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What COVID-19 has introduced into education: challenges Facing Higher Education Institutions (HEIs) 2019冠状病毒病给教育带来的影响:高等教育机构面临的挑战
IF 2.5 Q1 Social Sciences Pub Date : 2021-01-01 DOI: 10.1080/23752696.2021.1951616
Mark Treve
ABSTRACT The effect of the latest novel Coronavirus (COVID-19) on higher education, specifically the transition from face-to-face sessions to online and interactive learning systems, is investigated in this study. The paper discusses the difficulties that higher education institutions face in transitioning to ‘online pedagogy,’ including mobility issues, technology connectivity, digital learning, and differential access to education. The key obstacles of a shift to distance learning during COVID-19, according to the findings, are technical resources and differential access to education. Though COVID-19 was challenging for students, it also served as a springboard for realistic alternatives such as artificial intelligence (AI), public-private educational collaborations, and digitalization. Universities should study policies to mitigate the detrimental effects of COVID-19, according to the findings, while maintaining a dedication to creativity and large-scale changes in practice.
摘要本研究探讨了新型冠状病毒(COVID-19)对高等教育的影响,特别是从面对面教学到在线和互动学习系统的转变。本文讨论了高等教育机构在向“在线教学法”过渡时面临的困难,包括流动性问题、技术连接、数字化学习和教育机会差异。根据调查结果,在2019冠状病毒病期间转向远程学习的主要障碍是技术资源和受教育机会的差异。虽然新冠肺炎疫情对学生来说是一个挑战,但它也为人工智能(AI)、公私教育合作、数字化等现实替代方案提供了跳板。根据调查结果,大学应该研究减轻COVID-19有害影响的政策,同时在实践中保持创造力和大规模变革。
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引用次数: 40
Effective measures of tailored learning support for Engineering Work-Based Learners in HE: A Case study 高等教育中工程工作型学习者个性化学习支持的有效措施:个案研究
IF 2.5 Q1 Social Sciences Pub Date : 2021-01-01 DOI: 10.1080/23752696.2021.1882327
T. P. Doss, N. Allett, G. Woods, G. Poursharif, G. Knight
ABSTRACT Since 2004, Aston University has been delivering work-based learning (WBL) engineering degrees to key UK Energy sector employers, such as National Grid. National measures for widening participation in HE, such as the Degree Apprenticeship Levy, have led to significant changes in learning background diversity of WBL cohorts, consequently increasing student requirement for additional learning-support in HE Institutions (HEIs). To address these challenges, an intervention strategy was formulated in collaboration with Aston University's Learning Development Centre. Our methodology gradually embedded a provision of tailored learning-support sessions/workshops in mathematics and effective communication skills within WBL curricula. Integrating this support has led to marked increases in student engagement,grade-attainment, and stakeholder satisfaction. This case study is pertinent to HE's current STEM sector focus on developing WBL programmes, where the flexible methodologies established here can serve as practical models for other HEIs in the delivery of ‘in-employment’ education, in response to the fast-changing workplace.
自2004年以来,阿斯顿大学一直为英国能源部门的主要雇主(如国家电网)提供基于工作的学习(WBL)工程学位。扩大高等教育参与的国家措施,如学位学徒税,导致了WBL群体学习背景多样性的重大变化,从而增加了学生对高等教育机构(HEIs)额外学习支持的需求。为了应对这些挑战,我们与阿斯顿大学学习发展中心合作制定了一项干预策略。我们的方法逐渐在WBL课程中嵌入量身定制的数学和有效沟通技巧学习支持会议/研讨会。整合这种支持导致了学生参与度、成绩成就和利益相关者满意度的显著提高。这个案例研究与高等教育目前的STEM部门重点发展WBL课程有关,在这里建立的灵活方法可以作为其他高等教育机构提供“在职”教育的实用模式,以应对快速变化的工作场所。
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引用次数: 4
Designing a spirituality-based Islamic education framework for young muslim generations: a case study from two Indonesian universities 为年轻一代穆斯林设计一个以灵性为基础的伊斯兰教育框架:来自两所印度尼西亚大学的案例研究
IF 2.5 Q1 Social Sciences Pub Date : 2021-01-01 DOI: 10.1080/23752696.2021.1960879
Nur Chanifah, Yusuf Hanafi, Choirul Mahfud, A. Samsudin
ABSTRACT This paper reports on a qualitative study into developing a spirituality-based Islamic education framework for university students. In Indonesia, developing a spirituality-based Islamic education framework in the schooling sector has been extensively carried out. However, such a notion seems sparse in the Indonesian higher education levels. This has prompted the university to start focusing on developing students’ spirituality and their roles. This framework’s development was derived from interviews with Islamic education lecturers about learning patterns at the universities. It also includes observations of core and supporting learning activities. Data were garnered through a qualitative approach to enable substantial descriptive data collection to the foundation for the framework’s design. The findings are reported based on the designed framework. Recommendations for holistic religious education for the young generation at the Indonesian university level are discussed.
