Academic Instruction Research Articles

Management Analysis of University Joint Supervision System Based on Multidimensional Data Fusion

A robust joint supervision approach is required for both academic instruction and boosting the performance of students. Conventional approaches frequently come across many difficulties when merging different kinds of information, such as files, supervisor comments, and academic achievement. For the purpose of increasing the effectiveness of university supervision, this paper assesses the joint supervision approach using multidimensional data fusion. To combine the different variables used in this study such as grades, feedback evaluations, and the load of supervision mathematical techniques are applied. Next, significant factors impacting the efficiency of university supervision are examined, and students and supervisors are divided into groups based on achievement and feedback assessment. Fusion of these data is performed and analyzed in terms of different measures, like precision, recall, accuracy, level of supervision satisfaction and level of student satisfaction. The outcomes of this paper provide important evidence of the link between pupil achievement and supervision strategies. The paper recommends a multi-data fusion for the university joint supervision scheme and established a link between supervision approaches and student achievement.

Music Therapy Sessions With Older Adults on YouTube: A Content Analysis for Academic Instruction

Abstract Prior research in music therapy has examined the availability and content of YouTube videos overall and in relation to veterans with post-traumatic stress disorder and pediatric medical music therapy. Anecdotally music educators use YouTube videos to provide students with clinical examples of music therapy sessions. It is unclear what clinical video content about music therapy with older adults is available. Therefore, this descriptive study aimed to examine the content of YouTube videos related to the clinical practice of music therapy with older adults for academic instruction. After conducting an initial search for music therapy clinical videos with older adults on YouTube, the authors completed a descriptive analysis of 23 videos that included clinical footage. Videos were analyzed to describe video-specific and therapy-specific content. In addition, the authors completed an exploratory analysis of diversity-specific content. Finally, the authors investigated the presence of American Music Therapy Association’s (AMTA) Competencies in clinical videos from the past 5 years (2018–2022). Results demonstrate varying amounts of video-specific, therapy-specific, and diversity-specific content leading to clinical and educational implications. The authors identify a need for future investigation of the use of videos in teaching by music therapy faculty, as well as student perceptions of music therapy content provided in clinical video clips.

Boundary-blurred behaviors in academic teachers-students facebook interaction: are guidelines needed? A cross-sectional study

BackgroundCommunication via social networks has different norms than in the “offline” world and broadens the sphere of student-teacher interactions. Facebook is mainly used for social interaction and information sharing. However, it also serves as an education and learning platform. This risks boundary-blurred behaviors between students and their academic teachers in the virtual space. The current study examines the differences in perceived subjective norms, attitudes, and reported behaviors of academic teachers and nursing students’ boundary-blurred behaviors with each other on Facebook.MethodsA cross-sectional study was utilized, guided by the Theory of Reasoned Action (TRA), examining attitudes, subjective norms, and reported virtual behaviors that signify blurred student-teacher boundaries. Data were collected among 223 nursing students and 78 academic teachers. The university’s ethics committee approved the research (#21.9.19).ResultsConsistent with the TRA, a significant correlation was found between virtual boundary-blurred behaviors and attitudes (r = .55, P < .001), university subjective norms (r = .48, p < .001), and peers’ subjective norms (r = .47, p < .001). Nursing students’ attitudes were significantly (t = 5.81; p < .001) more favorable towards boundary-blurred behaviors (M = 2.40, SD = 0.91) than those of academic-teachers (M = 1.71, SD = 0.83), and so were the perceived subjective norms of their student peers (M = 2.72, SD = 1.15) compared to those of their teachers (M = 2.09, SD = 1.14). Interestingly, the difference in reports of boundary-blurred Facebook behaviors between teachers (M = 1.36, SD = 0.52) and students (M = 1.49, SD = 0.70) was not significant. Boundary-blurred behaviors for teachers were best predicted by attitudes and perceived subjective norms of the university [R2 = 0.62; F(5,72) = 23.31], and for students by attitudes and perceived subjective norms of their peers [R2 = 0.45; F)5,216) = 28.88].ConclusionsThe differences demonstrated between students and teachers may emanate from the perception of the teacher’s role and generational gaps. These may lead to miscommunication and the crossing of boundaries. The findings indicate the importance of setting more explicit guidelines for using social media in the context of student-teacher communication.

