Disciplines In Higher Education Research Articles

Factors Influencing E-learning Adoption when Teaching Science, Technology, Engineering, and Mathematics (STEM) Disciplines at a Science and Technology University in Ethiopia

eLearning technology in Science, Technology, Engineering, and Mathematics (STEM) instruction may positively impact the quality of education in preparing a competent 21st-century workforce in developing countries. Adopting eLearning technology in higher education institutions' STEM departments in developing countries is critical in allowing its graduates to compete in the global workforce. Information technology integration into STEM disciplines in higher education in developing countries may have two purposes: course access and technology skill development. Training this labor force with skills to use eLearning integrated into STEM disciplines increases their technical competencies. However, using eLearning to teach STEM disciplines in higher education institutes in developing countries still needs improvement. Understanding the factors influencing eLearning adoption and use is critical to understanding this phenomenon. This case study explored factors influencing eLearning adoption when teaching STEM disciplines. The study occurred at a mid-sized science and technology university in Ethiopia. A qualitative research approach examined how faculty members describe factors influencing eLearning technology adoption and use in the STEM departments on campus: the data collection method combined semi-structured individual interviews, focused group interviews, and document reviews. Seven faculty members and department heads participated in the personal interviews, and three participated in focus group interviews. An inductive method was used to analyze data collected from participants. Five themes emerged from qualitative data analysis: nature of the course, technology, institution, user's attitude, and environment. Challenges related to technology infrastructure, lack of training and technical support, the course nature, and lack of eCurriculum design were significant factors in adopting and using eLearning. The concerted effort of stakeholders, specifically faculty members, institutional leaders, and technical support teams, to adopt and use eLearning in STEM instruction positively impacts the quality of education in preparing a competent 21st-century workforce in developing countries.

Applied biomechanics within the Kinesiology discipline in higher education

Background and Study Aim. Biomechanics is a fundamental component of Kinesiology, offering critical insights into the mechanics of human movement. As the demand for comprehensive educational programs in Kinesiology grows, understanding the role and effectiveness of biomechanics within these programs becomes increasingly important. The aim of the study is to investigate and highlight the role and importance of biomechanics in the context of higher education, with an emphasis on the discipline of Kinesiology. Material and Methods. This study involved 71 students from the Department of Physical Education and Sport at Pitești University Center. It included 43 students specializing in Physical Education and Sport (PES) and 28 in Sports and Motor Performance (SMP). The research utilized the university's e-learning platform to monitor teaching and evaluation activities within the Kinesiology discipline. The evaluation of fundamental Kinesiology knowledge was assessed through various indicators. Google Forms-Questionnaire sought to gauge student opinions on the thematic content of Biomechanics as applied to Kinesiology and to evaluate the teaching staff. The nonparametric Kruskal-Wallis Test was employed to analyze differences in means across the groups. Results. The study revealed a diverse interest in sports across the Physical Education and Sport (PES) and Sports and Motor Performance (SMP) programs. Soccer, basketball, and handball were the most popular among students. Comparative analysis of academic performance showed no significant differences between the groups in various assessments (p>0.05). The overall student feedback on the "Fundamentals of Biomechanics of Physical Activities and Sports" course was predominantly positive. Over 50% of the students rated it as very good. Areas for improvement in teaching methods were also identified to enhance the academic experience. Conclusions. This study highlights the effective integration of biomechanics within the Kinesiology discipline at the higher education level. Findings suggest that well-structured educational programs can enhance students' understanding and application of biomechanics. This contributes positively to their academic and professional development in sports sciences. Continuous curriculum assessment and refinement are crucial for maintaining the relevance and effectiveness of such programs.

Design and Implementation of a Functional Foods Program in an Innovative Teaching Model

With the rise of health consciousness and the rapid development of the functional food market, functional food courses have become a key discipline in higher education to cultivate professionals and promote the development of students' theoretical and practical abilities. This paper discusses the design and implementation strategies of a functional food course under an innovative teaching model, emphasizing the importance of incorporating modern educational concepts and techniques, such as case-based pedagogy, project-based learning, interactive discussion, and collaborative learning, the integration of skills and theories, as well as the use of modern educational technologies and assessment and feedback mechanisms. Through these strategies, the course aims to increase students' learning interest, promote the deep integration of knowledge and skills, and, thus, effectively improve the teaching quality and learning effectiveness of the functional food course.

