Learning In Higher Education Research Articles

What is needed to act as a professional change agent for sustainability? A scoping review

Abstract Professionals across diverse work environments play a crucial role in facilitating and accelerating essential transformations towards sustainability. Recognising the urgent need to avert severe, irreversible harm to vital Earth systems, professional actors have been increasingly identified as a key target group for sustainability-related training programmes. While Education for Sustainable Development (ESD) scholarship has significantly contributed to identifying key competences of higher education programmes, there is a noticeable gap in research dedicated to competences needed from a professional perspective. This gap makes it challenging to design training programmes to foster such competences. To address this research gap, the authors of this article conducted a scoping review on SCOPUS, Web of Science and ERIC to identify professional sustainability competences outlined in the literature. Furthermore, they examined training activities designed to cultivate these competences and corresponding evaluation practices. By evaluating the abstracts of 475 identified articles, a sample of 37 papers was generated, which were then coded based on a qualitative content analysis. The results show that, consistent with higher education learning outcomes, systems thinking competence, interpersonal competence and strategic competence are particularly relevant. Anticipatory competence, however, assumes a secondary role, while intrapersonal competence and implementation competence – contrary to the higher education context – are considered as not emerging but pivotal. In addition, leadership competence emerges as particularly relevant in the professional field. Finally, this review indicates that intentional competence development in professional training is often not thoroughly evaluated.

Exploring distance learning in higher education: satisfaction and insights from Mexico, Saudi Arabia, Romania, Turkey

Education, notably higher education, faced a significant challenge during the last period. Our data exploratory study aims to provide insights into the key factors that define students’ Distance Learning (DL) in the current period. Based on the main findings, we justify our bold proposition for the current era of distance and blended learning in Higher Education. Our research study aims to understand cultural and national differences in four countries: Mexico, Saudi Arabia, Turkey and Romania. It contributes to the theory of DL with a model of six hermeneutic factors for the satisfaction of using the DL method. It investigated and confirmed the capacity of the components to explain 60% of the DL satisfaction variance. Our research study also emphasized the interpretation of the essential findings and the drafting of bold propositions for the DL practice, emphasising academic environments. We identified significant areas of improvement, and we suggested the orchestration of combined efforts. Our research promotes the strategic deployment of DL in the current context as a resilient strategy of institutions for high-impact training and targeting of huge audiences, with emphasis on the deployment of new tools and teaching methods customized for a new, unique value proposition of the DL.

Improving Online and E‐Learning Education Through Train‐the‐Trainer Model: A Case Study of European Innovation Project ECOLHE

ABSTRACTThe quality of online and e‐learning is crucial for ensuring that students in European higher education have access to high‐quality education and are prepared for the future workforce. The Train‐the‐Trainer (TTT) model and implementation approach can play a crucial role in improving the quality of online and e‐learning by providing educators with the skills and knowledge they need to design, deliver and evaluate practical online and e‐learning courses. This paper is part of the EU innovation project Empower Competencies for Onlife Learning in Higher Education (ECOLHE) and utilised a mixed‐methods case study. The project has designed, developed and implemented a TTT approach and executed a TTT programme for online learning as pedagogical development practices. The pilot study, conducted as part of the ECOLHE project, evaluated the impact of the TTT and presented the findings. The research demonstrates the effectiveness of TTT in improving educators' competencies and the overall quality of online education for students' development. The paper argues that these findings can be developed into best practices for the TTT programme. The TTT approach can potentially create a larger pool of highly skilled educators across the European Higher Education Area (EHEA) and increase the education offering capacity. This can lead to significant improvements in online and e‐learning experiences, ultimately empowering students for success. The paper emphasises the importance of ongoing professional development for educators in online learning practices. The TTT approach empowers educators to create online learning environments that facilitate student development and progress by fostering these competencies within a real‐world context. The ECOLHE project focused on online learning only, in future, similar studies exploring TTT programmes in other educational formats could yield valuable insights for educators and policy makers across the board. The wider implementation of ‘Train‐the‐Trainer’ approach can improve online education and digital transformation across the EHEA.