摘要:本文报告了一项关于为大学生开发以灵性为基础的伊斯兰教育框架的定性研究。在印度尼西亚,在学校部门广泛开展了以灵性为基础的伊斯兰教育框架。然而,这样的观念在印尼的高等教育中似乎很少见。这促使该大学开始注重培养学生的精神和角色。该框架的发展源于对伊斯兰教育讲师关于大学学习模式的采访。它还包括对核心和辅助学习活动的观察。数据是通过一种定性的方法来收集的,以使大量的描述性数据收集成为框架设计的基础。研究结果是根据设计的框架报告的。讨论了在印度尼西亚大学一级对年轻一代进行全面宗教教育的建议。
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引用次数: 9
Mentorship of early career academics in Tanzania: issues and implications for the next generation of academics 坦桑尼亚早期职业学者的指导:对下一代学者的问题和影响
IF 2.5 Q1 Social Sciences Pub Date : 2021-01-01 DOI: 10.1080/23752696.2021.1904433
S. Mgaiwa, O. Kapinga
ABSTRACT Mentoring has been pointed out as one of the strategies for early career academics (ECAs) preparation and support for smooth transition into academia. Although ECAs mentoring has been widely studied, and the findings have indeed been informative and illuminating, the issues facing ECAs have yet to be adequately addressed, particularly in Tanzania. Drawing from open-ended questionnaires, focus group discussions, and interviews, we examined the issues surrounding the mentoring of ECAs in selected Tanzanian universities. Academic exploitation, isolation, and lack of support from senior academics were among the key issues facing ECAs. The findings further revealed that regular mentorship training, peer support, and institutional policy framework as strategies in place to subdue the mentoring challenges. We argue for universities to have policy framework on professional development through ECAs mentoring to fill out the gap on pedagogical, research and public engagement deficits for ensuring capable next generation of academics.
摘要导师制被认为是早期职业学者(ECA)为顺利过渡到学术界做好准备和提供支持的策略之一。尽管对出口信贷机构的指导进行了广泛研究,研究结果确实提供了信息和启发,但出口信贷机构面临的问题尚未得到充分解决,尤其是在坦桑尼亚。通过开放式问卷调查、焦点小组讨论和访谈,我们研究了坦桑尼亚选定大学ECA辅导的相关问题。学术剥削、孤立和缺乏资深学者的支持是ECA面临的关键问题。研究结果进一步表明,定期导师培训、同伴支持和机构政策框架是应对导师挑战的策略。我们主张大学通过ECA辅导制定专业发展政策框架,以填补教学、研究和公众参与方面的不足,确保有能力的下一代学者。
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引用次数: 7
Disciplinary literacies in STEM: what do undergraduates read, how do they read it, and can we teach scientific reading more effectively? STEM学科素养:本科生阅读什么,他们如何阅读,我们能否更有效地教授科学阅读?
IF 2.5 Q1 Social Sciences Pub Date : 2021-01-01 DOI: 10.1080/23752696.2021.1882326
Katharine E. Hubbard
ABSTRACT There have been calls for Science Technology Engineering and Mathematics (STEM) education to become more interdisciplinary, reflecting the reality of contemporary research. However, communicating across disciplines is challenging. In this article, I explore what and how students read in the STEM disciplines`. I provide an overview of key topics in literacy research, and discuss the disciplinary nature of literacy. I compare disciplinary literacy requirements in STEM through thematic analysis of UK quality subject benchmark statements, which identifies considerable variation in the expectations of undergraduates to engage with primary research literature. I explore implications this has for interdisciplinary teaching, and present some published pedagogical strategies for engaging students in research literature. I call on STEM educators to embed inclusive disciplinary literacy teaching within curricula to support students in their reading. I also highlight the need for clear understanding of disciplinary conventions and reading expectations when designing interdisciplinary educational programmes.
