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Seven Principles of Good Practice in Undergraduate Education

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... In this context, "Seven Principles for Good Practice-SPGP" was created by Chickering and Gamson to improve the quality of undergraduate education in 1987. The SPGP includes encouraging contact between students and faculty, developing reciprocity and cooperation among students, encouraging active learning, giving prompt feedback, emphasizing time on task, communicating high expectations, and respecting diverse talents and ways of learning (Chickering & Gamson, 1987). ...
... Students should talk, write about what they have learned, relate the topic to their past experiences, and apply it to their daily lives. Accordingly, teaching methods and techniques that will actively involve students in the process, such as projects, discussions, and collaborative work, will also increase the quality of teaching (Al-Furaih, 2017;Chickering & Gamson, 1987;Gonda et al., 2018). In addition, active learning activities facilitate students 'learning and are crucial for developing teachers' teaching skills. ...
... The fifth principle of the SPGP includes the "time on tasks." The student who fulfills his/her task on time learns to work more disciplined, to take responsibility, and to fulfill this responsibility (Al-Furaih, 2017;Chickering & Gamson, 1987;Graham et al., 2001;Okumuş & Doymuş, 2020). Students need help for effective time management in learning (Chickering & Gamson, 1987). ...
Article
Purpose: The study aims to determine the practices and suggestions of science teachers toward seven principles for good practice. Design: The research used a case study design. 73 science teachers (43 women and 30 men) working in different areas of Türkiye participated in this research. The researcher developed an open-ended questionnaire (Questionnaire of Seven Principles-QSP) to collect data. The frequency and percentage values of the answers were examined, and content analysis was made. Findings: When evaluated according to gender, school type, experience, and region variables, science teachers had low knowledge about the seven principles. However, they practiced different practices related to each principle in and out of the classroom. In addition, as their experience increased, they had more social activities, valued communication with the family, and practiced more in the classroom. Highlights: This study aims to determine what practices science teachers use to provide good practice and what suggestions they have. The results are important for improving the quality of science education.
... Engagement is widely acknowledged as a critical indicator of students' commitment to learning and their active involvement in the learning process (Markwell, 2007). Therefore, the adoption of an approach that ensures engagement aligns with good practices in higher education (Chickering & Gamson, 1987). Studies in the literature have unequivocally presented that student engagement holds equal significance in both online teaching and F2F instruction. ...
... Their presence is also crucial for sustaining student engagement in SOC contexts (Gedera et al., 2015;Marquart et al., 2016). Therefore, creating an interactive SOC environment that aligns with the seven good practices (Chickering & Gamson, 1987) is of paramount importance (Çakıroğlu, 2014). Numerous studies emphasize the vital role of interaction in promoting effective teaching and learning in SOC (e.g. ...
... This aligns with instructors' responsibility to provide explanatory feedback as part of their teaching presence (Garrison et al., 2000). Immediate feedback is among the seven key practices in higher education that underpin studies on student engagement (Chickering & Gamson, 1987). Real-time communication and responsiveness, as indicators of immediate feedback, in SOC provide substantial advantages and contribute to increased student engagement (Lantzy, 2016;McBrien et al., 2009;Mosher et al., 2021). ...
Article
Synchronous online courses (SOC), enabling real-time interaction, have become increasingly prevalent in higher education, particularly during emergency remote teaching (ERT). This surge in online education raised questions about how student engagement, a crucial factor for the quality of higher education practices, was achieved during ERT. To address these questions and offer insights into effective practices for fostering student engagement in SOC, this study explores the experiences of undergraduate students and instructors during ERT. While a substantial body of literature addresses student engagement, there is a gap in studies that comprehensively synthesize effective practices to engage undergraduate students in SOC across various departments. Therefore, the present study seeks to bridge this gap. Insights were gathered through semi-structured one-on-one interviews and a focus group with ten instructors and fifteen students across diverse departments and universities. The study findings unveil effective strategies and practices to promote student engagement in SOC. These strategies closely align with the elements of teaching, social, and cognitive presence within the Community of Inquiry (CoI) framework, emphasizing interaction-based pedagogical practices and the role of emotional communication in SOC. The study not only provides valuable strategies for enhancing student engagement during crises but also highlights their relevance in normal times.
... It shifts the traditional teacher-centric model to one where students actively participate in constructing knowledge and take ownership of their learning experiences (Barr & Tagg, 1995;Kahu, 2011). The implementation of SCL practices has been explored and documented across various educational settings globally, highlighting its potential to enhance learning outcomes and promote student development (Chickering & Gamson, 1987;Perera, 2013). ...
