This paper considers the learning, teaching and assessment preferences of the Chinese learner in the context of distance learning. To do this a literature search of the teaching, learning and assessment preferences of Chinese students was conducted. The search indicated that there are several possible differences. These are that Chinese students are rote learners who have distinct preferences for certain methods of teaching, learning and assessment, and have a different view of the role of the teacher. In order to test this, a qualitative questionnaire covering these issues was completed by 25 Hong Kong Chinese students who are studying distance learning courses offered at the School of Sport and Leisure Management, Sheffield Hallam University. From the research the paper concludes that there are educational differences that must be addressed if Chinese students are to reach their full potential on distance learning courses offered by UK universities.
The purpose of this study is to argue for the need for more critical-reflective teaching-learning experiences in finance teaching, capable of promoting changes in…
The purpose of this study is to argue for the need for more critical-reflective teaching-learning experiences in finance teaching, capable of promoting changes in students’ frames of reference toward sustainability. The aim was to evaluate the levels of reflection and the transformative learning experiences perceived by undergraduate students enrolled in three finance disciplines at a Business Administration course of a Brazilian business school. This course has been the object of pedagogical experience toward sustainability teaching-learning for some years.
The authors used mixed data. For quantitative data, the authors collected 188 questionnaires, as well as 160 student-written reports for qualitative data.
Incorporating sustainability topics into finance disciplines, longitudinally, stimulates critical reflection and transformations in students’ mindsets toward sustainable rationality in finance. Despite the high number of agreements with reflection and critical reflection levels, emphasis only on the theoretical discussion of sustainability presuppositions does little to contribute to the practical application of concepts.
Although the study was conducted in a particular Business School, the authors expect that the results can be replicated and improved in comparative studies, encouraging transformative learning in the teaching-learning of finance.
The results show the potential and limitations of the experiences studied and its implications for theoretical and didactics in finance teaching. The discussions and the examples of practical activities presented can bring contributions to educators, professors and researchers.
Few studies in finance seeks to evaluate pedagogical experiences from the point of view of students’ learning, especially in relation to the development of a new rationality.
Many innovations have taken place in the teaching‐learning strategies for organisational behaviour (OB), in the School of Management over the past 18 months. This paper describes the impetus for these changes (i.e. budget pressures) and the search for alternative teaching‐learning strategies suitable for organisational behaviour. It documents the journey of lecturers, part‐time staff and students who took part in this adventure. The change process involved a team of eight full‐time and ten part‐time staff members and over 800 students in a multicultural environment. During the first meeting, students had to negotiate their roles, desirable group norms and the gradations of penalties they would use if these ground rules were not adhered to. Each week the roles of facilitator, facilitator’s buddy, time‐keeper and scribe were rotated. Students learnt to work with “dominators”, “quiet members”, “social loafers”, “poor timekeepers”. Some learnt to confront conflict, others decided to ignore it. Student assignments included a creative learning log and a report describing in depth what they learnt themselves and working in groups and relating their experiences to models and theories of organisational behaviour.
A case study of one university’s strategic approach to the promotion, support and resourcing of teaching and learning developments within the institution. This is set in…
A case study of one university’s strategic approach to the promotion, support and resourcing of teaching and learning developments within the institution. This is set in the context of external requirements for quality assurance and the changing nature of higher education. Strategy is described in terms of policy development and implementation of new frameworks and support structures. A particular feature of the strategy is support for school‐based development and the appointment of school‐based teaching and learning co‐ordinates (TLCs). Explains the rationale for TLCs and the means by which they were introduced. Gives examples of how the TLC role works in practice. Identifies successes and pitfalls, as well as issues for further development.
Even though it has already been 25 years since the collapse of the Soviet Union and the regaining of independence for the Republic of Latvia, teacher education faces…
Even though it has already been 25 years since the collapse of the Soviet Union and the regaining of independence for the Republic of Latvia, teacher education faces various and specific problems brought forth by the experience behind the ‘iron curtain’, spanning five decades. Ever since regaining its independence, Latvia has implemented ambitious education reforms. A new education reform has been launched in Latvia, which start to implement the competency approach in general education by 2018. A vital aspect of this reform is teacher education. In preparing teachers, universities have an extra task – to promote competency of the future teachers to implement the competency approach in schools, in a student-centred study process. The organisation process must change during the university study process in order to accommodate that the future teachers acquire actual competencies by using modern technologies and modern learning strategies, thus later promoting active involvement of students in the construction of their competencies.
This study carried out a survey of 170 students of the teacher education programme at the University of Latvia and revealed problem areas that should be changed in the teacher education process to ensure that the future teachers are able to implement the competency approach in schools. IBM SPSS Statistics 22 was used to analyse data. The research objective was to learn student-teachers’ ability to implement competency approach in their pedagogical work.
