Teacing and Learning in Higher Education

The present paper unveils Booker T. Washington’s thoughts on education and their relevance in the contemporary educational system in India. Education is the most powerful tool which changes our life, society and ultimately country. A proper education moulds an individual’s character and makes his/her life better by inculcating moral values, intelligence, creativity and skills. It shows the way how to live and behave in society with dignity. It strengthens an individual’s head, hand and heart. Booker T. Washington, a renowned African-American educationist, dedicated
his entire life for the empowerment of the coloured people of America through the means of education. His educational model proposes industrial and technical education, agricultural education and training, vocational education, skill based knowledge, moral values, etc.

Some fifty years ago, Pink Floyd topped the music charts irreverently vocalizing the idea that education is just “Another Brick in the Wall.” Should this popular enchantment of hearts and minds cause alarm to professional teachers and higher education scholars? How much relevance does the progressive rock band’s verse have to the spirit of contemporary academy?

A calmer, more composed reaction of educators would be one of constructive introspection over disciplinary and our own pedagogical practice. It is important to pause for a moment and ask what the enduring value, function and role of university education in the 21st century are. In the modern-day “knowledge society,” where the sources and means of learning abound, formal education is to be regarded as a tool of individual empowerment and “enlightenment” rather than some off-the-shelf commodity to be provided en masse. By this view, academic training is a building block in creating sustainable and inclusive societies and not merely a functional production machine of a future skilled workforce.

With this mission clear, could it be said that legal education today is up to task? Could the discipline of law expand, learn and be enriched by other disciplines? In an equally irreverent manner, this article claims that connecting Law with Economics may recast the image of scholarly education as a cross-disciplinary bridge, instead of a brick wall, in the quest for finer quality and resilience in the curriculum and beyond.

The COVID-19 pandemic significantly shifted education from traditional to an online version, which was an emergent state for teachers and students. The substantive situation thus raises the importance of technology integration in education, and teachers are required to update their competencies, respectively. In this regard, the study assessed online teaching competencies of faculty members following, technological pedagogical content knowledge (TPACK) model. Closed-ended surveys were employed for quantitative analysis of randomly selected 256 faculty members from public universities in Karachi, Pakistan. Results indicated that teachers possessed adequate levels of knowledge across all the domains of TPACK. The highest competency was obtained by content knowledge (CK), while technological knowledge (TK) was reported at the lowest level. Furthermore, a significant difference was noted in terms of gender and teaching experience. Correspondingly, the study proposes that the TPACK model...

The purpose of this paper is to investigate the field of University Pedagogy and specifically the relationship between theory (learning theories university teachers adopt) and practice (actual teaching) in Higher Education Institutions. To this end, we conducted a mixed methodology research (triangulation) by implicating both the students and the university teachers of post graduate programs of the former Alexander Technological Educational Institute–ATEI-of Thessaloniki (current International Hellenic University-IHU). The data collection methods were:7 semi-structured interviews with the teaching staff, student questionnaires (n=98) and non-participatory observation. Results show that teachers’ views about learning and teaching are consistent mostly with person-centered humanistic learning theories and cognitive constructivism. Learning is viewed as a dynamic process revolving around students and their needs. Their student-centered approach and the theories they embrace are consist...

This analytical review reflects on the ways that centres for teaching and learning in universities are formulated and how they might change to best respond to and address the changing needs of students, academics and institutions in a post pandemic era. Drawing on discussions with experts, personal experience and grey literature, the key considerations to be addressed are articulated, in order to spell out the options for CTLs in a variety of contexts.

Digital technology does not directly affect learning unless the student is given no options. The educational value of technology springs from how students use it to change what they're doing.  In 1987, Chickering and Gamson asked which ways of teaching and learning had been shown most effective, compared with the pure transmission of content (presentation pedagogy); in answer to that question, they outlined seven principles for good practice in undergraduate education (e.g., faculty-student contact, active learning).

In this 1996 article, we examine how each of those principles can ber made even richer and more effective when implemented with appropriate uses of edtech  (e.g., online interactions between students and faculty that complementing face-to-face interaction). We've chosen technologies and uses that should be comparatively easy to scale assuming that learning activity is valued by enough faculty.

