Pub Date : 2022-04-08DOI: 10.18870/hlrc.2022.12.1.1298
L. Nabaho, Wilberforce Turyasingura, I. Twinomuhwezi, Margaret Nabukenya
Objective: The purpose of the study was to explore the conceptualization of the third mission in African higher education and the activities that universities are required to engage in and/or are engaging in to fulfil the third role. Method: The interpretive lens underpinned the study. Data were collected from the documents of the African Union Commission (AUC), in which the third mission is both implicit and explicit. We used content analysis as a data analysis technique. Results: The AUC conceptualizes the third mission as a role of universities, as a social role, as forging partnerships, and as being mutually beneficial to society and the university. Universities in Africa are implementing and/or required to implement 11 third mission activities aimed at bridging the gap between them and society. Almost all third mission activities are anchored to the classical missions of teaching and research associated with higher education institutions. Conclusions: We concluded that: (a) the third mission is built on the classical missions of universities; (b) the distinction between the classical missions and the third mission is that the first mission (teaching) involves the dissemination of knowledge through academic education while the second mission (research) hinges on the generation of academic knowledge, but the third mission involves both in a non-academic context; and (c) the third mission is a multidimensional concept. Implication for Theory and Practice: The study adds to the limited literature on the third mission of universities from a supranational perspective. Second, it extends the conceptual framework of Molas-Gallart and colleagues for understanding the third mission that is based on the experience of advanced higher education systems by supplementing it with four themes from Africa. Finally, it provides information the AUC may use to revise the instrument for evaluating the performance of universities on the third mission.
{"title":"The Third Mission of Universities on the African Continent: Conceptualisation and Operationalisation","authors":"L. Nabaho, Wilberforce Turyasingura, I. Twinomuhwezi, Margaret Nabukenya","doi":"10.18870/hlrc.2022.12.1.1298","DOIUrl":"https://doi.org/10.18870/hlrc.2022.12.1.1298","url":null,"abstract":"Objective: The purpose of the study was to explore the conceptualization of the third mission in African higher education and the activities that universities are required to engage in and/or are engaging in to fulfil the third role. Method: The interpretive lens underpinned the study. Data were collected from the documents of the African Union Commission (AUC), in which the third mission is both implicit and explicit. We used content analysis as a data analysis technique. Results: The AUC conceptualizes the third mission as a role of universities, as a social role, as forging partnerships, and as being mutually beneficial to society and the university. Universities in Africa are implementing and/or required to implement 11 third mission activities aimed at bridging the gap between them and society. Almost all third mission activities are anchored to the classical missions of teaching and research associated with higher education institutions. Conclusions: We concluded that: (a) the third mission is built on the classical missions of universities; (b) the distinction between the classical missions and the third mission is that the first mission (teaching) involves the dissemination of knowledge through academic education while the second mission (research) hinges on the generation of academic knowledge, but the third mission involves both in a non-academic context; and (c) the third mission is a multidimensional concept. Implication for Theory and Practice: The study adds to the limited literature on the third mission of universities from a supranational perspective. Second, it extends the conceptual framework of Molas-Gallart and colleagues for understanding the third mission that is based on the experience of advanced higher education systems by supplementing it with four themes from Africa. Finally, it provides information the AUC may use to revise the instrument for evaluating the performance of universities on the third mission.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47961298","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 : 2022-03-07DOI: 10.18870/hlrc.2022.v12i1.1285
V. Deepa, R. Sujatha, H. Baber
Objectives: The purpose of this study is to examine the influence of social media engagement, which includes frequency of using social media platforms (FSMP) and social media involvement, on the academic distraction and academic performance of the student. The study further tests the moderating role of attention control on the relationship between academic distraction and academic performance. Method: Data were collected from 272 students studying in universities in India. Students answered questions on the frequency of visiting social media platforms and social media involvement, components of academic distraction, and attention control. AMOS software was used to test the structural model. Results: FSMP does not contribute to academic distraction; however, consistent social media involvement does predict academic distraction. Unlike previous studies, academic distraction does not influence the academic performance of students born in the digital era, who have accessed social media throughout their childhood. Attention control moderates the relationship between academic distraction and academic performance. Conclusions: The study challenges past research that claims social media engagement has a negative effect on student academic performance. Social media involvement, such as texting, commenting, and sharing updates, causes academic distraction but may not affect student academic performance. A novel finding is that the strength and direction of the relationship between academic distraction on academic performance vary with attention control. Implication for Theory and/or Practice: The study can be useful for educators and policy makers to build strategies for developing digital citizenship behaviours among students and thereby leverage social media for improved academic achievements of students. In particular, the potential moderating role of attention control in the interaction between academic distraction and academic performance has implications for educators and researchers.
