Download or read book The Relationship Between Motives Learning Strategies Attributions for Success and Failure and Level of Achievement Among Secondaryschool Students in Hong Kong written by Tak-Fong Irene Chan Ho and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Relationship Between Motives, Learning Strategies, Attributions for Success and Failure and Level of Achievement Among Secondaryschool Students in Hong Kong" by Tak-fong, Irene, Chan Ho, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: DOI: 10.5353/th_b2978346 Subjects: Secondary school students - China - Hong Kong Motivation in education Learning strategies

Download or read book The Relationship Between Motives Learning Strategies Attributions for Success and Failure and Level of Achievement Among Secondary School Students in Hong Kong written by and published by . This book was released on 1990 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: (Uncorrected OCR) ABSTRACT The interaction between causal attributions, motives and learning strategies as determinants of level of achievement was investigated, 284 subjects from Anglo-Chinese schools responded to the Academic Achievement Attribution and Learning Process Questionnaires. The results indicated that students attributed both academic success and failure more to internal than external causes. High achievers were higher on the achieving approach to learning (motive and strategy) whereas low achievers mainly adopted the surface approach; there was less difference between the two groups on the deep approach. The findings are interpreted in the light of cultural, contextual and situational influences; and practical implications are considered,

Download or read book The International Handbook of Educational Research in the Asia Pacific Region written by J.P. Keeves and published by Springer Science & Business Media. This book was released on 2013-11-11 with total page 1405 pages. Available in PDF, EPUB and Kindle. Book excerpt: The aim of the Handbook is to present readily accessible, but scholarly sources of information about educational research in the Asia-Pacific region. The scale and scope of the Handbook is such that the articles included in it provide substantive contributions to knowledge and understanding of education in the Asia region. In so doing, the articles present the problems and issues facing education in the region and the findings of research conducted within the region that contribute to the resolution of these problems and issues. Moreover, since new problems and issues are constantly arising, the articles in the Handbook also indicate the likely directions of future developments. The different articles within the Handbook seek to conceptualize the problems in each specific content area under review, provide an integration of the research conducted within that area, the theoretical basis of the research the practical implications of the research and the contribution of the research towards the resolution of the problems identified. Thus, the articles do not involve the reporting of newly conducted research, but rather require a synthesis of the research undertaken in a particular area, with reference to the research methods employed and the theoretical frameworks on which the research is based. In general, the articles do not advocate a single point of view, but rather, present alternative points of view and comment on the debate and disagreements associated with the conduct and findings of the research. Furthermore, it should be noted, that the Handbook is not concerned with research methodology, and only considers the methods employed in inquiry in so far as the particular methods of research contribute to the effective investigation of problems and issues that have arisen in the conduct and provision of education at different levels within the region.

Download or read book Cross cultural Roots of Minority Child Development written by Patricia M. Greenfield and published by Psychology Press. This book was released on 2014-02-25 with total page 452 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book constitutes the first time in the field of developmental psychology that cross-cultural roots of minority child development have been studied in their ancestral societies in a systematic way--and by an international group of researchers. Most child development and child psychology texts take cultural diversity in development into account only as an addendum or as a special case--it is not integrated into a comprehensive theory or model of development. The purpose of this text is to redress this situation by enlisting insiders' and outsiders' perspectives on socialization and development in a diverse sampling of the world's cultures, including developing regions that often lack the means to speak for themselves in the arena of international social science. The unique feature of this text is the paradigm. For the minority groups represented, the questions focused on how development was behaviorally expressed within the culture of origin and in new societal contexts. Thus, developmental issues--such as language and mother-child interactions--for African-American children are considered in the United States as well as in the African culture of origin and in France as a country of immigration. This paradigm is considered for African and Asian cultures and the Americas, including Hispanics from Mexico as well as Native Americans. Specific questions posed consider the extent to which: * the development and socialization of minority children can be seen as continuous with their ancestral cultures; * the cultural and political conditions in the United States, Canada, and France have modified developmental and socialization processes, yielding discontinuities with ancestral cultures; * the ancestral cultures have changed, yielding cross-generational discontinuities in the development and socialization of immigrants from the very same countries. * the role of interdependence and independence in developmental scripts can account for historical continuities and discontinuities in development and socialization, both across and within cultures. These questions not only provide the unifying theme of this unique book but also a model for conceptualizing multi-culturalism within a unified framework for developmental psychology.

