College Student Reception of Next-Generation Learning and Effective Approaches for Instructors

2018 ◽  
pp. 306-324
Author(s):  
Donna M. Farina ◽  
Natalia Coleman
Keyword(s):  
Higher Education ◽  
College Student ◽  
Student Success ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Next Generation ◽  
Diverse Student ◽  
New Learning ◽  
Student Reactions ◽  
Diverse Student Population

Next-generation learning (NxGL) approaches have been applied to improve learning outcomes for the diverse student population of New Jersey City University (NJCU), one of the top hundred most diverse institutions of higher education in the country. This chapter focuses on the variety of reactions that diverse students, both undergraduate and graduate, can have to unknown or unfamiliar learning experiences, as they move through different stages of adjustment to the next-generation classroom. The chapter discusses how instructors can anticipate common student reactions and what they can do to guide students toward successful participation in NxGL. The improved skills of the instructor will allow students to benefit to the fullest possible extent from new learning opportunities. If the instructor feels at home with next-generation teaching and learning, this will increase the potential for student success as well as satisfaction with these approaches.

Readiness of Universities for 21st Century Digital Economies: Case of Selected Lecturers from Universities in Buffalo City Metropolitan in Eastern Cape Province South Africa

10.31355/42 ◽  
2019 ◽  
Vol 3 ◽  
pp. 065-077
Author(s):  
Agyei Fosu
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Eastern Cape ◽  
Next Generation ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Management

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose...................................................................................................................................................................................................... The purpose of this study is to expand the knowledge base on factors likely to impede implementation and adoption of web-based learning management systems to blend with traditional methods of lecturing in universities to cater for the next generation of learners in Africa and Eastern Cape Province South Africa in particular. Background........................................................................................................................................................................................................ The shift from the industrial economies to 21st century digital and knowledge-based economies, fueled by rapid Information and Communication Technologies (ICTs) such as Internet, YouTube, Chartrooms, Skype, Social media networks and its introduction to the educational system not only resulted in a new teaching approach globally but also paved way to usher in new generation of learners (anytime, anywhere learners) in the higher education system. Despite the fact that universities and other institutions of higher education in developed countries and some Africa countries have since recognized that the 21st century global digital and knowledge-based economies evolution has ushered in the next generation of learners, and as a result have taken the necessary steps to blend the traditional method of lecturing in higher education with web-based learning management systems in order to accommodate these learners. However, in Africa not much research have been done on the readiness of higher education institutions in terms of blending web-based learning management systems with the traditional method of lecturing to cater for the next generation of learners. Methodology....................................................................................................................................................................................................... Quantitative and two non-probability sampling methods, namely, quota and purposive sampling was used to investigate the technological skills of selected lecturers from universities within Buffalo City Metropolitan as one of the core component to check the readiness of their faculty for the next generation of learners. Contribution........................................................................................................................................................................................................ This research will add to the growing knowledge about the blending of web-based learning management with the traditional style of lecturing in higher education in the 21st century digital economies. Findings.............................................................................................................................................................................................................. The results indicated that the participating lecturers need to be trained and sup-ported in the skills of using of the ICTs and computer programs applicable to enhance web-based learning in teaching and learning environment in higher education in order to cater for the next generation of learners associated with the 21st century digital economies. Recommendations for Practitioners................................................................................................................................................................. Much as there is a need for increased in investment in infrastructure within higher education institutions to support teaching and learning, continuous sup-port and training for academics to be technologically literate and also be abreast on rapidly evolving field of ICTs is paramount as it can expedite the teaching and learning process in higher education. Recommendation for Researchers................................................................................................................................................................... There is the need to explore in depth the other two components suggested by Mishra and Koehler (2007) which can serve as barriers for successfully integration of technology into teaching and learning by locus of knowledge. Impact on Society............................................................................................................................................................................................... The research will assist stakeholders, policy makers and agencies tasked with transforming institutions of higher learning to identify the barriers likely to hinder transformation efforts and address them accordingly. Future Research................................................................................................................................................................................................. Conducting research on technological skills of students are critical in this context.

