Learning In Higher Education Institutions Research Articles

Learner-Centric Education in Heterogeneous Learning Environments

Learner-centered education through appropriate methodologies will facilitate effective learning in higher educational institutions. Learners in any educational institute come from varied backgrounds, abilities, and various personal attributes that will affect the pace of learning. To achieve learner-centric education, instructors have to use appropriate methodologies to engage students actively in learning. Methodologies include individual and collaborative learning types. This paper focuses on active learning strategies and their impact on achieving learner-centric education. Strategies are used based on session outcomes and assessment plans to achieve the outcomes planned. The paper also discusses the strategies available for instructors to develop independent learning, interactive learning, and collaborative learning among students.

Language Learning and AI in Higher Education Institutions in Cameroon: The Case of the University of Maroua

This research delves into the evolving landscape of language learning in higher education institutions in Cameroon, specifically addressing the role of Artificial Intelligence (AI) at the University of Maroua. The research explores the implementation of AI-powered tools and methodologies in language education, examining their effectiveness in enhancing linguistic proficiency. Additionally, it investigates the attitudes and perceptions of both educators and students towards the integration of AI in language learning. The study also considers potential challenges and opportunities associated with this technological shift, contributing valuable insights to the broader discourse on the intersection of AI and education in the Cameroonian context.

Применение смешанного подхода в обучении студентов иностранному языку

This article deals with the problem of foreign language blended learning in higher educational institutions. Technological progress, the development of educational innovative forms requires the introduction of blended learning technology in educational institutions. The article notes the relevance of using digital educational resources and online platforms in the educational process. The combination of electronic resources and traditional methods contributes to the individualization of education, the formation of skills for independent students’ activity, the achievement of higher learning outcomes which contributes to an increase in competitive specialists in the labor market. The authors identified the main advantages and disadvantages of the blended learning technology for a foreign language based on the study. This study shows that blended learning is a preferred mode of learning over e-learning or distance learning and offers many advantages for learners, teachers and educational institutions.

Cуть та структура іншомовної професійної компетентності студентів технічних спеціальностей

The article examines the fact that in modern state standards of higher education, from a number of areas of training of students of technical specialties, mastering a foreign language is presented at once in two competences. At the same time, if previously the goal of foreign language learning in higher education institutions was the formation of foreign language communicative competence and all components in the social, everyday and sociocultural spheres of communication, then modern state standards of higher education also emphasize the formation of communicative competence in the professional sphere of communication. It was found that such an expansion of the spheres of using a foreign language as a means of communication contributed to the designation of the formation of professional foreign language communicative competence as one of the main goals of teaching a professional foreign language to students of technical specialties. At the same time, scientists have not yet reached a consensus regarding the structure and component composition of professional foreign language communicative competence. The history of the issue is considered, the structure and component composition of the professional foreign language communicative competence of students of technical specialties is proposed. Structurally, students' professional foreign language communicative competence includes two components: foreign language communicative and professional. Foreign language communicative consists of five sub-competencies: linguistic, language, socio-cultural, compensatory and educational-cognitive. The professional component includes knowledge in a specific field of professional activity and professional activities of specialists in a specific field of training. It has been investigated that this component will largely determine the content of training components of foreign language communicative competence, adding professionally-oriented subject content to the training process, which reflects the specialty of specialists in the technical field. In addition, it was established that as a level category, professional foreign language communicative competence of students consists of five components: value-motivational, cognitive, operational, communicative, reflective. The content of these components is described in detail in the work.

Exploring the Current Situation and Innovative Development of Music Teaching in Colleges and Universities under the Background of Information Technology

Abstract The significance of emotion in college music education is becoming increasingly acknowledged. This paper delves into the nexus between music teaching and emotional engagement, advocating for a stronger emphasis on emotional connection within the curriculum. By selectively extracting middle and high-level music features, we aim to intensify the emotional resonance of music pieces. Utilizing the KGIFE model, we gather and analyze students’ emotional responses to music, enabling targeted feedback. Our findings suggest four innovative pathways for evolving music education in higher learning institutions. Comparative analysis reveals that music majors exhibit markedly higher levels of emotion recognition and musical emotion experience than their non-music counterparts, with noticeable differences of 0.1512 and 0.2654 respectively. Furthermore, the study highlights significant improvements in music teaching effectiveness, particularly in run-on training and dialect processing, evidenced by average scores of 3.565 and 3.346. These outcomes underscore the potential of information technology to enhance the delivery and impact of music education in colleges and universities.

