University Teaching and Learning

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Best practice and 'challenges' in university teaching and learning: an editorial introduction and a contextual framework

Best practice and 'challenges' in university teaching and learning: an editorial introduction and a contextual framework

This paper presents an editorial introduction to the refereed and edited papers arising from the Central Queensland University 2 nd annual Teaching and Learning Showcase in February 2004. In doing so, the paper depicts some of the principal landmarks in the national and institutional policy landscapes that influence the contributing authors’ several engagements with ‘best practice’ in university teaching and learning, as well as with the ‘challenges’ to that ‘best practice’. The guest editors trace the multiple elements of those engagements, and link them to the national and international significance of the papers appearing in this special theme issue of Studies in Learning, Evaluation, Innovation and Development.
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Leading sustainable improvement in university teaching and learning: lessons from the sector

Leading sustainable improvement in university teaching and learning: lessons from the sector

All three major data sources for this project indicated the centrality of linking efforts to enhance teaching and learning with promotion opportunities. First, the final and evaluation reports indicated that there was often integration of ALTC awards or grants into university promotion criteria. Second, when staff in the four project partner universities were asked in what ways staff who received ALTC awards, grants or fellowships were recognised for their achievements, around one-third of the 88 survey respondents indicated that this recognition occurred through promotion. Third, through the interviews, one of the key points identified by senior leaders as central to sustainability of enhancement was the presence of links to promotions rounds. Project leader interviewees believed a promotion, reward and recognition scheme to be central to the embedding of teaching and learning enhancement initiatives.
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Students' and lecturers' conceptions and philosophy of teaching and learning in university

Students' and lecturers' conceptions and philosophy of teaching and learning in university

ABSTRACT: This paper examines students’ and lecturers’ conceptions and philosophy of university teaching and learning at the Universiti Teknologi Malaysia Johor. The study extends the earlier work by Taylor (1983) and Saljo (1979) and other study series by Entwistle, Marion and their colleagues in the Western culture whereas several other works in Eastern cultures especially headed by Biggs, Watkins & Regmi, Kembcr & Gow and others. However, there is no such work done, recorded or extended in Malaysia. This study employs a combination of phenomenography inquiry (sec Marton & Saljo, 1984; Svensson, 1985; Saljo, 1988) and qualitative paradigm (see Burgess, I984a,b; Bryman, 1988; Miles & Hubcrman, 1994; Patton, 1980, 1987; Mcrriam 1988) with in-depth exploratory, descriptive and analytical characteristics (Yin, 1994; Stake, 1980, 1995). Data from interviews were gathered from students from different years of study and different levels of academic staff members. The analysis was then carried out on the relevant parts of tbe verbatim transcripts of the interview which arc subjected to two stage analysis. First, the findings are analyzed according to what emerged as the key research issue from the three original questions to answer conceptions and philosophy of university education and its teaching and learning activities Sccond, adopting the phenomenographic approach, expressions reflecting conceptions of learning were identified and grouped on the basis of similarities, differences and complementarities (Marton et al., 1993) and they are then organized according to both lecturers’ and students’ conceptions and philosophy of teaching and learning, respectively. The findings revealed that some qualitatively different conceptions of teaching and learning in Malaysia were similar to the Western findings and the philosophy held concordcd to the international goals of higher education. However, further differentiations have also been made within the various conceptions and some significant differences have been acknowledged which are due to ‘soft’ moral-cultural and strong religion influences. Conclusively the conceptions, philosophy and aims of university education in Malaysia are seen indirectly orientated to one major theme that is, to satisfy national political and economic orientations that may present conflicts in the system.
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Journal of University Teaching & Learning Practice

Journal of University Teaching & Learning Practice

In crisis management seminars students participated in simulated crisis cases that had global ramifications and local impact where public relations management was required at many different levels. Each student cohort developed a crisis team with cultural experts taking a lead at various points of the exercise. In a Malaysian class where contaminated food was part of the crisis scenario requiring public relations intervention, students’ initial response was limited as the students explained that contaminated food was so common in Malaysia that the public did not pay attention to the problem unless there was a death or tragedy. Until the scenario was changed students found it difficult to relate to and think about public relations crisis management plans. Singaporean students also reported that there was a tendency to cover-up crises until a death or tragedy made reporting of the crisis a necessity. Australian student cohorts also wanted to change the in-class crisis scenarios to incorporate the changes in Singapore and Malaysian seminars. An intercultural and international emphasis in public relations education has therefore enriched the learning experience of all students.
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Collaborative Learning: A Model of Strategies to Apply in University Teaching

