences were found amongst students from different universities and countries. The most important topics for students for future teaching courses are “organic food”, “fair trade”, “organic agriculture” and most important skills to learn are “ability to make a judgement and justify decisions” and the “ability to create and innovate”. Excursions and field trips as teaching methods was given the highest ranks. Research limitations/implications Different study programmes and cultural backgrounds of the participating students in the different universities could be a limiting factor for the interpretation of some results. Originality/value These results provide a basis for improvement of higher education in the EU towards sustainable food systems based on experiential learning/teaching methods.

PENERAPAN iLEARNING SURVEY (iSur) DALAM MENINGKATKAN KUALITAS SISTEM INFORMASI SELAMA PROSES PEMBELAJARAN DI PERGURUAN TINGGI RAHARJA

CCIT Journal ◽  
2014 ◽  
Vol 7 (3) ◽  
pp. 335-354
Author(s):  
Untung Rahardja ◽  
Muhamad Yusup ◽  
Ana Nurmaliana
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Online Survey ◽  
The Other ◽  
Learning Activities ◽  
Faculty Performance ◽  
Satisfaction Measurement ◽  
Valid Information

The accuracy and reliability is the quality of the information. The more accurate and reliable, the more information it’s good quality. Similarly, a survey, the better the survey, the more accurate the information provided. Implementation of student satisfaction measurement to the process of teaching and learning activities on the quality of the implementation of important lectures in order to get feedback on the assessed variables and for future repair. Likewise in Higher Education Prog has undertaken the process of measuring student satisfaction through a distributed questioner finally disemester each class lecture. However, the deployment process questioner is identified there are 7 (seven) problems. However, the problem can be resolved by the 3 (three) ways of solving problems one of which is a system of iLearning Survey (Isur), that is by providing an online survey to students that can be accessed anywhere and anytime. In the implementation shown a prototype of Isur itself. It can be concluded that the contribution Isur system can maximize the decision taken by the Higher Education Prog. By using this Isur system with questions and evaluation forms are submitted and given to the students and the other colleges. To assess the extent to which the campus has grown and how faculty performance in teaching students class, and can be used as a media Isur valid information for an assessment of activities throughout college.

FACULTY DEVELOPMENT PROGRAMS: THE FREQUENCY AND VARIETY OF PROFESSIONAL DEVELOPMENT PROGRAMS AVAILABLE TO ONLINE INSTRUCTORS

2012 ◽  
Vol 16 (5) ◽  
Author(s):  
Jennifer Heather Herman
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Faculty Development ◽  
Online Instruction ◽  
Teaching And Learning ◽  
Online Survey ◽  
Development Programs ◽  
Online Instructors ◽  
Learning Development ◽  
Printed Materials

Online education is no longer a peripheral phenomenon in higher education: over one-third of faculty have taught or developed an online course. As institutions of higher education expand their online education offerings, administrators need to recognize that supporting faculty through the use of incentives and through effective faculty development programs for online instruction is important to the improvement of the quality of educational programs. This quantitative study used an online survey to investigate the types and frequency of faculty development programs for online instruction at institutions with an established teaching and learning development unit (TLDU). The average TLDU offered about fifteen different types of faculty development programs, the most common being websites, technical services, printed materials, and consultation with instructional design experts.

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