Bottom line: to get the most educational value from digital technologies, first select an exceptionally powerful learning activity and then discover whether some affordable use of technology can amplify the benefits from that activity.

The present paper deals with possible positive and negative experiences of using online technologies in teaching and learning. Here, the word possible is central as completely generally applicable issues may hardly be traced. The aim of the paper is to highlight such advantages and disadvantages of online learning that tend to recur rather frequently in a number of pedagogical situations and contexts.

Compared to the few public higher education institutions in the prewar era, postwar Somalia boasts a large number of academic institutions at the tertiary level, mainly as privately owned universities. Although these community-initiated academic establishments are making tremendous contributions to the higher education sector, particularly in the absence of an effective national government, one can argue that much still remains at stake in terms of evaluation and quality assurance, key elements necessary for institutional accreditation and acceptance of credentials by other educational establishments issuing the same level of certificates. In this essay we aim to provide an overview discussion of the trends of higher education in Somalia and the way forward for newly emerged institutions, which have taken the bold initiative of changing the landscape of Somalia’s higher education.

[ The original PhD dissertation may be read and authenticated from the website of the University of Newcastle, NSW, at http://hdl.handle.net/1959.13/804346 ]

This thesis argues that foreign and second language teaching productivity can only reach its proper potential when it is accorded priority, second only to language learner productivity, amongst the many competing productivities which are always asserted by stakeholders in educational institutions.

A theoretical foundation for the research is established by examining the historical concept of productivity, and its more recent manifestation as knowledge worker productivity, especially as applied to teachers.

The empirical basis of the thesis is sourced from a chronological series of twenty biographical case studies in language teaching venues in Australia, New Zealand, Oceania and East Asia. The biographical case study methodology, although rare in applied linguistics, is justified by reference to its wide and growing application in other fields of qualitative research. The case studies are analysed for common patterns of productivity, as well as teaching productivity inhibition or failure.

It was affirmed across all of the case studies without exception that external parties could not control or even reliably predict what individual students might learn, and how well, from instances of instructed language teaching. This was regardless of the power of institutional players, external resources, curriculums or the teacher. Student belief in the immediate value of what was to be learned in a given lesson, and personal confidence in an ability to learn it were the most critical factors.

Teaching productivity was found to turn, ultimately, on the teacher's ability to influence the probability of student learning. The teacher could best influence learning probability by enhancing student motivation. The most effective environments for teaching productivity were seen to be those where the teacher was professionally equipped and politically enabled to exercise judgements which maximized opportunities for student language learning productivity. A negotiated pact concerning both curriculum and method often proved effective, especially with mature students, and at times required some deception of institutional authorities.

Empirically, the encouragement of reciprocal learning relationships between teacher and students was found to be powerfully enabling for language teaching productivity in the case studies.

In many venues a small but effective minority of 'intimate learners' were also able to leverage their language learning productivity by forging more personal relationships with the teacher.

The wider cultural paradigm within each of the countries represented in the case studies sanctioned different paths and limitations for both language learners and teachers, and hence was seen to influence teaching productivity in critical ways. It was found that under certain conditions, notably (but not exclusively) those prevailing in many East Asian educational institutions, that certification of foreign language skills had a higher cultural, employment and monetary value than the actual ability to exercise foreign language skills.

A negative influence on teacher productivity in many of the case studies was an ignorance about language learning and teaching amongst institutional players. The disregard of language teacher professionalism was fed by a belief that being able to speak a language was all that was necessary to teach it, and reinforced by misinterpreting the meaning of test results. Related to this, an imbalance of power relationships between teachers or students with other institutional interests was consistently found to interfere with teaching and learning productivities. Overall, the model of productivity understood in institutions instanced by the case studies tended to reflect a 19th Century economic paradigm of capital, raw materials (students) and labour (dispensable classroom workers) rather than any more sophisticated grasp of knowledge worker productivity.

