共查询到20条相似文献，搜索用时 46 毫秒
1.
J. M. Hills G. Robertson R. Walker M. A. Adey I. Nixon 《Teaching in Higher Education》2013,18(2):211-231
This article investigates the gap between employers' requirements of graduates and the skills which graduates are furnished with through degree programmes in the higher education (HE) sector in the UK. A survey of 88 subject review reports prepared by the Quality Assurance Agency (QAA) for environmentally related units in the UK showed little emphasis on employability issues. Surveys of first destination statistics of a cohort of graduates from two biological degrees and from national data showed that a significant proportion of graduates were in non-science-based activities. The non-knowledge-based learning outcomes from one degree were investigated, and showed that employability aspects were partially covered in the programme, but were not always associated with secure assessments. The concept of work-related learning is defined and a conceptual framework for HE practitioners is presented that could be used when designing curricula to better map programme learning outcomes onto graduate employment. 相似文献
2.
AbstractThis study used comparative case study methodology to investigate student perceptions of different programmes that prepare them for a challenging high school education programme: the International Baccalaureate Diploma Programme (IBDP). Given the benefits and challenges of the programme, educators and stakeholders want to ensure students feel ready to participate. In the literature, studies support that programmes such as the International General Certificate of Secondary Education and the International Baccalaureate Organisation’s Middle Years Programme prepare students for the IBDP; however, there is a need for students’ voices on how they perceive they are prepared through these programmes. This study investigated three different approaches to IBDP preparation by gaining student insights through a scaled-item questionnaire and interviews. Students identified experiences that gave them skills to monitor their learning and resources that motivated them to participate in an advanced upper-high school programme. 相似文献
3.
The importance of reflection in higher education and across disciplinary fields is widely recognised and it is generally included in university graduate attributes, professional standards and programme objectives. Furthermore, reflection is commonly embedded into assessment requirements in higher education subjects, often without necessary scaffolding or clear expectations for students. Despite the rhetoric around the importance of reflection for ongoing learning, there is scant literature on any systematic, developmental approach to teaching reflective learning across higher education programmes/courses. Given that professional or academic reflection is not intuitive, and requires specific pedagogic intervention to do well, a programme/course-wide approach is essential. This paper draws on current literature to theorise a new, transferable and customisable model for teaching and assessing reflective learning across higher education, which foregrounds and explains the pedagogic field of higher education as a multi-dimensional space. We argue that explicit and strategic pedagogic intervention, supported by dynamic resources, is necessary for successful, broad-scale approaches to reflection in higher education. 相似文献
4.
This article opens with an overview of the pressures that have led to heightened calls for accountability in higher education, both in the US and Europe. Noting that doctoral programmes have, to date, drawn minimal attention in the accountability debates, the authors note that these programmes cannot stay forever on the sidelines. Drawing on their knowledge of the American context in particular, the authors go on to outline current efforts to assess the quality of doctoral programmes in the US with attention to how these efforts respond to accountability demands. They urge the higher education community to re-shape the accountability discussion, shifting its centre from government to higher education and the institutions training doctoral students who will become faculty. Crucially, they argue that graduate programmes should train doctoral students to undertake and use discipline-appropriate assessment measurement and scholarship as part of their future work as college and university instructors. If doctoral students emerge as faculty with an understanding of how to conduct assessments for the purpose of improving student learning, they will advance not only their fields, but higher education more generally. 相似文献
5.
