Approach In Higher Education Research Articles

Evaluation of a Digital Project-Based Mathematics Learning Approach in Higher Education: An Analytical Procedure in Structural Equation Modelling

Evaluation of a Digital Project-Based Mathematics Learning Approach in Higher Education: An Analytical Procedure in Structural Equation Modelling

Graphic Design Course in Multidisciplinary Education in Arabic Language and Literature Study Programme

The integration of graphic design skills in the curriculum of the Arabic Language and Literature (BSA) Study Program is one of the strategic steps in preparing graduates who are able to compete in the era of globalisation and digitalisation. This study aims to explore these challenges and identify innovative strategies applied by lecturers in teaching graphic design in BSA. Using a qualitative approach based on phenomenology, data was collected through interviews with lecturers teaching Graphic Design courses. The data were analysed and combined with relevant academic literature to provide a theoretical foundation on multidisciplinary approaches in higher education. The results showed that the main challenges in teaching graphic design in BSA study programme include limited technical competence of lecturers, students' skill gaps in technology, and limited course duration. To overcome these challenges, lecturers adopt strategies such as material condensation, project-based learning, differentiated instruction approaches, and the use of software that is easier for students to access and understand. Lecturers also encourage collaboration through group projects, regular monitoring, and evaluation that emphasises process as well as outcomes.

Психолого-педагогическая вариативность нормативной диагностики освоения компетенций по практическим дисциплинам здоровьесберегающего блока ФГОС

In the "Zoomer" generation, there is a frequent occurrence noted by many scholars of a certain tendency towards a "clip" worldview, leading to the necessity of having large arrays of alternative content resources for consumption – the opportunity for choice. The purpose of the study is to explore alternative options for normative diagnostics, taking into account the independent choice of norms for assessment by students, in accordance with the postulates of the psychological and pedagogical approach in higher education. Research methods and organization. Methods of analytical selection and synthesis of data from literary sources, pedagogical experiment, and methods of mathematical statistics were employed. The study involved 80 students from four faculties. The research lasted for one academic year. Research results and conclusions. During the study, gender differences in the results of normative diagnostics were confirmed for the majority of selected standards. Among the most preferred alternative standards, in addition to "30-second Sit-up" and "30-second Jump Rope," there was a standard from the "Ready for Labor and Defense" complex called "Flexibility." It was found that students are not interested in using normative diagnostics to differentiate social and professional life skills as stated in the Federal State Educational Standard for Higher Education.

Don’t believe the hype. AI myths and the need for a critical approach in higher education

Don’t believe the hype. AI myths and the need for a critical approach in higher education

Can Business Ethics Courses Be Effective? A Quasi-Experimental Mixed-Methods Study of a Cooperative-Learning Approach in Higher Education

Abstract This study assesses the effectiveness of an elective course in business ethics designed around a cooperative-learning approach and explores how this pedagogical method supports graduate students in practising ethical attitudes and behaviours. The research employs a mixed-method approach, integrating a quasi-experimental pre- and post-test study with an in-depth qualitative study based on focus groups. The quantitative study investigates the effectiveness of a business ethics course delivered within a university master’s program in improving various ethical outcomes, including moral efficacy, moral sensitivity, and moral motivation. In contrast, the focus groups explore how the cooperative-learning approach adopted within the course enhances the student’s learning process and the overall effectiveness of the course. The quantitative results demonstrate that the business ethics course effectively develops the students’ moral efficacy and moral motivation but not their moral sensitivity. The qualitative results indicated that the cooperative-learning approach contributes to achieving positive outcomes by favouring the motivational, relational, and cognitive dimensions of the student’s learning processes. The study contributes to the literature on business ethics education by providing a robust understanding of the effectiveness of business ethics programs in higher education and highlighting the role of the cooperative-learning pedagogical approach in developing graduate students’ ethical knowledge, skills, and behaviours. In addition, it showed that, despite the complexity of ethics, adopting a cooperative-learning approach in the business ethics course design improves the ability of future employees and managers to take responsibility for individual and collective actions.

