Student Learning In Higher Education Research Articles

Framework for the Adaptive Learning of Higher Education Students in Virtual Classes in Peru Using CRISP-DM and Machine Learning

Framework for the Adaptive Learning of Higher Education Students in Virtual Classes in Peru Using CRISP-DM and Machine Learning

Implementation of Early Childhood Education Kits in Higher Education Student Learning: Ex-post Facto Study of Open University Students

The ECE kit is practical and has benefits in the lecture process for The Open University ECE Bachelor's study program, which aims to produce professional ECE teachers who can work globally. This research aims to see the results of implementing the ECE kit 2023 from the perspective of students as ECE kit users. This research is an ex-post facto research with 890 student participants who completed the ECE kit implementation questionnaire. The results of the research show that the use of the ECE kit can liven up the learning atmosphere in the classroom. The use of ECE kits as effective media in student teaching practice classes has an impact on learning outcomes. Most students who use ECE kits (52.4%) strongly agree that it is easier for students in their class to understand learning themes if they use ECE kits. Also, 60.1% of students strongly agreed that using ECE kits made students more enthusiastic—teaching practice students. Students in teaching student classes are motivated and enthusiastic about participating in learning with the APE in the ECE kit. Keywords: early childhood education, learning kits, higher education students, open university

Editorial: Pedagogic innovation and student learning in higher education: perceptions, practices and challenges

Editorial: Pedagogic innovation and student learning in higher education: perceptions, practices and challenges

The mediating role of self-regulatory emotions in the relationship between peer coaching and student learning in higher education

ABSTRACT Drawing on Bandura's (1986. Social Foundations of Thought and Action. Englewood Cliffs, NJ: Prentice Hall) social cognitive theory, this study examines the relationship between peer coaching and students’ learning performance, mediated by self-regulatory emotions, in a higher education setting. In a longitudinal field study, data was collected from 297 undergraduate students enrolled at a government-funded university in Hong Kong, and was analyzed using structural equation modeling (SEM). The findings reveal significant associations between facilitation and guidance coaching, as well as their interactive effects, and four self-regulatory emotions: cheerfulness, dejection, quiescence, and agitation. Importantly, the two coaching styles indirectly influence students’ learning performance through the mediating effects of dejection and agitation. This research contributes to existing knowledge by illuminating the theoretical and practical implications of academic coaching, students’ emotions, and learning in higher education.

Unobtrusive measurement of self-regulated learning: A clickstream-based multi-dimensional scale

AbstractSelf-regulated learning has seen a large increase in research interest due to its importance for online learning of higher education students. Several ways to measure self-regulated learning have been suggested. However, most measurements are either obtrusive, necessitating time and effort from students and potentially influencing the learning process, or only partially portable across courses. In the current study, we develop clickstream-based scales of four self-regulated learning phases that we show are portable across courses. The final scales are based on the COPES model and include two strong and reliable dimensions, enactment and adaptation, one dimension that performs reasonably, task definition, and a weaker one, goal-setting. By considering portability as the main criterion in the scale construction process, we ensured reliable transfer to both similar and dissimilar courses. When considering convergent validity, the created scale has higher bivariate and partial correlations with final student grades than the often-used self-reported MSLQ-SRL scale. We discuss limitations and future research to improve the scale further and facilitate adoption.

Autonomous Learning in Higher Education Students: A Systematic Review of The Literature On Wos Between 2019-2022

In higher education, autonomous learning is the capacity that students develop from the combination of a series of affective, social, cognitive and metacognitive factors that allow students to self-regulate their learning. In this context, the present study aims to systematize the evidence from the scientific literature in relation to autonomous learning in higher education students. The PRISMA 2020 method was used for the phase of identification of records in the WoS (Web of Science) database during the period 2019-2022, which allowed the identification of 8,339 studies, and from the application of data exclusion criteria, 13 were selected. studies whose purpose was to answer the research question: What skills do higher education students use to develop autonomy in their learning? The data was systematized based on the authors, countries of publication according to the origin of the journal, keywords, dimensions, instruments used, application strategies and conclusions of the studies to analyze possible patterns, similarities and characteristics that can be contrasted with others. studies to identify possible strengths or weaknesses regarding autonomous learning in higher education students. The results show that Spanish journals lead in content on the subject. Likewise, there is a wide variety of keywords such as: higher education, academic self-regulation, learning strategies, etc. In addition, 84.6% of the studies used questionnaires for the development of their research. It is concluded that, according to the content of the studies, it is important to highlight that the use of ICT and teaching support are important to promote the self-regulation of the learning of university students, as well as to highlight that, through pedagogical mediation, Through counseling, tutorials and teaching support, it facilitates the development of planning skills, concentration, motivation and reflection on the learning of higher education students.