摘要科学、技术、工程和数学(STEM)教育越来越跨学科,这反映了当代研究的现实。然而,跨学科交流具有挑战性。在这篇文章中,我探讨了学生在STEM学科中阅读的内容和方式。我概述了识字研究的关键主题,并讨论了识字的学科性质。我通过对英国优质学科基准陈述的主题分析,比较了STEM的学科素养要求,发现本科生参与初级研究文献的期望存在相当大的差异。我探讨了这对跨学科教学的影响,并提出了一些已发表的让学生参与研究文献的教学策略。我呼吁STEM教育工作者将包容性学科素养教学纳入课程,以支持学生的阅读。我还强调,在设计跨学科教育课程时,需要清楚地理解学科惯例和阅读期望。
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引用次数: 13
Developing the digital self-determined learner through heutagogical design 通过教学设计培养数字化自主学习者
IF 2.5 Q1 Social Sciences Pub Date : 2021-01-01 DOI: 10.1080/23752696.2021.1916981
Emma Gillaspy, C. Vasilica
ABSTRACT This empirical qualitative study investigates whether the introduction of heutagogy in contemporary nursing education can foster the development of the digital self-determined learner, who is prepared to work and live in the fourth industrial age and beyond. The impact of heutagogical design on learner process and outcomes is explored through qualitative framework analysis of learner data and reflective educator observations. Findings suggest that with careful scaffolding and courage in remaining true to the educational philosophy, this approach has the potential to develop learners who demonstrate key principles of heutagogy including non-linear learning, learner agency, capability, self-reflection and metacognition and double-loop learning. This innovative study provides insight into the process of developing the self-determined learner and encourages further research into flexible and learner-centred approaches across Higher Education.
摘要:本实证定性研究调查了在当代护理教育中引入heutagogy是否可以促进数字自主学习者的发展,他们准备在第四工业时代及以后的时代工作和生活。通过对学习者数据的定性框架分析和反思性教育者的观察,探讨了教学设计对学习者过程和结果的影响。研究结果表明,只要有谨慎的支架和忠于教育哲学的勇气,这种方法就有可能培养出能够展示启发式关键原则的学习者,包括非线性学习、学习者代理、能力、自我反思、元认知和双环学习。这项创新研究深入了解了培养自主学习者的过程,并鼓励在高等教育中进一步研究以学习者为中心的灵活方法。
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引用次数: 13
Assessing the curriculum and profile of pedagogical professionals for new employment opportunities 为新的就业机会评估教学专业人员的课程和概况
IF 2.5 Q1 Social Sciences Pub Date : 2021-01-01 DOI: 10.1080/23752696.2021.2007498
Jon Altuna, E. Pascual-Sagastizabal, Esther Cruz-Iglesias, A. Aierbe, Alba Madinabeitia, Inazio Marko, Uxue Diez-Guiral
ABSTRACT The aim of this article is to analyze the extent to which students and teachers in the Degree in Pedagogy perceive the training they receive is consistent with employment opportunities in specific professional areas. To do so, we have examined the relationship between students’ and teachers’ perceptions on the training they receive and its connection to employment opportunitiesthrough a descriptive, exploratory, and correlational study. The results show that students perceive the courses in the Degree in Pedagogy enhance professional and employment opportunities to a lesser extent than teachers deem. For both groups, the area of the Degree in Pedagogy with the greatest representation in the professional world is that of ‘Research and Education’. Additionally, both groups believed that the practical training students receive is highly useful for their professional career. The ‘Society and Culture’ and ‘Training and Business’ areas were found to be the less represented throughout the degree.
本文的目的是分析教育学学位的学生和教师在多大程度上认为他们接受的培训与特定专业领域的就业机会一致。为此,我们通过描述性、探索性和相关性研究,考察了学生和教师对他们所接受的培训的看法与就业机会之间的关系。结果显示,学生认为教育学学位课程对专业和就业机会的提升程度低于教师的预期。对于这两个群体来说,教育学学位在专业领域最具代表性的领域是“研究与教育”。此外,两组人都认为学生接受的实践训练对他们的职业生涯非常有用。在整个学位中,“社会与文化”和“培训与商业”领域的代表性较低。
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引用次数: 0
Perceptions of the use of virtual reality games for chemical engineering education and professional training 虚拟现实游戏在化工教育和专业培训中的应用
IF 2.5 Q1 Social Sciences Pub Date : 2021-01-01 DOI: 10.1080/23752696.2021.1951615
C. Udeozor, R. Toyoda, Fernando Russo Abegão, J. Glassey
ABSTRACT Virtual Reality (VR) games and simulations are increasingly being used to provide highly interactive, engaging and contextual learning experiences for learners in otherwise risk-prone environments, such as those obtained in chemical engineering and industrial domains. Understanding the intention of users towards this technology for education and training purposes is thus of paramount importance for academics and practitioners. This study examines the perceptions of chemical engineering students and professionals towards the use of VR games for health and safety education and training, and discusses the practical implications of findings. The study found that students and professionals believe that IVR games are useful for learning. A comparison of the two groups revealed that professionals were more accepting of the technology compared to students. Students presented concerns with the use of the technology for classroom learning. The paper concludes by outlining the implications of the findings to higher education practice.