Assessing the statistical differences in academic writing skills across disciplines in higher education

Assessing the statistical differences in academic writing skills across disciplines in higher education

Enhancing Evidence-Based Practice Competence and Professional Skills Using Infographics as a Pedagogical Strategy in Health Science Students: Insights from the InfoHealth Project.

Infographics have been recognised as effective visual tools for concise and accessible communication of data and information in various higher education disciplines, particularly in medical education. However, there is a lack of research on their impact on professional skills, difficulty levels, motivation, and overall satisfaction in health science students. Thus, the present study aimed to analyse the knowledge and usage of graphical resources among health science students and evaluate their competencies, the level of challenge they encountered, and their motivation and satisfaction after completing an infographic creation activity. The InfoHealth educational innovation project, conducted by five teachers from the Faculty of Medicine, served as the context for this study, with 143 students voluntarily participating. The intervention involved students working in groups of 2-3 and selecting their own topics for the infographics while receiving instruction, online guidance, and feedback from teachers. A questionnaire was administered to assess students' perception of skill development and satisfaction with the activity. The findings revealed that schemes were the most recognized and used graphical summaries, compared to synoptic tables and Venn diagrams. The activity led to an increase in professional skills acquisition, motivation, and satisfaction, positively impacting students' interest in evidence-based practice and reinforcing their knowledge. This study highlights the potential of infographics as a pedagogical tool for competency development and student engagement in health science education, suggesting the need for further research comparing infographics with traditional study methods and involving multidisciplinary teams to promote essential skills for future clinical practice.

Research on the Dissemination Pathways of Lvju in Education

Intangible cultural heritage Lvju has gained attention at both national and local levels. However, the significant transformations brought about by the development of social informatization have posed challenges such as an aging pool of inheritors, difficulties in promotion and dissemination, and a decrease in the audience base for Lvju. This paper employs literature review, case analysis, and comparative methods to analyze and consolidate strategies for promoting the dissemination and development of Lvju through educational and teaching approaches. The analysis is conducted from three perspectives: integration into school education, promotion of local culture, school art groups engaging with the public, and the fusion of Lvju culture with digital media and design disciplines in higher education. The aim is to explore measures within the realm of education and teaching that facilitate the promotion and development of Lvju, ultimately contributing to the preservation and protection of Lvju.

The master’s degree in development practice: a case study of twelve university programs

Sustainable development is a global priority. However, a lack of research exists on the programs designed to train sustainable development practitioners. This multi-case case study, possibly the first to describe the programs that trains development practitioners, utilized case study theory and semi-structured interviews with program administrators to describe sustainable development programs offered by 12 higher education institutions in eight countries with membership in the Global Association of Masters in Development Practice. The results revealed five themes or key drivers, nine advantages, and four deficiencies. Two drivers were enrollment-focused (admission of students with prior work experience in development and financial support), two were curriculum-focused (incorporation of field work and integration of specific knowledge aspects and skills training in the curricula), and one was institutional attitude (adoption of a culture of flexibility). The most common challenges were impacts from the COVID-19 pandemic. These results provide insights for continuous improvement efforts of program administrators for students in sustainable development. The practical methodology developed can be replicated and adapted for investigation of similar programs and other disciplines in higher education.

