Reflective practice in teaching is instrumental in deepening students’ understanding of subject matter. This involves students analyzing, questioning, and critically thinking about the knowledge and concepts they’ve absorbed. Beyond the cognitive exercise, reflection also aids in memory consolidation, a crucial process for long-term knowledge retention. It allows students to reiterate and integrate newly learned information, […]
Addressing student disengagement, personalised learning tailors education to individual strengths and interests. Backed by tech moguls and educational networks, it’s gaining global traction. Critics argue it could isolate students and burden teachers, but effective implementation could lead to engaged, self-motivated learners. Despite challenges, personalised learning could reshape the future of education.
If you have a friend or family member who works in education, chances are you’ve heard their worries about the rise of AI writing. ChatGPT and its ilk, despite only recently becoming publicly available, have already given educators major headaches. Social media lately has been filled with examples of students submitting AI-written essays that are filled with factual errors, or take bizarre leaps of logic that a student who understands the topic wouldn’t take. It can be demoralising for a teacher to know that unengaged students now have new tools to cheat the system – but that doesn’t have to be the case. AI tools can help students’ learning in more ways than hinder them, if implemented carefully, and could be facilitating a broader revolution in the way that assessment is conducted. Let’s dive in.
Asynchronous communication has emerged as a significant factor in enhancing the learning experience for students and faculty members in higher education institutions. This post discusses the benefits of fostering asynchronous communication between academics, students, and student peers in a university context. We review the literature to support our arguments, emphasizing the positive impact of asynchronous communication on student learning, engagement, and overall success.
This post explores the benefits of having students work on assessment items early in the learning process and revisiting those items consistently throughout the course, with a focus on scaffolded assessment. The post examines the potential academic outcomes associated with this approach, supported by relevant research studies and academic literature. The discussion highlights the importance of engaging students in the assessment process and demonstrates the effectiveness of scaffolded assessment in enhancing students’ understanding, critical thinking, and overall academic achievement.
This post explores the benefits of using Reflective Learning Journals (RLJs) in Work Integrated Learning (WIL) courses at the university level. It provides an overview of RLJs, discusses the advantages of incorporating them into WIL courses, and presents evidence from academic literature that supports these outcomes. The paper concludes by suggesting recommendations for the successful implementation of RLJs in WIL courses.
This post explores the benefits of incorporating Learning Journals, Scaffolded Assessments, and continuous feedback mechanisms into academic course designs to improve the learner experience. By employing these pedagogical strategies, universities can foster deeper understanding, promote self-regulated learning, and enhance students’ overall educational experience. This paper examines the theoretical underpinnings and empirical evidence supporting these techniques and highlights their potential to transform university-level education.
Problem-based learning (PBL) has been a prominent pedagogical approach in university education for decades. PBL emphasizes the development of critical thinking, collaboration, and self-directed learning skills through solving real-world problems. This paper explores how evolving PBL methodologies can lead to better learner experience and higher outcomes in a university context. The discussion includes strategies for adapting PBL to the needs of contemporary students, the role of technology in supporting the process, and the importance of instructor training and support. The paper highlights relevant research, journal articles, and case studies to demonstrate the efficacy of evolving PBL practices.
Cheating in higher education is a widespread concern, and summative assessments are often thought to exacerbate this issue. This post examines the potential of blurring the lines between formative and summative assessment to reduce the likelihood of students cheating in the university context. The post explores the theoretical underpinnings of assessment, various assessment strategies, and studies that support the efficacy of blended assessment approaches. Furthermore, it discusses how these approaches can foster academic integrity and intrinsic motivation among students.