Higher Education Pedagogies最新文献_第3页

What COVID-19 has introduced into education: challenges Facing Higher Education Institutions (HEIs) 2019冠状病毒病给教育带来的影响:高等教育机构面临的挑战

IF 2.5

Higher Education Pedagogies Pub Date : 2021-01-01 DOI: 10.1080/23752696.2021.1951616

Mark Treve

引用次数: 40

Effective measures of tailored learning support for Engineering Work-Based Learners in HE: A Case study 高等教育中工程工作型学习者个性化学习支持的有效措施:个案研究

IF 2.5

Higher Education Pedagogies Pub Date : 2021-01-01 DOI: 10.1080/23752696.2021.1882327

T. P. Doss, N. Allett, G. Woods, G. Poursharif, G. Knight

{"title":"Effective measures of tailored learning support for Engineering Work-Based Learners in HE: A Case study","authors":"T. P. Doss, N. Allett, G. Woods, G. Poursharif, G. Knight","doi":"10.1080/23752696.2021.1882327","DOIUrl":"https://doi.org/10.1080/23752696.2021.1882327","url":null,"abstract":"ABSTRACT Since 2004, Aston University has been delivering work-based learning (WBL) engineering degrees to key UK Energy sector employers, such as National Grid. National measures for widening participation in HE, such as the Degree Apprenticeship Levy, have led to significant changes in learning background diversity of WBL cohorts, consequently increasing student requirement for additional learning-support in HE Institutions (HEIs). To address these challenges, an intervention strategy was formulated in collaboration with Aston University's Learning Development Centre. Our methodology gradually embedded a provision of tailored learning-support sessions/workshops in mathematics and effective communication skills within WBL curricula. Integrating this support has led to marked increases in student engagement,grade-attainment, and stakeholder satisfaction. This case study is pertinent to HE's current STEM sector focus on developing WBL programmes, where the flexible methodologies established here can serve as practical models for other HEIs in the delivery of ‘in-employment’ education, in response to the fast-changing workplace.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":"6 1","pages":"66 - 78"},"PeriodicalIF":2.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2021.1882327","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48745873","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

Designing a spirituality-based Islamic education framework for young muslim generations: a case study from two Indonesian universities 为年轻一代穆斯林设计一个以灵性为基础的伊斯兰教育框架:来自两所印度尼西亚大学的案例研究

IF 2.5

Higher Education Pedagogies Pub Date : 2021-01-01 DOI: 10.1080/23752696.2021.1960879

Nur Chanifah, Yusuf Hanafi, Choirul Mahfud, A. Samsudin

引用次数: 9

Mentorship of early career academics in Tanzania: issues and implications for the next generation of academics 坦桑尼亚早期职业学者的指导:对下一代学者的问题和影响

IF 2.5

Higher Education Pedagogies Pub Date : 2021-01-01 DOI: 10.1080/23752696.2021.1904433

S. Mgaiwa, O. Kapinga

引用次数: 7

Disciplinary literacies in STEM: what do undergraduates read, how do they read it, and can we teach scientific reading more effectively? STEM学科素养:本科生阅读什么，他们如何阅读，我们能否更有效地教授科学阅读?

IF 2.5

Higher Education Pedagogies Pub Date : 2021-01-01 DOI: 10.1080/23752696.2021.1882326

Katharine E. Hubbard

{"title":"Disciplinary literacies in STEM: what do undergraduates read, how do they read it, and can we teach scientific reading more effectively?","authors":"Katharine E. Hubbard","doi":"10.1080/23752696.2021.1882326","DOIUrl":"https://doi.org/10.1080/23752696.2021.1882326","url":null,"abstract":"ABSTRACT There have been calls for Science Technology Engineering and Mathematics (STEM) education to become more interdisciplinary, reflecting the reality of contemporary research. However, communicating across disciplines is challenging. In this article, I explore what and how students read in the STEM disciplines`. I provide an overview of key topics in literacy research, and discuss the disciplinary nature of literacy. I compare disciplinary literacy requirements in STEM through thematic analysis of UK quality subject benchmark statements, which identifies considerable variation in the expectations of undergraduates to engage with primary research literature. I explore implications this has for interdisciplinary teaching, and present some published pedagogical strategies for engaging students in research literature. I call on STEM educators to embed inclusive disciplinary literacy teaching within curricula to support students in their reading. I also highlight the need for clear understanding of disciplinary conventions and reading expectations when designing interdisciplinary educational programmes.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":"6 1","pages":"41 - 65"},"PeriodicalIF":2.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2021.1882326","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43777902","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: 13

Developing the digital self-determined learner through heutagogical design 通过教学设计培养数字化自主学习者

IF 2.5

Higher Education Pedagogies Pub Date : 2021-01-01 DOI: 10.1080/23752696.2021.1916981

Emma Gillaspy, C. Vasilica

引用次数: 13

Assessing the curriculum and profile of pedagogical professionals for new employment opportunities 为新的就业机会评估教学专业人员的课程和概况

IF 2.5

Higher Education Pedagogies Pub Date : 2021-01-01 DOI: 10.1080/23752696.2021.2007498