Identifying the factors influencing plagiarism in higher education: An evidence-based review of the literature

ABSTRACT The present study explores the major reasons for committing plagiarism, as reported in published literature. One hundred sixty-six peer-reviewed articles, which were retrieved from the Scopus database, were carefully examined to find out the research studies conducted to explore the most common reasons for academic cheating among students and researchers in different disciplines in higher education. A meta-analysis of collected literature reveals that 19 studies were conducted to identify the perceived reasons of committing plagiarism. Four studies with similar constructs of perceived reasons of committing plagiarism, namely busy schedule, overload of homework and laziness, easy accessibility of electronic resources, poor knowledge in research writing and correct citation and lack of serious penalty, were conducted. The pooled mean and standard deviation of the four studies reveal that easy accessibility of electronic resources (Mean = 3.6, SD = 0.81), unawareness of instructions (Mean = 3.0, SD = 0.89), and busy schedule, overload of homework and laziness (Mean = 2.89, SD = 1.0) are important perceived reasons for committing plagiarism. The study findings could help create an effective intervention and a robust anti-plagiarism policy for academic institutions, administrators, and policymakers in detecting academic dishonesty while emphasizing the value of integrity in academic pursuit.

Socially Distant Social Constructivism: Transitioning Visual Arts Pedagogies Online During COVID-19

The COVID-19 pandemic, and the emergency pivot to online learning that this health crisis prompted, has inevitably impacted teaching and learning across all study disciplines in higher education. This article presents a case study conducted by tertiary visual arts educators who shifted their social constructivist teaching methods from the face-to-face classroom to the online setting during the first wave of the pandemic in Australia. In exploring the challenges and opportunities posed by this transition, this article outlines the affordances and limitations of the digital learning tools employed by the teaching staff within a pilot study. The success of this pilot was measured through data analytics, student surveys, and teacher observations and reflections. Based on the findings, the researchers propose several ways visual arts education can be adapted online, while still maintaining the integrity of the discipline and its concomitant pedagogies.

Exploration and Practice of English Civics Teaching Design in Colleges and Universities Based on Big Data Analysis

Abstract This study explored the cutting-edge methodology of integrating curricular Civics into teaching specialized disciplines in higher education, an essential trend for the future development of higher education. By applying data-mining algorithms, the article constructs a big-data analysis framework from the dimensions of students’ classroom behavior and performance. The fuzzy C-mean clustering algorithm was optimized using the cuckoo algorithm to effectively classify the characteristics of students’ behavior in the Civics classroom, and the attention-based hybrid encoder-decoder model was used to accurately predict students’ grades. After establishing a complete analytical framework, an innovative college English Civics teaching model was developed following the ASSURE teaching model. It was applied and analyzed for its effect in actual teaching. The study results show that, after the implementation of the English Civics and Politics course based on the ASSURE model, the average grade of the students increased by about 0.5 points. The grades were distributed between 80 and 95 points, significantly different from the pre-test grades (P<0.05). The prediction error was controlled to be less than ±2 points, which indicates that the teaching model had a significant teaching effect. This study not only improves English learning performance but also promotes the improvement of students’ performance in Civics, showing the great potential and value of integrating Civics curriculum into professional teaching.

Systematic review: Self-efficacy and skill performance.

The aim of this systematic review was to investigate the relationship between self-efficacy and skill performance in undergraduate student nurses. Across higher education, self-efficacy is an important predictor of student success in skill-based learning. Nursing students are required to demonstrate skills prior to caring for hospitalized patients. Understanding the relationship between self-efficacy and nursing student skill performance may support patient safety. Following the 2020 Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), a systematic search was conducted of four databases: CINAHL, Medline, Psychinfo, and Web of Science. Quantitative, peer-reviewed studies published in English were included with no limitation on year. Hands-on skill performance had to be performed in laboratory or simulation settings and evaluated by an expert. Identified studies were assessed for methodological rigor using Joanna Briggs Institute's Critical Appraisal Tools. A total of 2,450 items were identified by database search and screened, resulting in 20 eligible studies. Most of the studies included novice first- or second-year students. Self-efficacy was operationalized as either a general or skill-specific measure, while the type of skill and associated instrumentation varied widely. Sixteen (80%) of the included study reports showed weak to no correlation between self-efficacy and skill performance. The remaining 4 reports noted a moderate-to-strong relationship. Our findings conflict with existing research in other higher education disciplines where self-efficacy is a significant predictor of performance success. Explanations for this contradiction likely center around how self-efficacy was operationalized and rigor of the included studies. Larger studies controlling for confounding variables are needed to understand this relationship with a goal of developing more consistent approaches to teaching and learning skills within prelicensure curriculums.

