PECULIARITIES OF USING THE PARTICIPATORY APPROACH IN HIGHER EDUCATION IN THE UNITED STATES AND THE UNITED KINGDOM
Abstract
The main task of modern higher education is to teach students to create, search, share experiences, and implement best practices in the content of education. The innovations of the higher education system today include the ideas of human centredness, student-centred learning based on a participatory approach. It has been established that at the present stage, this approach is widespread in higher education institutions of the USA and the UK. Therefore, generalisation and creative use of the practices of leading universities in the United States of America and the United Kingdom can provide significant assistance in applying the participatory approach in higher education institutions of Ukraine.
The purpose of the article is to clarify the peculiarities of using the participatory approach in higher education in the United States of America and the United Kingdom, which is aimed at improving interpersonal relations, promoting cooperation between teachers and students, serving as the basis for successful communication during classes and providing an opportunity for active participation of each student in the learning process.
The study shows that the peculiarities of using the participatory approach in higher education in the United States and the United Kingdom include: the introduction of ‘open curricula’ by universities; joint creation of the course curriculum by both teachers and students; development of research programmes for undergraduate and graduate students; introduction of practical training programmes; active participat ion of students in discussions, group projects and extracurricular activities; widespread introduction of reading and self-study practices; creation of a virtual environment; introduction of interdisciplinary courses and various forms and methods of formal and summative assessment; self-assessment of students’ own activities; active participation of students in the assessment of teaching and learning; providing each student with a ‘personal teacher’; organisation of student-centred learning; wide involvement of multimedia tools, digital resources and online platforms in the learning process; creation of a flexible learning environment; fostering creative thinking of students.
Downloads
References
2. Araújo Santos, L., Proença, S. & Ribeiro, V. (2023). Co-creation methodology to promote 21st century skills in the classroom context. In: European Conference on Innovation and Entrepreneurship. Vol. 18. pp. 57–64. DOI: 10.34190/ecie.18.1.1750
3. Arco-Tirado, J. L., Fernandez-Martin, F. D. & Hervas-Torres, M. (2020). Evidence-based peer-tutoring program to improve students’ performance at the university. Studies in Higher Education. 45(11):2190–2202. DOI:10.1080/03075079.2019.1597038
4. Bizami, N. A., Tasir, Z. & Kew, S. N. (2022). Innovative pedagogical principles and technological tools capabilities for immersive blended learning: A systematic literature review. Education and Information Technologies. 28(2):1373–1425. DOI:10.1007/s10639-022-11243-w
5. Bovill, C. (2020). Co-creation in learning and teaching: The case for a whole-class approach in higher education.
Higher Education. 79(6):1023–1037. DOI: 10.1007/s10734-019-00453-w
6. Elder, L. & Paul, R. (2020). Critical Thinking: Tools for Taking Charge of your Learning and your Life. Foundation for Critical Thinking. Lanham, USA : Rowman & Littlefield Publishers.
7. Ezika, I. J., Ndu, I., Chukwueke, T. C. & Iloanusi, O. N. (2022). Assessing opportunities for self-study and out-of-class activities in a prescriptive high contact-hour engineering curriculum. IEEE Transactions on Education. 66(1):4–11.
8. Gartland, C. (2020). UK and USA university outreach practices: the need to develop STEM learning pedagogies for student ambassador activity. In: Mansour N., EL-Deghaidy H., editors. STEM in Science Education and S in STEM: From Pedagogy to Learning. 269–295. DOI: 10.1163/9789004446076_012
9. Gibbs, J., Hartviksen, J., Lehtonen, A. & Spruce, E. (2021). Pedagogies of inclusion: A critical exploration of small- group teaching practice in higher education. Teaching in Higher Education. 26(5):696–711.
10. Hanefar, S. B. M., Anny, N. Z. & Rahman, S. (2022). Enhancing teaching and learning in higher education through formative assessment: Teachers’ perceptions. International Journal of Assessment Tools in Education. 9(1):61–79.