{"title":"Moderating Role of Attention Control in the Relationship Between Academic Distraction and Performance","authors":"V. Deepa, R. Sujatha, H. Baber","doi":"10.18870/hlrc.2022.v12i1.1285","DOIUrl":"https://doi.org/10.18870/hlrc.2022.v12i1.1285","url":null,"abstract":"Objectives: The purpose of this study is to examine the influence of social media engagement, which includes frequency of using social media platforms (FSMP) and social media involvement, on the academic distraction and academic performance of the student. The study further tests the moderating role of attention control on the relationship between academic distraction and academic performance. Method: Data were collected from 272 students studying in universities in India. Students answered questions on the frequency of visiting social media platforms and social media involvement, components of academic distraction, and attention control. AMOS software was used to test the structural model. Results: FSMP does not contribute to academic distraction; however, consistent social media involvement does predict academic distraction. Unlike previous studies, academic distraction does not influence the academic performance of students born in the digital era, who have accessed social media throughout their childhood. Attention control moderates the relationship between academic distraction and academic performance. Conclusions: The study challenges past research that claims social media engagement has a negative effect on student academic performance. Social media involvement, such as texting, commenting, and sharing updates, causes academic distraction but may not affect student academic performance. A novel finding is that the strength and direction of the relationship between academic distraction on academic performance vary with attention control. Implication for Theory and/or Practice: The study can be useful for educators and policy makers to build strategies for developing digital citizenship behaviours among students and thereby leverage social media for improved academic achievements of students. In particular, the potential moderating role of attention control in the interaction between academic distraction and academic performance has implications for educators and researchers.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67687683","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 : 2022-02-25DOI: 10.18870/hlrc.2022.v12i1.1257
Wise Mainga, Reuben Daniel, Luis R Alamil
Objective: The purpose of this study was to determine the relative importance of different employability skills for business graduates seeking initial employment. Method: Semi-structured survey questionnaires were administered to human resources representatives from industry, business lecturers, and graduating business students to determine gaps in perceptions between the three stakeholder groups. Results: There was some alignment and moderate discrepancies in perceptions of the relative importance of different employability skills between the three stakeholder groups. There were statistically significant differences in perceived importance of communication, teamwork, and interpersonal skills between graduating students and employers. There is evidence that employers were satisfied with the level of academic skills possessed by business students at the time of graduation. However, there was significant difference in perception between employers and graduating students on the extent to which perseverance and initiative and risk-taking were fully developed among business graduates. Conclusions: By increasing their self-awareness and critical reflection on their learning experiences, graduating students can take proactive steps to enhance their positional advantage in the labour market. The various stakeholders, including academics, can lead a social dialogue towards a deliberate approach to developing graduate employability. Implications: Acquiring in-demand soft skills is one side of the employability coin; the other is developing dynamic psychological-social capital, such as self-awareness, self-directness, proactivity, adaptability, and resilience, that is underpinned by lifelong learning. Both are needed to navigate multiple job transitions and career challenges throughout one’s career span.
