Linked e-resources
Details
Table of Contents
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
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