Higher Education for the Future最新文献_第6页

Towards Selecting Effective Open Source Learning Management System/Software (OSLMS) for Higher Education Domain 面向高等教育领域选择有效的开源学习管理系统/软件(OSLMS

Higher Education for the Future Pub Date : 2020-11-30 DOI: 10.1177/2347631120970083

Md Ajimuddin Sk, Sibsankar Jana, S. Khatun

{"title":"Towards Selecting Effective Open Source Learning Management System/Software (OSLMS) for Higher Education Domain","authors":"Md Ajimuddin Sk, Sibsankar Jana, S. Khatun","doi":"10.1177/2347631120970083","DOIUrl":"https://doi.org/10.1177/2347631120970083","url":null,"abstract":"We are in the age of information and communication technology (ICT), where the learning communities (i.e., learners, teachers, scholars, etc.), mainly in higher education domains, are more technology dependent. The stakeholders always handle advanced research, study and technologies, and therefore they need some authentic and updated information to satisfy their daily needs. They simply need some updating as well as real-time interactive digital learning platforms that can provide fast, authentic and updated information to satisfy their academic needs. This learning platform completely depends on the judicious designing methodologies, and this designing methodology totally depends on the reliable and effective digital learning tools or learning management system (LMS). The present study is an attempt to design the standard process towards selecting an authentic, reliable and effective open source learning management software/system (OSLMS) for the higher education platform. In this regard, the study has been designed in three layers for the selection of the popular and most downloaded OSLMS in the world. Later in the third layer, a comparative study of the final six OSLMSs has been conducted based on the features under various criteria and parameters to select the right one. Lastly, it is found that the Moodle fulfilled most of the criteria and is selected as the most authentic, interactive and trustworthy OSLMS for the higher education system.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"8 1","pages":"47 - 70"},"PeriodicalIF":0.0,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2347631120970083","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44186132","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

Disabled Students Seeking Higher Education in Kashmir: A Study of their Experiences 克什米尔残疾学生寻求高等教育的经验研究

Higher Education for the Future Pub Date : 2020-07-01 DOI: 10.1177/2347631120932241

T. Khan, Wasia Hamid, Mohmad Saleem Jahangir, T. Maqbool

{"title":"Disabled Students Seeking Higher Education in Kashmir: A Study of their Experiences","authors":"T. Khan, Wasia Hamid, Mohmad Saleem Jahangir, T. Maqbool","doi":"10.1177/2347631120932241","DOIUrl":"https://doi.org/10.1177/2347631120932241","url":null,"abstract":"The present study aimed to understand the experiences of disabled students while gaining higher education in Kashmir. According to the conference on the ‘Rights of Persons with Disability’, Article 24, 2(a), disabled persons should not be barred from broader education organizations due to their disability. Besides, the ‘Millennium Development Goals’ and ‘Education for All’ insist on justice, equality and quality education for all. Yet, like in other societies, in Kashmir too disabled people face a large number of obstacles while attempting to achieve higher education. The study was conducted on 21 disabled students studying at the University of Kashmir during the year 2018. The results revealed that disabled people face a large number of obstacles while accessing education and come across a vast amount of challenges such as experiencing harassment, being excluded from the university, lack of institutional support, accommodation, financial support, seminars and infrastructure and facilities necessary to obtain benefits from the equivalent quality of education as their colleague.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"7 1","pages":"132 - 146"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2347631120932241","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44942630","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

Internationalization in Canadian Higher Education Institutions: Ontario 加拿大高等教育机构的国际化：安大略省

Higher Education for the Future Pub Date : 2020-07-01 DOI: 10.1177/2347631120930538

