Higher Education Classes Research Articles

Becoming and unbecoming academics: Classed resources and strategies for navigating risky careers.

Academics influence not only knowledge production but also selection to the labour market and policy development. They have power. Despite the sociological attention paid to class in higher education, few studies have examined the way in which class interferes with the careers of those navigating from being students to becoming scholars. Building on Bourdieu's theory of social reproduction, this study examines how class influences different groups' experiences of becoming academics. Based on 60 interviews with Norwegian scholars in their early to mid-careers, the analysis identifies the kind of classed resources that are in play in the unequal access to academic positions. Beyond more classical resources, such as financial, cultural, and psychological certainty, the interviewees point to the significance of an early familiarity with the rules of the game and strategic navigation of the academic system. We use these findings to discuss and nuance Pierre Bourdieu's perspectives on the role of incorporated, practical consciousness and disinterestedness in class reproduction in the academic world. This theoretical contribution facilitates the combined analysis of the implicit and the explicit ways that dominant classes preserve their position in the hierarchy, which the study demonstrates as key to social reproduction in academic careers.

How Cyberloafing Affects Students’ Cognitive Engagement and Psychological Detachment in Higher Education Classes?

While the right usage of technology brings a plethora of benefits, misusing technological devices and the Internet in an educational context can manifest in different behavioral tendencies. This ranges from growing addiction to technology and cyberbullying to technological anxiety and technostress. Yet, the effects of cyberloafing on students’ academic performance and engagement during class have attracted the attention of professors and educational decision-makers. Thus, the article aims to analyze the impact of cyberloafing intentions and cyberloafing practices on students’ psychological detachment and cognitive engagement among higher education students who are studying business and economics, using a structural equation modeling (SEM) methodological approach grounded in survey data. The findings stress that cyberloafing intention positively impacts cyberloafing habits and activities, further decreasing students’ cognitive engagement and increasing their psychological detachment from classes, while the grade point average (GPA) positively affects cognitive engagement. This underscores significant potential implications for both scholars and practitioners.

Parent Involvement in Post-School Transition Services for Senior High School Students With Intellectual Disabilities.

Parents play a key role in the transition process of their children. After high school students with intellectual disabilities leave the school system, they need the cooperation of schools and families to ensure successful employment and independent living. A case study was conducted in a Taiwanese high school special education class, collecting data from 12 participants through interviews, documents and diaries. The results showed that active parental involvement in transition activities, strong parent-teacher partnerships, understanding of students' strengths and support from social resources were key to successful transitions. This study explored the effectiveness and difficulties of parents' participation in the post-school transition of students with intellectual disabilities from the perspectives of teachers, parents and students. Finally, it proposed the need to be the child's significant other, early participation in transition planning and joint involvement of parents and their children.

Exploring Summer Classes in Higher Education: A Qualitative Study of Lecturer and Student Views

Summer classes have become increasingly prevalent in higher education institutions worldwide, offering students opportunities to accelerate their learning, reduce course loads, and maintain academic momentum. This qualitative study explores the perspectives of lecturers and undergraduate students on the benefits, drawbacks, and strategies for success of summer classes. Semi-structured interviews were conducted with ten students and two lecturers from a university in Ho Chi Minh City, Vietnam. The findings reveal that the primary perceived benefits of summer classes include the ability to complete courses more quickly, have a lighter subject load during the regular year, and improve academic performance. However, drawbacks cited were the sacrifice of leisure time or income from part-time work and the added pressure of condensed timelines. Recommended strategies comprise proactive promotion of summer class advantages to increase student awareness, careful selection and compensation of skilled instructors, and incorporation of recreational activities to support student well-being. This study contributes qualitative insights to inform the development of effective, student-centered summer programs in higher education.

Feminist Pedagogy in Women’s Studies Classrooms: Some Critical Reflections

Based on a study of five women’s studies degree programmes, this article attempts to discuss pedagogical issues that are surfacing in higher education on account of the changing social composition of students since the implementation of reservations for Other Backward Classes in higher education. Critical pedagogy has not found much space in discussions on higher education in the Indian context. The exception has been reflections on feminist pedagogy that primarily draw on Freirian thought and the scholarship of bell hooks. Against this background, the article brings out how the epistemic principles of critical disciplines like women’s studies generate ethical expectations of the feminist teacher, particularly in relation to caste in this case. It goes on to discuss the limits imposed on these ideas of feminist pedagogy by the institutional and structural inequalities in higher education and how the dominant social composition of teachers necessarily limits possibilities of feminist pedagogy.

