Developing student learning in a changing environment

video: Promoting the learning and development of students is of paramount importance for ensuring the quality of higher education. Over the last two decades, great changes have taken place in higher education, which have had a profound effect on the nature of student learning in this sector and have profoundly changed it. This special issue of the ECNU Education Review explores these new trends in higher education and provides insights for researchers and policymakers to address them.
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Credit: Professor Hongbyao In and the ECNU Review on Education

In the last 20 years, higher education has overcome many obstacles, including the pandemic. There were three main trends in this area that had a major impact on student learning. The first is the transition from offline or classroom learning to an online or hybrid learning ecosystem. After the global COVID-19 pandemic, higher education, like a few other aspects of our lives, underwent changes to adapt to unprecedented circumstances. Second, the international student movement in higher education has significantly intensified and diversified in recent years. Finally, the third trend is related to extensive international student assessment programs, such as the National Student Involvement Survey and the student experience at the Research University.

But what do these trends mean in the development of student education in higher education? Special issue ECNU Review on EducationOpportunities to Teach Students in Higher Education: Ways to Opportunity – Addressing this question, gave a significant insight into the nature of student learning in higher education in the ever-changing global environment. “In light of the considerations and debates surrounding higher education, researchers are required to have a more balanced and comprehensive mindset when conceptualizing and researching students’ learning.” says the author of the editorial, Professor Hongbiao Ying from the University of Hong Kong, China.

In collaboration with Dr. Lian Shi from the University of China in Hong Kong, Professor Yin addressed the first trend, namely the digital transformation in higher education, which has been fueled by the COVID-19 pandemic. In them a research article has been published in this special issue, the duo investigated the impact of online learning on student learning among Chinese research university students. The study found that offline collaboration between students and professors resulted in the desired learning outcome and an understanding of the learning environment and greater satisfaction. However, online educational collaboration has worked better in strengthening student autonomy and ensuring the completion of in-depth dissertations.

“These observations can help improve teaching and learning in higher education” says Professor In.

Other studies an interview with students at a Chilean research university showed that high-performing librarians were users and tended to study in depth. Students with intermediate levels of achievement, on the other hand, preferred a more physical library and strategic approach, while those with lower levels of achievement had fewer users, both physical and digital libraries, and stuck to a surface approach to learning.

Subsequent articles will explore the other two trends in more detail. Focus on the experience of studying international students, a study Among these students revealed a growing preference for Chinese universities. However, the study also showed that despite the acquisition of good academic skills and abilities, such as research skills, global abilities and Chinese skills, they are not satisfied with their teaching experience at these universities.

Jump from Asia to Europe, another study with the perspective of the professors of the University of Finland talked about the cooperation between foreign, local students and student exchange and found a hierarchical description of the meetings between these students.

Finally, there is no doubt that student assessment is an integral part of student learning. But compared to extensive and in-depth research on student learning, this assessment is not given enough attention by researchers. Learn this, research in this publication revealed a lack of consistency in these research methods. Another study studied the dangers of ‘fake learning’, which stems from rewarding academic achievement, conforming to ideology and methodology, and how universities contribute to it.

It is scheduled to be published in March 2022, this is a special edition ECNU Review on Education breaking geographical barriers and comprehensively addressing the internationalization of higher education and its impact on student learning, providing critical analysis, advice and guidance to guide future development. The wide range of issues and methods covered can help researchers in empowering students in higher education.

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Reference

Author: Honbyao In

Title of the original document: Opportunities for students to study in higher education: Ways to Opportunities

Magazine: ECNU Review on Education

DOI: https://doi.org/10.1177/20965311211073971

Affiliations: Chinese University in Hong Kong

About ECNU Review on Education

In the ECNU Education Review (ROE) an international journal reviewed by peers publishes research on education issues in China and abroad. This open source journal, founded by the East China University (ECNU) in Shanghai, encourages articles that use cross-sectoral perspectives and include contextual sensitivity. In the ROE promotes dialogue within the pedagogical community and builds an international network of scholars, all with the aim of advancing knowledge, generating great ideas and strengthening meaningful change.

About the professor Honbiao In

Hongbiao Yin is chairman and professor of the Department of Education and Instruction and deputy director of the University-School Partnership Center at the University of China in Hong Kong. He has also served as chairman or associate professor at some of the most prestigious universities in China, such as the University of Southwest and the University of East China. He received his MPhil degree from Southwestern University in 2003 and a doctoral program in 2006 from the University of China in Hong Kong. His research interests include curriculum change and implementation, teacher training, teacher sentiment, motivation and student engagement, teaching and learning. in high school. He has more than 200 works. He is also the editor-in-chief of the publication Teacher training and education and deputy editor Journal of Education.


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