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Postgraduate students' experiences and perspectives on transformation of teaching and learning in tertiary education

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EDUCATION AND TRAINING 2021年第4期63卷 562-578页

作者： David, Solomon Arulraj Hill, Christopher British Univ Dubai Fac Educ Dubai U Arab Emirates

Purpose Tertiary education has been going through dramatic transformation in recent times. Such transformation is seen in teaching and learning at tertiary education. This study, therefore, aims to understand the transformation of teaching and learning in tertiary-level education, particularly by accounting the experiences and perspectives of postgraduate learners. Design/methodology/approach The study narrowed higher education transformation into four key drivers such as expansion, excellence, extension, external and explored their dynamics and impacts for teaching and learning in tertiary education. The data was gathered from 25 doctoral students from three different cohorts, who shared their critical reflection on their experiences and perspectives on the transformation of teaching and learning in a reflective journal. The 25 reflective journals were used as the qualitative transcripts for analysis. Standard required ethical protocols were followed in the research. The results were analysed using thematic analysis. Findings The findings indicate that teaching and learning in the higher education are transformed largely using technology, by engaging various stakeholders, several pedagogic methods, a range of assessments and numerous contents and materials. The findings suggest that higher education transformation has affected teaching and learning in tertiary education positively in the UAE, while identifying some relevant areas for improvement. Research limitations/implications Single data and small sample size (although suitable for the study) are the limitations. The experiences and perspectives of the postgraduate scholars on teaching and learning offer relevant insights for postgraduate learners, academic, researchers, curriculum developers, policymakers. The study asserts that accounting student's experiences and perspectives supports the understanding on the transformation of teaching and learning in tertiary education. Originality/value The study contribut

关键词： teaching and learning Higher education transformation Students' experiences Students' perspectives

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Evaluation of the quality of teaching and learning for 1st year engineering programmes - an initial contribution 3

Evaluation of the quality of teaching and learning for 1st y...

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3rd International Conference of the Portuguese-Society-for-Engineering-Education (CISPEE)

作者： Ferreira, Carla Pinho-Lopes, Margarida Huet, Isabel Univ Aveiro Res Ctr Didact & Technol Educ Trainers CIDTFF Dept Educ & Psychol Aveiro Portugal Univ Southampton Fac Engn & Environm Southampton Hants England Univ Porto Dept Civil Engn CONSTRUCT GEO Fac Engn Porto Portugal Univ West London ExPERT Acad London England Univ Aveiro Res Ctr Didact & Technol Educ Trainers CIDTFF Aveiro Portugal

ISBN: (纸本)9781538637722;9781538637715

A system for evaluating the quality of teaching and learning implemented at the University of Aveiro, Portugal, is briefly described. Data for five modules on the 1st year engineering programmes was collected (using questionnaires and reports filled in by students and teachers) and analysed using quantitative and qualitative approaches. The "strengths" and "weaknesses" emerging from the data were discussed. Both teachers and students showed a reflective attitude by focusing on their different roles in the teaching and learning processes. Students identified two main sets of strengths, related to material resources associated with the modules and the type of assessment, but also related to their attitudes (interest and motivation). The assessment methods, in particular the number of assessment elements, were identified as strengths by both groups (students and teachers). Teachers also identified the alignment of the modules as a strength. The weaknesses identified by students were related to their attitudes (attendance and punctuality, and the reduced number of times they contacted the teachers outside the timetabled slots) and to the teachers (their lack of/or limited support, feedback and availability). Students answering questions on the teachers' competencies perceived those as strengths, including their pedagogical competencies. Such competencies may not have been put into practice adequately, as students did not feel supported properly by teachers in the learning process. Teachers identified the use of teacher-centred strategies and passive and deductive teaching approaches as weaknesses. However, the data analysed did not show any evidence of shifting the teaching and learning approach from teacher-centred to student-centred. The authors believe that there are several possible reasons that shape the resistance to more active learning approaches to learning and teaching: teachers are often overwhelmed by the workload associated with implementing student-centred

关键词： quality evaluation teaching and learning student-centred approaches quantitative qualitative engineering education

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Online teaching and learning through the students' eyes - Uncertainty through the COVID-19 lockdown: A qualitative case study in Gauteng province, South Africa

