Higher Education Classroom Research Articles

Assessment of group formation methods on performance in group-based learning activities

Research on teaching and learning has demonstrated many benefits from team-and group-based learning for improving content comprehension and meeting learning outcomes in a wide range of disciplines. We help to expand on this research, by shedding additional light on the impact of group formation decisions on group performance during group learning activities in a higher education classroom setting. Our objective is to assess the impact of different group formation strategies, including random assignment, self-selection, and methods based on individual metrics, such as academic performance and individual skill levels. Using an experimental design approach, we find that GPA-based and math-ability based group formation strategies may provide some additional benefit to group performance on the margin when initially forming groups. Self-selection of groups may be more beneficial after students learn more about each other (e.g., skills sets and work ethic) during the progression of the course. Our study contributes to the literature by providing an assessment of different group formation strategies that are accessible to a wide range of instructors for small to large classes, as well as guidance on use of different group formation strategies within classes, specifically for classes with more quantitative and analytical tasks.

Reflections on Enhancing Higher Education Classroom Effectiveness Through the Introduction of Large Language Models

Objective: The objective of this study is to explore the potential of integrating Large language models (LLMs) into higher education to enhance teaching effectiveness. It investigates how LLMs can support personalized learning, improve teacher - student interaction, and foster content innovation. The study also addresses the challenges associated with the use of LLMs, including the transformation of the teacherʼs role, data privacy concerns, and technical limitations in handling complex cognitive tasks. Methods: A mixed - method approach was used, combining a literature review, survey, and case study analysis. The literature review focused on artificial intelligence applications in education, while a survey was conducted among 120 professors and 533 students from five universities in China to gather quantitative data on their experiences with AI in education. Case studies were also analyzed to assess the effectiveness of LLM - supported learning platforms in enhancing classroom engagement, interaction, and teaching outcomes. Results: The survey results revealed that 68% of professors and 74% of students found LLMs beneficial for personalized learning and improved classroom engagement. However, 58% of professors raised concerns regarding the changing role of teachers and data privacy issues, while 49% of students worried about over - reliance on AI affecting their independent learning. Case studies showed a 30% improvement in teacher - student interaction and a 25% increase in student engagement, although LLMs struggled with advanced cognitive tasks in specialized fields such as mathematics. Conclusion: The study concludes that while LLMs offer significant advantages in improving personalized learning and enhancing interaction, their integration into higher education must be managed carefully. Teacher training, ethical considerations, and data privacy safeguards are essential. Future research should focus on optimizing LLMs for specialized academic fields and exploring their combination with emerging technologies like virtual reality and augmented reality to create more interactive learning environments.

Attitudes of Instructors Toward the Use and Implications of Artificial Intelligence in Online Higher Education

The purpose of this study was to assess the attitudes and perceptions of instructors toward the use and implication of artificial intelligence (AI) in online higher education spanning bachelor’s through doctorate level classroom instruction. 104 online higher education instructors were recruited through LinkedIn and the Colorado Technical University Teaching & Learning Center to complete a survey. Nonparametric statistical analysis was used to assess close-ended question responses and open-ended question responses were categorized. A significant difference in instructors’ concern for being displaced by AI in the next 2 years compared to the next 5 to 10 years was found at the bachelor’s level (p=0.04846). At the doctorate level, support for the use of AI in higher education was moderately correlated with concerns for being displaced by AI (rho=0.493, p=0.01058). Support for the use of AI in higher education by the instructor was moderately correlated with support for use of AI in the classroom by students (rho= 0.58199, p<0.001). Instructor support for allowing students to use AI in the classroom was not found to be dependent on the perception of the university employer providing instructors with the policies, procedures, and training to appropriately and ethically adapt to AI in the higher education classroom (p=0.7336). However, most participants recommended that the university develop strong policies regarding the use of AI. The findings indicate a positive preference toward the use of AI by both faculty and students, with some significant exceptions. Support and research toward adopting AI in the classroom are recommended.

Research on the Issues and Strategies of Constructing Intelligent Classrooms in Higher Education

Driven by the robust wave of informatization, emerging industries based on information technology continue to deepen their development, reshaping human society and leading a historic leap from traditional industrial society to information society, and further towards an intelligent society. In this transformative process, information technology serves as a key driving force, profoundly impacting the education sector, particularly accelerating the pace of educational reform and promoting continuous innovation and upgrading of educational models. This paper focuses on higher education, deeply analyzing the construction pathways and practical values of intelligent classroom teaching models. Specifically, we explore strategies for deeply integrating Internet technology with traditional classroom teaching, aiming to create a highly intelligent, personalized, and interactive teaching environment in higher education—intelligent classrooms.