It was demonstrated in the context of the case studies that productivity, and in particular knowledge worker productivity, is a complex concept whose facets require detailed analysis to arrive at a proper understanding of the role that foreign and second language teachers play in educational institutions.

The purpose of this review is to highlight the importance of teaching methods and the selection of teaching methods to reach and enhance the learning objectives and outcomes. Introduction to teaching and learning relationship, with an overview of roles of teacher, student, and curriculum in higher education institutions of country has also been provided. Strategies and adoption of certain teaching methods have also been mentioned to enhance the understanding of the reader.

Abstract
Teaching methods are the bedrock behind the delivery of knowledge at all levels in the education sector. The traditional teaching methods are focused on three development aspects of the child and they are categorized into three namely; cognitive development methods, affective development methods and psychomotor methods. These development teaching methods are summed up in five teaching strategies which are discussion, questioning, lecture, demonstration and discovery. These teaching methods/strategies are now replaced with some innovations in teaching methods/strategies which includes: Inquiry- based learning, quick- response code; project based learning and wisely managed classroom technology. The innovations have great importance to the education sector because they have been able to make the process of teaching and learning easier, bring about the effective and efficient use of resources, professionalism in teaching and societal transformation. Some challenges that are encountered in the use of these innovative methods include; finance shortage of trained manpower, resistance to change and bureaucratic nature of school administrators. It was recommended that development programmes should be organized to train teachers about teaching methods, the curriculum should be better planned and more sources of finds should be sourced for by school administrators to assist in the provision of instructional materials.

The National Assessment and Accreditation Council (NAAC) has been set up to facilitate the volunteering institutions to assess their performance through introspection. NAAC is taking efforts for assessment and accreditation with an objective of continuous improvement of quality in higher education since two decade. It has made significant impact on improvement of quality in higher education. NAAC has revised its accreditation framework and made ICT enabled, objective, transparent, surmountable and robust. The self study report has been made qualitative and quantitative matrix oriented. AQAR is also proposed qualitative and quantitative matrix oriented from academic year 2020-21. This paper presents some points related to accreditation process of Indian higher education system with some of the revised accreditation framework of NAAC. This framework deals with various innovations and reforms brought in the accreditation process. The revised accreditation framework has introduced several concepts in quality assurance such as Student Satisfaction Survey (SSS), Data Validation and Verification (DVV), Quality bench-marking, Innovation, Ecosystem, Alumni Engagement, Institutional Values and Distinctiveness in the accreditation process. It is useful to all educational institutions for their quality management to create new policies of quality management and to inculcate innovation in the mind of stakeholders. It helps to improve the employing ability and new trends in the market of higher education for global competency.

Choosing a  senior high school career or tracks to pursue is one of the most challenging decisions any junior high school student may undertake. As a response, the objectives of this research were to investigate junior high school student's career preferences for senior high school studies, as well as the determinants that may influence their career selection. Using a stratified random sample technique, a total of one hundred sixty-six students were chosen at random.  To quantify the influence of the indicated career selection determinants on students' career preferences, the researchers used a descriptive and predictive correlational research design. The required data was gathered using a standardized survey questionnaire. Personality, parents, job opportunities, and interest were found to be statistically significant in influencing and predicting students' career preferences, out of the five career selection determinants. In the model, only the peer component (LRT p-value = 0.110) was shown to be statistically insignificant. Among the career selection determinants, the variable interest was found to have the strongest influence on students' course preferences. It can be inferred that diverse career selection factors have statistically significant effects on students' senior high school career choices. Since students'  preparation in senior high school is crucial to their subsequent studies in tertiary education, or employment after senior high school, the study gives vital inputs for students, parents, and school officials on how to lead and develop their career plans. A similar study may well be conducted using additional course selection characteristics discussed in the study, or this study could be conducted in a different location to corroborate or refute the findings.

Learning to communicate research with scholarly and scientific impact requires effective writing. This demands clear, active narrative and engaging explanation. Researchers must explain the issues they address and the actions they take to answer research questions. They must provide a careful meta-narrative to communicate their thinking and research choices. The Research Writing Workshop provides a short, easy-to-understand overview of the process we use in communicating research. The workshop slides are available here in PDF format. If you find this paper useful, please recommend it.