EMANCIPATORY PEDAGOGY IN GERONTOLOGICAL SPACES

Abstract Awareness of the field of gerontology has been bolstered by increased training and education programs and other critical pedagogies in several disciplines in higher education. Public and philanthropic initiatives have also supported the development of scholars and researchers in this field (Gross & Eshbaugh, 2011; Merz et al., 2017; Snyder, Wesley, Lin & May, 2008; Wesley, 2005). Furthermore, research notes that incorporating experiences of LGBTQ+ older adults in gerontological spaces can help to address a lack of representation in higher education and provide critical training to support LGBTQ+ older adults (Lipinski, Wilson, Kortes-Miller & Stinchcombe, 2022; Smith, Altman, Meeks & Hinrichs, 2019). This symposium aims to discuss critical pedagogies and emancipatory gerontology in higher education through an intersectional lens. We aim to address the question, where do critical pedagogies flourish, where are they needed, and in what ways? Presenters discuss multiple aspects of this question, describing the ways in which access is a critical component of emancipatory pedagogies, including 1) how we learn and teach abolitionist gerontology in interdisciplinary spaces 2) confronting ableism and ageism in gerontological spaces as part of intergenerational pedagogical praxis and 3) highlighting the need for LGBTQ+ aging education in curricula by discussing a student-led “queering gerontology” campaign with tangible outcomes.

Методика застосування інноваційних технологій навчання в диригентсько-хоровій підготовці майбутніх учителів музичного мистецтва

The purpose of the article is to consider the extent to which innovative tech­nologies are in demand in higher education institutions in the context of studying conducting and choral disciplines and to determine their feasibil­ity, effectiveness, usefulness and prospects for use in the training of future choirmasters. The authors determine the necessity and expediency of form­ing an innovative space for a number of disciplines based on the use of achievements of communication technologies. They reveal the effective­ness and efficiency, usefulness and prospects of their use in the process of training choral conductors. The introduction of innovative technologies in educational practice is con­ditioned by the fact that it should serve as a means of solving some urgent problems of a certain University and pass experimental testing for its final implementation. One of the types of innovative technologies in such classes is the use of vir­tual electronic music choral anthology, which is systematized in the form of a table with URL to the music medium, sheet music and text files that are freely available online. Another innovation in the study of the cycle of conducting and choral disciplines is the creation of an intellectual map. This method is appropriate when studying the theory of conducting (its technical component, artistic and expressive, communicative and psychological, man­agerial and organizational). Along with intelligence maps, there are also so-called web quests, which are aimed at expanding the knowledge of concepts and terms related to understanding the specifics of conducting activities. Distance learning encourages teachers of almost all specialties, including conducting and choral specialties, to introduce such a form of work as a webinar. Often in the process of studying conducting and choral disciplines, students undergo so-called socio-psychological training. Practice shows that today the use of some of the latest technologies in the context of studying conducting and choral disciplines in higher education not only stimulates the activity of students in the educational process, but also gives it an innovative appeal. At the same time, they contribute to the creation of a creative atmosphere in the seminar-type classes, provide an opportunity for self-realization of creative potential when students perform independent work, thereby improving the quality of learning material.