Safe and sound: examining the effect of a training targeting psychological safety and trust in peer assessment

IntroductionPeer feedback can be very beneficial for student learning in higher education, yet students may feel uncomfortable providing and receiving peer feedback: they may for example not feel safe in the group or have little trust in their peers’ abilities to provide feedback. Surprisingly, only few studies have investigated how students’ feelings of discomfort can be reduced. To fill this gap, we created a 1-h training session using active learning methods. The training focuses on enhancing students’ perceptions of psychological safety, trust in their abilities and in their peers’ abilities to provide feedback.MethodsThe efficacy of this training was tested using a quasi-experiment with pre-and post-test design. Third-year bachelor students in physical education participated in a peer feedback activity to fulfill the requirement of an obligatory course. In 2019–2020, 47 students participated in a peer assessment activity without specific training on psychological safety and trust (control group), while in 2021–2022, 42 students received specific training before peer assessment (experimental group).ResultsAnalyses include a comparison of the control and experimental groups with regard to (1) the evolution of their perceptions (psychological safety, trust in their abilities, and trust in their peers’ abilities) for pre-to post-test, (2) the quality of the feedback they provided to their peers (3) and the improvement of students’ work between the draft submitted for the peer activity and the final version submitted to the professor.DiscussionResults do not support the training’s efficacy, yet suggest pathways for future research.

Barriers and Facilitators of Robot-Assisted Education in Higher Education: A Systematic Mixed-Studies Review

Lack of motivation and enjoyment is a challenge that many students face. Due to the current coronavirus pandemic, many lessons are not being conducted face-to-face. However, the use of robots has been proven able to alleviate this challenge. This review explores the barriers and facilitators of robot-assisted education among higher education students. Ten databases were comprehensively searched for studies in English. Both published and unpublished studies were considered without a time limit. A systematic mixed-studies review was adopted and the mixed method appraisal tool was used to assess the methodological quality of the selected articles. The qualitative and quantitative findings were then synthesized via thematic and narrative syntheses, respectively. To integrate these two sets of findings, a result-based convergent synthesis was performed. A total of 28 studies covering 1689 higher education students across 14 countries were eventually used for the analysis. Most of these studies had average to high methodological quality. Two barrier themes were identified from these studies, namely, poor audio verbatim from the robots, and disruption and restrictions from software and hardware of the robot. Meanwhile, three themes related to facilitators were identified, namely, greater engagement in learning, facilitation in remote learning, and knowledge enhancement. The use of robot-assisted education has been proven to improve student learning in higher education. Robot-assisted education is an alternate educational technique that can be utilized to supplement and augment ongoing teaching arrangements. Future studies should examine a specific type of robot in a comparable learning environment.

Lateral Thinking in the Process of Logistics Students’ Education Using the Example of the EOQ Model

