Blended learning is not a flash in the pan, it’s here to stay. At The Hague University of Applied Sciences (THUAS) the implementation of blended learning is not yet in an adult stage, but in a newly introduced educational framework (The Hague University of Applied Sciences, 2017) blended learning plays a vital role. The intention is for teams to come to a shared approach when it comes to blended learning. In his blog, Leonard Geluk, (Geluk, 2016) the Chairman of the Executive Board of the University notes that ‘the development is slow to get off the ground’ and ‘there is still work to be done before we can fully embed ICT in education.’ The toolkit of teachers has been supplemented with many digital tools in recent decades (Geluk, 2014), but what makes lecturers actually use these new possibilities? What causes them to pick up the toolkit or leave it? Jacobs (2013) indicates that people’s ability to exploit the benefits of technology, in particular digital technology, is not obvious and can be a big challenge, especially for teachers. The central question to this study is: What brings lecturers in motion around blended learning? In my opinion, gaining more understanding in the lecturers’ perspective is an important part of the ‘work’ that Leonard Geluk describes above. This is the main goal of this research.
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During the last decade, the relationship between university and non-university higher education institutions has changed. As a contribution to the knowledge economy, non-university higher education institutions are expected to educate their students in research activities. Previously, teaching was the main responsibility of lecturers in non-university higher education, while research hardly played a role. This paper is about the belief of lecturers in non-university higher education in their own research ability (research self-efficacy). In a survey study conducted among Dutch lecturers (N = 790), the research self-efficacy has been measured. A structural equation model shows the effects of personal aspects, mastery experience and organisational context on the research self-efficacy of lecturers. Research self-efficacy is also modelled in relation to lecturers’ need to work on professional development in research skills. Results show that research self-efficacy is mostly affected by aspects of mastery experience, in which the context is similar to the given task. Implications are discussed.
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Lecturers in higher education who design courses, should consider, among other things, the use of educational resources (Van den Akker, 2004). They have an abundance of resources at their disposal and it is important they select, structure and present those resources in ways that benefit their students (Littlejohn, 2011). It is often recognized that this task of selecting, structuring and presenting resources is remarkably similar to the task of curators in museums. Today, the notion of curation is also used more widely to describe a complex set of activities that center around dealing with large quantities of information (Snyder, 2015). In education, lecturers are increasingly regarded as curators (e.g. Anderson, 2015; Siemens, 2007). However, little is known about lecturers’ curational behaviour (Wolff & Mulholland, 2013). A literature review shows that previous research has mainly looked at criteria lecturers apply when selecting resources, and at obstacles they experience (Leighton & Griffioen, 2019). Curation though consists of more than mere selection (Bhaskar, 2016), and behaviour is influenced by other elements than (perceived) obstacles (Ajzen, 1991). The proposed paper will present a research design for a PhD study in which 25 lecturers in a Dutch university of applied sciences will be interviewed about their curational behaviour. The participants experience in designing a course will be the starting point for the interviews and interview questions will be based on the Theory of Planned Behaviour questionnaire (Ajzen, 2019). With this proposed paper, the authors aim to invite questions, feedback and discussion on the research design.
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This study investigates the mediating role of organizational citizenship behaviours (OCBs) on the leader-member exchange (LMX) and employee performance relation and the degree to which work experience moderates the relation between leader-member exchange and OCBs. Lecturers from six technical universities in Ghana, making up three hundred and thirty-six lecturers, were selected using convenience sampling. The participants completed self-administered surveys. OCBs fully mediated the association between LMX and employee performance. Furthermore, the findings indicate that the interplay between LMX and work experience on OCBs is compensatory in nature such that as work experience increases, the positive association between LMX and OCBs decrease. Managers of higher education institutions should create enabling work environments that encourage high-quality LMX and citizenship behaviours. Moreover, as work experience tends to attenuate the positive influence of LMX on OCBs, managers in higher education should focus their attention on employees with low rather than high work experience. This research adds to the employee performance literature through examining a novel link among leader-member exchange, organizational citizenship behaviours and performance.
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Students and lecturers share educational experiences, each in their role: Students as part of their learning context and lecturers as part of their work environment. But how much of their experiences are similar? A questionnaire was developed to provide insight into the experiences of research integration of undergraduate students (N = 2336) and lecturers (N = 379). For measurements, the Research Attitudes in Vocational Education Questionnaire (RAVE-Q), and Experience in Research Integration scale were applied to the student survey design. For lecturers, all items of the student surveys were rephrased into items related to lecturers’ perceptions of their students’ attitudes and experiences. The findings show that students and lecturers share perceptions about the role of research in their related vocational field and about research integration. However, important cognitive and affective differences were found between students and lecturers regarding research practice. Implications for further research and educational design will be discussed.
