Learning In Tertiary Education Research Articles

Enhancing English Language Learning In Tertiary Education Through Blended Approaches: A Bangladesh Perspective

Purpose of the study: Main purpose of this study to investigates the implications of adopting blended approaches in enhancing English language proficiency, bridging the digital divide, and preparing students for the demands of a globalized world. Through a Bangladesh perspective, this research seeks to illuminate the transformative power of blended learning.
 Methodology: This research employs a qualitative approach. In depth Interviews (IDI) and FGDs has been administered to thirty facilitators and thirty students to measure benefits and challenges associated with blended learning. Additionally, Interviews with ten pedagogy experts has provide insights into successful implementation strategies. Data has been analyzed thematically.
 Main Findings: Research findings show that by blending technology with traditional pedagogy, this approach prepares students for a world where adaptability and digital literacy are paramount. The success of this approach relies on the collaborative efforts of educational institutions, instructors, and students, all working towards a holistic and dynamic learning experience that empowers students to thrive in an interconnected global society.
 Novelty/Originality of this study: This study adds additional knowledge of the challenges and efforts associated with blended approaches to English language learning in tertiary education in Bangladesh.The study's findings can be used as a guide for interested parties, including educators and institutions of higher learning, to address the issues with English language teaching and learning in tertiary education and improve student language learning quality.

Anchoring in the meso-level: Departmental preparation for the adoption of blended learning in tertiary education

The adoption of blended learning has rapidly grown in tertiary education, however, the literature has not extensively addressed how academic departments can implement such pedagogical innovation. The role of academic departments that serve as a link between institutions and teaching staff has long been downplayed. Employed a layered approach and based on the four considerations in blended language learning set out by Gruba and Hinkelman, this research focuses on the meso/departmental level adoption of the blended approach in foreign language education. Analysis of data derived from documents, interviews and photos shows that the meso-level stakeholders need to consider policy alignment, human capital configuration, learning materials digitization and professional development when preparing to adopt the blended approach. More importantly, this study reveals that the meso-level stakeholders are the actual drivers that cause the diffusion of the blended learning mode in an institution.

Kahoot in the Classroom: A Game-Changer for Motivating English Grammar Learning in Tertiary Education in Bangladesh

This study explores the transformative impact of Kahoot! a popular game-based learning platform, on motivating English grammar learning in tertiary education, particularly in the context of Bangladesh. With 8 billion participants globally, including 60% of US students, Kahoot! has become a prevalent tool in language classrooms. The literature review highlights its positive effects on learning outcomes, student engagement, and classroom dynamics. As education evolves towards active learning approaches, Kahoot! stands out as a versatile game-based tool, aligning with modern pedagogical shifts. The research methodology employs a qualitative approach, utilizing in-depth interviews with English department students of a university in Bangladesh to unravel their experiences and perceptions of Kahoot! Findings indicate that Kahoot! effectively motivates learners, fostering a dynamic and competitive atmosphere. Despite limitations in sample size and disciplinary diversity, the study suggests that Kahoot's integration positively influences motivation and engagement in grammar learning. Exploring students' experiences, the research reveals a pronounced enthusiasm for Kahoot! emphasizing its role in creating an interactive and enjoyable learning environment. Participants expressed a heightened interest in grammar learning, attributing it to Kahoot!'s gamified approach. The findings underscore the platform's potential to transcend traditional barriers, enhancing motivation and active participation among students across diverse educational backgrounds. Recommendations include reconsidering payment options for affordability, promoting teacher adoption, and potential curriculum integration. The study contributes to the understanding of game-based learning's motivational impact and sets the stage for future research in specific grammatical items and homogeneous disciplinary contexts. The findings reveal that Kahoot enhances motivation, promoting an active and engaging environment in English grammar learning at the tertiary level.

Enhancing English Language Learning in Tertiary Education through Blended Approaches: A Bangladesh Perspective

The modern educational landscape is witnessing a paradigm shift with the integration of technology into traditional teaching methods. Blended learning, a pedagogical approach combining face-to-face instruction with online resources, holds the potential to revolutionize English language learning in Bangladesh's tertiary education system. This paper explores the significance, benefits, challenges, and strategies of employing blended learning within the context of English language education in Bangladesh. By harnessing the advantages of both in-person and online components, blended learning offers flexible access, heightened engagement, and personalized learning experiences. This study investigates the implications of adopting blended approaches in enhancing English language proficiency, bridging the digital divide, and preparing students for the demands of a globalized world. Through a Bangladesh perspective, this research seeks to illuminate the transformative power of blended learning in shaping the future of English language education in tertiary institutions.

