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1.
Junhong Xiao 《Distance Education》2018,39(2):259-274
AbstractThis reflection focuses on the position of distance education in today’s global higher education. Firstly, it identifies three types of convergence of distance and campus-based education – dual mode, add-on/blended, and full convergence – arguing that the last type has yet to be fully realized due to the complexities involved. It then critiques the interplay between the two, concluding that despite being influenced by campus-based instructional delivery in its early days, distance education is now influencing campus-based education. Implications of convergence are also discussed. Arguably, distance education universities should be proud of the increasing presence of distance education in campus-based universities and have confidence in maintaining their advantages. As for campus-based universities, a systems approach is needed if they intend to take advantage of this ‘unorthodox’ mode of education. Finally, it is suggested that both campus-based education and distance education are at the center of higher education because they are now equally conventional. 相似文献
2.
The UK higher education sector has entered a period of turbulence, as the consequences of the UK leaving the European Union (EU) hit home. Higher education institutions are bracing themselves for what will no doubt be a period of substantial change, uncertainty and challenge. The complexity of the intricate relationships linking EU member states, as well as the EU institutions and their member states, appears to have been misunderstood and understated in the UK, by both the political class and the general public, at the time of the June 2016 referendum. If information is indeed power, its current unavailability is a concern, given that the UK government’s plans to remain firmly embedded within the European Research Area and the Erasmus+ programme remain non-committal. In what can be described as a game of high politics between the EU and the UK government, the fate of research and higher education collaboration will be sealed by high-level inter-governmental agreements decided behind closed doors.
相似文献3.
Roger Ingham 《Sex education》2013,13(4):375-388
This paper considers the common criteria by which school‐based sex and relationship programmes are evaluated, and argues that the domination of public health outcomes serves to make invisible other aspects of courses that warrant attention. In particular, the role of pleasure in sexual development and relations is normally not acknowledged. While it may be unacceptable in most cultures to suggest that teaching young people how to achieve sexual pleasure is valuable, there are increasing indications—from developing as well as developed countries—that public health outcomes may benefit from a greater acceptance of positive sexual experiences. It is suggested that greater comfort with one's own body will enable greater ability to communicate wishes to others, and to be less ‘pressured’ into unwanted sexual relationships. 相似文献
4.
The quality assessment agency higher education review noted that assessment and feedback in higher education still remains an area of concern for students. Despite this, very little research has been carried out to assess students’ experience of assessments. The evidence for what factors within assessments actually contribute to student engagement is not fully understood and more research is required. This research was a qualitative study comprising of three focus groups. The student participants were 4 male and 19 female undergraduate psychology students. The data was analysed using experiential inductive thematic analysis. Two themes were identified as effecting student learning. The first was teaching factors which included two subthemes: timeliness and type of assessment. The second theme was student factors which included two subthemes: academic maturity and emotions. These themes were found to be mediated by the relationship between tutors and students. The outcome relates to previous research while also providing a better understanding into the role personal qualities and emotional factors have on learner engagement. Strategies to promote academic maturity and reduce stress and fear in students could foster a more constructive approach to learning. 相似文献
5.
Borrowing from banks has become a common practice among Chinese higher education institutions (HEIs), and operating with a
heavy debt load has become a characteristic of Chinese higher educational development. Substantial financial commitments acquired
by HEIs during their rapid expansion since 1998 are now having serious consequences: numerous universities and colleges have
found themselves with major debt problems. Some are even facing insolvency. This paper describes the background of Chinese
HEIs’ debt problems, assesses the present debt and repayment situation, and suggests a possible solution for the university
debt crisis, using empirical evidence from one HEI in China. 相似文献
6.
Emer Smyth 《牛津教育评论》2018,44(1):37-55
AbstractYoung people in Irish schools are required to choose whether to sit secondary exam subjects at higher or ordinary level. This paper draws on a mixed methods longitudinal study of students in 12 case-study schools to trace the factors influencing take-up of higher level subjects within lower secondary education. School organisation and process are found to shape the extent to which young people actually have a ‘choice’. Streaming practices, which are more prevalent in schools serving socio-economically disadvantaged communities, constrain the degree of choice young people have over their subject levels, with those in lower stream classes usually allocated to ordinary level. Even where schools have mixed ability base classes, schools influence access to higher level subjects. In the middle-class and socially mixed schools, teachers are more likely to expect and encourage all students to take higher level. In contrast, in working-class schools there are sharp declines in the proportion taking higher level subjects as they approach the national exam taken at the end of lower secondary education. Early decisions about not pursuing higher level are found to have long-term consequences. The findings contribute to our understanding of how curriculum differentiation reinforces social class differences in educational pathways. 相似文献
7.
