University Learning Research Articles

Linking organisational learning, performance, and sustainable performance in universities: an empirical study in Europe

Universities are facing changes that could be adapted by learning. Organisational learning helps universities in attaining better organisational and sustainable performance. The study aims to combine and explore how organisational learning culture enables organisational learning to contribute to better organisational performance and better sustainable performance, following the natural resource-based view and organisational learning theory. The study examines the relationship between organisational learning culture, organisational learning, organisational performance, and sustainable performance in the university context from university teachers. The author collected 221 surveys from public university teachers in Europe to test the model. The results indicate a positive relationship between organisational learning culture and organisational learning. In addition to that, the positive relationship between organisational learning and organisational performance is indicated. Moreover, the results indicate a positive relationship between organisational learning and sustainable performance. The results also show that the organisational learning process mediates organisational learning culture and university performance. The study addresses a gap in the scarce studies in the university context for organisational learning and sustainable performance. Finally, this study reproduces an organisational model that has been adapted for universities.

The effect of digital game-based language learning mobile application on the development of complexity, accuracy, and fluency in foreign language monologic oral production among Chinese learners of English as a foreign language

The study reported the effect of a digital game-based language learning (DGBLL) mobile application “Speaking English Fluently – An Automated Scoring Artificial Intelligent Tutoring System on Spoken English” on the complexity, accuracy, and fluency in foreign language (FL) monologic oral production among 31 second year Chinese university learners of English as a foreign language (EFL). The participants’ monologic oral production was measured in the first (week 1) and last week (week 21) of a semester using the same narrative picture description task. The oral production was audio-recorded and transcribed. Both the transcripts and audio-files were analyzed on the complexity, accuracy, and fluency dimensions. The complexity was measured using the number of Mean (M) words per T-unit, the accuracy dimension was measured using the number of repairs and errors per 100 words; and the fluency dimension was measured via speech rate (i.e., number of words per minute), and M length of pauses. Students were required to download the mobile application and followed the monological practice section twice a week for 30 minutes each time. Using paired sample t-tests, we found that even though the participants’ repair rate and speech rate remained unchanged, they produced more complex monologic speech, had significantly fewer errors, and reduced average length of pauses after 20 weeks treatment using the mobile application, demonstrating a positive effect of the DGBLL mobile application on FL learners’ monologic oral production.

Development of information and didactic tools for practice-oriented education in universities

Relevance. The relevance of the research is determined by the change in the educational environment, which contributes to the search for new innovative methods of training qualified specialists capable of solving any tasks within their professional activities. Purpose. The purpose of the paper is to analyze the characteristics of practice-oriented education in Kazakh higher educational institutions in accordance with the development of information and didactic tools. Methodology. General scientific theoretical methods were used in the work, such as comparison, synthesis, system analysis, systematization, generalization and statistics, the method from abstract to concrete based on systemic and structural-functional approaches. Results. The author analyzed a number of scientific and methodological Kazakh and foreign sources to determine the semantic component of the phenomena of "practice-oriented education" and "information didactic tools". The current state was considered of the practice-oriented conception of learning in Ukrainian, Russian and Australian universities. The interpretation was substantiated of information and didactic means as material tools of professional interaction of subjects of the educational process. Practice-oriented education was analyzed in universities of the Republic of Kazakhstan, and key information and didactic tools were identified, including very open online courses, case-methods "Workbook", individualized electronic education programs. The promising vector was confirmed of the development of practice-oriented education in Kazakh universities based on statistical data of the state of previous years. Conclusions. It became evident that contemporary educational paradigms prioritize an activity-based approach, necessitating the refinement of pedagogical foundations. Various studies, both local and international, were scrutinized to grasp the nuances of developing informational teaching tools and integrating practical learning methodologies. It was established that a comprehensive analysis of these concepts is imperative. "Practice-oriented education" emerged as a holistic system of innovative teaching techniques designed to enhance essential aspects of a student's development, encompassing psychological, cognitive, motivational dimensions. Keywords: innovative education; didactics; activity approach; applicants for higher education; educational practice; information and didactic competence

Key Determinants of Student Satisfaction in Online Learning During COVID-19: Evidence From Vietnamese Students

The adoption of online learning modalities has increasingly become prevalent, particularly with the advent of COVID-19, aiming to ensure student access to learning materials. This significant shift towards offering online educational formats compels educational institutions to alter their approach and develop curricula to guarantee an optimal student experience and satisfaction within the online environment. The aim of this research is to comprehensively examine the key factors that significantly impact the satisfaction of undergraduate students with online learning in Vietnamese universities. The quantitative research methodology was implemented through the collection of surveys from a total of 437 Vietnamese students. Utilizing the PLS-SEM statistical approach, the findings reveal that technology, communication, course, outcome, and motivation for learning have significant positive influences on students’ satisfaction with online education during the COVID-19 pandemic, while the effect of instructors’ attitude and the sudden change from traditional to online classes have been found with as nonsignificant. Valuable implications and practical recommendations are suggested for educational organizations and institutions in Vietnam to enhance specific activities that promote students’ satisfaction with online learning and improve teaching methods provided by instructors.

