Learning In Higher Education Institutions Research Articles

Towards a Framework for Performance Management and Machine Learning in a Higher Education Institution

Towards a Framework for Performance Management and Machine Learning in a Higher Education Institution

The Impact of Talkpal.AI on English Speaking Proficiency: An Academic Inquiry

This study aims to investigate the impact of using Talkpal.AI in improving the English-speaking ability of university students. The research problem is to what extent Talkpal.AI can enhance fluency and intelligibility in English speaking. The research methodology used was quantitative research with an experimental approach where the experimental group used Talkpal.AI while the control group did not use the application. The research participants were university students with varying levels of English proficiency. Data was collected through an initial test to assess the level of English speaking ability before intervention with Talkpal.AI and a final test after a certain period of using the application. Then, an independent t-test was conducted with significant results. The findings of this study show that students have not widely used Talkpal.AI because they do not know the Talkpal.AI tool and are not facilitated by the institution. Participants in the experimental group showed considerably improved speaking fluency and clarity compared to the control group. In addition, survey results showed that participants had a positive perception of using Talkpal.AI to support English learning. This study confirms that Talkpal.AI positively impacts improving English speaking in a university setting. The implications of this research highlight the potential of Talkpal.AI as an effective tool in supporting English language learning in higher education institutions, as well as suggesting further integration of this type of technology in the English language teaching curriculum. Hopefully, this research provide valuable insights into the effectiveness of using Talkpal.AI in improving English speaking skills among university students. The results of this study can provide helpful information for developing more effective English learning strategies in the academic environment.

Внедрение адаптивного обучения в университете: кейс УрФУ реализации дисциплины «Иностранный язык»

Digitalization of learning environment and learning individualization are among the key global trends of education transformation. Digital tools allow designing individual learning path for each student, and improving learning efficiency by considering entrance levels of skills and knowledge, personal specifics of information perception, and speed of acquiring new knowledge. Learning analytics tools are used to analyze student digital footprint data in order to not only forecast student success of failure at the following stages of the course, but to design the most optimal path to desired learning results through the use of adaptive learning tools. The current research was aimed at developing and testing an adaptive learning method for teaching of a University foreign language course. The adaptive learning method uses analysis tools to form unique individual learning trajectory for each student. Comparative analysis of different learning models was performed using data for 5,154 students. Conclusions were made on the advantages of adaptive learning and mixed learning model with active teacher’s role in student success monitoring. Successful experience of testing the adaptive learning method for teaching foreign language demonstrates practical value of research results, and allows their further use for implementing adaptive learning in higher education institutions.

Predicting University Teachers’ Behavior Intentions Toward Digital Technologies: An Extension of the Unified Theory of Acceptance and Use of Technology Model (UTAUT)

Information and Communication Technologies over the past decades have enhanced University Teachers’ ability to provide effective and prompt teaching and learning. Therefore, this study explored University Teachers' behaviour intentions toward the use of digital technologies for teaching and learning in higher educational institutions in Ghana. We grounded our study on the Unified Theory of Acceptance and Use of Technology (UTAUT) by testing the contributions of two key variables, the Cost of Internet Data and the Cost of Smart Phones to predict Behaviour Intentions (BI) of university teachers in three higher educational institutions towards the use of Digital Technologies (DTs) for online teaching and learning. We applied Partial Least Square Structural Equation Modelling for data analysis. Hypotheses testing on how the Cost of Internet Data and the Cost of Smartphones influence university teachers' Behaviour Intentions (BI) toward the use of Digital Technologies (DTs) were supported. The findings of our study further showed that university teachers’ intentions to use DTs are influenced by determinants such as social influence, personal experience, and facilitating conditions. The study concludes that the polarity in the findings could help the university authorities to understand the factors to consider in selecting appropriate digital technologies for teaching and learning in universities. The findings from this study are a template for University teachers to get governments to change policies that affect the introduction of digital technologies in higher educational institutions.

The psychometric properties of the lifelong learning measurement scale (LLMS): the study of validation in higher education setting

In the dynamic world of higher education, lifelong learning is important to both individuals and institutions, and measuring it can provide insightful data for both. The purpose of this study is therefore to refine and validate the psychometric qualities of the Lifelong Learning Measurement Scale (LLMS), created to measure academic staff’s engagement with lifelong learning in higher education institutions. Using a cross-sectional study design, the current study validated the scale using rigorous psychometric procedures. The study involved 396 participants, who were selected using a simple random sampling technique. The collected data were analysed using factorial analysis methods. The results provide a theoretically based four-factor structure consisting of 16 items of the LLMS. Strong evidence for the validity of the scale comes from its content validity, construct-related validity, and criterion-related validity. In addition, the scale and its factors demonstrate excellent levels of trustworthiness, according to estimates of composite reliability and internal consistency. The impartial and fair use of the scale is further supported by strong evidence for measurement invariance across gender groups. In conclusion, these results confirm that the LLMS is a legitimate and trustworthy tool that can be used in a variety of research and practices related to lifelong learning in a higher education setting. Furthermore, it is important to note that further research is needed to examine its applicability in different contexts. Subsequent research on its longitudinal stability and sensitivity to different cultural characteristics could also confirm LLMS as a reliable and integrative assessment tool for lifelong learning.

