Teaching In Higher Education Research Articles

M is for Motivation or How To Support Student Autonomy in Asynchronous Online Courses

Drawing on his recent book, Autonomy-Supportive Teaching in Higher Education: A Practical Guide for College Professors (Rowman & Littlefield, 2023), Whitehead describes how to apply the evidence-based principles of autonomy-support into asynchronous online courses. These include, among others, being patient with students as they adapt to the learning system, designing surveys where students choose course topics, and creating opportunities for students to interact with one another.

Humanizing Pedagogy: The Human-Centric Approach to Technology Integration for Teacher Training

The rapid expansion of Information and Communication Technologies (ICTs) in education has the potential to revolutionise higher educational opportunities and promote social development for students through techno-equipped teacher educators. However, despite this intensive growth, for Sub-Saharan Africa, a substantial gap still exists between the widespread use of ICTs and their effective implementation in education. In this theoretical paper, we examine the challenges and consequences embedded in this gap in higher education, through the lens of humanising pedagogy, with a focus on the potential harm to the students’ social development. The study however makes some crucial recommendations on policy and practice through an exploration of strategies and propositions for bridging this divide to utilise the full educational potential of ICTs in the African higher education context. We argue for the adoption of humanising pedagogy in higher education for better contribution towards economic and social development through education. We conclude by presenting a suggested model, which we termed ‘Human-centric ICT integration Model’ for effective integration of the said ICTs in a humanistic approach for preservice teacher training.

Study on the Effectiveness of English Teaching in Universities Based on 5G Mobile Internet

Higher education is becoming increasingly competitive and all educational institutions are concentrating on improving quality and changing traditional higher education teaching methods. New-type classroom instruction has embraced a unique advancement opportunity with the arrival of the fifth generation (5G) era. It is critical to develop a teaching assistance system that makes use of high-speed network methodology and new-type display methodology. For the innovation and reform of higher education, this article combines soft computing techniques, artificial intelligence (AI), and 5G networks. This paper outlines the exact processes and measures for incorporating “5G” technology into higher education. Finally, conduct a comparative experiment to see how good the system is at learning AI knowledge when compared to standard learning methods. The outcomes of the experiments are examined to show that employing this approach to gain AI knowledge is successful and improves students' enthusiasm in learning as well as their hands-on abilities.

Ethical Issues in Researching Higher Education Teaching and Learning

Higher education here is taken to be education beyond school level: often at an institution (a university) that has degree-awarding powers, though some programmes may lead to a diploma, certificate or other award or qualification. Nomenclature around “research” in the associated teaching and learning is contested: professional enquiry, scholarship of teaching and learning, pedagogical research… are some of the terms used. Authors discuss and distinguish such terms. An ethical issue is a circumstance in which a moral conflict arises or is implicit and should be resolved in a morally acceptable way. These include privacy, informed consent, insider research and power relationships within higher education research; there are also fluid challenges around the use of digital contributions. Authors present a narrative exegesis of work in the associated areas, which authors argue will be of use to universities promoting such research, and of particular interest to two groups of academics wishing to systematically develop their practice in ways that contribute to the field: those on teaching-only contracts, who would also demonstrate their research credentials; and researchers from non-education-cognate fields. Authors identify directions for further work.

Higher education, gender, and job opportunities of engineering graduates in Ethiopia: An exploratory study

This study investigates the relationship between higher education and entry into the labor market in Ethiopia, with a focus on gender and job opportunities for engineering graduates. It uses a tracer study design to collect and analyze quantitative and qualitative data from 158 engineering graduates, 18 employers, and 16 higher education teachers. The findings suggest that higher education study conditions, curriculum relevance, and acquisition of employment skills influenced opportunities for engineering graduates to find employment shortly after graduation. In contrast to much of the existing research, our small sample of 31 female engineering graduates were not disadvantaged in comparison to males when they moved into employment immediately following graduation. Recommendations are suggested for improving the quality and relevance of engineering education to address gender gaps and challenges in higher education and employment. Future research to substantiate the findings in this exploratory study is also needed.

