A Prerequisite for Sustainable Educational Development in Nigeria
Nwameze Owhoeke (Federal College of Education, Omoku, Nigeria)
This study explores the potential role of cultural education as a prerequisite for sustainable western education development in Nigeria. It is a narrative textual case study (NTCS)—that is, all materials were sourced through secondary data. The paper discusses in detail the concept, value, importance, overall impact, and the contributions of cultural education to the development of western education in Nigeria. The paper concludes with the recommendation that cultural education should form part of the educational curriculum in Nigerian institutions of learning.
Feelings about Feedback: Who Cares about What?
Elizabeth Black & Kara Makara Fuller (University of Glasgow, UK)
What do learners and teachers care about most when it comes to feedback? If feedback is a dialogue, are we talking at cross-purposes? This paper draws on findings from a research project exploring practical solutions to enduring concerns around the provision of feedback in a School of Education within a large research-intensive university. Data from focus groups with students and interviews with teachers supports insights into the understandings and priorities of these different groups of feedback “senders” and “receivers” to answer the question: What features of consistent feedback support effective assessment for learning?
Developing Growth Mindsets
Anita Campbell (University of Cape Town, South Africa)
Given the wide-ranging benefits of growth mindsets, enthusiastic educators and researchers have tried to instill growth mindsets in students at all levels of study. However, interventions to develop growth mindsets have produced mixed results. I explore some reasons for the mixed results from growth mindset intervention studies through a summary of experiences that promote growth mindsets and a comparison with interview data from first-year engineering students at a South African university who were assessed as having strong growth mindsets. Limitations with assessing mindsets through scales and interviews will be discussed, as well as suggestions for developing growth mindset environments.
The COVID-19 pandemic forced academic institutions in Israel, as well as those across the world, to instantaneously adopt online learning. In this paper we will present the findings of a study on academic lecturers’ opinions concerning various aspects of the advantages and shortcomings of online learning, adopting a systemic, multi-institutional perspective. Participants in the study were 223 lecturers in universities, teaching colleges, engineering colleges, and private colleges in Israel. Findings of the study indicate that instructors have little preference for online teaching, noting the lack of personal, social, and emotional interactions with students and colleagues as one of the main shortcomings of online teaching. Only one third of participants preferred online teaching, and most instructors did not believe that online teaching offers an advantage in terms of the quality of teaching.
Responding to Uncertainty in Higher Education through the Spirit of “Splace” and Flexible Learning
Krystle Ontong (University of Cape Town, South Africa)
Emergency Remote Teaching and “learning anywhere, anytime” rapidly became part of daily academic jargon once the pandemic began. However, in a South African context the application of these notions became somewhat more challenging, given the country’s history and socio-economic inequalities. Therefore, the South African government, adopted the term remote multimodal teaching and learning as a desensitized approach which acknowledges the diversity of students. The successful implementation of multimodal models relies on flexible pedagogies (FPs) to ensure that “no student is left behind.” However, FPs can only be effective after formulating a reconceptualization of the intersectionality between the places and spaces (‘splaces’) in which teaching and learning occurs.
This session provides practical insights into innovative teaching practices, which bridge the gap between theory and practice through the presentation of various tasks and strategies designed to re-motivate and re-engage the ESL learner within online and/or face to face contexts. The session will focus on pedagogies that embrace real-world English language resources such as popular song and other forms of entertainment media as learning prompts to enhance the attainment of course objectives in EAP (English for Academic Purposes) courses. Using real world sources impacts learner engagement and motivation and offers a chance for students to enrich their learning experiences.
Roundtable 13: The Scholarship of Teaching and Learning as a Work of Heart
Andrea Webb & Analise Hofmann (University of British Columbia, Canada) and Heather Lewis (Pratt Institute, USA)
Papers 9: Taking Care Of Ourselves And Responding To Uncertainty With Flexibility:
Teaching with Our Hearts and Heads
Anne Tierney (Heriot-Watt University, UK)
Pandemic Piano Teaching: How Losing a Sense of Touch Changed Us as Human Beings
Hedi Salanki-Rubardt and Blake Riley (University of West Florida, USA)
Papers 9 Discussion
Poster 6 Discussion
A Menu of Delights in Pandemic Portions: Virtual Resources for Teaching in the COVID Era
Michael Lenaghan (Miami Dade College, USA)
Jim Wilkinson (Harvard University, USA)
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