Transactional distance in a flexible learning environment: Scale development and validation in the Philippine context

The aim of this paper is to develop a reliable and valid transactional distance scale in a flexible learning environment from the perspectives of students of a higher education institution in the Philippines. To achieve this goal, the researcher assessed the construct validity and reliability of the scale by using the exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Additionally, Cronbach alpha was used to test the internal consistency of the items. The model revealed three-factor structure anchored on Moore’s Transactional Distance theory namely structure, learner autonomy and dialogue. The model validates the previously extracted factors along with the items. The findings of this study revealed that the implementation of flexible learning in the Philippine context is a multidimensional construct and serves as a critical success factors. The proposed transactional distance scale in a flexible learning environment may serve to facilitate the implementation of flexible learning in higher education institutions thereby implementing flexible learning effectively and efficiently. Little literature and studies exist on the implementation of flexible learning anchored on transactional distance theory. Thus, this attempts to bridge this gap in the existing literature and studies. This three-factor model of flexible learning in a higher education institution anchored on Transactional Distance Theory would be a useful tool to assess the perception of students towards the implementation of flexible learning in a new normal environment.

Classrooms Acoustic Evaluation to Enhance Quality of Teaching and Learning in Higher Education Institutions

Classrooms Acoustic Evaluation to Enhance Quality of Teaching and Learning in Higher Education Institutions

The use of Class Dojo in the preparation of future primary school teachers for the organization of distance learning

The urgent transition to distance learning has necessitated the preparation of teachers to organize the educational process based on the use of information and communication technologies in emergency situations. Therefore, research on the process of preparing future elementary school teachers for distance learning in higher education institutions using learning management systems, particularly ClassDojo, is relevant. The purpose of the study was to investigate the effectiveness of implementing the ClassDojo platform in preparing teachers to organize distance learning in elementary schools. The methodological basis of the research consisted of basic theoretical (analysis, synthesis, comparison, abstraction, and specification), empirical (observation, surveys, diagnostic practical work methods, pedagogical experiment), and statistical methods (variation characteristics, Student's t-test, Pearson's criterion). The article describes the main characteristics, functions, interface features, and advantages of using ClassDojo in the educational process of elementary school, namely: its positive impact on shaping behaviour, learning motivation, value orientations, character, and emotional intelligence of younger school students. The main ways of preparing future elementary school teachers to use distance learning platforms in their professional activities in higher education pedagogical institutions are presented. Examples of preparing students specializing in “Elementary Education” for organizing distance learning through practical work using the ClassDojo learning management system are described. The results of the research on the effectiveness of using the ClassDojo learning management system in preparing students specializing in “Elementary Education” at the Communal Higher Education Institution “Barsky Humanities and Pedagogical College named after Mykhailo Hrushevsky” are presented, analysed, and summarized. The effectiveness of the teaching methods used by education seekers is statistically verified. The research results demonstrate the effectiveness of the forms, methods, and techniques used in preparing teachers to organize distance learning in elementary school. The practical significance of the research results lies in their applicability by higher education institutions in the professional training of future teachers to organize distance learning and by practising teachers of elementary school classes

INTEGRATING OPEN DISTANCE LEARNING IN HIGHER EDUCATION INSTITUTIONS AS A TRANSFORMATIVE SHIFT IN TEACHING AND LEARNING

Background and Purpose: The threat brought about by Coronavirus or Covid-19 had made a huge impact not only on the economic, tourism, and health sectors, but it also hardly hit the education system of the world at large. Specifically, this pandemic crisis has caused higher education institutions (HEIs) to abruptly shift to open distance learning (ODL) as a response to the call for continued education despite the global health threat.
  
 Methodology: Using quantitative approach and purposive sampling that led to soliciting good responses from 320 respondents from both private and public HEIs in Melaka, this study explains the reality, the readiness and willingness of learners and lecturers have experienced in ODL.
  
 Findings: Findings indicate that technology use in ODL teaching and learning offers a lot of opportunities for both learners and lecturers. The instructors and learners perceived that ODL is effective with the use of technology merging the old and the new. Three aspects were indicated from this study namely 1) interaction between learners or among themselves as peers and 2) technical support and 3) pedagogical demands. Nonetheless, there were some challenges faced by both lecturers and learners such as; unreliable internet access, high costs associated with bandwidth, technophobia and inadequate pedagogical skills of online lecturers found from this study too.
  