El objetivo de este libro es presentar un conjunto de experimentos de física que, haciendo uso de las nuevas Tecnologías de la Información y Comunicación (TIC’s), resalten los aspectos metodológicos de la física y las ciencias en general. Los experimentos están orientados a estudiantes universitarios de ciencia e ingeniería, aunque algunos pueden ser usados en escuelas secundarias. Los proyectos propuestos apuntan a que los estudiantes puedan responder las preguntas: ¿cómo sabemos esto?, ¿por qué creemos en aquello? Estas preguntas ilustran la naturaleza del pensamiento científico. Esta obra se complementa con un portal de Internet (www.fisicarecrativa.com) donde se ofrece un conjunto de vínculos a sitios de Internet de interés para estudiantes y docentes de física, como así también a informes de proyectos similares a los propuestos en este libro, realizados por estudiantes de diversas universidades.

In "A ‘Splendid Idiosyncrasy’: Prehistory at Cambridge 1915-50" Pamela Jane Smith charts the development of prehistoric archaeology from an amateur ‘haphazard’ pastime to a fully ledged academic discipline. Smith argues persuasively that the formalization of prehistory as a university subject emerged
out of the daily round of informal exchanges centred around the tearoom of the Cambridge University Museum of Archaeology and Anthropology. The convivial atmosphere engendered by the exchange of tea and cakes established a close relationship of trust amongst the participants which necessarily prepared the way for academic exchanges. Reflecting the centrality of food and drink in Smith’s analysis of the birth of prehistory, the Editors broke with the recent tradition of book reviews in these 'Proceedings' to talk to Pamela Jane Smith over a convivial lunch at Wolfson College, Cambridge. What follows is an annotated transcript of our conversation, which critically reviews her recent study.

There is scant research literature on the interconnection between spirituality and the practices of faculty of color teaching social justice in the higher education classroom. This paper is based on a qualitative study that examined 15 spiritually minded activist scholars (who are all racially minoritized) in Canadian universities. The analysis focuses on how such scholars integrate spirituality into their teaching practices. This paper presents three themes: (a) responding to students in the classroom, (b) centering spirituality in the curriculum, and (c) the perils of incorporating a spiritually based pedagogy.

Higher education institutions are responsible for providing their graduates with relevant job skills that will allow them to compete in the labour market. With this in mind, the purpose of this study was to identify the factors associated with graduate unemployment in Ethiopia. The data were collected, analysed, and interpreted using a quantitative design. Using Cochran’s sampling formula, 359 graduates from five regions were selected as the sources of primary data. Multinomial logistic regression was used to analyse the data because it is a good model for computing the interaction between more than two independent and dependent variables. Cronbach’s alpha coefficient of 0.947 indicated that the instrument’s reliability is adequate. The study revealed that the independent variables that correlate with graduates’ unemployment are demographic characteristics, curriculum, institutional characteristics, graduate characteristics, and economic and labour market conditions. These findings ...

This research targeted the learning preferences, goals and motivations, achievements, challenges, and possibilities for life change of self-directed online learners enrolled in a massive open online course (MOOC) related to online teaching hosted by Blackboard using CourseSites. Data collection included a 40-item survey, of which 159 MOOC respondents completed the close-ended survey items and 49 completed the 15 open-ended survey items. Across the data, it is clear that self-directed online learners are internally motivated and appreciate the freedom to learn and the choice that open educational resources provide. People were also motivated to learn informally from personal curiosity and interest as well as professional growth needs and goals for self-improvement. Identity as a learner was positively impacted by informal online learning pursuits. Foreign language skills as well as global, cultural, historical, environmental, and health-related information were among the most desired by the survey respondents. The main obstacles to informal online learning were time, costs associated with technology use, difficulty of use, and lack of quality. Qualitative results, embedded in the findings, indicate that self-directed learners take great pleasure in knowing that they do not have to rely on others for their learning needs. Implications for instructional designers are offered.

