University Learning Research Articles

Ethical dilemmas and professional judgment as a pathway to inclusion and equity in mathematics teaching

This study focuses on ethical dilemmas that arise in moments of inclusion and equity in mathematics teaching and how they might be tackled through teachers’ professional judgment. Skovsmose’s inclusive landscapes of investigation approach was used to design the study and to collect teachers’ joint reflections on moments of inclusion and equity in their teaching. Ethical dilemmas and professional judgment were the analytical foci for a qualitative thematic content analysis. Three explorative workshops were held with two teams of teachers from two schools in Sweden. The analysis identified three themes of ethical dilemma, and ways in which these were responded to by teachers’ professional judgment: (1) dilemmas of diversity and acting justly; (2) dilemmas of resources and allocating them fairly; (3) dilemmas of values and recognising diversity. We conclude that mathematics teachers’ professional judgments involve showing bravery, going outside of the norm, negotiating values and duties, listening to the students, and throughout this, engaging in collegial learning in the best interests of the learner.

Facilitated learning or technical distraction? Sociologically exploring online university learning

ABSTRACT This article presents qualitative data from interviews with >100 Australian undergraduates to sociologically consider why learners used technologically mediated learning activities (TMLA). Engagement with TMLA varied with personal preference, technical aptitude, prior experience and perceived relevance to assessment. TMLA students thought facilitated, rather than distracted, from their learning aligned with personal opinions and normative expectations about ‘good’ communication and desirable social interactions. Students who disliked TMLA believed technologies hindered their social interactions or poorly aligned with their preferred communication style. Systemic variation in TMLA provision by the university also affected student satisfaction. Critical sociological investigation illustrating what students valued, used or avoided broadly reflects TMLAs’ social embeddedness and relevance of social experience to higher education practice and satisfaction. The findings reveal practical lessons for organisations seeking to improve service delivery, or student retention. Prior socialisation not only affects student–lecturer social relationships and communication expectations, it affects individual engagement and institutional success.

Impact of ChatGPT in Higher Education Learning

The existence of technology in the world of education is a very important need. As time goes by, technology is developing rapidly along with the intelligence and creativity of the generation that will be the successor of the nation in the future. Therefore, students must also be able to develop technology in learning such as ChatGPT. The purpose of this study was to determine the impact of ChatGPT in learning in college as a medium that can help lectures. The method used in this research is quantitative method, data obtained through online questionnaire distribution. The results found that there are various impacts such as ChatGPT can make it easier for students to do some of their assignments, however, socially the interaction and communication between students and lecturers will be reduced, because in the world of education what is needed is not only grades, but also the process that makes it clear that ChatGPT can be beneficial because it can help with assignments, but on the other hand, there is a lack of communication between lecturers and students. The limitation of this study is that researchers only conducted research on some students in higher education so that the data obtained is less relevant. Penliti hopes that future researchers can conduct more in-depth research. This research also recommends ChatGPT in college.

Disrupted student engagement and motivation: observations from online and face-to-face university learning environments

Student engagement is a crucial factor that can influence both the student learning experience and student success. The return to campus learning and teaching after the pandemic highlighted that many university students are still adapting to the shift to full-time online learning from hybrid or full-time on-campus learning and are still experiencing feelings of isolation, anxiety, and uncertainty. As higher education institutions adopt or embed digital methods of teaching and learning with simultaneously moving back to face-to-face learning environments, student feelings of isolation and disengagement are apparent to educators. This “transition,” in our opinion, has affected how learners engage in digital as well as face-to-face environments. Previous studies have highlighted the importance of engagement within an online setting as it brings about new factors for student learning and teaching that were not fully considered before. To address this issue, universities have sharpened the focus on improving student motivation, self-efficacy, and their sense of belonging within their learning community. As educators, it is important for us to understand this period of student disengagement and develop strategies to overcome and support students. We can acknowledge that such challenges are likely to resurface in the future; therefore, it is essential that we are able to provide frameworks to enhance student engagement within higher education. We believe that in creating an effective learning environment, whether it be online or on-campus, educators need to develop intrinsic motivation techniques and collaborative spaces to increase the sense of belonging for students and improve their overall engagement with their learning course content.