Using learning styles theory in engineering education 总被引：2，自引：2，他引：0
Nergiz Ercil Cagiltay 《European Journal of Engineering Education》2008,33(4):415-424
Studies have shown that, while learning different concepts, people sometimes take different approaches (learning styles). Accordingly, their performance reflected differently in their academic studies. With the effect of globalisation to the educational environments, the influence of individual learning styles on educational performance is getting more significant. In this study, a learning style assessment tool was used to examine the relationship between students’ learning styles and their performance in engineering education programmes. At the beginning of the programme, 285 students’ learning styles were measured using a learning style assessment tool. Four years after the engineering education, their performance in the programme was compared with their individual learning styles. This study shows that most of the students are assimilators. Divergers and convergers follow the assimilators. The number of accommodators is very limited. The relationship between engineering students’ learning styles and their performance is found: assimilators and convergers performed better than the divergers and accommodators. The performance difference between assimilators and divergers is statistically significant. The results of this study show that the learning style theory is a potential tool for guiding the design and improvement of courses and helping students to improve their individual performance. 相似文献
6.
Caroline Gipps 《Prospects》1998,28(1):31-44
This article examines the traditional roles of assessment and the current demands for assessment to ‘gear up’ education systems in response to global economic changes. It argues that in the next millennium, and with the information revolution, it will be important to foster higher order skills and good learning strategies in a high proportion of our students. The article goes on to consider, set against the critical relationship among high-stakes testing, teaching and learning, the nature of high-quality assessment programmes. It will present evidence of impact of the national assessment programme on teaching in England and Wales in the United Kingdom. 相似文献
7.
Nicole C. Green Helen Edwards Brenda Wolodko Cherry Stewart Margaret Brooks Ros Littledyke 《Distance Education》2010,31(3):257-273
The purpose of this collaborative inquiry project was to examine teacher education practices in two early childhood degree programmes in a school of education at a regional university in Australia. All students are enrolled in these online courses as distance learners. The reconceptualised online pedagogy immersed students, peers and their lecturers in ‘teaching through assessment’ (Edwards, 2010) in a collaborative online environment that mirrors the complexity that students are experiencing in their workplaces. This article describes the pedagogical and conceptual underpinnings we used to reconceptualise our degree programmes. It also outlines our evolving conceptualisations of learning as knowledge creation (Hong & Sullivan, 2009) in the context of our teaching and learning in online courses. 相似文献
8.
Kun Dai Kelly E. Matthews Vicente Reyes 《Assessment & Evaluation in Higher Education》2020,45(1):70-81
AbstractChinese universities are increasingly entering into transnational higher education partnerships with institutions in primarily English-speaking countries. With this increase in programmes, there is a growing body of research investigating both policy and practice. Our study contributes insight into how students in a China–Australia programme experienced assessment drawing on theorisations of sustainable assessment. We present findings from interviews with 10 Chinese students who shared stories and reflections of their experiences of assessment and learning that reveal the complex ways students negotiated qualitatively different assessment experiences, while displaying sophisticated levels of agency, between Chinese and Australian universities. In making sense of the interviews in relation to sustainable assessment, we evoke notions of cultural ignorance to illuminate aspects of a cross-cultural ignorance in teaching and learning practices. In doing so, we argue that conversations about cultural ignorance combined with principles of sustainable assessment can create space to support partners to better plan and coordinate for meaningful assessment and learning experiences for students in cross-cultural articulation programmes. 相似文献
9.
ABSTRACT Chinese universities are actively pursuing cross-border collaborations in the form of transnational higher education programmes. Our study captures the experiences of Chinese students to illuminate how they navigate their learning journeys in a China-Australia articulation programme. To communicate the complexity of learning in modern transnational higher education programmes, we employed activity theory as the theoretical framework to explore cross-cultural contradictions shaping students’ experiences of learning. Assessment, programme rules, teaching strategies, and class and campus settings created contradictions that students had to negotiate as in-between learning spaces. We argue that cross-system contradictions play important roles in transnational higher education programmes. Therefore, instead of seeking to eliminate these contradictions or smooth cross-educational differences, these contradictions should be leveraged as learning opportunities to enrich transnational higher education programmes. 相似文献
10.