Implementation of Blended Learning in Tertiary Education of Health and Social Care Professionals During Covid-19 Pandemic

Blended learning is a relatively new e-learning method that combines traditional classroom learning with computer-mediated instruction. Its roots can be traced back to the 1840s when Sir Isaac Pitman sent tasks to his students on postcards for evaluation. It represents a new way of teaching, employing modern technologies and the online environment, whilst simultaneously emphasizing the importance of traditional teaching methods and personal contact between students and teachers. Blended learning has proven to be an effective way to combine scheduled and self-paced classwork, ensuring its better accessibility and flexibility. This article discusses the implementation and effectiveness of a blended-learning course designed to train communication skills in students studying healthcare-related programmes at the Faculty of Health and Social Sciences of the University of South Bohemia, Czech Republic. The course uses a combination of face-to-face instruction, individual student work, and multimedia online materials. It is divided into modules specific to the student's field of study, such as nursing, nutritional therapy, and civil protection. Each module includes theoretical and practical sections, and the course covers communication skills with seniors, adults, children, and disabled clients. A questionnaire survey was conducted to assess the effectiveness of the course and student satisfaction in order to obtain feedback for further development and improvement of the course. The data obtained from the survey were analysed using descriptive statistics and the Gini index. The results show that the blended-learning course was effective in training communication skills and reducing the number of failures.

Trends in E-learning Implementation in Tertiary Education: A Review of Blended Learning in China and Other Countries

Blended learning is a combination of online learning and face-to-face learning. It is an important trend in the development of tertiary education in China and foreign countries. In recent years, the discussion of blended learning gradually moves from theory to practice, and more and more college teachers begin to pay attention to blended teaching design and put it into practice. This study attempts to give an overview on the topic of blended learning in tertiary education, with a comparison of Chinese and global perspectives. By using “blended learning” and “higher education” as the theme word, and through the advanced search function in CNKI (Core of Peking University /CSSCI) and Scopus database, this paper retrieved 356 and 2293 relevant journals respectively from 2004 to 2023. Utilizing a comparative approach, this study compared the retrieved data from CNKI and Scopus, sorted out the research context in China and foreign countries, analyzed the current research hot-spots, research topics and research trends of blended teaching in tertiary education using a comparative approach, and provided references for the future research in this field. The result showed that the research hot-spots includes the effectiveness of blended learning, blended learning models, blended learning strategies, and influencing factors of blended learning adoption. Furthermore, the study demonstrated a shift in research focus, from initial discussions to investigations into its pedagogical implications.

Teachers’ Perceptions of Emergency Remote Teaching During COVID-19 at Sultan Qaboos University, Oman

The uncertain situation emerging from COVID-19 led to an unprecedented suspension of face-to-face classes and the adoption of emergency remote teaching (ERT) in higher education institutions (HEIs). However, ERT required specific skills on the part of the teachers. As higher education systems gradually revert to normalcy, it is vital to reflect on ERT practices. Hence, this study investigates, in retrospect, the experiences of the General Foundation Programme (GFP) teachers at Sultan Qaboos University (SQU) in Oman in conducting and adapting to ERT. The exploratory study uses an online questionnaire and the analysis is based on 102 teacher responses. The results of the quantitative data were analyzed and complemented with an extensive literature review. The findings can be grouped into six themes: teachers’ awareness of ERT and online teaching, readiness to deliver ERT, course management, students’ readiness, emotions in ERT, and effectiveness and future potential of remote teaching. The study suggests ways for HEIs to adapt to emergency teaching and learning and prepare for the effective implementation of online teaching. The paper provides insights into the challenges and opportunities associated with the emerging modalities of online teaching and informs decision and policy makers to develop a framework for their implementation. These findings have important implications for crisis management and the effective implementation of online teaching and learning in tertiary education. This study fills a gap in online teaching and learning research of the understudied context of a GFP in the Arab Gulf context.