{"title":"Perceptions of Employability Skills of Undergraduate Business Students in a Developing Country: An Exploratory Study","authors":"Wise Mainga, Reuben Daniel, Luis R Alamil","doi":"10.18870/hlrc.2022.v12i1.1257","DOIUrl":"https://doi.org/10.18870/hlrc.2022.v12i1.1257","url":null,"abstract":"Objective: The purpose of this study was to determine the relative importance of different employability skills for business graduates seeking initial employment. Method: Semi-structured survey questionnaires were administered to human resources representatives from industry, business lecturers, and graduating business students to determine gaps in perceptions between the three stakeholder groups. Results: There was some alignment and moderate discrepancies in perceptions of the relative importance of different employability skills between the three stakeholder groups. There were statistically significant differences in perceived importance of communication, teamwork, and interpersonal skills between graduating students and employers. There is evidence that employers were satisfied with the level of academic skills possessed by business students at the time of graduation. However, there was significant difference in perception between employers and graduating students on the extent to which perseverance and initiative and risk-taking were fully developed among business graduates. Conclusions: By increasing their self-awareness and critical reflection on their learning experiences, graduating students can take proactive steps to enhance their positional advantage in the labour market. The various stakeholders, including academics, can lead a social dialogue towards a deliberate approach to developing graduate employability. Implications: Acquiring in-demand soft skills is one side of the employability coin; the other is developing dynamic psychological-social capital, such as self-awareness, self-directness, proactivity, adaptability, and resilience, that is underpinned by lifelong learning. Both are needed to navigate multiple job transitions and career challenges throughout one’s career span.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47290515","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 : 2022-01-31DOI: 10.18870/hlrc.v12i0.1280
Henry Trotter, Cheng-Wen Huang, L. Czerniewicz
Objectives: The purpose of the study was to illuminate and assess the experiences and feelings of the staff of a center for teaching and learning at one South African university during the early months (April–June 2020) of the COVID-19 pandemic lockdowns when it switched from face-to-face teaching to emergency remote teaching (ERT). It explores the practical, operational, ethical, cultural, and emotional questions that the staff of this center dealt with as they supported the university in ERT provision. Method: This paper draws on in-depth interviews with 23 staff members of the Centre for Innovation in Learning and Teaching (CILT) who revealed not only the logistical, technical, and administrative challenges faced during the ERT rollout period but the efforts they made to ensure that their efforts promoted equity (for students), agility (for the university), and psychological sustainability (for themselves). Findings: Using cultural historical activity theory as a lens to assess CILT staff activities, findings indicate that a number of contradictions and tensions emerged during this period—concerning exacerbated inequities, pedagogical compromises, cultural anxieties, and psychological pressures—that could not be fully resolved but only managed. Implications for Research: CILT staff are interested not only in providing logistical, technical, and practical support to a university but also in dealing effectively with the ethical, cultural, and emotional concerns that arise in times of crisis and transition, such as the current one. Understanding what happened during COVID-19 may offer insights into how other centers for teaching and learning can adjust to what will likely remain an unstable future in higher education. Conclusion: The pandemic ruptured the previously organic change and growth that characterized CILT development, transforming it as the staff responded to this South African university’s need to provide support to academics and students engaging with ERT.
{"title":"Seeking Equity, Agility, and Sustainability in the Provision of Emergency Remote Teaching During the COVID-19 Pandemic: A Center for Teaching and Learning Takes an Expanded Role","authors":"Henry Trotter, Cheng-Wen Huang, L. Czerniewicz","doi":"10.18870/hlrc.v12i0.1280","DOIUrl":"https://doi.org/10.18870/hlrc.v12i0.1280","url":null,"abstract":"Objectives: The purpose of the study was to illuminate and assess the experiences and feelings of the staff of a center for teaching and learning at one South African university during the early months (April–June 2020) of the COVID-19 pandemic lockdowns when it switched from face-to-face teaching to emergency remote teaching (ERT). It explores the practical, operational, ethical, cultural, and emotional questions that the staff of this center dealt with as they supported the university in ERT provision. Method: This paper draws on in-depth interviews with 23 staff members of the Centre for Innovation in Learning and Teaching (CILT) who revealed not only the logistical, technical, and administrative challenges faced during the ERT rollout period but the efforts they made to ensure that their efforts promoted equity (for students), agility (for the university), and psychological sustainability (for themselves). Findings: Using cultural historical activity theory as a lens to assess CILT staff activities, findings indicate that a number of contradictions and tensions emerged during this period—concerning exacerbated inequities, pedagogical compromises, cultural anxieties, and psychological pressures—that could not be fully resolved but only managed. Implications for Research: CILT staff are interested not only in providing logistical, technical, and practical support to a university but also in dealing effectively with the ethical, cultural, and emotional concerns that arise in times of crisis and transition, such as the current one. Understanding what happened during COVID-19 may offer insights into how other centers for teaching and learning can adjust to what will likely remain an unstable future in higher education. Conclusion: The pandemic ruptured the previously organic change and growth that characterized CILT development, transforming it as the staff responded to this South African university’s need to provide support to academics and students engaging with ERT.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44186095","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 : 2022-01-13DOI: 10.18870/hlrc.2022.12.1.1270
V. Manokore, Jeff Kuntz
Objectives: The purpose of the study was to examine narratives about the effect of the sudden transition from face-to-face teaching to emergency remote teaching necessitated by the COVID-19 pandemic on post-secondary educators. Method: We conducted interviews with 11 post-secondary educators from five post-secondary institutes in one province in Canada. Educators were asked to reflect on their experiences during the transition from in-person to remote teaching and learning. Results: Our thematic analysis revealed that educators’ experiences were influenced by three main factors: (a) student engagement, interactions, and persistence in learning; (b) competence in the application of teacher technological pedagogical content knowledge (TPACK); and (c) overall well being of faculty and students. Conclusions: Participants had unique experiences, and institutions varied in the ways they supported students and staff. Those educators who had expertise, experience, or professional support in technology and teaching seemed to have an easier transition. Implication for Theory and Practice: Higher education institutes should support educators in enhancing their technological pedagogical knowledge and in facilitating learning in various delivery modalities.