 Contributions: Thus, it is deemed important to identify and understand learners’ experiences in an online education technology course facilitated through various digital platforms. It is time we accept blended learning if not ODL. Blended learning has grown in use across HEIs to replace traditional classroom learning.
  
 Keywords: Blended learning, continuity, digital, open distance learning, fundamental shifts.
  
 Cite as: Hoo, F. J., Mohd Amin, M. N., Raihan, I., Mohd Faeez, I., Mohd Izzuddin, M. P., & Nur’Ain, M. (2024). Integrating open distance learning in higher education institutions as a transformative shift in teaching and learning. Journal of Nusantara Studies, 9(1), 121-138. http://dx.doi.org/10.24200/jonus.vol9iss1pp121-138

Preparedness for infection prevention and control practice among undergraduate health sciences students: A systematic review protocol

Introduction The World Health Organization (WHO) advocates for the strengthening of education and training in infection prevention and control (IPC) in higher educational institutions (HEIs). This is fundamental to ensure health science students are confident and competent in clinical practice. Aim Explore the preparedness of undergraduate health science students for IPC practice. Search strategy The PubMed, Cumulative Index to Nursing and Allied Health Literature, EMBASE, ProQuest, Scopus, Web of Science, ClinicalKey, and Google Scholar databases and grey literature will be searched for relevant articles. Inclusion criteria Quantitative, and mixed methods studies on teaching and learning, technological methods, strengths and limitations, and challenges of IPC practice in HEI undergraduate curricula. Participant characteristics Undergraduate health science students including medical, nursing, pharmacy, dental, physiotherapy, radiology, medical imaging, and paramedicine. Setting and time frame Studies published anywhere in the world, in English, and from 2010 to 2023. Search terms Preparedness, health science students, infection prevention and control, technology, higher education institutions. Data extraction The data extracted will be recorded on a data extraction form. Assessment of risk of bias This will be conducted according to the criteria outlined in the Cochrane Handbook for Systematic Reviews of Interventions. Ethics and dissemination No ethical approval was required for this protocol. Interim findings will be presented at relevant local and international conferences and a manuscript will be published in a peer reviewed journal. Discussion This systematic review will provide a baseline for recommendations for developing innovative ways to improve IPC teaching and learning in HEI.

Towards A Framework for Performance Management and Machine Learning in A Higher Education Institution

Performance management is a process that helps an organisation to manage its performance. Therefore, there are three stages of performance management such as coaching, corrective action, and then termination. A proper performance management process is very important for the development of a higher education institute. Apart from that, machine learning is another important process that is based on software technology. Therefore, machine learning helps to predict the outcomes of learning. There are a total of four types of algorithms of machine learning such as unsupervised, supervised, semi-supervised, and reinforcement. Furthermore, the use of performance management helps to enhance the productivity of the students of higher education institutions. In addition to that, the use of machine learning in higher education institutions is also helpful to enhance the productivity of the students. As both of the processes are efficient to gain knowledge about several things, therefore it helps to enhance the productivity of the students of higher education institutions.
 On the other hand, the purpose of this particular research study is to create a framework for machine learning and performance management in a higher education institution. Therefore, the framework is efficient and effective to understand the concept of research topics. Furthermore, the Framework for machine learning and performance management will help the students of higher education institutions to understand the impacts of these processes on their productivity. Apart from that, the researcher has used several types of methods and techniques for collecting and analysing all the data about the particular research topic. Thus, the researcher has adopted secondary methods for gathering more information and data about the research topic. Along with that, the researcher has used qualitative techniques for analysing all the data in this particular research study.

Entrepreneurship education: Analyzing the perception and motivation undergone in higher education institutions

Young people in India are becoming more accepting of the profession of entrepreneurship. While the creation, financing, and positive and negative outcomes of a start-up have all been widely researched, more research is needed to understand the entrepreneurial environment that supports, nurtures, and educates entrepreneurs. Higher education institutions are one such element of this ecosystem that is essential in educating India’s future business people. Therefore, this study is intended to establish the practice of entrepreneurship learning in higher educational institutions in India and to analyze the perception of students on entrepreneurship education. Using proportional stratified random selection, 345 undergraduate students from India’s top-ranked universities made up the overall sample for this. SEM analysis was used to assess the study’s hypotheses, and the link between the variables was investigated using SEM analysis. The results showed thatgovernment regulation, socioeconomic circumstances, entrepreneurial orientation, monetary assistance, and entrepreneurial confidence favorably impact entrepreneurial motivation. The findings of this study will aid in the modification and customization of entrepreneurial programs to satisfy the needs of different organizations and geographical regions.