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RADIOGRAPHY 2022年第1期28卷 193-198页

作者： Gumede, L. Badriparsad, N. Univ Johannesburg Fac Hlth Sci Med Imaging & Radiat Sci Johannesburg South Africa Nelson Mandela Univ Fac Hlth Sci Sch Clin Care Sci Dept Radiog Port Elizabeth South Africa

Introduction: In South Africa, online learning has been adopted to maintain the momentum of learning. The need for social distancing has resulted in the cancellation of many face-to-face activities that comprised the curriculum within higher education. This study explored the experiences of undergraduate diagnostic radiography students of online teaching and learning during the COVID-19 lockdown period. Methods: A qualitative case study design was adopted. Purposive sampling was employed to select undergraduate diagnostic radiography students at the study institution. One-on-one online interviews were audio recorded with fourteen (n = 14) students from second to fourth year and were transcribed verbatim. Data were analysed through content analysis. Results: Two main themes emerged: (1) Maintaining balance in the new 'normal': (2) Enablers for an inclusive learning environment. The change in the method of teaching has highlighted the requirements for adequate teaching and learning. The students in the study were of the view that they deserve an equal opportunity to quality online education. Conclusion: The study reveals that the participants were concerned about the transition from face-to-face lectures to the online system. They felt they were required to adjust without adequate consideration of the prerequisites for the process, such as devices and data availability. Implications for practice: Radiography is both technical and theoretical. Therefore, the integration of online teaching and learning could be used to enhance digital literacy within the South African context. (C) 2021 The Author(s). Published by Elsevier Ltd on behalf of The College of Radiographers.

关键词： COVID-19 Online learning teaching and learning University students Lockdown

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THE JOVITAL PROJECT: CAPACITY BUILDING FOR VIRTUAL INNOVATIVE teaching and learning IN JORDAN 2

THE JOVITAL PROJECT: CAPACITY BUILDING FOR VIRTUAL INNOVATIV...

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2nd International Conference on New Trends in Computing Sciences (ICTCS)

作者： Wimpenny, Katherine Adefila, Arinola DeWinter, Alun Dermol, Valerij Sirca, Nada Trunk Trunk, Ales Coventry Univ Ctr Global Learning Educ & Attainment Coventry W Midlands England Int Sch Social & Business Studies Celje Slovenia

ISBN: (纸本)9781728128825

This qualitative paper presents the preliminary findings of an ongoing education-focused project JOVITAL an international cooperation project co-funded by the Erasmus + Capacity Building in HE programme of the European Union during the period October 2017 - 2020 involving four European institutions and five Jordanian universities(1). Our paper outlines how new and emerging technologies are being innovatively used in institutions around the world and on this basis, how they are being adapted and implemented in Jordan as part of JOVITAL. Regulations and instructions on an institutional and national level have been continuously changing over the years, with the Ministry of Higher Education and Scientific Research (MOHESR) approving the blended model within 25% of programmes, placing a cap on the amount of online learning that take place within a HE programme. However, an alliance of three or more Jordanian universities can establish a fully online programme as well. That being said, MOHESR has expressed some constraints regarding quality assurance including the way exams are conducted, how learning outcomes are measured and how course funding and cultural perceptions are considered. Challenges in the open education methodology, therefore, still exist in the academic medium in Jordan, where three main issues are of particular note: the governmental policies instructed by Ministry of Higher Education and Scientific Research;the alignment of these policies with regulations published by Jordanian accreditation institutes;and the cultural acceptability of open education and distance learning in general. The ideas we present here include applications of technology for domestic online learning, as well as global partnerships that support the development of intercultural competencies through the use of Virtual Collaborative learning (VCL) or Collaborative Online International learning (COIL). This paper presents the activities and the findings of our project work to date and p

关键词： E-learning JORDAN JOVITAL HIGHER EDUCATION learning TECHNOLOGIES ONLINE learning COLLABORATIVE ONLINE INTERNATIONAL learning teaching and learning

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Hyflex and hybrid teaching and learning in higher education: evolving discussions in the post-Pandemic era

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EUROPEAN POLITICAL SCIENCE 2024年第3期23卷 321-337页