Editorial: Intensive modes of teaching, past, present, and future

A recent overview and brief history of intensive modes of learning and teaching in higher education is presented, with implications for the design, application, impact, governance, and regulation of intensive mode teaching and learning. Previously limited to particular levels of study, or locations in the academic year, intensive modes as new forms of system-wide curriculum and organisation challenge the isomorphism of traditional, symmetrised organisations, while also being able to expand or complement conventional higher education. However, in whole-of-institution intensive mode settings, the importance of systematic awareness and application in adopting and sustaining intensive modes is highlighted, including the need to consider various process variables and pedagogic factors that may impact student learning. Prior research into correlations between these process dimension variables and learning gains offers some insights into the high-impact educational practices that are most likely to improve the quality of student learning outcomes − whether in intensive mode or otherwise. Systemic change requires careful planning, faculty development, and evolving assessment methodologies to ensure the success of intensive mode teaching and learning. Further research in areas such as change management, economics, graduate capabilities, pedagogies, wellness, equity, lifelong learning, and institutional responses would build a more robust evidence base for intensive modes of learning and teaching.

Editorial: Intensive modes of teaching, past, present, and future

A recent overview and brief history of intensive modes of learning and teaching in higher education is presented, with implications for the design, application, impact, governance, and regulation of intensive mode teaching and learning. Previously limited to particular levels of study, or locations in the academic year, intensive modes as new forms of system-wide curriculum and organisation challenge the isomorphism of traditional, symmetrised organisations, while also being able to expand or complement conventional higher education. However, in whole-of-institution intensive mode settings, the importance of systematic awareness and application in adopting and sustaining intensive modes is highlighted, including the need to consider various process variables and pedagogic factors that may impact student learning. Prior research into correlations between these process dimension variables and learning gains offers some insights into the high-impact educational practices that are most likely to improve the quality of student learning outcomes − whether in intensive mode or otherwise. Systemic change requires careful planning, faculty development, and evolving assessment methodologies to ensure the success of intensive mode teaching and learning. Further research in areas such as change management, economics, graduate capabilities, pedagogies, wellness, equity, lifelong learning, and institutional responses would build a more robust evidence base for intensive modes of learning and teaching.

Exploring Cross-Cultural Teacher Perspectives on Student Engagement in Virtual Learning Environments During The COVID-19 Pandemic

The rapid transition to emergency remote teaching during the COVID-19 pandemic posed challenges for teachers, students, and higher education institutions, impacting students' learning and engagement in the learning process. Based on Self-Determination Theory, this paper employs a collective case study research methodology to examine teachers' strategies for supporting students' learning and engagement in virtual learning environments during emergency remote teaching in the pandemic era, with the goal of offering guidelines to assist teachers in fostering student learning and engagement in these virtual settings. The inductive thematic analysis of eight semi-structured interviews with teachers from Spain, Oman, Nigeria and Cambodia revealed some challenges faced by teachers in engaging their students in virtual environments and some teaching and support strategies that teachers adopted to enhance students’ engagement in virtual classrooms. The study synthesised a set of strategies for teachers in higher education to support students’ engagement and learning in online environments. Teachers’ autonomy, structure and involvement support strategies had a behavioural, emotional, cognitive, and agentic engagement on students’ learning process. The paper discussed limitations and future research endeavours in online teaching and learning and students’ engagement.

An In-Depth Literature Review of E-Portfolio Implementation in Higher Education: Processes, Barriers, and Strategies

This literature review examines the implementation of e-portfolios in higher education, with a focus on the implementation process, potential barriers, and strategies for overcoming challenges. This review seeks to provide instructional designers and higher education instructors with design strategies to effectively implement e-portfolios. Through an analysis of seventeen studies, we identified six common steps in the implementation process, including identifying a purpose, stakeholders, and platform, conducting workshops, creating e-portfolios, and evaluating the project. The implementation process also raised eight concerns, including concerns related to technology, policy, pedagogy, artifact quality, privacy, student motivation, academic integrity, and teacher workload. To address these concerns, existing strategies suggest that successful implementation requires training and policy support, student-centered pedagogy, criteria for assessing artifacts, privacy and data protection, feedback, anti-plagiarism measures, and shared successful models.

