Higher Education for the Future最新文献_第4页

Enabling Social Justice from Within: Reflections on the Student Voice, Pedagogy of Consciousness and the Idea of the University in Democracy 从内部实现社会正义:对学生声音、意识教育学和民主大学理念的思考

Higher Education for the Future Pub Date : 2021-10-12 DOI: 10.1177/23476311211047738

Monika Maini

{"title":"Enabling Social Justice from Within: Reflections on the Student Voice, Pedagogy of Consciousness and the Idea of the University in Democracy","authors":"Monika Maini","doi":"10.1177/23476311211047738","DOIUrl":"https://doi.org/10.1177/23476311211047738","url":null,"abstract":"The incidences of suicides by students from marginalized communities at Indian public universities indicate that the structural reforms have been insufficient in bringing social justice at universities and the situation demands a change in cognitive structures and processes that can mobilize shift towards just relations at the universities. This article aims to reflect upon pedagogy of consciousness developed by Paulo Freire and argue for its adoption by teachers to develop student voice that has the potential to bring social justice from within the universities. Following the interpretivist paradigm, the idea of the university given by Kant is explored to locate student voice and social justice within the framework of universities. The idea though places voice at core of university teaching learning process, limits its democratic potential by assuming apolitical role of the universities. Therefore, the author elaborates upon pedagogy of consciousness by Paulo Freire, to bring out its relevance in developing voice for social justice and rethinking the idea of the university. Through the analysis of in-depth interviews conducted with teachers and students at University of Delhi, the voices of students citing incidences of structural as well as epistemic injustice in the University are highlighted to develop the link between theory and practice. These voices point towards lack of spaces for expression of dissenting voices and understanding of these voices by teachers and students from privileged backgrounds. The article concludes with illustrating, how pedagogy of consciousness can develop this consciousness enabling praxis of transformation that brings political dissenting voices to the core of the idea of the university in democracy.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"9 1","pages":"93 - 106"},"PeriodicalIF":0.0,"publicationDate":"2021-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43589946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Beyond Bloom’s Taxonomy: Emergence of Entrepreneurial Education 超越布鲁姆的分类法:创业教育的出现

Higher Education for the Future Pub Date : 2021-10-12 DOI: 10.1177/23476311211046176

Varghese Panthalookaran

{"title":"Beyond Bloom’s Taxonomy: Emergence of Entrepreneurial Education","authors":"Varghese Panthalookaran","doi":"10.1177/23476311211046176","DOIUrl":"https://doi.org/10.1177/23476311211046176","url":null,"abstract":"Twenty years have elapsed since the publication of the Revised Bloom’s Taxonomy (RBT) in 2001, which has established itself as a major tool for defining the objectives of educational programs worldwide. It is, however, high time to revisit the efficacy of RBT in defining educational objectives of the digital natives. The current article initiates a discussion on an entrepreneurial mode of education, which requires learners to venture beyond the paradigms of RBT. The article is meant to catalyze educational reforms in tune with the anticipated life and work spaces of the age of information and digitalization. It follows a visionary approach and project future scenarios, accounting for the rationale behind those predictions. The article concludes that the digital natives will have to develop a new set of skills that equip them to venture into a holistic and integrated thinking style, which it names as grey/fuzzy thinking and white/fractal thinking, respectively. The conclusions drawn in the article require further validations from field experiments. With those validations, the insights of this article could pave way for a radical transformation of education sector worldwide, bringing about an entrepreneurial paradigm shift in its conception and conduct.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"9 1","pages":"45 - 61"},"PeriodicalIF":0.0,"publicationDate":"2021-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46909398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

The Effect of Autonomy on University Rankings in Germany, France and China 自治对德、法、中三国大学排名的影响

Higher Education for the Future Pub Date : 2021-10-10 DOI: 10.1177/23476311211046178

An Mai

引用次数: 2

Idea of Pandemic-Pedagogy: Reflexive Rumination on Teaching and Learning Practices 流行病教学法的理念:对教学实践的反思性反思

Higher Education for the Future Pub Date : 2021-10-10 DOI: 10.1177/23476311211046184

D. Pathak

引用次数: 5

Improving Integrity in CS1 Course Using Formative Assessment and Version Control Tools 使用形成性评估和版本控制工具提高CS1课程的完整性

Higher Education for the Future Pub Date : 2021-08-26 DOI: 10.1177/23476311211031876

Srinivasan Lakshminarayanan, N. J. Rao

{"title":"Improving Integrity in CS1 Course Using Formative Assessment and Version Control Tools","authors":"Srinivasan Lakshminarayanan, N. J. Rao","doi":"10.1177/23476311211031876","DOIUrl":"https://doi.org/10.1177/23476311211031876","url":null,"abstract":"There are many grey areas in the interpretation of academic integrity in the course on Introduction to Programming, commonly known as CS1. Copying, for example, is a method of learning, a method of cheating and a reuse method in professional practice. Many institutions in India publish the code in the lab course manual. The students are expected to practice the programs in the manual and write them in the final examination without looking at the reference code. Many institutions apportion some marks for copying the program from the manual to record books. The system thus, inherently encourages copying. The student listens to the program’s explanation in the lecture, practices the same program in the lab, writes the same program in the record book and again studies the same program for the final examination conducted at the end of the semester. This process facilitates students, to some extent, to understand the concepts. However, a significant disadvantage of this system is that most students do not acquire the ability to write programs for authentic tasks. In the context of very rigid laboratory protocols that exist in CS1 courses across most of the Institutes in India, an additional lab protocol that focuses on students’ integrity can potentially improve the quality of learning. This article presents a method of using technology tools to improve integrity without disturbing the existing system.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"9 1","pages":"30 - 44"},"PeriodicalIF":0.0,"publicationDate":"2021-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48934406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Quality Crisis 质量危机