Assessing the Performance of Primary School Information Management Systems (PReM) in Data Provision: A Focus on Two Selected Public Primary Schools at Temeke Municipal Council, Dar es Salaam, Tanzania

The study aimed to assess the performance of Primary School Information Management Systems (PReM) in data provision at Dar es Salaam city. Specifically, the study aimed to determine the school-based requirements to deploy PReM for students - data collection, examine the impacts of PReM utilization, and explore stakeholders feeling on the use of PReM in education aspects from Mtoni Kijichi and Bwawani Primary School at Temeke Municipality, This study was guided by Information Systems Theory and Data Quality Theory. The study adopted a cross-sectional design collecting quantitative data through surveys and questionnaires. Interview and documentary review were utilized to collect the qualitative data. The study adopted non-probability and purposive sampling techniques for selecting 399 respondents (School pupils, parents, academic teachers, Ward Executive Officers, and Examination Administration and Certification Directorate staff) from the total population within the study area. Descriptive statistics (frequency), thematic and multiple linear regression models were used for analysis. Research findings from specific objective one portray that hardware with high capability has been purchased, stakeholder involvement before launching any information management system is important, and the implementation of the system must comply with regulations and pilot conducting before full implementation. Moreover, on the impacts of PReM utilization towards accuracy data provision, multiple linear regression results divulge that the independent variables (reduced workload, time savings, improved monitoring, data-driven interventions, enhanced learning outcomes, data accuracy as well as security and privacy) lead the positive relationship with PReM performance. Furthermore, respondents had positive feelings concerning the use of PReM in education aspects. The study conclude that availability of adequate hardware (Computers, tablets, and servers), reliable internet connectivity, robust network infrastructure, and compatibility with existing school management systems are the main school-based requirements for PReM deployment in student data collection. The study recommended that National Examinations Council of Tanzania (NECTA) in collaboration with MoEST had to ensure improved PReM infrastructure and training programs for smooth integration and better school management and performance.

Cognitive Flexibility and Professional Identity in Nursing Students: The Modeling Role.

Students' professional identity is essential to build nursing competence. Cognitive flexibility plays a crucial role in developing professional identity, as well as clinical supervisors and academic teachers through role modeling. This study analyzed the role of internship and theoretical modeling in the link between cognitive flexibility and professional identity. Participants were first-, second-, and third-year nursing students (n = 284) at a university in northern Italy. Participants completed an online survey, and multigroup analysis was performed. Internship modeling was positively associated with professional identity but not for second-year students. Theoretical modeling was not significantly associated with professional identity and cognitive flexibility. Theoretical modeling did not mediate the relationship between cognitive flexibility and professional identity. Clinical internship modeling mediated the relationship between cognitive flexibility and professional identity but not for second-year students. Internship modeling helps students give sense and coherence to learning, which contributes to their professional identity. [J Nurs Educ. 2024;63(11):764-772.].

Higher education and the new role of the teacher: the relevance of soft skills to enhance the professional identity

Introduction: The labor market is defined today by permanent changes that are transforming the curricula in Higher Education Institutions (HEIs). HEI professors are becoming teacher-mentors who focus on improving students' perception of professional identity. Four European universities created the “Teach-BEASTs – Teaching to BE Aware STudents (Teach-BEASTs)”, an Erasmus+ program focused on this redefinition of the role of the teacher. The objectives are to demonstrate the practical value of transferred knowledge and skills in STEM subjects. Methodology: is based on a solid literature review of the article's theoretical framework and key concepts. On the other hand, it focuses on the analysis of the role of academic teachers, professors, officials in charge of academic career directions and the educational process, as well as deans and directors. Results and discussion: focus on Career Awareness Pills, which are modules that encourage students to reflect on the material covered from the perspective of their interests, passions, aptitudes, and the market value of the skills and information obtained that will be examined and constitute the core of the methodology. Conclusions: the first conclusions corroborate the objectives, specifically highlighting the value of activities to develop social skills or interpersonal skills.

