Laying the foundations: designing a computing course for language students

ReCALL ◽  
1999 ◽  
Vol 11 (1) ◽  
pp. 58-64
Author(s):  
Christopher Jones
Keyword(s):  
Higher Education ◽  
Student Motivation ◽  
First Century ◽  
Transferable Skills ◽  
Sensitive Issue ◽  
Maximum Benefit ◽  
Language Students ◽  
Twenty First Century ◽  
It Skills

This paper looks at the design of a computing course for modern languages students. The goals of this course are to raise the level of IT skills with which modern languages students typically enter higher education; to ensure that students gain the maximum benefit and enjoyment from their programme of study; and to equip students with valuable transferable skills appropriate for a modern languages graduate of the twenty-first century. The rationable behind the key decisions affecting the design of the course is explained and practical suggestions for teaching the major topics are given. Particular attention is given to the sensitive issue of assessment which can have a powerful influence on student motivation.

scholarly journals Pedagogical practice preferences among generational groups of learners: Towards effective twenty-first century higher education

2020 ◽  
Vol 17 (5) ◽  
pp. 84-103
Author(s):  
Ruth Ortega-Dela Cruz ◽  
Keyword(s):  
Higher Education ◽  
First Century ◽  
Pedagogical Practices ◽  
Net Generation ◽  
Pedagogical Practice ◽  
Continuous Change ◽  
Present Generation ◽  
Significant Difference ◽  
Generational Groups ◽  
Twenty First Century

Facilitating learning for the students nowadays demands so much from the educators. This makes the role of higher education institutions (HEIs) more challenging as they look upon the needs of the present generation. This study sought answer to that need by determining the most preferred pedagogical practices that have impact on the students’ ability to stay motivated and learn effectively. Randomly selected higher education students including bachelor, masters’ and doctorate students were surveyed. Majority of the students belong to the so-called Net Generation. They prefer pedagogical practices that engage multiple channels of learning and on ways of assessing the learning outcomes. They thrive more on relevant, applicable, active learning and project-based tasks while working with their learning partners including faculty and students of shared interests. Results of correlation analysis revealed a significant relationship between students’ demographics, and their preferences for pedagogical practices. Analysis of Variance indicated highly significant difference in the preferences for pedagogical practices across generational groups of students. Higher education is indeed changing and thus requires continuous change and improvement on the part of educators who find comfort in utilizing the twentieth century pedagogical practices. Now that innovations and technological breakthroughs are inevitable, educators must take a stand and set the bar in promoting effective twenty-first century higher education.

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