Asia

How to teach online with voice only

Submitted by miranda.prynne on Mon, 18/10/2021 - 09:00
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For more than a decade as a law lecturer, I met my students every day in a classroom with a large whiteboard and trusty marker. Then in 2020, as we all know, everything changed. My trusty marker has been decommissioned.

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Yutthana Srisavat explains why and how he adapted his teaching to instruct using just his voice via a messenger app, as a way to keep classes accessible to remote students
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Yutthana Srisavat explains why and how he adapted his teaching to instruct using just his voice via a messenger app, as a way to keep classes accessible to remote students

How does national culture affect the adoption of learning technology?

Submitted by miranda.prynne on Thu, 14/10/2021 - 09:30
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The uptake of learning technologies has been, in many cases, disappointing. University managers, educational technologists, educators and other practitioners are looking for ways to overcome this resistance and boost the use of learning management systems, also known as virtual learning environments, or VLEs. However, researchers have found factors that influence the adoption of learning technologies are not universal, and they differ from country to country.

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Na Li, Xiaojun Zhang and Maria Limniou offer tips to counter the hidden cultural and social factors that reduce acceptance of virtual learning environments, based on their research
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Na Li, Xiaojun Zhang and Maria Limniou offer tips to counter the hidden cultural and social factors that reduce acceptance of virtual learning environments, based on their research

Collaborative learning cases: a fresh approach to applied learning

Submitted by miranda.prynne on Mon, 11/10/2021 - 09:05
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In this multimedia article we will introduce a new model of teaching and learning at the Yong Loo Lin School of Medicine, National University of Singapore: the Collaborative Learning Cases. In short, CLCs.

We will share the rationale, process of developing the approach and key feedback. One of the common problems in the medical curriculum is that medical students have poor understanding of clinical medicine due to the inability to apply basic concepts to clinical practice.

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A group of medical educators introduce a new teaching model being used to improve students’ ability to apply learning in clinical or real-world settings through collaborative work on specific cases
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A group of medical educators introduce a new teaching model being used to improve students’ ability to apply learning in clinical or real-world settings through collaborative work on specific cases

Teaching with keywords

Submitted by miranda.prynne on Mon, 11/10/2021 - 07:00
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Chanatip Suksai shares tips for using keywords to help students remember concepts, using the example of public policy for medical students
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Chanatip Suksai shares tips for using keywords to help students remember concepts, using the example of public policy for medical students

How higher education can do better at developing skills for the workplace

Submitted by dene.mullen on Mon, 04/10/2021 - 09:01
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Employers often lament new graduates lacking the basic skills that can contribute to the workplace. Indeed, many of us of in the older generation would agree that most of what we learned at university, if we remember it at all, has served us little in our professional lives. For HE to bridge the skills gap and ensure that university graduates add economic and societal value, it must address three questions: what skills are students being taught? How are students really learning them (if at all)? And how effective are they in the workplace?

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Universities must do more to nurture enduring skills that can be transferred across different contexts such as critical thinking, problem-solving and communication, says Ben Nelson
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Universities must do more to nurture enduring skills that can be transferred across different contexts such as critical thinking, problem-solving and communication, says Ben Nelson

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.

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

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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
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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:

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

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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
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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