Engaged Learning and Innovative Teaching in Higher Education : Digital Technology, Professional Competence, and Teaching Pedagogies

• Autore: Ma Will W. K
• Pubblicazione: Singapore : , : Springer Singapore Pte. Limited, , 2024; ©2024
• Edizione: 1st ed.
• Descrizione fisica: 1 online resource (304 pages)
• Nota di contenuto: Intro -- Committees -- Foreword -- Preface -- Contents -- About the Editor -- 1 Engaged Learning and Innovative Teaching -- 1.1 The Innovative Curriculum-Educating for Knowledge, Educating for Skills -- 1.2 Engaged Learning-Deep Knowledge Learning, Deep Approach to Learning -- 1.3 Theory and Practice: Engaged Learning and Innovative Teaching -- 1.4 Outline of the Book -- 1.5 Theme: Innovative and Digital Learning Environments -- 1.6 Theme: Assessment and Development of Future Professional Competencies -- 1.7 Theme: Innovative Curriculum Design and Teaching Pedagogies -- References -- Part I Innovative and Digital Learning Environments -- 2 Educators' Experiences in Enabling Students Learning for the VUCA World -- 2.1 Introduction -- 2.2 Theoretical Background -- 2.2.1 Innovation Pedagogy -- 2.2.2 Learning Environments -- 2.2.3 Educators as Integrators of a Learning Environment and Working Life in VUCA World -- 2.3 Method -- 2.3.1 Sample -- 2.3.2 Instruments -- 2.3.3 Data Analysis -- 2.4 Results -- 2.4.1 Important Elements in Designing a Learning Environment that Aims to Prepare Students for the VUCA World -- 2.4.2 Variation in Perceptions on the Importance of ESIST Elements in Designing Learning Environment Across the Three Educators' Profiles -- 2.5 Discussion -- 2.6 Conclusion -- References -- 3 An Examination and Analysis of the Integration of Artificial Intelligence and Gamification in the Pedagogy of Chinese Higher Education -- 3.1 Introduction -- 3.2 Literature Review -- 3.3 Research Method and Data Source -- 3.3.1 Research Method -- 3.3.2 Data Source -- 3.4 Results -- 3.4.1 Publication Volume Time Analysis -- 3.4.2 Research Field Analysis -- 3.5 Keywords Collinear Analysis -- 3.6 Keywords Emergent Analysis -- 3.7 Keywords Cluster Analysis -- 3.8 Keywords Time View Analysis -- 3.9 Cases -- 3.9.1 Application of the Game "Assassin's Creed". ; 3.10 Discussion -- 3.11 Conclusion -- References -- 4 Peer Learning to Promote Active Learning in Online/Hybrid Classes-A Case Study for Science Education -- 4.1 Introduction -- 4.2 Background -- 4.3 Methodology -- 4.4 Results and Discussion -- 4.5 Conclusion -- References -- 5 Value and Challenges of an Integrated Course on Digital Marketing and Big Data: A Focus Group Study -- 5.1 Introduction -- 5.2 Background -- 5.3 Literature Review -- 5.3.1 Big Data Courses in Other Disciplines -- 5.3.2 Integrating Big Data Technology into Digital Marketing -- 5.3.3 New Program and Paradigm -- 5.3.4 The Type of Big Data Used in New Course -- 5.3.5 New Class Activities Integrating Big Data Technology in Digital Marketing -- 5.4 Research Methodology -- 5.5 Findings -- 5.6 Discussion -- 5.7 Limitations -- 5.8 Conclusion -- References -- 6 The Impacts of e-Learning and Virtual Reality on Diagnostic Radiography Education -- 6.1 Introduction -- 6.2 E-learning -- 6.3 Advantages of E-learning -- 6.3.1 Convenience and Cost Saving -- 6.3.2 Enhanced Radiographic-Related Skills and Examination Performances -- 6.3.3 Engaged in Learning -- 6.3.4 Effective University Policy and Administration -- 6.3.5 Designs and Concepts of e-learning in Engaging and Enhancing Learning -- 6.4 Disadvantages -- 6.4.1 Radiographic-Related Skills and Examination Performances Were not Enhanced -- 6.4.2 Difficulties with Motivation to Learn -- 6.4.3 Learning Did not Take Place Effectively Due to Designs and Concepts of e-learning -- 6.5 E-learning Impacts on Teachers -- 6.6 Virtual Reality -- 6.6.1 Effective Learning Promoted in VR -- 6.6.2 Positive Impacts of VR in Pre-Clinical Preparations -- 6.6.3 Drawbacks and Barriers of VR -- 6.7 Incorporation of e-learning and VR in Blended Learning Patterns -- 6.7.1 Limitation -- 6.8 Conclusion -- References. ; Part II Assessment and Development of Future Professional Competencies -- 7 Vocational Education Input for a Sustainable Hospitality Industry -- 7.1 Introduction -- 7.2 Literature Review -- 7.2.1 Sustainability Issues -- 7.2.2 Significance of Positive Self-perceptions -- 7.2.3 Self-perceptions and Relations with Outcomes -- 7.2.4 VE Inputs -- 7.2.5 Essential Vocational Outcomes -- 7.2.6 The Present Investigation -- 7.3 Methodology -- 7.3.1 Participants -- 7.3.2 Materials -- 7.3.3 Procedure -- 7.3.4 Data Analysis -- 7.4 Results -- 7.4.1 Participants Backgrounds -- 7.4.2 CFA -- 7.4.3 SEM -- 7.5 Discussion -- 7.5.1 Practical Implications -- 7.6 Strengths, Limitations, and Future Research -- 7.7 Conclusion -- Appendix 1: Constructs and Related Items -- References -- 8 Closing Competency Gaps for Engineering Students Using a Competence-Based Assessment Format -- 8.1 Introduction -- 8.2 Literature Reviews -- 8.3 Research Methods -- 