Download or read book The Chinese Learner written by David A. Watkins and published by Hong Kong University Press. This book was released on 1996 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: Paints a clear, research-based picture of how Chinese students and their teachers see the context of their learning both in Hong Kong and abroad. The focus of much of this research is the question, How can Chinese learners be so successful academically'.

Download or read book The Academic Motivation of Hong Kong Secondary School Students written by Kai-Man Clement Lee and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Academic Motivation of Hong Kong Secondary School Students: a Developmental Perspective" by Kai-man, Clement, Lee, 李啟文, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of thesis entitled The Academic Motivation of Hong Kong Secondary School Students: A Developmental Perspective submitted by LEE Kai Man Clement for the Degree of Doctor of Philosophy in the Faculty of Education at the University of Hong Kong in July 2007 Recent education reform in Hong Kong has been largely based on the premise that the motivation of many secondary school students is lacking. However, the empirical base underlying this premise is weak. This study explored the development of students' academic motivation in secondary schools. It improved on the previous Hong Kong research in terms of the representativeness of sample and depth of enquiry. Mastery, performance-approach, social status, social approval, social affiliation, social concern, extrinsic, and prospects goals were examined. They were measured by a Chinese version of Inventory of School Motivation Revised. The participants were initially 354 S1 and 343 S3 students from three secondary schools with ability bands ranging from 1 to 3. A year later, 176 S6 students of the schools were also included in the sample. The one-year longitudinal changes (for the then S2 and S4 students) and grade-level differences (between the S2, S4, and S6 students) in goal orientations were examined. Multiple regression analysis was used to explore the relative strength of the goals in predicting a range of educational outcomes: general motivation, academic self-esteem, academic achievement, and use of surface, deep, and achieving learning strategies. The development of these educational outcomes was also examined. Also, 36participants attended individual interviews. These explored their purposes of schooling, conceptions of ability, and attribution of school performance. Overall, the longitudinal and cross-sectional studies showed that the goal orientations and educational outcomes were fairly stable with medium to high mean scores. This finding is not in line with those of U.S. studies which indicate a general decline in students' motivation during middle and high school years. Relatively speaking, there is a lack of non-Western research on the development of school motivation. Policy-makers in Hong Kong or elsewhere should not assume U.S. research applies in their context without supporting evidence. The multiple regressions showed that mastery, prospects, and social concerns goals were generally related to favourable learning outcomes, but social status and extrinsic goals to unfavourable outcomes. The interviewees suggested that the salient purposes of schooling were, in order, "career aspiration," "aspiration for study in higher education," "gain knowledge or develop interest," "parents' expectations," and "compete with others." They attributed school success mainly to effort and failure to lack of effort, and generally considered ability to be malleable by additional effort. The band 1 school students tended to highlight the fierce competition among classmates, while the band 3 school students underscored the poor learning atmosphere. The higher achievers predominantly used elaborated study methods for learning, while the lower achievers typically used unpromising methods. The implications of the findings for school practices are: mastery, prospects, and social concern goals should be fostered, while social status and extrinsic goals should not be over-emphasised; m

Download or read book How People Learn II written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2018-09-27 with total page 347 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.

Download or read book Student Motivation written by Farideh Salili and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 450 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents the latest developments in the major theories of student motivation as well as up-to-date research on the contextual and cultural variables that influence learning motivation in educational settings. An international roster of experts provides ample illustration of the complexities that are revealed when the study of cultural and contextual interactions is combined with motivational and cognitive variables.

