The relevance of learning styles for international pedagogy in higher education

By Eaves, Mina. Teachers and Teaching : Theory and Practice.  17. 6 (2011): 677.

Abstract

As the number of international students and transnational education agreements continue to rise at an unprecedented rate in many countries, an area of research that continues to lag behind is how far students’ learning styles can adapt to different educational contexts. Learning styles research has recently developed from simplistic yet popular models, subjected to recent heavyweight criticisms concerning their validity and reliability, into more complex conceptual models based on metacognitive concepts, processing strategies and motivation. Research based on the latter models tends to be limited to learning styles comparisons of Asian students, particularly from Confucian Heritage Cultures and Western samples. The findings from both psychometric and non-psychometric studies indicate some cultural differences in learning styles. However, there are growing concerns that the application of learning styles concepts from Western cultures and research may not be valid in non-Western education contexts, due to fundamental differences in learning processes or misinterpretation of international students’ learning behaviour. This article considers recent developments in the area of learning styles research, including concerns over the validity of popular measures, and their application to international pedagogy. [PUBLICATION ABSTRACT]

Reflections on learning: widening capability and the student experience

Abstract

This paper argues for a more nuanced perspective on learning that takes account of the real and situated contexts of student experience. It is presented against a backdrop of the agenda to widen participation in higher education (HE) in the UK, which has led to a rise in students from non-traditional backgrounds entering into HE. Responding to this, an argument is made in favour of widening ‘capability’ in learning, to produce a more socially just pedagogy. Drawing on examples of the student learning experience a series of reflections is produced from an undergraduate programme of education studies. Such reflections, linking personal knowledge with wider social and cultural practices, are used to produce notions of ‘cultural wealth’ across informal and formal learning contexts. It is argued that by creating choice and freedoms in student learning the exclusivity of university education may be challenged and a more socially just pedagogy usefully considered. [PUBLICATION ABSTRACT]

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New titles on e-learning

Here are some new titles on the subject of e-learning which may be of interest to you:

 

Beyond the language classroom.
Benson, Phil. Reinders, Hayo.
2011 | Palgrave Macmillan | book | hbk. | 9780230272439 | AUD $120.00 inc GST, AUD $111.95 ex GST
Language teachers and learners now live, work and study under very different conditions to those that prevailed in the past. This is an exploration of new aspects of language learning outside of the formal language classroom setting. Source: DA (dadirect.com)

http://us.macmillan.com/beyondthelanguageclassroom

 

Combining E-Learning and M-Learning : New Applications of Blended Educational Resources.

Parsons, David.
2011 | IGI Global | book | hbk. | 9781609604813 | AUD $210.95 inc GST, AUD $193.10 ex GST
This volume draws together all the articles published by the International Journal of Mobile and Blended Learning in its first year of publication (2009). When compared with traditional classroom learning, mobile learning (m-learning) has the dist… [more] Source: DA (dadirect.com)

 

Designing mLearning : Tapping into the Mobile Revolution for Organizational Performance
Quinn, Clark N.
2011 | EBL – LIBRARY ORDERS ONLY | ebook | 9780470945926 | AUD $62.26 inc GST, AUD $56.80 ex GST
This book presents principles for designing and implementing mobile learning solutions. Based upon previous mobile writing and thinking, this invaluable resource captures the resulting integrated approach and provides guidance for mobile learning reg… [more] Source: DA (dadirect.com)

 

Digital education : opportunities for social collaboration.
Thomas, Michael.
2011 | Palgrave Macmillan | book | hbk. | 9780230111585 | AUD $150.00 inc GST, AUD $140.74 ex GST
A collection of content-based chapters and case studies examining the pedagogical potential and realities of digital literacies in education. The book aims to examine a number of foundational aspects of Web 2.0 technologies and social media applicati… [more] Source: DA (dadirect.com)

 

