Sustainable Learning in Higher Education

Peris‐Ortiz, Marta; Lindahl, José M. Merigó

doi:10.1007/978-3-319-10804-9

Cited by 19 publications

(6 citation statements)

References 80 publications

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“…International students might encounter a new educational system that differs from their previous experience, which negatively affects their academic achievement. Nevertheless, there are other important aspects to improve sustainable learning among international students including teaching methodologies, use of technology in the process of teaching and learning, knowledge, and writing projects and assignments during the whole academic year [5,6,59,83,84]. Academic challenges might also have a negative impact on international students' sustainable learning if international students do not have the skills to overcome academic barriers [85].…”

Section: Discussionmentioning

confidence: 99%

Intercultural Learning Challenges Affecting International Students’ Sustainable Learning in Malaysian Higher Education Institutions

et al. 2020

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The tendency for internationalization of higher education in many Higher Education Institutions (HEIs) around the world, including those of Malaysia, is increasing with the current wave of globalization; however, the main challenge of international HEIs is how to manage intercultural diversity and overcome intercultural learning challenges that affect international students’ learning outcomes and learning sustainability. Hence, the aim of this study was to investigate intercultural learning challenges that affect international students’ learning sustainability through a proposed measurement model. The data were collected from 273 international students in Malaysian HEIs through a survey and were analyzed using variance-based structural equation modeling (i.e., PLS-SEM). The results showed that intercultural challenges did not have a significant effect on students’ learning sustainability. Nevertheless, language challenges, academic challenges, and research challenges were found to have a significant negative impact on the learning sustainability of international students. The study concluded that intercultural learning barriers are considered to be intercultural learning challenges, which have a negative effect on international students’ learning sustainability even though international students might overcome such challenges with the passage of time. In addition, the study identified different factors pertaining to international students’ learning sustainability, such as students’ language and learning skills, Higher Education Institutions’ educational systems, and lecturers. Based on the finding of the study, Higher Education Institutions need to create a clear framework that encompasses these factors to improve learning sustainability among international students.

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Section: Discussionmentioning

confidence: 99%

Intercultural Learning Challenges Affecting International Students’ Sustainable Learning in Malaysian Higher Education Institutions

et al. 2020

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“…The challenge here is to design authentic assessment tasks which mimic real-world experiences of learners for a meaningful learning experience in the learning process (Rodríguez-Gómez & Ibarra-Sáiz, 2015). Peris-Ortiz and Lindahl (2015) propose three principles supporting the design of authentic assessment, which are challenge, reflection, and transferability. First, is the creation of challenging assessment tasks by designing and implementing assessment tasks that require lofty expectations from the learners, which lead to obstacles that need to be solved using a variety of strategies.…”

Section: What Constitutes a Good Authentic Assessment Design?mentioning

confidence: 99%

“…Second is the proposal of assessment tasks that are intellectually demanding, which means requiring students to demonstrate their learning and comprehension and high-level thinking through specific assessment tasks. Finally, the authentic assessment activity should support the notion that knowledge and skills learnt in one area can be applied within other, often unrelated, areas (Peris-Ortiz & Lindahl, 2015;Rodríguez-Gómez & Ibarra-Sáiz, 2015). An example of this approach was the multidisciplinary industry project developed by academics at Monash University in Melbourne, Australia.…”

Section: What Constitutes a Good Authentic Assessment Design?mentioning

confidence: 99%

Authentic Assessment Design in Accounting Courses: A Literature Review

2018

Proceedings of the 2018 InSITE Conference

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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] Authentic assessments offer students the opportunity to develop skills that implement the formal learning they receive in the classroom. Although there is a need for accounting graduates to possess a plethora of skills to equip them for success, there is a shortage of literature which focuses on authentic assessment design for accounting courses. This paper aims to address this gap by compiling a toolkit for accounting educators aspiring to design and implement authentic assessments Background: This paper reviews examples of authentic assessments that are available and have been used by accounting educators and educators in general. It highlights the skills that might be developed with each assessment Methodology: A review of literature on authentic assessment design and examples of authentic assessments like portfolios, reflective journals, presentations, reports peer and self-assessment was conducted. Contribution: This paper aims to address this gap by compiling a toolkit for accounting educators aspiring to design and implement authentic assessments. Findings: Authentic assessments are a form of learning. They help graduates develop skills and attribute that will make them work-ready and capable of handling a lot of real life practical work situations. Recommendations for Practitioners: Accounting educators may find guidelines in this paper which will help them understand authentic assessments and enlighten them on the challenges they may encounter when implementing the assessments Recommendation for Researchers: There is a need for future researchers to contribute more to this topic so as to increase the variety and amount of literature available for those wishing to engage with authentic curriculum design in accounting. Impact on Society: This paper may also be of use to prospective employers wishing to gain a clear understanding of the skills inherent in prospective graduates who may have been exposed to authentic assessments. Accounting students and graduates may find this paper useful as it will help them comprehend the importance of some the assessments with the backing and assurance from the literature. Future Research: Future research may focus on the challenges in implementing authentic assessments. It would also be great to see more research addressing the perceptions of educators towards authentic assessments.