Collaborative Learning: A Model of Strategies to Apply in University Teaching

The socio-cognitive collaboration requires learning, that is, it can and must be taught. The teacher is responsible for the students’ learning to collaborate efficiently among them, transforming the class into a teaching-learning community. For this, he/she has available a wide spectrum of strategies available that can be implemented in different instances, according to the different types of tasks (Roselli, 2011). It is important to understand that they are not only unlinked pedagogical resources or mere techniques group motivation; it is a proposal of a new didactic model, that academically profits in an efficient way from the natural sociability of the institutional context of teaching, which is basically collective. This didactic model includes, but does not limit to, teamwork. The collaborative didactic framework is beyond mere collectivism (doing everything in groups); it includes and maintains individual instances, while connecting individual learning to others’ learning.
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GRIFFITH UNIVERSITY. Learning and Teaching Committee MINUTES

GRIFFITH UNIVERSITY. Learning and Teaching Committee MINUTES

6.3.1 The Secretariat received advice from the Carrick Institute on October 11 that all four nominees from Griffith University have been selected as finalists for the 2005 Australian Awards for University Teaching. Griffith was congratulated on the standard and quality of the nominations. The Deputy Vice Chancellor (Teaching and Learning) noted that this was an excellent result for the University and congratulated both the finalists and the staff from Secretariat and FLAS who contributed to the applications.

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Investigating an On line Teaching and Learning Environment for the University of Omar Al Mukhtar, Libya

Investigating an On line Teaching and Learning Environment for the University of Omar Al Mukhtar, Libya

The use of virtual learning technology has increased rapidly in university teaching. The introduction of e-learning has led to rapid change which has impacted both the learners and the educators (Modi, 2006) .The increasing use of technology in all aspects of life, as well as in the education sector, motivated Libyan universities to update their processes and make the technology the main factor in their education systems.The University of Omar Al-Mukhtar is one of the Libyan universities which should respond to the rapid developments in the world. The wide use of information technology and communications means that traditional teaching methods are no longer suitable, especially with the growing numbers of students, as they no longer fit with the global trends in modern education. Indeed, they have become a strategic necessity in the light of an economy based on knowledge. Among the global trends in modern education now and especially in higher education, the trend is towards e-learning and distance learning. So it is important that University of Omar Al-Mukhtar should note scientific revolution and technological revolution, which was found in the world, and review its philosophy. It should aim to apply technology to develop teaching methods and provide appropriate evaluation for this. It is therefore important that the University of Omar Al- Mukhtar uses computers as its main teaching tool, and provides an e-learning environment for its students.
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Learning and Teaching

Learning and Teaching

Learning as Social. A second significant shift in learning theory pertains to the social aspects of learning. Traditionally, learning in classroom settings has been organized largely as an individual activity. Students have been expected to learn mainly from listening to the This brief outlines nine leading research-based concepts that have served as a foundation for education reform. It compares existing ideas about learning, knowledge, and teaching with conceptual benchmarks for “best practice” that would be consistent with current research. The goal is to foster inquiry and sup- port fundamental, long-term improvement by offering promising ideas for read- ers to consider, discuss, and adapt to their circumstances.
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A mini revolution in learning and teaching: Lynn University, Boca Raton, Florida

A mini revolution in learning and teaching: Lynn University, Boca Raton, Florida

Students in Lynn’s Institute for Achievement and Learning regularly use features including voice over, text highlighting, and larger font sizes. Tutors use FaceTime for virtual coaching sessions with students who are sick, travelling or otherwise unable to meet in person. The iPad’s voice recognition feature gives students the option of dictating their papers or test answers. Students who learn best by hearing can now use iPad’s speech-to-text capability to study anytime, anywhere. Before, they were bound to special software only available at the library or institute offices.