Higher Education for the Future Pub Date : 2021-06-09 DOI: 10.1177/23476311211010042

Rajan Gurukkal

引用次数: 1

Assessing Technical Efficiency of the Indian Higher Education: An Application of Data Envelopment Analysis Approach 印度高等教育技术效率评估:数据包络分析方法的应用

Higher Education for the Future Pub Date : 2021-05-07 DOI: 10.1177/23476311211011932

Harpreet Kaur

引用次数: 2

Factors Affecting Intention to Use Blended Learning Approach in the Tertiary Level: A Quantitative Approach 影响高校混合学习意向的因素：一种定量方法

Higher Education for the Future Pub Date : 2021-05-07 DOI: 10.1177/23476311211011934

Ronaldo R. Cabauatan, Chin Uy, Ronaldo A. Manalo, B. D. Castro

{"title":"Factors Affecting Intention to Use Blended Learning Approach in the Tertiary Level: A Quantitative Approach","authors":"Ronaldo R. Cabauatan, Chin Uy, Ronaldo A. Manalo, B. D. Castro","doi":"10.1177/23476311211011934","DOIUrl":"https://doi.org/10.1177/23476311211011934","url":null,"abstract":"The technological innovations greatly influenced the educators’ teaching approaches. From the traditional face-to-face and teacher-centred approaches, most of the educators now shifted to blended learning and more student-centred activities. Many countries are allocating sufficient budget for the technology infrastructure in order to sustain the quality of education particularly in remote areas. This helped many universities to design courses that students can acquire even outside the formal classrooms and regular class sessions or in a blended learning environment. It allows students to access information and communicates with their instructors online. Despite the benefits of the blended-learning approach, many instructors are not motivated to use it because of the amount of time required for preparing materials, checking online submissions and communicating with the students. In the case of a Philippine comprehensive university, the use of blended learning requires additional time on top of the regular class hours. This study examines if instructors are well equipped to use the blended-learning approach and use the technology for storing lecture notes and learning activities. Problems in internet connection and site restrictions prevented the instructors from appreciating online learning. The study suggests that the institutional support should be strengthened in order to provide opportunities for instructors that will help them realize the importance of their role and that of the technology for the success of blended learning.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"8 1","pages":"239 - 255"},"PeriodicalIF":0.0,"publicationDate":"2021-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/23476311211011934","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46089240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Transformative Learning in Mastery-Oriented CS0 Course 掌握型CS0课程中的转换学习

Higher Education for the Future Pub Date : 2021-04-26 DOI: 10.1177/23476311211007255

Srinivasan Lakshminarayanan, N. J. Rao, Meghana G. K.

{"title":"Transformative Learning in Mastery-Oriented CS0 Course","authors":"Srinivasan Lakshminarayanan, N. J. Rao, Meghana G. K.","doi":"10.1177/23476311211007255","DOIUrl":"https://doi.org/10.1177/23476311211007255","url":null,"abstract":"The introductory programming course, commonly known as CS1 and offered as a core course in the first year in all engineering programs in India, is unique because it can address higher cognitive levels, metacognition and some aspects of the affective domain. It can provide much needed transformative experiences to students coming from a system of school education that is dominantly performance-driven. Unfortunately, the CS1 course, as practiced in almost all engineering programs, is also performance-driven because of a variety of compulsions. This paper suggests that the inclusion of a course CS0 can bring about transformative learning that can potentially make a significant difference in the quality of learning in all subsequent engineering courses. The suggested instruction design of this course takes the advantage of the unique features of a course in programming. The proposed CS0 course uses “extreme apprenticeship” and “guided discovery” methods of instruction. The effectiveness of these instruction methods was established through the use of the thematic analysis, a well-known qualitative research method, and the associated coding of transformative learning experiences and instruction components.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"8 1","pages":"162 - 179"},"PeriodicalIF":0.0,"publicationDate":"2021-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/23476311211007255","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42936664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Integrated Programmes in Education: Development and Current Status 综合教育方案:发展和现状

Higher Education for the Future Pub Date : 2021-04-24 DOI: 10.1177/23476311211010018

K. Patra, T. Basantia

{"title":"Integrated Programmes in Education: Development and Current Status","authors":"K. Patra, T. Basantia","doi":"10.1177/23476311211010018","DOIUrl":"https://doi.org/10.1177/23476311211010018","url":null,"abstract":"To meet the changing demands of the students and many other stakeholders of education in this twenty-first century, the education systems of different nations of the world are in the process of continuous paradigm shifts in their curriculum, methods of instruction, management, evaluation process and other related components. Integrated programmes in education may be considered as a kind of crop of these paradigm shifts. The integrated programmes have many advantages over traditional fragmented programmes in education. Integrated programmes allow the learners to pursue a holistic learning without the restrictions imposed by subject and/or level of learning boundaries. For achieving well-rounded and integrated development among the learners, integrated programmes play a significant role in the field of education. Focusing on these issues, in this present article, discussions are made mostly on conceptual analysis of integrated programmes, the world scenario of development and current status of integrated programmes and Indian scenario of development and current status of integrated programmes. The article is concluded by reflecting on the points that integrated programmes are the latest fashion in programme designing and implementation in education, and these programmes have better implication for achieving multidisciplinary and interdisciplinary skills. Also, in the concluding section of the article, reflections are made regarding measures to be taken at the government level and responsibilities to be shouldered at the level of educational institutions offering integrated programmes to popularize integrated programmes among the stakeholders of education and for establishing integrated programmes as vibrant and leading programmes in education.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"8 1","pages":"180 - 196"},"PeriodicalIF":0.0,"publicationDate":"2021-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/23476311211010018","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41964719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0