In response to the significant disruption posed by emergent AI technology, we propose a four part framework for teaching and learning practice and development. Rather than focus on the specific technologies of the moment, this framework provides actionable suggestions for individuals with varying views of AI and its positive and negative…

Higher education is rapidly changing, and instructors are striving to match the needs of 21st-century digital learners. There is a growing demand and shift from traditional classes to the online mode of instruction for most post-secondary learning institutions. Additionally, with the recent pandemic (COVID-19), post-secondary institutions had to…

Objective: This article describes a university course that aimed to create public health champions and its evaluation. The course attracted 92 participants, over three cohorts. Participants included healthcare professionals, fitness instructors, a belly dancer, housing officers, community workers and those who worked in public health policy.…

How can social media help transform a student's learning experience and promote active engagement with learning content and peers? "Social Media for Active Learning" helps instructors achieve this goal. Many people use social media in their everyday lives, seeking information and informal learning opportunities via their online networks.…

Since 2008, Outcome-Based Learning (OBL), a student-centred strategy aiming to enhance the quality of teaching and learning, has been launched as a major initiative among higher education institutions in Hong Kong. When adopting OBL at course level, other than designing the OBL framework, it is also very important to evaluate the effectiveness of…

Assurance of learning process plays a major role in higher education and has increased the accountability on the part of instructors at all levels. This paper will discuss the role of assurance processes in teaching and the ways to measure these processes of student learning. The research focus will be to determine if student engagement in problem…

It is argued that Humboldt's original definition of "scholarship" ("Wissenschaft"), as well as Humboldt's concept of the purpose of a university, continue to be relevant--with appropriate adaptations. They should be extended to include not only a unity between the practice of teaching and learning and research into teaching and…

This paper reports on the perceptions of teaching economists of the nature, implementation and result of outcomes assessment/assurance of learning (AOL) in higher education. The results reported in the paper are based on over eight hundred responses to a web-based survey of teaching economists. While there is little consensus among economists…

The current study was designed to test Lathrop and Richmond's (1967) conclusion that perceived learning is an important factor in faculty evaluations. A 17 item questionnaire including the perceived learning area was administered to 470 students (2 classes in each of 8 departments) at Chico State College. Separate multiple regression equations for…

The redesign of a course on 'Learning' and some of the issues involved are examined. The problems and opportunities associated with group heterogeneity, and the problem of assessing co-operative assignments, and student perceptions of the teaching/learning processes experienced are discussed. (Author/MLW)

Describes how the theory and practice of situated learning provide a model for examining the learning claims of service learning and for research into its effectiveness. While service learning emphasizes the nature of service and students' engagement with communities outside school, situated learning focuses on the nature of the learning in…

Two thousand students from 66 academic departments in six contrasting disciplines from British colleges completed an "approaches to studying" inventory and a course perceptions questionnaire. The implications of these findings are discussed in relation to ways in which the organization of teaching and courses may affect students'…

Course evaluations analyzed to discover factors affecting learning indicate that expectations, learning style, and personality are major factors. It is suggested that learning is strongly influenced by these student characteristics and parallel factors in courses and teachers. (MSE)

Discusses the design and teaching of an online undergraduate course and considers similarities and differences of learning and teaching in traditional and electronic environments. Highlights include instructional design; course assignments; student course evaluations; and the relationship between course curriculum and goals, pedagogy, and student…

This study examined the relationship between two focus-scan items and five student-based ratings of instructional effectiveness. Results showed that there is scant evidence that students' cognitive styles or strategies are strongly linked to instructor/course evaluations. (Author/AL)