Distance education.
MacTeer, Claudia F.
2011 | Nova Science Publishers Inc | book | hbk. | 9781617288586 | AUD $161.95 inc GST, AUD $149.15 ex GST
Distance education, or distance learning, is a field of education that focuses on the pedagogy, technology, and instructional system designs that aim to deliver education to students who are not physically “on site” in a traditional classroom or camp… [more] Source: DA (dadirect.com)

 

E-learning theory and practice.
Andrews, Richard. Haythornthwaite, Caroline.
2011 | Sage Publications Ltd UK | book | hbk. | 9781849204705 | AUD $171.95 inc GST, AUD $160.68 ex GST
In E-learning Theory and Practice the authors set out different perspectives on e-learning. The book deals with the social implications of e-learning, its transformative effects, and the social and technical interplay that supports and directs e-lear… [more] Source: DA (dadirect.com)

 

Education and Technology : Key Issues and Debates
Selwyn, Neil
2011 | EBL – LIBRARY ORDERS ONLY | ebook | 9781441108890 | AUD $156.95 inc GST, AUD $143.06 ex GST
Digital technology lies at the heart of contemporary education provision. This book considers the key issues in the field and addresses some fundamental but often unvoiced questions about the ever-growing use of technologies in education. It focuses … [more] Source: DA (dadirect.com)

 

Engaging the online learner : activities and resources for creative instruction.
Conrad, Rita-Marie. Donaldson, J. Ana.
2011 | John Wiley & Sons Ltd | book | pbk. | 9781118018194 | AUD $46.95 inc GST, AUD $43.89 ex GST
This is a revision of the first title in Jossey-Bass’ Online Teaching & Learning series. This series helps higher education professionals improve the practice of online teaching and learning by providing concise, practical resources focused on partic… [more] Source: DA (dadirect.com)

 

How to design and evaluate research in education.
Fraenkel. Wallen.
2011 | McGraw Hill Publishing Co UK | book | hbk. | 9780078097850 | AUD $90.99 inc GST, AUD $76.34 ex GST
How to Design and Evaluate Research in Education provides a comprehensive introduction to educational research. The text covers the most widely used research methodologies and discusses each step in the research process in detail. Step-by-step analys… [more] Source: DA (dadirect.com)

 

Innovation and creativity in elt methodology.
Cirocki, Andrzej. Widodo, Handoyo Puji.
2011 | Nova Science Publishers Inc | book | hbk. | 9781613242919 | AUD $140.00 inc GST, AUD $126.11 ex GST
Innovation and Creativity in ELT Methodology comprises a collection of pedagogical articles, giving language teachers a fascinating insight into the way different teaching approaches, methods, procedures and techniques can be explored in the language… [more] Source: DA (dadirect.com)

 

Inspiring academics : learning with the world’s great university teachers.
Hay, Iain.
2011 | McGraw Hill Publishing Co UK | book | hbk. | 9780335237418 | AUD $65.00 inc GST, AUD $54.53 ex GST
Inspiring Academics draws on the experience and expertise of award-winning university teachers to help identify the approaches and strategies that lead to exemplary teaching practice. It is structured around five core themes: inspiring teaching, deve… [more] Source: DA (dadirect.com)

 

Key Issues in e-Learning : Research and Practice
Pachler, Norbert Daly, Caroline
2011 | EBL – LIBRARY ORDERS ONLY | ebook | 9781441145246 | AUD $181.13 inc GST, AUD $165.26 ex GST
This book offers education practitioners insights that will enable them to improve their professional practices in relation to the conceptualisation, design, implementation, assessment and evaluation of approaches to e-learning. The authors pay atten… [more] Source: DA (dadirect.com)

 

Managing technology in higher education : strategies for transforming teaching and learning.
2011 | John Wiley & Sons Ltd | book | hbk. | 9780470584729 | AUD $30.99 inc GST, AUD $26.00 ex GST
Universities continue to struggle in their efforts to fully integrate information and communications technology within their activities. Based on examination of current practices in technology integration at 25 universities worldwide, this book argue… [more] Source: DA (dadirect.com)