The future is now: pioneering transformative approaches in higher education within creative fields

This study investigates transformative approaches in arts and arts management education, highlighting the urgency for adaptive pedagogies in response to the unprecedented disruptions caused by recent global crises. The impact of these crises has profoundly affected the arts and cultural sectors, emphasising the need for higher education to equip students with skills to navigate and lead through complex and evolving cultural, social and economical landscapes. Our research focuses on immersive learning experiences and transformative learning theories as crucial methodologies in fostering essential future skills like adaptability, critical thinking, and innovative problem-solving in higher education. By integrating transformative learning theory and UNESCO’s model of future skills, we explore how such educational frameworks can profoundly influence students’ abilities to address societal transitions effectively. This study draws on qualitative data from immersive learning experiences in arts universities and provides empirical insights into the pedagogical effectiveness of combining transformative learning with hands-on, real-world engagement. The findings advocate for an educational paradigm that not only transfers knowledge but also significantly enhances the resilience and inclusivity of future arts professionals. This research contributes to the discourse on higher education’s role in cultivating creative leaders adept at navigating transitions towards more sustainable and inclusive cultural landscapes.

ADVANCING UNDERSTANDING OF SERVICE-LEARNING: A CASE STUDY OF A UNIVERSITY IN MALAYSIA

Purpose – This study aims to advance the understanding of service-learning within the context of Malaysian higher education, employing multiple qualitative approaches to source information relating to student perspectives whilst critically analysing findings through triangulation. The study explores how service-learning is conceptualized, experienced, and implemented from the viewpoints of university students through focus group interviews, complemented by a systematic examination of institutional documents related to service-learning programmes and policies, and observations of service-learning events. Methodology – The research utilized an exploratory-triangulation design, blending focus group interviews with document analysis and observations to gather comprehensive data. Data was collected through a primary source, involving focus group interviews with 15 students across five groups. The data were triangulated through a document analysis of three course syllabi, 10 faculty websites, 72 news articles, 112 university news publications, three university reports, and the observations from six service-learning events. Data collected from the focus group interviews were analyzed using the thematic analysis method, while those collected using document analysis and observations were used for the purpose of triangulation. Findings – Three themes were constructed relating to the students’ perspectives towards service-learning and they comprised the following: (1) experiential learning activities; (2) academic course; and (3) serving the community. There were a total of 14 sub-themes. It was found that students perceived service-learning as an effective experiential learning tool, combining academic learning with community service, though its adoption is not extensive across the campus, highlighting a need for broader implementation in the curriculum. Significance – It addresses a significant gap in the existing literature by offering insights into the perspectives of students in a non-Western context, particularly the context in Malaysia. In addition, this study provides a nuanced understanding of service-learning in a non-Western context, thus offering valuable insights for educators, policymakers, and practitioners aiming to optimize service-learning practices and align them more closely with student needs and institutional goals. The findings inform a comprehensive strategy for the design and execution of service-learning as an educational approach in higher education.

Empowering students in curriculum design and pedagogy: Perceptions of pharmacy students as partners; A qualitative study.

Empowering students in curriculum design and pedagogy: Perceptions of pharmacy students as partners; A qualitative study.

Utilizing Peer Instruction to Enhance Academic Achievement and Active Learning in Business Education

Researchers are increasingly interested in evaluating and reshaping traditional teaching practices to implement more student-centered and active learning approaches in higher education. Peer Instruction (PI) has been recognized as an interactive teaching method that significantly impacts student learning by encouraging active participation in an engaging learning environment. This study examines the impact of Peer Instruction (PI) on improving academic performance and active learning in business education beyond its usual limits of application in scientific and numerical fields. This study compared the outcomes of students who engaged in PI with students who took traditional lecture-based classes in business courses. This research uses a quasi-experimental research design because it is not feasible to use a full experimental design because it is impossible to randomly select subjects. Empirical data, collected through pre-and post-tests, discussion prompts, and PI activities, demonstrated significant improvements in student engagement, cognitive processing, and performance in the PI group compared to the control group. Students who participate in PI report higher test scores and levels of engagement, underscoring PI's potential to foster deeper understanding, critical thinking, and active engagement. Despite the positive results, the study noted limitations such as a narrow focus on the class by one instructor and the absence of marked differences in conceptual understanding between the PI and individual study groups, then only tested academic achievement without engaging students' levels of critical thinking. Highlighting the effectiveness of PI in business education, this research calls for broader application and further investigation into the role of PI in enhancing active learning, suggesting future exploration into diverse academic areas, methodologies, and technological tools, as well as applying it to examine critical thinking and interaction students to deeper learning content.