Ali Khorsandi Taskoh

{"title":"Internationalization in Canadian Higher Education Institutions: Ontario","authors":"Ali Khorsandi Taskoh","doi":"10.1177/2347631120930538","DOIUrl":"https://doi.org/10.1177/2347631120930538","url":null,"abstract":"Education is a tool for collaboration among nations. The emergence of concepts as internationalization of educational policies, students-staff exchange programs, internationalization of curriculum, internationalization at home (IAH) or even the emergence of multinational agencies to expedite global exchanges in the realm of Higher Education lead educational policy-makers to confess that segregation of the educational policies from nations’ foreign affairs policies have no promising results than failure of the nations’ educational goals and priorities. Based on the qualitative and case study research methodologies, we adopted critical policy analysis (CPA) to address the question of “why does a Canadian public university engage in internationalization?”. The study showed that the decision to acknowledge internationalization as a priority at a public university in Ontario is based upon different motives ranging from commercial-economic and socio-political to academic-educational and profile-building components. The study also identified the gradual extension of market-based rationales that have historically been absent from traditional university policies in the Canadian context to educational initiatives and academic rationales.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"7 1","pages":"117 - 97"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2347631120930538","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42139846","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

Building an Innovative and Entrepreneurial Dimension in an Institution of Higher Education 在高等教育中构建创新创业的维度

Higher Education for the Future Pub Date : 2020-07-01 DOI: 10.1177/2347631120930559

R. Corso

{"title":"Building an Innovative and Entrepreneurial Dimension in an Institution of Higher Education","authors":"R. Corso","doi":"10.1177/2347631120930559","DOIUrl":"https://doi.org/10.1177/2347631120930559","url":null,"abstract":"Institutions of higher education in the twenty-first century are undergoing a transformation locally and globally from traditional pillars of learning to being more entrepreneurial in their core business. There is increasing pressure on universities to becoming more flexible and adaptable as organizations and in the graduate attributes, they imbed in their students. There is a need to build deeper links with business, to both maximize innovation and promote growth, to ensure students are equipped to excel in the workforce. This change is having a disruptive effect on the role of universities, from classical research institutions to entrepreneurial universities mimicking more of the modern workplace working environment, requiring autonomy in their decision-making and in the way new research is developed, implemented and transferred in the relationships formed within their respective regions. This article outlines work in progress on the University of South Australia’s attempts to rebrand itself as a University of Innovation and Enterprise (Australia’s University of Enterprise) in both its end-user inspired research outcomes and industry-informed teaching and learning.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"7 1","pages":"200 - 214"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2347631120930559","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49649597","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

Transition to HE and Equitable Learning Outcomes: Challenges for Indian Higher Education 向高等教育过渡与公平学习成果：印度高等教育面临的挑战

Higher Education for the Future Pub Date : 2020-07-01 DOI: 10.1177/2347631120930537

Manasi Thapliyal Navani

引用次数: 3

‘I know It When I See It’: On Academic Plagiarism, and How to Assess It “我一看到就知道”:论学术剽窃，以及如何评估它

Higher Education for the Future Pub Date : 2020-07-01 DOI: 10.1177/2347631120932238

A. Ramalho, Marta dos Santos Silva

引用次数: 1

From Enrolment Rates to Collaborative Knowledge Production: A Critique to the Internationalization of Higher Education in Canada 从入学率到协同知识生产——对加拿大高等教育国际化的批判

Higher Education for the Future Pub Date : 2020-06-27 DOI: 10.1177/2347631120930838

Rebeca Heringer

{"title":"From Enrolment Rates to Collaborative Knowledge Production: A Critique to the Internationalization of Higher Education in Canada","authors":"Rebeca Heringer","doi":"10.1177/2347631120930838","DOIUrl":"https://doi.org/10.1177/2347631120930838","url":null,"abstract":"Abstract Although not a new phenomenon, the evolvement, range and characteristics of the modern process of internationalization are worthy of attention. Despite many potential benefits of having a multicultural campus, internationalizing higher education requires more than the physical presence of international students. As stated on the literature, this process must value transnational knowledge as an asset to the educational experience, thus promoting collaborative knowledge production between teachers and students. Nonetheless, there is a paucity of studies done from the point of view of educators depicting how they perceive their graduate international students and internationalization itself. Therefore, through the perspectives of 10 professors at a mid-sized western Canadian university, this critical phenomenological research offers an analysis of the present condition of higher education in Canada. More specifically, this paper deconstructs some of the challenges of internationalization, in which graduates are to be recognized as active agents of circulation and production of knowledge and not just mere figures or passive recipients of information. Finally, questions about the complexity of incorporating epistemic diversity in a meaningful way through internationalization are proposed.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"7 1","pages":"169 - 186"},"PeriodicalIF":0.0,"publicationDate":"2020-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2347631120930838","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42055612","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

