Pedagogies for critical thinking at universities in Kenya, Ghana and Botswana: the importance of a collective ‘teaching culture' [Scholarly Article - Teaching in Higher Education, 15 December 2020]

Title:

Pedagogies for critical thinking at universities in Kenya, Ghana and Botswana: the importance of a collective ‘teaching culture'

 

Authors:

Rebecca Schendel,Tristan McCowan,Caine Rolleston,Christine Adu-Yeboah, Mary Omingo & Richard Tabulawa

 

Published:

Teaching in Higher Education, 15 December 2020

https://www.tandfonline.com/doi/full/10.1080/13562517.2020.1852204?src=

 

Abstract:

While critical thinking is widely regarded as a key outcome of higher education, research has shown that in practice it is only developed when certain conditions are in place, relating to the pedagogical approach, the nature of the curriculum and the level of challenge, amongst other factors. This article reports on findings from a four-year mixed methods study in Botswana, Ghana and Kenya, aiming to investigate the factors underpinning the successful development of critical thinking amongst undergraduate students. A two-stage critical thinking assessment was conducted with students in 15 sites, showing that only some of the institutions were ensuring significant gains in students’ critical thinking, even when endorsing learner-centred methods. The study points to the central importance of teaching orientations amongst lecturers, involving a deep shift in approaches to knowledge, and a facilitation rather than a transmission approach.

Impact of using learning analytics in asynchronous online discussions in higher education

Title:

Impact of using learning analytics in asynchronous online discussions in higher education

 

Authors:

Juan Pedro Cerro Martínez, Montse Guitert Catasús & Teresa Romeu Fontanillas 

Published:

International Journal of Educational Technology in Higher Education, 7 October 2020

https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-020-00217-y

Abstract:

Following asynchronous online discussion activities as a complex communication process is a demanding task for teachers. In this paper, the authors have explored the potential in supporting such activity through learning analytics. From the beginning, the authors acknowledged the limitations of technology to support the complexities of a pedagogical activity. Therefore, the methodology used was participatory design-based research (DBR) divided into two main stages. The first design phase dealt with the engagement of teachers and pedagogical experts in defining the data and metrics to be used to support the pedagogical concepts. The second consisted of an implementation phase including pilots with students and with crucial engagement of teachers in commenting their understanding over students’ learning processes and the feedback the teachers could offer to them. Overall, the students shown improvements in their performance as monitored through the learning analytics group in contrast with control groups. The discussion over the design and its results could be potentially extrapolated to other educational contexts.

EAIE, 23 April 2020 - The race for digital dominance

Title:
The race for digital dominance

Author:
Anne Dandeville

Published:
EAIE (European Association for International Education) Blog, 23 April 2020

From the blog post:
"Since the introduction of the first computer tools in schools in the 1970s, the growing integration of economies and societies has made digital operations indispensable. These operations can take many forms in higher education, including distance learning, hybrid training and massive open online courses."

To read this blog post:
https://www.eaie.org/blog/race-digital-dominance.html