HLRC - Higher Learning Research Communications (E-Journal)
Not a member yet
173 research outputs found
Sort by
Editorial
Get PDFIn this issue of Higher Learning Research Communications (HLRC), researchers and academics in Ireland, United States, United Kingdom and Mexico share their research findings after applying innovative teaching technologies and learning models in different academic, cultural, and national contexts.The research presented here covers diverse subjects such as alternative tools and learning models in the classroom, faculty training in new technologies to achieve student learning, and the application of social theory to understand educational attainment. One innovation that is transforming the design and development of curricula is the incorporation of mobile technologies to complement the learning experience in the classroom. To this end, Morales introduces innovative research conducted at the Dublin Institute of Technology that studied the integration of mobile learning (mLearning) tools in an Econometrics course. Morales discusses the role of mobile technologies as part of the teaching-learning process, the benefits the subjects in this study encountered when using the mLearning tools, and the impact in the learning environment.In the second article featured in this issue, Anthony, Gould, and Smith from Walden University offer a new understanding of how educational institutions can be studied as social systems by applying the concept of system archetypes. The authors compiled and compared data about educational attainment of three specific groups in the United States and provide an analysis of their findings.Johnson and Marsh discuss the application of a blended learning model implemented by the Laureate English Program-Cambridge University Press partnership at a group of Laureate International Universities (LIU) institutions and how this model is currently the subject of a research initiative that started in 2012. The authors also share information about the first phase of the research project, how the blended learning program has been implemented in different institutions, and the experiences of instructors and students participating in the program.To demonstrate how faculty benefit from professional training programs, Polanco-Bueno from Universidad del Valle de México shares the findings of a study aimed at identifying the effectiveness of the International Certificate on Significant Learning (ICSL) program in providing faculty strategies to optimize student learning. The author shares pre and post-tests results and experiences from the participants as evidence of faculty learning achievements. In addition to the authors referenced above, following our previous issue dedicated to the international accreditation of higher education, we are pleased to feature an article from our guest author, Dr. William Plater, Senior Advisor for International Affairs for the Accrediting Commission for Senior Colleges and Universities of the Western Association of Schools and Colleges (WASC), a regional accreditor in the United States. In his article, Plater describes how in preparation for the future and in response to an international need for collaboration in accreditation and quality matters, WASC has expanded its scope to accept a limited amount of applications for international accreditation. Plater also emphasizes the importance of coordinating between internal and external quality assurance activities and their significance in this time of global interdependence within a collaborative quality assurance approach. Undoubtedly, institutions of higher education are facing similar challenges regardless of their geographic location: demands for an education that is not constrained by time or location (distance and blended education), demands for effective non-traditional forms of instruction, and institutional systems that have student learning at the center of the equation.The articles featured in this issue provide an opportunity to reflect about the current state and the future of international higher education, the tools that are being created to advance student learning, and the invitation to work in collaboration to innovate and maintain the highest standards of academic and institutional quality
Scholarly activities in hospitality and tourism higher education among private higher institutions in Australia
Get PDFThe purpose of this paper is to explore the notion of scholarship and develop research and scholarship strategies among Private Higher Institutions delivering Tourism and Hospitality degree programs in Australia. In doing so, this paper confronts the traditional view of research publications as the only form of scholarship by traditional universities. This paper argues that the purpose of scholarship should be focused towards improving a teacher’s teaching and learning process. These new knowledge need not be limited through peer reviewed journals only, but can be achieved through less formal means of communication such as fieldtrips to industry and attending conferences. This paper utilizes the six Scholarship key points as defined on P. 19 of the National Protocols for Higher Education Approval Processes in Australia by MCEETYA to investigate methods to capture scholarship beyond traditional research publications.DOI: 10.18870/hlrc.v3i2.10
Internationalization at Harvard
Get PDFThe aim of this essay is to describe internationalization at Harvard University. Founded by European colonists in 17th century New England, Harvard has historic international roots. By the mid 1900’s it had become an international powerhouse attracting top students, academics and scientists from around the world. Yet, the University is international almost by default as it has reacted to world affairs. Looking toward the future, President Drew Faust has outlined a strategy to become “intentionally global”. One model, begun ten years ago, serves as an example for the future. In 2002 the University established its first overseas office designed to represent the entire institution. The theory was that a modest local infrastructure would encourage students and faculty to expand international collaborations and make a difference in the region benefiting from this presence. The results have been highly successful. The Regional Office in Santiago Chile, representing Argentina, Bolivia, Chile, Peru, and Uruguay, has catalyzed engagement of over 3000 faculty and students in the last ten years. Over 50 significant collaborative research programs have benefitted thousands of preschool children, pioneered new approaches to disaster relief, improved health care, revolutionized public housing, and led to scientific breakthroughs. This model of a small physical footprint exerting large academic influence will be one of the central strategies as Harvard looks toward the future.DOI: 10.18870/hlrc.v3i2.11
Bi-Lingual teaching and learning: Effectiveness and challenges in postgraduate studies
