Showing papers on "Higher education published in 2010"

What are the learning affordances of 3-D virtual environments?

Abstract: Barney Dalgarno is a research fellow with the Centre for Research in Complex Systems (CRiCS), Charles Sturt University, and an associate professor with the School of Education at the same university. His research interests lie in desktop virtual reality learning environments, as well as constructivist computerassisted learning theories, techniques and tools. Dalgarno’s PhD work examined the characteristics of 3-D environments and their potential contributions to spatial learning, and he is now studying the application of brain imaging though Functional Magnetic Resonance Imaging (fMRI) to interactive multimedia research. Mark J. W. Lee is an adjunct senior lecturer with the School of Education, Charles Sturt University. Previously, he worked in a variety of teaching, instructional design, and managerial roles within the private vocational education and higher education sectors. He has published approximately 50 refereed book chapters, journal articles, and conference papers in the areas of educational technology, e-learning, and innovative pedagogy in tertiary education. Lee is the Chair of the New South Wales Chapter of the IEEE Education Society and serves as founding Editor-in-Chief of Impact:Journal of Applied Research in Workplace E-learning, in addition to being on the editorial boards of a number of international journals. Address for correspondence: Mark J. W. Lee, School of Education, Charles Sturt University, Locked Bag 588, Wagga Wagga, NSW 2678, Australia. Email: malee@csu.edu.au

Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites

Abstract: Social Networking Sites (SNSs) such as Facebook are one of the latest examples of communications technologies that have been widely-adopted by students and, consequently, have the potential to become a valuable resource to support their educational communications and collaborations with faculty. However, faculty members have a track record of prohibiting classroom uses of technologies that are frequently used by students. To determine how likely higher education faculty are to use Facebook for either personal or educational purposes, higher education faculty (n = 62) and students (n = 120) at a mid-sized southern university were surveyed on their use of Facebook and email technologies. A comparison of faculty and student responses indicate that students are much more likely than faculty to use Facebook and are significantly more open to the possibility of using Facebook and similar technologies to support classroom work. Faculty members are more likely to use more “traditional” technologies such as email.

From monologue to dialogue: improving written feedback processes in mass higher education

Abstract: Student surveys across the world have highlighted that students are dissatisfied with the feedback they receive on their assignments and many institutions have been putting plans in place to address this issue. Much of this work has focused on improving the quality of written comments. This paper takes a different perspective. It argues that the many diverse expressions of dissatisfaction with written feedback, both from students and teachers, are all symptoms of impoverished dialogue. Mass higher education is squeezing out dialogue with the result that written feedback, which is essentially a one‐way communication, often has to carry almost all the burden of teacher–student interaction. The paper suggests ways in which the nature and quality of feedback dialogue can be enhanced when student numbers are large without necessarily increasing demands on academic staff. It concludes with a conceptual discussion of the merits of taking a dialogical approach when designing feedback.

"Fitting In" or "Standing Out": Working-Class Students in UK Higher Education.

Abstract: Drawing on case studies of 27 working-class students across four UK higher education institutions, this article attempts to develop a multilayered, sociological understanding of student identities that draws together social and academic aspects Working with a concept of student identity that combines the more specific notion of learner identity with more general understandings of how students are positioned in relation to their discipline, their peer group and the wider university, the article examines the influence of widely differing academic places and spaces on student identities Differences between institutions are conceptualised in terms of institutional habitus, and the article explores how the four different institutional habituses result in a range of experiences of fitting in and standing out in higher education For some this involves combining a sense of belonging in both middle-class higher education and working-class homes, while others only partially absorb a sense of themselves as students

