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Positioning through Epistemic Cognition in Higher Education: Conceptualising the Ways in Which Academics in a Business School View Heutagogy
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David William Stoten – Higher Education: The International Journal of Higher Education Research, 2024
Teaching and learning in higher education is informed by a multitude of conditioning factors, not least the values systems and outlook of academics. Understanding the epistemological positioning taken by academics in relation to teaching and learning is therefore important if we are to make judgments about how we educate now, and could do so in…
Descriptors: Foreign Countries, Business Schools, Teacher Attitudes, Curriculum
Effects of Flipped English Learning Designs on Learning Outcomes and Cognitive Load: Workload of Out-of-Class Activities versus During-Class Activities
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Xiu Xin; Meng Zhang – Journal of Computer Assisted Learning, 2024
Background: Some studies have researched the correlation between flipped learning and cognitive learning outcomes; however, there is a paucity of research elaborating on the effects of flipped language learning on cognitive load (CL). Objectives: This study investigates the effects of using flipped learning designs (student-led, teacher-led and…
Descriptors: Flipped Classroom, Second Language Learning, English (Second Language), Computer Assisted Instruction