Perceptions on e-service-learning: active methodology to connect pre-service teachers and society / (Percepción sobre e-aprendizaje y servicio: metodología activa para conectar los estudiantes de Magisterio con la sociedad)

E-service-learning is a pedagogical methodology that promotes social awareness in higher education classrooms. The main objective of this study is to study undergraduate students’ acquisition, from a real and practical 100% online perspective, of the competencies in different subjects by providing the community with educational reading and writing resources designed by themselves to work literacy. 161 university students ( M = 23.02; SD = 4.78) from the Faculty of Education created digital tools that addressed the preschool teachers’ needs of two educational institutions. Forty-nine digital resources for literacy were created by undergraduate students. Results showed satisfaction of all the groups involved in the e-SL project; regarding undergraduate students, the experimentation improved the perception of the connection between the theoretical and practical contents taught, motivation and learning. Extreme e-SL or 100% online is an effective pedagogical methodology that academically develops citizens committed to society without geographical limitations.

EFFECTIVENESS AND STAKEHOLDERS’ PERCEPTION OF THE STUDENT INFORMATION SYSTEM INTEGRATION IN HIGHER EDUCATION INSTITUTION

Learning Management Systems (LMS) are used as virtual classrooms in higher education. Students can still learn and study at their individual houses despite the distance. The purpose of this study is to investigate how stakeholders see the role of LMS integration with administrative services. The researchers specifically want to identify and clarify administrative tasks utilizing LMS, in our instance Schoolbook, in a blended learning environment. This is a study that will utilize survey results from the TAM questionnaire to quantify and analyze results from a sample population. The researchers gathered data through the use of an online survey form using the two(2) criteria from the Technology Acceptance Model Questionnaire, which are Perceived Usability and Perceived Ease of Use. Over-all, the respondents rated the Student Information System Integration was rated at 3.205 can be interpreted that the stakeholders strongly agree that the student inte-gration system is highly useful and easy to use and would greatly help in the per-formance of their job. The SIS integration, which was designed to appropriately represent the data from the e-data to the Schoolbook, was successful in achieving its intended goal, according to experience and input from professors, staff, and students.

A Review of the Implementation of Differentiated Instruction in Different Majors of Higher Education Classrooms

A Review of the Implementation of Differentiated Instruction in Different Majors of Higher Education Classrooms

Multimodal immersion in English language learning in higher education: A systematic review

The development of multimodality has led to increased research on its use to improve students' English language competency. However, no recent review has analyzed multimodality in English language learning in higher education. This systematic review examines 34 research articles published from 2013 to 2024. The primary focus of the study is to explore the application of multimodal pedagogies in higher education, the methods and materials used to assist learners in acquiring English language skills, the English language skills acquired through the usage of multimodality, and the main results of using multiple modes. This systematic review employs the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) standards. It adopts a thorough search strategy across electronic databases, which include Web of Science and Scopus. We found (1) the implementation of multimodality contributes to learners' English language proficiency in English for academic purposes (EAP) and English for specific purposes (ESP) education; (2) there is a predominance of digital multimodality and nonverbal communication use in the higher education classroom, for example, gesture, kinesics, spatial position, facial expression, and gaze the use of the 3D (dimensional) environment, virtual reality (VR); (3) there is an advantage of a multimodal approach in improving higher education learners' vocabulary, reading, speaking, and writing skills and a positive connection between the implementation of multimodality and the development of learners' communicative ability. This systematic review highlights existing research gaps and outlines potential avenues for future investigation aimed at conceptualizing and assessing learners’ skills through multimodal approaches.