Immersive learning in a block teaching model: A case study of academic reform through principles, policies and practice

Universities across the globe are considering how to effect meaningful change in their higher education (HE) delivery in the face of the COVID-19 pandemic and shifting student learning preferences. This paper reports on a descriptive case- study of whole-of-institution curriculum reform at one regional Australian university, where more traditional 13-week semesters have been replaced with a 6-week immersive block model known as the Southern Cross Model. Based on a synthesis of literature in best practice HE pedagogy and principles, the case study draws on both a review of policy and staff interviews (N = 5) to outline the key changes necessary for successful HE transformation. Analysis revealed themes related to the vital roles of leadership, capacity building, monitoring the transition, staff adoption, and adequate technical systems in implementing a radical, multifaceted institutional transformation. Implications for practice at institutions considering reforming their curriculum model are also discussed. The findings from this case study indicate that an institutional transformation to an immersive block model requires both a considered change in institutional policy and process, as well as the appropriate resourcing of roles, governance committees, technical solutions, and, importantly, communities of practice.

Immersive learning in a block teaching model: A case study of academic reform through principles, policies and practice

Universities across the globe are considering how to effect meaningful change in their higher education (HE) delivery in the face of the COVID-19 pandemic and shifting student learning preferences. This paper reports on a descriptive case- study of whole-of-institution curriculum reform at one regional Australian university, where more traditional 13-week semesters have been replaced with a 6-week immersive block model known as the Southern Cross Model. Based on a synthesis of literature in best practice HE pedagogy and principles, the case study draws on both a review of policy and staff interviews (N = 5) to outline the key changes necessary for successful HE transformation. Analysis revealed themes related to the vital roles of leadership, capacity building, monitoring the transition, staff adoption, and adequate technical systems in implementing a radical, multifaceted institutional transformation. Implications for practice at institutions considering reforming their curriculum model are also discussed. The findings from this case study indicate that an institutional transformation to an immersive block model requires both a considered change in institutional policy and process, as well as the appropriate resourcing of roles, governance committees, technical solutions, and, importantly, communities of practice.

Utilising Features of Sport Commentating to Provide a Framework for Co-Teaching the Online Lecture

Higher education teaching abruptly changed during the COVID-19 pandemic to remote, on-line learning and teaching. The use of on-line communication software to teach became the norm and remains at many institutions. This software contains features, such as the chat, that offer teaching and learning advantages; however, potential benefits can be challenging to realise for academics used to traditional modes of lecture delivery. In most cases a solo-taught lecture designed for a physical room does not transition well to the on-line space. Co-teaching, which involves two or more academics teaching the same class, is a pedagogy that can improve engagement and satisfaction for students and academics alike. However, how co-teaching can transition to the on-line space and take full benefit of the communication software features is not well known. We recognised that some aspects of sports announcing (commentating) align with desirable qualities of co-teaching on-line. In this paper we use these features to develop a practical framework for co-teaching in the on-line space and evaluate the model in a second-year university science subject. Using data from student surveys, we found that the co-teaching model helped integrate the chat functionality into the main lecture and led to improved engagement and enjoyment of on-line classes. The model also assisted students in identifying key learning outcomes. Using the framework as a practical guide for how to incorporate co-teaching into on-line classes helps realise the benefits of contemporary communication software.

Belonging in remote higher education classrooms: The dynamic interaction of intensive modes of learning and arts-based pedagogies

In this paper, the authors explore the conditions that support belonging in remote VU Block Model® teaching. They examine the role of arts-based, embodied pedagogy in promoting engagement in learning, connection between students, and between students and teachers, and in an environment in which vulnerability and risk-taking in learning is valued. A discussion of belonging in higher education and the practice of embodied learning is followed by the reflections of seven participants. These participants were students in a remotely taught, arts-based higher education block unit, which had been mindfully adapted to retain the embodied nature of delivery during the COVID-19 pandemic. After students’ participation in focus group interviews, the lead author constructed found poetry from their comments and reflections. This found poetry forms the dataset through which the questions of belonging are explored. The researchers found that when explored through the lens of the Community of Inquiry Framework, embodied and arts-based practices provided opportunities for students to develop a sense of belonging, deepen understanding of lived experiences, and realise higher education and career goals. This study elevates the voices of students, providing opportunities for higher education teachers to consider the importance of belonging for student success in remote, intensive, and on-campus modes of delivery.