Building Character, Responsibility and Discipline in Online Learning for Universitas NU Pasuruan Students Majoring Physic Education

This study aims to determine the level of effectiveness of online learning physics courses in universities. This research is a literature study by taking references from several journals and library sources with a narrative presentation to see the effectiveness of online learning in universities. As educators, lecturers utilize various learning media and digital applications which are expected to be integrated into the student learning experience and still refer to learning outcomes in the semester learning plan (RPS). Physics is a compulsory subject. Online learning in physics courses at universities is indeed quit good, but has obstacles to understanding the physics material taught by lecturers, including the learning provided is more dominant in theory and practicum activities are not optimally implemented. So that the effectiveness of online learning of physics courses in universities can be categorized as quite effective because the results are not optimal.

Utilizing a Transdisciplinary (TD) Systems Engineering (SE) Process Model in the Concept Stage: A Case Study to Effectively Understand the Baseline Maturity for a TD SE Learning Program

Systems engineering (SE) solves the most complex problems, bringing together societal issues, theoretical engineering, and the transformation of theory into products and services to better humanity and reduce suffering. In industry, the effort to transform theoretical concepts into practical solutions begins with the product life cycle concept stage, where systems engineering estimates and derives technologies, costs, and schedules. It is crucial to have a successful concept stage as today’s industries focus on producing the most capable technologies at an affordable cost and faster time to market than ever before. The research of this paper utilizes a transdisciplinary SE process model in the concept stage to develop and propose training for early-in-career engineers, effectively bridging the gap from university learning to industry practice. With a focus on the concept stage of the product life cycle and the industry’s demands of expeditiously proposing complex technical solutions, the paper aims to create an efficient learning program. The main objective of this research is to create a learning program to bring up-to-speed early-in-career engineers using a transdisciplinary SE process model, with six key components: (1) disciplinary convergence—creating a collective impact; (2) TD collaboration; (3) collective intelligence; (4) TD research integration; (5) TD engineering tools; and (6) analysis and TD assessment. The research will then conclude with a case study piloting the TD learning program and analyzing its effectiveness, ultimately aiming to enhance early-in-career engineers’ skills in proposing technical solutions that meet customer demands and drive business profitability.

Analysis of College Students Participation in Language Classrooms

There are already many literature studies on the phenomenon of low classroom participation and lack of speaking among Asian students. Previous literature has shown that the academic success of university learning is closely related to classroom participation. Classroom participation promotes communication between teachers and students, helps students establish critical thinking, and enhances students' confidence. Nevertheless, students' enthusiasm for classroom participation is still not high. In this paper, through the literature research method, the problem of students participation in the language classrooms in college is analyzed. The study shows that flipped learning, online discussions, and incorporating classroom participation into classroom assessments can help students actively participate in language classrooms. These reasons and corresponding methods provide alternative, correct, and effective teaching guidance for Chinese language classroom teaching.

Globalization and College Students’ Attitudes towards Learning English in an Indonesian Context

Learners’ attitudes towards learning English as a global language have been widely discussed, yet little is known about this in Indonesia. This study aims to address this knowledge gap by exploring the responses of Indonesian university students to a survey on their attitudes toward learning English in the context of globalization. A total of 333 students volunteered to participate, representing diverse departments within a faculty at a university in Central Java Province, Indonesia. To collect data, we carefully adapted and designed a questionnaire, which was administered online using Google Forms. The collected data were analyzed using descriptive statistics. The analysis suggests that college learners and users of English in Indonesia hold a positive attitude towards learning the language. We also provide pedagogical implications.

From law school to practice: conflict in Australian University mental health management and law student employability

ABSTRACT Extensive research shows that both law students and lawyers suffer from statistically increased mental ill health. Despite the research, there is a disconnect between support for law students struggling with mental ill health and the accreditation guarantee that students have adequate preparation for legal practice. This article reviews Australian universities’ claims providing both employment-ready graduates and mental health support for their students. However, when Australian universities grant ongoing extensions for law students who suffer from mental ill health, the university fails to provide these students sufficient preparation to perform an inherent requirement of legal practice: a demonstrated ability to adhere to strict deadlines. As such, a University may fail to meet its own claims of employment focus in the context of legal education for this cohort of graduates. With increased discussion relating to student mental ill health and the Covid-19 pandemic, there is an opportunity to better address mental ill health in law students. The article provides an immediate solution for Australian jurisdictions, using existing Australian university learning outcome framework. This solution can provide a framework for other jurisdictions that require accredited law school graduation as part of law licensure to better promote mental health and wellbeing before entering practice.

