Evidence-based teaching for the 21st century classroom and beyond : innovation-driven learning strategies / / Kumaran Rajaram

• Autore: Rajaram Kumaran
• Pubblicazione: Gateway East, Singapore : , : Springer, , [2021]; ©2021
• Descrizione fisica: 1 online resource (284 pages)
• Disciplina: 371.102
• Soggetto topico: Teaching; Ensenyament
• Soggetto genere / forma: Llibres electrònics
• Nota di contenuto: Intro -- Foreword -- Preface -- Testimonials -- Contents -- List of Figures -- List of Tables -- 1 Transformation in Higher Education: Twenty-First-Century Teaching and Learning Competencies -- 1.1 Introduction -- 1.2 Teaching and Learning in Higher Education -- 1.3 Challenges: Urgency to Re-Think, Transform and Adapt -- 1.4 Overview of the Chapters of the Book -- 1.5 Intertwined Relationship: Evolving Role of Educators and Congruence in Students' Learning -- 1.5.1 Role Model -- 1.5.2 Mentor -- 1.5.3 Coach -- 1.5.4 Facilitator -- 1.6 Significance of Developing Employability Skills Through Innovation-Driven Teaching Philosophy, Learning Culture and Pedagogical Design -- 1.7 Future of Learning and Teaching: Re-imagine Education -- References -- 2 Engaging Learners: A Flipped Classroom Approach -- 2.1 Introduction -- 2.2 Theoretical Background -- 2.2.1 Flipped Classroom -- 2.2.2 Technology-Enhanced Learning -- 2.2.3 Blended Learning -- 2.3 Concept and Features of the Framework -- 2.3.1 Pre-class Online Learning -- 2.3.2 Face-to-Face Session: Applied and Active Learning, Scaffolding Learning Support System -- 2.3.3 Pre-class Online Learning: Components -- 2.3.4 Face-to-Face Seminar with Real-Time Technological Interventions -- 2.4 Methodology -- 2.4.1 Phase 1 of Study -- 2.4.2 Phase 2 of Study -- 2.5 Results and Discussion -- 2.5.1 Phase 1 of Study -- 2.5.2 Survey Findings -- 2.6 Phase 2 of the Study -- 2.6.1 Prior Versus After Implementation of Flipped Learning -- 2.6.2 Interview Findings -- 2.7 Recommendations -- 2.8 Limitations, Conclusions and Future Reflections -- Appendix A: Post-TEL Survey -- Appendix B: Interview Questions -- Appendix C: LAMS, "doKumaran" Tool, and Active Support System -- Learning Activity Management System (LAMS) -- The "doKumaran" Tool -- Appendix D: Video Trailer for Flipped Classroom. ; Appendix E: The Process Flows of the 5 Activity Sequences -- Appendix F: Student Responses to the Use of the Scaffolding Learning Support System -- References -- 3 Learning Interventions: Collaborative Learning, Critical Thinking and Assessing Participation Real-Time -- 3.1 Abstract-Study 1 -- 3.2 Introduction -- 3.3 Theoretical Background -- 3.3.1 Critical Thinking -- 3.3.2 Assessment -- 3.3.3 Class Participation -- 3.4 Concept and Features of the Framework -- 3.5 Research Questions -- 3.6 Methods -- 3.6.1 Settings -- 3.6.2 Phase 1 of Study -- 3.6.3 Phase 2 of Study -- 3.7 Results and Discussion -- 3.7.1 Phase 1 of Study-Survey -- 3.7.2 Phase 1 of Study-Focus Group -- 3.7.3 Phase 2 of Study -- 3.8 Expert Reviews by Professors in Universities and Senior Leaders in Multi-National Corporations -- 3.9 Limitations, Conclusion and Future Reflections -- 3.10 Abstract-Study 1 -- 3.11 Introduction -- 3.12 Learning Activity Management System (LAMS) -- 3.13 The "doKumaran" Tool -- 3.14 Theories and Conceptual Frameworks: In Support of Creation of "doKumaran" Tool -- 3.15 Collaborative Learning -- 3.16 Student Engagement -- 3.17 Critical Thinking Skills -- 3.18 Findings and Discussions -- 3.19 Conclusion -- Appendix A: Post-Survey (After the Intervention of the Learning Support System) -- Survey Questions -- Appendix B: Interview Questions -- Appendix C: Video Resources -- Appendix D: Screen Shot of K^mAlive Feature Embedded with NTULearn (Blackboard) -- References -- 4 Social-Psychological Intervention: Cognitive Empathy Development -- 4.1 Introduction -- 4.2 Goals of the Research Study -- 4.3 Impact of the Study -- 4.4 Significance of the Study -- 4.4.1 Importance to Teaching and Learning -- 4.4.2 Leads to Improved Students' Outcomes -- 4.5 Impact on Teaching and Learning at the University -- 4.6 Literature Review -- 4.6.1 Leadership Competencies. ; 4.6.2 Empathy -- 4.6.3 Social-Psychological Intervention -- 4.6.4 Evidence-Based Pedagogies: Engagement -- 4.6.5 Design Thinking -- 4.7 Intervention 1 -- 4.7.1 Introduction -- 