EFL/ESL Teachers’ and Students’ Perceptions and Practices of Written Feedback in a Higher Education Context

This systematic review focused on higher education teachers’ and students’ perceptions and practices of written feedback, as well as their relationships and differences in English as a foreign/second language and academic writing. This study aimed to identify empirical studies, describe their characteristics, summarize the findings, and make recommendations for future research. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses protocol was used. Electronic searches produced 2,398 references, of which 30 articles met the inclusion criteria. Studies primarily focused on students’ perceptions, with few concentrating on students’ and teachers’ reported practices and the relationships between their perceptions and practices. This review suggests that future research should focus on multiple comparisons between teachers’ and students’ perceptions and practices of written feedback.

Using self-reflection to support higher education teaching

ABSTRACT Seeking ways to support the work of higher education teachers is important. One of the tools that can be used to support teachers’ work is the promotion of reflection. Thus, the current study aimed to explore higher education teachers support opportunities provided by self-reflection. In the study, Finnish higher education teacher educators (N = 20) reflected their teaching by using a research-based self-reflection tool HowUTeach, which consists of items measuring teaching processes and well-being. The teachers responded to the items and then received feedback based on their responses. The teachers then participated in group interviews, which form the data for the present study. Thematic analysis of the interviews focused on teachers’ experiences of the self-reflection and aimed to identify support opportunities the self-reflection and feedback may offer for teachers. Based on the findings, the teachers (1) experienced an enhancement and enrichment of self-reflection, (2) were expecting a more situation-specific approach to self-reflection, and (3) noted support opportunities through the deepening of reflection during collegial interaction. The study highlights that in order to support higher education teachers by promoting self-reflection, it is also crucial to provide teachers with opportunities for dialogical reflection.

Reflective Diaries as a Tool for Promoting Learning and Teaching in Higher Education

The concept of reflection has become increasingly prevalent in higher education over recent decades, particularly in the domains of teaching and learning. Being a reflective learner means that students can critically evaluate their learning, determine areas of their learning that need further development and make themselves more independent learners. This paper discusses a case study where reflective diaries were used to facilitate and assess both learning and teaching methods. As an assessment method, reflective diaries can assess students’ comprehension of the course content and can also promote critical self-reflection and enhance self-awareness (Biggs, 1999; O’Rourke, 1998). The data were collected through individual interviews and reflective diaries written by undergraduate students at the University of Dhofar. Data analysis indicates that the use of reflective diaries proved beneficial for enhancing both teaching and learning experiences. This is because the process of writing the diaries requires students to reflect on the learning activities that have taken place in class, analyze their own learning and express it in a personal way. Reflective diaries can also enable teachers to evaluate their teaching methods and generate feedback for improving their classroom practices.

Learning to the rhythm: On the potential of music in fostering relations in the classroom

AbstractThis article draws on a case study of a third‐year geography course to explore the potential of music in fostering relational pedagogy in higher education. We argue that the reciprocal nature of music sharing generates a dialogical space that allows for multiple relations to be developed between the learners and their selves, among students and peers, between learners and teachers, as well as between students and the materials they study and the wider world. Furthermore, music encourages an approach to pedagogy that is emancipatory and which is characterised by genuine care, humility and trust.

Writing pedagogy in higher education: The efficacy of mediating feedback with technology

