Higher Education Courses Research Articles

EVASION FROM IFPE HIGHER COURSES IN THE METROPOLITAN AREA OF THE CITY OF RECIFE

This research discusses a relevant topic in the educational field: the phenomenon of dropout at the Federal Institute of Education, Science and Technology of Pernambuco, in Campi Recife, Igarassu and Ipojuca. The courses under analysis were the superior ones that started in 2015 and concluded in the first semester of 2019. This being the time frame takes into account the end of a period of growth of these institutions in Brazil as a whole, as well as the beginning of a phase quite challenging. The general objective of the study was to investigate the causes and consequences of dropout in higher education courses at IFPE in the metropolitan area of ​​the city of Recife. The methodology applied was two moments, the first being a cross-sectional bibliographic review of quantitative and retrospective character. For the second moment, using a questionnaire and structured interview, as to the nature, we understand that this investigation is applied, being understood as a case study, and the qualitative approach used, where they addressed the causes and consequences of evasion in the higher education in the metropolitan area of ​​the city of Recife. The investigated public was composed of students (203) and educators (27), from the 10 higher education courses at IFPE, in the Campi mentioned. And, finally, it appears that, given the detailed analysis of the problems of school dropout. For there to be a possible reintegration, both on the part of educators and students, managing the resources of a teaching institution well is essential to optimize the students’ learning.

Credit Hour Analysis of Adapted Physical Education Courses in Higher Education

Adapted physical education (APE) is a critical piece to the physical education puzzle. However, this topic is often overlooked from a preparation standpoint in physical education teacher education (PETE). The purpose of this study was to analyze the number of APE credit hours offered in undergraduate PETE programs across the United States. The 2018 Carnegie Classifications were used to help differentiate between types of institutions. Ranging degrees of institutional classification may be a contributing factor to the number and type of credit hours offered. Data analysis indicated that majority of PETE programs in the United States only offer one APE course in the PETE curriculum. Findings from this study are critical to understanding the preparation of preservice physical education teachers (PPETs) in PETE. Findings may also contribute to a conversation on credit hour allocation and whether PPETs are being sufficiently prepared to teach in an inclusive and adapted environment.

Bloom’s IoT Taxonomy towards an effective Industry 4.0 education: Case study on Open-source IoT laboratory

In the rapidly evolving landscape of Industry 4.0, the demand for skilled professionals well-versed in Internet of Things (IoT) technologies is escalating. However, a significant challenge faced in educational settings is the lack of comprehensive and effective methodologies for imparting practical knowledge and skills in IoT. This paper presents an approach for designing and implementing an Internet of Things (IoT) laboratory in which students may practice and comprehend many components of an IoT environment, such as analysis of sensor data, IoT platform development, and setup of messaging protocols. The teaching methodology adopts a Cyber-Physical System (CPS) framework, which integrates teachers, classrooms, and resources to create a comprehensive learning environment. Bloom's taxonomy is employed to assess the efficacy of the suggested technique in terms of cognitive skills and knowledge acquisition. The evaluation procedure demonstrated the advantages of a hybrid learning environment, which integrated both face-to-face and remote instruction. The case study is conducted in an engineering higher education course on first year students. The findings of this paper lay the groundwork for a remotely deliverable IoT training course, contributing to the advancement of IoT education and equipping students with the necessary skills for the evolving landscape of Industry 4.0.

Development of Football Teaching Program for Xi’an Physical Education University Students

Background and Aim: Xi'an Institute of Physical Education may be faced with problems such as unreasonable teaching settings, outdated teaching methods, and imperfect evaluation systems when offering football courses. To improve these problems, schools should pay attention to the flexibility and individuation of the teaching, strengthen the training and introduction of teachers, explore innovative teaching methods, and establish a perfect teaching evaluation system to improve students' football skills and theoretical knowledge reserve. Materials and Methods: The participants of this research were 29 people through purposive sampling. 5 experts to conduct face-to-face interviews to combine programs for the football model framework. 5 IOC inspection specialists to check the validity of the questionnaire. 19 experts to Delphi consensus modify the program for football model framework. 9 experts for a focus group to determine the program for the football model. In this research, Excel software was used to calculate the data of the IOC inspection specialist result and the data of the focus group. The coefficient of variation (CV) and the median were used as the evaluation criteria for screening factors. Results: The analysis indicated the need for a comprehensive system for teaching soccer courses in higher education. The football teaching model contains 4 first-level elements (pedagogical analysis, teaching development, competition, and orientation), which are further divided into 15 second-level elements and 38 third-level elements. Each component addresses a specific outcome goal, emphasizing teaching and learning situations, teaching construction, competition, and cultivation orientation. The proposed outcome-oriented soccer teaching system provides a comprehensive soccer teaching teaching model that integrates sport-specific skills and life-oriented skills. Conclusion: The model is in line with China's national development goals and the educational principle of building moral character and is expected to bring about changes in soccer education at Xi'an Physical Education Academy and set a benchmark for other provinces.

