Ghanshym Koolmon – författare

Seminar paper from the year 2016 in the subject Pedagogy - Miscellaneous Topics, , language: English, abstract: Student participation in classroom activities is considered as significant because it serves as an indicator of the progress of students' learning process. Student participation in the class also signal towards their interest in the course they have been enrolled with, which in turn indicates towards better academic progress. Thus, in majority of study institutions like schools and colleges student participation is highly encouraged in order to assess the quality, of course, teaching method, and the knowledge imparted to them. Through active participation in the class, the students also become a part of the entire education system and help the institutions in determining the successfulness of the system. The two commonly used tools of evaluating participation of students and the quality of their performance in classroom activities are RUFDATA and KIRKPATRICK. Both these tools come with their set of merits and demerits. Moreover, these tools are implemented at different levels of performance evaluation. While the RUFDATA tool is used at the initial stage of the organisational planning in order to determine the effectiveness of a learning module or a course on the students and their subsequent performances, the KIRKPATRICK model is used at the later stage in order to assess the quality of performance of the students in order to gauge how far they understood the knowledge imparted and how effective the teaching style has been to them. Hence, the educators should take an integrated approach for applying a combination of both the tolls for evaluation of student participation in classroom activities.

Seminar paper from the year 2016 in the subject Pedagogy - Higher Education, grade: -, , language: English, abstract: Students in the higher education can be categorised under traditional and non-traditional. While traditional students are typically referred to as those belonging to the 18-24 years age group, of middle/ upper class with a family history of higher education, non-traditional students have been generally considered as those belonging to diverse ethnic race, gender,social class, economic background of family and finally age. Among these non-traditional students, mature students, thoseabove the age of 24, who may not have had the opportunity to pursue higher education before, face significant challenges as students pursuing higher education. Nontraditional mature students differ from the younger generation in many ways. Mature students could find it perplexing to adapt into a learning environment where they have faced many challenges to compete with the different level of age group students besides that fact that they have additional emotional and financial burdens. These barriers between mature students deeply affect their academic performance and may even prevent them in initiating new courses. The academic performance and its relationship with academic engagement of mature students in higher education need to be assessed in order to understand the influence on the Widening Participation programs across the UK. The aim of this paper is to explore previous research undertaken on the contribution of academic management and how it influences the widening participation. Based on the research aim and questions developed, existing literature on academic engagement, student performance, academic learning experience, assessment models were studied in detail. Kirkpatrick s Four Level Model of evaluation was selected in the present study to assess its suitability for the evaluation of mature students in higher education. The analysis revealed the optimum evaluation model needed for mature students as well as the relationship between student learning experiences and academic engagement in Widening Participation scenario of UK. However, it is argued that mature students have major influences on younger students by enriching the learning experience of younger students and hence giving them the opportunity to learn a range of life skills.

Seminar paper from the year 2017 in the subject Didactics - Common Didactics, Educational Objectives, Methods, grade: Merit, Lancaster University, course: PhD in Higher Education, language: English, abstract: Gamification is an emergent approach in higher education teaching learning. However, it is still a fairly recent, developing field. Literature reviews on gamification in higher education are scarce. So, This literature review aims to understand the mediating role of the game-based learning in higher education in relation to enhancing the quality of university assessment.