The Essentials or Fundamentals for Harnessing Technologies to Improve Teaching and Learning through Online Learning as Part of Digital Transformation in Higher Education

The Covid-19 pandemic accelerated digital transformation and usage of the fourth industrial revolution tools in most developing countries where teaching and learning most occurred through face-to-face interaction. To reap successes in the digitally transforming teaching and learning in universities, it is crucial to reconcile the key essential (factors) that need consideration for digital transformation and the challenges hindering the phenomenon. This study explored the fundamental factors for harnessing technologies for teaching and learning in State universities in Zimbabwe. The study employed a desk research approach. The study revealed that tertiary institutions were struggling to effectively implement online learning due to factors such as lack of strategy and vision on the implementation process, lack of financial resources, poor technological infrastructure, poor digital competences among lecturers and students as well as lack of adequate technical support. Instructors in these institutions mostly resorted to asynchronous online learning approaches because they lacked up to date gadgets for synchronous teaching and learning. Similarly, students preferred asynchronous learning due to data challenges as it offered self-pacing and flexibility. In limited cases lecturers make use of WhatsApp, Google Classroom, Google Meet and Zoom. The findings were that in order to institutionalise online learning as key component of digital transformation in state universities the fundamentals to be addressed include of procurement current and compatible IT infrastructure, comprehensive training and education to improve digital competences, incorporate digital transformation and the fourth industrial revolution into university curriculum to equip students, provision of internet data and improved internet connectivity.

A study on the teaching effect of combining BOPPPS model with blended teaching in college English classes

Abstract In recent years, teaching reform in colleges and universities has been in full swing. English, as a very important part of students’ learning in colleges and universities, is also being explored and practiced through new reforms. The study explores the possibility of combining the BOPPPS teaching model with the blended teaching model and applying it to English teaching in colleges and universities, constructs a college English teaching model based on BOPPPS+blended teaching, and designs an English teaching experiment accordingly. Explore the effect of the college English teaching model based on BOPPPS+blended teaching in improving students’ English performance and classroom participation. The experimental group’s online and offline test scores are significantly superior to those of the three control groups, and the distribution of their scores is less discrete and more central. The passing rates of online grades were ranked from highest to lowest: experimental group (95.83%) > control 3 group (88%) > control 1 group (87.5%) > control 2 group (83.67%). The pass rates of offline scores in descending order were: experimental group (97.92%) > control 3 group (90%) > control 2 group (85.71%) > control 1 group (85.42%). The pre-test English scores for the four classes are small and not significant. The three control groups had a posttest oral score of 32.645, a posttest written score of 47.958, and a posttest total score of 78.646, a significant difference from the experimental group’s oral score. The teacher-student behavioral transformation rate of the experimental group (0.65) was higher than that of the control 3 groups (0.292), and the students in the experimental group were more engaged and motivated in the classroom.

Entrepreneurship Education Technology-Mediated Learning Approach and Pedagogy for Preparing Wealth Creation of 21st Century Graduates in Universities