Problems of Employment of Academic Teachers—Reflections de lege lata and de lege ferenda

The nature of employment of academic teachers is complex not only because their employment is regulated by the codes of practice with the auxiliary application of the provisions of the Labor Code and other sources of labor law, but also because it is related to the presence of public law elements in the obligatory bond of the employment relationship. The need for pragmatic regulation of the employment relationship of academic teachers seems obvious, and is justified by the differences in their rights and obligations in comparison with the general regulations. However, it should be noted that by approximating the structure of the academic employment relationship to the obligatory mechanism in the context of general labor law, we seem to ignore many specific and important features of this employment. Therefore, normative shortcomings of the applicable act can be observed. It seems that within de lege ferenda proposals, the one referring to the model solution, which takes into account the specificity of the work of academic teachers, is fundamental. Such a solution seems to be expected primarily due to the role played by the system of higher education and science in the structures of the state.

Motivation and Engagement of Students: A Case Study of Automatics and Robotics Projects

Automatics and Robotics students usually engage in some interdisciplinary approaches on their courses at universities, joining the areas of computer science and control theory. During the limited duration of these courses, some knowledge must be acquired by the students. Remote education, temporarily enforced by the COVID-19 pandemic in recent years, has posed new challenges related to the limited contact that students have with academic staff, as well as the limited access students have to hardware facilities. This paper discusses the motivations of students after the COVID-19 pandemic based on a case study of student projects completed at the University of Zielona Gora (Poland). The conducted study was student-centered and highlighted some important aspects of motivation from the point of view of the students, focusing mostly on the emerging challenges, how they have been overcome, and what the students have learned from them. The results indicate that the students, minimally supported by an academic teacher, were able to plan everything by themselves and bring the project to completion according to their own intuition. In comparison to before the COVID-19 pandemic, students are now more independent and self-motivated.

INTEGRATING SERVICE LEARNING INTO MATHEMATICS PEDAGOGY FOR DEVELOPING PROSPECTIVE TEACHERS' METACOGNITION, PROBLEM-SOLVING SKILL AND PROFESSIONALISM

Service learning is an educational approach that integrates community service with academic instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities. Integrating service learning into mathematics pedagogy for developing prospective teachers can have significant benefits in various areas, including metacognition, problem-solving skills, and professionalism. This research study objectifies to explore the strategies incorporated for integrating service learning into math pedagogy for developing prospective teachers’ metacognition and problem-solving skills which is an essential skill for a math teacher to develop. The study aims to explore various strategies of social learning to develop prospective teachers’ professionalism and last but not least, the study also aims to find out the influence of metacognition and problem-solving skills, gained through social learning, on the prospective teachers’ professionalism development. For this study systematic literature review is followed to collect data and thematic analysis is done. The findings of this piece of research study ensure a great educational implication by integrating service learning into mathematics pedagogy. These strategies aim to create authentic learning experiences that integrate mathematical problem-solving, community engagement, and reflective practices. By implementing these strategies, prospective teachers can develop metacognitive awareness, enhance their problem-solving skills, and cultivate essential professional dispositions and competencies necessary for effective teaching and community service. The result of the study also shows that by integrating service learning into mathematics pedagogy, prospective teachers have the opportunity to develop metacognitive skills, problem-solving abilities, and professional dispositions in authentic contexts. These experiences can contribute to their overall professional growth, preparing them to become effective, reflective, and socially responsible educators who are equipped to navigate the complexities of the teaching profession. KEYWORDS: Service learning, Mathematics pedagogy, Prospective teachers, Metacognition, Problem solving skill, Professionalism.

