Research challenges inherent in determining improvement in University teaching
- Authors: Devlin, Marcia
- Date: 2008
- Type: Text , Journal article
- Relation: Issues in Educational Research Vol. 18, no. n1 (2008), p. 12-25
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- Description: Using a recent study that examined the effectiveness of a particular approach to improving individual university teaching as a case study, this paper examines some of the challenges inherent in educational research, particularly research examining the effects of interventions to improve teaching. Aspects of the research design and methodology and of the analysis of results are discussed and recommendations for improvements for future research are made. (Contains 1 table.)
Examining intercultural competency through social exchange theory
- Authors: Pillay, Soma , James, Reynold
- Date: 2015
- Type: Text , Journal article
- Relation: International Journal of Teaching and Learning in Higher Education Vol. 27, no. 3 (2015), p. 320-329
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- Description: Intercultural competency (ICC) has been an extensively researched area within the past decade, given the broad consensus that this trait constitutes one of the key competencies of the 21st century manager. However, somewhat under-explored are aspects including the implications and effects that pedagogies such as blended learning have on the inculcation of ICC traits, specifically within the context of multicultural, multi-ethnic university level student groups in Australia, within which this research has been conducted. Drawing on social psychology, this exploratory study examines perceptual data on blended learning experiences within a cross-cultural higher education setting. Results suggest that intercultural competency is best learned through social exchanges, such as faceto-face rather than blended learning. Our findings provide support for the importance of context, which is significantly related to cross-cultural studies and curriculum development and design.
The valorisation of African languages and policies in the African education systems : a case of Uganda
- Authors: Muzoora, Michael , Terry, Daniel , Asiimwe, Agatha
- Date: 2014
- Type: Text , Journal article
- Relation: Universal Journal of Educational Research Vol. 2, no. 1 (2014), p. 42-50
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- Description: This paper highlights the challenges of current language policies in education in Africa, with reference to Uganda. Also examined are the likely challenges to language policy in education, while indicating how these challenges can be curtailed or overcome. The authors suggest a different view is required when approaching this topic with a paradigm shift from modernist theories imbued with colonial and neo-colonial approaches experienced by African countries over decades. The use of a more post-modernist critical theory is required to envisage democracy, linguistic justice, linguistic human rights, linguistic citizenship, diversity and sustainability for quality education and development. The execution of outdated language policies in education that are often misguided and do not reflect reality continually cost individual learners and their societies. This is evidenced by the trend of education output and research by scholars worldwide on literacy and educational achievement in Africa. Many African governments are tending towards local/arterial languages in educational policy and are supportive of inclusion of African languages in education however the trend in literacy and educational attainment is stagnant with outcomes becoming worse. By advocating for a much wider collective approach, research based on these very communities by African researchers working with and in the communities can aid an improved outcome in the African settings. The approach advocates language policies in education to shift from borrowing colonial policies to pragmatic policies which are emancipatory and liberative with learner centred approaches to teaching and learning.
Educational heterotopia and student's use of Facebook
- Authors: Hope, Andrew
- Date: 2016
- Type: Text , Journal article
- Relation: Australasian Journal of Educational Technology Vol. 32, no. 1 (2016), p. 47-58
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- Description: "Facebook" use in higher education has grown exponentially in recent years, with both academics and students seeking to use it to support learning processes. Noting that research into educational cyberspace has generally ignored spatial elements, this paper redresses this deficiency through using Foucault's (1986) discussion of "different spaces" to examine "Facebook" use. Recognising that more than simple façade space is also social practice, Foucault's heterotopian principles are used to explore spatial notions of difference (deviance and divergence), relational aspects (conflicts and connections) and flow (time and thresholds). It is argued that social networking sites offer possibilities for creative deviations, can foster learning communities and help to develop social relations. Yet they also distract students, allowing them to "escape" seminars, whilst giving rise to damaging, rigid definitions of work and study. Ultimately, if universities are to be architects of the future, rather than its victims, the inherent differences of such learning spaces need to be recognised and traditional notions of academic work challenged.