Co-creation of connected and relational learning spaces: a digital and gamified approach in higher education

ABSTRACT This paper explores the use of a gamified digital intervention to build connected and relational spaces for students in higher education which reach beyond the places and spaces of the traditional learning environment. These informal learning spaces can be seen to facilitate the development of students’ transferable skills. The project intervention that was the basis for this research was designed to develop an inclusive online experience, recognising the importance of the informal learning space where traditional subject and discipline boundaries are bridged. Particular attention was given to the ways in which the gamified digital space offers additional opportunities to students to build community and transferable skills which traditional learning environments do not always offer. The project was developed through a participatory design approach, in partnership with students who acted as co-creators and co-developers on the project, in both the UK and international settings and with students whose background was culturally diverse. The paper outlines the project, explains the development of the project intervention and offers insights into the challenges and opportunities offered through such connected space engagement with students.

Classcraft: The Impact of Gamification in Higher Education

In response to the challenges faced by educators regarding the lack of interest among university students, especially in online contexts, a study was conducted to implement gamification using the Classcraft platform. The research compared two groups: a control group (N=118) that used a more traditional method and a study group (N=125) that employed gamification. The results revealed that gamification led to increased student engagement and improved retention of content and the development of basic competencies related to their degree programs. These findings support the hypothesis that gamification is a motivating approach in higher education

Dismantling Hierarchies in Student-Lecturer Engagement: A Critical Pedagogy Approach in Higher Education

The education system is built on the binary student-lecturer relationship. Each player is located on the other side of the wall, which was unsettled by the effects of COVID-19. The aim of the study is to dismantle the wall of separation which is widened by unequal power dimensions where the lecturer is set above the student. Framed within dialogic engagement in Freirean critical pedagogy, the study utilizes self-reflections of both postgraduate students and their lecturer. These reflections are handled within auto-ethnography. Two postgraduate students, reading for a master’s degree in English Studies at the Faculty of Humanities, and their lecturer in the discipline of English Studies provided the reflections that informed the study. The reflections are presented through the tradition of ethnographic thick description located in the qualitative paradigm of participant observation. The reflections are subjected to a narrative analysis. The findings point to the varied academic experiences between public and private institutions. This highlights the often-neglected part of rich experiences that students bring which are beneficial to the co-construction of knowledge. Furthermore, the findings point to a reversal of roles where the lecturer becomes a student who must learn from the experiences of students, and students assume the role of a lecturer as they teach through their experiences. The implication of these findings is that future academic engagement will no longer be conceived in terms of sole student recipients versus sole lecturer providers. The principal conclusion is that both players become equal partners and the rules of engagement will no longer be hierarchical. Reflexivity is therefore recommended as a solution of levelling the playfield between students and university academics, administrators and management.

ASSESSING THE IMPACT OF INCORPORATING AN INQUIRYBASED APPROACH DURING A FIELD TRIP ON STUDENTS' ENGAGEMENT, RETENTION OF KNOWLEDGE AND LEARNING OUTCOMES IN NIGERIAN TERTIARY INSTITUTIONS

Inquiry-based approach has been found to be very effective in enhancing students’ learning outcomes. The investigates the effectiveness of integrating inquiry-based learning with field trips in enhancing educational outcomes among students in Nigerian tertiary institutions. This research employs a quasi-experimental design, utilizing pretest and posttest measures to assess changes in student engagement, knowledge retention, and overall learning outcomes. A sample of 100 students from federal college of education, Kano participated in the study, engaging in structured inquiry activities during field trips aimed at promoting active learning.Results indicate that the incorporation of inquiry-based methods significantly improved student engagement and retention of knowledge compared to traditional teaching methods. The findings suggest that experiential learning through field trips, when combined with inquirybased strategies, fosters deeper understanding and enhances academic performance. This study contributes to the growing body of literature advocating for innovative pedagogical approaches in higher education, particularly in science and technology disciplines. The implications for curriculum development and instructional practices are discussed, emphasizing the necessity for educators to adopt more interactive and student-centered teaching methodologies to improve learning outcomes in Nigerian tertiary institutions.