Stuart Palmer 《European Journal of Engineering Education》2001,26(1):1-13
The key challenges for achieving flexibility in flexible mode programmes in engineering and technology include: the integration of the explicit and implicit content in potentially disparate and isolated study modules across the whole programme curriculum; ensuring the validity and consistency of policies for granting students advanced standing based on recognition for prior learning and workplace experience; developing learning materials and experiences that cater for a wide and diverse audience, while at the same time offering relevance to the individual student in their own context; creating innovative communication environments that bring remote students into both the directed and the discursive discussion that are an important part of the learning process; and the financial and resourcing sustainability of the development, maintenance and delivery of high quality flexible mode engineering and technology study programmes. 相似文献
11.
Mitchell Peters Marc Romero 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1729-1743
Lifelong learning opportunities are readily accessible through the hybridization of digital learning contexts—from formal to informal—in today's globally networked knowledge society. As such, expanded learning opportunities generate a continuum of learning contexts and experiences mediated through digital technology. Consequently, there is an urgent need to actively examine the interconnections and complex relations between what is learned in formal university scenarios and the everyday learning that happens outside of the classroom, particularly the informal learning that is afforded through expanded and emerging digital contexts. The current research problem illustrates that expanded and emerging professional development scenarios require new pedagogical designs for empowering lifelong learners to harness the affordances of the web across both formal and informal contexts and practices. This study outlines ways in which students shape their learning ecologies in virtual contexts to support formal academic learning in online higher education. The paper presents qualitative results from a larger mixed methods interpretive case study. The multicase and multisite study examines three fully online graduate programmes in Education and Digital Technology during the 2017–18 academic year, collecting data in the form of online programme documentation, student interviews and online participant observation. Purposeful and criterion sampling were used to select 13 participants across three sites in Spain, the UK and the USA. The study was underpinned by a lifelong learning ecologies theoretical perspective to analyse learning processes across a continuum of practices and contexts. Findings illustrate how students conceive of, as well as how they organize their learning ecologies through a unique configuration of activities, digital resources and networked social support, indicating that academic programmes and teachers have an essential role in empowering student learning ecologies across contexts, recognizing past trajectories and supporting the development of valued disciplinary practices and perspectives across a continuum of learning. 相似文献
12.
Della M. A. Fazey 《Assessment & Evaluation in Higher Education》1993,18(3):235-250
The ability to use appropriate self‐assessment skills for monitoring and planning for progress is often assumed to be well developed in higher education (HE) students. This paper argues that this cannot be taken for granted and that, as teachers in HE, we must explicitly address the issue of self‐assessment skill acquisition. The development of a personal development diary, supported by the Enterprise in Higher Education (EHE) initiative at the University College of North Wales (UCNW), Bangor, is described. Learning principles consistent both with the literature on skill acquisition and the objective of enabling students in HE to have control over their own learning determined this development and are presented in the paper. Whilst successful in achieving its aims, it is recognised that the diary, as developed, is not widely accessible to students. An alternative or complementary learning procedure, which can be used with large groups for the acquisition of skills, is also reported. 相似文献
13.