On education

Abstract: in learning, and the critical ingredients seem to translate to a strong pedagogy of education. These ingredients include primary and generative research, active participation, critique and coaching, and the ability to take risks (and potentially be wrong) without negative consequences. The similarities between the process of design and the process of learning in Littky's school are striking, and he's not alone in pursuing a new, designerly approach. His educational model is one of several, which may form a zeitgeist: We may, in fact, be perched on the brink of an educational revolution. And so, I offer a series of predictive recommendations about the evolving nature of education and how to best structure both pedagogy and content to succeed in the coming educational shift: 1. Assume that anything is possible. As an educator you quickly become aware of the relative boundaries of your students, and it's easy to set expectations based on these perceived limitations. Traditional teaching models are quick to group students by these segments—usually defined by socioeconomic boundaries—and these segments have unusual staying power. The educational revolution to come will operate with the assumption of adequation, where students are empowered to try. 2. Understand the \" whole student. \" At all levels of education, the homogenous body of knowledge that is taught en masse has come to mirror the assembly line, with teachers focused on their own tasks with no awareness of the larger context. The educational revolution will empower teachers to support a whole student, realizing that any factual content needs to be positioned in a much larger and broader context. 3. Leverage the content democratization afforded by technology. It's almost colloquial to espouse the rich benefits of Internet content, yet in many educational settings, this repository is ignored. Traditional, and highly conservative, textbooks are used, which are neither engaging nor as broad in focus. During the educational revolu-Recently, an article by Anya Kamenetz, author of DIY U: Edupunks, Edupreneurs, and the Coming Transformation of Higher Education, in which she paints a picture of how much education has changed, was featured on the cover of Fast Company. First graders use proprietary software and hardware; curricula self-adjust to the pace of the students; and the massive amounts of content presented on the Internet have democra-tized—at least on the surface—the challenge of access. Large companies like HP are offering integrated packages like TeachNOW (designed in cooperation with frog design), which …

Improving student engagement: Ten proposals for action

Abstract: Since the 1980s an extensive research literature has investigated how to improve student success in higher education focusing on student outcomes such as retention, completion and employability. A parallel research programme has focused on how students engage with their studies and what they, institutions and educators can do to enhance their engagement, and hence success. This article reports on two syntheses of research literature on student engagement and how this can be enhanced. It first synthesizes 93 research studies from ten countries to develop a conceptual organizer for student engagement that consists of four perspectives identified in the research: student motivation; transactions between teachers and students; institutional support; and engagement for active citizenship. Secondly, the article synthesizes findings from these perspectives as ten propositions for improving student engagement in higher education. It concludes by identifying some limitations with the conceptual organizer and one suggestion for developing a more integrated approach to student engagement.

Innovation and Skills

Abstract: Maglio and Spohrer (2008) state that a work force that is capable of adaptation and problem solving requires people with capability and unique skills across many areas. While this cannot be disputed, it is clear that we still lack understanding of key skill areas within the service economy and of the relationship between skills requirements and education provision. This chapter describes the range and diversity of service and presents a forecast of the demand for higher level skills and knowledge. It examines education provision in terms of context, content and constructs and discusses the challenge for higher education in meeting the demands of a complex service economy.

Microblogs in Higher Education - A chance to facilitate informal and process-oriented learning?

Abstract: Microblogging is one of the latest Web 2.0 technologies. The key elements are online communication using 140 characters and the fact that it involves ''following'' anyone. There has been a great deal of excitement about this in recent months. This paper reports on a research study that was carried out on the use of a microblogging platform for process-oriented learning in Higher Education. Students of the University of Applied Sciences of Upper Austria used the tool throughout their course. All postings were carefully tracked, examined and analyzed in order to explore the possibilities offered by microblogging in education. It can be concluded that microblogging should be seen as a completely new form of communication that can support informal learning beyond classrooms.

International students: A vulnerable student population

Abstract: This study examines the experiences of international students at The University of Toledo, where international students comprise approximately 10% of the student population. It highlights problems international students experience such as adapting to a new culture, English language problems, financial problems and lack of understanding from the broader University community. Recommendations for improvement include initiatives to raise the profile of international students, improved financial assistance and scholarships, and creating opportunities for international students to improve their spoken English skills.

