Higher Education Classes Research Articles

Using metacognition to promote active learning in large business management classes

ABSTRACT Using active learning methodologies with large classes in higher education is a complex task. Lecturers often lack the tools they need to guide their students, while also taking into consideration their individual needs. This study proposes an expandable strategy for introducing active learning following a metacognitive approach involving problem-based learning and anonymous peer assessment. The approach was implemented over two sessions as part of a 16-week business management class taken by 223 students. The results reveal that students were able to develop both their management and critical thinking skills at the same time. The main contributions of this paper are: 1) a metacognitive approach, where students discovered their own knowledge gaps and developed their critical thinking skills, and 2) an active learning approach suitable for large classes, where students received teacher guidance and individualised feedback from their peers.

Choosing Transformation Over Tradition: The Changing Perception of Online Education

AbstractDespite advancements in online education, misperceptions persist that create obstacles to the integration of online classes in higher education. This essay refutes misconceptions about online education and highlights key components of a strong online course. As a result of the pandemic, it became apparent that there is a conflation between “school” and “education” that has prompted contradistinction. This discussion provides insight into some of the social and economic implications of the culture of our education system.

Universitas Kristen Satya Wacana students' understanding of public relations profession: A phenomenology

There have been various definitions of the Public Relation profession related to its purposes since its birth in the 1960s. The current research investigated is the meaning of the Public Relations profession for Public Relations students at Universitas Kristen Satya Wacana who, in the future, would work as Public Relations. This research was conducted using qualitative methods and a phenomenological approach. Three findings were presented in this article. First, the construction of the Public Relation profession depends on the body of knowledge, the ability to communicate and build relationships with the community, be creative, and have an attractive appearance. Second, the meaning of the Public Relation profession is constructed based on four references, namely the media and the surrounding community, materials and classes in higher education, from practitioners and developments in information technology. Third, the construction of the identity of the Public Relations profession through online shopping to improve self-image, obtain information on fashion developments, and the ability to select products selectively.

Redesigning Face-to-face into Online Learning for Speaking Competence during COVID-19: ESP for Higher Education in Indonesia

During the time of COVID-19, students should study at home and class is conducted fully online. However, classes in higher education are mostly planned for Face-to-Face (F2F) learning. To deal with the situation, educators seek an alternative learning design to be implemented and it is expected to have either comparable or improved learning outcome. This study describes Online Learning (OL) design which assesses speaking performance in ESP classes. The participants of the study were students year 2019 (N=118) and students year 2020 (N=96) joining English for Electrical Engineering (EEE) which has the same syllabus and learning goal. A proposed Gagne’s Nine Events of Instruction is analyzed, planned, implemented, and assessed its effectiveness of speaking activities which were done in the former-year-class (using F2F method) then applied in current class (using OL method). The result of F2F and Online Learning (OL) outcome were compared. To complete the analysis, a sequence of questionnaire was given to the students. The results indicates that using Gagne’s Nine Events of Instruction, speaking activity in online learning classroom, achieved satisfactory result. Designing OL both synchronous and asynchronous method for speaking is as effective as F2F. This study may open another research prospect on barriers in OL, how to assess speaking performance via online platform, or others.

Mind the gap: how a large-scale course re-design in economics reduced performance gaps

Large lecture classes in higher education continue to be a context in which large performance differences between underrepresented minorities and their White and Asian peers are observed. In the current study, we sought to develop a package of interventions that may reduce this gap in a multi-section Micro Economics course. The focus of this intervention was to re-design instruction in students’ recitation sections, while also iteratively training teaching assistants on their instruction during recitation sections. Participants (N = 2,679) who were enrolled in Micro Economics worked together in groups where teaching assistants facilitated their learning in their recitation section. Results indicated that while all students demonstrated higher Micro Economics grades after the course transformation than their peers in prior semesters, this was particularly the case for underrepresented minorities, essentially eliminating the performance gap observed in prior semesters. Findings highlight the importance of instructional training for teaching assistants and employing teaching practices that can promote engagement and potentially promote inclusion during the learning process.