DOI: 10.21449/ijate.946517
11. Heffernan, T. (2022). Sexism, racism, prejudice, and bias: A literature review and synthesis of research surrounding student evaluations of courses and teaching. Assessment & Evaluation in Higher Education. 47(1):144–154. DOI:10.1080/02602938.2021.1888075
12. Héliot, Y., Mittelmeier, J. & Rienties, B. (2020). Developing learning relationships in intercultural and multi- disciplinary environments: A mixed method investigation of management students’ experiences. Studies in Higher Education. 45(11):2356–2370. DOI: 10.1080/03075079.2019.1610865
13. Islam, M. K., Sarker, M. F. H. & Islam, M.S. (2022). Promoting student-centred blended learning in higher education: A model. E-Learning and Digital Media. 19(1):36–54. DOI: 10.1177/20427530211027721
14. Korets, M., Popova, A., Sinenko, O., Trynko, O., Karolop, O. & Krasovskyi, S. (2021). The essence of pedagogical technologies in modern education. International Journal of Computer Science and Network Security. 21(5):48–51. DOI: 10.22937/IJCSNS.2021.21.5.9
15. Kouser, S. & Majid, I. (2021). Technological tools for enhancing teaching and learning process. Towards Excellence. 13:366–373. DOI: 10.37867/TE130133
16. Lowe, T. & El Hakim, Y. (2020). An introduction to student engagement in higher education. In: A Handbook for Student Engagement in Higher Education. London, UK : Routledge; pp. 3–26
17. McConlogue, T. (2020). Assessment and Feedback in Higher Education: A Guide for Teachers. London, UK : UCL Press.
18. Mensink, P. J. & King, K. (2020). Student access to online feedback is modified by the availability of assessment marks, gender and academic performance. British Journal of Educational Technology. 51(1):10–22. DOI: 10.1111/ bjet.12752
19. Morris, R., Perry, T. & Wardle, L. (2021). Formative assessment and feedback for learning in higher education: A systematic review. Review of Education. 9(3):e3292. DOI: 10.1002/rev3.3292
20. Müller, C. & Mildenberger, T. (2021). Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education. Educational Research Review. 34:100394. DOI:10.1016/j.edurev.2021.100394
21. Munna, A. S. & Kalam, A. (2021). Teaching and learning process to enhance teaching effectiveness: A literature review. 4(1):1–4. DOI: 10.33750/ijhi.v4i1.102
22. Ocampo, J. C. G. & Panadero, E. (2023). Web-based peer assessment platforms: What educational features influence learning, feedback and social interaction? In: Noroozi O., De Wever B., editors. The Power of Peer Learning: Fostering Students’ Learning Processes and Outcomes. New York, USA : Springer International Publishing, pp. 165–182. DOI: 10.1007/978-3-031-29411-2_8
23. Pedagogy for Teaching: A Classroom Guide. (n.d). URL : https://www.structural-learning.com/post/pedagogy- for-teaching-a-classroom-guide
24. Rohm, A. J., Stefl, M. & Ward, N. (2021). Future proof and real-world ready: The role of live project-based learning in students’ skill development. Journal of Marketing Education. 43(2):204–215. DOI: 10.1177/02734753211001409
25. Seibert, S. A. (2021). Problem-based learning: A strategy to foster generation Z’s critical thinking and perseverance. Teaching and Learning in Nursing. 16(1):85–88. DOI: 10.1016/j.teln.2020.09.002
26. Shirke, A. (2021). What is pedagogy? Importance of pedagogy in teaching and learning process. URL : https:// www.iitms.co.in/blog/importance-of-pedagogy-in-teaching-and-learning-process.html
27. Shohel, M. M., Ashrafuzzaman, M., Islam, M. T., Shams, S. & Mahmud, A. (2021). Blended teaching and learning in higher education: Challenges and opportunities. In: Loureiro S., Guerreiro J., editors. Handbook of Research on Developing a Post-Pandemic Paradigm for Virtual Technologies in Higher Education. Hershey, PA, USA : IGI Global, pp. 27–50. DOI: 10.4018/978-1-7998-6963-4.ch002
28. Teacher as facilitator. (2023). How to improve your lessons with facilitation. SessionLab. URL : https://www. sessionlab.com/blog/teacher-as-facilitator/
29. University Grants Commission. (2023). List of Universities. URL : http://www.ugc-universities.gov.bd/public- universities
30. Valtonen, T., Leppänen, U., Hyypiä, M., Kokko, A., Manninen, J., Vartiainen H. & et al. (2021). Learning environments preferred by university students: A shift toward informal and flexible learning environments. Learning Environments Research. 24(3):371–388. DOI: 10.1007/s10984-020-09339-6
31. Van Heertum, R. (2022). The American University and the struggle for democracy. In: Emancipatory Change in US Higher Education. Cham: Springer International Publishing. pp. 13–33.
32. Zarandi, N., Soares, A. M. & Alves, H. (2023). Student roles and behaviors in higher education co-creation – A systematic literature review. International Journal of Educational Management. 36(7):1297–1320. DOI: 10.1108/ijem-08-2021-0317
33. Zhang, B. (2021). A comparison between pedagogical approaches in UK and China. Comparative & International Higher Education. 13(5):232–242. DOI: 10.32674/jcihe.v13i5.2629