Blended learning pedagogy and its implementation in the tertiary education: Bangladesh perspectives

<div><p class="abstract">This paper reviews the theoretical foundations and components of blended learning (BL) in higher education globally, analyzing six articles from five countries published between January 2016 and December 2020. The study identified challenges faced by instructors, including workload, timeliness, and lack of academic and technical skills to manage BL. Balancing face-to-face and online learning was also challenging. To address these issues, the importance of staff training, support, and networking was emphasized, proposing a modified BL model for tertiary education in Bangladesh, which could be implemented post-pandemic using a machine-learning approach. The mixed BL model was recommended for Bangladeshi institutions, utilizing machine learning algorithms to facilitate outcome-based learning through technological applications. A preliminary survey of 120 students from BGC Trust University in Bangladesh was conducted using statistical data obtained from machine learning algorithms to explore the applicability of the mixed-learning approach. Machine learning proved beneficial for data analysis, drawing valuable insights for educators and policymakers seeking effective teaching strategies that incorporate technology. This research underscores the potential of machine learning in conducting surveys and analyzing data related to blended learning in tertiary education, offering significant contributions to the field.</p></div>

The Socio-emotional Classroom Management and Student Engagement of Tertiary Teachers in Davao City

Student engagement is a vital component of effective teaching and learning in tertiary education, hence identifying factors that contribute to this is crucial for tertiary education students. This study employed a quantitative descriptive-correlational research design to examine the relationship between the dependent variable (student engagement) and the independent variable (socio-emotional classroom management). Using purposive sampling the researchers collected data from college students in Davao City. The study found that there is a positive and significant relationship between the socio-emotional classroom management of teachers and student engagement of college students (r=.34). Further, the regression analysis revealed that the socio-emotional classroom management of tertiary teachers influenced the engagement of students. In singular capacity, socio-emotional classroom management had a positive standardized beta value of .22 and a p-value of .01.

Examining the effects of academic motivation and online learning on Malaysian tertiary students’ psychological well-being and perceived learning performance

This study investigated how online learning, mandated for tertiary education over one year in Malaysia since March 2020 due to the COVID-19 pandemic, impacted students’ perceived learning performance and psychological well-being. This study focused on the relationship between academic motivation, psychological engagement (enthusiasm, perseverance, and reconciliation), and their impact on perceived learning performance and psychological well-being, with psychological engagement acting as a mediator. This study collected survey responses from 288 students at 49 higher learning institutions in Malaysia using purposive sampling in March 2022. The results revealed that intrinsic motivation is the sole predictor of enthusiasm engagement. Intrinsic and extrinsic motivations jointly influence perseverance engagement, while reconciliation is significantly affected by all three types of motivations. The mediation analysis results suggest that enthusiasm engagement mediates the relationship between intrinsic motivation and two outcome variables. Furthermore, perseverance engagement mediates the relationship between both intrinsic and extrinsic motivations with the two outcome variables. In contrast, reconciliation serves as a mediator for the relationship between amotivation and learning performance, as well as the relationship between extrinsic motivation and both learning performance and psychological well-being. Overall, the study highlights the importance of academic motivation and psychological engagement in online learning in tertiary education.

نمط تطوير المنهج الدراسي لقسم تعليم اللغة العربية على أساس تكنولوجيا المعلومات نظريا وتطبيقيا

This study seeks to compare and describe the pattern of curriculum development for Arabic language learning in tertiary education on a theoretical and practical level, and the subject of this research study is the pattern of curriculum development for the Arabic Education Department at UIN Antasari and IAIN Palangka Raya. The results of this study indicate that the pattern of curriculum development in these two programs has considered all existing and required components in the national BAN-PT accreditation and these two programs have also achieved an “A” accreditation. On a practical level, the curriculum implementation model developed by the two Arabic education curriculum includes a curriculum containing local knowledge and learning technologies. In the use of learning technology to improve the language skills of Arabic Education Department students at UIN Antasari using the TOAFL, test developed and managed by Language Development Unit at UIN Antasari, while the Arabic Education Department at IAIN Palangka Raya uses online Arabic from the Electronic University of Saudi Arabia as an Arabic language test for foreigners.

The Effect of Electronic Learning on the Students’ Results during Covid-19

E-learning is one of the means that support the educational process and transforms it from the traditional stage to the stage of creativity, interaction, skills development and combines all electronic forms of learning. Electronic learning refers to the use of information and communications technology to enhance and support learning in tertiary education. So, this paper sheds a light on the effect of electronic learning on students’ results during Covid-19 by comparing examinations results of traditional and electronic learning. The results show that eLearning is very significant and play important role in education.

