Learning Design for Student Retention

Student retention is an issue of increasing interest to higher education institutions, educators and students. Much of the work in this area focuses on identifying and improving interventions that occur during the presentation of a course. This paper suggests that these represent only one set of factors that can influence student withdrawal, and equally important are design based factors that can aid retention throughout the course. The main research question addressed by the paper is what design-related factors impact on student retention. An analysis of student withdrawal at the UK Open University conducted by the researchers produced a synthesis of seven key factors in the design phase that can influence retention. These factors have been given the ICEBERG acronym: Integrated, Collaborative, Engaging, Balanced, Economical, Reflective and Gradual. Examples of how these factors can be implemented are provided, and conclusions focus on how the model has been embedded in the module production process at the Open University

Field-based Research Experience in Earth Science Teacher Education

This is an overview of a field-based research experience in Earth Science teacher education program that was conducted for secondary science teachers from Prince George's County, Maryland. The goal of the program was to produce well-prepared, scientifically and technologically literate Earth Science teachers through a teaching- and research-oriented partnership between in-service teachers and a university scientist-educator. Program participants were exposed to a broad background in field-based instruction in physical, historical, and environmental aspects of Earth Science content and teaching methods, followed by participation in an authentic, technology-rich field research project. Although attrition rates were high, program participants indicated that they were more confident in their Earth Science content knowledge and teaching ability than they had been initially. All respondents also indicated that they were currently using methods, strategies, and activities they had learned in the program within their own classrooms. Educational levels: Graduate or professional

Marketing higher education in Africa : challenges and opportunities

This chapter examines the global marketing environment of today’s higher education institutions (HEIs). (Semi) Autonomous HEIs and business schools are increasingly behaving like for-profit organisations as they seek new opportunities and resources to prioritise revenue creation. Therefore, they are diversifying the portfolio of their student populations by recruiting domestic and international students. In this light, this contribution deliberates on contemporary integrated marketing communications that are intended to support HEIs to promote their quality, student-centred education as well as their high-impact and meaningful research in global markets. Moreover, it reports on how HEIs’ marketing endeavours will be able to forge fruitful and collaborative relationships with industry stakeholders; foster student mobility and engagement in exchange programmes, as they can create partnership agreements with other institutions, among other strategic avenues. These issues imply that tomorrow’s educational institutions will have to keep investing in adequate resources, competences and capabilities to leverage themselves amid intensifying competition in challenging socio-economic environments.peer-reviewe

Social Effectiveness of Tertiary Education for Adults in Mid-life

No abstract available

The OpenupEd quality label: benchmarks for MOOCs

In this paper we report on the development of the OpenupEd Quality Label, a self-assessment and review quality assurance process for the new European OpenupEd portal (www.openuped.eu) for MOOCs (massive open online courses). This process is focused on benchmark statements that seek to capture good practice, both at the level of the institution and at the level of individual courses. The benchmark statements for MOOCs are derived from benchmarks produced by the E xcellence e learning quality projects (E-xcellencelabel.eadtu.eu/). A process of self-assessment and review is intended to encourage quality enhancement, captured in an action plan. We suggest that a quality label for MOOCs will benefit all MOOC stakeholders

The University Digital Library as a Center for Increasing the Digital Competences of Students

This paper aims to outline the advantages of increasing the quality of education at the University by describing some important organizational approaches and methodological guidelines for the development of digital competences among students. The study focuses on the level of digital (library) competencies among students and their need to use scientific information sources in the University Library. A survey was conducted using the direct individual inquiry method through a pre-designed questionnaire comprising 20 questions. The statistical apparatus includes statistical methods - frequency, mean value and confidence level – 95 %. The survey results suggest that in today's digital society it is particularly important for the Library to become an information-communicative center for improving the students' skills by using the rich collection of information and digital resources and increasing the quality of education and training at the University. The presented study seeks to offer new approaches and ways to motivate students toward effective use of digital information and of new tools for working in the digital environment