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Active Learning in Higher Education: : Student Engagement and Deeper Learning Outcomes
This is the latest volume in the Learning in Higher Education series.Active Learning has at least two major benefits: 1) it engages students in their learning, and 2) it enhances their deeper learning outcomes.In this book, authors from universities in Australia, Canada, Italy, New Zealand, Romania, Turkey, the UK and the USA show how they have used active learning to engage their students and improve their deeper learning outcomes.Reading the book, you will gain insight into how the authors designed and carried out their teaching, using one of these eleven active learning methods: authentic project-based learning; case-based learning; experience-based learning; flipped and peer learning; inquiry-based learning; learning space design; project-based learning; research-based learning; students as partners framework; technology-enhanced learning; and virtual exchange co-design. The deeper learning outcomes documented by surveying or interviewing students include: a sense of belonging for improving retention; development of graduate attributes; digital pedagogy and professional skills; engaged and enhanced learning experiences; enhanced well-being; graduate employability; interpersonal and leadership skills; reflective practitioners; research communication competencies; and retention and employability.All the chapters in the book are underpinned by contemporary learning theories and methodologies on active learning.Yet, they are written in a direct and accessible language to inspire the reader to engage in teaching practices that enhance active learning in higher education.
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Re-theorising Learning and Research Methods in Learning Research
Re-Theorising Learning and Research Methods in Learning Research explores the latest developments in the field of learning theory, offering an overview of emerging methods and demonstrating how recent research contributes to furthering understanding of learning.This book illustrates how theory and methods inform one another, facilitating advancements in the field, while addressing the ways in which societal and technological change create a need for adapting approaches to examining learning.Drawing on an international team of contributors, this book comprises 17 chapters and three commentaries, thematically organised into three broad sections:emerging theories and conceptualisations of learning and how they drive methodological developmentnew methods or innovative use of existing methods and their contribution to theory developmenttheories and methods that emerge in connection with societal changesBoth novice researchers and more experienced scholars will benefit from an overview of recent theoretical and methodological advances in the learning research field.This is an invaluable resource for researchers in the learning and educational research field and will also support Masters and PhD students to understand how learning theories and research methodology in the field have been evolving in recent years.
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Action Research in Education : Learning Through Practitioner Enquiry
Action Research in Education is an essential guide for any lecturer, teacher or student-teacher interested in doing research.This exciting new edition of a popular text is an important resource for any education professional interested in investigating learning and teaching.Building on the success of Action Research in the Classroom, the authors have revised, updated and extended this book to include examples from further and higher education. It maps out easy-to-follow steps for usefully applying an action research approach and is full of practical tips and examples of real practitioner research projects from a range of schools, colleges and universities.This book will help teachers to:- understand and apply practitioner inquiry- enhance their problem-solving skills- locate their own activity in a wider context- maximise opportunities to develop practice- evaluate the needs of their learnersClear, pragmatic and timely, this is a must-have text for all teachers and students of education. Vivienne Baumfield is Professor of Pedagogy, Policy and Innovation in the School of Education, University of GlasgowElaine Hall is Lecturer in Research Methods, School of Education, Communication and Language Sciences, Newcastle UniversityKate Wall is Senior Lecturer in the School of Education, Durham University
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Cooperative Learning in Physical Education : A research based approach
Cooperative Learning is a dynamic instructional model that can teach diverse content to students at different grade levels, with students working together in small, structured, heterogeneous groups to master subject content.It has a strong research tradition, is used frequently as a professional development tool in general education and is now emerging in physical education. This book defines Cooperative Learning in physical education and examines how to implement Cooperative Learning in a variety of educational settings.It explores Cooperative Learning in physical education from three main perspectives.The first, context of learning, provides descriptions of Cooperative Learning in different levels of education (elementary school, secondary school, and university physical education).The second, Cooperative Learning in the curriculum, offers case studies from teachers and researchers of their experiences of implementing Cooperative Learning within their own national context.The third perspective, key aspects of Cooperative Learning, examines how the different elements of the model have been foregrounded in efforts to enhance learning in physical education. As the only text to provide international perspectives, from eight different countries, of Cooperative Learning in physical education, this book is important reading for any student, researcher or teacher with an interest in physical education, sport education, sport pedagogy, curriculum development or methods for learning and teaching.
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Is distance learning worse than on-campus learning?
The effectiveness of distance learning versus on-campus learning depends on individual preferences, learning styles, and the specific course or program. Distance learning can offer flexibility and convenience for those with busy schedules or other commitments, while on-campus learning may provide more opportunities for in-person interaction and hands-on experiences. Both modalities have their own set of advantages and disadvantages, and the quality of the learning experience ultimately depends on the resources, support, and engagement available to the student in either setting.
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Is distance learning as recognized as traditional on-campus learning?
Distance learning has become increasingly recognized and accepted as a legitimate form of education, especially with the advancements in technology and the widespread availability of online courses. However, traditional on-campus learning still holds a higher level of recognition and prestige in many circles, particularly in certain industries or for specific types of degrees. Ultimately, the recognition of distance learning versus traditional on-campus learning can vary depending on the institution, field of study, and individual perspectives.
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Is distance learning recognized as much as on-campus learning?
Distance learning is increasingly being recognized as a legitimate and effective form of education, with many reputable institutions offering online degree programs. However, there may still be some lingering bias towards on-campus learning, particularly in certain industries or for certain types of degrees. Overall, the recognition of distance learning is growing, and it is becoming more widely accepted as a valuable and credible form of education.
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Is distance learning recognized in the same way as traditional on-campus learning?