The Impact of Virtual Learning on Academic Identity status and Community of Practice: A sense of Heutagogy

In August 2021, marked a new semester for all universities in Brunei. Unfortunately, a couple of weeks into the semester, Brunei academic institution was forced to resort to full on-line learning due to the second wave of COVID-19 pandemic. This prompted a study on thirty- four first year students' who just started to call themselves undergraduates. The objective was to uncover the participants' learning and academic preparedness of facing university-level of online learning for the first time as higher education students that constitutes their idea on their academic identity status and awareness of their community of practice (COP). All these could signify heutagogical elements in their learning in tertiary education. Due to the pandemic constraints, this mixed-method study utilized online questionnaire and virtual interviews for data collection. Qualitative analysis with the use of NVivo was used to gather common themes and build research findings using Academic Identity Status Measure (AIM) (Was and Isaacson, 2008;Ireri, Wawire, Mugambi and Mwangi, 2015; Kroger, Martinusen & Marcia, 2009), Lave & Wenger (1991) for COP and following Blaschke, 2012 ; Blaschke & Hase, 2021, for heutagogical element analysis. The participants were expected to cope well as they barely have other worldly commitments such as work and children, and this was their second experience with online learning. However, the data showed majority of the participants reported feelings of demotivation and a sense of detachment of academic identity hence failing to feel the sense of belonging in their Community of Practice (COP). Evidence showed that majority of the participants seemed to still be dependent on their teachers (andragogy), showed little to no evidence of moving towards independent learning and seemingly reluctant to change their learning behaviour regardless their newly acquired status as undergraduates. Participants who prosper academically during the pandemic however, showed evidence of a sense of resilience and acceptance to change, following the new academic norm. Regardless, the findings, it was apparent that heutagogical evidence in learning was nowhere to be found.

BICHRONOUS ONLINE LEARNING: L2 LEARNERS’ PERCEPTIONS

English educators worldwide have been implementing multifarious online learning tools to teach students English, especially since the Covid-19 arrival. Researches on and adoption of online learning have vigorously increased since then to explore the effectiveness of umpteen online learning tools to ensure students get the best of education. With this regard, this paper looked into L2 learners’ perceptions towards bichronous online learning - a mixed mode of online learning in tertiary education and employed a quantitative method via questionnaire focusing on eliciting respondents’ perceptions on bichronous online learning, the challenges they faced while learning bichronously and the suggestions they proposed to improve bichronous online learning. The respondents involved were 30 first-year students taking the Essential Communication Skills course at Universiti Malaysia Sabah. In recapitulation, the findings portrayed positive perceptions of L2 learners towards bichronous online learning. It was also highlighted that poor internet connection, poor time management and lack of motivation were the core challenges of the blended mode while suggestions to enhance it were mainly on the use of multitudinous learning methods, more interactive platforms and creation of a conducive learning environment. These findings served as a foundation for devising suitable bichronous online learning materials for learning English effectively.

Online Learning: Factors that Influence Undergraduate Students’ Readiness

This study examines the factors influencing undergraduate students’ readiness for online learning. The unit of analysis was undergraduate students from the Higher Learning Institution X in Selangor. The online questionnaire was distributed and answered by 86 respondents. This questionnaire is divided into two main sections: demographic profiles and determinant factors to online learning. This study analysed the data using Statistical Package for Social Sciences (SPSS) Version 26. The output derived from SPSS is descriptive statistics to describe the characteristics of the sample, followed by multiple regression analysis. The significance of this study is to highlight the concern of the Ministry of Higher Education (MOHE) on readiness factor/s that could lead to the effectiveness of online learning in tertiary education in Malaysia.

A call for regulatory reform to make work experience accessible rather than an obstacle

It is widely recognised that a lack of work experience can impede university students seeking graduate employment and that many tertiary students face significant barriers in securing work experience. Drawing on existing research, this article analyses these barriers, and considers the consequences of this inequity for affected individuals as well as for broader Australian society and the economy. The article proposes various ‘do-able’ reforms to the regulation of work integrated learning in tertiary education and student-finance schemes which would go some way to reducing these barriers.

Schema and emotion in memory retrieval following video-based learning: An artificial intelligence study

Adapting innovative educational technologies to bolster students’ academic learning is increasing rapidly. This study explored schema congruent and incongruent participants behaviour when experiencing video-based materials as the medium of learning within the frame of a flipped learning environment. The participants watched an educational learning video on a given topic and completed memory retention tests in different time variations: immediate and delayed. Additionally, an artificial intelligence-based emotion analysis examined the emotional valency of participants during two phases: study phase and test phase. The experiment comprised 16 healthy young adult volunteers (8 schema congruent, 8 schema incongruent; 9 males [56.25%], 7 females [43.75%]; age range 20–34 years, mean age 27.31 years, SD = 2.87 years). A combination of statistics-based and AI-based analysis evaluated the effectiveness of video-based learning in terms of retrieval accuracy, response time and emotional valence. The findings indicate that retrieval accuracy for the schema incongruent group was better than schema congruent. Response time for schema congruent group was quicker than schema incongruent. Both groups exhibited more negative emotions during the study phase but more positive emotions during the test phase. Implications for practice or policy: Acceptance testing of video-based learning in tertiary education for different schema groups of students by assessing their emotional state helps educators to enhance pedagogy. Nourishing positive learning experiences from videos and questionnaires should be the goal, considered at the design stage for courses that rely on video-based materials. Adaptation of video-based learning strategy is more instructionally efficient and scalable for academic institutions and educators during a pandemic situation.