摘要:虚拟现实(VR)游戏和模拟正越来越多地被用于为学习者在其他易受风险影响的环境中提供高度互动、引人入胜和情境化的学习体验,例如在化学工程和工业领域中获得的学习体验。因此,了解用户出于教育和培训目的对这项技术的意图对学者和从业者来说至关重要。本研究考察了化工专业学生和专业人员对使用VR游戏进行健康和安全教育和培训的看法,并讨论了研究结果的实际意义。研究发现,学生和专业人士认为IVR游戏对学习很有用。对这两组人的比较显示,与学生相比,专业人士更容易接受这项技术。学生们对该技术在课堂学习中的使用表示担忧。论文最后概述了研究结果对高等教育实践的启示。
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引用次数: 24
Effect of e-learning on health sciences education: a protocol for systematic review and meta-analysis 电子学习对健康科学教育的影响:一个系统回顾和荟萃分析的方案
IF 2.5 Q1 Social Sciences Pub Date : 2021-01-01 DOI: 10.1080/23752696.2021.1883459
Dr Krishna Regmi, L. Jones
ABSTRACT E-learning has been widely used in higher education as it provides better access to learning resources online, utilising technology to enhance learning. Despite growing evidence claiming that e-learning is as effective as traditional means of learning, the evidence is still very limited. This protocol aims to measure the impact of e-learning as compared to traditional face-to-face learning, both measured and perceived, on health sciences education – in terms of improving students’/health professionals’ satisfaction, knowledge, skills, and behaviours and patient-related outcomes. We will conduct a systematic review and meta-analysis of both randomised controlled trials and non-randomised controlled trials. Major databases will be searched for studies, and will be reported in accordance with PRISMA. A thematic analysis will be conducted for the included studies. If sufficient data are available, the random-effects model for meta-analysis will be performed. The outcome of this study will provide a basis for developing the best methods of e-learning in health sciences education.
电子学习在高等教育中得到了广泛的应用,因为它提供了更好的在线学习资源,利用技术来提高学习。尽管越来越多的证据表明电子学习与传统学习方式一样有效,但证据仍然非常有限。该方案旨在衡量电子学习与传统面对面学习相比对健康科学教育的影响,包括测量和感知的影响——在提高学生/卫生专业人员的满意度、知识、技能和行为以及与患者相关的结果方面。我们将对随机对照试验和非随机对照试验进行系统回顾和荟萃分析。将在主要数据库中搜索研究,并根据PRISMA进行报告。将对所列入的研究进行专题分析。如果有足够的数据,将采用随机效应模型进行meta分析。本研究的结果将为制定健康科学教育中最佳的电子学习方法提供基础。
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引用次数: 3
Towards flexible personalized learning and the future educational system in the fourth industrial revolution in the wake of Covid-19 新冠疫情下的第四次产业革命下的灵活个性化学习和未来教育体系
IF 2.5 Q1 Social Sciences Pub Date : 2021-01-01 DOI: 10.1080/23752696.2021.1883458
B. Whalley, Derek France, Julian R. Park, A. Mauchline, Katharine E. Welsh
ABSTRACT The concept of the Fourth Industrial Revolution is related to a ubiquitously connected, pervasively proximate (UCaPP) world and its response to Covid-19. Pedagogies need to be aligned with institutional ‘quality education’ and changes in the nature of the undergraduate student intake to formulate a 'Future Educational System'. Considerations include students from ‘non-traditional’ sources adapting to existing university structures and how procedures might accommodate these students in addition to changes and disruptions resulting from Covid-19. Mobile devices allow Personal Learning Environments (PLEs) to be developed in accordance with individual students’ needs. PLEs allow ubiquitous, flexible structures to develop educational quality. Policies should involve connectivist approaches and active learning via broad curriculum development and appreciate the importance of individual student needs and capabilities, socio-economic as well as academic. We stress the importance of broadening access to higher education, particularly for those who have been ‘neglected’ by current procedures.
第四次工业革命的概念与无处不在的连接、无处不在的接近(UCaPP)世界及其对Covid-19的应对有关。教学方法必须与院校的“素质教育”和本科生招生性质的变化保持一致,以制定“未来教育体系”。考虑因素包括来自“非传统”来源的学生如何适应现有的大学结构,以及程序如何适应这些学生,以及Covid-19造成的变化和中断。移动设备允许个人学习环境(ple)的发展,根据个别学生的需要。ple允许无处不在的、灵活的结构来发展教育质量。政策应包括联系主义方法和通过广泛的课程开发进行主动学习,并认识到学生个人需求和能力、社会经济和学术的重要性。我们强调扩大接受高等教育的机会的重要性,特别是对于那些被现行程序“忽视”的人。
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引用次数: 27
期刊
Higher Education Pedagogies
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