Learning Teaching in, from, and for Practice: What Do We Mean?

Abstract: In talk about teacher preparation and professional development, we often hear the word practice associated with what, how, or when the learning of teaching is supposed to happen. In this article, f...

Use of three‐dimensional (3‐D) immersive virtual worlds in K‐12 and higher education settings: A review of the research

Abstract: In this paper, we review past empirical research studies on the use of three-dimensional immersive virtual worlds in education settings such as K-12 and higher education. Three questions guided our review: (1) How are virtual worlds (eg, Active Worlds, Second Life) used by students and teachers? (2) What types of research methods have been applied? (3) What research topics have been conducted on virtual worlds in teaching and learning, as well as their related findings? Overall, we found that virtual worlds may be utilised for the following uses: (1) communication spaces, (2) simulation of space (spatial), and (3) experiential spaces (‘acting’ on the world). Most of the studies reviewed were descriptive and conducted in polytechnic and university settings, and past virtual world research had been most frequently carried out in the media arts and health and environment disciplines. Three main research topics were found: participants' affective domain, learning outcomes and social interaction. We conclude by summarising some major findings and discussing three limitations of previous empirical studies. Several recommendations for future research related to virtual worlds in education settings are also provided. [ABSTRACT FROM AUTHOR]

Developing undergraduate research and inquiry

Abstract: by M. Healey and A. Jenkins, York, Higher Education Academy, 2009, 152 pp., ISBN 978‐1‐905788‐99‐6 Healey and Jenkins have provided a comprehensive review of good practice in the field of undergrad...

LGBT and Queer Research in Higher Education The State and Status of the Field

Abstract: In this article, the author provides an overview of existing literature addressing lesbian, gay, bisexual, transgender (LGBT), and queer issues in higher education. She argues that although colleges and universities are the source of much critical and postmodern writing about LGBT and queer topics, scholarship on LGBT/queer people and organizations in higher education itself lacks theoretical depth. The author points to ways that existing research approaches and theoretical stances benefit higher education practice and suggests areas in which attention to methodological rigor and theoretical advancement is needed.

Employing discourse: universities and graduate ‘employability’

Abstract: What constitutes graduate employability is discursively framed. In this paper we argue that whilst universities in the UK have long had an involvement in producing useful and productive citizens, the ongoing neoliberalisation of higher education has engendered a discursive shift in definitions of employability. Traditionally, universities regarded graduate employment as an aspect of institutions’ relationship with the labour market, and one where they enjoyed a significant degree of discretion. Now, employability is a performative function of universities, shaped and directed by the state, which is seeking to supplant labour markets. We argue that this has three profound implications. First, state intervention in labour markets adjusts power balances in favour of employers. Second, contrary to the legitimising rationale of enhancing social justice, pursuit of employability agendas may well be creating two tiers of universities – those that produce docile employees and those that produce employers/leaders....

Transition pedagogy: A third generation approach to FYE - A case study of policy and practice for the higher education sector

Abstract: Current research and practice related to the first year experience (FYE) of commencing higher education students are still mainly piecemeal rather than institution-wide with institutions struggling to achieve cross-institutional integration, coordination and coherence of FYE policy and practice. Drawing on a decade of FYE-related research including an ALTC Senior Fellowship and evidence at a large Australian metropolitan university, this paper explores how one institution has addressed that issue by tracing the evolution and maturation of strategies that ultimately conceptualize FYE as “everybody's business.” It is argued that, when first generation co-curricular and second generation curricular approaches are integrated and implemented through an intentionally designed curriculum by seamless partnerships of academic and professional staff in a whole-of-institution transformation, we have a third generation approach labelled here as transition pedagogy. It is suggested that transition pedagogy provides the optimal vehicle for dealing with the increasingly diverse commencing student cohorts by facilitating a sense of engagement, support and belonging. What is presented here is an example of transition pedagogy in action.