作者： Mineshima-Lowe, Dale Mihai, Alexandra Le Bourdon, Madeleine Pears, Louise Bijsmans, Patrick Hadjipieris, Paul Lightfoot, Simon Birkbeck Univ London Sch Social Sci 10 Gower St London WC1E 6HJ England Maastricht Univ Sch Business & Econ Educ Res & Dev Maastricht Netherlands Maastricht Univ Fac Arts & Social Sci Polit Sci Maastricht Netherlands Univ Leeds Ctr Teaching Scholarship & Innovat Leeds England Univ Leeds Leeds England Univ Calif San Diego San Diego CA USA

This collaborative piece provides our collective thoughts and experiences on teaching related to Hyflex and Hybrid environments within higher education (HE) institutions across countries. The piece is the evolution of discussions which started at the ECPR's TLP Conference in Bratislava (and online) in June 2022 on this topic of hyflex and hybrid learning, and the changing HE environment we are all seeing and experiencing. We offer our thoughts and experiences, but also ask colleagues within our discipline to consider the questions and implications of many of the choices being made for ourselves as teachers, and for our students in the evolving learning environment in this period coming out of the pandemic.

关键词： Hybrid and hyflex teaching and learning Higher education Post-pandemic

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ICT Support assessment in primary school teaching and learning through AHP 3

ICT Support assessment in primary school teaching and learni...

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3rd International Conference on Information Technology and Quantitative Management (ITQM)

作者： Oddershede, Astrid Donoso, Jorge Farias, Francia Jarufe, Patricia Univ Santiago Chile Dept Ind Engn Santiago Chile Univ Diego Port Sch Business & Econ Santiago Chile

The aim of this study is to analyse the importance of Information and Communication Technology (ICT) support at primary school. Applying the analytic hierarchy process (AHP) a decision model is proposed to reveal the effect of ICT system support in teaching and learning process performance at primary school. A case study is pursued involving private and state schools at a zone in the Metropolitan Region in Chile. First-hand data is gathered comprising different agents involved with education, primary schools and with academic experience. The outcome indicate the key aspects showing those schools who assigned priority to the ICT support had better results in the teaching and learning process. (C) 2015 Published by Elsevier B.V.

关键词： ICT support AHP teaching and learning Perception

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Bi-objective lion swarm optimization based on teaching and learning algorithm 2022

Bi-objective lion swarm optimization based on teaching and l...

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6th International Conference on Machine learning and Soft Computing (ICMLSC)

作者： Zhang, Qi Jiang, Mingyan Shandong Univ Sch Informat Sci & Engn Qingdao 266237 Peoples R China

ISBN: (纸本)9781450387477

To address the problem that it is difficult to obtain a good quality and uniformly distributed Pareto optimal solution set for a complex biobjective system model, this paper proposes a teaching-learning-based Bi-objective Lion Swarm Optimization algorithm (TLBLSO) for solving the bi-objective system uniform Pareto solution set problem. The idea and mechanism of teaching and learning optimization algorithm are introduced into the Lion Swarm algorithm. That is, the knowledge level of the whole group is improved by the way of individual teachers imparting knowledge and students exchanging knowledge, which effectively improves the spatial searching ability of the lion swarm. By comparing with other optimization algorithms, the experimental results show that the proposed TLBLSO can obtain well-distributed optimization solutions, which verifies the superiority of the proposed algorithm in this paper.

关键词： teaching and learning bi-objective lion swarm optimization algorithm uniform distribution

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An investigation of teachers' perceptions of using ChatGPT as a supporting tool for teaching and learning in the digital era

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JOURNAL OF COMPUTER ASSISTED learning 2024年第3期40卷 931-945页

作者： ElSayary, Areej Zayed Univ Coll Interdisciplinary Studies Abu Dhabi U Arab Emirates