The Effect of the Flipped Learning Approach on Engineering Students’ Technology Acceptance and Self-Directed Learning Perception

The contemporary landscape of education is witnessing a paradigm shift toward innovative instructional methods, with the flipped learning approach gaining considerable attention. The purpose of this research was to investigate the impact of the flipped learning approach on students’ perception and acceptance throughout an entire semester in the ‘Introduction to Programming with Java’ course. The research utilized a research design with a quantitative approach, ultimately aiming to inform educational practice and advance our knowledge of innovative teaching methods in higher education. This study was conducted at a university with 174 students involved, divided into two groups: 87 students in the experimental group and 87 students in the control group. The data collected through the scales were analyzed by using descriptive and inferential statistical analysis techniques in statistical software. At the end of the measurements, the technology acceptance level and self-directed learning perceptions of engineering students who received education with flipped learning were high. The results suggest that educators should consider students’ readiness for self-directed learning when implementing the flipped learning approach and focus on creating an environment that supports their autonomy and engagement. This research offers valuable guidance for instructors, curriculum designers, and educational policymakers seeking to enhance the effectiveness of flipped learning in higher education courses.

Students' digital technology attitude, literacy and self-efficacy and their effect on online learning engagement

This study utilised students' online engagement, digital technology attitude, digital literacy, and self-efficacy theories to develop and test a model connecting these factors within a regional university in Australia. A field survey collected data from 110 first-year students. AMOS 28 was employed for measurement and structural model path analysis. The study initially examined the impact of students' attitudes and digital literacy on their self-efficacy. Subsequently, the effects of self-efficacy on five dimensions of online engagement were assessed: social, collaborative, cognitive, behavioural, and emotional. The findings indicated that positive student attitudes and digital literacy significantly contributed to self-efficacy, which, in turn, positively affected the engagement dimensions. This suggests that when designing and facilitating online, blended, or technology-enhanced courses in higher education, educators should pay attention to various elements of engagement. The study highlights the importance of considering students' attitudes and digital literacy in fostering self-efficacy and enhancing online learning engagements. Further research and implications for future studies are also recommended.

Examining of the Effectiveness of High-Quality Lecture Videos in an Asynchronous Online Criminal Justice Course

Courses in higher education have been increasingly offered online over the previous decades. This shift has prompted research aimed at determining best practices. While research has identified practical advantages that asynchronous classes have, less has focused on the quality and content contained within pre-recorded lecture videos. The purpose of the current study is to present the development of and assess the impact that high-quality lecture videos have on student perceptions and academic outcomes using a two-study mixed-methods approach. Study one involved administering an open-ended survey to students that contained items assessing perceptions of the lecture videos. Study two involved comparing scores on a survey assessing attitudes toward the lecture videos and academic outcomes between two identical class sections, with one receiving the high-quality lecture videos, and the other receiving basic PowerPoint lecture videos. Results provide some support for the use of high-quality lecture videos and implications for future research.

Home visitor preparation in higher education

ABSTRACT Although home visiting is growing as a service for families with young children, the field does not adequately prepare the home visiting workforce, and higher education courses on home visiting are rare. Many home visitors are prepared through higher education as teachers, social workers, or nurses, which provides knowledge but few of the skills needed to collaborate with families to support their children’s development, revealing a need for focused pre-service preparation for home visiting. We conducted a qualitative study to (1) describe the present state of preparation in higher education and (2) propose recommendations for strengthening home visitor preparation via higher education. Focus groups (N = 43) were conducted at conferences that included some focus on early childhood home visiting. Individual interviews (N = 11) were conducted parallel to focus groups. Participants were faculty and administrators in higher education or home visiting related professionals. Using thematic analysis, three major themes surfaced: (1) learning, training, and awareness in higher education; (2) blending of a myriad of skills in home visiting; and (3) unification and support needs. Our findings emphasize the need for higher education to provide professional preparation for careers in home visiting. We offer recommendations to meet this need.