... Numerous research endeavours have accentuated the transformative advantages of Student-Centered Learning (SCL), elucidating its role in nurturing profound learning, critical thinking, and heightened student motivation (Chickering & Gamson, 1987;Kahu, 2011). The seminal work of Barr and Tagg (1995) marked a paradigmatic shift, urging a transition from teaching-centered to learning-centered approaches, with students placed unequivocally at the core of the educational continuum. ...
... Their framework underscores the significance of active learning, engagement, and the cultivation of critical thinking competencies, aligning seamlessly with the ethos of SCL. Building on this foundation, Chickering and Gamson (1987) presented a set of seven principles for optimal practice in undergraduate education. ...
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This article provides a comprehensive examination of student-centered learning (SCL) in Sri Lanka's state tertiary education sector, focusing on its socio-cultural influences. The study explores the intricate relationship between pedagogical methods and societal dynamics, highlighting how SCL enhances student engagement and independent thinking. Using a literature review of theoretical frameworks and empirical studies, this paper delves into the complex interplay between SCL and socio-cultural factors, including cultural values, social norms, and educational traditions unique to Sri Lanka. The research investigates the impact of SCL on key stakeholders and analyses various aspects of SCL, considering its principles, practices, and outcomes. It also addresses how these align with traditional Sri Lankan values, such as respect for authority, collectivism, and communal harmony, which have historically influenced education in the country. This paper emphasises the need for a pedagogical shift and concrete action plans. It advocates for faculty development programmes and institutional support to effectively implement SCL in Sri Lankan state universities. Additionally, the study anticipates and addresses potential challenges in adopting this modern learning approach in Sri Lanka.The findings have practical implications for policymakers, educational institutions, and educators. They highlight the importance of considering support mechanisms, curriculum design, teacher training, and cultural sensitivities to promote student engagement, empowerment, and holistic development in Sri Lanka's educational landscape.
... Flipped classroom is an educational approach that rearranges learning activities both inside and outside the classroom. In the traditional teaching mode, teachers mainly lecture on theoretical knowledge in class, and students practice after class [3]. However, the flipped classroom model allocates classroom time for practice, discussion, and in-depth learning, while the learning of theoretical knowledge is completed before class through online learning resources, aiming to enhance students' active participation and learning outcomes. ...
... The MOOC SPOC flipped classroom model is applied in the Fundamentals of Computer Networks course, and its effects are observed and tested. By establishing an experimental group and a control group, the learning outcomes of the two groups are compared to explore the impact of the hybrid model on students' academic performance [3]. ...
Article
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Taking the demand for talent cultivation in applied universities as a starting point, this study explores the application and effects of the blended learning model of MOOC SPOC flipped classroom using “Computer Network Foundation” as an example. The course content is divided into units and provides online learning resources. Students engage in self-directed learning through the online platform, while teachers deepen understanding through discussions, case analysis, and other methods in the classroom. Practical experience has shown that this model significantly improves students’ academic performance, satisfaction, and self-directed learning abilities. Although there are challenges in implementation, such as the quality of online learning resources, teaching skills, and student self-discipline, overall, the blended learning model of MOOC SPOC flipped classroom holds immense potential and value in the “Computer Network Foundation” course.
... One of the seven principles of good practice in undergraduate education by Chickiering and Gamon's is to respect diverse talents and ways of learning 1 . I have used the VARK(Visual, Aural, Read/Write, Kinesthetic) learning styles survey by Bonwell and Fleming 2 to recognize different leaning styles among my students and observed kinesthetic style as predominant learning style among engineering technology students as reported earlier 3. ...
... In the late eighties, Chickering and Gamson neatly outlined "seven principles of good practice in undergraduate education." 21 The principles are based on extensive research, applicable to a wide variety of collegiate programs, and well-serve all types of students (poor/rich, female/male, older/younger, under prepared/well-prepared, black/white, etc.). Chickering and Gamson stipulate that good practice in undergraduate education needs a favorable environment, mainly the responsibility of teachers and students, but also requires the strong support of collegiate/university leaders, government officials, and directors of accrediting associations. ...
... The research further demonstrates that when university administrators show little concern for student issues, students are more likely to engage in poor conduct. This finding is supported by Chickering, & Gamson (1987) and Seemiller (2016), who found that active engagement from faculty and administration promotes better student behaviour. Conversely, Babcock, & Marks (2010) argue that managerial concern does not necessarily lead to improved behaviour, highlighting the complexity of the issue. ...
