Browsing by Subject "Higher education"

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Now showing items 21-27 of 27
  • Hartikainen, Susanna; Rintala, Heta; Pylväs, Laura; Nokelainen, Petri (2019)
    Active learning has gained growing political, instructional, and research interest. However, the definitions of active learning are wide. The learning outcomes related to it have been mostly positive but the measurement methods are not without problems. This review provides an overview of active learning, especially in the context of engineering higher education, by answering two research questions: (1) How is the concept of active learning defined and justified in engineering higher education research? (2) What are the learning outcomes connected to active learning and how is learning measured in engineering higher education research? Sixty-six empirical articles were analyzed inductively with qualitative content analysis. The analysis showed that active learning was defined in various ways, and in some articles, it was not defined at all. In addition, justification (theoretical or empirical) for the use of active learning was seldomly reported. Finally, the indicators used to measure the impact of active learning on students’ learning outcomes were mostly based on students’ self-report data and focused on course specific development in subject-related knowledge. More thorough descriptions and theoretical justifications, as well as the consideration of learning outcomes with appropriate research methods, could reinforce the transparency of empirical interventions and the application of active learning. © 2019 by the authors. Licensee MDPI, Basel, Switzerland.
  • Vilppu, Henna; Södervik, Ilona; Postareff, Liisa; Murtonen, Mari (2019)
    The aim of the study was to explore whether short online pedagogy courses can have an effect on university teachers’ interpretations of teaching–learning situations. Before and after participating in a short online pedagogical training programme, a total of 66 participants wrote their interpretations of two short video clips, which depicted a content-focused teacher and a learning-focused teacher, respectively. The training was successful in changing participants’ interpretations from a knowledge-transmission view to a learning-facilitation view of teaching. This result indicates that even short online training programmes have the potential to affect participants’ interpretations of teaching–learning situations, especially when participants are not very experienced in teaching. Therefore, pedagogical training should be offered already at the early stages of teaching careers.
  • Kauko, Jaakko (2012)
    The article posits that the institutionalisation of quality assurance within European higher education is largely attributable to the reshaping of power relations by means of practices that are very similar to the open method of coordination. All the major parties involved in this process – universities, governments, the European Commission and quality-assurance agencies – have been able to gain from it. The whole process is open to scrutiny in the central documents of the Bologna process: following the formation of a common ‘truth’ about the European situation, it has been possible to move forward and reshape power through normative procedures.
  • Sandström, Niclas; Sjöblom, Kirsi; Mälkki, Kaisu; Lonka, Kirsti (2013)
  • Erkkila, Tero; Piironen, Ossi (2020)
    For over a decade, global university rankings have played a growing role in the status competition in higher education. More recently, we have seen a proliferation in rankings of innovation and urbanization. In this article, we argue that while these new measurements bring with them some conceptual adjustments, they draw heavily on existing rankings and embrace the embedded competitive logic. Local rankings of innovation objectify higher education as an element of global competitiveness. Furthermore, we argue that this logical shift is made with the help university rankings that now come to bridge global competition and local innovation; the existing global university rankings are directly used in the composite indicators of local innovation or their methodology is copied. Consequently, political imaginaries of global competition are now projected to regional and city level.
  • Lonka, Kirsti; Ketonen, Elina; Vermunt, Jan D. (2021)
    University students' epistemic beliefs may have practical consequences for studying and success in higher education. Such beliefs constitute epistemic theories that may empirically manifest themselves as epistemic profiles. This study examined university students' epistemic profiles and their relations to conceptions of learning, age, gender, discipline, and academic achievement. The participants were 1515 students from five faculties who completed questionnaires about epistemic beliefs, including a subsample who also completed a questionnaire that included conceptions of learning. We measured epistemic beliefs: reflective learning, collaborative knowledge-building, valuing metacognition, certain knowledge, and practical value. First, we analyzed structural validity by using confirmatory factor analysis. Second, we conducted latent profile analysis that revealed three epistemic profiles:Pragmatic(49%),reflective-collaborative(26%) andfact-oriented(25%). Then, we compared the conceptions of learning across the profiles as well as demographic information, credits, and grades. The profiles' conceptions of learning varied: Thereflective-collaborativegroup scored high on conception of learning named "construction of knowledge." Its members were more likely to be females, teachers, and mature students, and they had the highest academic achievement. Thefact-orientedgroup (mostly engineering/science students) scored highest on "intake of knowledge." Thepragmaticgroup scored highest on "use of knowledge:" During the second year, their academic achievement improved. In sum, the epistemic profiles were closely related to conceptions of learning and also associated with academic achievement.
  • Löfström, Thea Erika; Trotman, Tiffany; Furnari, Mary; Shephard, Kerry (2015)
    Whose role is it to teach academic integrity to university students? We explored academics’ conceptions about their role in promoting academic integrity in two countries, namely New Zealand and Finland. We used Q methodology to find common configurations of perspectives that can help us understand the premises based on which academics approach the tasks and roles associated with teaching academic integrity. The 56 academics in our sample were asked to sort 42 statements highlighting a broad spectrum of perspectives on academic integrity and the teaching of it, and answer some related interview questions. A centroid factor analysis using PQMethod software resulted in five configurations of views with distinctive characteristics. We used three frameworks to interrogate these differences: (1) possible narrative from a students’ perspective, (2) Biggs’s levels of thinking about teaching, and (3) an ethical interpretation. Academics at our institutions appear united in respecting the importance of academic integrity, but not of one mind about what it is, how it should be taught, whether or not it can be taught, whose responsibility it is to teach it, and how to handle cases of misconduct. The results suggest that teachers are confused about integrity policies extant in higher education and about their roles within these.