Pub Date : 2019-01-01DOI: 10.4018/IJTEPD.2019010103
Japhet Eke Lawrence
Constructive alignment is an outcomes-based approach for teaching, in which the learning outcomes that students are intended to achieve are defined before teaching takes place. Teaching and assessment methods are then designed to best achieve those outcomes and to assess the standard at which they have achieved. It provides a framework for adjusting teaching and assessment to address the attainment of those outcomes and standards. Constructive alignment is effective in designing teaching and assessment that enable students to learn, rather than to leave them guessing as to what is involved in the course of study or on what they will be assessed. The paper highlights the importance of using constructive alignment to enhance the quality of teaching, learning, and assessment. It reports on a study that applied the principles of constructive alignment to promote good teaching and deep student learning. It discusses the application of constructive alignment to design assessment criteria and rubric for a curriculum unit.
{"title":"Designing a Unit Assessment Using Constructive Alignment","authors":"Japhet Eke Lawrence","doi":"10.4018/IJTEPD.2019010103","DOIUrl":"https://doi.org/10.4018/IJTEPD.2019010103","url":null,"abstract":"Constructive alignment is an outcomes-based approach for teaching, in which the learning outcomes that students are intended to achieve are defined before teaching takes place. Teaching and assessment methods are then designed to best achieve those outcomes and to assess the standard at which they have achieved. It provides a framework for adjusting teaching and assessment to address the attainment of those outcomes and standards. Constructive alignment is effective in designing teaching and assessment that enable students to learn, rather than to leave them guessing as to what is involved in the course of study or on what they will be assessed. The paper highlights the importance of using constructive alignment to enhance the quality of teaching, learning, and assessment. It reports on a study that applied the principles of constructive alignment to promote good teaching and deep student learning. It discusses the application of constructive alignment to design assessment criteria and rubric for a curriculum unit.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"17 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91142686","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}
Pub Date : 2018-07-01DOI: 10.4018/IJTEPD.2018070105
Bryan Waite, Janet Colvin
This article first discusses literature on the importance of diversity work in higher education, and second, how it can and should be implemented. It will also examine Utah Valley University's journey to create faculty diversity training in order to meet the needs of an increasingly global society as well as how those trainings were assessed. The article explores this institution's global/intercultural initiative designed to increase cultural awareness in the classroom and share assessment results from faculty who have participated in this initiative.
本文首先讨论了有关高等教育中多样性工作重要性的文献，其次讨论了如何实施多样性工作。它还将研究犹他谷大学(Utah Valley University)为满足日益全球化的社会需求而创建教师多样性培训的历程，以及如何评估这些培训。本文探讨了该机构的全球/跨文化倡议，旨在提高课堂上的文化意识，并分享参与该倡议的教师的评估结果。
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Pub Date : 2018-07-01DOI: 10.4018/IJTEPD.2018070103
J. McCarthy
This article explores blended learning strategies within teaching and learning higher education as a channel of addressing learner diversity. Three case studies were critically examined to highlight the efficacy of various blended learning techniques to improve students' learning experience. These blended learning techniques include online peer and staff feedback for formative assessment; online video and audio feedback for summative assessment; and a flipped classroom teaching model. Culturally, educationally, and socially diverse first year student cohorts participated in this study to provide insight into the advantages and disadvantages of each blended learning technique. Data on the effectiveness of these pedagogical and technological innovations were gathered through online surveys to address students' reflection of learning experience. Findings of these case studies are significant in light of the growing diversity found within student cohorts in higher education; as well as an increase in technology-driven teaching innovation and student-centred learning techniques.