{"title":"Replication or Reinvention: Educators’ Narratives on Teaching in Higher Education During the COVID-19 Pandemic","authors":"V. Manokore, Jeff Kuntz","doi":"10.18870/hlrc.2022.12.1.1270","DOIUrl":"https://doi.org/10.18870/hlrc.2022.12.1.1270","url":null,"abstract":"Objectives: The purpose of the study was to examine narratives about the effect of the sudden transition from face-to-face teaching to emergency remote teaching necessitated by the COVID-19 pandemic on post-secondary educators. Method: We conducted interviews with 11 post-secondary educators from five post-secondary institutes in one province in Canada. Educators were asked to reflect on their experiences during the transition from in-person to remote teaching and learning. Results: Our thematic analysis revealed that educators’ experiences were influenced by three main factors: (a) student engagement, interactions, and persistence in learning; (b) competence in the application of teacher technological pedagogical content knowledge (TPACK); and (c) overall well being of faculty and students. Conclusions: Participants had unique experiences, and institutions varied in the ways they supported students and staff. Those educators who had expertise, experience, or professional support in technology and teaching seemed to have an easier transition. Implication for Theory and Practice: Higher education institutes should support educators in enhancing their technological pedagogical knowledge and in facilitating learning in various delivery modalities.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48028468","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 : 2021-10-25DOI: 10.18870/hlrc.v11i2.1241
Cheryl L. Burleigh, Patricia B. Steele, Grace Gwitira
Objective: The purpose of this study was to understand what online adjunct faculty value as support services, specifically professional development opportunities, provided by their respective higher education institutions. Method: This qualitative narrative inquiry study centered on exploring perceptions and experiences of online adjunct faculty members from higher education institutions and their experiences and expectations of professional development (PD), prior to and during COVID-19. Results: The study resulted in the identification of possible improvements and enhancements to existing PD content that would further support faculty personal development, mental health, wellbeing, and academic growth. Conclusions: This study reminds us that there are numerous variables, including unforeseen crises such as the COVID-19 pandemic, that need to be considered when developing, implementing, and presenting PD for online adjunct faculty professional and personal growth. Because faculty want to be listened to and heard, the PD development and implementation process needs to be interactive to support online adjunct faculty, regardless of whether the university is for-profit or not-for-profit. Implication for Practice: The results based on online adjunct faculty experiences could lead to updating professional development opportunities employed in different higher education institutions to promote faculty self-actualization and ultimately, student success.