Download or read book Learning Diversity in the Chinese Classroom written by Shane N. Phillipson and published by Hong Kong University Press. This book was released on 2007-10-01 with total page 521 pages. Available in PDF, EPUB and Kindle. Book excerpt: A unique feature of Learning Diversity in the Chinese Classroom is its Chinese context for meeting the educational requirements of children with special needs. At a time when many of the currently available texts in the area have a general perspective, Asian teachers and students have long felt the need for a text that specifically recognizes the local context. Learning Diversity in the Chinese Classroom notes that international trends, including those in many Southeast Asian countries are moving toward inclusive education and special needs, and includes chapters on giftedness, counseling and behavior management. Section 1 of the book describes the context of inclusive education in Asia. Summaries of the special features of the classroom in the region, the conceptions of inclusion and cultural diversity from the perspective of the Asian classroom, and how these are different to the Western classroom are provided. Section 2 focuses on various approaches to meeting the educational and socio-emotional needs of children in the inclusive classroom. The first part is concerned with theoretical underpinnings of the type of need, and the second part describes examples of how a teacher can cater for this type of diversity according to subject, including mathematics, Chinese, English, information technology, and arts. Section 3 widens the perspective and describes a whole-school approach to meeting the educational requirements of children with special needs. A systems approach is taken, whereby the success of the inclusive school is dependent on the functioning of a number of interrelated parts. This section draws from recent case studies which describe the approaches taken by a number of schools that have been successful in implementing inclusive education. Learning Diversity in the Chinese Classroom will appeal to teachers, parents, health professionals who are working with children with special educational needs.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 1980 with total page 584 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Case Study in Learning Failure and Success of High Ability Students written by Fung-Chun Angel Kwok and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "A Case Study in Learning Failure and Success of High Ability Students" by Fung-chun, Angel, Kwok, 郭鳳眞, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of dissertation entitled A case study in learning failure and success of high ability students Submitted by Kwok Fung Chun, Angel For the degree of Master of Education At the University of Hong Kong In August 2003 The present case study aimed at investigating the associations between goal orientations and learning success and failure, with respect to motivational and cognitive perspectives, of high English ability students in Hong Kong. Twelve F.2 students from a high ability class in a band one boys' secondary school participated in the study. The research was based, theoretically, on the goal orientations model constructed by Dweck (1999) and the goal orientations with approach and avoidance focus model modified by Elliot and Pintrich (2002). An amalgamation of quantitative and qualitative research methods was deployed to yield intertwined findings. The goal orientations of the subjects supported the goal orientation model developed by Elliot and Pintrich, but an exceptional case of a hybrid of goal orientations adopted by two individuals was found. In view of motivational and cognitive perspectives, the mastery oriented subjects were in high conformity with the i 3model, but insidious influence of peer comparison and parental expectation was conspicuous. In contrast, the approach performance oriented subjects, who suffered from the same negative motivational and cognitive perceptions as avoidance performance oriented subjects did, did not comply with the anticipation of the model. The assumption of mastery oriented and approach performance goal orientation leading to learning success vs. avoidance performance goal orientation leading to learning failure was generally confirmed. The exceptional cases of mastery-oriented student, Ho, leading to learning failure and avoidance-performance oriented student, King, showing positive motivational and cognitive perceptions were also probed. Implication of whether analyzing the association between learning success vs. failure and goal orientation merely by actual performance or by including students' motivational and cognitive perspectives was also discussed. ii 4 DOI: 10.5353/th_b2768534 Subjects: Academic achievement - China - Hong Kong Motivation in education - China - Hong Kong Junior high school students - Rating of - China - Hong Kong

Download or read book The Role of Regulatory Focus in the Relations Between Success Failure Feedback and Achievement Motivation written by Tse-Mei Annie Shu and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The role of regulatory focus in the relations between success/failure feedback and achievement motivation" by Tse-mei, Annie, Shu, 舒子薇, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of thesis entitled "The Role of Regulatory Focus in the Relations between Success/Failure Feedback and Achievement Motivation" Submitted by Annie Tse-mei SHU for the degree of Master of Philosophy at the University of Hong Kong in February 2006. Students' achievement motivation has been the concern of educational psychologists for the past several decades. Empirical studies on the effects of teachers' feedback provide useful information to educators on instructional practices. From these studies, educators know how to cultivate adaptive learning attitudes in students. However, a meta-analysis by Kluger & DeNisi (1996, 1998) did not find consistent effects of success and failure feedbacks in past studies. Idson and Higgins (2000) suggested that regulatory focus, a personality variable, could address these inconsistent effects. In their study, Idson & Higgins (2000) found that individuals with different orientation in regulatory focus would respond differently to success and failure feedback. The motivation of individuals with promotion focus would increase after success feedback but decrease after failure feedback. In contrast, the motivation of individuals with prevention focus would increase after failure but decrease after success feedback. 1 The present study attempted to identify the group of individuals who would be motivated both after success and failure feedbacks. It adopted an alternative fourfold classification of regulatory focus and extended Idson & Higgins (2000) study. Four independent groups could be derived from this classification: 1) individuals high in promotion focus but low in prevention focus; 2) individuals high in prevention focus but low in promotion focus, 3) individuals high in both prevention and promotion focuses (HH); 4) individuals low in both prevention and promotion focuses (LL). The third group of individuals was expected to be motivated after success and also failure feedbacks. They might be the people with the most adaptive motivational pattern of behaviors. The present study adopted a 2 (promotion focus: high vs. low) x 2 (prevention focus: high vs. low) x 2 (feedback: success vs. failure) experimental design. The participants were 180 Hong Kong university students. Their regulatory focuses were first measured by questionnaires. Then they were randomly assigned to either success or failure feedback conditions. They were asked to engage in a word association task twice, once before the feedback and a second time afterwards. Their performance and persistence after the feedback were measured for analyses. The results replicated Idson & Higgins (2000) findings, showing that participants with high promotion focus but low prevention focus increased their performance and persistence after success feedback but decreased their performance and persistence after failure feedback. A mirror pattern was true for the participants with low promotion focus but high prevention focus. However, the present study failed to show that participants who were high in both focuses were motivated both 2 after success and failure feedbacks. Present findings were discussed with reference to the literature in flexibility and also the cost and benefit of different orientations in regulatory focus. Though the present study could not identify the individuals who were motivated both after