Punk pedagogy in a course about punk: A qualitative study of undergraduate students’ experiences

Critical pedagogy is one of the major influences on the development of punk pedagogy. Despite the challenges with defining punk pedagogy, we offer a set of guiding principles that informed the current study. The principles are as follows: (a) do-it-yourself (DIY) ethos, (b) anti-hierarchical structure, (c) co-creation of knowledge, (d) inclusive and accessible, and (e) diverse representation. The purpose of this study is to understand students’ experiences with punk pedagogy principles implemented in a course about punk, titled “Punk 101: An exploration of punk rock through zine and do-it-yourself culture.” There were two research questions that guided the current study: (1) What were students’ overall course experiences in Punk 101? And (2) What were students’ experiences with punk pedagogy principles in Punk 101? We used a phenomenological approach involving students’ critical reflection of their experiences in a university-level course. Seven students participated in semi-structured interviews following the course. In this course, students listened to a playlist of 14 songs per week, read and discussed zines, and recorded a sound file from a DIY circuit board or created a zine about a topic of their choosing for their final project. The instructor implemented punk pedagogy principles in a variety of ways throughout the course. Students had positive experiences with the Punk 101 course; they gained knowledge and appreciation about punk music and culture, personal growth through DIY, and community building inside and outside of the classroom. Punk pedagogy is a viable approach in higher education. Further research is warranted to understand effective ways to use punk pedagogy strategies in the university classroom, and beyond.

AI performance assessment in blended learning: mechanisms and effects on students' continuous learning motivation.

Blended learning combines the strengths of online and offline teaching and has become a popular approach in higher education. Despite its advantages, maintaining and enhancing students' continuous learning motivation in this mode remains a significant challenge. This study utilizes questionnaire surveys and structural equation modeling to examine the role of AI performance assessment in influencing students' continuous learning motivation in a blended learning environment. The results indicate that AI performance assessment positively influences students' continuous learning motivation indirectly through expectation confirmation, perceived usefulness, and learning satisfaction. However, AI performance assessment alone does not have a direct impact on continuous learning motivation. To address these findings, this study suggests measures to improve the effectiveness of AI performance assessment systems in blended learning. These include providing diverse evaluation metrics, recommending personalized learning paths, offering timely and detailed feedback, fostering teacher-student interactions, improving system quality and usability, and visualizing learning behaviors for better tracking.

Reconceptualising Constructive Alignment within the epistemological distinction of ways of knowing in a higher education coach development course module

ABSTRACT Background The professional education of coaches, coach developers and academics is a pressing challenge for national governing bodies and educational institutions. Central to this challenge is the cultivation of coaching proficiency and the ability to foster meaningful interactions with athletes and teams. Constructive Alignment has emerged as a valuable approach in higher education to enrich teaching and learning practices. However, as Constructive Alignment has shifted from a theoretical concept to practical implementation, it has encountered certain challenges. Critics argue that its apparent step-by-step simplicity can inadvertently create an illusion of administrative control, thereby misaligning with the intricate reality of pedagogical work and student learning. These misalignments may, in turn, perpetuate traditional teacher-centred approaches. Purpose In this paper, we propose an innovative solution: integrating James J. Gibsons’) epistemological distinction between different ways of knowing into coach education modules to support Constructive Alignment. This integration acknowledges the epistemological distinction that underlies different ways of knowing and provides a means to alleviate tensions, fostering a more cohesive learning environment. The integration supports coach educators and coaches to grapple with the complexities of teaching and learning in higher education and national governing body coach education programmes. Focus Our primary focus centres on designing a coach education module that immerses students in strategically tailored learning activities, optimising their prospects of achieving intended learning outcomes while contributing significantly to the design of assessment tasks. To illustrate the practical application of our approach, we present an in-depth ‘walk-through’ of a coach module grounded in the principles of Constructive Alignment and underpinned by the epistemological distinction between different ways of knowing. Concluding thoughts Exploring these concepts can help equip coaches, coach developers, and academics with a more effective and dynamic educational framework that aligns theory with practice within the coaching domain. Furthermore, recognising the epistemological distinction that guides different ways of knowing can alleviate tensions and create a more cohesive learning environment. Supporting Constructive Alignment can promote meaningful learning activities, enhancing students’ knowledge of coaching and optimising their chances of achieving intended learning outcomes.