{"title":"Blended Learning Strategies for Engaging Diverse Student Cohorts in Higher Education","authors":"J. McCarthy","doi":"10.4018/IJTEPD.2018070103","DOIUrl":"https://doi.org/10.4018/IJTEPD.2018070103","url":null,"abstract":"This article explores blended learning strategies within teaching and learning higher education as a channel of addressing learner diversity. Three case studies were critically examined to highlight the efficacy of various blended learning techniques to improve students' learning experience. These blended learning techniques include online peer and staff feedback for formative assessment; online video and audio feedback for summative assessment; and a flipped classroom teaching model. Culturally, educationally, and socially diverse first year student cohorts participated in this study to provide insight into the advantages and disadvantages of each blended learning technique. Data on the effectiveness of these pedagogical and technological innovations were gathered through online surveys to address students' reflection of learning experience. Findings of these case studies are significant in light of the growing diversity found within student cohorts in higher education; as well as an increase in technology-driven teaching innovation and student-centred learning techniques.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"48 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78557343","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}
Pub Date : 2018-07-01DOI: 10.4018/IJTEPD.2018070102
C. S. Long, Ng Chiaw Gee
This article determines the impact of lecturers' competencies on students' performance at a private university college in Malaysia. A quantitative approach is used to collect and analyse the data by using descriptive analysis, Pearson correlation analysis and multiple regression analysis. Respondents are from different academic programs to respond the questionnaires on lecturers' competencies and their academic performance. There are ten independent variables which have been identified to be tested with the dependent variable. The findings revealed that there is a positive relationship between lecturers' competencies and student performance.
{"title":"Regression Analysis on the Effect of Lecturers' Competencies on Students' Performance","authors":"C. S. Long, Ng Chiaw Gee","doi":"10.4018/IJTEPD.2018070102","DOIUrl":"https://doi.org/10.4018/IJTEPD.2018070102","url":null,"abstract":"This article determines the impact of lecturers' competencies on students' performance at a private university college in Malaysia. A quantitative approach is used to collect and analyse the data by using descriptive analysis, Pearson correlation analysis and multiple regression analysis. Respondents are from different academic programs to respond the questionnaires on lecturers' competencies and their academic performance. There are ten independent variables which have been identified to be tested with the dependent variable. The findings revealed that there is a positive relationship between lecturers' competencies and student performance.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"39 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74528888","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}
Pub Date : 2018-07-01DOI: 10.4018/IJTEPD.2018070101
S. Vighnarajah, Lim Shing Yu Jolene
As higher education institutions grow as a commodity with diversified groups of local and international students, it is imperative for students, educators and policy makers to identify and address concerns that might arise from such amalgamation of cultures and experiences. In light of this interest, this article shares qualitative findings on how experiences of student isolation can cause deleterious effects on students' university learning experiences. In-depth interviews were conducted with a total of five Malaysian and International students to discuss their student isolation experiences and how it engaged them in the overall university learning experience. The findings disclosed key factors that can potentially cause student isolation in aspects of academic, social and emotional development, and these key factors were critically examined to identify mitigation measures. Findings from this study addressed clear evidence to how student isolation can negatively affect one's university learning experience, especially among international students who are not used to diverse education process, curriculum and expectations. UCSI University anchors great depth of interest in engaging students on holistic and successful university learning experience to ensure holistic development of graduates.
{"title":"Assessment of Diversity Through Student Isolation","authors":"S. Vighnarajah, Lim Shing Yu Jolene","doi":"10.4018/IJTEPD.2018070101","DOIUrl":"https://doi.org/10.4018/IJTEPD.2018070101","url":null,"abstract":"As higher education institutions grow as a commodity with diversified groups of local and international students, it is imperative for students, educators and policy makers to identify and address concerns that might arise from such amalgamation of cultures and experiences. In light of this interest, this article shares qualitative findings on how experiences of student isolation can cause deleterious effects on students' university learning experiences. In-depth interviews were conducted with a total of five Malaysian and International students to discuss their student isolation experiences and how it engaged them in the overall university learning experience. The findings disclosed key factors that can potentially cause student isolation in aspects of academic, social and emotional development, and these key factors were critically examined to identify mitigation measures. Findings from this study addressed clear evidence to how student isolation can negatively affect one's university learning experience, especially among international students who are not used to diverse education process, curriculum and expectations. UCSI University anchors great depth of interest in engaging students on holistic and successful university learning experience to ensure holistic development of graduates.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"17 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78324920","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}
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