IMPLEMENTATION OF AN ECONOMICAL IoT-BASED LIQUID TANK CONTROL SYSTEM TO SUPPORT ONLINE PROCESS CONTROL PRACTICUM

Due to the pandemic era, many courses in higher education were conducted online to minimize the risk of disease transmission. For several engineering courses that contain practical material, an appropriate method is required to deliver practicum learning materials online to maintain the quality of these courses. Therefore, in this paper, the implementation of an economical IoT-based (Internet of Things) liquid tank control system was introduced to support the online practicum class. The tank system design has a height of 120 cm and a diameter of 50 cm. The tank features a valve, flowmeter, and an 18 LPM water pump. The control systems, consisting of Arduino Uno, an ultrasonic sensor, and a stepper motor, was run on the MATLAB Simulink application. IoT systems can be deployed using the TeamViewer app. After running the simulation, it was found that the lower setpoint change did not make significant changes in the process and produced the same curve shape as the steady state. The curves at steady state and during processing are not much different for the disturbance change. The error can be calculated using IAE and ITAE. The performances of the control system with IAE and ITAE values are 1.460 and 915.122 for setpoint change, respectively. For disturbance change, the IAE and ITAE values are 0.877 and 490.446, respectively. This system can help students better understand the industry 4.0 concept and allow them do practical work effectively from home at a low cost.

The effectiveness of nudging key learning resources to support online engagement in higher education courses

Nudging has been used in a range of fields to shape citizens' behavior and promote public priorities. However, in educational contexts, nudges have only been explored relatively recently, with limited but promising evidence for the role of nudging used to increase engagement in online study, particularly in higher education. This paper reports on findings from a project that investigated the use of nudging in course-specific online learning contexts. The project evaluated the effectiveness of an intervention that combined course learning analytics data with a nudge strategy that encouraged students’ engagement with crucial course resources. When implemented in a planned and strategic manner in online courses, findings show that nudging offers a promising strategy for motivating students to access key online resources.

Incorporation of a digital health literacy model into the curricula of medical and rehabilitation science courses in higher education

Introduction: currently, digital resources have changed the way we live in areas such as education and health. This scenario was reinforced after the COVID-19 pandemic, where society had to quickly adapt to virtual scenarios to access health services. In this way, electronic health (eHealth) is positioned as a relevant issue in the training of university health professionals and as a way to make higher education relevant to the innovation and digital transformation experienced by the health system. This research proposes as a general objective to analyze the degree of association between university education models and the development of health literacy for health and rehabilitation students. Method: the study, quantitative descriptive-correlational and cross-sectional design, brings together the self-perception in eHealth competences, through the application of the eHealth Literacy Scale (eHeals), to 60 participants who were studying their professional practice to access the title of Speech Therapist. Results: the results reveal a significant difference between students who participated in an electronic health skills training pro-gram compared to those who were not part of such a program in their university education. Conclusion: the implementation of digital health literacy programs in higher education increases the ability to search for and evaluate the quality of health information online

Intelligent Teaching Model Construction of Chinese Language and Culture Courses in Higher Education

Abstract The development of Internet technology injects intelligent elements into Chinese language and literature education in Chinese universities. This paper will rely on the algorithms and models of Internet technology to create a new smart mode for Chinese language and literature education in Chinese universities. In terms of intelligent teaching, this paper adopts data mining and Web network technology to build two functional modules of online and offline processing and designs a user interest model based on multiple factors in offline analysis to further analyze the user behavior pattern so as to provide more accurate teaching support for teachers and students studying Chinese language and literature. In terms of teaching resource library design, this paper describes the process of teaching resource association based on knowledge points and, at the same time, solves the problem of manual entry in the traditional association method based on BERT text semantic encoding technology. The model can also recommend personalized teaching resources to users through the ITR model based on feature fusion. Comparative analysis indicates that the ITS model in this paper has a 6.24% increase in AUC value over the SKAT model, which is the next most effective model. The MAE values of the ITR teaching resource recommendation algorithm used in this paper on the data set with a training set ratio of 75% are 0.36, 0.40, 0.37, and 0.37, respectively, and the recommendation effect is significantly better than that of other algorithms in comparison. The inclusion of intelligent elements will promote the further development of Chinese language and literature education in Chinese universities.

Effect of Knowledge-Based Team Composition on Effectiveness of Pair Programming

Over years variety of tools has been used in the class room to support student learning. Among them, pair programming is trending as a pedagogical tool for programming courses in higher education. Implementation of pair programming is inadequate, choosing the right factors for successful adoption of this method is vital. This study aims at investigating the effect of knowledge-based team composition on effectiveness of pair programming. First year students following HNDIT at ATI Gampaha in the academic year 2020 had participated for the experiment. Data was collected using four instruments. The final exam scores, assignment scores, questionnaire, code quality. Mann Whitney U test is used to analyze assignment score and exam score and the code quality was determined by the defect density. The results revealed that students who had paired performed better in the assignments and they had graded better in the final exam as well. Knowledge based pair programming has positively affected code quality also. Further it reports willingness among students to use pair programming in the academic field when they are paired in a compatible way. Thus, it can be concluded that knowledge based team composition has positively affected to pair programming. These results are consistent with those of other studies that have done on the same topic.

