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What is Implied Student

Chapter 5
Handbook of Research on Learning Outcomes and Opportunities in the Digital Age
In activities such as developing the curriculum, designing courses, and conducting assessment, educators do not deal with actual students; instead, they make their decisions based on hypothetical representations of students that are socially-constructed and culturally-derived. There is always a mismatch between the implied and the actual student; however, in times of rapidly changing demographics and social patterns this mismatch can be substantial, leading to inappropriate and ineffective decision-making and policy formation.
Published in Chapter:
Faculty Response to the Opportunities of the Digital Age: Towards a Service Culture in the Professoriate
David Starr-Glass (University of New York in Prague, Czech Republic)
Copyright: © 2016 |Pages: 25
DOI: 10.4018/978-1-4666-9577-1.ch005
Abstract
The digital revolution has had a profound impact on learning opportunities, but there is often ambivalence in the ways in which faculty and colleges embrace these opportunities. Attitudes and the cultural expectations of faculty lie at the heart of any successful strategic response to the digital revolution. This chapter examines cultural values that may limit responsiveness and suggests that a new cultural paradigm is needed among faculty members. This paradigm accentuates the notion of service and a relational commitment to learners. In education, a relational service culture recognizes the value and centrality of the learner and provides a pathway for the broader strategic alignment of the academy with the opportunities that are presented by the digital age. The chapter critically appraises the need for a relational service culture among faculty that might further and expand learner-centered pedagogies, and suggests how change might be initiated and supported.
Full Text Chapter Download: US $37.50 Add to Cart
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Chapter 13
Purposefully-Designed and Mindfully-Facilitated Online Courses
In activities such as developing the curriculum, designing courses, and conducting assessment, educators do not deal with actual students; instead, they make their decisions based on hypothetical representations of students that are socially constructed and culturally derived. There is always a mismatch between the implied and the actual student; however, in times of rapidly changing demographics and social patterns this mismatch can be substantial, leading to inappropriate and ineffective decision-making.
Published in Chapter: Purposefully-Designed and Mindfully-Facilitated Online Courses; From: Handbook of Research on Managing and Designing Online Courses in Synchronous and Asynchronous Environments
Full Text Chapter Download: US $37.50 Add to Cart
Chapter 7
Utilizing Learner Knowledge in Cross-Culture Management Education: Beneath the Visible Teaching Pyramid
In activities such as developing the curriculum, designing courses, and conducting assessment, educators do not deal with actual students; instead, they make their decisions based on hypothetical representations of students that are socially-constructed and culturally-derived. There is always a mismatch between the implied and the actual student; however, in times of rapidly changing demographics and social patterns this mismatch can be substantial, leading to inappropriate and ineffective decision-making.
Published in Chapter: Utilizing Learner Knowledge in Cross-Culture Management Education: Beneath the Visible Teaching Pyramid; From: Handbook of Research on Cross-Cultural Business Education
Full Text Chapter Download: US $37.50 Add to Cart
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