Using Student Narratives to Characterize Inclusive Pedagogy and Inclusive Classrooms in Higher Education

Using Student Narratives to Characterize Inclusive Pedagogy and Inclusive Classrooms in Higher Education

Components of the flipped classroom in higher education: disentangling flipping and enrichment

IntroductionThe flipped classroom (FC) model shifts the initial presentation of new content from in-class to out-of-class, while in-class time focuses on elaborating previously presented content. Although FC’s benefits on learning outcomes are well-documented, the mediating processes remain unclear due to the simultaneous enrichment of learning activities in many studies. This study investigates whether merely flipping the initial presentation of new content, without additional enrichment, enhances learning outcomes.MethodIn two studies, psychology students (Study 1: N = 306; Study 2: N = 413) participated in either a non-flipped lecture series (new content presented in class) or a flipped lecture series (new content presented out-of-class via lecture recordings). Learning outcomes were assessed in terms of knowledge acquisition, knowledge application, and metacognitive monitoring.ResultsResults showed that students in the flipped classroom condition had significantly higher learning outcomes compared to those in the non-flipped condition. Specifically, the flipped approach improved knowledge acquisition, knowledge application, and metacognitive monitoring.DiscussionThese findings indicate that simply shifting the initial presentation of new content to an out-of-class setting is sufficient to enhance learning outcomes in a flipped classroom. This study highlights the effectiveness of the flipped classroom model in fostering student learning without the need for additional enrichment activities, suggesting a structured approach to analyze the components that contribute to learning benefit from flipping the classroom.

Searching for application areas for using AI and VR in the Higher Education classroom in Ireland

The changing landscape of education for all, internationally, has led to education policy and operationalisation mis-matches, we advocate for active learning and critical pedagogy in our modern society but our society and resources are not sufficiently welcoming to adopting emerging hardware and software in the classroom. Resource constraints restrict the move from experiential learning to implementation where resistance is in-built within our culture to hold on to traditional teaching and learning methods and delivery mechanisms. We are familiar and open to science requiring apparatus, but using tools such as virtual reality and artificial intelligence in our everyday teaching and learning is uncommon and warrants further evidence to support its implementation to becoming the norm. Education is the keystone for progress, we promote education as a sustainable, complementary activity to economic social and caring aspects of our society. As an integral part of the UN Sustainable developmental goals how we meet the objectives are contextual and in Ireland we currently adopt a traditional in-person educational experience with many online programmes affiliated with options for lifelong learning rather than mainstream education. Thus the experience of the authors through SEERLab (South East Education Research Lab) to design and develop teaching and learning artefacts is presented in this paper. SEERLab focuses on strategies to build a sense of community in HE (virtually) of educationalists who through their own learning experiences gain empowerment to dramatically change the classroom composition, using both physical hardware (VR headsets) and software (AI) to accentuate critical thinking and immersive learning in the classroom. There is evidence to support the use of VR in the classroom toward enhanced engagement of students (Kavanagh et al., 2017 and Campos et al., 2022). However, the emergence of new education policies based on data, learning analytics, tertiary market demand and access is not easily understood in our communities. We purport that educationalists need to embrace change at HE to administer and deliver curriculum using non-standard applications. This research initiated by lecturers in the design of pilots to meet learning outcomes through using VR is gathering evidence to further develop HE policy using VR in the classroom. There are tensions in global societal research discourses in relation to emerging technologies such as AI and scant social scientific research on societal attitudes towards AI; its value and limitations in education, fears and emotions about AI technology which requires redress. Without guidance lecturers advocating for the use of VR and AI in the classroom are challenged to demonstrate understanding the socio-cultural legitimacy of AI in Irish society. We present the cases of SEERLab that has been established to scaffold educationalists toward enhancing their attitudes towards VR and AI. These challenges can be overcome using an innovative pedagogical approach to link the needs of teachers and lecturers and students to untangle the complexity of emerging technology and deliver educational solutions globally and nationally. The pilot cases presented include modules from Nursing, Business and PhD postgraduate programmes. The piloting of this technology is moving to implementation stage and along with evidence from open educational communities we present the potential benefits and limitations of VR and AI in HE classrooms, which can lead to engaged students, innovative pedagogies, misperceptions, heightened sense of risk, inertia and resistance to its adoption. Universities, governments and organizations can work together to raise awareness about VR and AI through education and outreach initiatives aimed at different student cohorts but this necessitates greater knowledge in relation to accessibility, usability and educational ‘buy in’ and exposure to VR and AI technologies that combine scientific expertise with pedagogical know-how.