IMPLEMENTATION OF PRINCIPLES OF INDIVIDUALIZATION AND DIFFERENTIATION IN FOREIGN LANGUAGE CLASSES IN HIGH SCHOOL

The article examines the system and approaches of individualization and differentiation in the process of learning a foreign language in higher education. Determined factors that affect their functioning in the process of working in classes. Separate problems and ways to overcome them are analyzed. Certain opportunities for creating favorable conditions for the development of the creative potential of an individual, development of his thinking and understanding of the ultimate goal and task of learning a foreign language have been identified. Methods and techniques for increasing students’ cognitive activity in classes and strengthening their motivation are illustrated. The article examines the views of scientists N.P. Volkova, G.R. Havryshchak, O.M. Shparyk on individualization and differentiation as dominant and organic components of the educational process. Various approaches to the concepts of differentiation and individualization, as well as concepts related to them, are summarized. The works of these scientists became the theoretical and methodological basis of the conducted research. These principles help to find effective means for teaching a foreign language and learning it effectively. We must not forget that in higher education, the main influence on a student is his mood, curiosity, drive, concentration, surprise. The ability to stimulate the mental states we desire requires a process of individualization and differentiation of each student. A unique approach should be the whole system of education and training of the individual. This article describes the technology of implementing the abovementioned principles in English language classes in higher education. The use of internal differentiation for working in groups and the cluster method for strengthening the cognitive development of each individual when learning a foreign language in higher education are illustrated. The problem of a wide range of possibilities of these principles in the conditions of changes in the system of social relationships, rules of student behavior in the new realities of life is raised. Emphasis is placed on the importance of new requirements for the education system: flexibility, adaptability, feedback, quick response to changes in the social environment, cooperation with psychologists. Considered possible means of organizing students’ work in groups and individually, determined prospects for further research in this direction.

Prahara Digital Labor dalam Bingkai Penafsiran Logika Waktu Pendek dan Kapitalisme Luwes

<p align="justify"><em>When the COVID-19 pandemic gradually subsided, digital disruption was considered a game changer for today's work, such as work from home (WFH). The prevalence of digital disruption in contemporary work has triggered the birth of a digital labor class, which broadly impacts intra- and inter-organizational communication, especially in dealing with work-related risks in an increasingly insecure labor market. In a macro context like this, digital labor within neoliberal higher education institutions became an interesting phenomenon, especially given the worsening conditions of intellectual workers and changes in academic behavior and practices. A recent study showed many practices violating academic integrity in Indonesian higher education institutions, such as plagiarism, data fabrication, improper claims of authorship, contract-cheating, and other violations of professional codes of ethics. To address these problems, the author employed a critical method of the political economy of communication and the sociology of work to analyze 'short-time logic' as an operational mechanism in flexible capitalism, commoditizing workers' time by blurring the boundaries between productive and leisure time and turning the illusion of worker autonomy into a 'sustained contestation.' The 'short time logic' of flexible capitalism deformed intellectual workers in higher education in Indonesia into digital labor because they were constantly conditioned to produce intellectual products with highly competitive metrics but lacking reflection and meaningfulness, which sharpened the gaps in competency-based inequalities and created a new hierarchy of social classes in higher education. </em><strong></strong></p>

Student Response Systems in higher education: A comparative analysis using Wooclap platform in economic courses

The introduction of technological tools such as student response systems to dynamise classes in higher education has been increasing in recent years, although often without proper monitoring of their effects. This research aims to analyse the main added value of the use of the Wooclap platform in university education, and whether there are differences in its results depending on the heterogeneous characteristics of the courses and groups in which it is applied. To this end, a comparative analysis has been carried out in three different courses in the field of economics at the University of Valencia. In all three courses, questions were introduced in Wooclap during theory classes. Students in the three courses were given an anonymous survey at the end of the course to evaluate the use of this tool. The students were very satisfied with the tool, highlighting that it helps them to maintain their attention, identify the most important concepts, understand and consolidate them. Furthermore, by means of the Chi-square test, no significant differences were observed in the three groups, from which it can be deduced that beyond the specific characteristics of the course, the profile of the students or the lecturer, this tool can be extrapolated to different contexts and satisfactory results can be expected. The ease of implementation, the possibility of obtaining immediate feedback from students and breaking the monotony of classes are other advantages for lecturers. The conclusions drawn highlight the potential of Wooclap to extend its use in higher education.