Article
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This study explores the influence of institutional management practices on student discipline in Ugandan universities, focusing on Makerere University and Kampala International University. A qualitative approach, guided by interpretivism, pragmatism, and constructivism, was employed to understand how management practices shape student behaviour. Using a descriptive case study design, data were collected through focus groups, interviews, document reviews, and observations from a diverse group of 40 participants, including students, lecturers, administrators, and police officers. Thematic analysis revealed that factors such as administrative transparency, accessible services, orientation programs, and consistent timetabling highly influenced student responsibility, compliance, and honesty. The study highlights the importance of student-centric management practices in fostering a disciplined academic environment. Despite limitations in scope, the study provides valuable insights into the role of institutional management in enhancing student discipline and contributes to ongoing discourses in higher education governance
... They must make what they learn part of themselves." 3 Since then, evidence of the method's benefits has been described by multiple scholars who have studied it. Some of these benefits include increased knowledge of content taught as well as recall, 4 the development of higher-order thinking skills, 5 greater fostering of positive feelings toward the material learned, 6 and an increased interest in learning. 7 While these studies present both general and discipline-specific findings, the benefits within the field of UX have not been approached at length in the academic literature. ...
Article
Active learning strategies are a prominent method of instruction designed to encourage learner engagement through concrete application of concepts and deep reflection to facilitate meaningful learning experiences for library professionals. Despite documented benefits, however, there is limited published literature on the implementation of active learning to user experience (UX) instruction. In this paper, we provide an example of our approach to active learning within the context of a guerrilla testing instructional workshop for library staff using a four-step lesson plan identifying tasks; writing scenarios; running tests; analyzing results). We focus attention on the importance of small group work, the role of facilitators in providing participant support, and the use of self-reflection as central aspects of the workshop design. Sample active learning strategies are highlighted throughout along with key lessons learned and recommended improvements for future workshops tailored to library contexts.
... Encouraging them to engage in group activities actively, role-plays and report presentations may increase their English fluency. In this context, it is relevant to cite Chickering and Gamson (1987) who say: ...
Article
This literature review delves into the dynamics of classroom participation among secondary level students' in English as a Foreign Language (EFL) settings within Nepal. Traditional teaching methods often foster passive learning, impeding both engagement and comprehension. Thus, this study aims to explore the factors and strategies for fostering active participation, crucial for academic performance and the development of social and extracurricular skills among secondary level students. Understanding the dearth of research in this area, the study investigates strategies to bolster classroom engagement, particularly emphasizing, Socio-cultural theory, motivational theory, critical pedagogy theory, peer interactions alongside explicit instruction. This study adopts a descriptive qualitative methodology, employing library research methods as its primary approach. Qualitative analysis unravels the multifaceted nature of participation, advocating for inclusive and supportive classroom environments. It underscores the necessity for teachers to adapt their approaches to accommodate diverse student backgrounds, thereby fostering active engagement. The findings include collaborative learning experience, integration of language learning strategies, creating a supportive classroom environment and embracing a multidimensional approach in leaning process. By accentuating socio-cultural factors and classroom dynamics, this study enriches pedagogical practices and motivates English language learners to participate actively. In conclusion, the research contributes significantly to the understanding and enhancement of classroom participation dynamics in EFL settings, ultimately facilitating more effective and motivating language learning experiences for learners.
... There are many guidelines for quality traditional classroom teaching. Perhaps the most well-known are those of Chickering and Gamson (1987), based on an analysis of 50 years of research into best practices in teaching. They argue that good practice in undergraduate education: 1. Encourages contact between students and faculty. ...
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The construct of this paper is to dissect the interplay between teachers, their practice, and their teaching context through reconnoiter in relationships between conceptions of teaching, teaching context, and enacted practice, and the classification of pedagogy as teacher-centred or student-centred. This discourse is then situated within a wholly online vocational technical education teaching context bringing Nigeria into perspective. The idea is that the teacher is central to the introduction and use of online pedagogical mode, and any discourse on online teaching that excluded the teacher's nature and teaching characteristics would be a nirvana. The paper also articulates the classification of online or information, communication, technology teaching facilities and decried the absence of concise national policy and inadequate online teaching resources, because entrenching quality or maintaining standard is possible when all rightful provisions for the functionality of online teaching has been made, as something cannot be built on nothing.
... These include classrooms, labs, libraries, online platforms, and extracurriculars. Class size, instruction, technology, and student support must be considered to create favorable learning environments (Chickering & Gamson, 1987).To ensure equitable success for all students, a culture of inclusion, diversity, and equity is necessary (Milem, Chang, & Antonio, 2005).Higher education governance is complex and involves several decision-making processes. Faculty, administrators, and governing boards traditionally collaborate on academic policies, curriculum creation, and budget allocations (Kezar & Eckel, 2002). ...