Big Need Not Be Bad: A Case Study of Experiential Leadership Development in Different-Sized Classes

Higher education classes have increased in size at a time of significant resource restrictions for universities. At the same time, employers are looking for graduates with relevant competencies and skills. This poses two key challenges: (1) how to design an experiential curriculum that produces significant skill development and (2) how to ensure that this program is scalable and effective in a large class context. In this case study, we describe the curriculum of a postgraduate experiential learning curriculum focused on leadership development, and report its effectiveness in developing leadership competencies in different-sized large classes. This case study demonstrates that effective large class experiential learning and leadership skills development is possible. We found comparable effectiveness across different-sized classes of up to 130 students. These results were achieved by combining experiential learning, intentional change theory, dedicated and experienced faculty coaches, feedback and coaching in small peer groups, and periodic self- and peer-evaluations. We observed that class size may differentially affect the effectiveness of experiential learning for leadership competency development at different stages of a course. Practical implications for course design and delivery are discussed, with a focus on the curriculum design elements that help make large class experiential learning impactful and manageable.

CAPACITY DEVELOPMENT STRATEGY OF ACADEMIC STAFF TO INCREASE PRODUCTIVITY AND COMPETITIVENESS OF HIGHER EDUCATION

In 2020, at the last stage, this study had some research findings related to output and outcome derived from implemented capacity development policy of the academic staff in order to approach the productivity and competitiveness of Higher Education. The method used in this research was "Mixed Method" (Creswell & Clark, 2007) which involved explanatory design and meta-analysis of case study in 11 state universities with legal entity (Perguruan Tinggi Negeri berbadan hukum, PTNbh). The conceptual framework of this study consists of 3 related main points, as follows: globalization, management of change, and determining factors of world class higher education. Based on research findings, generally Higher Education still required 1) graduate standard was determined by some aspects consisting of graduation timeliness and hiring period, relevant implementation and income, numbers of published international scientific research, citation of lecturer scientific publication; 2) standardized service offered by the university which fulfilled students' requirements with additional value added to obtain economic benefit, social and character; 3) commitment between lecturer and high education leader as an effort to achieve internationalized goals implemented in the general strategic plan; 4) networking development in a prospective of internationalized higher education. As an implication, there were so many ways to respond to megatrend which affects on change of development strategy of Higher Education, policy, leadership, and management. The change in cultural, approach, and orientation demand a person to understand the aim, benefit, and outcome. Nevertheless, the change focus was lied on the awareness of Higher Education leaders to make the changes (Conscious transformational change leadership).

A APLICAÇÃO DE UM JOGO PARA MOTIVAÇÃO DO PROCESSO DE ENSINO-APRENDIZAGEM EM CURSOS DE ENGENHARIA E CIÊNCIAS EXATAS

Os jogos e as aulas roteirizadas com a linguagem de jogos (gameficação) estão cada vez mais presentes na universidade e são estratégias importantes de encantamento e motivação para uma aprendizagem mais rápida e próxima da vida real. Para gerações acostumadas a jogar, a linguagem de desafios, recompensas, de competição e cooperação é atraente e fácil de perceber. Os jogos colaborativos e individuais; de competição e colaboração; de estratégia, com etapas e habilidades bem definidas se tornam cada vez mais presentes nas diversas áreas de conhecimento e níveis de ensino. Nesta linha de raciocínio, este trabalho tem como objetivo principal apresentar a aplicação de um jogo em turmas das disciplinas de Cálculo I e Algoritmos e Programação de Computadores dos cursos de graduação em Engenharias Civil, de Minas e de Produção, Ciências da Computação e Física Licenciatura da Universidade Federal de Goiás – Regional Catalão. A finalidade desta pesquisa foi analisar se os estudantes se sentem mais motivados a aprender em aulas lúdicas comparadas com aulas tradicionais adotadas na instituição. Os alunos que participaram da pesquisa responderam questionários. Os resultados obtidos foram analisados e apresentados na forma de gráficos para melhor compreensão das informações. Logo, observou-se que estes estudantes preferem as aulas no ensino superior sejam ministradas pela junção de ambas as metodologias: tradicional e lúdica, uma vez que uma complementa a outra.