Measuring the Effectiveness of Internship Programs in Aligning Education with Industry during Covid-19: A Case Study

This study aimed to analyze the effectiveness of internship programs in aligning education with industry during the COVID-19 pandemic. This research focuses on the internship outcomes of College of Communication and Media Sciences (CCMS) students in various UAE organizations. This study employs Kirkpatrick's framework and analyzes 64 student reports over ten weeks to understand the strengths and areas of improvement in aligning academic instruction with real-world applications. The research focuses on the "reaction" and "learning" constructs in the alignment of theoretical teachings with practical experiences based on Kirkpatrick’s framework. The study revealed that internships offer students a chance to gain practical experience in their field of study, and the CCMS internship program helps students gain professional skills that are difficult to teach in a classroom context. The findings of this study could help academic policymakers understand the relative strengths and weaknesses of different learning areas and refine and enhance internship offerings. The study underscores the significance of assessing the practical application of university education in the workplace and the benefits of internship experiences as a mandatory component of CCMS specialization academic programmes. The research demonstrates that the internship program provides students with hands-on experience in the media and communication sectors, enabling them to interact directly with industry professionals. Additionally, this study highlights the common challenges faced by internship students, including communication with supervisors, workload management, handling tasks beyond their current skill set, navigating limited workplace resources, adjusting to unfamiliar work environments, and refining time management skills.

The Role of Librarian-Faculty Relations in Academic Instruction Librarians' Conceptions and Experiences of Teacher Agency

The Role of Librarian-Faculty Relations in Academic Instruction Librarians' Conceptions and Experiences of Teacher Agency

The Role of Teachers as Philosophers in Madrasah Education: Qualitative Analysis of Teaching Practices at MAS Babul Khairat

This research analyzes the role of teachers as philosophers at MAS Babul Khairat, the teaching practices implemented, and the challenges faced. The findings show that teachers at this madrasah not only function as academic teachers but also as moral and intellectual mentors who integrate Islamic values ​​in teaching. They use a variety of innovative methods, such as discussions, group projects, and problem-based approaches, to encourage students' critical and reflective thinking. In addition, teachers act as role models in everyday behavior, which helps students understand and apply ethical values ​​in their lives. However, the research also identified a number of challenges faced by teachers, including limited resources, high workloads, lack of ongoing professional training, and pressure to meet high academic standards. These challenges highlight the need for greater support from schools and government, including restructuring teacher duties, increasing educational resources, and ongoing professional training. With adequate support, teachers at MAS Babul Khairat can continue to develop effective and innovative teaching practices, and better play their role as philosophers. This research confirms that with strong commitment and the right support, teachers can create a learning environment that is conducive to students' intellectual, moral and spiritual development.

Improving Mathematics Education through Teacher Professional Development: A Tanzanian Perspective

This study aimed to explore mathematics teachers’ perceptions of professional development. The study involved two public secondary schools in Ilala Municipality, Dar es Salaam. This was a qualitative study based on case study design. The study involved fourteen (14) participants that were selected purposefully. Two (2) heads of the schools, two (2) Academic Teachers, two (2) heads of mathematics departments, and eight (8) mathematics teachers were equally involved from both schools. Interviews, focus group discussions, surveys, and document analysis methods were used in data collection. Both interviews and focus group discussion were audio-recorded by using a protected smartphone with password to ensure data security. The documents reviewed includes; school policies, school calendars, and mathematics departmental meetings’ minutes. The data collected were analysed thematically to identify and interpret key themes. The data analysis was based on the following steps: transcription, data reduction, presentation, and discussion of findings. Fictitious names were used for names of people and schools to ensure confidentiality and anonymity. The study revealed that teachers perceived professional development as formal programs to improve teachers’ quality that were time-consuming and costly, while informal professional development programs were overlooked by teachers and other educational stakeholders. The study recommends that, in order to improve teachers’ quality as intended in professional development, there is a need to raise awareness for both formal and informal professional development programs among teachers and a learning community as a whole.