Students' engagement for online learning in higher education institutions: a literature review

Students' engagement for online learning in higher education institutions: a literature review

Exploring the Use of Technological Tools to Enhance Collaborative Learning in Higher Education Institutions

Exploring the Use of Technological Tools to Enhance Collaborative Learning in Higher Education Institutions

REMOTE: First insights into assessing and evaluating remote learning practices in STEM

The rapid transition to remote learning practices in Science, Technology, Engineering, and Mathematics (STEM) education necessitates a comprehensive assessment and evaluation of their effectiveness. This article presents the first findings of the UE funded project REMOTE “Assessing and evaluating remote learning practices in STEM” (ref: 2022-1-ES01-KA220-HED-000085829) project: a literature review focused on assessing and evaluating remote learning practices in STEM. Drawing on a wide range of scholarly articles, reports, and studies, this article review examines various dimensions of remote learning, including instructional design, student engagement, assessment methods, and instructor-student interaction associated with remote STEM learning in Higher Education Institutions (HEIs). The set of academic contributions detected can be classified into four major typologies according to the area in which they are focused: students, teaching methodologies, teaching staff and technologies. In consequence, the review carried out, summarized in a categorization of the research developed so far, allows a broad and critical view of the state of the art. The findings of this article contribute to the broader conversation surrounding remote learning and serve as a valuable resource for stakeholders involved in STEM education.

Assessing SDG 4 indicators in online and blended higher education within conflict zones: A case study of northern India's higher education institutions

Resilient higher education is fostered, and further assessed, by the United Nations through the metrics provided by Sustainable Development Goal 4, called indicators. These indicators serve as a yardstick to evaluate a country's success in sustainability. Concerningly, the recent scholarly work highlights the limitations associated with Sustainable Development Goal 4 indicators, including the associated political connotations and fuzziness. However, we note a dearth of attempts to unwrap the merit of Sustainable Development Goal 4 indicators in online and blended learning in higher education, specifically in conflict zones. This study aims to bridge this gap by exploring the challenges and opportunities presented by the current Sustainable Development Goal 4 indicators in evaluating online and blended learning in higher educational institutions in India's conflict-affected northern areas. Employing a needs assessment methodology, the research draws on data from two distinct sources: primary data from 3,353 learners obtained through a self-constructed questionnaire for higher education institutions in northern India and secondary data gleaned from international and national policy documents. The thematic analysis of results, underpinned by the barriers model, underscores significant concerns regarding the comprehensiveness, validity, and relevance of the prevailing SDG 4 indicators, particularly the Gross Enrolment Ratio and Gender Parity Index, in northern India. It is argued that these indicators fall short of accurately capturing the nuances of online and blended learning within the local contexts, thereby questioning their utility for such purposes. The study reveals that the Gross Enrolment Ratio is not successful in giving a complete picture of its variations by failing to reveal the political reasons behind its drop during emergency remote teaching in the northern conflict zones of India. Moreover, the Gender Parity Index is endowed with interpretative challenges, where despite an increased value being deemed affirmative for gender equity, its increase ironically highlights a new gender divide because of an increased dropout rate among male learners from tribal communities. Through the case of higher education institutions in J&K and Ladakh, the study further provides keywords which could bolster the effectiveness of the SDG 4 indicator framework by making it more responsive to the changing educational landscape, thus making it an indispensable tool in the hands of researchers and policy-makers. Consequently, this study positions itself at the forefront of scholarly efforts to critically re-evaluate and propose revisions to the SDG 4 indicators in light of the shifting teaching and learning paradigms.

