Match!
Teaching in Higher Education
IF
1.72
Papers
1227
Papers 1253
1 page of 126 pages (1,253 results)
Newest
#1Javad Erfanian Mohammadi (International University, Cambodia)
#2Majid Elahi Shirvan (University of Bojnord)H-Index: 3
Last.Omid Akbari (International University, Cambodia)H-Index: 4
view all 3 authors...
ABSTRACTMultimodality has been a growing research interest in the field of applied linguistics. With the actor-network theory as an analytic framework, the purpose of the present study was to explore how university students of Teaching English as a Foreign Language (TEFL) take advantage of both material and non-material semiotic resources while being involved in the process of developing classroom activities. Furthermore, the semiotic resources of these students including their language, gaze, a...
#1Nicola Whitton (Durham University)
#2Mark Langan (MMU: Manchester Metropolitan University)H-Index: 2
ABSTRACTIn an increasingly neoliberal Higher Education sector, there is increased pressure on institutions to enhance learner engagement and student satisfaction. Many academics believe that students expect their university learning experiences to be enjoyable, and discourses of game-based learning reflect this, with a dominant narrative highlighting the fun of educational games. Whether students expect learning to be fun or see a relationship between fun and games is under-explored. To address ...
#1Dely Elliot (Glas.: University of Glasgow)H-Index: 8
#2Sofie Kobayashi (UCPH: University of Copenhagen)H-Index: 4
ABSTRACTPhD supervision is generally deemed a rewarding experience as supervisors and students embark on an academic journey together. Pursuing a PhD in a ‘foreign’ context inevitably brings forth distinct opportunities and challenges for students and their supervisors. Using Interpretative Phenomenological Analysis, this qualitative study of supervisors and PhD students examines the cross-cultural facets of doctoral supervision in the light of Urie Bronfenbrenner’s bio-ecological theory of huma...
ABSTRACTLearning and teaching in the university sector is at an impasse. Almost every university one surveys seeks to produce graduates who are adaptive, creative, curious, and entrepreneurial. But the learning and teaching quality assurance frameworks upon which universities rely to prepare such graduates are comprised of rigidly prescriptive norms, wideranging managerial oversight, and time-consuming bureaucratic processes. The learning outcome and the rubric stand out as the two most prevalen...
ABSTRACTDemand for English-taught courses (ETCs) is growing exponentially in non-English speaking universities. These courses require new teaching competences of lecturers, most obviously English language proficiency and intercultural skills. Given the high workloads academics are currently burdened with, it can be expected that this form of teaching is presenting them with a considerable challenge. Despite this, little is known about their ETC teaching experiences. This study addressed this iss...
#1Christine Winberg (Cape Peninsula University of Technology)H-Index: 6
#2Hanelie Adendorff (Stellenbosch University)H-Index: 5
Last.Torgny Roxå (Lund University)H-Index: 11
view all 8 authors...
ABSTRACTEnrolments in STEM disciplines at universities are increasing globally, attributed to the greater life opportunities open to students as a result of a STEM education. But while institutional access to STEM programmes is widening, the retention and success of STEM undergraduate students remains a challenge. Pedagogies that support student success are well known; what we know less about is how university teachers acquire pedagogical competence. This is the focus of this critical review of ...
#1Tim Goodchild (University of Essex)H-Index: 1
#2Ewen Speed (University of Essex)H-Index: 9
ABSTRACTThe purpose of this paper is to offer a critical insight into the ubiquity of technology enhanced learning. The use of technology in higher education is underpinned by a promise that technology will enhance teaching and learning despite an apparent lack of systematic evidence. This raises questions of how this enhancement agenda persists, and of how technology has established a position of dominance within higher education. This orthodoxy is evident across a range of relevant actors, fro...
#1Oguz Ali Acar (City University London)H-Index: 4
#2Aybars Tuncdogan ('KCL': King's College London)H-Index: 3
ABSTRACTIndividual innovativeness has become one of the most important employability skills for university graduates. In this paper, we focus on how students could be better prepared to be innovative in the workplace, and we argue that inquiry-based learning (IBL) – a pedagogical approach in which students follow the inquiry-based processes used by scientists to construct knowledge – can be effective for this purpose. Drawing on research which examines the social and cognitive micro-foundations ...
ABSTRACTThis paper presents a small-scale qualitative study, which addressed stories of ‘becoming an undergraduate student’. The work took place in one university in the South West of England and involved 4 researchers, 4 co-researchers (undergraduate students) and 12 students from a Faculty of Arts and Humanities. Stories of ‘becoming student’ were perceived and experienced by the researchers as containing complex histories, intertwined with problematic systemic processes, which combined to cre...
ABSTRACTReflective practice is an essential component of experiential learning and is embedded within the curriculum at York Law School, where the undergraduate law programme is delivered using a problem-based learning model. Using qualitative data from a survey of the markers of one of the summative reflective tasks, and Bernstein's evaluative rules as a theoretical frame, this article explores the assessment traps exposed by this type of assessment. Thematic analysis of the markers’ statements...
12345678910