The authors, using a critical anti-colonial discursive framework, offer an interactive dialogue regarding the issues of spirituality and transformative teaching in higher education. We argue that spirituality has been a contentious topic in the academy and there is a need to make this discourse an integral part of teaching and learning. The authors provide answers to the following questions: What are the challenges of evoking spirituality as an academic discourse and practice? What strategies may be useful in integrating spirituality into teaching in higher education? Finally, the implications of a decolonizing pedagogy that centers on spirituality are explored in the context of higher education.

As part of the global education response to the pandemic, UNESCO, UNICEF and the World Bank conducted a survey on national education responses to COVID-19 school closures in 2020, which focused specifically on government responses to the pandemic from pre-primary to secondary education. At the higher education level, UNESCO conducted a survey of UNITWIN/UNESCO Chair Holders Institutional Responses to COVID-19 in April 2020, which mainly assessed the impact of COVID-19 on higher education institutions (HEIs) in terms of remote learning strategies, platforms, admissions, assessments, research activities, networking and student support. It also shared some good practices and policy suggestions to better support remote teaching and learning during the pandemic. The report demonstrated the major shift in the mode of delivery from in-person to remote teaching and learning at HEIs around the world, as well as the various challenges and opportunities it presents.

This exploratory study investigates the impact of class size on the rhetorical move structures and lexico-grammatical features of academic lecture introductions. From the MICASE corpus (The Michigan Corpus of Academic Spoken English), two small corpora of lecture introductions of small- and large-class lectures were compiled. Using a genre-based analytical approach, the lecture introductions in the two corpora were compared to examine how the size of the audience influences the rhetorical and linguistic choices lecturers make in university settings. Findings of the comparative analysis suggest that class size does affect lecturers’ discursive decisions. A large audience seems to compel experienced lecturers to use more of certain discursive strategies as a way to create positive and friendly learning environments in settings that may not be particularly favorable for establishing such conditions. However, due to the nature of small classes in which the number of students is smaller and the proximity between lecturers and students is closer, reinforcing positive rapport seems to take less rhetorical and linguistic effort on the part of lecturers. The paper ends with a number of tentative pedagogical implications for lecturer training.

The third annual conference of the National Academy for Integration of Research, Teaching and Learning was held at Trinity College Dublin on 11-12 November 2009, and was attended by over 300 delegates. The theme-Research-Teaching Linkages: Practice and Policy-was timely and generated some fascinating papers, workshops and debates, demonstrating that the research-teaching nexus is not only to the forefront of, but crucial to, current national discussions on the impact and future of higher education. Moreover, the importance of the research-teaching nexus is now central to dialogue surrounding strategies of investment in third-and fourth-level Ireland. This publication, which I am delighted to introduce, provides insight into some of the innovative, inspirational and highly effective methods used by third and fourth-level teachers in classrooms, laboratories and centres for teaching and learning both nationally and internationally. The success of NAIRTL, and the continued interest in its grant initiative, awards programme for excellence in teaching, workshops and conferences, publications and other activities points towards the importance of the objectives of the National Academy in the modern Irish educational landscape. The relevance of this progressive organisation is particularly apparent at a time of increased emphasis on higher education , knowledge transfer and the creation of a knowledge economy where the importance of integrating research, teaching and learning is recognised. Research, teaching and learning are in fact inextricably linked, and that linkage is a critical part of the education continuum; NAIRTL, through its activities and its support of research-teaching linkages on four levels, encourages teachers to speak about their own research, engage students in authentic research, investigate the inculcation of a research ethos and conduct research into teaching and learning itself. The latterthe Scholarship of Teaching and Learning-has universally and undeniably demonstrated the positive impact of that relationship at all educational levels. The sense that we are all researchers and, importantly, all learners, emerged from the NAIRTL conference and prevails in this volume. This recognition is extremely valuable since it privileges the educational rather than the productive aspect of research, making that link to teaching and learning more obvious and natural. The papers and posters presented here, concerned with graduate education and scholarship as well as research-enhanced teaching and learning, highlight that research finds a healthy, productive place in primary, post-primary and undergraduate education just as learning extends into research environments at fourth-level. Peter Scott, the former Vice-Chancellor of Kingston University, once said that all students are now researchers; we might extend this to make the point that all students need to learn to be researchers, to develop their research skills, and to hone their abilities to perform in a knowledge society, using the processes and mechanisms that they acquire in the higher education system to transfer their knowledge and learning in meaningful ways. A key aspect of this conference was the interactive roundtable discussion (which you can view on the CD Rom that is provided with this volume) involving representatives of the major educational funding bodies in Ireland. The discussion, which was concerned broadly with the impact of research organisations and their funding strategies on teaching and learning, was multifaceted and engaging; however there seemed to be general consensus that a shift is underway in terms of the evaluation and assessment of the impact of research funding on teaching and learning. That shift in focus has been from a quantitative attitude towards research products (e.g. how many modules/new courses and so on have been created as a result of investment) to the real impact of enquiry-led teaching which, through the work of centres for teaching and learning and the National Academy, is increasingly recognised as encouraging collaboration, new methods, new research and better learning. The best way to transfer knowledge is through education; this has been emphasised at Government level and is now a key policy of most of the major funding bodies, and will positively