Background: Research in the field of writing pedagogy within higher education has extensively examined the significant roles that feedback plays in the development of students’ writing skills. However, comparative studies that investigate the efficacy of teacher-provided written and oral feedback, both with and without the aid of technology, remain scarce. Such research is crucial for understanding the impact of different feedback modalities on student learning and could inform best practices in educational settings.Objectives: This research, which was part of a larger study, specifically examined the impact of teacher-provided feedback—both written and oral—on the development of students’ writing skills. We conducted this evaluation within the framework of the process-genre approach, comparing the outcomes of technology-facilitated feedback with traditional methods of delivery. The study sought to determine which forms of feedback, technology-mediated or otherwise, are the most effective in enhancing students’ writing proficiency.Method: It used a sequential explanatory design, selecting 28 first-year students from a veterinary international programme through purposive sampling. The participants were divided into control and experimental groups. Data collection methods included written and oral feedback surveys, pre-test and post-test evaluations, formative essay assessments, and participant interviews.Results: The experimental group, receiving technology-mediated teacher feedback through writeabout.com, demonstrated significantly better writing skills compared to the control group with a conventional lesson plan. Students found the technology-mediated written feedback efficient and precise, but faced language proficiency challenges and sought more personalised interaction. There was a strong positive correlation between this feedback and various aspects of writing achievement, including task response, coherence, lexical resources, and grammatical accuracy.Conclusion: The research highlights the significance of a balanced feedback provision strategy that accommodates the varied preferences of students.Contribution: It adds to the wider conversation on efficacious writing pedagogy within Thai Higher Education, spotlighting the beneficial effects of technology-mediated feedback as part of the process-genre approach.

Teaching of reflection in higher education: a narrative review.

Healthcare professional students (HCPs) are encouraged to utilise reflection during and after their study programmes as a part of their life-long learning skill and professional competencies. However, the way in which the concept of reflection is taught and its' influence students' capacity to reflect have not been fully explored. This narrative review aimed to explore how the concept of reflection is taught in higher education and how the teaching of reflection influences HCP students' capacity to reflect. Articles that were published during 2014-2024 within three databases, PubMed, CINAHL and ERIC were searched. 1929 articles were eligible for screening. 93 articles were further assessed for eligibility. 18 articles were included. The included articles were geographically well-distributed in both the Global North and Global South countries, indicating universal interest in the topic. Eight articles had qualitative study designs; six had quantitative designs and four had mixed-method designs.Conceptually, the teaching of reflection could be categorised as a spectrum, ranging from: i) structured format (reflective templates or debriefing); ii) semi-structured format (physical/virtual small group discussions, video recordings, AI generative arts, in-verse reflection and concept mapping) and iii) flexible and creative (art-based pedagogy or narratives).All included articles indicated students actual and perceived better understanding of reflection. This claim is supported both quantitatively and qualitatively via either validated instruments or narratives and themes based on students' textual outputs. This review identified several teaching methods that help facilitating students' capacity to reflect. Findings are unable to recommend the most efficient way to teach reflection since it depends on students' progress in their programmes. However, a more relational approach to teaching of reflection is recommended. Students might begin their reflective journey with a structured format of teaching of reflection then gradually move to less-rigid format of the teaching to empower students' autonomy.

IMPLICIT STRATEGIES OF ELEMENTARY GENERAL EDUCATION TEACHERS IN INCLUSIVE CLASSROOMS: A PHENOMENOLOGICAL STUDY

General Education teachers don’t have exceedingly specialized capabilities in special education. We don’t have much encounters in an inclusive classroom. Not continuously, but regularly, it appears that teachers feel unequal to the errand of educating students with special needs. This study used a phenomenological approach, which explains how people interpret their lived experiences with a concept or phenomenon (Creswell, 2020). The objective of a phenomenological investigation is to understand and explain an event from the point of view of the participants. Many professionals in the literature express concerns about whether full inclusion is appropriate for all students with disabilities and emphasize the importance of maintaining a continuum of services. Supporters for a continuum of services for students with disabilities cite two main reasons. First, they believe there is an inadequate research base to advocate such a drastic change to the current educational system believes, the research evidence on the relative efficacy of one special education service delivery model over another is scarce, methodologically flawed, and inconclusive. A number of recommendations for future studies emerged from the data. This study was restricted to fifteen elementary general education classroom teachers from Davao City The first recommendation would be to expand this study’s sample size and the geographic area of the participants. Another recommendation would be to study the perspectives of participants not included in this study: middle and high school teachers, specials teachers, and special education teachers. KEYWORDS: Implicit Strategies, Elementary General Education Teachers, Inclusive Classrooms, A Phenomenological Study