Online teaching effectiveness in higher education: Faculty perspectives in India

Abstract

Transversal competency development in healthcare professionals: A scoping literature review to identify effective educational paradigms, principles and strategies

Employability Learning and Teaching Research: A Twenty Year Structured Narrative Review

“…The JULTP literature demonstrates that pedagogies for employability adopt purposeful, integrated, student-centred learning opportunities and are embedded throughout the curriculum. Employability pedagogy is grounded in constructivist learning theory, as noted by Dickie and Robinson (2021), Bayerlein (2020), Low et al (2021), andFirn (2015), which posits that individuals construct knowledge through their active reflection on their own experiences (Jadallah, 2000). Other, closely related, learning theories that the JUTLP literature drew on to study student employability included experiential learning (Dean et al, 2020b;Durham et al, 2020;Kelton & Kingsmill, 2016;Mueller et al 2022;Perrin, 2014, in USA;Savage & Healy, 2019;Smith et al, 2023, in USA;Villarroel et al, 2020, in Chile), service learning Ramsaroop & Petersen, 2020, in South Africa), and socio-cultural perspectives on learning Heron, 2019, in UK).…”

“…In addition, networking is commonly identified as an important attribute for employability success to enhance teamwork and enable professional development (Table 2). Bandaranaike, 2018;Boyd et al, 2023, in UK;Gallagher et al, 2023;Gouda-Vossos et al, 2023;Hadiyanto et al, 2021;Hayes & Cejnar, 2020;Julien et al, 2012;Kelton and Kingsmill, 2016;Porkodi et al, 2023, in Oman;Ramsaroop & Petersen, 2020, in South Africa;Sarmiento et al, 2020;Sonnenschein and Ferguson, 2020, in Professional competencies and identity Clanchy et al, 2021;Coulson & Homewood, 2016;Dean et al, 2020a;Durham et al, 2020;Hargreaves, 2016;Jones et al, 2016;Low et al, 2021;Ramsaroop & Petersen, 2020;Savage & Healy, 2019;Villarroel et al, 2020,…”

“…WIL and reflective practice enable integration of theory and practice to develop nuanced knowledge and skills in a variety of professions, including teaching (Ramsaroop & Petersen, 2020) and medicine (Hargreaves, 2016). Real-life scenarios, project-based learning, case studies, role-plays and simulations incorporating cooperative learning pedagogies and teamwork assessment tasks can promote application of theory to practice while developing various soft skills and can potentially be delivered in person or online (Kelton & Kingsmill, 2016;Low et al, 2021;Mueller et al, 2022;Perrin, 2014;Tsiligiris & Bowyer, 2021).…”

“…Project-based learning with students working in groups on problems from industries, communities, local governments, or non-government organisations provide authentic scenarios and networking opportunities with industry, communities, and classmates (Donald et al, 2024;Montalto, 2023;Murray et al, 2020) and can provide multidisciplinary collaboration opportunities . Project-based learning for design, engineering and technology students may occur in student learning laboratories, which may be virtual (simulated laboratories), remote (enabling control of physical equipment remotely), in-person, or hybrid laboratories, enabling authentic, experiential, collaborative learning on complex design tasks simulating multidisciplinary workplaces to develop hard and soft skills such as resilience, critical thinking, creativity and collaboration (Admiraal et al, 2019;Choi-Lundberg et al, 2023;Latukefu et al, 2014;Low et al, 2021). Such pedagogies may be embedded in units across the degree in which theoretical knowledge is developed and applied, or as standalone capstone units in the final year or semester of study, promoting authentic learning and developing communities of practice (Cook, 2022;Sonnenschein & Ferguson, 2020).…”

FAIMER Global Faculty Development: A Sustainable Partnership Model to Advance Health Professions Education

“…Designed to prepare program participants (fellows) to act as educational change agents and leaders, 17 the IFI program uses interactive transformative learning experiences. 1,18 The FAIMER learning model (Figure 1) shows the 4 curriculum themes of IFI: education methods, leadership and management, educational scholarship and research, and project management and evaluation. The curriculum promotes engagement with a global network of health professions educators across all themes and between year 1 and year 2 fellows.…”