Expressions of Trust: How University STEM Teachers Describe the Role of Trust in their Teaching

Positive teacher-student and student-student relationships are among the most significant factors contributing to learning, motivation, wellbeing, and graduation rates in higher education. Trust is commonly understood as a key element for the development and sustenance of positive educational relationships, yet relatively little empirical research investigates trust in higher education classrooms. In this study, we explore how science, technology, engineering and mathematics (STEM) teachers (n=29) from universities in four countries (Canada, New Zealand, Sweden, and USA) describe their intentions and actions related to trust in one of the large enrollment courses they teach. We consider the ways that teachers understand and value trust in their teaching, and what this might suggest about how they approach trust-building with and among their students. We report on four broad approaches to trust expressed by teachers in this study, framed as teacher statements to students: “trust me,” “trust yourself,” “trust each other,” and “I trust you.” This research has implications for teachers, SoTL scholars, and academic developers in higher education.

“So, You’re Not Doing This Right”: Faculty and Transgender Students’ University Classroom Experiences

Transgender people in the United States experience mistreatment and discrimination, as well as harassment and violence, at much higher rates than the general population. In university classrooms specifically, less conspicuous forms of prejudice-based behavior are even more common. This study aimed to gain an accurate understanding of cisgender faculty and transgender student perceptions and attitudes regarding the issues transgender students face in the classroom. Semi-structured, one-on-one interviews were conducted with cisgender faculty (n = 7) as well as two transgender students (n = 2) at a mid-sized U.S. university. Thematic analysis was conducted to identify and describe interviewees’ understanding of and concerns about transgender students’ experiences in the classroom. The interviewed cisgender faculty were aware of inappropriate comments among student peers that they viewed as requiring intervention. At the same time, they also described awareness of their own improper name or pronoun usage. The two transgender students described feelings of being separated from other students by virtue of their transgender identity, experiences of being tokenized, and being positioned by their professors in classrooms to represent all transgender students. Implications for positively and proactively addressing transgender students’ experiences of prejudice in higher education classrooms are presented.

Peer-assisted learning augmented by peer counseling to foster academic and personal development in flipped classroom

AbstractIn recent decades, under the influence of technological advancements, evolving student demographics, and shifting societal demands, the landscape of higher education has undergone significant transformations. Among numerous learning approaches, Flipped Learning (FL) has gained particular prominence due to its ability to enhance students’ performance through active engagement and self-directed learning. Another teaching and learning linked to indicators of students’ academic achievements is Peer-Assisted Learning (PAL). However, previous research on PAL remains scarce. To fill this gap in the literature, the effects of the integration of Peer Counseling (PC) activity into PAL on both academic and personal development within the flipped classroom setting over time were investigated in the present study. The study participants were counseling students (n = 91), including 60 students in the PAL-integrated flipped classroom and 31 in traditional classroom used as the control group. The results revealed that, over a 14-week period, PAL-integrated flipped classroom led to improvement in students’ Solution-Focused Thinking (SFT) skills, self-efficacy, and effective counselor characteristics, with medium to large effect sizes. The results also indicated the positive effect of PC on students’ counseling performance and achievement scores. These findings offer important implications for creating a collaborative learning environment. The paper concludes with a discussion of challenges typically associated with the implementation of flipped classroom in higher education.

A Critical Pedagogy Analysis of Literature Teachers’ Perspectives on The Integration of Multicultural Literature in Higher Education

This qualitative study investigates the integration of multicultural literature within higher education classrooms, examining experiences, challenges, necessary support, and perceived impacts on students. Framed within critical pedagogy theory, the research aimed to uncover insights into the transformative potential of diverse narratives. Guided by qualitative research principles, specially descriptive phenomenology, the study employs semi-structured interviews with literature instructors selected through purposive sampling. Data collection involved multiple online platforms to facilitate candid discussions, ensuring a diverse representation of perspectives. The interview guide was rigorously developed and validated through pre-testing and expert consultation, ensuring relevance to the research objectives. Interviews were recorded and transcribed verbatim for thematic analysis, a methodical approach to identifying patterns and themes within the data. Inductive reasoning guided the analysis process, allowing for theory formulation from observed patterns. Intercoder reliability checks and member-checking techniques were employed to enhance data validity and credibility. The analysis of participant responses revealed multifaceted teaching strategies, emphasizing the significance of cultural representation, innovative approaches, and fostering cross-cultural understanding. Teachers adapt their methods to accommodate diverse student voices while leveraging technology and cultural sensitivity. This study emphasises that institutions, educators, and students collectively contribute to fostering a culturally enriched learning environment. It also contributes to inclusivity and diversity in education, cultivating cultural intelligence and a broader understanding of global perspectives. The study highlights the necessity for literature teachers to have access to diverse resources, professional development opportunities, and collaboration for effective integration. Moreover, higher education institutions are crucial in supporting this integration through curriculum enhancements, resource allocation, and adequate preparation time. Despite challenges such as limited institutional support, the personal dedication and commitment of teachers and students play a pivotal role in successfully integrating multicultural literature into educational settings. These findings provide nuanced insights into the complexities of integrating multicultural literature in higher education, contributing to educational theory, policy development, and pedagogical practices.