Role of Administrators in Blended learning in Higher Education Institution

As higher education institutions adopt blended learning, administrators play a crucial role in implementing and supporting blended learning, ensuring its success (Lomonosova & Valentinovna, 2018). The study investigates administrators' perceptions of blended learning as a teaching strategy, using a proportionate sampling sample and a content validity instrument modified by an expert. The study involved 27 administrators respondents who were selected from the universities in Islamabad. The interview guide was created to assess administrators' readiness for blended learning, focusing on their awareness of facilities, finances, capacity-building initiatives, challenges, and technology capabilities. The reliability of the results was ensured by consistent patterns and plausible reasons for differences. Data analysis involved analyzing administrative attitudes through interviews, coding the data, and identifying recurring themes. The study concluded that despite the availability of resources and support, the studyemphasises the difficulties administrators encounter when implementing blended learning in higher education institutions. For blended learning to be successfully implemented, infrastructure facilities including well-equipped classrooms and high-speed internet connection are crucial.

Using JavaScript for Automating Attendance Tracking in the Moodle Learning System

Problem: The article addresses the issue of automating attendance tracking for students in the context of distance learning in higher education institutions. Methodology: The paper analyzes existing methods of student attendance tracking in virtual learning environments, identifying their advantages and drawbacks. Additionally, it proposes a JavaScript-based solution for the automatic attendance tracking, generating a CSV file that is subsequently uploaded to the Moodle web server. Goal: The primary goal of the article is the development and exploration of a software tool capable of automating the process of tracking student attendance in the online educational system Moodle. Originality: The paper introduces an original approach to solving the attendance tracking issue using the JavaScript programming language, providing an innovative character to the proposed methodology. Results: The developed JavaScript script enables the automatic creation of a CSV file with student attendance data, which is then uploaded to the Moodle web server. The results demonstrate the efficiency of this method. Practical value: The work holds significant practical value for educators and administrators in educational institutions, simplifying and automating the student attendance tracking process in the virtual learning environment based on the Moodle platform.

The Influence of Entrepreneurship Education on University Students' Entrepreneurship Self-Efficacy and Entrepreneurial Intention

Entrepreneurship education in Higher Learning Institutions (HLIs) is vital to strengthening a country’s entrepreneurship ecosystem, which fosters economic growth, innovation, and job creation. Through entrepreneurship education, more job creators are expected to be created and nurtured with entrepreneurial awareness, knowledge, abilities, and support. Therefore, this study investigated the relationship between entrepreneurship education, namely entrepreneurship curriculum, entrepreneurship lecturers’ competency, and university entrepreneurship support in influencing entrepreneurship intention among Universiti Teknologi Malaysia’s students, with entrepreneurship self-efficacy as the mediator. The methodological approach of this study is a quantitative method. The population of this study was Universiti Teknologi Malaysia (UTM) undergraduate students with a sample size of 212 respondents, obtained using simple random probability sampling. Data collected from respondents was analysed using the SPSS statistical analytical tool by applying descriptive, regression and mediation tests. The study’s findings revealed that entrepreneurship curriculum and university entrepreneurship support have significantly influenced both entrepreneurship self-efficacy and intention. However, entrepreneurship lecturers’ competency was found to have an insignificant relationship with entrepreneurship self-efficacy and intention. The influence of entrepreneurship self-efficacy towards entrepreneurship intention was also significant. Meanwhile, the mediating effect of entrepreneurship self-efficacy between entrepreneurship education components (curriculum, lecturers’ competency, and university entrepreneurship support) and entrepreneurship intention were all significant. Thus, this study has provided insights for various stakeholders, predominantly academicians, HLIs, and policymakers, to understand the current scenario on the effectiveness of Malaysia’s entrepreneurship education.