Enabling open‐ended questions in team‐based learning using automated marking: Impact on student achievement, learning and engagement

AbstractBackgroundDifferent types of assessments influence learning and learning behaviour. Multiple‐choice questions (MCQs) reward partial knowledge and encourage surface learning, while open‐ended questions (OEQs) promote deeper learning. Currently, MCQs is part of team‐based learning (TBL) curriculum, and it is challenging to implement OEQs as immediate feedback is necessary.ObjectivesWe asked if MCQ and OEQs affect student achievement, student learning and student engagement differently in a TBL classroom.MethodsMCQs and OEQs test scores of N = 66 students were automatically captured in Learning Activity Management System (LAMS) and were compared using a switching replications quasi‐experimental design with pre‐ and post‐tests to answer the research questions. Student learning approaches and engagement in the team activities were assessed using the study process questionnaire and the structure of observed learning outcomes taxonomy respectively.Results and ConclusionsStudents get significantly higher MCQ scores than OEQs for the same set of questions, but the reverse is true for application exercises (AEs), which focus on higher‐level application. Most students significantly deepened their learning approaches before OEQs, while poorly prepared students were less engaged during OEQ discussions. Interestingly students subjected to OEQs took less time and scored higher in AE discussions, suggesting better focus on higher‐level thinking.ImplicationsThis project is significant as it bridges our understanding of the value of OEQs and TBL. Our approach is transferable to other courses, and thus it can improve the quality of teaching and learning in tertiary education.

YOUTUBE AND SECOND LIFE FOR INDIGENOUS LANGUAGE LEARNING: AWARENESS AND USAGE IN TERTIARY EDUCATION IN NIGERIA

Purpose: This paper examined awareness and usage of YouTube and Second Life in indigenous language learning in tertiary education in Nigeria.
 Methodology: The study anchored on socio-cultural constructivism and adopted the survey research design. The population of the study was two-fold. The first component comprised of 52 Nigeria Certificate in Education students from five Federal Colleges of Education, who registered for the language acculturation programme at the National Institute for Nigerian Languages (NINLAN) in 2018. The second part of the population included ten lecturers of Nigerian languages in NINLAN. Since the study was focused on learning, and the population of students was manageable, the census sampling technique was applied. Thus, all 52 students were involved in the survey. Based on a representation of the three major Nigerian languages, the purposive sampling technique aided the selection of three lecturers: one each for Igbo, Hausa and Yoruba. Out of which, two lecturers were available at the time of the study. Quantitative data were collated from the students via a self-administered questionnaire, while the interview method was used to elicit qualitative data from the lecturers. Quantitative data were analysed using simple percentages, Chi-squared test and Fisher’s exact test.
 Findings: Findings showed a significant awareness of YouTube, but its usage for indigenous language learning was insignificant. Compared to YouTube, the awareness of Second Life was lower and it was not used for indigenous language learning.
 Unique contribution to theory, practice and policy: The study recommended that tertiary education; particularly language teacher education should incorporate Web 2.0 channels such as YouTube and Second Life into traditional classroom pedagogy to bridge resource gaps in indigenous language learning.

The pedagogy of hyperlinkages: Knowledge curatorialism and the archive of kindness

This article uses a student assessment developed in the “emergency” conditions of the Covid-19 pandemic in South Africa as a tool for refracting and reflecting (Strassler 2011) the changing realities of higher education around the world. It examines the Archive of Kindness as an example of the possibilities enabled by digitally mediated learning, as well as the challenges of teaching and learning in environments where students enter university with varying degrees of digital literacy and skill. It poses questions pertaining to the futures of higher education in a world in which biopolitics are increasingly determined by and through screens, and suggests that uncritical engagements with digital platforms and the corporate entities behind them pose dangers to emerging forms of citizenship. The article details the processes of knowledge curatorialism which are increasingly likely to determine the shape of learning in tertiary education, particularly within the university sector. Here, it argues that the Humanities and Social Sciences will need to play a leading role in providing the language and tools for thinking through the pedagogy of hyperlinkages, where the boundaries between online and offline spaces are increasingly difficult to parse.