It is well-known that the quality of vocational education and training (VET) depends on how well a given programme aligns with the values and interests of its stakeholders, but it is less well-known what these values and interests are and to what extent they are shared across different groups of stakeholders. We use vignettes to quantify the values that four groups of stakeholders assign to nine attributes relating to VET quality. The four stakeholders are students, teachers, workplace training supervisors, and policymakers. The nine attributes are employers’ appreciation of students, graduation rate, obtained language skills of students, mentoring hours in workplace learning, challenge, structure, students’ appreciation of teachers, schooling hours, and attention to civic education. Five hundred thirty-one Dutch respondents were repeatedly asked to rank a set of four hypothetical programmes, each with a specific value on the nine quality indicators. Through conjoint analysis we obtain the values that the stakeholders assigned to the nine attributes when evaluating the quality of VET programmes. The values assigned to the attributes ‘a challenging curriculum’ and ‘employers’ satisfaction’ were similar across the four groups of stakeholders, yet the values assigned to the remaining attributes differed substantially across stakeholders. This illustrates the diversity in values and interests of different stakeholders, and points to a need to quantify these values, for use by both the Dutch government and VET colleges, to improve the overall quality of education and the match between vocational programmes and their stakeholders. 相似文献
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Leda Kamenopoulou Jorun Buli-Holmberg Jan Siska 《International Journal of Inclusive Education》2016,20(7):743-755
In this article we explore the perspectives of a group of teaching professionals starting a post-graduate master's programme on inclusive and special education. Set in the current context of growing interest over the preparation of teachers for inclusive education worldwide, this exploration is part of research that looks more broadly at the impact of the programme on students. In this paper we set the context of the study and present results focusing on students’ pre-understanding of the concepts ‘inclusive’ and ‘special education’, as well as their reasons for choosing the programme and expected learning outcomes. Quantitative and qualitative data were collected with a questionnaire administered to students at the beginning of the programme. Findings reveal that students saw the programme as a factor contributing to their ability to implement inclusive education in practice. However, it emerged that they had somewhat different understandings of what ‘inclusive education’ actually means. Implications for providers of inclusive education programmes for teachers are discussed. 相似文献
16.
Fuelled by globalisation, the internationalisation of higher education in Canada is happening at a rapid pace. One manifestation of internationalisation is the increasing enrolment of international graduate students in Canadian institutions. Many of these students face challenges and barriers in integrating into Canadian academic environments including isolation, alienation, marginalisation and low self-esteem. This case study investigates a programme at a large Canadian university intended to help international graduate students with their adaptation to an unfamiliar academic environment. The research shows that the programme was successful in creating a transnational learning space where international students developed a sense of belonging, increased cross-cultural understanding and raised awareness about global issues. More importantly, it helped international students with their integration into a Canadian learning community. The findings have important implications for the development of programmes to provide appropriate levels of support for international students and for building internationally inclusive campuses. 相似文献
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《师资教育杂志》2012,38(3):225-241
This article, based on the guidance of 17 teacher education students during their final term, presents the theoretical framework, procedures and results of an extensive experiment with portfolio assessment combined with peer tutoring. A recent reform programme in higher education in Norway has as one of its aims to improve the quality of teaching and better facilitate learning in universities and university colleges. One important aspect of the reform programme is to encourage greater diversity in student assessment, and to establish a closer link between the learning process and the methods of examination. Following up on those intentions, the students are encouraged to work more systematically on written texts as a strategy for learning, accompanied by responses to their drafts offered by the course tutors. The idea of portfolio assessment is central in the reform programme, as also is the concept of reflection. During a term 17 student teachers worked regularly in peer groups giving responses to each other's drafts, which also included separate reflection papers related to their work in the response groups. This way of working seems to have had a positive impact on their learning both as students and as a basis for their further development as professional teachers. 相似文献
20.
Problem-based learning and the development of metacognition 总被引：1，自引：0，他引：1
Kevin Downing Theresa Kwong Sui-Wah Chan Tsz-Fung Lam Woo-Kyung Downing 《Higher Education》2009,57(5):609-621
This study samples first year undergraduates from two programmes at a Hong Kong University (N = 66). One programme uses an entirely problem-based approach to learning and teaching, whilst the other uses more traditional
methods. Using the Learning and Study Strategies Inventory (LASSI) as a measure of student perceptions of their thinking,
or metacognition it explores differences in metacognitive development between each group of students between the beginning
and end of their first year in each programme. The paper argues that, in addition to the formal learning context, everyday
challenges emerging from the additional new social contexts provided by problem-based curricula provide fertile environments
for the development of metacognition because whilst the highest ‘meta-level’ of cognition is usually not implicated when we
receive an outside task and when the task solution is known, the meta-level does tend to be consulted when things go wrong
or when the situation is new. In other words, when we are faced with finding solutions to a problem whether posed by the teacher
as part of a problem-based curriculum or a new social environment, we are more likely to develop generic, as well as subject
specific skills. 相似文献