Pedagogical innovation in higher education and active learning methodologies – a case study

Carvalho, Andreia; Teixeira, Sérgio Jesus; Olim, Leonilde Rodrigues Dias; Campanella, S.; Costa, Teresa da

doi:10.1108/et-05-2020-0141

Cited by 38 publications

(21 citation statements)

References 36 publications

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“…From the observation of the youth club in Tokyo, it has been found that ESD-related activities conducted at a community centre can be a trigger for nurturing university students’ capability and leadership through team-learning in the context of ESD. This outcome is supported by discussions presented by [ 31 ], who suggested that it has been critical to focus higher education on enhanced students’ critical thinking and ideas in the context of contributing to communities. Educational institutions such as universities should be encouraged to develop partnerships with multi-sectoral stakeholders in the context of ESD.…”

Section: Methodsmentioning

confidence: 57%

A Qualitative Assessment of Community Learning Initiatives for Environmental Awareness and Behaviour Change: Applying UNESCO Education for Sustainable Development (ESD) Framework

Yamaoka

Ochiai

2022

IJERPH

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This study uses qualitative research methods of text mining to elucidate the potential and prospects for community-based learning opportunities for raising environmental awareness and bringing about healthy behaviour change among university students and local residents. In particular, we focus on the importance of community-based learning in raising environmental awareness and inspiring action to support healthy living and harmony with nature. The three groups were triangulated using semi-structured questionnaires to model the ways in which education for sustainable development (ESD) can contribute to the promotion of environmental education in local communities. In order to collect in-depth data, the authors themselves were present at the study sites and collected textual data based on semi-structured questionnaires in a participatory observation framework, where they had a common experience to understand the observations. Analysis was carried out using NVivo12. The two community learning initiatives studied were in Okayama and Tokyo, which are leading ESD policy areas. The two case studies are both university student-led projects that aim to raise environmental awareness in local communities through environmentally conscious behaviour change and the creation of a foundation for healthy living. This study focuses on “youth” and “community” among the five priority areas proposed in the 2015 ESD report and discusses the potential and prospects for community learning initiatives and the triggering of the nudge effect on environmentally conscious behaviour change and health behaviours. The results of the textual analysis with triangulation show that, while policymakers and teachers and leaders driving the initiative acknowledge the importance of ESD in a comprehensive way, their attention is more focused on the design of specific projects and curricula. In contrast, university students engaged in ESD activities rated the social education facilities (local community centres, community learning centres) as “lively” and “motivating”. It was found that there are high expectations for “public living rooms”, which are important as a base for learning to promote healthy and sustainable communities and environmentally conscious behaviour change.

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Section: Methodsmentioning

confidence: 57%

A Qualitative Assessment of Community Learning Initiatives for Environmental Awareness and Behaviour Change: Applying UNESCO Education for Sustainable Development (ESD) Framework

Yamaoka

Ochiai

2022

IJERPH

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“…The uniform practice as revealed by the Executive Deans/Deans is that training is provided steadily in all the universities across the nation. This is unlike the experience of universities in other African countries and beyond [80,81,82,30,83]. It is noteworthy that the Faculty of Education and the Faculty Health Sciences excelled (100%) all others in training staff members because of certain peculiarities.…”

Section: Training Of Staff Members To Work On (Operate) the Newly Acq...mentioning

confidence: 80%

“…This practice is exceptional and commendable in South African context considering the speed of change from the traditional system of teaching to complete online teaching and learning. This is impressive because pedagogy has been a major global challenge while implementing technologies for teaching in universities [80,33,84,81,85,86,87,28,22,16]. In addition, a vast majority of Health Sciences graduates deal with human lives.…”

Section: Training Of Staff Members To Work On (Operate) the Newly Acq...mentioning

confidence: 99%

Institutionalizing Technologies in South African Universities towards the Fourth Industrial Revolution

Moloi¹,

Salawu²

2022

Int. J. Emerg. Technol. Learn.

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This study investigated the essentials for institutionalizing technologies for teaching and learning across the three types of universities in South Africa. This was with a view to determining the skills required for teaching and learning in the 4IR era. In order to obtain the data needed for the study, cross-sectional survey design was employed and online interview was conducted on Microsoft Teams and Zoom with the participants to elicit first-hand information. The population consisted of all the Executive Deans/Deans of Faculties in twenty-six (26) South African Universities. A total of twenty-two (22) Universities were purposefully selected to allow fair representation to make the findings generalizable. Seventy (70) Executive Deans/Deans participated in the online data collection via Microsoft Teams and Zoom. Content analysis and descriptive statistics were employed for analyzing data. Findings revealed that the universities in the Republic deployed fifty-seven different technologies to facilitate their teaching and learning activities, and teaching platforms had been supplemented with new technologies such as WhatsApp, Zoom, and MS Teams. Although resistance had been experienced in the past, the teaching staff is competent to moderately competent in the use of existing technologies for teaching because most faculties had provided training in an on-going basis. Improvements in the standard and quality of teaching and learning were observed with the aid of emerging technologies. The study concludes that while Universities are settled to adopt blended learning as the strategy to implement the convergence between human and machines in the era of the fourth industrial revolution, there is a need to have a national policy in place that deals with funding (special grant) to plug the gap on the digital divide.

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“…Portuguese researchers, based on modern educational approaches such as a focus on practice and development of students' creativity, critical thinking, readiness for group work, and improvement of communication skills, have identified such pedagogical innovations as differentiated learning, collaboration, problem-based and problem-solving learning, role play, blended learning, and flipped classroom (Carvalho et al, 2021). In this context, the issue of teacher cooperation and the exchange of experience directly related to the use of pedagogical innovations when working with students is critically important.…”

Section: Literature Reviewmentioning

confidence: 99%

Professional development of teachers in the context of the lifelong learning model: The role of modern technologies

Абдалина

Bulatova

Gosteva

et al. 2022

WJET

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The relevance of this research is due to the need to study the possibilities of lifelong learning in modern educational settings. Its central aim was to consider the influence of modern technologies on the level of professionalism of teachers in the process of lifelong learning. For this, a specially developed model aimed at increasing student motivation was introduced, and corresponding pre- and post-surveys were conducted. The results of the experiment showed an increase in the demand for lifelong learning in the modern learning environment and the active use of modern technologies. In the meantime, the outcomes of the repeated survey demonstrated the expansion of the list of motivation factors. Prospects for further research are seen in the possibility of applying the results obtained when analyzing the features of lifelong learning in other countries in the context of the modern education system in a comparative aspect. Apart from this, future studies use the achieved findings to scrutinize the influence of pedagogical innovations on lifelong learning effectiveness. Keywords: Education system, lifelong learning, modern technologies, pedagogical innovation,; professionalism.

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Pedagogical innovation in higher education and active learning methodologies – a case study

Cited by 38 publications

References 36 publications

A Qualitative Assessment of Community Learning Initiatives for Environmental Awareness and Behaviour Change: Applying UNESCO Education for Sustainable Development (ESD) Framework

A Qualitative Assessment of Community Learning Initiatives for Environmental Awareness and Behaviour Change: Applying UNESCO Education for Sustainable Development (ESD) Framework

Institutionalizing Technologies in South African Universities towards the Fourth Industrial Revolution

Professional development of teachers in the context of the lifelong learning model: The role of modern technologies

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