FUTURE TEACHER'S OF GEOGRAPHICAL DISCIPLINES FORMATION OF PROFESSIONAL COMPETENCE IN THE MASTER'S PROGRAM (BASED ON THE EXPERIENCE OF POLTAVA V. G. KOROLENKO NATIONAL PEDAGOGICAL UNIVERSITY)

The relevance of training teachers of higher education institutions in the conditions of the master's degree is due to changes in the national regulatory framework aimed at harmonizing with the European higher education system and expanding the scope of employment of graduates of specialty 014 "Secondary Education". The article substantiates the expediency, reveals the content, analyzes the methods and experience of forming the professional competence of a future teacher in the process of studying the discipline "Methods of teaching geographical disciplines in higher education" on the example of training masters of the educational program "Secondary Education (Geography)" at the Poltava V. G. Korolenko National Pedagogical University.It is proposed to divide the content of the discipline into two content modules: 1. Features of the organization of the educational process in higher education institutions. Designing the content of geographical disciplines. 2. Technologies and methods of teaching in the system of professional geographical training in higher education institutions. In mastering the program content of the discipline, the leading role is given to the implementation of competence-based practical tasks and tasks for independent work.When conducting practical classes, it is advisable to use information and communication technologies, in particular digital tools for developing interactive learning content (mind maps, word clouds, infographics, presentations), while respecting the principle of academic freedom of students in the selection of various applications and online applications.The specificity of studying geographical disciplines is the use of geoservices, which equip the teacher with a new didactic tool - interactive maps. Interactive forms of learning (debates, discussions, master classes) are used to form an individual teaching style.Having analyzed the approaches to revealing the structure of the professional competence of a higher education teacher, it has been found that the functions of teaching over research dominate among the teachers of Ukrainian higher education institutions, so it is necessary to aim students, as future teachers of geographical disciplines, at self-improvement in the functional areas that are accepted in the European educational space: development of the profile of a scientist through strengthening scientific work and publication activity, the ability to attract external funding for research, to popularize their own.

DEVELOPMENT OF FUTURE PSYCHOLOGISTS’ READINESS FOR PROFESSIONAL WORK IN THE EDUCATIONAL PROCESS

The article deals with one of the most important issues of modern higher education – the development of psychology students’ readiness to perform professional activities during the educational process. The concepts of readiness for work in general and long-term readiness for the realization of professional duties by an individual are analyzed. There are different theoretical approaches to studying the problem of psychological readiness in psychological and pedagogical literature. Special attention is paid to the study of the functional aspect of this complex psychological formation. Based on this, the results of a survey and test study of psychology students’ readiness to implement a certain algorithm of adjustment to professional activity are presented. This algorithm involves outlining the goal of professional efforts, choosing the optimal means to achieve it, and, ultimately, analyzing the obtained result aimed at further correction and improvement of professional actions. Obstacles and complications experienced by students on this path are analyzed and their causes are distinguished. The peculiarities of the organization of the process of teaching psychological disciplines in higher education are indicated in order to optimize the formation of the functional aspect of student youth’s readiness for independent professional activity and constant self-improvement. The factors that contribute to the development of the disposition of future psychologists to perform professional actions and the ways of their activation in the educational process are considered. The importance of active learning methods in preparing students for future effective work is revealed.

Digitalization of geographic higher education: problems and prospects

The article addresses the relevant issue of today – digitalization of geographic higher education. The future of geographic education in the digital world depends on the use of digital technologies, which are dramatically changing approaches to teaching geography. The generalization of scientific literature and the analysis of pedagogical experience allow the authors to define the concept digitalization of geographic. The article explores some challenges in the implementation of digital technologies in geographic disciplines in higher education: narrowing geographic education digitalization to the use of various gadgets; the application of general purpose digital technologies; underestimation of GIS technologies during the study of geography; occasional use of VR, AR technologies and mobile applications of geographic and cartographic content; the lack of educational and methodological support and proper technological availability. The authors pay special attention to the prospects for the development of geographic education digitalization, which are envisioned in the introduction of “Digitalization of geographic education” into the curriculum of future geography teachers training; the use of high-quality free educational resources (ArcGIS Online, QGIS); the creation of own geo-information platforms (“Digital Geography”); and updating of the material and technical base of the scientific research laboratory on the methodology of teaching geo-information technologies.

Evolution of storytelling pedagogy in global health course at a U.S. Native American-Serving Nontribal Institution from Fall 2019 to Spring 2023.