Establishing Teacher-Student Rapport in an English-Medium Instruction Class

English-medium instruction classes in higher education are increasing in countries where English is not the first language. Though these courses offer advantages, they also offer concerns and challenges. One of these challenges is creating a rapport between a teacher and students who are working in a language that is not their own. Rapport is important because it has been linked to academic performance. This study explored possible differences in rapport between two groups of students who were taking a class on Communications Research at a Mexican university. One group took the class in their native language, Spanish, and the other one took the class in English. The teacher, the programme, and the materials were identical in both cases; they only differed in the language of instruction. The study is qualitative in the ethnographic tradition. Videos of classroom interactions were used as a data source, which were analysed and coded. Codes were based on rapport-building activities. The teacher’s log and the nine-item Student-Instructor Rapport scale complemented the study. The videos showed evidence of rapport-building activities in both the Spanish and English groups. The results of the scale showed that the students in the English group perceived a stronger rapport between the instructor and the students, than those in the Spanish group.

РОЛЬ ЕЛЕКТРОННИХ ПОСІБНИКІВ У НАВЧАННІ УКРАЇНСЬКОЇ МОВИ ІНОЗЕМЦІВ

The article explores the expediency of using electronic manuals in the process of teaching the Ukrainian language to foreign students. The structure and content of the manual «Ukrainian Language. Scientific style of speech. Part I » by L. A. Savchenko and I. V. Molchanova. The transformation of electronic educational literature and the effectiveness of its use in language classes in higher education are analyzed.

Toward “Living Together”: Developing Intercultural Sensitivity Through Arabic Foreign Language Coursework

This paper investigates intercultural sensitivity as an expected outcome of an Arabic as a foreign language class in higher education. The study used pretest and posttest design to measure the change in 26 students’ intercultural sensitivity after a semester of language study. The participants studied elementary level Arabic as a foreign language at an American university in the northeast United States. The Intercultural Development Inventory (IDI) was used to measure intercultural sensitivity. No significant difference was found in the Arabic students’ levels of intercultural sensitivity as measured by the IDI, on average. The students’ Arabic instructor was interviewed, and the elementary level Arabic textbook was critically reviewed to understand how students’ intercultural sensitivity might be improved; a primary recommendation is to provide instructors with training on incorporating culture into foreign language curriculum.

Efficient strategies in course planning for low-resource minority language classes in higher education: observations from Uralic studies and the example of South Estonian

ABSTRACTThis article investigates the different types of language classes for Uralic languages in higher education contexts to derive principles in course planning for minority language teaching. As a micro-level example, a foreign language class for South Estonian, aimed at a general audience at LMU Munich, is analysed and informs the discussion of economically efficient and pedagogically effective strategies in curriculum and syllabus design for this target group. The suggested approach uses authentic media in a theme-based, content-based instruction (CBI) classroom with an integrated syllabus of text-based, task-based, and media-based syllabus types, which helps to address the needs and interests of the target group consisting of university students. This enables critical engagement with minority media, development of media literacy, and autonomous student projects on the target language. Additionally, the adoption of a positive stance towards the minority identity is advocated, making the class suitable for heritage learners and allowing for intercultural understanding between students and educators as broader goals for minority language instruction.

