Alexandra Lehmann*, Department of Psychology, Protestant University of Applied Sciences, Bochum, Germany Elke Hemminger, Department of Sociology, Protestant University of Applied Sciences, Bochum, Germany Abstract Beginning their course of study at university confronts students with many challenges, such as to test theories concerning their plausibility and credibility. The internet, with its wide variety on information, […]
Leda Panayotopoulou* and Irene Nikandrou, Department of Marketing & Communication, Athens University of Economics & Business, Greece Abstract In this paper we present the theoretical framework of a training intervention designed for first-year students in their first semester. Our vision was to help them in their transition from a narrow and protected environment (family and […]
Judith Puncochar,* School of Education, Leadership, and Professional Service, Northern Michigan University, USA Don Faust, Department of Mathematics and Computer Science, Northern Michigan University, USA Abstract Honing students’ analytical thinking skills could expose the uncertainty of our current knowledge and ambiguity of contexts in which university instructors teach. Four instructional strategies were posited to improve […]
Natesha L. Smith,* Student Affairs Administration, Binghamton University, USA Abstract This paper presents the design of a course aimed at developing cultural intelligence among graduate students at an American university. Culturally relevant pedagogy is a frame for developing the cultural intelligence of students preparing for work as student affairs professionals. Student-centered in-class group learning activities […]
Felicia Snyman, Law lecturer, Akademia, South Africa Abstract Moot court—a mock proceeding where students argue points of law—is an innovative teaching method well suited to bridging the gap of transition from secondary school to university. However, the practice of moot court is generally not available to first-year students in higher education, and mooting is usually […]
Clifford E. Tyler,* School of Education, National University, USA Abstract Institutes of Higher Education (IHE) Schools of Education in California are faced not only with the challenge of closing the gap between student expectations on the one hand and the realities of university instruction and the workplace on the other, but three additional new challenges. […]
Roundtable 7: High-Impact Practices in Online Education Olga Hilas (St. John’s University, USA) A number of universities and colleges have recently transitioned to online instructional delivery methods in order to meet their students’ needs and academic requirements. This roundtable will focus on engaging participants in a discussion on the value of high-impact practices (HIPs) in […]
Embedding Assessment In Course Design & Assessing Online Learning Tools for Detecting Exam Plagiarism WITHOUT Proctors Edward Gehringer, Mounika Bachu, and Guoyi Wang (North Carolina State University, USA) With unproctored exams, cheating is a risk. Proctoring software (webcam based, etc.) can be used, but it’s not perfect. Another way to detect cheating is to compare […]
Roundtable 6: Never Waste a Crisis: A Grassroots Movement for Teachers to Foster Online Community Spirit Birgit Pitscheider and Michael Habersam (University of Innsbruck, Austria) When Innsbruck University’s instructors were forced to switch to distance teaching overnight, naturally not everyone possessed the necessary skills to deal with the online environment. Seeing her colleagues like Michael […]
Roundtable 5: One Study Program—One ePortfolio: Lifelong Learning with an ePortfolio Accompanying the Study Program Katharina Thülen and Silke Bock (Technical University of Central Hessia) When individual artefacts from ePortfolios of completed modules are fused into an ePortfolio accompanying a study program, this offers students and teachers special opportunities for reflection. Such a holistic view […]