Techniques to engage the online learner

by Virginia Junk, Nancy Deringer, William Junk. Research in Higher Education Journal. Jacksonville: Mar 2011. Vol. 10; p. 1 (15 pages)

Abstract

A survey conducted by the Sloan Consortium in Fall 2007 revealed 3.9 million students were enrolled in online classes which is a 12 percent increase over the number reported in 2006 (Allen & Seaman, 2008). The current economic downtown has also created a positive impact on the numbers of online learners. To effectively serve these students, educational materials must be developed, structured, and distributed using pedagogy that best supports online learning. This paper is a review of the recent literature regarding electronic pedagogy – the term for preparing materials for the online learner. A list of twenty reported components for success is identified and then augmented with what the authors have learned during seven years of teaching online WebCT and Blackboard classes. Examples of course pages that illustrate the application of selected concepts are included as well as suggestions for how to implement these concepts. Implications for future online instruction, based on the evolving electronic pedagogy are also provided. [PUBLICATION ABSTRACT]

Click here for the full-text.

Instructors and Students Competences, Perceptions and Access to E-learning Technologies: Implications for E-learning Implementation at the Open University of Tanzania

by Nihuka, Kassimu A; Voogt, Joke

Published in: International Journal on ELearning. Jan 2011.  Vol 10, Iss. 1; p. 63

Abstract

In most sub-Sahara African countries, distance education is delivered using print materials complemented by a few face-to-face sessions. The approach is associated with a myriad of challenges some of which can be addressed by appropriately selected e-learning technologies based on the context in which they need to be used. This study was designed to understand the context of the Open University of Tanzania related to the use of e-learning technologies in distance education. A sample of 32 instructors and 208 students participated in the study. Both quantitative and qualitative data were collected. Results show that despite limited access to technologies, instructors and students (i) have positive perceptions about using e-learning technologies for distance education and support of students and (ii) have competences on basic computer and internet applications. It is argued that challenges related to narrow bandwidth, access, experiences and motivation of instructors to use e-learning technologies must be considered in deciding what technologies to use. Implications of the results for e-learning implementation, instructors’ professional development and student learning needs are discussed. [PUBLICATION ABSTRACT]

Innovating entrepreneurial pedagogy: examples from France and Germany

by: Rita Klapper (Department of Strategy and Management, Rouen Business School, Mont Saint Aignan, France), Silke Tegtmeier, (Department of Entrepreneurship and Start-up Management, Leuphana University of Lüneburg, Lüneburg, Germany).

Published in: Journal of Small Business and Enterprise Development, Volume 17, Issue 4, p. 552 – 568.

Abstract

Purpose – This paper – one of only a few examples – aims to conduct a cross-national research into innovative teaching approaches in entrepreneurship in France and Germany.

Design/methodology/approach – The paper is based on two cross-cultural cases and reflects on the experiences of two innovative teaching approaches in two European settings. The underlying aim of this investigation is to identify commonalities and differences between the approaches, establish learning between the different Higher Education institutions as well as to investigate the transferability of such approaches to other cultural environments.

Student Experiences of the Adolescent Diversion Project: A Community-Based Exemplar in the Pedagogy of Service-Learning

by: William S. Davidson, Tiffeny R. Jimenez, Eyitayo Onifade and Sean S. Hankins.
Published in: American Journal of Community Psychology, Volume 46, Numbers 3-4, p. 442-458.

