scholarly journals Journal of University Teaching and Learning Practice Editorial 10.1

2013 ◽  
Vol 10 (1) ◽  
pp. 2-4
Author(s):  
Geraldine E. Lefoe ◽  
Keyword(s):  
Higher Education ◽  
Open Access ◽  
Federal Government ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Open Access Journal ◽  
University Teaching ◽  
Learning And Teaching ◽  
Higher Education Teaching ◽  
First Time

Welcome to the first issue of Volume 10 of Journal of University Teaching and Learning (JUTLP) in 2013. This year also marks the tenth year of the journal and we have seen it grow incredibly in that time. As an open access journal we struggled initially for acceptance. However last year there were 32000 downloads from the site, an indication of improved access as well as more interest in improving teaching practice. This increased recognition for research related to higher education teaching practice is also reflected in opportunities for grants. In Australia this year the federal government has recently announced that Office of Learning and Teaching (OLT) grants and fellowships are included in the Competitive Grants Register for the first time providing further avenues for our scholars to support their research.

scholarly journals Journal of University Teaching and Learning Practice Editorial 8.3

2011 ◽  
Vol 8 (3) ◽  
pp. 2-4
Author(s):  
Geraldine E. Lefoe ◽  
Keyword(s):  
Higher Education ◽  
Social Inclusion ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
University Teaching ◽  
Learning And Teaching ◽  
New Directions ◽  
The Uk ◽  
The Impact ◽  
The Way

Welcome to the third and final issue of Volume 8 of the Journal of University Teaching and Learning (JUTLP) in 2011. As the year draws to a close we are seeing some striking changes to the higher education sector internationally. In England budget cuts have seen the closure of the twenty-four Higher Education Academy subject centres at the same time as the establishment of student fees. In Australia the cap has been lifted across the board on the number of students that can be enrolled in universities with the resultant projected increased student numbers. The focus in Australia is on social inclusion yet in England the concern for the introduction of fees is just the opposite, these will be the very students who may now be excluded. The changes in both countries see new measures of accountability and more complex regulations put in place. Will this cause people to rethink the way we teach and the way students learn? For the Higher Education Academy in the UK, new directions see the hosting of a summit on learning and teaching with a focus on flexible learning, an indicator of new directions for many institutions. In Australia, we see a renewed opportunity to investigate such changes through the opening of the Office of Learning and Teaching (OLT) and its role of recognising the importance of learning and teaching through grants and awards schemes. We hope in 2012 we’ll hear more from our authors about the impact of these transformations, as well as those changes occurring in other countries around the world, on teaching practice in our universities.

scholarly journals Cross-cultural effects of COVID-19 on higher education learning and teaching practice: A case study from Greece

2021 ◽  
Vol 18 (5) ◽  
pp. 73-89
Author(s):  
Margarita Kefalaki ◽  
◽  
Michael Nevradakis ◽  
Qing Li ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Cross Cultural ◽  
Education Students ◽  
Learning And Teaching ◽  
Cultural Effects ◽  
Global Pandemic

COVID-19 has greatly impacted all aspects of our everyday lives. A global pandemic of this magnitude, even as we now emerge from strict measures such as lockdowns and await the potential for a ‘new tomorrow’ with the arrival of vaccines, will certainly have long-lasting consequences. We will have to adapt and learn to live in a different way. Accordingly, teaching and learning have also been greatly impacted. Changes to academic curricula have had tremendous cross-cultural effects on higher education students. This study will investigate, by way of focus groups comprised of students studying at Greek universities during the pandemic, the cross-cultural effects that this ‘global experience’ has had on higher education, and particularly on students in Greek universities. The data collection tools are interviews and observations gathered from focus groups.

scholarly journals Changing teaching practice: The evolving purpose of the teacher in higher education

2021 ◽  
Vol 18 (6) ◽  
pp. 1-11
Author(s):  
Prue Gonzalez ◽  
◽  
Beate Mueller ◽  
Kevin Merry ◽  
Colin Jone ◽  
...  
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
University Teaching ◽  
Leadership Roles ◽  
Future Expectations ◽  
Higher Education System ◽  
Subject Matter Expertise ◽  
Cultural Historical Activity