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This article explores the development of skills of lecturers for internationalisation at home. It discusses backgrounds and the current situation, but also suggests ways forward. These suggestions are made mainly on the basis of experiences in The Netherlands, one of the few countries outside the English-speaking world, where a body of literature is emerging that discusses the implementation of internationalisation at home. The insights generated by this research may benefit universities in other countries in continental Europe, where English is not the standard language of instruction. Original Article at: https://www.zfhe.at/index.php/zfhe/article/view/1095
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Young adult caregivers experience reduced wellbeing when the combination of family care and an educational program becomes too demanding. We aim to clarify the role views, competences, and needs of lecturers regarding the identification and support of these students to prevent negative mental health consequences. A mixed-methods explanatory sequential design was used. We collected quantitative data using a survey of lecturers teaching in bachelor education programs in the Netherlands ( n = 208) and then conducted in-depth interviews ( n = 13). Descriptive statistics and deductive thematic analyses were performed. Most participants (70.2%) thought that supporting young adult caregivers was the responsibility of the educational institution, and 49% agreed that it was a responsibility of the lecturer, but only 66.8% indicated that they feel competent to do so. However, 45.2% indicated that they needed more training and expertise to identify and support these students. All interviewees felt responsible for their students' wellbeing but highlighted a lack of clarity regarding their role fulfillment. In practice, their ability to identify and support these students depended on their available time and level of expertise. The lecturers required agreements on responsibility and procedures for further referral, as well as information on support and referral opportunities, communication skills courses, and peer-to-peer coaching.
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Purpose: This study aims to qualitatively examine the relationship between the indoor environmental quality (IEQ), lecturers’ and students’ perceived internal responses and academic performance. Design/methodology/approach: To capture user experiences with the IEQ in classrooms, semi-structured interviews with 11 lecturers and three focus group discussions with 24 students were conducted, transcribed, coded and analyzed using direct content analysis. Findings: The findings show that lecturers and students experience poor thermal, lighting, acoustic and indoor air quality (IAQ) conditions that may influence their ability to teach and learn. Maintaining acceptable thermal and IAQ conditions was difficult for lecturers, as opening windows or doors caused noise disturbances. In uncomfortable conditions, lecturers may decide to give a break earlier or shorten a lecture. When students experienced discomfort, it may affect their ability to concentrate, their emotional status and their quality of learning. Research limitations/implications: The findings originate from a relatively small sample, which might have limited the number and variety of identified associations between environment and users. Practical implications: Maintaining acceptable air and thermal conditions will mitigate the need to open windows and doors. Keeping doors and windows closed will prevent noise disturbances and related distractions. This will support the quality of learning in classrooms. This study reveals the end users’ perspectives and preferences, which can inspire designers of new school buildings in higher education. Originality/value: This study emphasizes the importance of creating and maintaining optimal IEQ conditions to support the quality of teaching and learning. These conditions are particularly relevant when classroom occupancy rates are high or outdoor conditions are unfavourable
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In the past two years [2010-2012] we have done research on the visitor experience of music festivals. We conducted several surveys asking festival visitors for demographic variables, taste in music, their motivation for visiting festivals, mentalities and the evaluation of the festival. We also asked for the use of social media before, after and during the festival. Results show that visitors using social media have a significantly different festival experience from users that do not use social media before, during or after the festival. Results on difference in festival satisfaction are mixed.
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Background to the problem Dutch society demonstrates a development which is apparent in many societies in the 21st century; it is becoming ethnically heterogeneous. This means that children who are secondlanguage speakers of Dutch are learning English, a core curriculum subject, through the medium of the Dutch language. Research questions What are the consequences of this for the individual learner and the class situation?Is a bi-lingual background a help or a hindrance when acquiring further language competences. Does the home situation facilitate or impede the learner? Additionally, how should the TEFL professional respond to this situation in terms of methodology, use of the Dutch language, subject matter and assessment? Method of approach A group of ethnic minority students at Fontys University of Professional Education was interviewed. The interviews were subjected to qualitative analysis. To ensure triangulation lecturers involved in teaching English at F.U.P.E. were asked to fill in a questionnaire on their teaching approach to Dutch second language English learners. Thier response was quantitatively and qualitatively analysed. Findings and conclusions The students encountered surprisingly few problems. Their bi-lingualism and home situation were not a constraint in their English language development. TEFL professionals should bear the heterogeneous classroom in mind when developing courses and lesson material. The introduction to English at primary school level and the assessment of DL2 learners require further research.
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