A Feminist Scholars Collective Supporting the Growth and Dissemination of a Digital Guide: A Collaborative Autoethnography

This paper explores our experiences as scholars in higher education who collaborate as part of an informal collective supporting the Feminist Pedagogy for Teaching Online digital guide[1]. We, the authors, have diverse professional and educational backgrounds; our areas of research interest also vary significantly. However, we have a passion for humanizing online learning experiences and practically applying feminist pedagogical tenets to these interactions. The purpose of this paper is to explore, through a process of self-reflection, our experiences as scholars in higher education as part of an informal collective supporting the Feminist Pedagogy for Teaching Online digital guide. To share our experiences as editors of this digital guide, we included our individual stories using a collaborative autoethnography approach. In our stories, we specifically discussed our interest in joining this collective of feminist scholars, the evolving nature of our efforts in support of the digital guide, the success experienced, the challenges that we encountered, and the internal and external support we received throughout this journey. Ideally, through this critical reflection, we can aid other collectives who already engage, or are considering engaging, in similar scholarly communication endeavors. [1] This digital scholarship project works towards communicating liberatory pedagogical principles for educators in digital modalities.

Investigating the Promises and Perils of Generative AI in EFL Learning in Higher Education: A Literature Review

In most disciplines, especially education, the spread of Generative Artificial Intelligence (GenAI) has been a hot topic. Since OpenAI launched ChatGPT (generative pre-trained transformer) in 2022, GenAI has garnered worldwide interest; as a result, the advent of GenAI has had significant applications for a number of fields, including language instruction. The teaching and learning of English as a foreign language (EFL) in higher education could be greatly improved by GenAI. This narrative review provides an overview of GenAI’s background, its promising future, and functions in assisting English language learners, after which the difficulties that EFL students may have when using GenAI in their learning process are presented. Finally, the review presents findings on the benefits and limitations of GenAI, followed by a discussion of its implications. This study aims to equip EFL instructors and learners with the knowledge needed to leverage GenAI effectively, fostering more successful and interesting learning environments.

Enacting Project-Based Learning for Higher Education: An Autoethnographic Study of Online Learning During the Pandemic

This study is a reflection on my personal experiences with the higher education online teaching and learning process. It is an autoethnography study in which data were garnered from virtual participant observations, journals, an open-ended questionnaire and interviews about student projects during the COVID-19 pandemic. I leveraged project-based learning as pedagogical device. Thus, the students worked collaboratively on an online training project (webinar) as part of a course on education and training management. I served as both a teacher and a participant in the online training performed by the students. Through virtual participant observation, this project allowed me to learn new insights and skills. I used social capital theory to reflect upon and develop my teaching practice to stimulate students’ creativity, engagement, and collaboration. The project generated student ideas, creativity, knowledge and skills. The power of collaboration is a primary key in fostering students’ ideas, and skills are profoundly needed to accomplish such projects. This study has implications for higher education teachers to rouse students’ creativity and vary their teaching methods in the context of project-based learning (PBL) as a prospective best practice.

The Potential of Exam Wrappers in Higher Education Assessment Practice: Fostering Self-Efficacy Through Guided Self-Reflection

This literature review (n = 30) examines the potential of exam wrappers to rapidly improve student learning in higher education. Exam wrappers, introduced as pre- and post-test reflection prompts (though widely varied), encourage students to engage in self-assessment and self-regulated learning (SRL). The vast majority of studies exclusively involved Science, Technology, Engineering, and Mathematics undergraduate courses. Both quantitative and qualitative methodologies were implemented, but only five were randomized control trials. Findings indicate that exam wrappers can lead to improvements in metacognition, SRL, and academic achievement, particularly when coupled with SRL training. While the magnitude of these positive effects can vary depending on the academic context and student characteristics, there is evidence exam wrappers hold significant promise for enhancing teaching and learning. Future research should focus on refining exam wrapper design for varied contexts, documenting fidelity, and conducting rigorous studies across diverse disciplines to better understand their impact and optimize effectiveness.

The effectiveness of using blended learning in higher education: students’ perception

The effectiveness of using blended learning in higher education: students’ perception

Co-creation in higher education: a conceptual systematic review

Abstract Co-creation constitutes a novel pedagogical approach for enhancing teaching and learning in higher education. When students and staff collaborate to improve curriculum, pedagogical resources, and the development of students’ roles as peer-mentors or teaching assistants, it has led to increased learning outcomes, more inclusive practices, empowered students, and improved relationships between students and staff. In this conceptual systematic review of 222 research articles, we investigate characteristics of research on co-creation and analyse how the interactions constituting co-creation have been conceptualised. We identified dialogue, positioning, agency, and voice as core concepts describing co-creational interactions. These concepts are highly interconnected and were examined both as products of co-creation and as vital elements for co-creation to be productive. Based on these findings, we developed an analytical framework serving (a) to inform analyses of co-creational interaction and (b) as a model for educators designing co-creational activities. We further contribute to the theoretical underpinning of co-creation by discussing how dialogic theories can inform investigations of co-creational interactions in future research. We argue that there is a range of research questions related to the interactions constituting co-creation that are not sufficiently investigated. We suggest that future research should be directed towards observational studies of these interactions to develop knowledge on how educators can interact inclusively with students, fostering agency and positioning students as significant contributors to educational processes in higher education.