Developing Critical Skills and Design Thinking via Practical Classes in Higher Education

This article explores the importance of developing critical and design thinking skills in university education. With the growing demand for creative and innovative professionals in various industries, it is essential for universities to provide students with the opportunity to develop these competencies through hands-on activities. The authors argue that a hands-on learning approach, such as project assignments, case studies, business games, model and systems design tasks, can help students develop critical thinking, problem-solving, and communication skills needed in today's rapidly changing job market. Design thinking is also becoming a core competency, capable of helping students effectively solve complex problems, develop innovative solutions, and make creative decisions. The article presents various methods of teaching practical classes for economic specialties and discusses the benefits of including such classes in the learning process. By highlighting the benefits of hands-on learning for student development and career growth, this article aims to encourage higher education institutions to adopt a more hands-on approach to education, helping students become well-rounded and employable graduates. The authors emphasize the importance of teacher assistance, acting as mentors and coaches, to contribute to the development of creative thinking and innovative approaches in students. Based on the study's results, recommendations were developed to create conditions for the development of students' critical and design thinking. Compliance with these conditions will enable universities to improve the quality of education in terms of forming competencies and enhancing graduates' competitiveness in the labor market.

Augmented reality in higher school as a tool for implementation of STEM education

Augmented reality in higher school as a tool for implementation of STEM education

Potent Roles of Humor in EFL Classes in Higher Education: An Exploratory Study of Lebanese Perspectives

This paper focuses on scrutinizing the attitudes and opinions of English as a Foreign Language (EFL) instructors and learners on the use of humor in higher education in Lebanon as a pedagogical tool in classroom contexts. It is used in building a harmonious relationship between instructors and students, lowering affective barriers to learning, keeping students attentive to class activities, developing creativity and increasing instructional effectiveness as well as students’ learning. It also aims to describe the instructors’ experiences in employing it in their classrooms and to determine the students’ perspectives on its potent roles in learning. In this exploratory study, a mixed-method design and a convenient sampling of participants were utilized. A total of 13 EFL instructors, working at 1 public and 4 private universities in Lebanon, and 86 EFL students participated in the study. To describe and quantify their perceptions of the potent roles of employing humor in EFL classes, two online surveys of two sets of questions each, including closed-ended and open-ended, and four focus group discussions were administered. The overall qualitative and quantitative analysis of the data indicated that Lebanese EFL instructors and students have positive attitudes towards integrating humor as a pedagogical tool and as a fundamental part of the teaching strategies in EFL higher education classes. This is because it creates an open communication climate, captures students’ interest in the subject matter, boosts attention, reduces anxiety, makes the instructor more approachable, and yields better instructor evaluation. The findings of this study also revealed the need to train teachers to use humor artfully.

Augmented reality in higher school as a tool for implementation of STEM education

The article provides a meaningful definition of the concepts of STEM technology, STEM education, STEM approach, and STEM training; the meaning and main ways of using elements of augmented and virtual reality for higher education as a means of implementing STEM education are revealed. The purpose of the article is to show the importance and necessity of using elements of augmented reality in higher education as a means of implementing STEM education. As a result, an experimental study was conducted to clarify the state of development and the use of modern innovative technologies in education, clarifying the question – of to what extent modern technologies can effectively organize distance learning, and STEM education in higher education when using elements of augmented reality, which are provided to messengers preference of educators, which platforms are used by teachers in working with students of higher education during quarantine, etc. The conclusions summarize the most effective modern technologies for preparing and conducting practical online classes in higher education as a means of implementing STEM education and highlight the most important condition for creating a STEM environment in higher education.

Does high school health education class satisfaction influence student perceptions of public health and pandemic response?