Jon Altuna, E. Pascual-Sagastizabal, Esther Cruz-Iglesias, A. Aierbe, Alba Madinabeitia, Inazio Marko, Uxue Diez-Guiral

引用次数: 0

Perceptions of the use of virtual reality games for chemical engineering education and professional training 虚拟现实游戏在化工教育和专业培训中的应用

IF 2.5

Higher Education Pedagogies Pub Date : 2021-01-01 DOI: 10.1080/23752696.2021.1951615

C. Udeozor, R. Toyoda, Fernando Russo Abegão, J. Glassey

{"title":"Perceptions of the use of virtual reality games for chemical engineering education and professional training","authors":"C. Udeozor, R. Toyoda, Fernando Russo Abegão, J. Glassey","doi":"10.1080/23752696.2021.1951615","DOIUrl":"https://doi.org/10.1080/23752696.2021.1951615","url":null,"abstract":"ABSTRACT Virtual Reality (VR) games and simulations are increasingly being used to provide highly interactive, engaging and contextual learning experiences for learners in otherwise risk-prone environments, such as those obtained in chemical engineering and industrial domains. Understanding the intention of users towards this technology for education and training purposes is thus of paramount importance for academics and practitioners. This study examines the perceptions of chemical engineering students and professionals towards the use of VR games for health and safety education and training, and discusses the practical implications of findings. The study found that students and professionals believe that IVR games are useful for learning. A comparison of the two groups revealed that professionals were more accepting of the technology compared to students. Students presented concerns with the use of the technology for classroom learning. The paper concludes by outlining the implications of the findings to higher education practice.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":"6 1","pages":"175 - 194"},"PeriodicalIF":2.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2021.1951615","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46887316","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: 24

Effect of e-learning on health sciences education: a protocol for systematic review and meta-analysis 电子学习对健康科学教育的影响:一个系统回顾和荟萃分析的方案

IF 2.5

Higher Education Pedagogies Pub Date : 2021-01-01 DOI: 10.1080/23752696.2021.1883459

Dr Krishna Regmi, L. Jones

{"title":"Effect of e-learning on health sciences education: a protocol for systematic review and meta-analysis","authors":"Dr Krishna Regmi, L. Jones","doi":"10.1080/23752696.2021.1883459","DOIUrl":"https://doi.org/10.1080/23752696.2021.1883459","url":null,"abstract":"ABSTRACT E-learning has been widely used in higher education as it provides better access to learning resources online, utilising technology to enhance learning. Despite growing evidence claiming that e-learning is as effective as traditional means of learning, the evidence is still very limited. This protocol aims to measure the impact of e-learning as compared to traditional face-to-face learning, both measured and perceived, on health sciences education – in terms of improving students’/health professionals’ satisfaction, knowledge, skills, and behaviours and patient-related outcomes. We will conduct a systematic review and meta-analysis of both randomised controlled trials and non-randomised controlled trials. Major databases will be searched for studies, and will be reported in accordance with PRISMA. A thematic analysis will be conducted for the included studies. If sufficient data are available, the random-effects model for meta-analysis will be performed. The outcome of this study will provide a basis for developing the best methods of e-learning in health sciences education.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":"6 1","pages":"22 - 36"},"PeriodicalIF":2.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2021.1883459","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44997042","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

Towards flexible personalized learning and the future educational system in the fourth industrial revolution in the wake of Covid-19 新冠疫情下的第四次产业革命下的灵活个性化学习和未来教育体系

IF 2.5

Higher Education Pedagogies Pub Date : 2021-01-01 DOI: 10.1080/23752696.2021.1883458

B. Whalley, Derek France, Julian R. Park, A. Mauchline, Katharine E. Welsh

{"title":"Towards flexible personalized learning and the future educational system in the fourth industrial revolution in the wake of Covid-19","authors":"B. Whalley, Derek France, Julian R. Park, A. Mauchline, Katharine E. Welsh","doi":"10.1080/23752696.2021.1883458","DOIUrl":"https://doi.org/10.1080/23752696.2021.1883458","url":null,"abstract":"ABSTRACT The concept of the Fourth Industrial Revolution is related to a ubiquitously connected, pervasively proximate (UCaPP) world and its response to Covid-19. Pedagogies need to be aligned with institutional ‘quality education’ and changes in the nature of the undergraduate student intake to formulate a 'Future Educational System'. Considerations include students from ‘non-traditional’ sources adapting to existing university structures and how procedures might accommodate these students in addition to changes and disruptions resulting from Covid-19. Mobile devices allow Personal Learning Environments (PLEs) to be developed in accordance with individual students’ needs. PLEs allow ubiquitous, flexible structures to develop educational quality. Policies should involve connectivist approaches and active learning via broad curriculum development and appreciate the importance of individual student needs and capabilities, socio-economic as well as academic. We stress the importance of broadening access to higher education, particularly for those who have been ‘neglected’ by current procedures.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":"6 1","pages":"79 - 99"},"PeriodicalIF":2.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2021.1883458","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48187551","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: 27