{"title":"Online Adjunct Faculty Perceptions of Professional Development to Support Personal and Professional Academic Growth During COVID-19","authors":"Cheryl L. Burleigh, Patricia B. Steele, Grace Gwitira","doi":"10.18870/hlrc.v11i2.1241","DOIUrl":"https://doi.org/10.18870/hlrc.v11i2.1241","url":null,"abstract":"Objective: The purpose of this study was to understand what online adjunct faculty value as support services, specifically professional development opportunities, provided by their respective higher education institutions. Method: This qualitative narrative inquiry study centered on exploring perceptions and experiences of online adjunct faculty members from higher education institutions and their experiences and expectations of professional development (PD), prior to and during COVID-19. Results: The study resulted in the identification of possible improvements and enhancements to existing PD content that would further support faculty personal development, mental health, wellbeing, and academic growth. Conclusions: This study reminds us that there are numerous variables, including unforeseen crises such as the COVID-19 pandemic, that need to be considered when developing, implementing, and presenting PD for online adjunct faculty professional and personal growth. Because faculty want to be listened to and heard, the PD development and implementation process needs to be interactive to support online adjunct faculty, regardless of whether the university is for-profit or not-for-profit. Implication for Practice: The results based on online adjunct faculty experiences could lead to updating professional development opportunities employed in different higher education institutions to promote faculty self-actualization and ultimately, student success.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41408752","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 : 2021-10-21DOI: 10.18870/hlrc.v11i2.1234
Elizabeth Johnston, Cheryl L. Burleigh, X. Rasmusson, P. Turner, Drena Valentine, L. Bailey
Objective: The purpose of this study was to explore, develop, test, and refine processes to incorporate meaningful and equitable use of open educational resources (OER) in online classrooms. Method: The intent of this qualitative study was to use an action research process of interactive discussions between higher education practitioners to shape collective understanding of how to teach in an online learning environment using OER. Results: The study resulted in the identification six exemplar learning opportunities which could be incorporated into the blended pedagogical model. Each exemplar OER included all four types of knowledge as defined by Bloom's taxonomy and required skills of observe and envision as defined in the Studio Habits of Mind (SHoM). A second criteria for our purposive selection was that each exemplar could be used to teach in multiple contexts for multiple purposes across a spectrum of higher education online courses. Conclusion: This study reminds us that educators need a new mindset to work with multimedia and visual resources. The blended pedagogical model provides scaffold teaching and learning opportunities that were not visible in either Bloom's taxonomy or SHoM alone. This blended pedagogical model scaffolds the “how” when using a visual approach to curriculum development that may enrich the learning experiences of students when presented in online higher education classrooms. Implication for Practice: Educators might replicate this study or transfer findings for purposes of comparing and testing further the use of OER in their online higher education classes to further engage student learning. Applying new understanding in a project that is shared with the larger learning group is essential as students understand and begin to own new skills and insights. The blended pedagogical model presented in this paper could be helpful to educators to maximize the benefits from the integration of technology and OERs to support online higher education.
目的：本研究的目的是探索、开发、测试和完善在线课堂中有意义和公平使用开放教育资源（OER）的过程。方法：本定性研究的目的是利用高等教育从业者之间互动讨论的行动研究过程，形成对如何使用OER在在线学习环境中教学的集体理解。结果：本研究确定了六个可以纳入混合教学模式的学习机会范例。每个示例OER包括Bloom分类法定义的所有四种类型的知识，以及Studio Habits of Mind（SHoM）中定义的观察和想象所需的技能。我们有目的地选择的第二个标准是，每个样本都可以在多种背景下用于高等教育在线课程的多种目的。结论：这项研究提醒我们，教育工作者需要一种新的心态来处理多媒体和视觉资源。混合教学模式提供了支架式教学和学习机会，这些机会在Bloom的分类学或SHoM中都不可见。这种混合教学模式在使用视觉方法进行课程开发时提供了“如何”的框架，这可能会丰富学生在在线高等教育课堂上的学习体验。实践意义：教育工作者可能会复制这项研究或转移研究结果，以进一步比较和测试在线高等教育课程中OER的使用情况，从而进一步参与学生的学习。在与更大的学习小组共享的项目中应用新的理解是至关重要的，因为学生理解并开始拥有新的技能和见解。本文提出的混合教学模式有助于教育工作者最大限度地利用技术和OER的整合来支持在线高等教育。
{"title":"Multimedia Open Educational Resource Materials for Teaching-Online Diversity and Leadership: Aligning Bloom’s Taxonomy and Studio Habits of Mind","authors":"Elizabeth Johnston, Cheryl L. Burleigh, X. Rasmusson, P. Turner, Drena Valentine, L. Bailey","doi":"10.18870/hlrc.v11i2.1234","DOIUrl":"https://doi.org/10.18870/hlrc.v11i2.1234","url":null,"abstract":"Objective: The purpose of this study was to explore, develop, test, and refine processes to incorporate meaningful and equitable use of open educational resources (OER) in online classrooms. Method: The intent of this qualitative study was to use an action research process of interactive discussions between higher education practitioners to shape collective understanding of how to teach in an online learning environment using OER. Results: The study resulted in the identification six exemplar learning opportunities which could be incorporated into the