Background: The widespread use of information and communication technology (ICT) has led to significant changes in societal aspects, resulting in the emergence of a "knowledge society." However, students and teachers have faced challenges in adapting to this digitalization. In the United Arab Emirates (UAE), transitioning to a knowledge-based economy is a primary national agenda goal, aligning with Sustainable Development Goal 4 (SDG4) of ensuring high-quality ***: This research investigates teachers' perceptions of using ChatGPT as a digital supporting tool for teaching and learning practices. This includes lesson planning, teaching and learning activities, assessment and feedback and the challenges and benefits ***: This study employs an explanatory sequential mixed-methods design involving quantitative and qualitative data collection methods. An online survey was used with closed-ended items to collect quantitative data, while semi-structured interviews were conducted to collect qualitative data. The study participants are middle and high school teachers (n1 = 40) from different Dubai and Abu Dhabi private *** and Conclusions: The most noticeable result is that teachers feel the benefits of using ChatGPT in lesson planning, teaching and learning and less in assessment and feedback. Some challenges and benefits were highlighted in each area and recommendations were suggested. However, teachers' biggest challenge was the bias and accuracy of information received and the lack of human *** findings provide valuable insights into the potential of ChatGPT in education and inform future research in this area. Specifically, the study provided insights into the effectiveness of ChatGPT in enhancing students' learning outcomes, engagement and motivation, as well as its impact on teaching practices and paedagogical beliefs.

关键词： assessment and feedback ChatGPT lesson planning teaching and learning TPACK

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Do 'Green' Academic Buildings Actually Support teaching and learning? 34

Do 'Green' Academic Buildings Actually Support Teaching and ...

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34th International Conference on Passive and Low Energy Architecture (PLEA) - Smart and Healthy Within the Two-Degree Limit

作者： Iyer-Raniga, Usha Carre, Andrew Andamon, Mary Myla RMIT Univ Sch Property Construct & Project Management Melbourne Vic Australia United Nat 10 Year Framework Programmes Sustainable Bldg & Construct Programme Melbourne Vic Australia

ISBN: (纸本)9789628272365

There are pressures to showcase adoption of green buildings in universities for several reasons, including, demonstrating leadership, aligning with sustainability vision of the university and "walking the talk". New generation learning and teaching spaces are moving away from the model of didactic teaching and learning towards two-way teaching and learning models. While university buildings are incorporating such new teaching and learning models into their buildings, there is little or no evidence that green teaching spaces are actually supporting student learning outcomes. In comparison, the literature is rich with post occupancy and thermal comfort studies undertaken in green office spaces. This paper presents a case study of a green building in a Victorian university in Australia. The building was considered to be an example of Australian excellence and has received a number of awards. Using one classroom in the building, the researchers monitored the temperature, relative humidity, and CO2 levels in this classroom during a two week peak period of a summer intensive program. The findings suggest that this particular classroom did not always provide comfortable conditions for teaching and learning. More research is required to draw definitive conclusions.

关键词： Green buildings Education teaching and learning Classrooms Universities

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AgileTL: A Framework for Enhancing teaching and learning Practices Using Software Development Principles 47th

AgileTL: A Framework for Enhancing Teaching and Learning Pra...

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47th Annual Conference of the Southern-African-Computer-Lecturers-Association (SACLA)

作者： Leung, Wai Sze Univ Johannesburg Acad Comp Sci & Software Engn Johannesburg South Africa

ISBN: (纸本)9783030058135;9783030058128

Action research is widely accepted in education circles as an effective practice that brings about change and improvement in the field. Action research is however not as commonly adopted by teachers (or lecturers) in their daily practices due to challenges that include a lack of understanding (in this context, of how to conduct action research), a lack of time, and the daunting prospect of uncertainty in the classroom. These challenges are also faced by software engineers when applied to the domain of software design and development and has been the focus of much research and methodologies aimed at overcoming these challenges. One such approach which has seen high uptake is agile software development which comprises phases that occur in cycles, a concept that is central to the theory of action research. The study, therefore, investigates whether the initial perception of similarities between action research and agile can be leveraged to guide Software Engineering lecturers in enhancing their teaching and learning practices more effectively. The result of this study is a framework that offers lecturers familiar with agile a systematic approach to improving their teaching and learning using familiar software development methods and principles. While this agile-based framework is designed with Information Technology lecturers in mind, it can hopefully be adopted in other disciplines as a framework that uses agile project management principles to overcome some of the identified challenges to carrying out action research in the first place.

关键词： Agile principles Action research teaching and learning

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