Navigating Educational Transformation: The Role of University Teachers in Post-Pandemic– A Case Study of Egyptian Higher Education

In the consequences of a crisis such as a pandemic, educational systems often undergo phases of crisis management, which may inadvertently result in a return to pre-disaster educational practices. This study delves into the current role of academic teachers in Egyptian Higher Education post-pandemic, aiming to maintain pandemic-induced advancements and enhance online learning environments. Using a mixed-methods approach, surveys with 51 university academics and interviews with 7 educators were conducted. The findings highlight significant transformations in teacher roles and instructional methods, particularly with the rise of hybrid learning. However, gaps remain in understanding blended learning ratios and promoting student collaboration. Key findings include educators' flexibility, enhanced leadership skills, and the challenge of addressing the digital divide among students. The study addresses the need for comprehensive strategies to ensure equitable access to technology and learning opportunities, while addressing gaps in collaboration and Continuing Professional Development (CPD) among teachers.

Drivers and barriers to academic instructors’ willingness to adopt student-generated online quiz games as an assessment method

In recent years, academia has begun recognizing the necessity of integrating innovative assessment methods into academic courses. Nevertheless, initiatives to introduce alternative assessment practices may encounter resistance, despite the strong pedagogical rationale behind it. This research was conducted following a workshop titled “Make Games, Not Exams,” which aimed to introduce higher education instructors to an alternative method of assessing academic course achievements through student-generated online quiz games. The primary objective was to explore the instructors’ attitudes toward the assessment method introduced in the workshop and their willingness to integrate it into their courses, two months after the program’s conclusion. The study utilized a qualitative approach involving the participation of 10 instructors who took part in the workshop. The results revealed that only half of the instructors were willing to incorporate this method into their teaching. Most instructors agreed with the pedagogical rationale for using digital game generators as assessment tools. Nevertheless, they expressed reluctance to adopt this method primarily due to resistance to change, the time investment required, concerns about the compatibility of games with academic content, and apprehensions regarding evaluating student outcomes. Institutional support and peer influence were also noted as barriers. These findings suggest that integrating such an innovative approach demands a prolonged commitment involving ongoing exposure and consistent support for instructors within the institutional context.

The use of School Information System in Strengthening the Management of Government Secondary Schools in Meru District Council

This study investigated the use of the School Information System (SIS) in strengthening the management of government secondary schools in Meru District Council. The study adopted the Technology Acceptance Model (TAM). The Diffusion Innovation theory and Technological Acceptance model guided this study. A qualitative research approach alongside a case study research design was adopted. The targeted population of the study was 1203 including 46 heads of schools, 1083 teachers, 46 academic teachers, 26 ward secondary officers, 01 District Education Officer (DSEO) and 01 District Information Communication Technology Officer (DICTO) of which 37 were drawn. Purposive and simple random sampling techniques were used to get respondents. Interview and questionnaire methods were used to collect data. The study's trustworthiness was maintained through the supervisor’s corrections, expert advice, and following all necessary ethical procedures. The study revealed that the School Information System carries user-friendly features that strengthen the management of government secondary schools such as student information management, and teacher and staff management. However, the facilities are not sufficiently available. Furthermore, the study found that the School Information System greatly enhances data management and analysis, streamlining administrative tasks and resource management, promoting teachers’ accountability and improving communication in government secondary schools. The study recommended that there should be the provision of enough facilities, alternative sources of energy, seminars, and training to promote the implementation and use of School Information System in government secondary schools.

Development of an evidence-based nursing practice course framework for undergraduate nursing students from a perspective of academic-practice partnerships: A Delphi study

AimTo develop an evidence-based nursing practice course framework for undergraduate nursing students from a perspective of academic-practice partnerships. BackgroundAcademic-practice partnerships could play a crucial role in bridging theory-practice gap in evidence-based nursing education. However, there is a lack of evidence-based nursing practice course framework for undergraduate nursing students from a perspective of academic-practice partnerships. DesignA Delphi study. MethodsThe Delphi study was conducted by literature analysis, qualitative interview and Delphi expert consultation to develop this course framework. 15 and 12 experts were involved in round one and round two of Delphi expert consultation, respectively. The consensus threshold of two-round Delphi expert consultation was described by expert's positive coefficient (≥ 50 %), positive coefficient (≥ 70 %), expert authority coefficient (≥ 0.7), coefficient of variation (<0.25) and full score frequency (>20 %). ResultsThe final course framework includes learning objectives (17 items); teaching chapters of theoretical classes (five items); teaching contents (30 items), methods (12 items) and class hours (9 items) of theoretical classes; and the responsibilities of academic teachers (11 items) and clinical teachers (11 items) in practical classes. ConclusionThe course framework developed by this study could provide guidance for evidence-based nursing education of undergraduate nursing students. The effectiveness of this course framework should be verified through further experimental studies in the future.