Qualitative ethical technology assessment of artificial intelligence (AI) and the internet of things (IoT) among filipino Gen Z members: implications for ethics education in higher learning institutions

ABSTRACT The primary aim of this paper is to identify the knowledge and perceptions of the Gen Z Filipino students about the forms and ethics of artificial intelligence (AI) and the internet of things (IoT). It likewise describes their experiences in the use of said technologies. The Gen Z population is considered the most exposed to AI and IoT. This paper is based on four focus group discussions (FGDs) with 28 university students. Results have revealed that the Gen Z participants consider the potential threats and challenges of AI and IoT to humanity which include privacy, confidentiality, and anonymity. In addition, the ethical challenges associated with AI and IoT pose the risks not only to data privacy but to security as well. Gen Z students suggest that people’s understanding of these technologies can be hastened through proper education and techno capacity-building. This implies that teaching ethics in HEIs needs to tackle ethical issues of technology and relate them to social, environmental, health, and economic issues.

Discontinued knowledge growth: on the development of teachers’ general pedagogical knowledge at the transition from higher education into teaching practice

ABSTRACT In spite of a prominent discussion in the literature about the relationship between theory and practice in teacher education there is a lack of empirical research examining the effects on teachers’ development of professional knowledge after graduating from higher education into teaching practice. This study uses a database of 191 German and Austrian teachers whose general pedagogical knowledge (GPK) was tested at four time points to cover their teaching career from entering into initial teacher education through graduation until entering the teaching profession. In both country contexts, teachers acquire knowledge during their initial teacher education, indicating the impact of formal opportunities to learn (OTL) during higher education. However, the knowledge growth discontinues at the transition from academic learning in higher education institutions into teaching practice at school. Teachers with high school grade point average (GPA) are significantly less affected, which reflects the relevance of future teachers’ cognitive entrance characteristics to higher education.

An Evaluation of Academic Integrity and Sustainable Quality Education in Higher Learning Institutions in Kenya: Students’ Perspectives

Education has been recognized globally as an essential weapon for attaining economic, social, and political development in any nation. Education is a fundamental tool in achieving sustainable development. Academic integrity is the act of honesty, trust, and responsibility that the academic community exhibits. Institutions of higher learning embrace an eminent institutional culture by providing quality assurance structures that take cognizance of the inputs, processes, and outputs of the entire learning process nurturing academic integrity. This is because academic integrity gives students and faculty the flexibility to develop new ideas, knowledge, and creative works while also appreciating and acknowledging others' efforts. This paper explored the question of academic integrity in the context of sustainable development in universities in Kenya. A mixed research approach and a cross-sectional design were adopted.  A total of 550 respondents were approached for the study. The authors adopted primary and secondary data collection tools to collect data from undergraduate and postgraduate students using simple random sampling. They specifically analyzed documents and collected primary data on forms of academic integrity violation, ways of engaging in academic violations, punishment, and preventive strategies for academic violations. Well-defined strategies, information literacy programmes, ethical policies, good leadership, proper guidelines, mentorship, customized technology, and authentic assessment are seen to be catalysts for promoting academic integrity. While lack of proper strategies, weak policies, fear of failure, and insufficient mentorship inhibit academic integrity standards and practices which negatively influence the acquisition of relevant soft and hard skills needed in the industry. The authors developed an academic integrity framework for consideration by universities in Kenya and beyond. These findings may be used to support relevant policy development in academic institutions. Universities may also benefit by implementing or adapting the proposed academic integrity framework.

Perception of Students Towards Active Learning in HEIs of Oman and Its Impact on Academic Performance

This study delves into the perception and impact of Active Learning (AL) practices among students in Omani Higher Education Institutions (HEIs). The study is conducted based on three primary objectives: 1. Assessing the prevalence of AL implementation in Omani HEIs. 2. Understanding students' perception of AL practices in Omani HEIs. 3. Evaluating the impact of AL on students' academic performance Employing a survey methodology, the study gathered data from 110 students enrolled in the Faculty of Business Studies at Arab Open University, Oman. Data analysis was conducted using SPSS Amos version software. The findings reveal that AL implementation in Omani HEIs is moderate. Students hold a favorable perception of AL, with 'Engagement of Students' emerging as the most positively perceived aspect. Notably, AL positively influences students' academic performance, with 'Engagement of Students' identified as the most significant predictor of performance. Interestingly, male students exhibited a stronger perception of AL and experienced greater performance benefits compared to their female counterparts. Considering these findings, the study recommends that HEIs in Oman actively promote the use of AL to enhance student engagement, motivation, and academic performance. Specifically, HEIs should prioritize developing and implementing AL strategies that foster active engagement among students.

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.

Application of a blended learning approach in teaching students foreign language

Application of a blended learning approach in teaching students foreign language

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.