8.4 Results -- 8.4.1 The Attributes -- 8.4.2 Technical and Technology -- 8.5 Discussion -- 8.6 Implications -- 8.7 Conclusions -- Appendix 1: Results Statistics of Learners and Employers Regarding "the Attributes" -- Appendix 2: Results Statistics of Learners and Employers Regarding "Training Structure" -- Appendix 3: Results Statistics of Learners and Employers Regarding "Training and Development" -- Appendix 4: Results Statistics of Learners and Employers Regarding "Technical and Technology" -- References -- 9 Empowering the Future of Construction and Quantity Surveying Professionals: Unveiling the Skills Revolution in New Zealand's Construction Industry -- 9.1 Introduction -- 9.2 Literature Review -- 9.2.1 Smart Opportunities -- 9.2.2 Resilience Over Skills -- 9.2.3 Sustainable Development -- 9.3 Research Methodology -- 9.4 Findings and Discussion -- 9.4.1 Characteristics of Respondents -- 9.4.2 Results. ; 9.5 Conclusion and Further Research -- References -- 10 Modeling of Domain-Specific Competence Among Technicians (EQF 6) at Higher Education Facilities in Germany and Integration Thereof in Ackerman's PPIK Theory as a Possible Framework -- 10.1 Introduction -- 10.1.1 Theoretical Framework -- Research Situation -- and Development of the Questions or Hypotheses -- 10.2 Material and Methods -- 10.2.1 Hypothesis -- 10.2.2 Method -- 10.3 Results -- 10.4 Discussion and Conclusion -- References -- 11 Re-validating an Assessment Tool to Identify, Assess, and Develop Higher Education Students' Innovation Competence in Online Education -- 11.1 Introduction -- 11.2 Data and Method(s) -- 11.3 Results -- 11.3.1 Main Result of First Round of the Validation Process -- 11.3.2 Main Results of Second Round of the Validation Process -- 11.3.3 Re-validated SINCOE@ Assessment Tool -- 11.4 Discussion -- References -- Part III Innovative Curriculum Design and Teaching Pedagogies -- 12 Work-Life-Study Balance Challenges and the Overcoming Strategies of Women in the New Zealand Construction Industry -- 12.1 Introduction -- 12.2 Literature Review -- 12.2.1 Work-Life Balance -- 12.2.2 Work/life/study Balance -- 12.2.3 Work-Life Balance from Women's Perspectives -- 12.2.4 Work-Life Balance in the Construction Industry -- 12.2.5 Factors Influencing the Work-Life Balance -- 12.2.6 Work-Life Conflict -- 12.2.7 Work-Life Balance Potential Solutions -- 12.3 Research Methodology -- 12.4 Findings and Discussion -- 12.4.1 Data Analysis -- 12.4.2 Thematic Analysis -- 12.4.3 Work-Life Balance Factors (WLBFs) for Women in the New Zealand Construction Industry -- 12.4.4 Strategies Respondent Adopted to Improve Work-Life Balance. -- 12.5 Conclusion -- References -- 13 A Philosophical Approach to Teacher Education -- 13.1 Introduction -- 13.1.1 Review of Related Literature. ; 13.1.2 Questions and Significance of the Study -- 13.2 Method -- 13.2.1 Participants -- 13.2.2 Data Collection and Sources -- 13.2.3 Design -- 13.2.4 Procedure -- 13.3 Results -- 13.3.1 Professional Development of Teachers -- 13.3.2 Teachers' Attitude Towards P4C -- 13.4 Discussion -- 13.4.1 Conclusions -- 13.4.2 Recommendations -- References -- 14 The Structure of Vocational Interests of Future Technicians (EQF 6) in Mechanical Engineering for Interpreting Technical Drawings -- 14.1 Introduction -- 14.2 Theoretical Framework -- 14.3 Hypotheses -- 14.4 Method -- 14.4.1 Sample -- 14.4.2 Instruments Used -- 14.4.3 Analysis and Evaluation -- 14.5 Results -- 14.6 Discussion -- References -- 15 Technology-Aided Learning at the Intersection of Presence-At-Hand and Readiness-To-Hand and the Fusion of Horizons Among Students, Technology and Teachers -- 15.1 Introduction -- 15.2 Heideggerian Philosophy and Gadamerian Philosophy -- 15.2.1 Heideggerian Readiness-To-Hand and Presence-At-Hand -- 15.2.2 Gadamerian Expansion of the Fusion of Horizons -- 15.3 From Presence-At-Hand to Readiness-To-Hand of Technology to Expand the Fusions of Horizons For-The-Sake-Of Learning -- 15.4 From Cooperation Between Readiness-To-Hand and Presence-At-Hand of Technology to Expanding the Fusion of Horizons Between Teachers as "the They" and Students -- 15.5 Conclusion -- References -- 16 Existential Relationship Between Teacher-Centred Learning and Student-Centred Learning Inauthentic Solicitude as a Necessary Condition of Authentic Solicitude -- 16.1 Introduction -- 16.2 Teacher-Centred Learning and Student-Centred Learning Approaches -- 16.2.1 Depth of the Following Discussion of the Learning Approaches -- 16.2.2 Engagement and Responsibility: Passive or Active -- 16.2.3 Customization and Individualization -- 16.2.4 Importance of Feedback -- 16.2.5 Self-Directedness. ; 16.2.6 Academic Realm, Subjectivity and Intersubjectivity.
• Titolo autorizzato: Engaged Learning and Innovative Teaching in Higher Education
• ISBN: 981-9721-71-7
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910855369403321
• Lo trovi qui: Univ. Federico II
• Serie: Lecture Notes in Educational Technology Series