blended pedagogical model. Each exemplar OER included all four types of knowledge as defined by Bloom's taxonomy and required skills of observe and envision as defined in the Studio Habits of Mind (SHoM). A second criteria for our purposive selection was that each exemplar could be used to teach in multiple contexts for multiple purposes across a spectrum of higher education online courses. Conclusion: This study reminds us that educators need a new mindset to work with multimedia and visual resources. The blended pedagogical model provides scaffold teaching and learning opportunities that were not visible in either Bloom's taxonomy or SHoM alone. This blended pedagogical model scaffolds the “how” when using a visual approach to curriculum development that may enrich the learning experiences of students when presented in online higher education classrooms. Implication for Practice: Educators might replicate this study or transfer findings for purposes of comparing and testing further the use of OER in their online higher education classes to further engage student learning. Applying new understanding in a project that is shared with the larger learning group is essential as students understand and begin to own new skills and insights. The blended pedagogical model presented in this paper could be helpful to educators to maximize the benefits from the integration of technology and OERs to support online higher education.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43479541","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 : 2021-10-11DOI: 10.18870/hlrc.v11i2.1244
Sayed Ahmad Javid Mussawy, Gretchen B. Rossman, Sayed Abdul Qahar Haqiqat
Objective: The primary goal of the study was to examine students’ perceptions of classroom assessment at a public university in Afghanistan. Exploring current assessment practices focused on student and faculty members lived experiences was a secondary goal. The study also sought to collect evidence on whether or not the new assessment policy was effective in student achievement. Method: Authors used an explanatory sequential mixed-methods design to conduct the study. Initially, we applied the Students Perceptions of Assessment Questionnaire (SPAQ), translated into Dari/Farsi and validated, to collect data from a random sample of 400 students from three colleges: Agriculture, Education, and Humanities. Response rate was 88.25% (N = 353). Semi-structured interviews were used to collect data from a purposeful sample of 18 students and 7 faculty members. Descriptive statistics, one-way ANOVA, and t-tests were used to analyze quantitative data, and NVivo 12 was used to conduct thematic analysis on qualitative data. Results: The quantitative results suggest that students have positive perceptions of the current assessment practices. However, both students and faculty members were dissatisfied with the grading policy, reinforcing summative over formative assessment. Results support that the policy change regarding assessment has resulted in more students passing the courses compared to in the past. The findings also suggest improvements in faculty professional skills such as assessment and teaching and ways that they engage students in assessment processes. Implication for Policy and Practice: Recommendations include revisiting the grading policy at the national level to allow faculty members to balance the formative and summative assessment and utilizing assessment benchmarks and rubrics to guide formative and summative assessment implementation in practice.
{"title":"Students’ and Faculty Members’ Perceptions and Experiences of Classroom Assessment: A Case Study of a Public University in Afghanistan","authors":"Sayed Ahmad Javid Mussawy, Gretchen B. Rossman, Sayed Abdul Qahar Haqiqat","doi":"10.18870/hlrc.v11i2.1244","DOIUrl":"https://doi.org/10.18870/hlrc.v11i2.1244","url":null,"abstract":"Objective: The primary goal of the study was to examine students’ perceptions of classroom assessment at a public university in Afghanistan. Exploring current assessment practices focused on student and faculty members lived experiences was a secondary goal. The study also sought to collect evidence on whether or not the new assessment policy was effective in student achievement. Method: Authors used an explanatory sequential mixed-methods design to conduct the study. Initially, we applied the Students Perceptions of Assessment Questionnaire (SPAQ), translated into Dari/Farsi and validated, to collect data from a random sample of 400 students from three colleges: Agriculture, Education, and Humanities. Response rate was 88.25% (N = 353). Semi-structured interviews were used to collect data from a purposeful sample of 18 students and 7 faculty members. Descriptive statistics, one-way ANOVA, and t-tests were used to analyze quantitative data, and NVivo 12 was used to conduct thematic analysis on qualitative data. Results: The quantitative results suggest that students have positive perceptions of the current assessment practices. However, both students and faculty members were dissatisfied with the grading policy, reinforcing summative over formative assessment. Results support that the policy change regarding assessment has resulted in more students passing the courses compared to in the past. The findings also suggest improvements in faculty professional skills such as assessment and teaching and ways that they engage students in assessment processes. Implication for Policy and Practice: Recommendations include revisiting the grading policy at the national level to allow faculty members to balance the formative and summative assessment and utilizing assessment benchmarks and rubrics to guide formative and summative assessment implementation in practice.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47126617","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 : 2021-09-30DOI: 10.18870/hlrc.v11i2.1252
