Education Commons^™

Individual And Social Factors Influencing Sports Science Internship Students’ Practice-Based Learning: A Phenomenological Study, Peson Chobphon

The Qualitative Report

The results of this study will help form guidelines for developing students’ capacities for learning in authentic workplace settings to better prepare them to be effective and efficient in their chosen careers. This phenomenological study examined factors influencing practice-based learning and how participants learned from their practice. Six fourth-year students majoring in sports science who had recently returned from their internships took part in this study. Data were collected through semi-structured interviews. Thematic analysis was performed on the transcripts to characterize the participants’ shared experiences, which yielded the following seven themes of factors influencing their practice-based learning: (a) clear career …

Self-Efficacy Of Dietetics Educators Preparing To Implement A New National Education Model, Janet Millikan, Susan W. Arendt

Internet Journal of Allied Health Sciences and Practice

Purpose: The Future Education Model (FEM) was introduced in 2017 and included changes to the existing dietetics education model, such as a shift in degree requirements and a change in Accreditation Standards based on competency-based programming. Starting in 2019, dietetics educators could apply to begin implementing the FEM at their institutions. Social Cognitive Theory (SCT) served as the framework for this research. SCT can be used to understand individuals’ motivations in various contexts, including workplace environments like higher education. Self-efficacy is one component of SCT; self-efficacy in dietetics educators may be an important indicator of potential success implementing the mandatory …

University Students’ And Teachers’ Wellbeing During Covid-19 In Bangladesh: A Qualitative Enquiry, Shaila Sultana, M Moninoor Roshid, Md. Zulfeqar Haider, Rubina Khan, Mian Md. Naushaad Kabir Phd, Akhter Jahan Phd

The Qualitative Report

The wellbeing of teachers and students has emerged as a common concern in research studies in recent times, specifically during the critical period of COVID-19. Based on the findings drawn from the qualitative data through focus group discussions of five groups of teachers (16 females and 8 males) and students (10 males and nine females) at the tertiary level of education in Bangladesh, this paper shows that online teaching during COVID-19 is affected by personal and social challenges, and consequently, both teachers and students experience anxieties and stresses. Teachers are anxious because of the university authorities' surveillance, frequent pay cuts, …

University Foreign Language Teachers’ Perceptions Of Professor-Student Rapport: A Hybrid Qualitative Study, Maryam Roshanbin, Musa Nushi, Zahra Abolhassani

The Qualitative Report

Research has shown a consensus that positive professor-student relationship makes meaningful contributions to academic outcomes such as faculty effectiveness, increased motivation, enhanced learning, and excellent teaching. Employing a qualitative research design, the authors of this study examine the conceptualization of one specific aspect of faculty-student relationship; namely, rapport, which they believe is particularly salient in college classrooms characterized by effective teaching and a positive interpersonal climate. The data were collected through in-depth interviews with 26 Iranian foreign language professors who were selected through snowball sampling. A hybrid thematic analysis of the data revealed two core themes of rapport antecedents: (1) …

Cover

Experiential Learning & Teaching in Higher Education

No abstract provided.

Table Of Contents

Experiential Learning & Teaching in Higher Education

No abstract provided.

Editor's Note, Mario D'Agostino, Janine Morris

Experiential Learning & Teaching in Higher Education

No abstract provided.

Experiential Learning Educators As Tempered Radicals And Social Change Agents In Higher Education: The Nsee Fellows Program As Reflective Practitioner-Scholars, Patrick M. Green, Theresa Castor, Dale J. Leyburn, Don Demaria, Andres Jaime

Experiential Learning & Teaching in Higher Education

Excerpt

Experiential learning educators have long fought to justify this form of active learning in their curriculum (Hesser, 2013), and the past several decades have seen a resurgence of, and renewed interest in, experiential learning through forms of hands-on learning, such as: service-learning/community-based learning, educational internships, global study abroad experiences, and undergraduate research opportunities (Kuh, 2008). Given its distinct elements in planning, design, and implementation of teaching and learning (Heinrich and Green, 2020), and its potential outcomes that can lead to deep learning (Kuh, 2008), experiential learning requires educators to contribute ample amounts of time and energy in the planning …

Editorial Board

Experiential Learning & Teaching in Higher Education

No abstract provided.

Advocating For Experiential Learning Programs As Change Agents In Higher Education: Imagining A Justice Orientation That Centers Students And Partners While Enriching Practice, Patrick M. Green, Theresa Castor, Dale J. Leyburn, Don Demaria, Andres Jaime

Experiential Learning & Teaching in Higher Education

Excerpt

The National Society for Experiential Education (NSEE) Fellows are academic professionals who engage in a community of practice and explore their practitioner-scholar identity through research and scholarly inquiry into experiential education. During some monthly meetings, the discussion focused on how to infuse equity, diversity, and inclusion in internship programs. The fellows ruminated on strategies to create quality internship programs and how to embed experiential learning opportunities into the curriculum so more students could access them. Collectively, these comments highlight what is not always stated but ever-present; that is, the fellows’ justice orientation. The monthly meeting of NSEE Fellows consistently …

Full Special Issue, Part Ii

Experiential Learning & Teaching in Higher Education

No abstract provided.

A Review Of Formative Assessment Techniques In Higher Education During Covid-19, Daniel Asamoah, Masitah Shahrill, Siti Norhedayah Abdul Latif

The Qualitative Report

To meaningfully determine how well students have achieved learning targets, instructors must adopt specific formative assessment techniques. During the COVID-19 pandemic, existing studies have discovered the techniques instructors in higher education use in their formative assessment practices. However, there has not been any consensus on the prevalent formative assessment techniques used. In this study, we examined empirical documents to determine to what extent formative assessment has supported formal or informal techniques, or both. A total of 15 samples of published documents on the formative assessment techniques used by instructors in higher education were purposively selected and subjected to summative content …

And Finally... Systems And Instructional Design, Michael Simonson

Faculty Articles

Excerpt

A system is a set of interrelated parts, all working together toward a defined goal. The parts of the system depend on each other for input and output. The entire system uses feedback to determine if its desired goal has been reached. If not, then the system is modified until it reaches its goal (Dick et al., 2015).

2022 Nsu Fact Book, Nova Southeastern University

NSU Fact Book

The 30th edition of the Nova Southeastern University (NSU) Fact Book provides perspective on the university’s character, growth, and accomplishments. The 2022 Fact Book includes narrative, numeric, and graphic representation of the university, including history, characteristics, and development of the institution. Data are presented in both tabular and graphic formats to provide pertinent detail, and general trends are highlighted.

Like all previous editions of the Fact Book, this edition is a snapshot of the university during the academic year that concludes in the year of its publication. Therefore, the 2022 Fact Book represents NSU from fall 2021 through spring 2022, …

2022-2023 Nsu Undergraduate Student Catalog, Nova Southeastern University

Undergraduate Programs Course Catalogs

No abstract provided.