This study examined the how entrepreneurship century technology-mediated learning and effective entrepreneurship education for wealth creation in Universities in Imo State Nigeria. Two research questions and one hypothesis guided the study. Correlation research design was used. The population was 315 Academic Staff (208) and non-Academic Staff (107) who are directly involved in entrepreneurship education in the Federal University of Technology Owerri and Imo State University. Taro Yamane’s formula was used to determine the sample size of 177 Staff (Academic Staff and non-Academic) who constituted 56% of the total population. The sample was made up of 117 Academic Staff and 60 non-Academic Staff selected through stratified random sampling technique. Data were collected with “Technology-Mediated Learning Questionnaire and Effective Entrepreneurship Education Questionnaire, with ten (10) items each. The instruments were validated by three experts. The coefficient values of 0.86 and 0.90 were obtained using Pearson Product Moment Correlation Coefficient (r). The researchers were assisted by three (3) research assistants to administer 177 copies of the instrument to the respondents. Only 174 copies were gathered for data analysis. Pearson’s Product Moment Correlation (PPMC) was used to find the coefficient r, in order to answer the research question and in the testing of hypothesis, the special z-test statistical tool was used to determine the significant difference of the variables at 0.05 alpha level. The findings revealed a positive significant relationship between technology-mediated learning and entrepreneurship education for wealth creation. The researchers concluded that technology enhances and encourages learning, making it more interesting to the learners in universities in Imo State. It was suggested that adequate technology should be provided for the teaching and learning of entrepreneurship education in order for the recipients to be able to create wealth.

The application of multivariate data chain network in the design of innovation and entrepreneurship teaching and learning in colleges and universities

Abstract At present, although colleges and universities are actively exploring the construction of innovative and entrepreneurial teaching classrooms, they do not have the expected effect in practice. In this paper, based on the compressed perception technology, the complex data in the multivariate data chain network is sparsely represented, and multiple linear subsets in the data matrix are calculated by similarity. Statistical inference is used to generate the recommendation module after describing the encoding of innovation and entrepreneurship information packages in the data. Acquire the characteristics of students’ interest in innovation and entrepreneurial learning, create an interest graph module, and integrate the multi-perspective attention network to overcome the issue of recommendation bias. The analysis of teachers’ competence and students’ learning effectiveness involves the use of empirical testing methods. The results showed that among the 20 teachers, the teacher numbered 11 had a good performance with a competency of 0.8632 on entrepreneurship resources. The students’ 4 dimensions of innovation and entrepreneurship competence improved by more than 2 points, and the standard deviation was within the acceptable range. In the effect of the teaching model application, the mean value of students’ scores after improvement is more than 28. Teachers’ competence and students’ innovation and entrepreneurship ability are improved according to the model constructed in this paper.

Systematic Design and Effectiveness Enhancement of English Teaching in Colleges and Universities Combining Decision Tree Modeling

Abstract In the process of teaching English in colleges and universities, the variability of students’ performance and the factors affecting this variability have been considered by teachers and students. In this paper, data mining is applied to the systematic design of English teaching in colleges and universities, and the framework of the English teaching system in colleges and universities is constructed by improving the decision tree algorithm. The framework encompasses seven modules, from the login module to the personalized analysis based on the decision tree, which includes the entire process of English learning in colleges and universities. For the model in this paper, the total error rate of the training samples is 2.14, while the overall error rate of the test samples is 1.9. These errors are less than 10%, with high accuracy and stability. In the control test using the teaching system model in this paper, the total score of the experimental class is 5.21 points higher than that of the control class. The listening and speaking scores of the experimental class are significantly improved relative to that of the control class, and the difference between the two scores reaches more than 5. The experimental results show that the college English teaching model constructed in this paper has a significant effect on improving English performance.

Research on the Evaluation of Deeply Intelligent Classroom Teaching and Learning in Colleges and Universities Based on Data Analysis

Abstract In the context of the era of modern information technology to promote the digital transformation of education, it is also imperative to explore the intelligence of classroom teaching evaluation. This paper proposes a Bayesian probabilistic model based on PyMC3, weights it, and introduces the principle of incremental learning, which greatly reduces the error of the plain Bayesian algorithm in collecting and processing data teaching evaluation data. The Bayesian algorithm is used to classify and filter original classroom teaching evaluation data. The data analysis part of this paper examines the intelligent classroom, the teacher’s lecture scoring, and the student’s grades. With the help of the weighted plain Bayesian algorithm, the level of student participation in the traditional lecture mode and intelligent classroom were determined respectively, from which the classroom acceptance level and the probability of high or low evaluation of teaching were calculated. From the data collection, it can be seen that the full attendance rate of students in three months reached 54%, and the average satisfaction score of the algorithm on the teacher’s instruction reached 0.53. Therefore, the plain Bayesian algorithm used in this paper can effectively analyze the teaching evaluation data and accurately visualize the data association between student classroom engagement and teaching evaluation.