Silvie MacLean
Objectives: Improving performance to meet strategic priorities, such as teaching balanced with increased applied research activities, has developed into a central, though contentious, discourse for faculty in Ontario colleges. The aim of this article is to analyze and better understand why faculty are not engaged in applied research practices. Method: This article draws from social cognition theory and a social constructivist perspective. The literature review examines the evolution of colleges in Ontario, including the political factors and symbolic artifacts that shape values and organizational practices. This study sought to explore how a conceptual continuous improvement (CI) framework might advance our understanding of the policy shifts between applied research discourses within Ontario colleges in Canada and barriers that faculty face to enact applied research practices. Results: Underpinned by a set of simple principles, including improving through communication, learning through collaboration, and changing through coordination, the conceptual CI processes and systematic method provide opportunities to bridge the different contexts and unveil the varied on-the-ground realities of faculty teaching and research tasks. Conclusions: The findings reveal developmental needs and adaptive institutional challenges related to applied research practice changes have been influenced by political, cultural, and socio-cognition contexts and tasks. Implication for Practice: The inventive conceptual CI framework provides a viable means to analyze the fragmented state of applied research practices across Ontario colleges, which may ignite conversations and inform decision-making as well as suggest approaches to change at other global postsecondary education institutions. The innovative conceptual CI framework analysis tool will be of interest to faculty, institutional leaders, faculty unions, and policymakers.
{"title":"A Conceptual Continuous Improvement Framework to Examine the \"Problems of Understanding\" Applied Research","authors":"Silvie MacLean","doi":"10.18870/hlrc.v11i2.1252","DOIUrl":"https://doi.org/10.18870/hlrc.v11i2.1252","url":null,"abstract":"Objectives: Improving performance to meet strategic priorities, such as teaching balanced with increased applied research activities, has developed into a central, though contentious, discourse for faculty in Ontario colleges. The aim of this article is to analyze and better understand why faculty are not engaged in applied research practices. Method: This article draws from social cognition theory and a social constructivist perspective. The literature review examines the evolution of colleges in Ontario, including the political factors and symbolic artifacts that shape values and organizational practices. This study sought to explore how a conceptual continuous improvement (CI) framework might advance our understanding of the policy shifts between applied research discourses within Ontario colleges in Canada and barriers that faculty face to enact applied research practices. Results: Underpinned by a set of simple principles, including improving through communication, learning through collaboration, and changing through coordination, the conceptual CI processes and systematic method provide opportunities to bridge the different contexts and unveil the varied on-the-ground realities of faculty teaching and research tasks. Conclusions: The findings reveal developmental needs and adaptive institutional challenges related to applied research practice changes have been influenced by political, cultural, and socio-cognition contexts and tasks. Implication for Practice: The inventive conceptual CI framework provides a viable means to analyze the fragmented state of applied research practices across Ontario colleges, which may ignite conversations and inform decision-making as well as suggest approaches to change at other global postsecondary education institutions. The innovative conceptual CI framework analysis tool will be of interest to faculty, institutional leaders, faculty unions, and policymakers.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47561741","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 : 2021-06-30DOI: 10.18870/hlrc.v11.i1.1262
Gary J. Burkholder, Erwin Krauskopf
As an added service to those visiting the journal, the HLRC provides in English and Spanish a brief audio summary of the articles published in the issue. This is the Spanish version.
{"title":"Audio - Resúmenes de artículos del HLRC Volumen 11, Número 1 (español)","authors":"Gary J. Burkholder, Erwin Krauskopf","doi":"10.18870/hlrc.v11.i1.1262","DOIUrl":"https://doi.org/10.18870/hlrc.v11.i1.1262","url":null,"abstract":"As an added service to those visiting the journal, the HLRC provides in English and Spanish a brief audio summary of the articles published in the issue. This is the Spanish version.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45916556","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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