The COVID-19pandemic significantly affected high school students. Little is known about the mediators of student perceptions of infection prevention and public health entities. We piloted a survey to evaluate the relationship between student perceptions of COVID-19 topics and satisfaction with their most recent health class. Students from one private high school in southeast Michigan completed a survey in early 2022. The primary outcomes were 4 domains: vaccination knowledge, intervention effectiveness, intervention impact, and willingness to readopt an intervention. We assessed the associations between health class satisfaction and these outcomes using multiple linear regression. One-hundred ninety students reported their health class satisfaction and were eligible for analysis. Students reported high confidence in vaccines (93%) but limited knowledge of COVID-19 vaccination (45%). Students perceived COVID-19 interventions as highly effective (range, 72% [hand hygiene]-93% [vaccination]) and reported a willingness to readopt them (range, 73% [stay-at-home orders]-96% [vaccination]). Health class satisfaction (54%) was positively associated with composite scores on vaccination knowledge and intervention effectiveness. Assessing students' intrapandemic perspectives on infection prevention illuminated areas of strength (ie, intervention confidence) and areas for improvement (ie, intervention knowledge and institutional confidence). Students reported favorable perceptions regarding common infection prevention interventions. Future work should investigate the role of educational satisfaction in mediating confidence in public health interventions and institutions.

НЕЙРОСЕТИ КАК НОВЫЙ ИНСТРУМЕНТ ДЛЯ СОЗДАНИЯ И ПРОВЕДЕНИЯ ЗАНЯТИЙ ПО ФИЗИЧЕСКОЙ КУЛЬТУРЕ И СПОРТУ В ВУЗЕ

The scientific article considers neural networks and artificial intelligence as an innovative tool that can solve many problems in physical education and sports classes and diversify them. The aim of the study is to identify the positive factors of artificial intelligence applicable to classes in higher education, as well as to consider particularly relevant solutions in this area.

Impact of implicit rule of law education on students’ rule of law literacy in Hebei provincial universities: the moderating role of psychological factors and the mediating role of self-efficacy

Abstract This study used a questionnaire to analyze data and explore the specifics of implicit education as it is used in ethics and rule of law classes in higher education. A moderated mediator model was constructed through structural equation modeling, and regression analysis was used to explore the relationship between the four aspects of knowledge factors, psychological factors, educational mediator factors, and factors of the educational loop. The students of Hebei province colleges and universities were selected as the research subjects, and it was empirically shown that implicit rule of law education, self-efficacy, and the rule of law literacy had a significant positive correlation, with a p-value of much less than 0.05. Perceived competence (β=0.19, p<0.001) and self-efficacy (β=0.22, p<0.001) were both able to predict individual rule of law literacy levels significantly and positively. Self-efficacy mediated the relationship between the implicit rule of law education and the rule of law literacy (effect value of 0.07). That is to say, implicit education in the rule of law can influence individual self-efficacy and then affect the level of individual rule of law literacy. And perceptual ability can play a moderating role in it (the effect value is 0.04).

OPTIMIZATION OF FOREIGN LANGUAGE TEACHING IN HIGHER EDUCATION: «FLIPPED CLASSROOM» AND PRODUCTIVE METHOD OF TEACHING

The article deals with the topic of implementation of the flipped classroom technology of blended learning in foreign language classes in higher education. This is particularly important in terms of the need to create personalized learning experience for students. The aim of the paper is to identify the main advantages of the flipped classroom technology in foreign language teaching in higher education.
 Methodological basis includes theoretical and methodological analysis of literature on the research problem as well as systematization of the studied information.
 As a result of the research, the essence of the notion “blended learning” was revealed and the main advantages of the flipped classroom technology in foreign language classes were identified. The special place of productive method of teaching foreign languages was determined as it contributes to the development of students’ grammar-discourse competence.
 It was concluded that “flipped classroom”, having a number advantages, in combination with the productive method of teaching can contribute to optimization of foreign language teaching in higher education.

Трансгрессия как средство понимания границ форм занятий в образовательных организациях МВД России

This paper examines the issues concerning the boundaries of types of classes in the educational organizations of the Ministry of Internal Affairs of the Russian Federation. On the one hand, there are canonical types of classes, such as lectures, seminars and practicals. On the other hand, the variety of methods, techniques and technologies used by teachers give rise to new types of classes (lecture-discussion, seminar-round table, training). This leads to two main consequences: firstly, to the creation of more such hybrids, which get canonized over time, and, secondly, to difficulties in distinguishing between the classes, since they, as a rule, are not generated within the framework of traditional educational technology and, as a result, acquire features of other, related types (thus, a lecture becomes more like a seminar, and vice versa). In this regard, researchers face certain challenges in determining the essence and boundaries of the established types of classes. Transgression as a philosophical category makes it clear that this is an inevitable phenomenon, since boundaries, acting as a separator of certain forms and phenomena, often acquire an optional function, the essence of which is that any conventional feature encourages one to overcome it. In other words, delimitation emphasizes the relationship between two or more formally unrelated phenomena, which is illustrated by transgression showing a dialectical correlation between the named types of classes. As a solution to this problem concerning the conventional boundaries of types of classes in higher education, the authors suggest using the term performative type, which, on the one hand, eliminates the need to differentiate between various types of classes and, on the other hand, describes the nature of the activity, which gravitates towards becoming a performative act through discourse.

