New Challenges for Universities: Why They Must Change

Bates, Tony

doi:10.1007/978-3-642-03582-1_2

Cited by 51 publications

(28 citation statements)

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“…They also mentioned that collaboration and social interaction led to the development of positive relationships. Scholars are of the view it is critical for student teachers to reflect on their practices (Wray 2007a;Bates 2010;Ruys, Van Keer and Aelterman 2012).…”

Section: Personal Values and Socialisation With Mentor Teachers And Fmentioning

confidence: 99%

An e-portfolio as empowering tool to enhance students' self-directed learning in a teacher education course: A case of a South African university

Wyk

2017

SAJHE

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The purpose of this article is to explore Economics student teachers' views on the usefulness of an ePortfolio as an empowering tool which can enhance self-directed learning in a teacher education course at an open distance learning university. For the sake of this article, an interpretive bricolage research analysis was employed for data collection and a purposive convenient sampling was selected to collect data. Only PGCE (Senior Phase/Further Education and Training) SDEC00N students (n=367) which were registered students per module on myUnisa were targeted. Multiple pieces from the ePortfolios that were considered for the purpose of this study were their written assignments for creative writing, a research project, lesson plans, reflective journals entries, podcasts, blog postings, PowerPoint presentations and digital video clippings (DVDs) of classroom lessons. Data were collected and analysed on a weekly basis to create a bricolage of information from the data. Several themes emerged from the bricolage of information and practical implications were highlighted for higher education.

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Section: Personal Values and Socialisation With Mentor Teachers And Fmentioning

confidence: 99%

An e-portfolio as empowering tool to enhance students' self-directed learning in a teacher education course: A case of a South African university

Wyk

2017

SAJHE

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“…The physical university is now a combination multi-dimensional education model: physical and online, or online (Tapscott & Williams, 2010). Universities are using technology as one of the primary means for initiating and maintaining contact with a diverse and changing student population looking for anywhere, anytime learning (Bates, 2010;Blin & Munro, 2008;Dietz & Bozeman, 2005;Guri-Rosenblit, Sebhova, & Teichler, 2007;Hannan, 2005).…”

Section: Globalization For Studentsmentioning

confidence: 99%

Global Higher Education: Development and Implications

Lemoine¹,

Jenkins²,

Richardson³

2017

JED

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Global higher education is experiencing a myriad of challenges that impact the performance and application of education throughout the world. Globalization is a force that encompasses the virtual economy and how knowledge and information are shared and used. Higher education is seen as the primary vehicle for nations to improve the economic conditions for citizens in this new economy. Concurrently, technology has impacted the ability of higher education to respond the multiple difficulties of virtual learning, increased communication efficiency and how to respond to the anytime, anywhere learning demands. Global higher education continues to develop and evolve and global leaders should recognize the essential mission of global higher education to the creation, exchange and implementation of knowledge in a global marketplace.

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“…The ubiquitous, infinite, and uninflected knowledge available through the Internet has challenged our education systems (Bates, 2010). University students are faced with more information than ever before and require an education that supplements research skills with the ability to assess, critique, and synthesize information (Lorenzo & Dziuban, 2006).…”

mentioning

confidence: 99%

“…Their familiarity provides them with the technical skills, which allow them to navigate the virtual world effortlessly with skills such as the ability to download files with ease. However, students do not always have experience with critical thinking and close reading that is necessary to analyze and synthesize information and transform it into knowledge and wisdom (Bates, 2010;Graham & Metaxas, 2003;Heil, 2005;Lorenzo & Dziuban, 2006).…”

mentioning

confidence: 99%

“…Thus, opportunities for students to develop the critical skills necessary to assess the quality and reliability of information are essential to their success in the "knowledge-based economy" (Doyle & Hammond, 2005). These are skills deemed to be transferable to the workplace, particularly the knowledge-based economy (Bates, 2010;Bennett, Dunne, & Carré, 1999). There is a growing concern about how to prepare students for a globalized world, a concern that has been identified in higher education internationally (Arvanitakis & Hornsby, 2016;Côté, 2007).…”

mentioning

confidence: 99%

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Changes in First-Year Students’ Use of Research Resources: Impacts of an Interdisciplinary Seminar Program on Research and Literacy Learning Outcomes

Murray

Lachowsky

2017

cjsotl-rcacea

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The Internet, which has made information ubiquitous and seemingly infinite, has transformed education. Universities are challenged to educate students to navigate and evaluate critically the undifferentiated information of the Internet so that students gain the ability to transform it into knowledge. To better understand the effects of taking a First-Year Seminar we examined the types of research resources students consulted before and after taking an interdisciplinary graded for-credit First-Year Seminar at a midsize comprehensive public university in Canada. We analyzed 2,576 anonymous questionnaires collected across 102 first-year seminars. After completing a first-year seminar, students consulted more reliable and scholarly resources, irrespective of the semester of enrollment. Generally, there were some improvements noted between first and second semester students. However, comparisons between students who had just completed a seminar in semester one with students who were about to begin a seminar in semester two, reveal that the improved results are not solely attributable to the normal transition and maturation process experienced by students in their first semester of university. L’Internet, qui a rendu l’information omniprésente et apparemment inépuisable, a transformé l’éducation. Les universités sont mises au défi d’enseigner aux étudiants comment naviguer et évaluer de façon critique les informations non différenciées trouvées sur Internet afin que les étudiants puissent apprendre à transformer ces informations en connaissances. Pour mieux comprendre les effets sur les étudiants qui suivent un séminaire de première année, nous avons examiné les divers types de ressources de recherche que les étudiants ont consultées avant et après avoir suivi un séminaire interdisciplinaire noté et menant à l’obtention d’un crédit, dans une université canadienne publique de taille moyenne. Nous avons analysé 2 576 questionnaires anonymes obtenus de 102 séminaires de première année. Après avoir suivi un séminaire de première année, les étudiants ont consulté des ressources plus fiables et plus savantes, indifféremment du semestre dans lequel ils se trouvaient à ce moment-là. En général, on a noté quelques améliorations entre les étudiants de premier semestre et ceux de deuxième semestre. Toutefois, les comparaisons entre les étudiants qui venaient de terminer un séminaire au cours de leur premier semestre et les étudiants qui étaient sur le point de commencer un séminaire au cours de leur deuxième semestre ont révélé que les meilleurs résultats ne sont pas exclusivement attribuables à la transition normale et au processus de maturation dont les étudiants font l’expérience au cours de leur premier semestre.

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New Challenges for Universities: Why They Must Change

Cited by 51 publications

References 2 publications

An e-portfolio as empowering tool to enhance students' self-directed learning in a teacher education course: A case of a South African university

An e-portfolio as empowering tool to enhance students' self-directed learning in a teacher education course: A case of a South African university

Global Higher Education: Development and Implications

Changes in First-Year Students’ Use of Research Resources: Impacts of an Interdisciplinary Seminar Program on Research and Literacy Learning Outcomes

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