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Ana Rodera

Teachers as e-learners: exploring the experiences of teachers in an online professional... - 0 views

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    Author(s): Caroline Daly, Norbert Pachler, Jon Pickering & Jeff Bezemer Publication: JOURNAL OF IN-SERVICE EDUCATION, 2007; 33(4): 443-461 Abstract: This article reports the findings of a qualitative investigation into the e-learning experiences of educational practitioners in England studying for accredited Continuing Professional Development. The research was conducted with a cohort of participants studying on a mixed-mode professional learning masters programme for teachers. It focused on the subjective and perceptual aspects of the e-learners' experiences, and aimed to investigate how they can be gauged as part of an evaluation strategy which is built into course design. An innovative methodology was devised based on the collection of learner narratives which required a continuous process of meta-level engagement with their experiences by the participants. Both novices and experienced e-learners experienced unforeseen challenges in e-learning activities related to professional development. The study identified opportunities for meta-learning as central to the teachers' successful adaptation to collaborative e-learning processes within such programmes.
Ana Rodera

European Qualifications Framework and the comparison of academically-oriented and profe... - 0 views

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    Author(s): Ulpukka Isopahkala-Bouret, Teemu Rantanen, Katariina Raij & Eeva Järveläinen Publication: EUROPEAN JOURNAL OF HIGHER EDUCATION, 2011; 1(1): 22-38 Abstract: With the moderating power of the European Qualification Framework (EQF), European higher education has, for some time, been moving in a competence-oriented direction in some educational systems. The EQF is a competence framework that defines standards to all levels of qualification. The framework is set up to facilitate comparison of qualifications and qualifications' levels between and within different national educational systems. In this article, we are using the EQF to set the standards for the comparison between different higher education qualifications. The purpose is to reflect upon the differences of graduates with academically-oriented and professionally-oriented Master's degrees. We approach this problem by asking employers (survey, n=134) and graduates (interviews, n=30) for their opinion of how well the competence of academic and professional Master's degrees fit the objectives of the EQF level 7. Moreover, we are interested to explore how well the EQF lends itself to this kind of a comparison. The particular context for this study is the Finnish dual system of higher education.
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