24,647 research outputs found
Research into learning and teaching in higher education: underground and undervalued?
Previous studies have drawn attention to the challenges faced by researchers undertaking research into learning and teaching in higher education. These challenges are particularly highlighted at times of national measurement of research excellence. It is against the context of the UK Research Excellence Framework (REF), that this paper presents findings from a recent survey of research into higher education in Scottish Higher Education Institutions. Discussion focuses on the underground and undervalued nature of some of this research. Researchers are often based within disciplines and their research is not always well known within wider higher education research discourse. Many academics face pressure to prioritise publishing within their main discipline over publishing research into higher education. There is also a lack of capacity within some Scottish institutions to return research into higher education within the forthcoming REF exercise. The wider implications of these findings are then examined
Development of A Model of Center for Teaching Excellence in Nursing for Nursing Colleges under Praboromarajchanok Institutes
The purpose of this research was to develop a model of the center for teaching excellence in nursing for nursing colleges under Praboromarajchanok Institute. The data concerning the center for teaching excellence in nursing were retrieved from the Internet. In this regard, EDFR is applied in the development of a model of the center for teaching excellence in nursing for nursing colleges under Praboromarajchanok Institute in consultation with 17 senior experts. The results found that a model of the center for teaching excellence in nursing consisted of: 1) vision: to be the leader and collaborator in developing teaching excellence in nursing; 2) mission: to be the mainstay in developing and enhancing instruction quality; 3) structure: to have functional structure; 4) administration: to be the independent agency; 5) objectives: to develop the instructors in light of online instructions; 6) duties: to develop the knowledge of teaching, to disseminate online instruction techniques, to give advice on instruction, and to arrange training programs on instruction; 7) budget: to urge for support from Praboromarajchanok Institute and to collect registration fee from training program participants; 8) collaboration with external agencies: to conduct researches on and to develop the innovation in the instruction in collaborative manner; 9) the characteristics of services provided by the center: to arrange meetings/seminars and opinion forums, to give advice on instruction, and to disseminate the data on instruction; and 10) required database: instruction techniques / methods, researches /innovation in instruction
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Practitioners as innovators: Emergent practice in personal mobile teaching, learning, work and leisure
Mobile devices have become commonplace tools, yet little is known about how individuals use them in their teaching, learning, work, and leisure. We report on an investigation into personal mobile device use by students and alumni from the global master's degree in online and distance education offered by the Institute of Educational Technology at the Open University (UK).
The study identified various types of activity undertaken, and focused on emerging issues in relation to innovative practices. Participants described their uses of four types of device, the frequency of specific uses, and their views on the attractions and disadvantages of mobile learning. The chapter is intended to inform those who are interested in the potential of mobile learning, designing learning for a specific type of device, or who own a mobile device and are simply looking to make better use of it in the future
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