РОЗРОБКА А.Д. БОНДАРЕМ ТЕОРІЇ ТА ПРАКТИКИ ПРОВЕДЕННЯ ЛАБОРАТОРНИХ ЗАНЯТЬ У ВИЩІЙ ШКОЛІ ТА СУЧАСНІСТЬ

The article analyzes the contribution of the professor of the Department of Pedagogy of Taras Shevchenko National University of Kyiv A.D. Bondar in the development of theoretical principles and methods of conducting laboratory and practical classes in higher education, identifies the possibility of using this pedagogical experience in modern conditions. It is established that today the work and pedagogical activity of A.D. Bondar is insufficiently studied, although his work reflects the results of research on important didactic problems that are relevant today. It is analyzed that among the various types of classes in higher education an important place belongs to laboratory and practical work, because they follow one of the leading principles of didactics – the principle of connection of theory with practice. According to A.D. Bondar, laboratory and practical works are closely connected with lectures and independent work of students, they, with their proper organization, help students to creatively use the theoretical knowledge that they acquired during lectures and in the process of studying literary sources. This type of training activates the cognitive activity of students, gives them the opportunity to show initiative and ingenuity, better master the program material, get acquainted with the latest installations and devices, equipment and materials, experiment in laboratory or production conditions, helps teachers to involve students in research work, promotes the development of their thinking, ingenuity, innovation. According to A.D. Bondar, laboratory classes are an effective way to study the material, give students the opportunity to apply their knowledge in practice and see the results of their work. At the same time, many factors significantly reduce the effectiveness of this important type of training. It is proved that the improvement of the quality of laboratory classes can help, in particular, the implementation of guidelines developed by A.D. Bondar almost half a century ago.

Metodologias ativas e engajamento docente: uma reflexão sobre as dificuldades enfrentadas pelos professores da educação superior

O objetivo geral deste estudo foi conhecer o engajamento dos docentes durante a transição dos modelos tradicionais de ensino para o uso de metodologias inovadoras em suas aulas no ensino superior. E os específicos: conhecer as dificuldades dos docentes durante o planejamento e a realização de aulas inovadoras; descrever a percepção dos docentes sobre o uso de métodos inovadores de ensino e aprendizagem; apresentar como os docentes se engajam para aprender novos métodos de ensino. Nos últimos anos, muito tem se discutido sobre o uso de metodologias ativas na educação superior. Todavia, parece que há mais teoria que prática efetiva entre os professores. Quais dificuldades os docentes enfrentam ao tentar abandonar o modelo tradicional de ensino e partir para modelo disruptivo? Quais as percepções dos docentes em relação ao uso das metodologias ativas? Como os docentes se engajam para aprender e praticar novos métodos de ensino e aprendizagem? Diante das inquietações dos pesquisadores, o presente estudo qualitativo foi realizado por meio de um curso de extensão, o qual possibilitou a coleta de dados a partir da sala de aula virtual (Google Classroom), do diário de aprendizagem e dos debates realizados via WhatsApp. Os resultados apresentaram o tempo como um dos maiores problemas vivenciados pelos professores em seu cotidiano, que destacaram pontos positivos e negativos da sua percepção no que se refere ao uso de metodologias ativas e expuseram o seu engajamento docente em relação às mesmas.

Students’ Experiences of Philosophy Classes in Higher Education: A Case Study

Students’ Experiences of Philosophy Classes in Higher Education: A Case Study

Microcurricular planning from interdisciplinarity in teaching careers

This work includes an analysis of interdisciplinarity as a pedagogical principle of curricular design very important so that the direction of the professional teacher training process can be carried out with quality and efficiency from the microcurricular planning. It defines interdisciplinarity and microcurricular planning in its three dimensions. It emphasizes aspects that promote interdisciplinarity and aspects that affect it. Finally, the methodological structure of different types of classes in higher education is explained. The aim of this study was to analyze interdisciplinarity as one of the fundamental principles of the curriculum for the management of the Professional Teacher Training Process, highlighting aspects that undermine it, those that favor it, taking into account the different types of teaching activities in its relation with microcurricular planning.