Download or read book Student Motivation written by Farideh Salili and published by Springer. This book was released on 2001-05-31 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents the latest developments in the major theories of student motivation as well as up-to-date research on the contextual and cultural variables that influence learning motivation in educational settings. An international roster of experts provides ample illustration of the complexities that are revealed when the study of cultural and contextual interactions is combined with motivational and cognitive variables.

Download or read book Achievement Orientation and Academic Causal Attribution of Chinese Students in Hong Kong written by Kit-Tai Hau and published by . This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Achievement Orientation and Academic Causal Attribution of Chinese Students in Hong Kong" by Kit-tai, Hau, 侯傑泰, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: iii Abstract of dissertation entitled 'Achievement Orientation and Academic Causal Attribution of Chinese Students in Hong Kong' submitted by Kit-Tai Hau for the degree of Doctor of Philosophy at the University of Hong Kong in June 1992. Various literatures seem to suggest that effort, endurance, hard work, and learning goals are emphasized in the Chinese culture. However, due to the keen competition for better educational opportunities, the children in Hong Kong may be quite performance oriented. The present research attempts to explore how these counteracting forces are influencing the academic achievement orientations and attributions of students in Hong Kong. There were totally seven separate but related studies in the whole research. The subjects were 603, 405, 559, 271, 609, 923, and 386 elementary, high school and university students respectively. Studies One, Two, and Three examined students' academic causal attributions, achievement goals (learning vs. performance-oriented), theories of intelligence (e.g., 'Is intelligence inborn?'), and perceived values of diligent and intelligent people (e.g., 'Are diligent people trustworthy?'). Age-related iv differences as well as the interrelations among the above conceptions were inspected and compared with those observed in Western cultures. Study Four helped to explain the results in various parts of the research through the examination of the exact causal dimensional meaning of the specific causes as perceived by the students (e.g., Is ability controllable?). Information integration model, a methodology totally different from those in Studies One to Three, was also used in Study Five to see how Chinese students perceive the role of effort and ability in immediate performance. The last part of the research, Studies Six and Seven, was constituted of two experimental studies on the applications of the attributional theory in actual classroom situations. The first experiment was on the attributional information of teachers' evaluative feedback and the other compared the effects of various attributional feedback. The findings of the whole research were explained in three main contexts: results consistent with previous findings in the West, results reflecting characteristics of the Chinese culture, and results suggesting age-related differences and possible changes in the learning environment at different educational levels. Generally, there were results suggesting a stronger emphasis of effort and learning (task-oriented) rather than ability and performance among Chinese. Lastly, limitations of the research and v directions for future studies were also discussed. DOI: 10.5353/th_b2986641 Subjects: Attribution (Social psychology) Students - China - Hong Kong Academic achievement - China - Hong Kong Achievement motivation

Download or read book Self regulation of Learning and Performance written by Dale H. Schunk and published by Taylor & Francis. This book was released on 2023-01-06 with total page 323 pages. Available in PDF, EPUB and Kindle. Book excerpt: In recent years, educators have become increasingly concerned with students' attempts to manage their own learning and achievement efforts through activities that influence the instigation, direction and persistence of those efforts. In 1989, Zimmerman and Schunk edited the first book devoted to this topic. They assembled key theorists offering a range of perspectives on how students self-regulate their academic functioning. One purpose of that volume was to provide theoretical direction to ongoing as well as nascent efforts to explore academic self-regulatory processes. Since that date, there has been an exponential surge in research. This second volume on academic self-regulation offers the fruits of the first generation of research. It also addresses a number of key issues that have arisen since then such as how self-regulation differs from such related constructs as motivation and metacognition, and whether students can be taught self-regulatory skills. The contributors reveal an interesting, uplifting, and at times, disturbing picture of how students grapple with the day-to-day problems of achieving in circumstances with inherent limitations and obstacles. This volume provides insight into the source of students' capabilities to surmount adversities -- the origins of their self-initiated processes designed to improve learning, motivation, and achievement. The text is organized on the basis of a conceptual framework that analyzes academic self-regulation into four major dimensions. That model is presented in the first chapter, and key processes that influence each of these dimensions are discussed by prominent researchers in the chapters that follow. Because each chapter is written to follow a common format, this work provides a level of continuity and parsimony normally found only in authored textbooks.