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This research examines organizational governance structures, management practices and learning environments within higher education institutions across provinces in Pakistan. Higher education institutions (HEIs) are controlled and regulated under the framework that is provided by organizational governance. It encompasses the structures, procedures, and mechanisms that are responsible for guiding decision-making, ensuring accountability, and promoting openness inside institutions. In Pakistan, higher education institutions (HEIs) have governance systems that varies from province to province.The study was descriptive in nature. The population of the study was all the principals; faculty members of affiliated colleges were the population of the study. A total of 1900 colleges are registered under the affiliation of different degree-awarding institutions in Pakistan. The study was survey type while the sample was selected through the convenience sampling method of non-probability sampling. Total of 140 faculty members (80 from Punjab (the largest province in terms of population), 20 from Sindh, 20 from KP, and 20 from Baluchistan, while 28 principals and 28 directors QEC were selected as samples of the study. The questionnaires were used to determine the effectiveness of the parameters of modified minimum quality standards; moreover, the questionnaires were used to highlight/ explore the deficient areas in MQS for further deliberation/incorporation. The findings of the investigation also found that the scholars were aware of this. In a setting where there was no encouragement or enforcement from teachers present among the students, it was discovered that the kids lacked the motivation to improve their academic performance. It was discovered that teachers were concentrating on the outcome of the exams. There was no evidence that they were teachers or Remittances Review January, 2024 Volume: 9, No: 1, pp.1301-1325 ISSN: 2059-6588(Print) | ISSN 2059-6596(Online) 1302 remittancesreview.com leaders. It was discovered that teachers were only facilitators, not stimulators. Additionally, it was determined that the atmosphere of the classroom was conducive to learning. In terms of their responsibilities, it was discovered that the principals were self-restrictive. There was a lack of contentment among both the instructors and the pupils over the current educational setting. When it came to receiving inspiration from higher authorities, it was shown that teachers did not have a significant amount of confidence.As a result, it is highly advised that college principals work together to coordinate the development of an engaging learning environment for teachers in the colleges.
... These results highlight the cruciality of incorporating a variety of ALA tactics to meet the different learning needs and preferences of pupils in the Speaking class. As per Chickering and Gamson (1987), this corresponds to the notion of modifying instructional strategies to suit the varied inclinations and requirements of students. The results of the study integrate prior research by Bonwell and Eison (1991) and Prince (2004) who found that the utilization of ALA activities such as thinkpair-share, group work, questioning, role-playing, debates, and problem-solving situations promotes speaking skills development and increases student participation. ...
Article
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The Active Learning Approach (ALA) has been considered a significant promise in language teaching due to its potentials in developing learners’ communicative competence. To understand how this approach works in the Vietnamese tertiary context, this study aimed to explore the perspectives of second-year English majors at a university in Da Lat regarding the effectiveness of ALA and what aspects of its application that influenced their perspectives. The study utilized a mixed-method approach, including surveys, semi-structured interviews, and class observations. The findings reveal students’ positive perceptions of ALA, especially regarding the think-pair-share activity. Main factors influencing their positive perspectives included intrinsic motivation, individual traits, past experiences with ALA, and classroom dynamics. However, several challenges in applying ALA in this context need to be addressed for the approach to reach its full potential in teaching and learning English speaking skills.
... In recent years, educational institutions across ASEAN countries have been embracing innovative teaching methods to boost student engagement and learning outcomes (Chickering & Gamson, 1987). One such approach is active learning, which encourages students to take a hands-on role in their educational journey. ...
Article
This study explores the integration of Course-Level Projects (CLPs) in freshman engineering education to bridge the gap between industry and academia and prepare students for Project-Based Learning (PBL). Addressing the problem of traditional theoretical teaching methods that fail to equip students with practical skills, our research hypothesizes that CLPs enhance the application of theoretical knowledge and develop industry- relevant skills. Study conducted at an engineering college-Hyderabad Institute of Technology and Management (HITAM) in South India, where we employed a phased approach, incorporating CLPs into Physics and Chemistry courses, with guidance from faculty and industry mentors. Data was collected through interviews and surveys, analyzed using thematic coding. Findings indicate that CLPs provide real-world experience, improve teamwork, and develop critical skills, thus effectively preparing students for PBL and professional careers. The results support our hypothesis, demonstrating that CLPs align academic learning with industry needs. Future research should investigate the long-term impact of CLPs on career progression and further refine this educational approach. Keywords— Engineering Education; Course Level Projects; Project-Based Learning (PBL); Theoretical Knowledge; Traditional Teaching Methods.
... Student engagement has been positively correlated with students' success, retention, and graduation (Kinzie et al., 2008). Engaging educational practices include fostering student-faculty interaction and close relationships (Longwell-Grice and Longwell-Grice, 2008), encouraging student collaboration, promoting active learning, providing timely feedback, emphasizing time on task, setting high expectations, and respecting diverse learning styles (Chickering and Gamson, 1987). ...