Widening Access to Higher Education – An Australian Case Study

2003 ◽  
Vol 8 (2) ◽  
pp. 195-212
Author(s):  
Glen Postle ◽  
Andrew Sturman
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Access To Higher Education ◽  
History Of Higher Education ◽  
Student Groups ◽  
Diverse Student ◽  
History Of ◽  
Australian Case ◽  
Open And Distance Learning

In this paper the authors trace the development of equity within the Australian higher education context over the latter part of the last century. In particular they focus on the ways different perspectives (liberalist-individualist and social democratic) have shaped what has been a dramatic increase in the number and diversity of students accessing higher education in Australia. The adoption of a specific perspective has influenced the formation of policies concerning equity and consequently the way universities have responded to the pressures to accept more and different students. These responses are captured under two main headings – ‘restructuring the entry into higher education’ and ‘changing the curriculum within higher education’. Several examples of current programs and procedures based upon these are explained. The paper concludes with the identification of three ‘dilemmas' which have emerged as a result of the development and implementation of equity processes and procedures in higher education in Australia. These are: (a) While there has been an increase in the number and range of students accessing higher education, this has been accompanied by a financial cost to the more disadvantaged students, a cost which has the potential to exacerbate equity principles. (b) For one of the first times in the history of higher education, a focus is being placed on its teaching and learning functions, as opposed to its research functions. The problem is that those universities that have been obliged to broaden their base radically have also been obliged to review their teaching and learning practices without any budgetary compensation. (c) A third consequence of these changes relates to the life of a traditional academic. Universities that have been at the forefront of ‘changing their curriculum’ to cope with more diverse student groups (open and distance learning) have seen the loss of ‘lecturer autonomy’ as they work more as members of teams and less as individuals.

scholarly journals Exploring new learning paradigms in ODL: A reflection on the paper of Barber, Donnelly and Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”.

2015 ◽  
Vol 16 (4) ◽  
Author(s):  
Tom H Brown
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Learning Theories ◽  
Learning Approaches ◽  
Policy Makers ◽  
Teaching And Learning Strategies ◽  
The Impact ◽  
The Revolution

<p class="Paragraph1"><span lang="EN-US">The paper of Barber, Donnelly &amp; Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”  addresses some significant issues in higher education and poses some challenging questions to ODL (Open and Distance Learning) administrators, policy makers and of course to ODL faculty in general.  Barber et al.’s paper does not specifically address the area of teaching and learning theories, strategies and methodologies per se.  In this paper I would therefore like to reflect on the impact that the contemporary changes and challenges that Barber et al. describes, have on teaching and learning approaches and paradigms.  In doing so I draw on earlier work about future learning paradigms and navigationism (Brown, 2006).  We need a fresh approach and new skills to survive the revolution ahead.  We need to rethink our teaching and learning strategies to be able to provide meaningful learning opportunities in the future that lies ahead.</span></p>

Handbook of undergraduate second language education. Judith W. Rosenthal (Ed.). Mahwah, NJ: Erlbaum, 2000. Pp. 400.

2001 ◽  
Vol 22 (2) ◽  
pp. 278-281
Author(s):  
D. Bradford Marshall
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Student Population ◽  
Second Language Education ◽  
Diverse Student ◽  
New Ideas ◽  
Diverse Student Population

Judith Rosenthal has brought together a wide variety of articles on second language (L2) teaching and learning that will surely interest foreign language (FL) educators in U.S. universities who are struggling to increase or maintain enrollment in their courses or who are seeking new ideas to meet the needs and demands of an increasingly diverse student population. Rather than encourage individual language departments to continue their separate battles for survival, Rosenthal hopes to enhance the “integration” of FL programs in order “to better promote proficiency in more than one language” (p. 353). This volume clearly illustrates how teachers of various languages can collaborate and share experiences in order to find solutions to what are often very similar problems.

New Knowledge - New Learning?

2013 ◽  
pp. 530-539
Author(s):  
Maria Slowey ◽  
Ekaterina Kozina
Keyword(s):  
Higher Education ◽  
Curriculum Reform ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Bologna Process ◽  
Postgraduate Education ◽  
Learning Technology ◽  
New Learning ◽  
New Knowledge ◽  
The Bologna Process

The landscape of university undergraduate and postgraduate education in Ireland has undergone a significant change within the broader context of the Bologna Process in Europe. In recent years, a range of national steering initiatives have sought to promote curriculum reform, enhancement of teaching and learning, use of new learning technology, new forms of student support, and professional development of academic staff. The aim of this chapter is to analyse both underlying challenges and some significant achievements. The latter include examples of collaborative initiatives between academics and centres for academic practice and student learning in universities and joint projects across an alliance involving eight institutions of higher education. The authors also talk about the drivers of curriculum reform in higher education and illustrate how these are translated in practice through the introduction of a major curriculum reform initiative, the Academic Framework for Innovation (AFI) in one university.