Adult learning is seen as a key factor for enhancing employment, innovation and growth. The aim of this paper is to understand the points in the life cycle at which adult learning takes place and whether it leads to reaching a medium or high level of educational attainment. We perform a synthetic panel analysis of adult learning for cohorts aged 25–64 in 27 European countries using the European Union Labour Force Survey. We find that investment across the life cycle by cohorts older than 25 still occurs: participation in education and training as well as educational attainment increase observably across all cohorts. We also find that the decline with age slows down, or is even reversed for older cohorts, for both participation in education and educational attainment. Finally, we can identify cross-country differences in approach. In Nordic countries, adult learning is achieved primarily through participation in education and training without adding to formal educational attainment. In central Europe, adult learning occurs primarily in the form of increasing educational attainment. In Ireland and the UK, a combination of both approaches to adult learning is observable. 相似文献
8.
Glenda McGregor Martin Mills Kitty te Riele Debra Hayes 《International Journal of Inclusive Education》2015,19(6):608-625
In this paper, we draw upon the experiences of a group of young people who have been excluded from mainstream schools in two Australian states to provide an account of the ways in which they have found their way to education in educational sites that are variously referred to as ‘flexible learning centres', ‘second chance schools' and ‘alternative schools'. Whilst often clashing with school authorities in their original schools, these young people described how, when given the opportunity, they were able to engage in more meaningful learning in environments that recognised and accommodated their personal circumstances, and avoided authoritarian rule. A question we address is: What kinds of educational experiences facilitate ‘meaningful learning’ for these students? 相似文献
9.
Katrina Roohr Margarita Olivera-Aguilar Guangming Ling Samuel Rikoon 《Assessment & Evaluation in Higher Education》2019,44(6):946-960
Twenty-first century and higher-learning skills such as critical thinking are highly desired for new college graduates entering the workplace, especially with rapid changing technology and a more globalized economy. As a result, the importance of critical thinking development at higher education institutions has increased. The purpose of this study was to examine the effect of student and institutional variables on the difference in critical thinking scores between first-year and third/fourth-year students at higher education institutions. We examined the extent to which institutional variables moderate the relationship between student variables and the critical thinking score difference. We used a multi-level modeling approach to account for the clustering of students in institutions. Results of this study showed that: (a) institutional variability accounted for 15% of the variance in estimated critical thinking scores, (b) third/fourth-year students had higher critical thinking scores as compared to their first-year peers even when controlling for college admissions score, and (c) in the final model, the main effects of college admission scores, student-faculty ratio, and percent Black/African American were statistically significant; however, retention was the only significant moderator of the relationship between critical thinking scores and class level. Implications and future research are discussed. 相似文献
10.
Anna Claeys 《History of education》2013,42(6):823-839
In 2016, Britain voted to leave the European Union: over-65s were more than twice as likely to vote for Brexit as under-25s, amidst campaign rhetoric steeped in colonial nostalgia. This article explores how this generation was taught in many English state schools to imagine Britain’s place in the world during a period of rapid decolonisation from the late 1950s to the early 1970s. Drawing on history and geography textbooks, surviving school-work, BBC broadcasts to schools and school wall-maps, it is argued that English schools embellished the idea of a powerful Commonwealth to depict the continuation of Britain’s global might during dramatic imperial decline. Attempts to reconcile decolonisation with the famous red-bespattered ‘imperial’ map are particularly revealing. By presenting decolonisation as the continuation of empire by other means, many educationists attempted to minimise the external changes to Britain’s global status, allowing imperial ideas to survive in schools into the 1970s. 相似文献
11.
12.
Laetitia Cassells 《Assessment & Evaluation in Higher Education》2018,43(4):515-526
The application of formative assessment principles in higher education has become increasingly important in South Africa. In this case study the researcher assesses the effectiveness of the application of an early warning system to the higher-education environment in a high failure rate subject. This method is applied according to recommended feedback guidelines for formative assessment and self-regulated learning. Over the period of three years the collected data indicates that the subject affected the outcomes of the students significantly. Students who were at the highest risk of failure benefited the most from the application of an early warning system and corresponding tutorial classes to the subject, which is in line with other formative assessment findings. The students participating in the ‘at risk’ list achieved a summative grade on average 8% higher than the class average grade without the implementation of the early warning system and accompanying tutorial classes. 相似文献
13.
Katarina Leppänen 《History of education》2013,42(5):635-649
Internationalism in the interwar era carried different meaning for different groups. A Nordic school for adult education, with the aim of raising the ‘international citizenship proficiency’ of the Nordic peoples, was established in Geneva in 1931, through cooperation between representatives of international organisations and adult educationists. Both groups harboured an intense passion for internationalism, but whereas the officials understood the League of Nations and the International Labour Organization to represent true internationalism, the educationists took a critical stance. Internationalism was for them related to nationalism and Nordism, and an expansion of the power of the small and neutral European states. This article examines the establishment of the Nordic school in the interwar period and analyses the ideological controversies surrounding its internationalism. 相似文献
14.
Lesley Lehmann 《Distance Education》1992,13(1):131-145
There are many instances where distance education for children is in a state of upheaval and change. This is particularly true of Australia and, as earlier reports indicate, of Canada. Central planners often have abandoned the old ‘correspondence schools’ and established ‘open access’ centres; central schools have been de‐centralised; correspondence stuthes are offered to children in city schools; isolated children attend ‘classes’ vastly different from their old ‘School of the Air’ classes; etc. Some of these changes are the marks of progress; the quality of other changes is debatable.