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Introduction This study examines the impact of pedagogical redesign on two courses about Israel and Palestine, focusing on fostering an inclusive learning environment. The project aimed to address challenges such as student retention, attendance, participation, and academic performance by implementing innovative teaching strategies tailored to diverse student backgrounds. Methods The redesign incorporated several key interventions: an experiential learning-based final assignment, scaffolded into multiple steps with opportunities for feedback; group discussions to promote active learning and cooperation; and the integration of optional multimedia resources, such as YouTube videos and podcasts, to enhance engagement and time on task. Additionally, students were involved in the evaluation process by providing feedback and were offered the opportunity to publish their final projects on a public website, further incentivizing their work. To examine the effectiveness of these changes, the study employed a mixed-methods approach. This approach involved the collection and analysis of both quantitative data (such as surveys and performance metrics) and qualitative data (such as student feedback and one-way ANOVA analysis) across six undergraduate course offerings between 2019 and 2024. Results The interventions were tested with students from varied backgrounds engaging in complex discussions. The initial findings revealed significant improvements in critical metrics, including reduced drop/fail/withdraw rates, increased time on task, and higher grades. Students demonstrated enhanced engagement and a more positive overall learning experience, indicating the potential for further positive outcomes. Discussion The preliminary results suggest that the implemented pedagogical changes effectively created a more inclusive and engaging learning environment. By integrating experiential learning, providing timely feedback, and utilizing diverse resources, the project demonstrated the potential for scalable improvements in student outcomes.
... It should be descriptive rather than judgemental. In addition, Chickering and Gamson (1987) listed "prompt feedback" amongst their seven recommendations for good practice in teaching. It is supported by Mutch (2003) that it is important to give feedback to students within certain timelines when it is still meaningful to them. ...
Chapter
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Traditionally, “assessment” refers to the process of evaluating the effectiveness of teaching and learning activities (William, 2011). Through assessment, teachers will be able to identify whether the intended learning outcomes is achieved or not. Instead of treating assessment as a benchmark or guidelines to grade, judge or group students, how to utilize information gathered from assessment has changed its role in educational field. As pointed out by William (2011: p. 3), “There has been an increasing tendency to seek to understand activities that are intended to guide the learning towards the intended goal, and that take place during the learning process, as forms of assessment.” Assessment is not merely a tool to measure students’ ability. As a matter of fact, it provides information during the teaching and learning process to improve students’ performance, which is known as “formative assessment”. To cite: Chin, S. F. & Lim, H. L. (2019). Giving feedback in formative assessment. In A. Melissa, N. L. Y., Lim, H. L. & Hairul N. (Eds.), New horizons of psychology Assessment in Education (pp. 120-134). USM Press.
... In active learning, students actively challenge and critique concepts that are developed from their own experiences under the guidance of the instructor, who is responsible for encouraging students' cognitive conflicts in order to build their knowledge (Ford, 2010). At this point, active learning is significantly involved with interpersonal interaction between students and others in the classroom (Chi, 2009;Chickering & Gamson, 1987, Hendriks & Maor, 2004. ...
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This study sought to examine factors contributing to students’ active learning in physical education based on motivational and active learning variables. The study attracted the participation of 400 students at the People’s Police College II in Vietnam, using a quantitative data collection and analysis method. Results from the study indicate that, although emotion is the most critical one, factors related to students’ attention/cognition, self-determination, behavior and knowledge mastery played significant roles in motivating students’ motivation and engagement in active learning in physical education. The study’s findings suggest practical and pedagogical implications for both administrators and instructors in preparing appropriate physical education lessons to promote students’ active learning. Article visualizations: </p
... (Pagowsky -McElroy, 2016) Gyakorlati oldalról pedig Arthur Chickering fogalmazza meg azokat az alapelveket, amelyeket nem csak az alapképzésben, hanem a könyvtárostanár képzésben is alkalmazhatunk, és sikerrel alkalmaztunk is. (Chickering -Gamson, 1987) • A hallgatók és az oktatók közötti kapcsolat erősítése • A tanulók közötti kölcsönösség és együttműködés erősítése • Aktív tanulási technikák • Gyors visszajelzés • Hangsúlyozza a feladatra fordított időt • Magas elvárásokat kíván • Tehetségek és tanulási módszerek összehangolása Ezektől az alapelvektől elválaszthatatlan Madeline Hunter mesterképzés modellje (ami a miénktől nem nagyon tér el) (Hunter, [1990]) • Előre jelző készlet (mit fog tanulni) ...