This chapter provides an introduction to how the inquiry-based learning (IBL) approach is being used by colleges and universities around the world to strengthen the…
This chapter provides an introduction to how the inquiry-based learning (IBL) approach is being used by colleges and universities around the world to strengthen the interconnections between teaching, learning, and research within STEM programs. This chapter provides a synthesis and analysis of the chapters in the volume, which present a range of case studies and empirical research on how IBL is being used across a range of courses across a range of institutions within STEM programs. Based on these findings, this chapter argues that the IBL approach has great potential to enhance and transform teaching and learning. Given the growing demands placed on education to meet a diverse range of complex political, economic, and social problems and personal needs, this chapter argues that education should be a place where students learn “how-to-learn” – where increasingly higher levels of self-directed learning is fostered – and where students grow in the three key areas of learning: affectively, behaviorally, and cognitively. To that end, this chapter argues that IBL, if designed and implemented properly, can be an important approach to enhancing and transforming teaching and learning in higher education.
The purpose of this paper is to analyze the complex, intricate relationships between the central (intended) curriculum, teachers’ perceived curriculums, and the…
The purpose of this paper is to analyze the complex, intricate relationships between the central (intended) curriculum, teachers’ perceived curriculums, and the enacted/assessed curriculum in classroom contexts. To do this, the authors have used Hong Kong’s new core senior-secondary liberal studies (LS) curriculum as a case study, with a special focus on its key pedagogical component – inquiry teaching/learning.
This study’s objects are two teachers (from two local schools), each with a LS teacher’s education. Documentary analysis, lesson observation, and focus interviews were used to triangulate data for interpretation and analysis.
The findings illuminate: how LS teachers’ perceptions of inquiry teaching/learning relate to and align with the advocacy embodied in the intended curriculum, the relationships between teachers’ perceptions and practices of inquiry learning and teaching, and how this aspect of the intended curriculum reform can be made more relevant to the classroom context.
This paper contributes to the under-researched area of curriculum gaps and (mis)alignments in Hong Kong’s LS curriculum reform.
This chapter explores issues of quality teaching, learning, and assessment in higher education courses from the perspective of teaching fully online (polysynchronous…
This chapter explores issues of quality teaching, learning, and assessment in higher education courses from the perspective of teaching fully online (polysynchronous) courses in undergraduate and graduate programs in education at a technology university in Ontario, Canada. Online courses offer unique opportunities to capitalize on students’ and professors’ digital capabilities gained in out-of-school learning and apply them to an in-school, technology-enabled learning environment. The critical and reflective arguments in this paper are informed by theories of online learning and research on active learning pedagogies.
Digital technologies have opened new spaces for higher education which should be dedicated to creating high-quality learning environments and high-quality assessment. Moving a course online does not guarantee that students will be able to meet the course outcomes more readily, however, or that they will necessarily understand key concepts more easily than previously in the physically copresent course environments. All students in higher education need opportunities to seek, critique, and construct knowledge together and then transfer newly-acquired skills from their coursework to the worlds of work, service, and life. The emergence of new online learning spaces helps us to reexamine present higher education pedagogies in very deliberate ways to continue to maintain or to improve the quality of student learning in higher education.
In this chapter, active learning in fully online learning spaces is the broad theme through which teaching, learning, and assessment strategies are reconsidered. The key elements of our theoretical framework for active learning include (1) deliberate pedagogies to establish the online classroom environment; (2) student ownership of learning activities; and (3) high-quality assessment strategies.
The article examines the implications of programme specification for the distinctive multidisciplinary curricular environment of the Open University. It concludes that…
The article examines the implications of programme specification for the distinctive multidisciplinary curricular environment of the Open University. It concludes that, for multidisciplinary programmes, specification is likely to focus on generic outcomes that relate to institutional level descriptors aligned to descriptors in the national qualification framework. These will be connected to more detailed course specifications that describe the curriculum building‐blocks. Generic outcome statements will need to reflect concepts of level, progression, diversity, balance, flexibility, integrity and coherence through an individualised programme that is constructed by the student. It concludes that the adoption of a framework of key skills outcomes benchmarked against the national standards can provide the basis for institutional descriptors against which multidisciplinary programmes can be benchmarked.
The purpose of this paper is to discuss the reasons and drivers for academic libraries affecting university strategy with regards to shaping and developing learning spaces…
The purpose of this paper is to discuss the reasons and drivers for academic libraries affecting university strategy with regards to shaping and developing learning spaces in response to changing pedagogic behaviours.
A review of available literature within the context of academic libraries and their position to influence and lead institutional strategic change. This theory and practice is addressed and evidenced by four case studies of university libraries in the UK.
Many UK academic libraries find themselves able to lead on and influence their institution's strategic direction with regards to teaching, learning and research. This is particularly the case in the design and development of learning spaces within the university. Academic libraries are in a unique position within a university with a view to observing student behaviours, being responsive to ever changing demands from academics and students, spotting trends and benchmarking against comparative institutions. These practices make it possible for academic libraries to advise, guide and lead on teaching and learning strategy and lead on learning spaces developments within their institutions.
Academic libraries can use existing quality assurance, responsiveness and benchmarking frameworks to influence university strategy and decision making.
This paper focuses on the concept of academic libraries influencing change, rather than responding to change, within their university. The case studies provide examples of where this has been the case, and suggest ways and frameworks which can be adopted by other academic libraries.