Will COVID 19 Turn Higher Education into Another Mode? 2019冠状病毒病会让高等教育进入另一种模式吗？

Higher Education for the Future Pub Date : 2020-06-07 DOI: 10.1177/2347631120931606

Rajan Gurukkal

{"title":"Will COVID 19 Turn Higher Education into Another Mode?","authors":"Rajan Gurukkal","doi":"10.1177/2347631120931606","DOIUrl":"https://doi.org/10.1177/2347631120931606","url":null,"abstract":"Many facts, figures and quantitative projections have come up assessing the gravity of post-COVID 19 downturn mostly from the angle of growth and hence obsessed with unknown threats to capital and compelling trade-offs. They all have anticipated economic and social consequences of the globally devastating healthcrisis, unprecedentedly severe. Experts think that it is going to turn the world into another techno-economic culture. Since higher education cannot be independent of the feature, structure and dynamics of the emerging alternative, let us try and have an overview of the evolving alternative system first. Various world organizations have opined that merely repairing the damage of the dominant economy will not help anymore and that it is inevitable to open up ecologically sustainable development paths leading to systemic change in the economy. Climate change-induced disasters, though hardly ever spread panic among people unlike pandemic, are going to be too serious for the planners to ignore the inevitability of the factor of ecological resilience in future development (Jones, 2020; Luhmann, 1989). However, such radical changes in the economy would not be state-driven, for their course is always bottom-up and people-driven. We should, therefore, look for indications in the survival struggle of the people during the crisis.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"7 1","pages":"89 - 96"},"PeriodicalIF":0.0,"publicationDate":"2020-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2347631120931606","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49538822","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: 45

Outcome-based Education: An Outline 成果教育：纲要

Higher Education for the Future Pub Date : 2020-01-01 DOI: 10.1177/2347631119886418

N. J. Rao, W. Spady, W. Spady

{"title":"Outcome-based Education: An Outline","authors":"N. J. Rao, W. Spady, W. Spady","doi":"10.1177/2347631119886418","DOIUrl":"https://doi.org/10.1177/2347631119886418","url":null,"abstract":"Things we can do because of learning are called outcomes of learning. Outcome based education (OBE) was propounded by William Spady in the 90s to bring the focus of formal education to what the students learn rather than what they were taught. OBE is a system of education giving priority to ends, purpose, accomplishments, and results. All decisions about the curriculum, assessment, and instruction are driven by the exit learning outcomes the students should display at the end of a program or a course. This paper presents a method of writing outcomes for General higher education programs. Outcomes for a higher education program are defined at three levels as program outcomes (POs), program specific outcomes (PSOs), and course outcomes (COs). The most important aspect of an outcome is that it should be observable and measurable. These are best written in a well-defined framework of taxonomy of learning. Bloom’s taxonomy of learning identifies three domains of learning: Cognitive, affective and psychomotor. Revised Bloom taxonomy of cognitive domain has two dimensions cognitive levels and knowledge categories. It is proposed that CO statements be written within a well-defined structure: Action, knowledge elements, conditions, and criteria. Tagging COs with POs, PSOs, cognitive levels and the number of classroom hours associated facilitates the computation of attainment of COs, POs, and PSOs.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"7 1","pages":"21 - 5"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2347631119886418","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47643601","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: 41

Dilemmas in Reforming Higher Education in India 印度高等教育改革的困境

Higher Education for the Future Pub Date : 2020-01-01 DOI: 10.1177/2347631119886417

J. Tilak

引用次数: 12