Conference Paper
Az előadás a könyvtárostanár képzés gyakorlati tapasztalatait és digitális korlátait veszi számba az online oktatás bevezetésétől a változások kialakulásáig (szerzői jog, fizikai korlátok stb.). Bemutatja, hogy milyen kényszer szülte megoldásokat kellett találni az új helyzetben, újra kellett gondolni az online is megvalósítható könyvtárhasználattal kapcsolatos tartalmakat, hiszen nem minden ültethető át az online térbe. Gyors reagálásként újabb IKT-eszközök, online felületek, alkalmazások használatát kellett megtanulnia hallgatónak, tanulónak, szakvezetőnek egyaránt, illetve a korábbi ismereteket kellett felfrissíteni. Kihívásként jelentkezett, hogy meg kellett tanulni az online óratervezés módszertanát, s nem utolsósorban le kellett küzdeni az online platform miatt minden szereplőben kialakult szorongásokat (emberidegen környezet, távolságtartás, a személyes kommunikáció hiánya). A könyvtárostanár képzés esetében fokozottan megjelennek ezek a problémák a fizikai háttérből való kiszakítottság miatt. Létezhet-e könyvtárostanár képzés könyvtár és könyvek nélkül? A tanulságok megfogalmazása után felvetődik a kérdés: mi marad meg a régiből és mi alakul át? Mit jelenthet a jövőben az interaktív könyvtárpedagógia a hétköznapokban? Mi történjék, ha nincs lehetőség bevinni a könyvet és a könyvtárt az órákra – vigyük be az órát a könyvtárba, akár virtuálisan is! Elkezdtük a hagyományos órák, óratervek módszertanát átültetni e-learning felületre ill. képzésekre (kísérő módszertani szeminárium feladataként). Megannyi kérdés válaszra, megoldásra vár, mert digitális oktatás van, ettől kezdve lesz, létezik, számolni kell vele a könyvtári területen működő intézményeknek is, akik eddig elsősorban csak a fizikai megjelenés és tapasztalat módszereivel dolgoztak.
... Active learning refers to learners-centred approach that emphasises learners' engagement in active and meaningful construction of their learning (Yao and Collins 2018). The key idea behind active learning and student engagement is reflecting on the experience of learning by doing (Chickering and Gamson 1987;Gibbs 1998;Healey, et. al.,2010). ...
Article
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In a current, fast changing digital environment, the fact how fast business market is changing and how society’s perceptions evolve to become more inclusive and diverse in terms of viewpoint, and overall workforce composition is a strong indication that the education system also requires a change. To remain relevant, business and management education must reflect the realities that influence its subject matter, while at the same time addressing societal needs and expectations. Especially on the Executive Education (EE) programmes, which are driven by changes in technology, the marketplace, and the demand of individual organisation for organisation change, business schools are expected to do more than simply disseminate knowledge. Having learners or clients who are coming from a diverse range of background, who are bringing a variety of learning styles, abilities, and rich learning experience is a challenge to satisfy all stakeholders. Thus, in those programmes where we are trying to bring academic rigour and real-world experience to scale up businesses and help them growth, some innovative and inclusive ways of teaching, learning and assessment are very important to ensure learners’ personal and professional development and to demonstrate a real-world impact for those involved. This article presents a reflective analysis of introduced innovative learning, teaching, and assessment methods for one of EE programmes in one of the UK’s higher education institutions. The innovative methods employed in this course were to address the above-mentioned challenge, to demonstrate a real-world impact for those involved, in addition to ensuring learners’ personal and professional development by making teaching and learning a collaborative process. This was achieved by incorporating an active and action learning strategies in flipped classroom settings. More specifically this was achieved by introducing all elements (research led/tutored teaching, research oriented or research based) of research informed teaching, which focused on real-life problems that client companies are or were facing instead of traditional case study approach. Effectiveness of this approach was acknowledged by both colleagues, who were involved in teaching and supervisory activities and learners. Colleagues reported that learners seemed to be more enthusiastic and attentive in classes after introducing this practice. On the other hand, learners indicated that having an opportunity to work with or supervised by research active staff encourage them to conduct their own research with high quality manner. In addition, it has been observed that this practice also worked well in supervisor-learner engagement and engagement with the material especially in the flipped classroom settings. Effectiveness of the introduced methods and recommendations are based on learners’ feedback and the secondary data that demonstrates the impact for the client organisation. As this study was taken purely for the pedagogical reasons and is not conceived as pure research, at this stage study didn’t go through the ethics approval, which is an acknowledged limitation of this study, however there is an intention for farther developing this limitation to strengthen the research findings and recommendations.