AI-Enhanced Auto-Correction of Programming Exercises: How Effective is GPT-3.5?

Timely formative feedback is considered as one of the most important drivers for effective learning. Delivering timely and individualized feedback is particularly challenging in large classes in higher education. Recently Large Language Models such as GPT-3 became available to the public that showed promising results on various tasks such as code generation and code explanation. This paper investigates the potential of AI in providing personalized code correction and generating feedback. Based on existing student submissions of two different real-world assignments, the correctness of the AI-aided e-assessment as well as the characteristics such as fault localization, correctness of hints, and code style suggestions of the generated feedback are investigated. The results show that 73% of the submissions were correctly identified as either correct or incorrect. In 59% of these cases, GPT-3.5 also successfully generated effective and high-quality feedback. Additionally, GPT-3.5 exhibited weaknesses in its evaluation, including localization of errors that were not the actual errors, or even hallucinated errors. Implications and potential new usage scenarios are discussed.

Design and evaluation of a revised ARCS motivational model for online classes in higher education

In recent years, online MOOCs (Massive Open Online Courses) have been quite popular among universities which helps learners to enhance their competency skills apart from learning the regular college/university curriculum. Although distance education and online learning have been adopted gradually recently, it has become the 'New Normal.' In this situation of uncertainty, facilitators must keep themselves updated with the various teaching/learning strategies and encourage learners to get accustomed to the online classroom environment. Furthermore, assisting the learners with active engagement in the classes is essential. Hence, to create an instigated environment for assessing the competency level and addressing the motivational behaviour of the learners in the online courses, a modified version of the "ARCS" (Attention, Relevance, Confidence, and Satisfaction) model is used in this research work. The core objective of this model is to apply a modified motivational model, namely "ARCS-PC," where PC represents Professional Competency. Professional competency includes Critical Thinking skills, Digital literacy, Creative Thinking, Problem-solving, and Time Management. The incorporation of digital quizzes, assignments, and interactive activities using Information and Communication Technology (ICT) tools was done in the ARCS-PC Model. The online classroom lectures and activities were conducted using the Microsoft Teams (MS Teams) educational platform. Linear regression is performed to analyze the modified ARCS-PC model. These technology-enabled online classes and ICT tools have helped teach lifelong learning, collaborative learning, a student-centric approach, and better competency skills to effectively engage students in online courses. In our proposed method, an improvement of 11.21 % was observed in the student's performance compared to a maximum of 8.8 % in the existing traditional models. Detailed analysis and quantification of the proposed method are given in the paper.

Associations of Depressive Symptoms with Subjective Cognitive Decline in Elderly People-A Cross-Sectional Analysis from the AgeWell.de-Study.

To develop effective dementia prevention strategies, it is necessary to understand risk factors, associated factors and early signs of dementia. Subjective cognitive decline (SCD) is the earliest form of dementia. The aim of this study is to assess depression as a factor that is significantly associated with SCD. The data of 1030 general practitioner patients from the AgeWell.de-study (60-77 years; CAIDE dementia risk score ≥ 9) were analysed. A descriptive analysis was conducted using validated instruments like the Geriatric depression scale (GDS), Lubben social network scale (LSNS-6) and education classes according to CASMIN (Comparative Analysis of Social Mobility in Industrial Nations). A multivariate regression model with the dependent variable SCD was calculated. Of the 1030 participants, 5.9% had depressive symptoms and 31.3% SCD. The group with depressive symptoms showed significantly higher body-mass-index (p = 0.005), lower education class (p = 0.022), lower LSNS-6 score (p < 0.001), higher sports activity (p < 0.001), and more sleeping problems (p = 0.026). In the regression model a higher GDS-score [Odds ratio (OR): 1.219 (p < 0.001)], more sleeping problems [OR: 1.550 (p = 0.017)] and higher education class [middle/high: OR: 1.474/1.875 (p = 0.037/0.004)] were significantly associated with SCD. This study identified depressive symptoms, sleeping problems, and higher education classes as factors associated with SCD, which can represent an early form of dementia.