Analyzing the influence of university support and entrepreneurial culture on solar entrepreneurial intentions among Indian students

The involvement of students in entrepreneurial activities related to solar energy has the potential to have a major impact on expanding energy access. Nevertheless, there is an absence of research on the dynamics and knowledge of solar entrepreneurship, specifically from an Indian perspective. The main aim of this study is to highlight the significance of solar energy entrepreneurship and its capacity to motivate and encourage university students towards entrepreneurship, thereby fostering sustainable development. The study intends to analyze several individual-level characteristics that influence university learners' intentions to engage in solar entrepreneurship. The goal of this study is to shed light on how students' career choices in the field of solar entrepreneurship are influenced by their personal passion, self-efficacy, personality traits, and social norms. A stratified random selection technique was employed to gather a representative sample of 279 university students who are currently enrolled in both public and private universities situated in the northwest region of India. The study employed partial least squares structural equation modeling (PLS-SEM) to examine the relationship between individual-level factors and entrepreneurial attitude. The analysis indicated that all individual-level factors, except entrepreneurial passion, were significant predictors of entrepreneurial attitude. Furthermore, the findings demonstrated a positive association between student entrepreneurial attitudes and solar entrepreneurial intentions. The research also examines the managerial implications, limitations, and future scope of the research.

E‐learning anxiety and satisfaction with online EFL courses in times of COVID‐19: A moderated mediation model of positive coping and gender

AbstractThis study proposed and statistically examined a research model to understand university learners’ satisfaction with online English as a foreign language (EFL) courses during the pandemic. Variables including e‐learning anxiety, positive coping, and gender were under investigation. These variables did not receive much attention in the previous literature, and yet they are considered essential to understanding satisfaction with online EFL courses. A total of 439 undergraduate EFL learners from a university in Taiwan participated in the present study. The technique of structural equation modeling was adopted to test the hypotheses in the moderated mediation model. This study discovered: (1) e‐learning anxiety had a negative impact on EFL learners’ satisfaction with online EFL courses; (2) positive coping was able to reduce the negative impact of e‐learning anxiety on satisfaction with online EFL courses; (3) males used more positive coping strategies than females, and they had better satisfaction scores as well. The results can enrich the current applied linguistics literature by providing an insight into the dynamics of these variables.

Enhancing College Learners' Writing Skills through The Integration of ChatGPT: Strategies, Benefits, And Concerns

Abstract. Writing instructions pose challenges for educators, as students often struggle to effectively express their ideas in writing. First language influence further complicates the writing process. With the emergence of ChatGPT, this paper aims to explore its potential application in the writing classroom. This study investigates the strategies employed by students in integrating ChatGPT, an AI language model, into their writing process. Seven outstanding undergraduate students of the Applied English program preparing themselves for Indonesian International Student Mobility Awards (IISMA) were asked to write some simple essays. They are encouraged to utilize ChatGPT to help them improve their writing. Their portfolio of essays was used to explore how students utilize this technology to enhance their writing skills and evaluate the effectiveness of such integration. Some in-depth interviews were also conducted with these students who actively engaged with ChatGPT to understand how they enhance their writing skills through the help of ChatGPT: students' experiences and approaches to incorporating ChatGPT into their writing workflow, including idea generation, improving sentence structure and grammar, enhancing coherence and flow, and expanding vocabulary. Perceived benefits and challenges associated with integrating ChatGPT are examined, including: effects on confidence, efficiency, and writing quality. Concerns regarding overreliance, plagiarism, and authenticity of the written work are also addressed. This study's findings highlight the efficacy of integrating AI language models in writing classes through ChatGPT's writing suggestions, enhancing students' expression, structure, and style. Further the study shows that while ChatGPT improves students' writing skills , it raises concerns about overreliance and plagiarism. Ethical guidelines and long-term studies are needed to address dependency issues and maintain authenticity. Assessing ChatGPT's adaptability across writing contexts is crucial for responsible integration in education, advancing AI-assisted writing understanding. Keywords: college writing, ChatGPT, learning strategies