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Transforming Teaching and Learning at University of Ghana through Community Service-Learning: Listening to the Voices of Students

Transforming Teaching and Learning at University of Ghana through Community Service-Learning: Listening to the Voices of Students

Table 4 which is the structure matrix shows that three variables from Perceived Benefits and three variables from Perceived Intention are within the group correlations between the predictors and the discriminant function. The 0.30 cut-off between important and less important variables was applied. The discriminant analysis showed that the overall multivariate relationship was statistically significant at the 0.05 level (Wilks’ Ʌ = 0.595; chi square (22, n = 254) = 125.174; p < 0.001) indicating that students who agree with the statement differed significantly from those who disagreed with the statement. The discriminant analysis results reveal that the perceived benefits variables (I would gain valuable experience for my resume, r = 0.649 with an effect size of R² - 42.1%; Community service-learning would provide me with new sources of knowledge, r = 0.321 with an effect size of R² - 10.3%; I would experience personal satisfaction knowing that I am helping others r = 0.307 with an effect size of R² - 0.9%) were good predictors which accounted for 53.3% of the variables in scores on the function. In addition, the study also found that perceived intention (I would like to be involved in a community service-learning project while I am a student at the university r = 0.530 with an effect size of R² - 28.0%; I would seek out an opportunity to participate in community service-learning in the next year r = 0.423 with an effect size of R² - 17.8%; I have the intention to engage in community service-learning r = 0.307 with an effect size of R² - 0.9%) also accounted for 46.7% of good predictor variables.
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Department of Teaching, Learning, and Leadership Western Michigan University Kalamazoo, Michigan

Department of Teaching, Learning, and Leadership Western Michigan University Kalamazoo, Michigan

You should determine your present level of mastery with respect to the four basic goals described below. Under each goal, there are a number of general learning objectives that are stated in behavioral terms. They should be used to determine areas in which you can already perform satisfactorily and to evaluate your performance at the end of the course.

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Library, Teaching and Learning. Writing Essays. and other assignments Lincoln University

Library, Teaching and Learning. Writing Essays. and other assignments Lincoln University

• Develop a writing plan (key points and evidence or detail to support each point)?. Write • Using your writing plan as a guide, start writing?[r]

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The relationship between ‘employability’ and the scholarship of teaching and learning in Caribbean university education

The relationship between ‘employability’ and the scholarship of teaching and learning in Caribbean university education

Preparing students for uncertainty is a difficult task and one that may be especially problematic in the Caribbean where the education systems are rooted in the past and imbued with the ideologies of former colonisers (Brown & Conrad, 2007; Jules, 2008). The established hegemonies have developed educational systems that show an inclination towards traditional pedagogies (Roberts, 2003); where teacher training is often basic (James, 2010); methods are often didactic, and systems remain anchored by centralised, hierarchical, flip-flop politics (Amadio, 2009; Rampersad, 2010). Yet, whilst ‘traditional’ educational methods are still evident, in many areas there is a growing movement of practitioners who see themselves as thoughtful, reflective and student-/person- centred (Jennings, 2001). Nowhere should this be more evident than in the university – a place where independence is developed and a place where self- efficacy can lead to personal growth. The university is transformative not merely through education but also through environment, experiment, experience and exposure.
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Sharing Resources:  Benefits Of University Partnerships To Improve Teaching, Learning And Research

Sharing Resources: Benefits Of University Partnerships To Improve Teaching, Learning And Research

In summary, university partnerships are alive and well. There remains a strong need for continuous collaboration between or among university partnerships. Out of economic necessity, more universities are partnering with communities resource agencies and other universities to expand, enhance and sustain their college programs in teaching, learning, professional development and research. Managers, faculty and stakeholders need to stay mindful of the critical need to establish goals and objectives together for innovative programs to ensure that their services remain of high quality to serve students not only locally but internationally. There must be reminders to all that quality college programs and services must continue to be a number one priority in order to gain the value and benefits of university partnerships for faculty, staff and students. Because of the world’s need for competitive readiness among its citizens, university partnerships must keep a key eye on what will create and sustain a generation of highly qualified/certified and productive faculty, staff and students and eventually a highly productive workforce that can compete effectively in global societies.
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The Use of Video to Enhance the Teaching  and Learning Process of Listening English  for University Students

The Use of Video to Enhance the Teaching and Learning Process of Listening English for University Students

Only research studies on video and language learning and teaching were included and reviewed to determine the effects of videos. Search strategies by using keyword search, such as: ” effect of using video materials in the teaching of listening skills for university students”. Eventually there are two research articles using video were selected and reviewed to determine the effects of video on students achievement and attitude. The writer chose both because both journal article are often used as research references. This review were analyzed using constant comparative method. Specifically, the constant comparative use the following steps: examining each article, forming various categories, comparing categories and achieving category saturation.
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An Evaluation of Students’ Perspectives on the Teaching and Learning of Property Investment Valuation in a Nigerian University

An Evaluation of Students’ Perspectives on the Teaching and Learning of Property Investment Valuation in a Nigerian University

