Estonian higher education in the light of institutional accreditation or what managers should know

Udam, Maiki; Seema, Riin; Mattisen, Heli

doi:10.12697/eha.2015.3.1.04

Cited by 6 publications

(4 citation statements)

References 3 publications

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“…The knowledge, skills and attitudes expressed in the learning outcomes are key tools in supporting the implementation of student-centred learning. Although, the aim of the learning outcomes is to maximise support for students' individual development, it has emerged that OBE in Estonia is not fully practiced or implemented in the expected ways (Pilli & Vanari, 2013;Tammets & Pata, 2013;Udam et al, 2015). Moreover, learning outcomes are often seen as a bureaucratic burden that fulfils the aims of managerial and auditing processes, but not the actual needs of students (Hussey & Smith, 2008).…”

Section: Discussionmentioning

confidence: 99%

“…Pilli and Vanari (2013) acknowledged that the transition to the OBE has not been easy, but over the years, a positive trend in the alignment of learning outcomes, assessment tasks and learning assignments has emerged. Moreover, the external quality assessors' evaluations of the higher education institutions have pointed out that the challenge in today's Estonian higher education resides in transforming the teaching and learning paradigm into student-centered learning (Udam et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…Seevastu hinnangud üliõpilaste enese panusele ja kaasatusele õppimisse olid võrreldes teiste hinnangutega madalamad, mis viitab, et väljundipõhine õpe ei täida praegu veel oma eesmärki toetada õppijakeskse lähenemisviisi rakendamist. Ka teised uuringud kinnitavad, et üliõpilased on motiveeritud ja rahul oma õpingutega, kuid ei panusta piisaval määral sellesse, et nad oleksid kaasatud ning võtaksid ise aktiivse rolli ja vastutuse oma õppimise eest Postareff & Lindblom-Ylänne, 2008;Roosalu et al, 2013;Rutiku et al, 2009;Udam et al, 2015;Vadi et al, 2014).…”

Section: Aruteluunclassified

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Learning in outcome based education – does it lead to student engagement?

Kumpas-Lenk¹,

Eisenschmidt²,

Rumma³

2017

EHA

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AnnotatsioonArtikli aluseks oleva kvantitatiivse uuringu eesmärk on välja selgitada, kuidas üliõpi-lased ja õppejõud hindavad väljundipõhise õppe rakendumist õpiväljundite omandamist toetavate komponentide toel. Kuue Eesti kõrgkooli üliõpilaste (n = 1329) ja õppejõudude (n = 94) hinnangutest selgub, et õpiväljundite arusaadavus, õpikesk-kond, õppematerjalid, sooritatud tööd, hindamisülesanded, tagasiside, tööde maht, õpetamine, õppijate motivatsioon ja rahulolu toetavad õpiväljundite saavutamist. Samas ilmneb uuringust, et üliõpilased ei panusta ise õppetöösse piisavalt ning ei ole kaasatud õppeprotsessi. Õppetöösse panustamist iseloomustavad peamiselt õppimisse kaasatuse, õppijate motivatsiooni ja tööde mahu tulemused. Õppimisse kaasatust ennustavad enamasti õppimisse panustamise, õppijate motivatsiooni ja rahulolu tulemused. Õppejõudude ja üliõpilaste hinnangud enamiku õpiväljundite omandamist toetavate komponentide kohta oluliselt ei erinenud, v.a hindamisüles-annete, õppija motivatsiooni ja kursusega rahulolu puhul. Tulemused näitavad, et senisest enam on vaja toetada õppijaid aktiivse rolli ning vastutuse võtmisel.Võtmesõnad: väljundipõhine õpe, õppeprotsessi komponendid, üliõpilaste kaasatus, õppimisse panustamine, üliõpilaste ja õppejõudude hinnangud SissejuhatusVäljundipõhine õpe on Euroopa kõrgharidusmaastikul olnud aktuaalne 1999. aastal välja kuulutatud Bologna deklaratsioonist alates (Udam, 2008). Adami (2008) uuringu kohaselt on õpiväljunditena kirjeldatud oskused, teadmised ja hoiakud ülitähtsad, toetamaks õppijast lähtuva õppimise ja õpetamise rakendumist. Traditsiooniliselt on õppekavade koostamisel olnud rõhuasetus sisendil, väljundipõhine õpe seab aga keskmesse õppija ning õpiväljundi saavutamise (Biggs & Tang, 2009;Udam, 2008), mis eeldab nii kõrgkoolidelt, õppe-1 Haridusteaduste instituut,

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Aruteluunclassified

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Learning in outcome based education – does it lead to student engagement?

Kumpas-Lenk¹,

Eisenschmidt²,

Rumma³

2017

EHA

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“…The new academic staff attestation system of the TLU launched in 2019 places more emphasis on teaching, supervision and study development activities alongside research and publishing. Already in 2014, the institutional accreditation assessment reports of the Estonian Higher Education Quality Agency pointed out that it is important for universities to move from traditional staff and subject centred teaching to collaborative learning and teaching that supports the individual and social development of students (Udam et al, 2015). and the lowest assessment has been given to the learning environment (16.9).…”

Section: Introductionmentioning

confidence: 99%

Appreciative Development Research to Support the Teaching Culture of the Academic Staff at University

Karu

Aava²

2023

JPAAP

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The aim of the article is to present the principles of supporting the professional development of the academic staff at Tallinn University and to analyze how the implementation of these principles has worked in practice, as of 2021. We based our analysis on the theoretical view that the professional development of the academic staff at the university is supported in professional communities, because collaborative learning, mainly professional networks and learning communities provide important support in adapting to, understanding and embracing educational changes. This enables the academic staff to take greater responsibility for the development of education both in their organization and in society at large, while changing relationships at the university into more trusting and supportive ones. The need for the study stemmed from the central idea of improving teaching competencies formulated in the development plan of Tallinn University. As a result of the development research, we created a model for supporting the professional development of the academic staff. As a result of the appreciative development research, it became clear that the skills of supporting the lecturers should be learnt in the organization on a daily basis in co-creation and inclusive participation of the parties, which is why it is important to support networking and institutional learning at the university. We present the aspects in which the model has been successfully implemented and the aspects in which there exist further development needs. The study offers one possible practical experience to support the development of the academic staff in the field of academic professional development, using appreciative development research to study and develop the learning culture.

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Higher Education Systems and Institutions, Estonia

Elken¹

2020

The International Encyclopedia of Higher Education Systems and Institutions

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Estonian higher education in the light of institutional accreditation or what managers should know

Cited by 6 publications

References 3 publications

Learning in outcome based education – does it lead to student engagement?

Learning in outcome based education – does it lead to student engagement?

Appreciative Development Research to Support the Teaching Culture of the Academic Staff at University

Higher Education Systems and Institutions, Estonia

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