Abstract

Service-learning partnerships between universities and surrounding communities striving to create systems-level change must consider an emphasis in critical community service; a community centered paradigm where students are taught to work with communities to better understand contexts surrounding a social problem, as opposed to merely volunteering to provide a service to a community. The Adolescent Diversion Project (ADP), which has been operating for over 30 years, demonstrates critical community service through the type of relationship built between students and the local community. This article describes: a qualitative study with ADP students, the historical context of ADP, what and how students learned through their involvement in ADP, and reframes the work of this project as a form of service-learning pedagogy. Inductive content analysis was employed to identify underlying themes across participants related to their personal experiences of ADP and its impact in their lives. Findings were compared with service-learning outcomes and other quantitative studies conducted with past ADP cohorts from the literature. Consistent with past studies, ADP students become more negative toward social systems involved with their youth. This finding may explain an increase in feelings of political commitment following involvement in ADP. Consistent with service-learning outcomes, results demonstrate that ADP should be further documented as not only an effective community-based program but also as an exemplar in the pedagogy of service-learning. This study highlights why service-learning opportunities for students are not just one way to teach students, they are opportunities to bridge relationships within communities, bring life to theoretical concepts, and build the foundations necessary for educated citizens that will one day take lead roles in our society.

Click here for the full-text.

Overcoming barriers for eLearning in universities—portfolio models for eCompetence development of faculty

by Dirk Schneckenberg.

Published in: British Journal of Educational Technology, Special Issue: Learning objects in progress.  Volume 41, Issue 6, p. 971-991 (November 2010).

Abstract

This paper explores the role that eCompetence of faculty members play in the integration of eLearning in higher education. Learning technologies have the potential to enhance educational innovation, but the eLearning adoption rate of faculty in universities is so far disappointing. The motivation and capability of faculty to use information and communication technologies (ICT) in teaching and learning is influenced by competence development measures and wider institutional incentives that universities offer. The paper presents the findings of an international survey on eCompetence measures for faculty in 23 universities. Results show that traditional ICT training courses do not sufficiently motivate faculty to acquire the required competences and to engage in eLearning. Universities have to create innovative portfolios for faculty development which extend both the scope and breadth of formal training with non-formal measures like communities of practice, peer groups and networks. Beyond these competence development measures, institutional incentives like eLearning rewards and career opportunities for eLearning champions increase the motivation of faculty to sustainably use learning technologies for their courses.

Click here for the full-text article.

Learning design and assessment with e-tivities

by Alejandro Armellini and Olaojo Aiyegbayo.

Published in: British Journal of Educational Technology, Special Issue: Learning objects in progress.  Volume 41, Issue 6, p. 922-935, November 2010.

Abstract

This paper reported on the findings of research into innovation in e-learning design and assessment through the development and implementation of online learning activities (e-tivities). The focus of the study was on Carpe Diem as a process to enable academic course teams to seize 2 days to design and embed pedagogically appropriate e-tivities into their courses. The study also addressed the use of technology in the design of e-tivities and the level of tutor and learner engagement with them during course delivery. Six academic course teams representing three disciplines at four British universities took part in this 12-month study. Cognitive mapping was the main research methodology used. The results suggested that Carpe Diem is an effective and powerful team-based process to foster pedagogical change and innovation in learning design and assessment practices. The e-tivities designed during Carpe Diem were successfully used primarily for learning and formative assessment, and exceptionally for summative assessment. Web 2.0 tools, especially wikis, were employed to enable collaborative online learning and were prominent in the new designs. The tutors’ e-moderation skills were key to engage learners and thus capitalise on the benefits of e-tivities.

Click here to view the full-text.

The role of involvement in learning management system success

by Jane E. Klobas and Tanya J. McGill

Abstract

Learning management systems (LMS) have been adopted by the majority of higher education institutions and research that explores the factors that influence the success of LMS is needed. This paper investigates the roles of student and instructor involvement in LMS success, using the DeLone and McLean (2003) model of information systems success as a framework. Data were gathered by online questionnaire from students enrolled in an Australian university. Involvement was found to be important to LMS success. Student involvement was shown to have a significant effect on the benefits to students of LMS use. The more involved a student is with the LMS site for a course offering, the stronger the benefits they report obtaining from use. On the other hand, student involvement did not have an effect on LMS use. Instructor involvement was found to guide appropriate use, both in terms of the nature of use and the extent of use. Furthermore, instructor involvement was shown to contribute to student benefits by affecting information quality which affects the benefits students receive from use.

Click here for the full-text.