Get PDFThe purpose of this study was to assess the effectiveness of the use of bilingual teaching and learning methodology for Vietnamese postgraduate students from 2011-2012. Overall, the findings indicated relatively positive outcomes in most of the spectrum evaluated or assessed. These findings were then compared with previous researches and to ascertain the applicability to fundamental theories underpinning bilingual education to determine the correlation between theory and practice. This research provided an in-depth contextual based research that contributed to an extensive understanding of the effectiveness of the adoption of bilingual teaching and learning at postgraduate level within ASEAN countries. The research will also provide a platform for development nations to gain accesses to the required knowledge, skills, capabilities, and competencies that have thus far eluded them due to language barrier, thereby providing these nations with the impetus to grow and develop further as a nation via the effective development of the country’s human capital. DOI: 10.18870/hlrc.v3i4.16
Blended learning as an effective pedagogical paradigm for biomedical science
Get PDFBlended learning combines face-to-face class based and online teaching and learning delivery in order to increase flexibility in how, when, and where students study and learn. The development, integration, and promotion of blended learning in frameworks of curriculum design can optimize the opportunities afforded by information and communication technologies and, concomitantly, accommodate a broad range of student learning styles. This study critically reviews the potential benefits of blended learning as a progressive educative paradigm for the teaching of biomedical science and evaluates the opportunities that blended learning offers for the delivery of accessible, flexible and sustainable teaching and learning experiences. A central tenet of biomedical science education at the tertiary level is the development of comprehensive hands-on practical competencies and technical skills (many of which require laboratory-based learning environments), and it is advanced that a blended learning model, which combines face-to-face synchronous teaching and learning activities with asynchronous online teaching and learning activities, effectively creates an authentic, enriching, and student-centred learning environment for biomedical science. Lastly, a blending learning design for introductory biochemistry will be described as an effective example of integrating face-to-face and online teaching, learning and assessment activities within the teaching domain of biomedical science. DOI: 10.18870/hlrc.v3i4.16
Educational attainment: Success to the successful
Get PDFSystems archetypes are patterns of structure found in systems that are helpful in understanding some of the dynamics within them. The intent of this study was to examine educational attainment data using the success-to-the-successful archetype as a model to see if it helps to explain the inequality observed in the data. Data covering 1990 to 2009 was collected from the United States Census Bureau for the United States, as well as for the States of Georgia and Washington. Findings indicated that this archetype is useful in explaining the variation, and there are several other terms and concepts that are helpful as well as the terms / concepts: success-to-the successful, the rich get richer, Pareto’s law, Zipf’s law, and power law distributions are related and sometimes used interchangeably.DOI: 10.18870/hlrc.v3i1.9
Facilitating inquiry-based science learning online in a virtual university
Get PDFThe purpose of this paper is to illustrate the authors’ interaction-engagement approach in facilitating online courses, which focused on a guided inquiry approach to build understanding of core science concepts using hands-on experimental science investigations. The graduate-level courses were taught during 2005 through 2010, entirely online. The course participants were practicing teachers who were enrolled in the K-8 Science Specialization of a Master of Science in Education degree program. It was presumed that teachers undertook this graduate program to improve their content knowledge, as well as for their professional advancement in their teaching careers and, for some, financial incentives from their state. The courses in this graduate program integrated science and pedagogy; the science and pedagogy components of the courses were facilitated by two different people online: a scientist and a science educator. Most of the program participants were employed fulltime as teachers. For this reason, the weekly sessions began on Fridays to enable them to start their hands-on investigations during the weekend. The authors observed that group discussions and facilitators’ postings that foster interactive engagement support collaborative learning among participants in online discussion boards.DOI: 10.18870/hlrc.v3i2.10
Student perception of content master and engagement in using an e-authoring tool
Get PDFExamination of student comments and end of course surveys from previous courses revealed two content design themes: request for additional graphics and visuals to support content and improved quality and opportunities to master content. Researchers wanted to investigate if incorporating SoftChalk, an e-authoring tool, would effectively address these expressed design concerns. As such, the purpose of the study was to explore the students’ perceptions of the effectiveness of the newly implemented e-authoring tool. A mixed-method survey design, which included Likert scales and qualitative responses, was utilized. All students enrolled in five sections of the three online graduate education courses (N=81) were eligible to participate in the anonymous online survey. Response data were collected at the beginning of the term through an external link outside of the course website to allow for voluntary participation in the study. Implied consent was demonstrated through completion of the survey. Student participation or lack of participation did not impact student grades. The qualitative and quantitative data support the addition of an e-authoring tool to an online module as an effective method for increasing students’ perception of their engagement with and mastery of the course content as compared to the previous more static Word format.DOI: 10.18870/hlrc.v3i3.10
Cathedrals, Casinos, Colleges and Classrooms: Questions for the Architects of Digital Campuses
Get PDFThe bricks and mortar classroom has a long and storied history. The digital classroom is so new and different it may be wrong to even call it a “classroom”.The authors argue that architecture influences behavior.So in constructing our new digital classrooms we must pay attention to the architecture and what job we want that architecture to do.In thinking about the relation between instructional design and our pedagogical aims we must keep in mind that this new type of “space” may require us to rethink our views of both teaching and learning.DOI: 10.18870/hlrc.v3i3.15
Reasons to rethink the use of audio and video lectures in online courses
Get PDFRecent technological developments allow any instructor to create audio and video lectures for the use in online classes. However, it is questionable if it is worth the time and effort that faculty put into preparing those lectures. This paper presents thirteen factors that should be considered before preparing and using audio and video lectures in online classes. In addition, recommendations for when and how to use lectures in online classes are presented. DOI: 10.18870/hlrc.v3i4.16