ADAPTATION OF FIRST-YEAR STUDENTS TO THE CONDITIONS OF DISTANCE LEARNING IN HIGHER EDUCATION INSTITUTIONS

The article deals with the issue of first-year students’ adaptation to the conditions of distance educational environment in a higher education institution. The theoretical aspects of the problem under study are revealed. The concept of "adaptation of first-year students" is clarified as a complex process of integration into a new social environment, which involves the assimilation and reproduction of relevant norms, values and roles, building new social relations for the purpose of harmonious coexistence and establishing effective interaction with participants in the educational process of a higher education institution (administration, teaching stuff, curator, parents, members of the academic group). The classification of types (forms) of adaptation is presented; the following forms are singled out: active, passive, social, didactic, psychological, formal, socio-psychological, physiological and professional. The characteristic problems of first-year students’ adaptation in the conditions of distance learning in higher education institutions are identified related to self-organization of activities and mastering new types of it, disorientation in the organizational issues of the distance educational process, lack of skills to independently process a large amount of material, the ability to use educational platforms, Google applications, video conferencing, social networks, general student communities, etc. The program "I am a student" is designed; it is aimed at optimizing the process of adaptation of first-year students in the conditions of distance learning in higher education and preventing their maladjustment. Its conceptual and content aspects are characterized. The directions (organizational, informational, psychological, preventive) and stages (organizational and diagnostic, motivational and content, final and reflective) of the program implementation are indicated. The content of each block of the program is described in detail; the following blocks are singled out: educational and orientation, social and orientation, social and adaptation, and sociocultural. The expected results of the program implementation are predicted at the level of each first-year student (activity, mobility, independence, stress resistance, self-control, self-organization, readiness to implement their own educational trajectory) and at the level of the student group (absence of conflicts, involvement in the academic community, academic performance, integrity of the student group, readiness to provide support and assistance, etc.)

Strategies for Institutionalizing Blended Learning in Higher Education Institutions: A Case Study of a Ghanaian Public University

This paper presents strategies adopted by a higher education institution towards the implementation of its BL policy framework. It does so by reviewing the BL implementation process of a public university in Ghana, noting that there are barriers that have impeded the uptake of blended learning, for which reasons it examines the strategies that can be implemented to overcome these barriers. The insights are drawn from a case study involving qualitative approaches, utilizing interviews with stakeholders in the public university. The paper examines the question: How do educational institutions employ Blended Learning (BL) strategies that contribute to the transformation of the university? Using an inductive approach, the researcher interviewed twenty-two management staff and used Strauss and Corbin’s constant comparative method as the analytical technique to analyze the data. This paper develops an institutional strategy framework that can be used by managers in higher education to facilitate change processes, overcome faculty resistance, and embed blended learning in institutions. The seven constructs of this strategic framework consist of institutional vision and approach, promotion and planning, integrated infrastructure, motivation and encouragement, training, assessment and evaluation and sanctions.

Values enhanced technology adoption (VETA) concerning online learning in higher education institutions: Academician's perspective in India

Values enhanced technology adoption (VETA) concerning online learning in higher education institutions: Academician's perspective in India

Prevention before intervention: introducing mindfulness-based social-emotional learning in higher education institutions across the United Arab Emirates

In recent years, several studies have indicated that there is a considerable mismatch between the specific set of skills that employers require and the ones that university graduates have to offer. The 2023 report from the World Economic Forum lists 10 core skills that are sought after by global organizations, six of which are categorized under social-emotional learning. As part of its National Employment Strategy 2031, the United Arab Emirates (UAE) aims to build a knowledge-based economy and increase labor productivity. This communicative piece proposes a policy reform across higher education institutions in the United Arab Emirates, seizing as an opportunity the country’s growing commitment to increase talent attraction and retention in the rapidly evolving workplace. Seeing the significant association between social-emotional competencies and thriving in dynamic professional settings, the article highlights the prevalence of mental health disorders among the general youth in the UAE, the government’s commitment towards awareness and prevention of mental health disorders, the relevance of social-emotional competencies for employability and adaptability in the rapidly evolving workplace, the importance of introducing lessons and training in mindfulness-based social-emotional learning (MBSEL) to build the youth’s adaptability in an ever-changing job landscape, and practical measures that can be taken at the institutional level within the UAE context.

Indonesia higher education’s online learning during the pandemic state

<span lang="EN-US">The COVID-19 pandemic has brought significant changes in Indonesian higher education to switch the learning activities to online learning. During the online learning implementations, researchers tried to record the changes and discussed the problems they faced. This systematic review aimed to summarize the growth of online learning for Indonesian higher education during the COVID-19 and to describe the connection between trends of online learning’s growth and stakeholders’ interests. Ultimately, this systematic review wanted to forecast the scenario after seeing the overall progress of online learning in higher education institutions in Indonesia. The authors conducted a systematic literature review using PRISMA protocol and collected articles from Google Scholar, EBSCOHost, SAGE, Taylor & Francis, and Proquest. A total of 1,206 studies were retrieved from all databases. The authors excluded some articles that did not come originally from Indonesia, did not involve participants from universities, and were not empirical research. A final eighty-six articles were collected for analysis. The results revealed that infrastructure, interactivity, and readiness were the three main discussions for all Indonesian higher education stakeholders. The authors provided four scenarios for online learning in Indonesia, and the Cyber Growth scenario was the preferred scenario for higher education in Indonesia.</span>