The Influence of Higher Education Learning Experience During Covid 19 on the Academic Behavior of Today's Students

Purpose of the Study: This study aims to analyze the correlation between students’ experiences of learning during the COVID-19 health protocol period and their academic behavior at Islamic Religious Colleges. The research seeks to identify contributing and inhibiting factors shaping students' academic attitudes under pandemic-induced learning conditions. Methodology: The study employs a mixed-method sequential exploratory design. Quantitative data were collected using questionnaires and analyzed with Pearson’s product-moment correlation, while qualitative data were gathered through interviews, observations, and documentation, followed by thematic analysis to identify key influencing factors. The integration of both approaches provides a comprehensive understanding of the research problem. Main Findings: The study reveals a significant correlation between students’ learning experiences during COVID-19 and their academic behavior. Key contributing factors include personal motivation (intrinsic and extrinsic), social support (from peers, family, and educators), an optimized study environment (free from distractions), and tailored learning methods that align with individual preferences. Conversely, inhibiting factors such as environmental disturbances (noise or instability at home) and lack of motivation negatively impacted learning outcomes. A unique finding is that the stressful and uncertain conditions during the pandemic fostered a resilient mindset among students, positively influencing their academic attitudes. Novelty/Originality of the Study: This study uniquely highlights how the challenging learning environment created by the pandemic cultivated adaptive academic behaviors in students. By combining quantitative and qualitative insights, the study offers a detailed understanding of how crisis-driven experiences shape student behavior, providing valuable implications for post-pandemic educational strategies.

Differential effects of honesty-humility and descriptive social norms across the seriousness dimension of academic dishonesty

ABSTRACT Academic dishonesty hinders the accurate evaluation of student learning in higher education. Previous research indicates that both Honesty-Humility and descriptive social norms predict dishonest behavior. Here, we investigated the role of seriousness—the moral weight of dishonest acts—as an underlying dimension of academic dishonesty which can influence the predictive quality of both determinants. We demonstrate that Honesty-Humility has a stronger negative association with serious behaviors, whereas descriptive social norms show a stronger positive association with non-serious behaviors. We investigated a sample of 856 German university students who completed two surveys during a semester in a nationwide study. Using multiple methodologies (i.e. cross-validation with an independent sample, multidimensional scaling, cross-validation with judgments of perceived seriousness), we show that seriousness can be validly measured by assessing the self-reported prevalence of behaviors. This measurement approach is valuable as it does not require additional effort by the researcher. As predicted, structural equation modeling showed that Honesty-Humility was more strongly associated with serious behaviors, while descriptive social norms were more strongly associated with non-serious behaviors. Our findings underscore the theoretical significance of seriousness as a fundamental dimension of academic dishonesty, contributing to a more nuanced understanding of this broad construct. Furthermore, we discuss how recognition of seriousness of dishonest behaviors can inform the development of more targeted and potentially more effective prevention strategies in higher education contexts.

Exploring the role of project-based learning in higher education to promote indigenous knowledge through sculpture students’ engagement with Ghanaian Adinkra symbols

This study explores the integration of Project-Based Learning (PBL) within the higher education context, focusing on sculpture learners’ projects based on Ghanaian Adinkra symbols and their engagement with Indigenous Knowledge Systems (IKS). The primary aim of this research is to examine how PBL enhances sculpture learners' understanding and appreciation of Adinkra symbols while also assessing the broader impact of PBL on their interaction with indigenous knowledge systems. Sculpture learners participating in this study were tasked with developing projects that incorporated Adinkra symbols, thereby connecting their creative practice with the rich cultural narratives embodied in these symbols. Through this process, learners were not only encouraged to produce art but also to interpret, analyse, and engage with the cultural meanings and historical significance of the Adinkra symbols. A qualitative research methodology was employed, using semi-structured interviews, participant observations, and project evaluations to gather data. Findings from the study suggest that PBL significantly enhances learners' appreciation for and understanding of indigenous knowledge systems by providing them with the tools to interpret cultural artefacts within their historical and social contexts. To collaborate with indigenous communities, art educational institutions should build partnerships with local indigenous communities, cultural experts, and artisans to co-create projects and learning experiences for learners.