There’s power in the community: a sociomaterial analysis of university learning spaces

AbstractInternationally, the significance of the relationship between the university environment and the student experience is well-documented. In response, UK university leaders have driven forward policies that focus on estates’ expansion and regeneration. The restrictions necessitated by the COVID-19 pandemic presented an opportunity to explore questions around the importance of the materiality of campus and its impact on the student experience. This case study examines students’ experiences over time within a post-1992 UK university during the 2020/2021 academic year and makes a tri-fold contribution. First, it explores how restrictions placed on learning spaces can foreground the relationship(s) between space and learning practice. Second, through adopting a sociomateriality perspective, the paper examines students’ reactions to the top-down approach taken to Higher Education (HE) policymaking, and the potential for exposing manifestations of power within the student experience. Third, the paper illustrates how photovoice methodology can encourage reflections on the impact of materiality on the student experience. The findings reveal two principal themes: power dynamics and community participation. The authors make recommendations for university leaders to adopt a community-first, co-creation approach towards future policymaking that enables meaningful dialogue with students and educators and drives forward sustainable, inclusive change.

Re-imagining higher education futures

This workshop is intended for those who have an interest in speculative methods, storytelling and the future of networked learning in universities. The workshop will use a set of new speculative scenarios for the future of higher education teaching. The scenarios were developed in 2022 to work as a provocation and starting point for new conversations about the future of our universities and the teaching we do through them. They aim to unsettle assumed futures and support us to imagine new, desirable ones. They are told from a particular time and place, and speak to present concerns and hopes. Each scenario is accompanied by a piece of microfiction which aims to convey something of what of what our imagined futures might look and feel like. It will be run by Sian Bayne and Jen Ross.

Deploying the Affordances of Social Media

Educational scholars have highlighted how social media platforms can be powerful sites of learning and organizing for social change. Research into informal social media learning has suggested that it promotes life-wide education, offering opportunities to learn through networks of connection, co-create knowledge with others, and foster self-directed learning. Studies of social media-based activism, for instance linked to movements like Black Lives Matter and Me Too, have demonstrated that it leads to the acquisition of subject-matter expertise, development of capabilities such as organizing for change, development of capacity for self-reflection, and personal transformation such as increased belief in one’s ability to shift political systems. However, universities are yet to fully leverage the affordances of social media for learning. Many institutions offer online classes, and many individual instructors utilize social media in their teaching. Yet, university learning has not transformed to a degree that is commensurate with the radical ways in which, in our post-digital era, learning has come to be transformed in society at large. In this context, a question to be asked is why universities, those institutions charged with educating individuals for personal and societal benefit, stake such minor claims in what has emerged as an integral learning space of our era. Universities’ slowness to embrace change means they are abdicating important spaces of learning, connection, and change to private corporations like X and Facebook, which lack both the skills and motivation to promote learning in the public interest. This presentation argues for a university-owned social media platform, which would use the media’s affordances to advance a post-classroom vision of learning; classes would continue to be part of the educational experience, but they would be decentred as the primary site of learning. Further, this presentation tells of the presenter’s work in exploring the possibility of prototyping such a platform within their own university. It builds on Networked Learning (NL) scholarship, specifically expanding Lee and Bligh’s (2023) expanded design framework for transformative NL, and drawing inductively on relevant NL literature to put forward six design principles for a university owned platform. The platform would connect formal and informal learning. It also would connect learners, staff, and faculty to each other and to the community outside the university. It would be comprised of three virtual spaces, dedicated to: (1) learning and organizing for social change; (2) student-initiated community building and learning; and (3) university-led news, events, and discussion.

Application of Q-learning algorithm based on heterogeneous sensor networks in higher education teaching management

With the rapid advancement of information technology and online technologies, it has become imperative for all colleges and universities to address the challenge of leveraging modern management methods to enhance management efficiency, level, and practices. In the realm of educational institution management, the learning management system stands as the cornerstone of contemporary campus management and the entire campus computer network. In this article, the Q-learning algorithm, specifically applied to a heterogeneous cellular network, is employed to investigate the issues pertaining to teaching management in colleges and universities.The design and implementation of the university teaching management system mainly uses heterogeneous cellular networks to establish a physical model of the Q-learning algorithm, and then in the Rayleigh channel, the coverage factor and the system rate expression are derived in a closed form, and in a closed form Derive the energy efficiency expression, and then optimize the density of the basic micro-station algorithm to maximize performance. In the process of system design, this paper uses an algorithm to analyze the current research status of university teaching management, then proposes the research purpose and subject content, and analyzes the university's teaching management function and potential future functional requirements. When designing the university learning management system, it describes in detail the overall design concept, key technologies, system structure, and operating system structure and system topology. This research mainly focuses on the research of campus information management and Q learning algorithm. Based on the cellular network, a large number of campus management cases were analyzed and data fitting at the same time, and a set of Q-learning algorithm teaching management system based on heterogeneous cellular network was designed.

