Asia

Designing ‘knowledge checker’ quizzes that motivate students to review feedback and revise learning

Submitted by miranda.prynne on Wed, 08/09/2021 - 09:00
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Assignment feedback is key to helping students improve and correct their understanding so they can build upon solid foundations of knowledge as their course progresses.

Yet, traditionally only about 30 per cent of students review their assignment feedback in my experience of teaching. This feedback consists of answers to quizzes and/or comments on how to improve the quality of their writing.

Having experimented with different forms of feedback – written remarks, reports, pre-recorded video discussions – I’ve found the engagement level remains at around 30 per cent.

Standfirst
Jonathan Sim advises on designing regular quizzes as a tool to ensure students review their assignment feedback and address gaps in their understanding
Teaser
Jonathan Sim advises on designing regular quizzes as a tool to ensure students review their assignment feedback and address gaps in their understanding

Running effective tutorials in transnational education

Submitted by miranda.prynne on Fri, 03/09/2021 - 09:00
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Many UK universities have developed transnational education outposts in Asia leading to concerns about whether Western pedagogical approaches can be equally effective for students with an Asian educational background.

I am a lecturer on one such biomedical sciences programme in China. The programme is taught in English and, to date, the majority of students have been Chinese nationals. To encourage and develop the students’ ability to discuss science in English we place a strong emphasis on tutorials, with first-year students having up to five tutorials each week.

Standfirst
Michael Daw explores the challenges and misconceptions related to running interactive tutorials in joint international courses, based on his experience teaching a UK-China programme in China
Teaser
Michael Daw explores the challenges and misconceptions related to running interactive tutorials in joint international courses, based on his experience teaching a UK-China programme in China

How to refine, enrich and expand research through teaching practices

Submitted by miranda.prynne on Tue, 31/08/2021 - 09:00
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Many academics bring their valuable research into the classroom. The challenge is for them to frame and communicate their findings, ideas or even professional practices in a format that is accessible to students as non-experts. But if they succeed in doing this, the contribution from a diverse study body through the teaching process can broaden, enrich, stimulate and further inform the research.

The following tips are designed to help academics bring their research into the classroom order to boost the learning experience and also to improve their own work:

Standfirst
Adrian Lam offers tips on how academics can use their teaching to refine, enrich and expand their research methods
Teaser
Adrian Lam offers tips on how academics can use their teaching to refine, enrich and expand their research methods

Virtual classroom connections: enhancing three presence elements via online tools

Submitted by miranda.prynne on Fri, 27/08/2021 - 09:00
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Maintaining teaching, social and cognitive presence as part of the community of inquiry (CoI) proposed in the work of Randy Garrison, emeritus professor at the University of Calgary, has long been key tenet of higher education. But in online learning, designing and implementing learning activities to address these presence elements and maintain engagement and connection are even more essential.

Standfirst
Nguyen Hoang Thuan and Pham Cong Hiep provide practical tips for enhancing three types of presence – teaching, social and cognitive – in online learning and teaching, based on their research
Teaser
Nguyen Hoang Thuan and Pham Cong Hiep provide practical tips for enhancing three types of presence – teaching, social and cognitive – in online learning and teaching, based on their research

Three lessons from exhibiting final-year projects online

Submitted by miranda.prynne on Mon, 23/08/2021 - 09:00
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Dechanuchit Katanyutaveetip describes three unexpected benefits he and his students discovered after they were forced to move the exhibition of their final-year projects online
Teaser
Dechanuchit Katanyutaveetip describes three unexpected benefits he and his students discovered after they were forced to move the exhibition of their final-year projects online

Creating time and space for reflection in undergraduate research methods

Submitted by miranda.prynne on Thu, 19/08/2021 - 09:00
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Research methods are among the most intellectually demanding areas of higher education. Academics teaching this subject often encounter a challenge when trying to guide students in understanding and articulating the underlying importance and value of research methods. Many students are reluctant to engage with the subject, while others treat the course as a series of isolated facts and mechanical skills.

Standfirst
Adrian Lam offers insights on how keeping a weekly application diary helps enhance students’ reflections on the power and limits of research methods
Teaser
Adrian Lam offers insights on how keeping a weekly application diary helps enhance students’ reflections on the power and limits of research methods

How can we solve Japan’s student mobility issues?

Submitted by dene.mullen on Wed, 18/08/2021 - 09:00
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Student mobility and exchange programmes have become indispensable to higher education. For students, studying abroad lets them experience life outside their comfort zone. For universities, international students have become attractive sources of income, but they also bring cultural diversity to campus life. A multicultural environment undoubtedly helps enhance the overall educational and intellectual experience, nurturing mindsets and outlooks for a globalised world.

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Japan struggles with multiculturalism as a concept, let alone a reality, and overseas students can suffer. But online education could offer help, says Haruko Satoh
Teaser
Japan struggles with multiculturalism as a concept, let alone a reality, and overseas students can suffer. But online education could offer help, says Haruko Satoh

New modes of practicum – synergising online and offline teaching modes

Submitted by miranda.prynne on Tue, 17/08/2021 - 09:00
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Teaching the practical application of a subject – or practicums – sits at the core of many courses. Among our trainee childhood educators, it is possibly the most highly anticipated learning experience.

Practicums offer students hands-on experience in their respective disciplines, allowing them to put their knowledge to use in real-life scenarios. However, practicums can be daunting, stressful and full of doubts.

Standfirst
Rohnii Tse provides insight on how teaching the practical application of a subject can be adapted to work via online or remote channels
Teaser
Rohnii Tse provides insight on how teaching the practical application of a subject can be adapted to work via online or remote channels

How to support students in work placements remotely

Submitted by miranda.prynne on Wed, 11/08/2021 - 09:00
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Cooperative education (co-op) is an educational model that alternates classroom learning with practical work experience. We have employed the co-op model to build up our student competencies with industrial partners and governmental agencies. The co-op placement generally lasts at least one semester, or 16 weeks, with the active participation of the job supervisor, the academic supervisor and the student who is assigned to work as a full-time employee during this time.

Standfirst
Duminda Jayaranjan and Maruj Limpawattana explain what institutions need to put in place to remotely guide and monitor students on work placements via digital channels
Teaser
Duminda Jayaranjan and Maruj Limpawattana explain what institutions need to put in place to remotely guide and monitor students on work placements via digital channels

Gamification in the classroom: what have we learned?

Submitted by miranda.prynne on Fri, 06/08/2021 - 09:00
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As the world went online during the pandemic, we decided to test out gamification strategies and technologies to tackle some of the challenges online learning presented. Introducing “gaming” elements into our classes boosted student engagement and sustained motivation through the social support, progress markers, and reward systems games provide – but it didn’t always work the way we’d imagined. We’d like to share some of the lessons we learned along the way when we gamified our English for Academic Purposes (EAP) course.

Standfirst
Shuhan Li and Olivia Sun share what they learned when testing out gamification strategies and technologies to tackle some of the challenges presented by online learning
Teaser
Shuhan Li and Olivia Sun share what they learned when testing out gamification strategies and technologies to tackle some of the challenges presented by online learning