Hybrid Teaching and Learning in Higher Education: A Systematic Literature Review

Hybrid Teaching and Learning in Higher Education: A Systematic Literature Review

Practice of Assessment for Learning in Higher Education of Bangladesh

Because of its promising role in facilitating students’ learning, Assessment for Learning (AfL) has been discussed widely in literature. However, its implementation is neither straightforward nor uncontested. While a great deal of research has been conducted on AfL in primary and secondary education, limited research has been done in higher education in Bangladesh. Using basic interpretive qualitative approach, this study investigated assessment practices of three lecturers (university teachers) from three different departments and institutes of one public university of Bangladesh. Data from classroom (lesson) observation, semi-structured interviews with teachers, and Focus Group Discussions with students were thematically analyzed. Findings show that, though the teachers had scope to tailor assessment and though some aspects of AfL were reflected in classroom activities, the assessment strategies were not meaningfully translated into a holistic approach of AfL. The assessment practices were more concerned with measuring and monitoring classroom activities than promoting students' learning, which is the main goal of AfL. The lack of curriculum direction for AfL, teachers' limited understanding of AfL, examination-oriented education, large class size, short class-duration, and limited physical facilities were the challenges for AfL practice. Findings suggest that there is a need to integrate AfL in higher education curriculum with design suitable for the contexts of Bangladesh along with teachers’ training on assessment. Social Science Review, Vol. 41(1), June 2024, Page 17-38.

Highten Discrete Mathematics Learning Through Gamified: A Sustainable Development Goals (SDG) Perspective

Objectives: This study aims to address challenges in engaging and motivating students in mathematics learning by integrating gamification aligned with Sustainable Development Goals (SDGs), particularly SDG 4: Quality Education. Theoretical Framework: Drawing on the Dick and Carey instructional design model, the study develops a structured approach to gamifying mathematics education using the Quizizz application. Method: A ten-stage development methodology is adopted, covering needs analysis, instructional design, iterative implementation, and evaluation, specifically tailored for first-semester students at IKPIA Perbanas Jakarta. Results and Discussion: The findings indicate that gamification significantly enhances student engagement and comprehension, achieving a 95.83% accuracy rate in mathematics exercises. Discussions underscore the alignment of gamified tools with digital-native students' preferences and their integration into Learning Management Systems (LMS). Gamification complements traditional teaching methods, fostering interactive and effective learning experiences. Research Implications: Gamification offers scalable models for embedding game mechanics into curricular designs, improving motivation and student-centered learning in higher education. Originality/Value: This research highlights the transformative potential of gamification in higher education, contributing innovative insights into its application in mathematics education and its alignment with SDG 4.

Student Perceptions of Blended Learning and Its Effectiveness in Higher Education

Objectives: This study explores university students’ perceptions of the effectiveness of blended learning in higher education within the United Arab Emirates (UAE), addressing a gap in regional research on this instructional model. Theoretical Framework: The study builds on theories of blended learning and its applicability in enhancing educational outcomes, leveraging technological advancements for flexible learning. Method: A quantitative approach was employed, utilizing a 5-point Likert scale questionnaire to gather data on students' views regarding the significance and utilization of blended learning. Results and Discussion: The findings reveal predominantly positive perceptions of blended learning among students, highlighting its role in fostering satisfaction and effective instruction. These insights underscore the potential of blended learning to meet diverse educational needs. Research Implications: The study provides policy, strategic, and pedagogical recommendations for integrating blended learning into higher education curricula in the UAE. Originality/Value: This research contributes to the limited literature on blended learning in the UAE, offering practical implications for enhancing higher education practices in alignment with SDG 4 (Quality Education).

Virtual Learning Stress: Addressing Anxiety In EFL Adult Learners at Indonesian Private Universities

The increasing reliance on virtual learning in higher education has supported the development of flexible and accessible learning environments, yet it may also heighten anxiety among students, particularly those studying English as a Foreign Language (EFL). Although virtual learning tools offer significant advantages, research on their psychological impact remains limited, highlighting a gap between technological advancements and understanding of their effects on student well-being. This study examines the relationship between virtual learning and student anxiety, exploring the strategies students use to manage this challenge. Employing a descriptive qualitative approach, data were collected through questionnaires and interviews with 22 English-major undergraduates. Findings indicate that students often experience anxiety due to technological distractions and comprehension difficulties in virtual classrooms. However, students mitigate this anxiety by adopting positive thinking and engaging in relaxing activities. These insights underscore the need for supportive virtual learning environments that prioritize students' emotional well-being alongside academic outcomes.