This paper explores the possibility of using lateral thinking to enhance student learning in higher education. Teams of students formed during classes using the „six think- ing hats” method, a concept developed by (de Bono, 1985), analyse a problem posed by the lecturer. This problem involves solving a commonly used economic rule considered in a deterministic environment, the so-called economic order quantity (EOQ) model. Students divided into research teams first solve the problem classically, using elements of differential calculus. In the next stage, they solve the problem using process analysis, re-engineering principles, and a computer application. The most important feature of this stage is the analysis of the problem, so to speak, from the end, i.e., from the definition of the goal, which is to determine the optimal order size of goods in the supply chain at minimum cost. The six thinking hats method is extremely helpful at this stage. The key benefits for students using this type of teaching are related to verifying previous thinking in solving the problem and adopting a creative approach to solving the task. Empirical studies confirm that this type of teaching increases the attractiveness of the class and the satisfaction of acquiring creative thinking skills and provides the satisfaction of solving a complex research problem in a team. Student surveys with a small sample (<30 students) confirmed those benefits. According to the compiled statistics, about 60% of the respondents believe that teamwork reduces the time needed to complete the task, while about 70% of students believe that teamwork teaches creative thinking, and the presented way of solving the problem can be used in practical activities of business entities. The current world situation and pandemic threats cause the suspension of classes for students. The method developed allows for distance learning, known as e-learning. Students form groups and connect via Skype. Using an online platform, they share lessons developed through the use of a thinking hat. The Excel spreadsheet used in the method allows solutions to be communicated online, making it easier for students to communicate at a distance. The developed method does not require complex e-learning applications and platforms. Students work at home using their private computer equipment and make the right decisions without much effort. With the threat of viral infection, it is crucial to focus on interesting activities without having to interact with the outside world.

Design of a strategic model with Neurodidactics in Higher Technological

This research obeys the need of this 21st century, the era of knowledge, where education must reconsider its vision for the potentialization of student learning in technological higher education. Neurodidactics is a tool whose objective is to optimize the teaching-learning evaluation process, based on brain development, favoring learning with all the brain's potential. The objective is the design of a model based on neurodidactics in technological higher education, considering important elements for its application, and obtaining significant learning with critical thinking. Showing the elements according to the investigation in a case of use in the IT of Zitácuaro, for its creation of the model. The phenomenology provides the elements for the pertinent analysis to the design of the model. The design of a model based on neurodidactics gives teachers the opportunity to redesign themselves and identify the missing events to achieve their objectives in the learning of higher education students.

Purpose, process, place, pedagogical affordance and product (5Ps) of student learning in higher education: beyond Beckers

PurposeUniversities are investing billions of dollars in building infrastructure, with the design of learning spaces driven by technological developments and long-standing changes in pedagogical theory and practice. The aim of the study is to investigate the alignment between pedagogy and space by responding to a single research question: What is the relationship between the purpose, process, place and product of student learning in higher education?Design/methodology/approachDrawing on Beckers et al.’s (2015) purpose–process–place framework, the study uses an online survey and photo elicitation method to gather perspectives from educators and students in one Australian university about their learning spaces. A hybrid approach consisting of inductive and deductive coding to thematic analysis was used to find repeated patterns of meaning.FindingsA total of 24 images of learning spaces were received from 8 educators and 16 students. Thematic analysis of the images and responses by participants highlights the importance of the pedagogical affordances of the learning environment and the product of learning, which are aligned to the purpose–process–place of learning.Research limitations/implicationsThis study provided a robust approach grounded in data to understand the alignment between space and pedagogy. Articulating students learning as an output of the alignment between space and pedagogy has important implications for the design of learning spaces and pedagogical practices in higher education. One limitation to the study, however, is noteworthy. The surveys had limited responses. Whilst the small response rates may not necessarily lead to biased results, it is acknowledged that a larger sample is likely to give more reliable results to enable the theory to be generalised.Originality/valueThe study’s findings extend the purpose–process–place framework to include pedagogical affordances and the product of learning. The purpose, process, place, pedagogical affordance and product framework posits that pedagogical affordances within a place must be deployed in such a way so that teaching and learning processes can contribute to enhancing educational goals or purpose to improve student learning outcomes, i.e. product. This framework provides a context for understanding the relationships between pedagogy and space in higher education.

Leading institutional policy implementation: Negotiating the complexities of policy implementation in higher education in the UAE.