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“…Para proporcionar criterios de evaluación homogéneos y así mejorar la precisión de la autoevaluación y generar buenas prácticas en el desarrollo de esta competencia se facilitó con antelación a los evaluadores (estudiantes y profesores) la rúbrica que figura en el anexo. Ésta fue elaborada por profesores con amplia experiencia en la valoración de presentaciones orales en el contexto universitario y fue diseñada y validada a través del proceso que se detalla en un estudio previo [25]. La rúbrica está compuesta por diez criterios, que reflejan las principales dimensiones de la competencia analizada.…”

Section: Metodologíaunclassified

Self-assessment: A critical competence for Industrial Engineering

Tacoronte

Cruz

González-Betancor

2015

DYNA

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Assess one's own abilities realistically and critically is the key for a continuous adaptation to the changing labor market conditions. The university system must train the future engineers to rate their own performance accurately, reducing biases as self-benevolence. This paper analyzes, with a sample of students of Industrial Engineering, the accuracy of self-assessment in oral presentations, using a scoring rubric. The results of several statistical tests indicate that students are good assessors of others work, but benevolent with their own work. In addition, men evaluate themselves significantly higher than women do. Finally, self-assessment tend to compensate for others assessments, mainly in the case of students considered worse by teachers. These results point to the need of including self-assessment activities in an increasing number to improve students' performance.Keywords: self-assessment; higher education; engineering; transversal competences; employability; scoring rubrics.Autoevaluación: Una competencia crítica para la Ingeniería Industrial ResumenValorar de manera realista y crítica las propias capacidades es clave para una adaptación continua a las cambiantes condiciones del mercado de trabajo. El sistema universitario debe preparar a los futuros ingenieros para que puedan juzgar su propio trabajo de manera precisa, reduciendo los sesgos como la auto-benevolencia. Este trabajo analiza, con una muestra de estudiantes de Ingeniería Industrial, la precisión de la autoevaluación en presentaciones orales, utilizando una rúbrica. Los resultados, fruto de varias pruebas estadísticas, indican que los estudiantes son buenos valoradores del trabajo de otros, pero benevolentes consigo mismos. Además, los hombres se autoevalúan de manera significativamente superior que las mujeres. Finalmente, las autoevaluaciones tienden a compensar las valoraciones efectuadas por otros valoradores, fundamentalmente en el caso de los estudiantes peor considerados por los profesores. Estos resultados sugieren la necesidad de incluir actividades de autoevaluación en un número creciente que mejoren el desempeño de los estudiantes.Palabras clave: autoevaluación; educación superior; ingeniería; competencias transversales; empleabilidad; rúbricas. IntroducciónComo consecuencia de la situación económica por la que atraviesa España, la tasa de paro no ha dejado de aumentar en los últimos años. En el campo de la ingeniería, un estudio encargado por el Consejo General de Ingenieros Industriales de España y que se basa en una encuesta que se realizó en 2013 al colectivo de ingenieros industriales colegiados de España pone de manifiesto que la tasa global de desempleo asciende al 15,5% de los encuestados, alcanzando el 27,1% en el colectivo que tiene una experiencia entre 1 y 5 años [1].A pesar de estos datos tan desalentadores, hay que tener en cuenta que la crisis es coyuntural y que a medida que la economía se recupere, estos titulados volverán al mercado laboral. De cara a facilitar ese retorno y, por tanto, fomentar la em...

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Sustainable Learning in Higher Education

Cited by 19 publications

References 80 publications

Intercultural Learning Challenges Affecting International Students’ Sustainable Learning in Malaysian Higher Education Institutions

Intercultural Learning Challenges Affecting International Students’ Sustainable Learning in Malaysian Higher Education Institutions

Authentic Assessment Design in Accounting Courses: A Literature Review

Self-assessment: A critical competence for Industrial Engineering

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