Most of the basic topics in property investment valuation in which the students’ overall level of understanding is good are aspects of the conventional techniques of property investment valuation. However, the students’ overall level of understanding is low in basic topics which are aspects of the contemporary techniques of property investment valuation and lowest in hedonic modelling of property investment values. Majority of the students strongly hold the opinion that practical exercises in the field will facilitate understanding of property investment valuation. Furthermore, other opinions agreed by the students are that property investment valuation is an aspect of financial mathematics and should be taught using mathematical teaching methods, most examples in property investment valuation given by lecturers in the classroom are abstract, lecturers with practical experience teach property investment valuation better, computer software should be used in the teaching of property investment valuation, students should be given real live problems in property investment valuation to solve in the classroom, only lecturers with a minimum of Masters degree and professional qualifications should teach property investment valuation, and property investment valuation should be taught together with valuation of stocks and shares. However, the students were undecided on the opinion that property investment valuation is difficult to understand. Although there are differences in the level of understanding of the basic topics in property investment valuation between the male and female students, such differences are not significant statistically.
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TEACHING & LEARNING PROGRAM TEACHING CONFERENCE

TEACHING & LEARNING PROGRAM TEACHING CONFERENCE

Graduate students who teach may apply to participate in a focused program to deepen their understanding of teaching and learning and to enhance their own effectiveness in the classroom and laboratory. The one-year program enables students to participate in a coordinated series of required workshops, reflective exercises, mentoring opportunities, and classroom observations, as well as discipline-specific seminars and technology training tailored to individual needs and expectations. Successful completion of the program earns the student a non-credit certificate recognizing their achievement.
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Professional learning for teaching at a research-intensive university: The need for a ‘care-full’ environment

Professional learning for teaching at a research-intensive university: The need for a ‘care-full’ environment

that involvement in such opportunities “is voluntary and staff members have no incentive to get involved in them” (Higher Education Quality Committee 2007, 22). The report further stated that the promotion of academic staff did not consider the development of teaching skills and that “the prioritisation of research as an institutional focus has given teaching and learning a subordinate position in the institution” (Higher Education Quality Committee 2007, 20). Since the publication of the audit report, the university has however, actively engaged with this matter. A number of changes have taken place including the following: the Committee for Teaching and Learning became a permanent sub-committee of Senate and Vice-deans (Teaching and Learning) were appointed in most faculties. The institutional changes also include various policies, awards and PL opportunities related to the teaching function. Other changes include establishing teaching fellowships, the adoption of the recommendations of a task team for the promotion and recognition of teaching by Senate, finalising the strategy for teaching and learning and more recently re-instating the institutional teaching excellence awards. Despite these positive changes, it seems if lecturers perceive the teaching function to be sufficiently regulated and structured, but not always sufficiently valued (Van Schalkwyk et al. 2015).
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Use of learning games in university extension: teaching about zoonosis and pets care

Use of learning games in university extension: teaching about zoonosis and pets care

Nesse sentido se deve considerar que: o conhecimento a respeito das zoonoses mais ocorrentes, ciclo de transmissão e formas de prevenção são de grande importância para a prevenção e cont[r]

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TEACHING AND LEARNING:

TEACHING AND LEARNING:

to carry out simple subtraction at the start of the study, 52% could by the end of the year, compared with 39% in other classes. Interactive radio instruction can lead to improvement in learning outcomes for disadvantaged groups by addressing barriers such as distance and poor access to resources and quality teachers, as identified in a review of 15 projects. The use of interactive radio can be particularly beneficial in conflict contexts. Between 2006 and 2011, the South Sudan Interactive Radio Instruction project enrolled over 473,000 pupils, providing half-hour lessons linked to the national curriculum and including instruction in English, local language literacy, mathematics and life skills elements such as HIV/AIDS and land mine risk awareness. In locations that were out of range of any radio signal, the project distributed digital MP3 players to be used by trained teachers. Digital classrooms can complement classes given by less qualified teachers. In India, the Digital Study Hall project provides digital video recordings of live classes taught by expert teachers, which are shown by DVD in rural and slum schools. An evaluation of four schools in Uttar Pradesh found that, after eight months, 72% of pupils had improved test scores. Innovation in the use of technology can help improve learning by enriching teachers’ curriculum delivery and encouraging flexibility in pupil learning. Greater access to computers in schools can also help reduce the digital divide between low and high income groups. However, new technology is not a substitute for good teaching.
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