In this Editorial, we take the opportunity to expand on the second Journal of University Teaching and Learning theme, Developing Teaching Practice. Building on Editorial 18(4), which articulated changes to higher education in the period roughly between 1980 and 2021, we believe it is pertinent to explore the changing conceptions of academic as ‘teacher’. We use Engeström’s cultural-historical activity theory as a lens to consider how higher education teachers are situated in the current context of rapid changes arising from the COVID-19 pandemic. We explore possible future purposes of higher education to consider flow-on impacts on the purpose of its teachers and how their roles might change to accommodate future expectations. We assert the need to challenge the notion of the academic as a person who is recruited into higher education largely because of their subject matter expertise and maintains strong commitment to teaching expertise that is grounded in scholarship, critical self-reflection, and agency. In our various teaching and leadership roles, and consistent with the literature, we have observed paradoxical outcomes from the nexus between risk, innovation and development, driving risk aversity and risk management, with significant (contradictory) impacts on teaching, teachers and student learning. The barriers to implementing innovative curricula include questions of do students get a standardised and ‘safe’ educational experience or are they challenged and afforded the opportunity to transform and grow? Are they allowed to fail? Related, do teachers have genuine agency, as an educator, or are they positioned as agents of a higher education system? We explore these questions and invite our readers to engage in serious reflexivity and identify strategies that help them question their attitudes, thought processes, and assumptions about teaching and student learning. We welcome papers that contribute values-based conversations seeking to continue exploring ways of dealing with and adapting to change in our teaching practices, case studies of learning through failure, change and adaptation and the development of the field.

Open Universities Australia

2013 ◽  
pp. 83-98
Author(s):  
Michael Crock ◽  
Janet Baker ◽  
Skye Turner-Walker
Keyword(s):  
Higher Education ◽  
Open Access ◽  
Federal Government ◽  
Technological Innovation ◽  
Teaching And Learning ◽  
Student Loans ◽  
Future Directions ◽  
History Of ◽  
Insight Into ◽  
Future Plans

This chapter analyses the history of, and future directions for, higher education studies undertaken through Open Universities Australia (OUA), Australia’s unique higher education conduit. Founded to provide open access to units that allow individuals to undertake individual units or achieve qualifications from leading Australian universities, and supported by a federal government student loans scheme, OUA’s experience and future plans provide significant insight into the potential and pitfalls of the technological innovation in both higher education distance, and increasingly, on-campus, teaching and learning. The need for an ongoing emphasis on innovation, adaptability, and cooperation in an extraordinarily rapidly changing environment is highlighted.

Open Universities Australia

2015 ◽  
pp. 320-335
Author(s):  
Michael Crock ◽  
Janet Baker ◽  
Skye Turner-Walker
Keyword(s):  
Higher Education ◽  
Open Access ◽  
Federal Government ◽  
Technological Innovation ◽  
Teaching And Learning ◽  
Student Loans ◽  
Future Directions ◽  
History Of ◽  
Insight Into ◽  
Future Plans

This chapter analyses the history of, and future directions for, higher education studies undertaken through Open Universities Australia (OUA), Australia's unique higher education conduit. Founded to provide open access to units that allow individuals to undertake individual units or achieve qualifications from leading Australian universities, and supported by a federal government student loans scheme, OUA's experience and future plans provide significant insight into the potential and pitfalls of the technological innovation in both higher education distance, and increasingly, on-campus, teaching and learning. The need for an ongoing emphasis on innovation, adaptability, and cooperation in an extraordinarily rapidly changing environment is highlighted.

scholarly journals Listening out and dealing with otherness. A postcolonial approach to higher education teaching

2019 ◽  
Vol 19 (3) ◽  
pp. 227-243
Author(s):  
Angelika Thielsch
Keyword(s):  
Higher Education ◽  
Knowledge Production ◽  
Teaching And Learning ◽  
Individual Learning ◽  
University Teaching ◽  
Teaching Staff ◽  
Academic Teaching ◽  
Higher Education Teaching ◽  
Cultural Musicology ◽  
Definition Of

Postcolonial pedagogy invites academic teaching staff to create situations, in which hegemonic modes of knowledge production can be critically reflected and one’s own entanglement as disciplinary socialised member of (western) academia experienced. Such a postcolonial approach has been applied to a seminar in the context of cultural musicology and its impact on teaching and learning analysed. In this paper, the findings of the accompanying research are presented and discussed in relation to the concept of Bildung, theories on individual learning (in higher education) and current processes to internationalise the curricula. Throughout the argumentation, I will demonstrate how postcolonial pedagogy may cause the construction of otherness and why this simultaneously constitutes the biggest challenge as well as the profoundest reward when applying such an approach to university teaching. In addition to that, this paper introduces a definition of postcolonial pedagogy and offers recommendations to foster its implementation in higher education contexts.

scholarly journals Exploring Future Teachers’ Awareness, Competence, Confidence, and Attitudes Regarding Teaching Online: Incorporating Blended/Online Experience into the Teaching and Learning in Higher Education Course for Graduate Students

2015 ◽  
Vol 45 (3) ◽  
pp. 1-14
Author(s):  
Suzanne Le-May Sheffield ◽  
Jill Marie McSweeney ◽  
Aaron Panych
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Teaching And Learning ◽  
Online Courses ◽  
University Teaching ◽  
Teaching Expertise ◽  
Teaching Online ◽  
Learning And Teaching ◽  
Face To Face ◽  
Online Facilitation