4.7.2 Hypothesis -- 4.7.3 Methods -- 4.7.4 Results -- 4.7.5 Discussion -- 4.8 Intervention 2 -- 4.8.1 Hypothesis -- 4.8.2 Method -- 4.8.3 Results (Activity) -- 4.8.4 Results (Ethical Assignment) -- 4.8.5 Results (Field Report) -- 4.8.6 Discussion -- 4.8.7 Conclusion -- References -- 5 Student-Centric Learning: A Transformation in the Learning Culture -- 5.1 Introduction -- 5.2 Instructional Strategies -- 5.3 E-Learning -- 5.4 Blended Learning -- 5.5 Learning Through Simulation and Management Games/Activities -- 5.6 Shift in the Roles Undertaken by Instructors -- 5.7 Learning Activity Management System (LAMs) -- 5.8 Proposed Conceptual Framework: Hybrid Learning Model -- 5.9 Impact and Outcomes of the Proposed Conceptual Blended Learning Framework -- 5.10 Shift in Learning Culture: Embracing Creative Learning -- 5.11 Grades Focused Versus Effective Learning -- 5.12 Mindset Shift and Habitual Behavioural Issues -- 5.13 Value Creation in the Subjects Through the "eyes" of the Business Students -- 5.14 Assessment: Rigorous, Objective, External, Unbiased and Standardized-Examining Students' Understanding, Critical Thinking and Application -- 5.15 Professional Soft Skills Training -- 5.16 Feedback Process -- 5.17 Learning for the Twenty-First Century -- References -- 6 Reflective Peer Review Feedback: Leadership Development -- 6.1 Introduction -- 6.2 Social-Psychological Interventions -- 6.3 Leadership Development -- 6.4 Student Peer Review -- 6.5 Methodology -- 6.6 Results and Discussion -- 6.7 Conclusion -- Appendix A: Leadership Competency Reflective Peer Feedback -- Appendix B: Peer Review Leadership Competency-Guide Reflective Questions. ; Appendix C: Overview of Weekly Activities -- Appendix D: Weekly Guide for the Active Learning Activities -- References -- 7 Learning Through Social Media: Facebook as a Collaborative and Experiential Pedagogical Tool -- 7.1 Introduction: Social Media as a Learning Platform in Higher Education -- 7.1.1 Prevalent Time Spent on Social Networking Sites -- 7.2 Background of Facebook -- 7.3 Facebook as a Collaborative and Experimental Pedagogical Tool -- 7.4 Facebook Versus Institutional Learning Management Systems -- 7.5 Gaps to Be Addressed in This Research Study -- 7.6 Rationale of This Study -- 7.7 Method -- 7.7.1 Course Facebook Main Page and Group Pages -- 7.7.2 Participants -- 7.7.3 Procedure -- 7.8 Analysis -- 7.9 Findings-Phase 1: Interviews with Students -- 7.9.1 Qualitative Indicators of Critical Thinking and Knowledge Transfer -- 7.9.2 Critical Thinking and Knowledge Transfer Effectiveness Indicators Common Across Five Seminar Groups -- 7.10 Findings-Phase 2: Focus Group with Instructors -- 7.11 Findings-Phase 3: Measurement of Learning Impact -- 7.12 Discussion -- 7.13 Recommendation and Conclusion -- References -- 8 Concluding Thoughts: Twenty-First-Century Classroom and Humanistic Management Education -- 8.1 Learning Culture and Culture of Learning -- 8.1.1 Hybrid Learning Design -- 8.1.2 Shift in the Learning Culture: Embrace Creative Learning -- 8.1.3 Shift in the Roles Undertaken by Instructors -- 8.1.4 Shift in the Culture of Learning: From Too Overly Grade Focused to a Holistic Self-Development Achiever -- 8.2 (Re)-Designing and Transformation of Learning Design -- 8.2.1 Comprehending and Reflecting on Critiques in Providing Holistic Education -- 8.2.2 Offering a Diversity of Choices in Interdisciplinary Fields -- 8.2.3 Engaging Key Practitioners in Industry to Brainstorm Gaps in the Respective Professional Areas. ; 8.2.4 Learning from Real-Life Failures and Challenges -- 8.2.5 Mindset Shift and Habitual Behavioural Issues -- 8.2.6 Value Creation in the Subjects Through the "Eyes" of the Students -- 8.2.7 Professional Skills Training -- 8.2.8 Strategies for Learners to Cope and Succeed in Challenging and Complex Situations -- 8.3 A Change in the Learning Culture -- 8.4 Humanistic Management Education in a Borderless Digital World -- 8.5 Multicultural and Multi-disciplinary Focus: Twenty-First Century and Beyond -- 8.6 Conclusion and Future Directions -- References.
• Titolo autorizzato: Evidence-based teaching for the 21st century classroom and beyond
• ISBN: 981-336-804-7
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910484556503321
• Lo trovi qui: Univ. Federico II