Limitations of English Language Learning in Universities of Chaharmahal and Bakhtiari Province and Strategies to Overcome Them

Limitations of English Language Learning in Universities of Chaharmahal and Bakhtiari Province and Strategies to Overcome Them

Transforming Technical Education: A Framework for Integrating AR/VR to Enhance Teaching and Learning in Universities

University students need virtual reality and augmented reality since these technologies revolutionize the current learning process. What once was a dream is now a reality for students: with VR, one can enter virtual labs and conduct experiments or witness some ideas being depicted in a non-complex manner. AR in contrast overlays digital information to reality such as whilst in class the use of a screen on an object to enhance learning. They assist learners in handling the content in their own time and abilities, cooperation among students and acquiring job market skills. However, there are barriers in the integration of VR and AR technologies in education for example, cost, requisite technology, and teacher education. These challenges are discussed in this study and the potential of VR and AR in changing the face of higher education is discussed.

Subject competency and teacher knowledge: An exploration of second-year pre-service mathematics teachers’ difficulties in solving logarithmic problems using basic rules for logarithm

Pre-service mathematics teachers’ (PMTs) subject competency continues to engage scholars and researchers. Understanding level of knowledge of concepts that PMTs bring to their learning in university is crucial to developing their teacher knowledge. This article examines genetic decomposition of schemas PMTs in one university in South Africa build (to know about rules) for solving logarithmic equations. A mixed methods approach, and the action-process-object-schema (APOS) theory were employed to examine mental construction the 19 purposively selected PMTs that responded to a 90-minute simple logarithm research task (LRT) made while solving problems. Analysis of task scripts using percentage score forms the basis of the qualitative phase of the research. Individual interview was useful to elicit PMTs’ views and perceptions of their encountered difficulties in solving LRT problems. One common difficulty was proving the logarithmic equation. This highlights gaps in PMTs’ prior knowledge of logarithmic concepts and basic rules. Implications of the findings for PMT subject competency were discussed.

Педагогические условия организации смешанного обучения в вузе с применением систем управления обучением

In higher education, blended learning technology combining e-learning and classroom activities has become widespread. Blended learning contributes to the introduction of variable forms and ways of interaction between students and teachers, interaction of study process participants with content, and the expansion of the teacher’s toolkit when working with students. In order to identify and justify the pedagogical conditions of effective organization of blended learning in universities, the authors have described the essence and main components of blended learning technology, and the options of its implementation using learning management systems (LMS). LMS can be classified as to types of licensing, a set of functionality, the module-based criterion, the “customer requirement” criterion, and physical location. The articled presents and identifies features and capabilities of one of the most common learning management systems - LMS MOODLE. The authors reveal pedagogical conditions for the successful implementation of blended learning technology at a university: development of a syllabus and training curricula, correlation of the possibilities of their implementation with the use of blended learning technology; competent course design and implementation, as well as active updating of the content of LMS courses to ensure their quality and relevance; providing timely teacher support for communication and feedback with students; development and application of special methods for monitoring and assessing educational results to carry out reliable and valid diagnostics of learning outcomes and provide prompt feedback; development of high-quality methodological support for teachers on the organization and implementation of the educational process in new conditions and produce methodological materials for students; ensuring a high degree of readiness of students and teachers to implement training in a new format, organize their training and support end contribute to the development of digital competences.

History of music, electromagnetism and the Sun: an innovative educational resource for pre-service primary school teachers

In general, science education programs for pre-service primary teachers encounter several challenges, including inadequate subject matter training and uninspiring lectures. This results in a disconnection between university learning and real-school experiences. To address these issues, an innovative science teaching course for primary school teachers is proposed. This course emphasizes interdisciplinarity, practical activities and didactical resources, with the ultimate goal of breaking the cycle of unmotivated and unskilled students by producing competent and enthusiastic science teachers. The course structure, implemented at the University of La Laguna, creatively blends experimental sciences, history, music, and maths through engaging methods and practical activities. The integration of simple demonstrations and interdisciplinary approaches has had a positive impact on the pre-service teachers. As a result, they are now better equipped to design innovative educational resources for future primary students and have gained confidence in their abilities to teach science.