Learning and Teaching in Higher Education: (Sage Library of Educational Thought & Practice)

The central focus of this major work is on issues, challenges and changes in the field of teaching and learning in Higher Education, and particularly those which have developed over the past few decades. Since the 19th century there has been a constant debate over what universities and higher education should and could be, and with the purposes, costs and value to society coming to the fore of the discussion in most recent times. While there is no doubt that the issues involved in movements and changes such as "globalization", "commercialisation", "massification", and "corporatization" - as they have been characterized over the last few decades - have significantly impacted Universities, there have also been profound effects of greater access of more diverse groups to Higher Education, increases in areas of study and their application, and in the impact of technology as never before. Across four thematic volumes, this major work examines a number of these effects and how they have led to issues and developments in the field. Volume One: Curriculum Development in Higher Education Volume Two: Approaches to Learning and Teaching in Higher Education Volume Three: The Impact of Technology and Online Learning in Higher Education Volume Four: Assessment and Evaluation in Higher Education

Table of Contents:
VOLUME ONE: CURRICULUM DEVELOPMENT IN HIGHER EDUCATION Part One: Historical Perspectives Internal Influences: College and University Contexts - Lisa Lattuca and Joan Stark From the Liberal to the Practical Arts in American Colleges and Universities: Organizational Analysis and Curricular Change - Steven Brint, Mark Riddle, Lori Turk-Bicakci and Charles S. Levy Global Impacts of the Bologna Process: International Perspectives, Local Peculiarities. - Aristotelis Zmas Part Two: Learning is Social Principles of Learner-Centered Curriculum: Responding to the Call for Change in Higher Education - Martha Cleveland-Innes and Claudia Emes Inquiry-based Learning in Higher Education: Administrators′ Perspectives on Integrating Inquiry Pedagogy into the Curriculum - Christopher Justice, James Rice, Dale Roy, Bob Hudspith and Herb Jenkins Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education - Alice Y. Kolb and David A. Kolb Part Three: Global Case Studies Internationalizing the Curriculum: Pedagogy for Social Justice - Cynthia Joseph Transformative Learning through Internationalization of the Curriculum in Higher Education - Valerie Clifford and Catherine Montgomery Recent Developments in Teacher Training and Their Consequences for the ′University Project′ in Education - Geoff Whitty Curriculum Formation: A Case Study from History - Suellen Shay Between Policy and Practice: Structuring Workplace Learning in Higher Vocational Education in Sweden and Finland - Mats Lindell and Marja-Leena Stenström The Workplace Learning Cycle: A Problem-based Curriculum Model for the Preparation of Workplace Learning Professionals - Bridget N. O′Connor Part Four: Syllabi Development The 21st-Century Syllabus: From Pedagogy to Andragogy - Charles J. Fornaciari and Kathy Lund Dean The 21st-Century Syllabus: Tips for Putting Andragogy into Practice - Kathy Lund Dean and Charles J. Fornaciari VOLUME TWO: APPROACHES TO LEARNING AND TEACHING IN HIGHER EDUCATION From Adult Education to Lifelong Learning and Beyond - Peter Jarvis Andragogy: The Art and Science of Helping Adults Learn - Merriam, S. B. Student and Faculty Beliefs about Learning in Higher Education: Implications for Teaching - Kristina L. Dandy and Karen Bendersky A Revision of Bloom′s Taxonomy: An Overview - David R. Krathwohl Signature Pedagogy/Powerful Pedagogy: The Oxford Tutorial System in the Humanities - Julia Horn Staking a Claim on Learning: What We Should Know about Learning in Higher Education and Why - Anna Neumann The Transition of Adult Students to Higher Education: Legitimate Peripheral Participation in a Community of Practice? - Victoria L. O’Donnell and Jane Tobbell Transformative Learning Theory - Jack Mezirow Social Constructivist Teaching Strategies in the Small Group Classroom - Lisa M. Schreiber and Brielle Elise Valle Using Industry Professionals in Undergraduate Teaching: Effects on Student Learning - Liesel Gentelli Characteristics of Problem-based Learning - Erik de Graaff and Anette Kolmos How to Enable Asian Teachers to Adopt Student–Centred Learning - Thanh Thi Hong Pham and Peter Renshaw Perspectives on Quality Teaching - Tennant, M., McMullen, C. and Kaczynski, D. Exploring Academic Misconduct: Some Insights into Student Behavior - Bob Perry The Role Consumerism Plays in Student Learning - Laura M. Harrison and Laura Risler Entrepreneurship Education Research Revisited: The Case of Higher Education - Jean-Pierre Béchard and Denis Grégoire Blended Learning Innovations: Leadership and Change in One Australian Institution - Negin Mirriahi, Dennis Alonzo, Simon McIntyre, Giedre Kligyte and Bob Fox VOLUME THREE: THE IMPACT OF TECHNOLOGY AND ONLINE LEARNING IN HIGHER EDUCATION Shift Happens: Online Education as a New Paradigm in Learning - Linda Harasim Openness, Dynamic Specialization, and the Disaggregated Future of Higher Education - David Wiley and John Hilton III Beyond the Looking Glass: What Faculty and Students Need to Be Successful Online - Rena M. Palloff and Keith Pratt Online Learning: A New Testament - Jon Baggaley Learning Innovation: A Framework for Transformation - Gilly Salmon Can ‘Blended Learning’ Be Redeemed? - Martin Oliver and Keith Trigwell Open Education 2030: Planning the Future of Adult Learning in Europe - Jonatan Castaño Muñoz, Christine Redecker, Riina Vuorikari and Yves Punie The First Decade of the Community of Inquiry Framework: A Retrospective - D. Randy Garrison, Terry Anderson and Walter Archer Opening Up to Open Source: Looking at How Moodle Was Adopted in Higher Education - Eamon Costello Explorations in Course-Casting: Podcasts in Higher Education - Sarah Bryans Bongey, Gerald Cizadlo and Lynn Kalnbach The Flipped-Classroom Approach: The Answer to Future Learning? - Gila Kurtz, Alexandr Tsimerman and Orna Steiner-Lavi Twitter as a Teaching Practice to Enhance Active and Informal Learning in Higher Education: The Case of Sustainable Tweets - Eva Kassens-Noor Teaching Style and Attitudes towards Facebook as an Educational Tool - Julie Prescott Learning Spaces in Mobile Learning Environments - Astrid M. Sølvberg and Marit Rismark Exploring Teaching and Learning Using an iTouch Mobile Device - John Mayberry, Jace Hargis, Larry Boles, Alex Dugas, Daniel O’Neill, Ajna Rivera and Monika Meler Mobile Learning – The Future Already behind US: A Review and Analysis of the Bigger Picture - John Traxler Characteristics of Massive Open Online Courses (MOOCs): A Research Review, 2009–2012 - Jolie Kennedy MOOCs and Universities: Competitors or Partners? - Beng Soo Ong and Ani Grigoryan Virtual Workplace Learning: Promises Met? - Robert G. Brookshire, Kara M. Lybarger and Lynn B. Keane Technology-Enhanced Learning in Developing Nations: A Review - Shalni Gulati The Use of Computer Technology in University Teaching and Learning: A Critical Perspective - Neil Selwyn Introduction: The Need for a Politics of Education and Technology - Neil Selwyn and Keri Facer Avoiding the Pitfalls: Current Practices and Recommendations for ePortfolios in Higher Education - April Chatham-Carter, Lori Seawel and John Raschig An Overview of Cyberbullying in Higher Education - Edwina Thomas Washington Sexting: How the State Can Prevent a Moment of Indiscretion from Leading to a Lifetime of Unintended Consequences for Minors and Young Adults - Elizabeth M. Ryan VOLUME FOUR: ASSESSMENT AND EVALUATION IN HIGHER EDUCATION Part One: Overview Great Ideas Revisited: Techniques for Evaluating Training Programs and Revisiting Kirpatrick′s Four-Level Model - Donald Kirkpatrick Adaptation of Kirkpatrick’s Four Level Model of Training Criteria to Assessment of Learning Outcomes and Program Evaluation in Higher Education - Ludmila Praslova Kirkpatrick’s levels and education ‘evidence’ - Sarah Yardley and Tim Dornam Faculty and Students Conceptions of Assessment in Higher Education - Richard B. Fletcher, Luanna H. Meyer, Helen Anderson, Patricia Johnston and Malcolm Rees A Systematic Approach to Evaluating Teaching and Learning Initiatives in Post-Secondary Education - Cindy Ives, Lynn McAlpine and Terry Gandell Part Two: Models of Assessment in Higher Education Sustainable assessment revisited - David Boud and Rebeca Soler Assessing Capability - Mantz Yorke Assessment – summative and formative –some theoretical reflections - Maddalena Taras Part Three: Challenges, Trends and Futures Coursework versus Examinations in End-of-Module Assessment: A Literature Review - John T.E. Richardson Formative Plus Summative Assessment in Large Undergraduate Courses: Why Both? - Nirit Glazer Rubrics as a way of providing transparency in assessment - Anders Jonsson Part Four: Quality Assurance and Student Evaluation of Teaching Collecting Dust or Creating Change: A Multicampus Utility Study of Student Survey Results - Mark E. Engberg, Mark Manderino and Katelyn Dollard Are Students Their Universities’ Customers? An Exploratory Study - Treena Gillespie Finney and R. Zachary Finney Peer Observation Reports and Student Evaluations of Teaching: Who Are the Experts? - David Ackerman, Barbara L. Gross and Franck Vigneron Student evaluation of teaching: keeping in touch with reality - Stuart Palmer

About the Author :
Bridget N. O'Connor, is Professor of Higher Education and Business Education. She is particularly interested in adult learners and in the transfer of learning from the classroom to the workplace. Professor O'Connor has published dozens of articles in Journal of Education for Business, Informing Science, Journal of Organizational Computing and Electronic Commerce, and NABTE Review. She has also authored or coauthored numerous yearbook chapters for the NBEA Yearbook. With colleagues from Australia and England, Professor O'Connor is an editor of the just-released Sage Handbook of Workplace Learning. She is also the co-author of several books, most recently Learning at Work: How to Support Individual and Organizational Learning (HRD Press. 2007), Training for Organizations 2nd edition (Cincinnati: South-Western Educational Publishing Co., 2002), and End-user Information Systems: Implementing Individual and Work Group Technologies 2nd edition (Upper Saddle River, NJ: Prentice Hall, 2002). These books are supplemented with CD-ROM and Web-based instructor's manuals. She has been a leader in a variety of professional associations, including the SIG Workplace Learning of AERA, which she chaired in 2000-2001; the American Society for Training and Development; and the Organizational Systems Research Association (OSRA). In addition to being its journal editor, she has been OSRA's president, chaired its two national curriculum projects, and served as vice president for publications.