... There is wide agreement in the literature that most faculty begin with repeating what they experienced as students themselves (Conner, 2021;Jones, 2008;Oleson & Hora, 2014). With their lack of exposure to theory or pedagogy, such as Chickering and Gamson's (1987) principles for good practice in undergraduate education, the new faculty member often defaults to teaching how they learned best, usually in the conventional lecture model (Conner, 2021;Jones, 2008). Moreover, research shows that a lack of value placed on teaching in the institutional culture in many research institutions can leave faculty in the stunted egotistical first stage of teacher development, never reaching the stages that focus on learning with a goal of making students independent learners (Hughes et al., 2023;Jones, 2008;Kugel, 1993). ...
... Their effectiveness lies in the fact that they cover a lot of things that interest students and allow them to get their results instantly and easily in an Excel-like spreadsheet. On these platforms, it is possible to provide immediate feedback to both the teacher and the students (Looyestyn et al., 2017;Buckley & Doyle, 2016;Chickering & Gamson, 1987). Hernández-Fernández (2020) distinguishes several levels of gamification depending on the use of classroom time for teachers (Table 1). ...
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In today's educational environment, it is essential to introduce innovative methods to increase students' activity and improve learning results. In this study, a detailed examination of domestic and foreign literature is conducted to analyze gamification's effectiveness and specific aspects in various educational settings. The main goal of the study is to evaluate the effectiveness of gamification in the educational system of Kazakhstan, paying special attention to the use of gamification in teaching physics. To achieve this goal, mixed methods were used, including qualitative and quantitative analysis. The survey involved 59 randomly selected students of 8 and 10 grades of general education schools in Kazakhstan and studied a set of tasks related to the game in the classroom. The results of the survey showed that gamification is accepted as an effective method in the teaching of physics in the Kazakhstan education system. Pupils' attitudes towards game-based learning were positive, indicating an improvement in their motivation and engagement levels, as well as an improvement in their understanding of physics. To increase student engagement in STEM subjects, educators should consider incorporating gamification into the curriculum.
... The founders and supporters of the concept of student engagement argue that students acquire knowledge and skills through their activities at university and that a university can make this process more intensive and productive by providing opportunities for participation in various in-class and out-of-class activities as well as practices, which are positively correlated with academic outcomes and student growth [53,57,58]. The list of these practices is based on the research of Chickering and Gamson [59], who identified "seven principles of good practices" through the analysis of empirical research on the determinants of student success. These seven principles became a starting point for the development of survey instruments measuring student engagement [17,60]. ...
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... Various research has attempted to evaluate undergraduate education quality in the past few decades. Chickering and Gamson (1987) explored "seven principles for good practices in undergraduate education". Ewell and Jones (1996) based on their empirical studies and designed "indicators of good practice", covering the four domains of institutional requirements, instructional "good practice", student behavior, and self-reported cognitive development. ...
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Undergraduate education has played a fundamental role in China’s higher education reform over the past four decades. Great progress has been made in undergraduate enrollment, quality, and effectiveness. Most recently, Chinese higher educational reforms have focused on developing world-class undergraduate education with Chinese characteristics. This chapter presents an overall picture of the Chinese undergraduate education sector and analyzes its development and performance through an international comparative lens. It then provides case studies of best practices and inspiring stories of teaching excellence. This chapter also reviews national policies and existing literature on undergraduate education by Chinese scholars.
... Estes dados abrem-nos assim pistas para aquilo que poderão ser algumas medidas de intervenção junto dos professores, no sentido de estimular nos seus alunos uma atitude mais proactiva face aprendizagem (Chickering & Gamson, 1987;Kuh et al., 2006). De valorizar neste sentido métodos de ensino promotores da participação activa na resolução de problemas ou o desenvolvimento de projectos de aprendizagem, que de igual modo enfatizem a componente participativa do aluno no seu próprio processo de aprendizagem. ...
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This handbook is designed to provide colleges and universities with initial guidance in establishing an appropriate system of indicators of undergraduate instruction, and to build on this foundation by cataloging a range of exemplary indicators of "good practice" that have proven useful across many collegiate settings. It provides a brief overview of the rising demand for performance indicators at all levels of higher education and discusses the properties of a good indicator, emphasizing the ways that such measures can be used and abused. The handbook provides a taxonomy of "good practice" domains according to which useful indicators can be developed, and discusses various data sources that institutions can use to construct indicators of the kinds described in the handbook. The bulk of the handbook consists of 65 suggested "good practice" indicators, each of which includes a brief definition, an explanation of its potential use and purpose, and the relevant data collection or calculational procedures required to produce it. (Contains 40 references.) (MDM)
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This study describes research leading to the development and implementation of SEEQ (Students' Evaluations of Educational Quality). SEEQ is an instrument and programme for collecting students' evaluations of college/university teaching. The paper indicates that SEEQ measures nine distinct components of teaching effectiveness that have been identified in both student ratings and faculty self evaluations of their own teaching. Reliability is good when based upon 10 to 15 or more student response; The ratings have successfully been validated against the retrospective ratings of former students, student learning as measured by objective examination, affective course consequences, and staff self evaluations of their own teaching effectiveness. Suspected sources of bias to the ratings have been shown to have little impact. Feedback from student ratings, particularly when coupled with a candid discussion with an external consultant, produced improvement in both subsequent ratings and student learning.