Online Teaching Partnerships in Diverse Socio-Cultural Institutions

2010 ◽  
pp. 27-41
Author(s):  
Julian Scheinbuks ◽  
Anthony A. Piña
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Online Learners ◽  
Online Instructors ◽  
Heterogeneous Learning ◽  
Diverse Student ◽  
Distance Learning Technologies ◽  
Diverse Student Population ◽  
Experiential Backgrounds

In this chapter, the authors present the case of an inter-institutional online teaching partnership. The partnership has allowed faculty and students from racially and socio-economically diverse institutions to interact with each other through synchronous and asynchronous distance learning technologies. Courses were developed and team-taught by faculty from the three partner institutions. Faculty who were new to the online teaching environment collaborated with and were mentored by experienced online instructors. These instructors became more experienced in teaching a diverse student population and more comfortable and competent within technology-mediated teaching environments. Students from diverse socio-economic, racial and experiential backgrounds engaged in a more heterogeneous learning environment and learned how to be more effective online learners. Cross-discipline partnerships resulted in new courses being added to the curriculum. The inter-institutional online teaching partnership is a way to provide teaching and learning that is socially accessible, technologically adaptable, economically viable, and politically agreeable.

Using Mid-Semester Assessment Programs (MAPs) as a Catalyst for the Scholarship of Teaching and Learning (SoTL)

2020 ◽  
pp. 181-200
Author(s):  
Alisa Hutchinson ◽  
Anabel Stoeckle
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Student Success ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Student Feedback ◽  
Scholarship Of Teaching ◽  
Development Tool ◽  
Improve Student Learning ◽  
Innate Interest

Mid-Semester Assessment Programs (MAPs) have been successfully utilized as a professional development tool for faculty interested in improving their teaching in the context of higher education by assessing voluntary formative student feedback that guides changes instructors make in the classroom. Faculty centers and educational developers have the unique opportunity to recruit instructors via MAPs who have participated in these programs to promote and support the scholarship of teaching and learning (SoTL) among faculty who already display an innate interest in best teaching practices and are open to advancing their own teaching in order to improve student learning and to propel student success. This chapter provides a guide for educational developers who seek to become active partners for faculty to become interested and engaged in the scholarship of teaching and learning through a unique recruitment mechanism that serves as a natural steppingstone for faculty not having engaged with SoTL yet.

The importance of engaging students on public assistance: New insights and recommendations for practice

2019 ◽  
Vol 37 (3) ◽  
pp. 341-364
Author(s):  
Nicole M Elias ◽  
Madeleine Marrin
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Public Assistance ◽  
Social Welfare Policy ◽  
Access To Higher Education ◽  
Student Body ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Diverse Student Population ◽  
Policy Shifts

Student engagement in institutions of higher education has become a central priority for educators and administrators. What “student engagement” means for a diverse student body is an important question for public institutions with justice-related missions. As social welfare policy shifts to allow more recipients of public assistance access to higher education, research regarding their engagement experiences remains scarce. To support a socioeconomically diverse student body, consistent with the Network of Schools of Public Policy, Affairs, and Administration (NASPAA) standards, this project explores the nature of engagement among student recipients of public assistance by asking the following research questions: what forms of engagement with students on public assistance take place? Why is engaging students on public assistance important? How can we foster greater engagement with students on public assistance? To answer these questions, student and faculty focus groups are conducted. From this analysis, we highlight normative implications of engaging a socioeconomically diverse student population and present recommendations for fostering greater engagement.

Cloud-Based Technologies: Faculty Development, Support, and Implementation

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Veronica Diaz
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Web 2.0 ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Web Based ◽  
Vast Array ◽  
E Learning ◽  
Development Support ◽  
Available Technology

The number of instructional offerings in higher education that are online, blended, or web-enhanced, including courses and programs, continues to grow exponentially. Alongside the growth of e-learning, higher education has witnessed the explosion of cloud-based or Web 2.0 technologies, a term that refers to the vast array of socially oriented, free or nearly free, web-based tools, has represented a transition from institutionally-provided to freely available technology tools. This paper addresses the numerous teaching and learning opportunities and challenges that institutions face in adopting and implementing cloud-based technologies into their eLearning programs and provides a guide for forming implementation decisions.

Development and Evaluation of a Generic Re-Purposable e-Learning Object on Data Analysis

2010 ◽  
pp. 14-28
Author(s):  
Jillian R. Griffiths ◽  
Jenny Craven
Keyword(s):  
Higher Education ◽  
Data Analysis ◽  
21St Century ◽  
Personal Experience ◽  
Learning Object ◽  
Diverse Student ◽  
E Learning ◽  
Uk Higher Education ◽  
Diverse Student Population

This case describes the development of a re-purposable learning object for higher education. There is evidence of an increasingly diverse student population in UK higher education, where the sector is currently faced with re-positioning itself in order to meet the challenges of higher education in the 21st century. This has resulted in a new emphasis in education on supporting the learner, in collaboration with peers and tutors, through a lifetime of education, both within and outside the classroom. These factors, together with personal experience in teaching students data analysis have been instrumental in the formation, by the authors, of the conception of the Analyse This!!! learning object described in this case study. In June 2008 Analyse This!!! was successfully launched, and it is hoped that it will prove to be a useful resource for students and staff alike, across many different subject disciplines and across different institutions.

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