Levelling up learning in higher education: Gamification of in‐video components to supercharge student learning and achievement in video‐based learning

AbstractDespite the rapid growth of video‐based learning in higher education, students face challenges in sustaining their full attention on video lectures. While gamification has been used to engage students, there have been few attempts to gamify in‐video learning. The study aimed to create a gamified instructional video and examine the effects on learning. We identified gamification principles that can be incorporated to gamify in‐video components. An experiment conducted for validation purposes involved 48 undergraduate and graduate students. The results revealed that the participants who learned from the gamified instruction video (ie, experimental group, n = 23) had higher levels of necessary cognitive load required for accomplishing the given tasks than the participants who learned from a conventional video (ie, control group, n = 25). Although there was no significant difference in situational interest, the experimental group also exhibited better achievement, higher levels of intrinsic motivation, and learning satisfaction than the control group. Interview results revealed that the experimental group had a positive learning experience and clarified how the gamification strategies contributed to the outcomes. We discuss the implications of this study for research and practice. Practitioner notesWhat is already known about this topic Video‐based learning (VBL) is recognized for its ability to accommodate students with diverse educational needs, and higher education has paid attention to its accessibility. During VBL, students face challenges in sustaining their full attention on video lectures unless they are highly motivated to learn. Moreover, students lack access to receive real‐time guidance and feedback. What this paper adds We created a gamified VBL environment by embedding game elements into an instructional video. The experimental results indicated that the gamified video did not significantly increase learners' situational interest but enhanced necessary cognitive load, intrinsic motivation, learning satisfaction, and academic achievement. Interview findings supported these results, revealing that the gamified video effectively reduced unnecessary cognitive load while increasing cognitive efforts toward achieving learning objectives, thereby fostering engaging learning experiences. Implications for practice and/or policy Our attempts to create gamified instructional videos demonstrated how to enhance video lectures through gamification strategies and offered guidance for the design of gamified instructional videos. We also contributed to the exploration of gamification strategies in education and the potential of relatively underexplored gamification elements.

Pedagogical AI conversational agents in higher education: a conceptual framework and survey of the state of the art

Abstract The ever-changing global educational landscape, coupled with the advancement of Web3, is seeing rapid changes in the ways pedagogical artificially intelligent conversational agents are being developed and used to advance teaching and learning in higher education. Given the rapidly evolving research landscape, there is a need to establish what the current state of the art is in terms of the pedagogical applications and technological functions of these conversational agents and to identify the key existing research gaps, and future research directions, in the field. A literature survey of the state of the art of pedagogical AI conversational agents in higher education was conducted. The resulting literature sample (n = 92) was analysed using thematic template analysis, the results of which were used to develop a conceptual framework of pedagogical conversational agents in higher education. Furthermore, a survey of the state of the art was then presented as a function of the framework. The conceptual framework proposes that pedagogical AI conversational agents can primarily be considered in terms of their pedagogical applications and their pedagogical purposes, which include pastoral, instructional and cognitive, and are further considered in terms of mode of study and intent. The technological functions of the agents are also considered in terms of embodiment (embodied/disembodied) and functional type and features. This research proposes that there are numerous opportunities for future research, such as, the use of conversational agents for enhancing assessment, reflective practice and to support more effective administration and management practice. In terms of technological functions, future research would benefit from focusing on enhancing the level of personalisation and media richness of interaction that can be achieved by AI conversational agents.

Hybrid learning in higher education: Considerations for its implementation in course design

Hybrid learning, combining face-to-face and distance instruction through digital technologies, has gained greater prominence in higher education, noted for its flexibility and adaptability. This innovative model fosters student engagement by overcoming the limitations of the traditional classroom and promoting collaborative learning and autonomy. This article presents a methodological guide for planning hybrid environments with a student-centered approach supported by digital technologies. The method is based on a literature review, providing a conceptualization and characterization of hybrid learning. It also outlines a structured guide for a university course under the hybrid model, considering available physical and virtual conditions, the degree of possible hybridization, as well as the development of learning objectives, activity design, instructional material, assessment strategies, and chronogram. The results show the experience from a thematic unit of the course “pedagogical praxis in the university context” at the Universidad Nacional de Costa Rica, which exemplifies this planning by integrating face-to-face and virtual activities, and continuous and formative assessment. In conclusion, understanding the advantages and challenges of hybrid learning is key to developing effective methodologies focused on flexibility and personalization in higher education.