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 […]
This author has not written his bio yet.
But we are proud to say that Proceedings contributed 107 entries already.
Entries by Proceedings
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. […]
This paper will discuss the concept of the classroom as a metaphorical canoe, being a medium for cooperative teaching and learning in different spaces used in the UU204 “Pacific Worlds” Course—a generic undergraduate course at the University of the South Pacific (USP) in the online mode. In “Pacific Worlds” the canoe metaphor places the emphasis on the “journey rather than on the product or destination” and has been used to encourage co-operative learning and enhance a collaborative culture among the teachers and students. The paper will further look at past and present student experiences and comments on the course to ascertain how such a construct immerses, influences, and empower student learning.
This study focuses on a challenging area in designing the blended teaching strategies for enhancing student learning of a statistics subject at the university. Findings reveal that to design an effective blended and flexible learning (BFL) environment, educators need to understand learners’ attributes in detail, use appropriate pedagogical methods and teaching strategies, integrate different learning theories with technological and content knowledge, and align learning outcomes with teaching or learning activities and assessments. It also demonstrates a more holistic and state-of-the-art approach of BFL design in meeting the university’s goals towards offering BFL-based online education to the local and global students.
Slovenian higher education (hereafter HE) legislation ensures that students are relatively well integrated in different evaluation procedures as well as in decision- making on the national and on the institutional level. However, the analysis of the Slovenian Quality Assurance Agency’s (SQAA) 2013 report on quality in Slovenian higher education, which contains the evaluation of more than 100 reports, indicated that only one part of the students’ population is directly integrated in the higher education development and quality assurance (QA) procedures prepared by the SQAA experts on a basis of external evaluations, site visits, and initial accreditation procedures of Slovenian study programs and higher education institutions (HEI), and a pilot research conducted among 422 students of Slovenian HEIs.
This article focuses on portable, hands-on experiments in geotechnical engineering that serve as an entry point into the tutorials in Soil Mechanics and Foundation Engineering at the University of Innsbruck. Ten small portable geotechnical experiments were developed to demonstrate geo-mechanical relations during class in a clear and comprehensible way. To determine the degree of student acceptance and possible learning benefits, the experiments were evaluated with a questionnaire. This evaluation showed that experiments in geo-mechanical engineering were well received and are appropriate visualization tools. The experiments were highly appreciated by the students, who reported that they helped to make the course material more comprehensible and clear.
What obstacles impede introducing necessary innovations in teaching in higher education? What can be done to overcome them? These basic questions were analyzed on the basis of opinions gathered from five groups of participants from different disciplines that attended a course on improving university teaching at the University of Ljubljana in 2013-2014. Those findings cannot be generalized, as participants represented a specially motivated group of teachers (they volunteered to attend the course). Nevertheless, they can give us some valuable insights into forces that shape university teachers’ everyday teaching practice.
Katarina Aškerc,* Center of the Republic of Slovenia for Mobility and European Educational and Training Programs, and Alenka Braček Lalić, Slovenian Quality Assurance Agency for Higher Education, Slovenia Abstract Slovenian higher education (hereafter HE) legislation ensures that students are relatively well integrated in different evaluation procedures as well as in decision- making on the national […]