While it is widely understood that assessment policy and its implementation by actors profoundly affect the quality of student learning in higher education, there is a dearth of research highlighting the institutional factors that influence policy implementation in today’s globalized world. Although leadership is an often-cited factor influencing policy implementation, it is not well understood in the United Arab Emirates (UAE) and the Middle East. This paper discusses a qualitative case study that explored how leadership negotiates institutional factors and influences actors’ implementation of assessment in a Health Sciences department in an institution in the UAE. Adopting Hans Bresser’s (2004) Contextual Interaction Theory (CIT) as an empirically-based conceptual framework, the case study examined how institutional factors and leadership influence motivation, cognition, and power/capacity in a UAE institution. Data were collected from semi-structured interviews with key informants in a Health Sciences department and internal and external policy documentation. Findings indicated that the policy design and the institution’s top-down approach to governance influenced leaders’ implementation of assessment policy in particular ways. In addition, the institutional culture of change and the sizable multi-campus structure impacted the department's policy and leaders’ assessment implementation. Finally, there were findings on the nature of leadership and the nuances of supporting and influencing policy implementation that was contextualized in UAE society. The study results offer policymakers, institutional leaders, and department-level leaders (department and program leaders) a deeper understanding of how system-level influences impact policy implementation.

The Study of Activity Based Learning (ABL) and their Challenges in Implementation for Higher Education Institutions

Activity based learning (ABL) is apprehended to be a promising approach that improves student learning in higher education. Empirical studies on ABL with a focus on student have been revealed cognitive outcomes, affective outcomes, behavioral outcomes and challenges in implementation. Future researches should investigate more about student learning outcomes and implementation of ABL for knowledge utilization and management.

Use of Modern Means of Monitoring the Knowledge of University Students in Distance and Mixed Learning Formats

The modern world provides more and more opportunities for using digital resources in the education system. The variety of digital tools and the ubiquitous availability of information anywhere and at any time create tremendous opportunities for the creative use of diverse approaches to assessing student learning in higher education. One of the widespread methods of online assessment used in higher education is online testing. Increasing the use of online tests requires the study of various resources and their capabilities in assessing learning. The article analyzes the role of online tests in higher education, their capabilities in assessing the results of students’ learning in distance and mixed formats, as well as the issues and problems they pose. The article discusses the stages of development of test tasks, as well as the rules that must be followed when compiling them. An analysis of some interactive tools for the development of various test materials has been carried out, on the basis of which several tools are proposed. In addition, the authors conclude that the limitations that are obvious when using online tests are not their inherent features, but are the result of poorly designed test tasks, an unsuccessful choice of tools for developing online tests.

Content Management System Tools to Enhance Student Learning in Higher Education

This investigation will examine the importance of the integration of tools that are vital to student retention, academic success, and the efficient movement through the graduation pipeline. This work will evaluate some of the current CMS tools used in higher education and how those tools are assisting students, faculty, and staff navigating through the system. Empirical evidence suggests that leveraging CMS tools benefits students, employers, and funders of higher education because the quality of data collected is relevant and useful (Alalwan, Thomas, & Weistroffer, 2014). This research is divided into seven distinct sections: Defining Content Management Systems, Evolution of CMS tools in the Higher Education Process, Current Generation of CMS tools in the Higher Education Process, Role and Amalgamation of CMS Tools in the Graduation Pipeline, The Digital Campus in Support of Graduation Rate Improvement, Constructing the Effective Digital Campus, and Barriers Stifling Full CMS Tool Integration. Suggestions for the future of this area are discussed in the summative conclusion.

Higher Education and Smart Education System: The Impact of Learning Style and Environmental Characteristics in the State of Kuwait

The purpose of this research is to explore the implementation of smart education systems and approaches in the State of Kuwait’s higher education. The determinants of the successful smart education system, particularly learning styles of students and the learning environment characteristics also investigated. The advancement of information and communication technologies has paved the shifts in learning and teaching with countries such as Kuwait have progressively integrated ICTs and smart technologies into their education systems. This research conducted a systematic literature review on smart education systems in Kuwait and the determinants of its successful implementation. A systematic keyword strategy was utilized for secondary data search from databases and archives, including university e-library and scholarly scientific research and various article database. A systematic content analysis was conducted by analysing the gathered secondary data. Findings from this study suggested that various tools and technologies used in implementing smart education in Kuwait however, learning styles and learning environmental characteristics had significantly influenced the success of the adoption of smart education in Kuwait’s higher education. The findings of this study demonstrated practical implications in higher education, especially in terms of designing smart education systems in emphasizing the learning styles of students as well as the necessary learning environment factors for successful smart education. The smart education systems to facilitate flexible and efficient learning of higher education students in Kuwait along with learning styles of students and learning environmental factors are considered in designing smart education.