Belonging in remote higher education classrooms: The dynamic interaction of intensive modes of learning and arts-based pedagogies

In this paper, the authors explore the conditions that support belonging in remote VU Block Model® teaching. They examine the role of arts-based, embodied pedagogy in promoting engagement in learning, connection between students, and between students and teachers, and in an environment in which vulnerability and risk-taking in learning is valued. A discussion of belonging in higher education and the practice of embodied learning is followed by the reflections of seven participants. These participants were students in a remotely taught, arts-based higher education block unit, which had been mindfully adapted to retain the embodied nature of delivery during the COVID-19 pandemic. After students’ participation in focus group interviews, the lead author constructed found poetry from their comments and reflections. This found poetry forms the dataset through which the questions of belonging are explored. The researchers found that when explored through the lens of the Community of Inquiry Framework, embodied and arts-based practices provided opportunities for students to develop a sense of belonging, deepen understanding of lived experiences, and realise higher education and career goals. This study elevates the voices of students, providing opportunities for higher education teachers to consider the importance of belonging for student success in remote, intensive, and on-campus modes of delivery.

Research on Higher Education Model Innovation Based on Big Data Technology

With the deepening of the reform of higher education, the work of higher education should be further optimized. Teachers should actively introduce new education concepts and teaching methods, so as to better arouse students’ interest in learning, strengthen their understanding and application of the knowledge, and improve the education effect. Big data technology, as a popular educational auxiliary means, can greatly enrich the content of higher education classroom teaching, broaden the path of education, and greatly promote the more comprehensive development of students. In view of this, this article will analyze the higher education model based on big data technology and put forward some strategies for your colleges’ reference.

Unique practices in teaching affective learning in a higher education applied curriculum

AbstractAffective learning is important for the holistic development of students. Yet, not much is reported about how it is achieved in the higher education classroom. The purpose of this paper was to appraise the Hospitality and Tourism Management curriculum and pedagogical practices being utilized to deliver affective learning outcomes in Community Colleges in Jamaica. Adopting a qualitative tradition, involving analysis of the hospitality and tourism curriculum documents and personal interviews of 35 purposively selected academic and non‐academic participants, the study found that while affective learning practices were infused in pedagogy, the educational activities were not linked to clearly defined learning outcomes in the formal curriculum. Cognitive learning outcomes dominated the formal curriculum. Students' access to affective learning experience was facilitated through an improvised informal curriculum, that is, learning experiences that occurred outside the planned curriculum. The article theorized that design flaws in the planned curriculum contributed to the experience. This research has implications for staff professional development, practical‐based subject curriculum design and for standard setters who monitor alignment between higher education and industry requirements.

Communicating about diversity: challenges and strategies related to integrating race into the rural higher education classroom

ABSTRACT In a country where conversations about race, racism, power, and identity are becoming more commonplace and viewed as a necessity for creating an inclusive society, it is striking that many higher education faculty members struggle to incorporate these kinds of conversations into the classroom. While studies have pointed to a variety of reasons, including faculty members’ racial literacy and their White fragility, few studies to date have examined what faculty members from American rural contexts view as obstacles and opportunities in discussing race in the classroom. This study fills this gap by examining what barriers and strategies faculty members from a rural Predominantly White Sea and Land Grant institution engage with when discussing race-related topics in the classroom. Utilising a mixed-methods approach, this study’s findings revealed barriers consisting of instructor ambivalence and discomfort, student discomfort, lack of experience with and insight into discrimination, and institutional issues such as lack of support. This study also identified strategies that instructors indicated using to successfully incorporate race into the classroom, including strategies aimed at creating a productive classroom environment, exposing students to diversity, and creating an environment that allowed for critical reflexivity. The study concludes with recommendations on how higher education administrators and instructors in rural areas can work to render discussions about race more constructive and meaningful.

Does this chair make me look smart? An examination of flexible seating in the higher education classroom

Does this chair make me look smart? An examination of flexible seating in the higher education classroom