A transformative approach to developing global human resources: An interdisciplinary framework for promoting personalised learning in Japanese universities

Japanese government internationalisation initiatives in recent years have aimed to create undergraduate courses that nurture “global human resources”. These initiatives involve objectives associated with developing skills, attitudes, and knowledge related to foreign language skills and intercultural understanding. However, educators at Japanese universities responsible for their development and implementation often lack adequate guidance to achieve such objectives. To address this gap, the author employed an interdisciplinary approach to establish a framework for cultivating global human resources, by means of a qualitative inquiry involving visual and narrative methods carried out over a one-semester period. The study's results emphasise the transformative and personal relationships that learners establish when engaging in the development of global human resources, a perspective that is mostly absent in the intercultural competence literature. Moreover, this study underlines the importance of producing and implementing interdisciplinary educational solutions that encourage university students to become personally invested in developing global human resources, contributing to the advancement of knowledge in the field.

A study of macrodontia of the permanent maxillary central incisors among Delta State University students in Abraka, Nigeria

Macrodontia (or megadontia) is a rare dental anomaly characterized by excessive enlargement of all tooth structures, and in few cases may be associated with morphological anomalies. The goal of this study was to find out how common macrodontia of the maxillary central incisors was among Delta State University students in Abraka. The Research and Ethical Committee of the Department of Human Anatomy and Cell Biology, Delta State University, Abraka, gave approval for this study. A descriptive cross-sectional survey with a representative sample of 102 subjects was conducted (58 female and 44 male). The method used was a simple random sampling technique. The age and sex of each subject were obtained using a data form, and intra-oral measurements of the mesio-distal width of the maxillary right central incisors were taken. Results were arranged according to age and sex to ascertain the occurrence of sexual dimorphism; independent sample t test and chi-square test were used as inferential statistical tools. The prevalence of macrodontia was 35.3%; there was a significant sex difference, as p value was <0.05; there was no significant difference within the age groups, as p-value was > 0.05. The mean mesio-distal width was 8.54±0.25 mm in those who did not have macrodontia and 9.63±0.54 mm in those who did have macrodontia. Macrodontia of central incisors is dominant amid Delta State University learners in Abraka.

A study of palestinian students’ perspectives on their willingness to communicate with foreigners in English

Willingness to communicate (WTC) in a foreign language (FL) has become one of the most important affective variables in the context of learning a foreign language including motivation, anxiety, learner beliefs, and many others. This study looks into the underlying causes of English students' propensity to speak English, particularly in higher education settings after the Covid-19 pandemic. The study also determines the WTC of college students in English classes. One thousand students who are presently enrolled in English programs at Palestinian universities constitute the study's participants. The study employed a descriptive research design: a questionnaire was used to collect the data, which were then analyzed using statistical analysis methods in the SPSS program. The findings of the study indicated that the two primary factors negatively affecting the WTC among English learners in Palestine's colleges and universities were personality traits and a lack of confidence in one's speaking abilities.

Employing multimodal dialogic feedback on EFL tertiary students’ writing: Formative assessment framework

Feedback is essential for improving EFL students' writing skills, even though it is still underutilized. Yet, only some studies examine multimodal dialogic feedback (MDF) on students' writing. To address the gap, this study, which employed an exploratory mixed-method, investigated the impact of MDF mediated by utilizing Google Docs and Zoom conferences as convenience platforms in a writing class among some Indonesian university learners and the impact of this MDF on the revision quality of the student texts. Furthermore, the study explored the students' perceptions of MDF from the formative assessment framework. While the quantitative method through classroom action research (CAR) with 39 students recruited purposively, examined the impact of MDF on students' writing skills, the qualitative approach using semi-structured in-person interviews with eleven students recruited conveniently, addressed the student's perceptions of the influence of MDF on their writing skills. The quantitative data were analyzed through simple descriptive statistical analyses to visualize the trend of students' improvement and the instructor's feedback. The qualitative data on the students' positive perceptions of the impact of MDF on their writing were analyzed using thematic analysis. Statistical analyses of the student's texts reveal that the student's writing skills are gradually developing. The results demonstrate how mediating MDF during teaching-learning writing affected the student's work on organization, content, language use, mechanics, and text length. Implications for writing instruction and the instructor's feedback are also discussed. Although this current study has limitations, suggestions for further research are offered.