A systematic review of E-leadership and its effects on student learning in higher education

A systematic review was conducted, covering an extensive exploration of previous literature from 2000 to 2021. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach, 34 articles regarding e-leadership, e-leader, and other more general views of leadership for either technology usage in learning or virtual collaborative learning, were analyzed. The findings highlight various relevant insights in empirical and theoretical articles, revealing the evolvement of educational e-leadership research and e-leadership characteristics in practice. The researchers conclude that leaders in modern higher education should possess sufficient technological knowledge, e-skills, and e-leadership practices to provide a technology-enabled learning environment, which demands more e-leadership studies in the future. The study bridges perceptions from e-leadership, student learning, and educational technology fields; thus, it could be beneficial to policymakers and educational leaders in equipping with successful e-leadership practices in the new age of educational technology.

Use of the Portfolio as an assessment tool for learning in higher education in remote classes: opportunity and challenges

This research aimed to evaluate the opportunities and challenges of using the Portfolio for evaluation in higher education, especially in the remote context at the end of the semester of activities of the Research Group Educational Paradigms and Teacher Training, from the Theory and Practice line Pedagogy in teacher training. The objective was to evaluate the opportunities and/or challenges of using portfolio assessment in higher education, especially in the application of remote teaching. Having as a problem: How to think about the evaluation of the learning of higher education students, in the face of a global pandemic, who started to have their academic activities carried out remotely? It is qualitative research of the research-training type. The group consisted of 8 doctoral university professors and 2 mediating doctoral professors from a large private university. Four responded to the questionnaire used to collect data for the research. The results were positive, as even the challenges were recognized as helping the group's growth and learning.

Student vulnerabilities and confidence in learning in the context of the COVID-19 pandemic

ABSTRACT How did the onset of the COVID-19 pandemic impact student learning in higher education? Everywhere, Sars-CoV-2 struck hardest in the most disadvantaged communities. This paper asks whether the virus's disproportionate effect on more vulnerable groups is replicated among college and university students. Data come from approximately 3800 students studying at nine higher education institutions located in six different countries around the globe. Conventional imagery of the ‘Ivory Tower’ treats colleges and universities as cloistered academic spaces beyond the ‘real world.’ Such imagery suggests that the patterns of COVID-19 inequity seen in the general population might not hold within higher education. However, the composition of the post-secondary student body has become more diverse and more representative. This could mean that patterns of inequity from the general population might hold, although perhaps at muted strength, among college and university students. We investigate the higher education context, asking how the characteristics of students, such as their gender or family background, their digital access, and their living arrangements during the COVID-19 pandemic, impacted their self-reported ability to learn. The paper finds that students in more difficult situations – no study space, too much noise, and poorer health – reported greater disruption to their learning than did their peers who experienced fewer challenging living arrangements. Vulnerability, as measured by students in traditionally marginalized positions, had smaller impacts on student's confidence in learning.

Cognitive Diagnostic Assessment in University Statistics Education: Valid and Reliable Skill Measurement for Actionable Feedback Using Learning Dashboards

E-learning is increasingly used to support student learning in higher education, facilitating administration of online formative assessments. Although providing diagnostic, actionable feedback is generally more effective, in current practice, feedback is often given in the form of a simple proportion of correctly solved items. This study shows the validation process of constructing detailed diagnostic information on a set of skills, abilities, and cognitive processes (so-called attributes) from students’ item response data with diagnostic classification models. Attribute measurement in the domain of statistics education is validated based on both expert judgment and empirical student data from a think-aloud study and large-scale assessment administration. The constructed assessments provide a valid and reliable measurement of the attributes. Inferences that can be drawn from the results of these formative assessments are discussed and it is demonstrated how this information can be communicated to students via learning dashboards to allow them to make more effective learning choices.