Distance learning is increasingly being recognized as a legitimate and effective form of education, especially with the advancements in technology and the widespread availability of online courses and programs. Many reputable institutions now offer accredited online degrees and certifications, and employers are increasingly accepting these credentials as equivalent to traditional on-campus learning. However, there may still be some skepticism or bias in certain industries or for specific roles, so it's important for individuals to thoroughly research and choose reputable online programs to ensure their education is recognized and respected in the same way as traditional on-campus learning.
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Communities of Practice in Higher Education : Learning, Teaching, and Research
Drawing on research and practice, this key text provides a rich, detailed, and accessible guide to Communities of Practice (CoPs) theory and how to implement it within higher education.It takes a detailed look at how the theory is constructed, the research that it rests on, and the ways that it has been used and can be used in the future. Beginning by introducing CoP theory and the theory of learning that accompanies it, this book provides empirical examples of CoP research to illustrate how CoPs form and work within higher education.It also explores how different CoPs work together and can learn from each other.The key topics explored in the book allow the reader to critically understand how CoP theory can be used in higher education to enhance an understanding of how students, staff, and organisations learn. Ideal reading for those researching higher education practices or undertaking higher education teaching qualifications as well as those currently teaching, this book provides a research-led and critical discussion of the current state of CoP-informed research into learning, teaching, and assessment practices alongside and interleaved with an exploration of how this same approach can be utilised for informing research.
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Communities of Practice in Higher Education : Learning, Teaching, and Research
Drawing on research and practice, this key text provides a rich, detailed, and accessible guide to Communities of Practice (CoPs) theory and how to implement it within higher education.It takes a detailed look at how the theory is constructed, the research that it rests on, and the ways that it has been used and can be used in the future. Beginning by introducing CoP theory and the theory of learning that accompanies it, this book provides empirical examples of CoP research to illustrate how CoPs form and work within higher education.It also explores how different CoPs work together and can learn from each other.The key topics explored in the book allow the reader to critically understand how CoP theory can be used in higher education to enhance an understanding of how students, staff, and organisations learn. Ideal reading for those researching higher education practices or undertaking higher education teaching qualifications as well as those currently teaching, this book provides a research-led and critical discussion of the current state of CoP-informed research into learning, teaching, and assessment practices alongside and interleaved with an exploration of how this same approach can be utilised for informing research.
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Deep Learning For Physics Research
A core principle of physics is knowledge gained from data.Thus, deep learning has instantly entered physics and may become a new paradigm in basic and applied research.This textbook addresses physics students and physicists who want to understand what deep learning actually means, and what is the potential for their own scientific projects.Being familiar with linear algebra and parameter optimization is sufficient to jump-start deep learning.Adopting a pragmatic approach, basic and advanced applications in physics research are described.Also offered are simple hands-on exercises for implementing deep networks for which python code and training data can be downloaded.
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Learning Analytics in the Classroom : Translating Learning Analytics Research for Teachers
Learning Analytics in the Classroom presents a coherent framework for the effective translation of learning analytics research for educational practice to its practical application in different education domains.Highlighting the real potential of learning analytics as a way to better understand and enhance student learning and with each chapter including specific discussion about what the research means in the classroom, this book provides educators and researchers alike with the tools and frameworks to effectively make sense of and use data and analytics in their everyday practice. This volume is split into five sections, all of which relate to the key themes in understanding learning analytics through the lens of the classroom: broad theoretical perspectivesunderstanding learning through analyticsthe relationship between learning design and learning analyticsanalytics in the classroom and the impact it can and will have on educationimplementing analytics and the challenges involved. Bridging the gap between research, theory and practice, Learning Analytics in the Classroom is both a practical tool and an instructive guide for educators, and a valuable addition to researchers' bookshelves.A team of world-leading researchers and expert editors have compiled a state-of-the-art compendium on this fascinating subject and this will be a critical resource for the evolution of this field into the future.
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Is university only about learning?
No, university is not only about learning. While learning is a significant aspect of university education, it is also a time for personal growth, developing critical thinking skills, building relationships, and exploring new interests. University provides opportunities for students to engage in extracurricular activities, internships, and research projects that contribute to their overall development and preparation for the future. Additionally, university is a place where students can network, gain practical skills, and discover their passions.
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Distance learning or traditional university?
The choice between distance learning and traditional university depends on individual preferences and circumstances. Distance learning offers flexibility and convenience, allowing students to study from anywhere and at their own pace. On the other hand, traditional university provides a more immersive and social experience, with opportunities for in-person interactions and networking. Ultimately, the decision should be based on factors such as learning style, personal commitments, and career goals.
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Why deep learning compared to machine learning?
Deep learning is a subset of machine learning that uses neural networks to learn from data. It is more powerful than traditional machine learning techniques because it can automatically discover and learn from complex patterns and features in the data without the need for explicit feature engineering. Deep learning can handle large amounts of data and is capable of learning from unstructured data such as images, audio, and text, making it more versatile and effective for a wide range of applications. Additionally, deep learning models can continuously improve their performance with more data, making them more adaptable and scalable compared to traditional machine learning models.
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Which learning methods are suitable for university?
University students can benefit from a variety of learning methods, including lectures, seminars, group discussions, independent study, and practical application of knowledge through projects and internships. Lectures provide a structured introduction to new topics, while seminars and group discussions encourage critical thinking and collaboration. Independent study allows students to explore topics in depth, while practical application helps to reinforce theoretical knowledge. A combination of these methods can help students develop a well-rounded understanding of their subjects and prepare them for their future careers.
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