The Virtual Teaching in Statistics Course in Higher Education: A Bibliometric Analysis and Systematic Literature Research

The research presents a bibliometric review aimed at understanding the most effective educational practices for teaching statistics in a virtual setting. It identifies the primary scopes, achievements, and challenges associated with this recent approach. To achieve this, the study explores articles published in journals indexed in databases like Scopus and Web of Science between 2017 and 2023. These articles offer recommendations based on evidence-backed pedagogical practices. Out of the scrutinized articles, 50 studies aligning with inclusion criteria were analyzed. These studies were subjected to a bibliometric approach and systematic literature research supported by the R bibliometrix software. This software was utilized to identify various research trends. Based on the study results, the analysis grouped teaching methods that exhibit greater efficacy in the virtual learning of the statistics.

Reflections on the Teaching Reform of Basic Mathematics Courses in Higher Education in the New Era

Reflections on the Teaching Reform of Basic Mathematics Courses in Higher Education in the New Era

Mondialisation des engagements d’Équité, Diversité et Inclusion à l’université et intégration d’une posture anti-raciste dans un cursus de français L2

In recent years, faculty members have heard numerous calls to review their research, teaching and administrative practices from the perspective of a mission known as Equity, Diversity, Inclusion, or under the acronym EDI, to which the terms Decolonization and Social Justice are sometimes associated. These calls have found a varying support depending on the disciplines, institutions and countries, where teachers and researchers have undertaken to integrate these objectives into their work. In Canada, following the report of the Truth and Reconciliation Commission (2015), universities developed initiatives which claimed to decolonize and indigenize the curriculum. This article questions the impact of a higher education course, which studied the media coverage of racialized activists in France, as taught in this context. After a brief presentation of the institutional use of the word 'decolonization' and its critiques, the article describes the parameters of the development of this course and its implications in terms of engagement and allyship. It then questions the dimension of the latter considering that the course is taught in L2 French, a language whose presence around the world finds its origins in a colonial and imperialist history and in the discrimination of indigenous, creole, regional and vernacular languages. Finally, I present the argument that positionality is a crucial part of the decolonial reflection and the critical and anti-racist pedagogy, for which epistemological points of view must be openly presented and historicized.

Leveraging ChatGPT for Higher Education Course Offerings

Leveraging ChatGPT for Higher Education Course Offerings

Improving Higher Education Course Cognitive Outcomes with a Test-Driven Design Strategy for Instruction

Improving Higher Education Course Cognitive Outcomes with a Test-Driven Design Strategy for Instruction

A ADOÇÃO DA QUÍMICA VERDE NO ENSINO SUPERIOR BRASILEIRO

THE ADOPTION OF GREEN CHEMISTRY IN BRAZILIAN HIGHER EDUCATION. Despite being responsible for many essential products in our daily lives, the chemical industries have not given proper attention to environmental issues for a long time. In the late 90’s, Green Chemistry (GC) emerged as a field of chemistry responsible for dealing with the relationship between the products used and their effects on human health and the environment. However, the employability of GC, in practice, is still incipient due to the little importance given to this field during the training of professionals. In Brazil, without a legislation that collaborates for its insertion, GC struggles to be part of the contents studied and the curricular matrices of higher education courses. This work aimed at revisiting the subject through an analysis of whether Brazilian higher educational institutions are working on disciplines related to Green Chemistry in their courses and how they are doing so. Based on the data obtained, it was noticed that this topic is more present in elective and theoretical disciplines, mainly for postgraduate and teaching training courses, taught predominantly in public institutions located substantially in the Southeast region. Although there are interesting proposals, the number of educational institutions that promote GC in their disciplines is still considered low.

Overcoming Teaching Challenges in Online Media Production Courses: A Case Study of an Asynchronous Online Media Production Course

Traditional media production courses have heavily relied on in-person technical workshops, demanding a hands-on learning experience. Yet, due to the COVID-19 pandemic and a steady rise in online teaching and learning, higher education courses have shifted into online formats. This paper examines how online course design features impact student expectations, course learning objectives, and student performance outcomes. Using thematic analysis, we explore perceptions of graduate students in an asynchronous Graduate Media Production course from a mid-size university in the United States. Key course design components such as interactive video materials, interactive assessments, the use of graphics, leveraging the Learning Management System (LMS), and student perceptions of the course are analyzed. Challenges are addressed throughout, and the paper concludes with findings around the following four themes: engaging video materials, peer review and video assessments, personalized learning, and the ease of navigation within the course.