Dalhousie University’s Centre for Learning and Teaching offers a Certificate in University Teaching and Learning, which includes a 12-week course entitled Teaching and Learning in Higher Education. This course provides the certificate’s theory component and has evolved to reflect the changing needs of future educators. One significant change is the development of a blended course model that incorporates graded online facilitation, prompted by the recognition that teaching assistants and faculty are increasingly required to teach online or blended (i.e., combining face-to-face and online) courses. This study invited graduate students enrolled in the course to participate in pre- and post-facilitation questionnaires that assessed their awareness, competence, confidence, and attitudes towards online and blended learning. Students recognized the value of the online component for future teaching expertise and experienced increased awareness, competence, and confidence regarding teaching online. However, preference for face-to-face teaching and student learning did not change.  

scholarly journals Reframing theory of, and for, practice in higher education

2021 ◽  
Vol 18 (4) ◽  
pp. 2-7
Author(s):  
Alisa Percy ◽  
◽  
Nona Press ◽  
Martin B Andrew ◽  
Vikk Pollard ◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Department Of Education ◽  
University Teaching ◽  
High Quality ◽  
Learning And Teaching ◽  
Higher Education Journals ◽  
Workplace Relations ◽  
National Networks ◽  
Teaching In Higher Education

When the Journal of University Teaching and Learning Practice — JUTLP as we have come to know it — was established in 2004, it was to fill a perceived gap in publications related to teaching and learning practice in higher education, with practice being the operative word (Carter, 2004). While other higher education journals existed, they were mainly the purview of academic developers and the most prodigious of disciplinary academics researching their teaching. In contrast, JUTLP was to be built as open-access and its readership as ‘practitioners looking for good ideas based soundly on a body of accessible theory and research’ (McInnes, 2004, n.p.). JUTLP was established in the Australian context at a time when promoting excellence in teaching and learning was regarded as an important government agenda to improve the student experience, and not accidentally, coincided with the creation of the Carrick Institute for Learning and Teaching in Higher Education (later the Australian Learning and Teaching Council, and later again the Office for Learning and Teaching). The Carrick Institute supported national cross-institutional grants and fellowship schemes, and promoted national networks of educational research into practice to support the mission of the then Department of Education, Employment and Workplace Relations (DEEWR) to ensure all ‘Australian higher education institutions provide high quality teaching and learning for all students’ (Carrick, 2009). How times have changed.

Expanding Opportunities in Teacher Education

2015 ◽  
pp. 268-286 ◽  
Author(s):  
Donna Mathewson Mitchell
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Critical Role ◽  
University Teaching ◽  
Civic Consciousness ◽  
Graduate Entry ◽  
Use Of Technology ◽  
Arts Curriculum

Initial teacher education has a critical role in preparing future teachers. In an era of increasing distance education, an additional challenge is to effectively prepare pre-service teachers who connect with higher education in an online environment. The diversity of the higher education student cohort studying by distance is significant and can easily be rendered invisible through the ‘facelessness' of digital technology. In addressing this challenge, this chapter outlines an innovative program undertaken in two secondary visual arts curriculum subjects delivered in distance mode in a graduate-entry teaching course. The innovation models a practice-based partnership involving higher education and community and culminates in a professional student exhibition. Outcomes include: positive student experience; high levels of achievement; increased civic consciousness and involvement; meaningful integration of cross-curriculum perspectives; and sustained focus on teaching practice. The program provides an example of an integrated use of technology to enhance university teaching and learning with the aim of informing future K-12 educational possibilities.

Renaming University Teaching and Learning Facilities in South Africa: towards the Africanisation of Higher Education

2020 ◽  
Vol 1 (3) ◽  
pp. 130-143
Author(s):  
C. Rwodzi ◽  
◽  
K.L. Mphela ◽  
M.J. Mogoboya
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Teaching And Learning ◽  
University Teaching ◽  
University Management ◽  
African Culture ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
Values And Beliefs ◽  
Higher Education Transformation

In South Africa, students and lecturers have been asking university management and government to rename teaching and learning facilities in line with the higher education transformation agenda. Strikes, demonstrations and debates regarding the decolonisation and Africanisation of higher education have been used as ways to communicate the need to fast-track the renaming process. Renaming lecture rooms, lecture theatres, laboratories, sports facilities, halls of residence, campus roads and other facilities help to embrace African culture, values and beliefs. This paper explores Africanisation by renaming of teaching and learning facilities. To understand Africanisation, a qualitative study was conducted using semi–structured interviews and observation of university facilities to understand the process of renaming. Selected naming committees, student representative members and lecturers participated by giving their views on the renaming of teaching and learning facilities. Findings from this study revealed that facilities with African names embrace African identity, ownership and brings peace and a sense of belonging to the learning and teaching environment.

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