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Five principles of instruction have been shown by current research to promote deep and durable learning. Specific examples show how these principles apply to online courses.
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The foundation of good teaching is attention to student learning. There is much to know about how student learning occurs and how teachers can foster it, but the field has come a long way in twenty years.
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The purpose of this paper is twofold. First, the development of psychometrically sound process indicators of student performance is described. Second, the results are reported of a test of the utility of these indicators with six samples of men and women students (n = 911 in each group) from 19 baccalaureate, 27 master's, and 29 doctoral-granting institutions. Process indicators represent behaviors associated with desired outcomes of college and estimate the extent to which students are engaged in these activities. Selected items from the College Student Experiences Questionnaire were used to create measures of three good educational practices: faculty-student contact, cooperation among students, and active learning. Active learning and cooperation among students in that order were the best predictors of gains for both women and men at all three types of institutions. Student background characteristics had only trivial influences on educational gains. Implications are discussed for institutional policy and further research.
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THIS STUDY set out to identify indicators of constructivist principles applied to the development of Internet-based courses. A peer-nominated panel of nationally recognized experts in constructivist learning theory and instructional technology participated in a 3-round Delphi Web survey, during which they proposed and rated categories and indicators of constructivist-compatible principles. The panel identified a total of 10 categories and 110 indicators of constructivist principles. They rated the importance of 59 of the identified indicators asM=3.51 or higher (on a 5-point Likert scale). The categories and associated indicators provide an initial framework that may help educators apply constructivist principles to the development of Internet-based courses. They also offer instructors and, in some cases, students a means to evaluate courses.
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How social comparative information and specific, proximal goals influence children's skillful performance and percepts of self-efficacy in the context of arithmetic competency development was explored. Low-achieving children in arithmetic received instruction in division and practice opportunities. One group was provided with social comparative information indicating the average number of problems solved by other children. A second group worked under conditions involving a goal of completing a given number of problems. A third group received both treatments, and a fourth group received neither treatment. Results yielded a significant main effect on perceived efficacy due to proximal goals. Children who received both goals and comparative information demonstrated the highest level of division skill. Results suggest exploring in greater detail how children weight and combine multiple sources of efficacy information.
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This study examines the extended effects of an instructional program designed to enhance schema development by using non-goal specific problems, in the teaching of geometry to high school students in need of remedial tuition. A multiple baseline across-subjects experimental design was used to compare the effects of this program with another method of teaching this subject--that is, using worked examples. This methodology provides detailed information on the shifts and changes associated with learning processes for particular individuals during the actual process of schema acquisition. Dependent measures included test performance, error analysis, time analysis, directionality and generalisation. Results indicate that participants in the non-goal specific group showed greater improvements, solving problems faster, more efficiently, more accurately and with fewer errors and greater consistency. These findings are discussed in terms of their implications for the design of mathematics instructional material.
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The instruction that we provide, the intellectual climate that we create, and the policy decisions that we make should all start with the question, "But will it improve students' learning?" Basic to any answer is the state of our knowledge about learning. A spate of recent research has resulted in comprehensive and lengthy reviews of surveys of research on student learning; the current model for coping with this information explosion is ever-tighter syntheses and distillations. These "principles" could in turn be summarized as a grand meta-principle that might say something like this: “What we know about student learning is that students who are actively engaged in learning for deeper understanding are likely to learn more than students not so engaged." However, what we already know from our own experience, as both learners and teachers, is that people have to find their own answers by working though the pathways to knowledge. Telling people what the "experts" know is not likely to result in the kind of deeper learning that we want to encourage. If we are to take learning seriously, we need to know what to look for (through research), to observe ourselves in the act of lifelong learning (self-reflection), and to be much more sensitively aware of the learning of the students that we see before us everyday. At present, I think we are prone to consider research findings as the conclusion of our investigations into learning. We might do better to think of them as the start of our investigations.
To Reclaim a Legacy: A Report on the Humanities in Higher Education
  • W J Bennett
Bennett, W. J. To Reclaim a Legacy: A Report on the Humanities in Higher Education. Washington, D.C.: National Endowment for the Humanities, 1984.
Carnegie Foundation for the Advancement of Teaching
  • F Newman
Newman, F. Higher Education and the American Resurgence. Princeton, N.J.: Carnegie Foundation for the Advancement of Teaching, 1985.