This account is that of one country teacher operating in northern South Australia where distance education has now changed to be offered, Statewide, by a series of open access schools and has also been regionalised to be offered at the initiative of Education Department Regional Centres with a broad responsibility for education of children in their region. The article makes no pretence to being considered as ‘international research literature’ — some will question whether or not it is even distance education. It is being published at my request.
The teacher functions in an areaof small country towns 50 km apart and with 500 or so people. Not too much further north, into sparsely‐watered country, the towns are likely to have 50 or so people and are up to 500 km apart!
What the paper does highlight is that there are professional people ‘out there’ who see themselves as having a stake in distance education. Central administrators and those who regard themselves as scholars in distance education are only a part of the personnel in distance education.
Ed. 相似文献
15.
Marc J. Stern B. Troy Frensley Robert B. Powell Nicole M. Ardoin 《Environmental Education Research》2018,24(6):818-830
Role models may be essential in helping students develop environmental literacy and characteristics associated with positive youth development (PYD). We examine the identities of middle school students’ self-reported role models before, immediately after, and three months following an immersive 5-day residential environmental education (EE) experience that targets environmental responsibility, character development and leadership, and attitudes toward school as programmatic outcomes. We explore whether students who identified different types of role models score differently on these factors. Students who identified parents, teachers, and pastors as role models scored higher on each of these outcomes. Moreover, who students identified as role models changed significantly after the EE program. We discuss the potential influence of the program on role model development and implications for EE and PYD programs. 相似文献
16.
Emma Smith 《British Journal of Sociology of Education》2016,37(7):970-992
This paper examines the role that social characteristics play in determining the academic success of students who begin university with roughly similar entry grades. The data used were drawn from the administrative records of over 38,000 UK-domiciled undergraduate students from one British university between 1998 and 2009. Results show that the characteristics of entrants have varied only slightly over this period and intake is still largely in favour of ‘traditional’ entrants: namely those from professional occupational backgrounds, the privately educated and those of traditional age. The relationship between background characteristics and eventual academic success also reflects patterns seen at earlier education stages. However, when prior attainment was taken into account, the link between degree outcome and many social characteristics does diminish – notably for students who were privately educated and who came from professional occupational groups. This suggests that once students have overcome barriers to admission, it is entry grades rather than social characteristics that may most strongly influence eventual academic success. 相似文献
17.
Jason Johnson 《Journal of Marketing for HIGHER EDUCATION》2013,23(2):241-257
This essay examines the deliberately humorous approaches undertaken in two recent higher education marketing endeavors: The American Council on Education's ‘Solutions for Our Future’ campaign and Stanford's ‘Hail, Stanford, Hail’ initiative. Three television commercials from each project are described and discussed in light of a view of comedy advanced by philosopher Kenneth Burke. Specifically, this essay identifies among each trio of videos a markedly different ‘clown’ – a figure at whom the audience is encouraged to laugh yet ultimately redeem. In turn, higher education marketing professionals and leaders are invited to reflect on choices associated with employing humorous messaging strategies. 相似文献
18.
《International Journal of Educational Development》1988,8(3):189-211
Radical change in systems of schooling and training in a developed country such as Britain take place against a complex background of resistant culture and administrative structures. This paper examines the current changes in control mechanisms within education and training in England with the aim of increasing economic productivity. It suggests that the paradoxical decentralisation of accountability and increased centralisation of direction leave unresolved questions such as the effects of job-training on general education and vice-versa. Is lifelong education creative of radical independence, or an extension of dependency upon the State? 相似文献
19.
Maarten Matheus van Houten 《Journal of Vocational Education & Training》2018,70(1):130-147
The Netherlands has a binary higher education system in which academic education and higher professional education at EQF levels 5–8 co-exist. There is also secondary vocational education at EQF levels 1 up to 4. In this paper, I analyse policy documents resulting from the Bologna Process and argue that under neo-liberal conditions, higher professional education brings opportunities for both students and employers, but also creates a socio-economic tension in terms of employability. The gap between higher professional education and secondary vocational education adds to the formation of a labour market in which higher professional education graduates are prepared to an international labour market but employability pressure is being put on lower skilled employees, creating unequal employability opportunities for vocational education graduates. 相似文献
20.
In November 2001 the Finnish Ministry of Education published a working group report on the internationalisation strategy for higher education, and shortly after another report concentrating on the local dimensions and effects of higher education. In the era of internationalisation and globalisation, local concerns seem to be so great that the Ministry intends to add a third mission in the University Act along with the traditional quests of research and teaching. Thus, in the future, Finnish universities are obliged to act in collaboration with their local environment. This paper analyses the proposals and argumentation of the two reports, aiming, in particular, at discovering the intersections and contact surfaces of the global and local. Finnish developments and discussion will be analysed against the ideas of glonacal agency heuristic presented by Marginson and Rhoades. 相似文献