Zobrazeno 1 - 10
of 43
pro vyhledávání: '"1301 Education Systems, 1302 Curriculum and Pedagogy"'
Autor:
Louise Lutze-Mann, Joanna Tai, David Boud, Jamie-Lee Burgess, Jenilyn Agapito, Dominique Verpoorten, Uwe Matzat, Tania Heap, Mary Roth, Neil Guppy, Patsie Polly, Silvia K Bartolic
Publikováno v:
Higher Education, 84(3), 487-504. Springer
Higher Education
Higher Education
Public health edicts necessitated by COVID-19 prompted a rapid pivot to remote online teaching and learning. Two major consequences followed: households became students’ main learning space, and technology became the sole medium of instructional de
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::8e64075330da347975366dc85399ec71
http://www.scopus.com/inward/record.url?scp=85120577280&partnerID=8YFLogxK
http://www.scopus.com/inward/record.url?scp=85120577280&partnerID=8YFLogxK
We have established a community of practice focussed on student learning in first-year science. It is recognised that transition, whether from school to university or other possible transitions, is an issue that is a concern for the entire sector, an
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od_______363::1c0f44f4937e8ef927765734545d62fa
https://hdl.handle.net/10453/170742
https://hdl.handle.net/10453/170742
Publikováno v:
Higher Education.
Empirical research on international student migrants has sometimes homogenised this group, framing it as predominantly made up of privileged members of the global middle-class. This has led to calls to acknowledge and address the precarity faced by i
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::acddee30c02fa604de99d9a361b0860d
https://doi.org/10.1007/s10734-023-01033-9
https://doi.org/10.1007/s10734-023-01033-9
Publikováno v:
Jensen, L X, Bearman, M, Boud, D & Konradsen, F 2022, ' Digital ethnography in higher education teaching and learning-a methodological review ', Higher Education, vol. 84, pp. 1143–1162 . https://doi.org/10.1007/s10734-022-00838-4
To understand how the digitalization of higher education influences the inter-relationship between students, teachers, and their broader contexts, research must account for the social, cultural, political, and embodied aspects of teaching and learnin
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ea7dc0fdfdaba7a7777e0c1cec1e7a6c
https://doi.org/10.1007/s10734-022-00838-4
https://doi.org/10.1007/s10734-022-00838-4
Publikováno v:
Higher Education. 84:827-844
The joint development and delivery of co-branded programmes across universities and countries promises enhanced visibility for partnering institutions, stimulating synergistic collegial relationships for teachers, and expanded opportunities for stude
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::5d120c5ecfa50df300c206850e68a8e1
https://doi.org/10.1007/s10734-021-00802-8
https://doi.org/10.1007/s10734-021-00802-8
Publikováno v:
Journal of University Teaching and Learning Practice. 18:17-34
One impact of the global pandemic of 2020 was a rapid shift in the delivery of work-integrated learning (WIL) to remote activity among WIL practitioners, students and educators alike. Along with professional practice research in higher degrees, WIL p
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0f5c0347784478193347ee185aa472f4
https://doi.org/10.53761/1.18.5.2
https://doi.org/10.53761/1.18.5.2
Publikováno v:
Student Success, Vol 12, Iss 3, Pp 14-25 (2021)
The COVID-19 pandemic has disrupted higher education globally. Teaching staff have pivoted to online learning and employed a range of strategies to facilitate student success. Aside from offering a testing ground for innovative teaching strategies, t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::35487cec0757acd8bee2ad9bb5c1bd6a
https://studentsuccessjournal.org/article/view/1773
https://studentsuccessjournal.org/article/view/1773
Publikováno v:
Journal of University Teaching and Learning Practice. 18:1-11
In this Editorial, we take the opportunity to expand on the second Journal of University Teaching and Learning theme, Developing Teaching Practice. Building on Editorial 18(4), which articulated changes to higher education in the period roughly betwe
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b17b8d6dcbc3b270e9e62879c3b10586
https://doi.org/10.53761/1.18.6.01
https://doi.org/10.53761/1.18.6.01
Autor:
Leimbach, T, Milstein, T
This article considers higher education’s role in climate crisis, reflecting on the potential of action-oriented pedagogy. As a reflection on practice, the authors consider a new postgraduate course, Climate Crisis and Action (CCA), launched in 202
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od_______363::1c156b7483d08c29310955e026de007e
https://hdl.handle.net/10453/165702
https://hdl.handle.net/10453/165702
Confronting the existential threat of climate and ecological crises in undergraduate teaching presents complex challenges. Educators in environmental and climate change studies rightly communicate the scale and urgency of these unfolding crises, yet
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od_______363::6a90083e88cda11ce90d9b8a4ab8b005
https://hdl.handle.net/10453/165699
https://hdl.handle.net/10453/165699