Category: Higher Education

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Assessment Patterns in Computing Education

Computing education aims to develop computational thinking skills in students. It requires many higher order thinking skills such as analysis, synthesis, logical thinking etc. Quality and effectiveness of computing education is achieved by focusing these skills in the three stages of education – planning of learning-objectives, teaching and assessment. Assessment is the most important stage

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Concept Deficiency: Remediation for Masters’ Theses and Dissertations

Throughout graduate departments in the United States, students and teachers report significant difficulty in forming concepts and framing subjects chosen for thesis and dissertation work. Professors focused on guiding students through this conceptualizing and framing work have reported student difficulty in writing and reading complex multi-level and pluralistic subjects. Despite the report that over a

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Is it Cheating If Nobody’s Watching? Conflicting Beliefs about Dishonesty in Online Learning

This paper addresses part of an extensive study investigating faculty and student perceptions of academic integrity in online courses. This analysis compares the quantitative responses to the qualitative responses of a survey sent to three institutions asking 1800 faculty and students their beliefs about cheating in online courses. The conclusions drawn from this analysis of

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Dominant Multiple Intelligences among Students of Medical and Health Sciences

Unlike in the past, studies on learner’s performance are now attributed to the dynamics of Teaching-Learning Process and not only on lack of motivation on the part of the learner. The major challenge for the Outcome Based Teaching (OBT) is that of selecting teaching methods that encourage all students with different cognitive abilities to achieve

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Realising Teacher Quality at the M-Level

In Brunei Darussalam the national university is the main provider of initial teacher education. In 2009, undergraduate initial teacher education formerly provided by the University ceased and was replaced by graduate provision through a Master of Teaching (MTeach) degree programme. The goal was to improve the quality of teaching to achieve the national aspiration for

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The Role of Teacher’s Written Formative Feedback on Students’ Critical Thinking

In higher education formative feedback has positive effects when it facilitates the development of students’ reflection and self-assessment in learning (Nicol, Thomson, & Breslin, 2014). Nevertheless, an increasing pressure of workload on university teachers makes the design of formative feedback strategies more difficult to implement (Yorke, 2003). This study shows innovative ways for promoting written

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Remarkable Experiences in a Narrative Memoir of a Student of Portuguese/English Teaching Practicum From the School of Education at UFRJ

From a socio-interactional perspective of discourse, this research aims at investigating the written narrative of a student of English and Portuguese Teaching Practicum from a Letters undergraduate Course at UFRJ (Federal University of Rio de Janeiro), in which she displays some of her remarkable experiences in the supervised teacher education course. The research involves multiple

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Critical Thinking As a Tool for the Development of Interdisciplinarity in University Education.

An interdisciplinary approach is a synthesis of two or more disciplines that result in establishment of a new scientific discourse, while the knowledge that results from it has an integrative character. For example, Galileo’s method of applying mathematics to scientific explanation amounted to the establishment of a new interdiscipli¬nary platform for the scientific objectivity and