Responding to COVID-19-induced disruptions to traditional teaching methodologies, and considering the relevance of narratives among indigenous populations, "storytelling as pedagogy" was developed and implemented in the undergraduate Global Health course in a Native American-Serving Nontribal Institution (NASNTI) in Colorado. We describe the evolving pedagogic adjustments and storytelling strategies incorporated into the global health course from Fall 2019 to Spring 2023. This entailed before the COVID-19 in-person format, online digital storytelling during the pandemic emergency, the HyFlex and hybrid classes with the emergence of "new normals," and finally the gradual move to in-person classes. The story arc in the course included the following: (1) Course learning outcomes revisited and the course syllabus language framed based on the native philosophies of empowerment education and experiential learning, (2) students' inputs sought to incorporate socioculturally responsive topics in the course syllabus (e.g., dental health disparities among indigenous populations), (3) strategic and non-threatening shifts such as "no textbooks" and "no finals" introduced, (4) global health thought partners invited by the course instructor and coached to use story-based teaching methods, (5) use of first-person trauma-informed storytelling methods to teach specific global health topics, and (6) students undertook gratitude journaling, a scaffolding exercise of writing letters on global health topics to global health thought partners. Storytelling as pedagogy was most effective in the in-person format, while digital storytelling during the COVID-19-induced online classes was extremely challenging considering the stark digital divide in the Navajo Nation. First-person, trauma-informed storytelling is a helpful approach to discuss insider-outsider perspectives and can potentially establish sustainable trustworthy relationships among the students, instructor, and global health thought leaders. Gratitude journaling and photovoice can be tweaked as powerful storytelling methods to build students' interaction-based critical thinking, intercultural humility, and professional networking. Mapping storytelling pedagogies' best practices can be useful in developing a granulated understanding of this strategy and utilizing them across diverse disciplines in higher education. Faculty capacity building is recommended to enable the former to conceptualize culturally responsive storytelling pedagogies and create assessment plans to assess students' learning outcomes through the utilization of this method.

A Cross-Disciplinary Examination of the Instructional Uses of ChatGPT in Higher Education

This paper examines the potential uses of ChatGPT in generating assessment tasks that can be used across different disciplines in higher education. To illustrate this, we provide examples from three courses in the disciplines of industrial engineering and applied linguistics: Project Analysis and Control, Manufacturing Processes, and Introduction to Linguistics. Our examination of ChatGPT focuses on how some of the common, but time-consuming, tasks can be generated by using ChatGPT as a supportive instructional tool. We observed in our analysis that ChatGPT demonstrates a high level of performance in generating assessment questions and tasks that are accurate and on-topic, and a level of creativity and flexibility in its question generation capabilities. However, it is important to note that ChatGPT is not designed to replace human expertise or judgment. It is crucial that instructors carefully evaluate the reliability and accuracy of the assessments or information generated by ChatGPT.

The Effects of Project-Based Learning on Exercise Prescription Learning Performance in College Athletic Students

The Effects of Project-Based Learning on Exercise Prescription Learning Performance in College Athletic Students

Higher education students differ in their technology use

Digital media are widely used among Higher Education (HE) students; however, it is not clear yet how students from different disciplines apply learning technology. When differences in technology use were found among disciplines, they were identified broadly, for example, between soft and hard sciences, that is, social sciences/humanities vs. natural sciences. Beyond this, disciplines may also differ according to their traditions, norms and values that form their discipline-specific cultures. Thus, based on the theoretical perspectives of social cognitive theory and organisational culture, this present study aimed to examine students’ technology use in different HE disciplines. In a multilevel analysis, data from four German universities were analyzed, including more than 1,200 students from 105 disciplines. The findings suggest that students in different disciplines vary substantially in their average use of study-related technology. Furthermore, on the individual level, study-related technology use depends on individual factors, e.g., perceived usefulness. This present study's results contribute to further extending our knowledge about student technology use in HE. Above all, the conceptual and methodical models can serve as a theoretical and empirical basis for future studies. To analyze disciplinary differences, the study shows that a rough classification, for example hard versus soft disciplines, is not sufficient. Instead, the different disciplines need to be distinguished.