Work-life balance in higher education institutions - a case study of European universities

The article presents the professional lives work researchers who, despite geographical diversity and the varied education system at different universities, present a fairly consistent perception of work-life balance (WLB). WLB at universities is not widely discussed or researched, making this study particularly significant The aim of the study was to assess the level of WLB among academic teachers. Data were collected by analysing documentation at universities and conducting an online survey among university employees. A total of 582 respondents completed the survey. Although job satisfaction was reported, researchers pointed out a lack of balance between professional and personal life. The study was limited to academic staff, excluding administrative staff. Expanding the research to other universities could help determine if the results are applicable to the entire scientific community. The article is empirical in nature.

Longevity of Polish top-class athletes compared to other social elites and well-known people in the years 2001-2021.

The aim of this work is to initiate or revive a scientific discussion on the impact of professional life on the parameters of human lifespan. Presented analysis is based on 8578 Polish elite or well-known person who died in 2001-2021. The results of the conducted analysis indicate that in the case of men the highest values of the median age at death were characteristic of freelancers (median [Me] ± quartile deviation [QD] 85.5±8.5 years), followed by scientists and academic teachers of the biological and medical specialty (Me±QD 84.0±7.5 years) and officers of power structures (Me±QD 83.5±8.5 years). Subsequently, the highest value of the median age at death was recorded for social activists (Me±QD 83.0±9.5 years), clergy (Me±QD 82.0±7.5 years) and scientists and academic teachers of specialties other than biological and medical (Me±QD 82.0±8.0 years). Significantly, at the very end of this list are athletes (Me±QD 77.0±9.0 years). Nevertheless, the results of the analysis confirm that professional athletes are characterized by higher median age at death compared to the general population. Analysis made only within athletes group demonstrated that the parameters of lifespan of athletes of endurance disciplines (Me±QD 78.0±8.0 years) are the most favorable compared to athletes of other disciplines, in particular in compare to team sports athletes (Me±QD 75.0±10.0 years) or combat sports athletes (Me±QD 75.0±7.1 years). What is new and innovative in this paper is comparing the lifespan characteristics of athletes in comparison to widely represented group of other professions with higher socio-economic status. Unexpectedly, the lifespan of athletes occurred to be lower than for fast all other analyzed occupational groups, except mainly of entertainment musicians. Finally, the results presented in this paper emphasize the need to analyze the lifespan characteristics of athletes in a broader scope than only in relation to the general population. Int J Occup Med Environ Health 2024;37(3):335-50.

Large language models for sustainable assessment and feedback in higher education

Nowadays, there is growing attention on enhancing the quality of teaching, learning and assessment processes. As a recent EU Report underlines, the assessment and feedback area remains a problematic issue regarding educational professionals training and adopting new practices. In fact, traditional summative assessment practices are predominantly used in European countries, against the recommendations of the Bologna Process guidelines that promote the implementation of alternative assessment practices that seem crucial in order to engage and provide lifelong learning skills for students, also with the use of technology. Looking at the literature, a series of sustainability problems arise when these requests meet real-world teaching, particularly when academic instructors face the assessment of extensive classes. With the fast advancement in Large Language Models (LLMs) and their increasing availability, affordability and capability, part of the solution to these problems might be at hand. In fact, LLMs can process large amounts of text, summarise and give feedback about it following predetermined criteria. The insights of that analysis can be used both for giving feedback to the student and helping the instructor assess the text. With the proper pedagogical and technological framework, LLMs can disengage instructors from some of the time-related sustainability issues and so from the only choice of the multiple-choice test and similar. For this reason, as a first step, we are designing and validating a theoretical framework and a teaching model for fostering the use of LLMs in assessment practice, with the approaches that can be most beneficial.