Personalized Learning: an Adaptive Approach Based on the VARK Model to Improve Distance Education

Objective: This research designs a virtual course that adapts to different learning styles according to the VARK model and evaluates students' academic performance and satisfaction. Additionally, it provides an educational environment that optimizes learning through personalization. Theoretical Framework: This study is based on the VARK model, which classifies learning styles, allowing a better understanding of students' information processing. The research also reviews theories on distance education and adaptive learning. Method: A mixed-method approach is employed, using surveys and interviews to collect data on students' learning experiences before and after the course implementation. Results are analyzed using statistical tools and content analysis. Results and Discussion: The results show that students who participated in the adaptive course exhibited a significant improvement in academic performance and satisfaction levels. Differences in the effectiveness of teaching strategies were observed based on the predominant learning style. These findings suggest that personalization in education can have a positive impact on learning. Research Implications: This research is relevant for curriculum design and teacher training, as it promotes the inclusion of adaptive approaches in higher education. Educational institutions are encouraged to consider diverse learning styles when implementing virtual courses to maximize student potential. Originality/Value: This study provides an innovative approach to using the VARK model in virtual education, highlighting the importance of tailoring learning to students' individual needs. Its originality lies in the practical implementation of this model, which can serve as a reference for future research and educational developments.

Implementing interdisciplinary methods in the educational framework

The article aims to study the principles and ways of implementing the interdisciplinary approach into the educational process. The research is based on empirical experience in teaching at higher education institutions, an analysis of educational programmes of higher educational institutions in Ukraine, a survey of medical university lecturers, as well as a pedagogical experiment on the effectiveness of the interdisciplinary approach conducted at Ivano-Frankivsk National Medical University among second-year students of the Dentistry programme. The control group studied two separate subjects, “Foreign (English) Language for Professional Purposes” and “Social Medicine, Public Health, and the Fundamentals of Evidence-Based Medicine”, while the experimental group took an integrated course, Module 1, which combined these two subjects in the form of binary lessons. The integrated course had the most significant impact on forming sufficient and high levels of knowledge, with a difference of 9% and 7%, respectively, between the control and experimental groups. Additionally, the experimental group had 10% fewer students with low-developed skills and abilities. The experiment data confirm the considerable effectiveness of integrated courses, suggesting that universities should actively introduce them into the educational process. The authors propose the following ways to implement the interdisciplinary approach: inclusion of interdisciplinary topics in lectures; conducting binary lectures; integrating common cases into seminar and practical disciplines to solve interdisciplinary practical tasks and other modern educational technologies of problem-based learning; developing interdisciplinary courses for elective and optional subjects; preparing articles and conference presentations with two or more co-authors from related fields of knowledge. Based on the empirical method, it was established that the effectiveness of applying the interdisciplinary approach in higher education is associated with the systematisation and structuring of acquired specialised knowledge, stimulation of student motivation, and scientific inquiry.

BLENDED LEARNING IN DENTAL SCIENCE EDUCATION: A REVIEW

Blended learning (BL), which merges traditional face-to-face instruction with online education, has become a prominent approach in higher education, including dental science education. This review examines the concept of blended learning, its components, advantages, challenges, and applications within dental education. It emphasizes the value of combining in-person teaching with digital tools, such as online platforms, virtual simulations, and patient management software, to enhance learning outcomes. In dental science, blended learning offers a flexible and integrated approach where students engage in theoretical coursework, develop practical skills, and receive clinical training. Online learning modules provide flexibility, allowing students to learn at their own pace, while in-person classes support active interaction with instructors and hands-on experience. The review highlights that blended learning fosters personalized learning paths, increases accessibility, and promotes greater student-teacher engagement. Despite these advantages, the successful implementation of blended learning in dental education requires addressing challenges such as technological limitations, faculty training, and balancing online and hands-on experiences. The review concludes that with thoughtful planning and execution, blended learning has the potential to improve both the theoretical knowledge and clinical proficiency needed by dental professionals in today's rapidly changing healthcare landscape.

Integrated Approach to Resolving Outcome-Based Education Implementation Issues in Higher Education

Outcome-Based Education (OBE) has been recognized as a leading pedagogical approach in higher education, focusing on achieving desired learning outcomes. Despite its significant potential for educational reform, the implementation of OBE often faces substantial challenges, including misalignment between expected learning outcomes and existing teaching practices, resource shortages, and resistance to change from faculty and administration. This study aims to identify and analyze the primary challenges in the implementation of OBE in higher education and to propose strategic measures to address these issues. An integrated approach, involving curriculum adjustments, enhanced faculty training, and improvements in assessment systems, is examined to enhance the effectiveness of OBE implementation. The study's findings indicate that a more adaptive OBE implementation model can address the challenges faced by higher education institutions