Educational use of social networking technology in higher education

Abstract: This study explored how social networking technology can be used to supplement face-to-face courses as a means of enhancing students' sense of community and, thus, to promote classroom communities of practice in the context of higher education. Data were collected from 67 students who enrolled in four face-to-face courses at two public universities in Taiwan. Findings indicated that the majority of participants developed strong feelings of social connectedness and expressed favorable feelings regarding their learning experiences in the classes where social networking sites were used as a supplementary tool. Learner difficulties and concerns of instructors about the educational use of social media are addressed with recommendations for future research and practice.

Defining Student Engagement

Abstract: Few terms in the lexicon of higher education today are invoked more frequently, and in more varied ways, than engagement. None (except perhaps “funding”) is employed more often to describe what ins...

International experience and graduate employability: stakeholder perceptions on the connection

Abstract: This paper reports the findings of an Australian qualitative study (N = 45) concerned with the way that employers, academics and students perceived connections between international experience and graduate employability. Drawing on the literature, the authors argue that increasing globalisation and internationalisation has heightened the need for graduates with the ability to operate in culturally diverse contexts. Universities have focussed upon exchange as part of internationalisation to prepare students for work but there is still limited literature on the nature of the relationship between international experience, more broadly and graduate employability. The findings suggest that all stakeholders identify clear connections between international experience and employability given outcomes associated with the forging of networks, opportunities for experiential learning, language acquisition and the development of soft skills related to cultural understandings, personal characteristics and ways of thinking.

Learning and growing in a ‘foreign’ context: intercultural experiences of international students

Abstract: This paper discusses the background and key findings of a two‐year Economic and Social Research Council (ESRC) funded mixed‐method research project (2006–2008) which was designed, within the context of university internationalisation, to provide an investigation of the experiences of first‐year international students during their undergraduate study at four UK higher education institutions. The research explored the complexities of international students' transitional experiences both in terms of their maturation and human development and their intercultural adaptation within a different educational environment and a different culture and society. These two types of transition interactively influenced the nature and process of students' change and development over time. Findings of the research challenge the psychological model of international students' linear intercultural adaptation and point to the presence of a complex set of shifting associations between language mastery, social interaction, persona...

Digital divides? Student and staff perceptions of information and communication technologies

Abstract: This paper reports qualitative findings from a study that investigated Australian university staff and students' perceptions and use of current and emerging technologies both in their daily lives and in teaching and learning contexts. Forty-six first-year students and 31 teaching and support staff from three Australian universities took part in interviews and focus groups. This paper examines how students and staff reported on their use of new technologies in their daily lives, their stated reasons for using those technologies, and their beliefs about the benefits and limitations of using technologies as teaching and learning tools. The findings question assumptions that have been made about a ''digital divide'' between ''digital native'' students and their ''digital immigrant'' teachers in higher education today, suggesting we need to develop a more sophisticated understanding about the role technologies play in the lives of both students and staff. A better understanding of student and staff perspectives will allow for more informed decisions about the implementation of educational technologies in today's higher education institutions.

The Use of Alternative Social Networking Sites in Higher Educational Settings: A Case Study of the E-Learning Benefits of Ning in Education

Abstract: Distance education as a primary means of instruction is expanding significantly at the college and university level. Simultaneously, the growth of social networking sites (SNS) including Facebook, LinkedIn, and MySpace is also rising among today’s college students. An increasing number of higher education instructors are beginning to combine distance education delivery with SNSs. However, there is currently little research detailing the educational benefits associated with the use of SNSs. Non-commercial, education-based SNSs, such as Ning in Education, have been recently shown to build communities of practice and facilitate social presence for students enrolled in distance education courses. In order to evaluate the largely unexplored educational benefits of SNSs, we surveyed graduate students enrolled in distance education courses using Ning in Education, an education-based SNS, based on their attitudes toward SNSs as productive online tools for teaching and learning. The results of our study suggest that education-based SNSs can be used most effectively in distance education courses as a technological tool for improved online communications among students in higher distance education courses.