Digital Technologies and Personalised Learning in Higher Education Institutions, a Case of Uganda Institute of Information and Communications Technology (UICT)

The main hurdle in personal learning system deployment and success, which most of the institutions face is the challenge of outdated and lack of access to technology infrastructure. As a result, teachers, and more importantly learner’s experience via personal learning is impacted. This study sought to examine the relationship between Digital technologies and personalised learning at UICT in Uganda. The target population was 210 from where a sample of 136 including 91 and 45 for students and lecturers respectively was determined using the Krejcie and Morgan table and the study employed stratified random sampling to select students and lecturers as the unit of inquiry with the use of semi-structured questionnaires. Analysis was done using Statistical Package for Social Scientists (SPSS) computer programme version 25. Descriptive statistics of mean and standard deviation was used to present data and correlation coefficient used to establish the relationship between the variables. Results revealed a statistically significant positive relationship between digital technologies and Personalised learning in HIEs in Uganda. Findings indicated that digital technologies had a significant influence on differentiated instruction at UICT (r =0.954, p=0.000) and Adjusted R2 of 87.88%. Also digital technologies contribute significantly to individualized instruction at UICT (r =0.9605, p=0.000) and Adjusted R2 of 89.53%. Results further indicated that digital technologies had a significant relationship on knowledge construction at UICT (r =0.956, p=0.000) and Adjusted R2 of 88.40%. These findings are evident that digital technologies have an impact on the personalised learning at higher education institutions in Uganda. In order to improve personalised learning, digital technologies should be enhanced. These study results are useful in decision making and improving current teaching practices to realise personalised learning in HEIs in Uganda.

Perception of Undergraduate Students Toward Mode of Learning in Higher Education Institution: The Impact of COVID-19

Hybrid mode of learning is an education method that combines online learning and traditional learning (face to face). In semester A212, Universiti Utara Malaysia (UUM) was conducted hybrid mode of learning in delivering classes. This selection of method has raised different opinions from the students. Therefore, this study examines the UUM undergraduate students perception towards mode of learning in the university. Convenience sampling method was used to collect the data. While frequency analysis and simple logistic regression analysis were adopted as statistical methods in analysing the data. Whereas R programming, Statistical Package for Social Science (SPSS) and Excel software was used as data analysis tools. Two hundred sixty-eight (268) UUM undergraduate students were chosen as respondents in this study. They were given a set of question regarding the mode of learning. Student’s academics in the form of Cumulative Grade Point Average (CGPA), their major reasons to support and against hybrid mode of learning, student’s preference of study environment, and their total daily hours spending on their study during hybrid mode of learning are investigated to determine the relationship between the mode of learning and respondents CGPA. The result indicates that the major reason that students supported hybrid mode learning is because this mode of learning helps in a way of reducing the internet connection problem. This is because the university took seriously in making sure that the internet facilities is at the best condition. Overall, students have a preference for hybrid mode learning and there is no relationship between total daily hours that they spent on study during hybrid mode learning towards their CGPA.

The impact of social capital on organisational learning in higher education: a tool for empowerment, innovation, and competitive advantage

ABSTRACT The present study investigated the impact of social capital on organisational learning as perceived by 554 faculty members from five public universities in Jordan. The internal social capital scale and organisational learning capability scale was validated through exploratory and confirmatory factor analyses. Results of the validation indicated that social capital holds three domains (cognitive, structural, and relational). However, organisational learning was found to include only two domains (management commitment and ‘internal and external learning’). Moreover, results indicated that social capital and organisational learning are highly practiced in Jordanian public universities. Further, a very strong and positive relationship existed between social capital and organisational learning. Finally, results of the study indicated that the cognitive social capital was the best predictor of overall organisational learning explaining 68.9% of the variance. This study is considered the first to fill the gap in the literature regarding the impact of social capital on organisational learning in higher education institutions from Jordan. The results of this study can be used by academics and practitioners to further research in a non-western culture and to design strategies to improve and sustain social capital and organisational learning.