Twelve tips for structuring classes in higher education: lessons learned from a biology premedical class.

This article was migrated. The article was marked as recommended. The efficacy of flipped classrooms on student learning is dependent on student motivation. We conducted a study on the impact of the flipped classroom on student performance and satisfaction among highly motivated students enrolled in a post-baccalaureate pre-medicine program for career-changers. Surprisingly, students in both traditional and flipped classrooms indicated lecture was the largest contributor to their learning. Additionally, students in the flipped classroom highlighted specific activities most useful to their engagement, comprehension, and exam performance. Thus for heterogeneous student populations in higher education, didactic lecture remains an integral component of learning. Based on our study and relevant literature, we suggest tips on how to effectively structure courses in higher education that are tailored to the learning needs and motivations of your specific student demographic.

TRANSLATION AS A METHOD IN TEACHING ESP: AN INDUCTIVE THEMATIC ANALYSIS OF LITERATURE

Using translation in ESP teaching and learning is an important issue but it has been very scarcely researched so far because of the negative connotations with the grammar-translation method. But since the last decade of the 20th century, revival of interest in the use of translation and use of L1 in foreign language teaching has been noticeable. Therefore, the main aim of this paper is to analyse academic publications on the use of translation (and L1) in the ESP teaching and learning in order to see what aspects are raised by researchers and practitioners as regards the efficiency of translation as a teaching method in ESP classes in higher education. The objectives of this paper are: (1) to see what important and telling themes are evident in the selected academic publications, and (2) to analyse the attitudes of the authors of the papers towards using translation as a supplementary teaching method in teaching/learning ESP. For this paper, inductive thematic analysis has been chosen as a useful qualitative analytic method (Brown and Clarke 2006). The data corpus for this paper (14 quality papers) has been collected by conducting a systematic literature search of two academic online databases: EBSCO Academic Search Complete and Web of Science. Initially, emerging themes have been grouped under two headings – learner needs and teaching practices – and elaborated further on as specific themes: defining learner profile, course design, translation as a communicative activity, focusing on accuracy, facilitating understanding, defining specific tasks, consolidating particular skills, balancing the amount of translation in the ESP classroom. The inductive thematic analysis of the academic publications done for this paper shows that translation-based activities are useful for the ESP learner and that translation is an efficient ESP teaching and learning method if the amount of translation done is well-balanced, activities are well-planned and the learner profile and needs in each specific course well-analysed. Translation activities consolidate reading, writing, speaking and listening skills of the ESP learners, facilitate communication and comprehension of a specific field, develop analytic skills and teach to focus on accuracy.

Fauzi’s cognitive conflict in the development of geometry teaching material: A case study in shifting trapezoidal definition

Since junior high school level, students have been taught about a trapezoidal. It is rectangular which has precisely a pair of parallel sides. This definition remains in a special meaning, for instance, if it finds any rectangle that has a pair of parallel sides, then this rectangular cannot be categorized as a trapezoid. When students are asked to define trapezoid in higher education classes such as at university level, students will experience cognitive conflicts. It was discovered when researchers developed geometry textbooks aimed at improving students’ critical thinking skills. In the implementation phase of textbooks, it was found a student who experienced a cognitive conflict. In this paper, we will discuss the existence of cognitive conflict that is caused by shifting the definition of trapezoid. In the preceding time, the student recognizes the trapezoid as a rectangular that has exactly a pair of parallel sides then when the trapezoidal definition is expanded into a rectangular which has a pair of parallel sides; the student cannot readily accept the new definition of trapezoid. This occurs because of the shifting of the trapezoidal definition. Ultimately this shift caused a change to the conceptual map that occurred through assimilation and accommodation process.

Code‐Switching to Navigate Social Class in Higher Education and Student Affairs

AbstractThis chapter outlines the concepts of social class privilege, highlights the experiences of students navigating social class, and examines the role of code‐switching as a strategy to navigate higher education.