Infusing sub-Saharan culinary heritage in university learning for a delectable academic journey

Infusing sub-Saharan culinary heritage in university learning for a delectable academic journey

Virtual Laboratory and Self-Efficacy in Optimizing Problem-Solving Skills: A Case in Applied Chemistry Learning in Vocational College

Virtual Laboratory and Self-Efficacy in Optimizing Problem-Solving Skills: A Case in Applied Chemistry Learning in Vocational College

Complexity, Accuracy and Fluency (CAF) oF EFL College Learners’ Writing : The CLIL and Non-CLIL Classes

This study was designed to compare the complexity, accuracy, and fluency of EFL written text in CLIL and Non-CLIL classes. The study enrolled two groups of undergraduate students from the State University of Malang, Indonesia: an experimental CLIL class (N = 50 students; 22 males and 28 females) and a non-CLIL as control class (N = 50 students; 19 males and 31 females). Students' essays were evaluated quantitatively using some aspects of linguistic proficiency, such as complexity, accuracy, and fluency. The errors were classified as syntactic, morphological, lexical, lexicogram, spelling, and punctuation mistakes. The findings indicated that both CLIL and non-CLIL methods produced comparable complexity, accuracy, fluency, syntactic, morphological, lexicogram, and spelling scores in two groups of students. Meanwhile, for complexity and lexical values, the CLIL and Non-CLIL methods produced significantly different average scores, with the application of the non-CLIL method being higher. On the punctuation variable, the CLIL method can significantly improve the assessment. Several possible explanations for the increase in complexity, accuracy, and fluency include a preference for the English standard, the course's assessment criteria, and practice effects. The findings of this study also provide additional pedagogical implications.

Online Model For Translation Teaching And Learning Pasca Covid-19 Pandemic For EFL University Learners

This study aimed to provide more information about online model for translation teaching and learning pasca covid-19 pandemic for EFL university learners. This study utilised qualitative descriptive methodology, namely through conducting a survey, to conduct an empirical examination on a specific issue in the field of translation. The survey was administered to a group of students, providing useful information. A total of 16 students were selected as a sample from the English education department of Universitas Megarezky. The findings indicated that the online translation course was successful for students in using some online media (Free Online Translator and Google Classroom.). Based on documented field observations, translation lecturer utilized Google Classroom as online learning tools to oversee theoretical tasks, facilitate material discussions, and employed Free Online Translator for translation practice. Most students possess the necessary information and abilities to effectively utilise and benefit from the website. According to the lecturer's teaching technique, few of the respondents expressed their dislike for the online lecture mode due to the challenges they encountered. It can be concluded that most of respondents has a favorable opinion of using Free Online Translator and Google Classroom. This has the potential to be a beneficial enhancement for approaching online lectures in the future study

Beyond theoretical courses – A study of Swedish psychiatric residents’ collegial learning through conversations in the workplace

Background Collegial conversations are important for sustainable learning to last beyond a course. Research on collegial conversations and peer learning in the workplace during psychiatric residency courses remains sparse, however. In this study, the aim was to explore residents’ opportunities for collegial conversations during and after national courses in psychiatry. Methods Residents in psychiatry completed an online survey including questions on opportunities for collegial conversations in their workplaces. Logistic regression was used for multivariate analysis and thematic content analysis was used for the open-ended answers where a theoretical framework of communities of practice was employed for the interpretation of the findings. Results The survey was completed by 112 residents out of 725 (15,4%). The participants reported few structured forums for collegial discussion. The results of multivariate analysis suggest that more women than men feel it is advantageous to attend courses with others from the same workplace or from the same group of residents, described here as a team. The analysis of qualitative data identified how opportunities for collegial conversations differ across contexts and the type of values that are attached to team participation in residency courses. Conclusions This study highlights the importance of collegial conversations as a way to sustain the learning from residency courses into the workplace. By learning about residents’ perceptions of collegial conversations during and after courses, teachers and directors may be more able to support residents’ lifelong learning and professional development.