Learning analytics (LA) is a fast-growing field but adoption by teachers remain limited. This paper presents the results of a review of 18 LA frameworks and discusses how they have tried to address prominent challenges in LA adoption. The results show that researchers have made significant advances in developing appropriate frameworks to conceptualize LA adoption among teachers, and have advanced considerably in connecting LA and learning theory. However, few frameworks are concretized into technological artefacts and concrete data streams. Moreover, there is a need to empirically validate and put into use the most promising existing frameworks. We hope that this review will be informative for teachers who have little LA experience but are interested in adopting LA in authentic practice.

A data-entry device having manually operable input means arranged in zones for operation by corresponding fingers of a user. The device includes means for color coding such that each zone is assigned a color and successive zones display colors ordered according to their relative positions within a spectrum-ordered color pattern. In one embodiment the device includes a keyboard, such as for a computer or typewriter, wherein the keys of the keyboard are color-coded according to a spectrum-ordered color pattern. The invention also provides a method of color coding a data-entry device.

Welfare programs are concerned with the total wellbeing of employees both at work and at home. Non-monetary welfare programs in the workplace are offered by employers in the hope of winning the satisfaction index of an employee and hence increasing employee engagement and commitment, which equally translate to increased productivity, reduced turnover and enhanced employee loyalty. Several experts assert that non-monetary welfare programmes have long lasting effects on employee performance since they are intrinsic in nature. The objective of the study was to investigate the relationship between non-monetary welfare programmes like safety and health programmes and pension and retirement schemes with employee productivity among the non-teaching staff in institutions of higher learning in Kenya. The study adopted descriptive research design. The population comprised staff from five private universities in Nairobi County which have been in operation for ten years or more from which a sam...

This paper describes a test and case study of self-evaluation of online courses during the pandemic time. Due to the Covid-19, the whole world needs to sit on lockdown in different periods. Many things need to be
done in all kinds of business including education sector of countries. To sustain the education development, teaching methods had to switch from traditional face-to-face teaching to online courses. The government
made decisions quickly, and educational institutions had no time to prepare the materials for online education. All classes of the Mongolian University of Pharmaceutical Sciences switched to online lessons.
Challenges were raised before professors and tutors during online teaching. Our university did not have a specific learning management system for online education and e-learning. Therefore, professors used
different platforms for their online instructions, such as Zoom and Google meet.
Moreover, different social networking platforms played an active role in communication between students and professors. The situation is challenging for professors and students. To measure the quality of online courses and figure out the positive and weak points of online teaching, we need to evaluate e-learning.

The focus of the event is to learn from each other about the examination process. It is about questioning, communicating and probing research accounts, alongside the formal processes of conducting a viva voce for PhD. Who is it for? All welcome: staff as 'active learners', PhD candidates (students), those interested in supervision, examining, Chairing, thesis planning… PGR learning. Where is it on? Face to Face on Preston Campus, in Greenbank 170 (Innovation Suite). When is it on?