Download or read book Studying Hard Or Studying Smart written by Siew Yin Collette Chang and published by . This book was released on 2014 with total page 510 pages. Available in PDF, EPUB and Kindle. Book excerpt: Confucian Heritage Culture (CHC) learners are well known for being incredibly motivated in the field of education and for their apparent reputation in employing what is commonly regarded as a deficit model in their approach to learning. What motivates the CHC Iearner and do they adopt surface strategies for learning? CHC motivation has previously been explained under sociocultural labels of SOAM (socially-oriented achievement motivation) and attributed to a demonstration of filial piety. These theories are relevant to the social environment of the students but whether existing theories are substantive enough to account for a wider range of motivated behaviour is questioned. These learners demonstrated persistence, determination and motivation in pursuing their learning goals. Self-determination theory (SOT) is the main theoretical framework for investigating these concepts. SOT proposes different degrees of extrinsic motivation and this was significant in explaining the CHC learner's motivation.Secondly, learning approaches of CHC students have been in the forefront of a considerable debate among educators. The question of whether the CHC learner adopts mastery goals, which presupposes the application of deep approaches to learning or performance goals which relies more on surface approaches was examined underachievement goal theory. The question of what made each goal salient was also considered as this has implication for educators. Participants were also asked to identify their attributions for success or failure.A case study design was chosen for this qualitative investigation. This allowed students to express their opinions in an interview which lasted approximately 35 minutes.Seventeen participants from China, Hong Kong, Singapore and Indonesia enrolled in a final-year business undergraduate course at Monash University were interviewed. A semi-structured interview protocol was used.These CHC learners demonstrated a greater degree of extrinsic motivation in their choices. Although extrinsic motivation is not ideal for educational outcomes, SOT was used as an interpretive lens to account for their motivated behaviour which was seen to be consistent with the intemalisation of an extrinsic goal.The findings for learning approaches indicated that these participants were skilled in both surface and deep approaches. An intrinsic orientation encouraged mastery goals and adaptive learning approaches. Extrinsic motivational factors were not so clear cut.Evidence of the internalisation of these goals meant that students were adaptive in their approach. However, being motivated to achieve meant that they were strategic and flexible; often adopting both mastery and performance goals and the corresponding deep or surface strategies to fulfil assessment requirements. Ultimately, the factors that made a mastery or performance goal salient was determined by the learning context,assessment requirements and course design and was not a result of the learners' cultural background.These findings were consistent with students' attributions of their success to either:interest, style of assessment, course design or type of subject which encouraged the use of adaptive strategies or surface learning approaches. Therefore, the factors that motivated these students to persist in their studies also influenced their choice of learning approaches. These conclusions have implications for educators to re-examine their course design and assessment requirements. It also challenges the neat dichotomous terminologies previously used to investigate motivational orientation,achievement goals and even attributions for success. Being strategic learners, the CHC students were strategic in their approach and adapted to what was required for success.

Download or read book Advances and New Perspectives in Higher Education Quality written by Maria Esteban and published by Frontiers Media SA. This book was released on 2024-04-22 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: The changes that have occurred in today's society require Higher Education to be highly efficient in the academic and professional preparation of young people who enter university. For that reason, universities around the globe have been advocating in recent years for an improvement in the quality of teaching-learning processes. As an example, the World University Consortium (2023) currently presents, among its most urgent and priority objectives, the identification of the best evaluative practices of the educational processes that are carried out at the University, as well as the recognition of the actions aimed at improving educational processes based on scientific evidence. In this way, it seeks to distinguish all those educational actions that are at the forefront; going from actions at the micro level, such as individual teaching practices in the classroom (such as the application of the flipped classroom or the use of augmented reality); up to actions taken at the macro level such as those proposed in the Horizon Europe 2020 strategy.