Learning Practices In Higher Education Research Articles

Factors Influencing Satisfaction for Continuance Intention to Use E-Learning Systems in Higher Education: Delphi Technique

E-learning has been widely adopted by universities globally, transforming teaching and learning practices in higher education. While much research has focused on adopting and accepting e-learning, less attention has been paid to students' satisfaction and their continuance intention (CI) to keep using these systems. A literature review reveals low student satisfaction and the intention to continue using e-learning platforms. Despite the extensive studies on continuance intention in e-learning, there is no clear consensus on the factors influencing student satisfaction with continuance intention. This indicates a knowledge gap regarding individual and system aspects contributing to e-learning satisfaction. This study seeks to identify key satisfaction factors affecting continuance intention using a two-round Delphi technique involving ten experts and to develop an initial model of these factors for higher education institutions. This model is expected to help institutions better understand the critical factors driving continuance intention, enabling more informed decisions in evaluating and implementing e-learning projects.

What’s Your Problem? Writing Effective Research Questions for Quality Publications

Research questions play a central role in papers, indicating the phenomenon or problem that is being addressed, and clearly stating what is being investigated. Indeed, the presence of research questions within a research article is an established quality indicator, and research questions form the basis of determining hypotheses, methodology, methods, and how interpretations and analysis of outcomes are undertaken. Given the key purpose of a research article is to communicate the phenomenon or problem that is being addressed, research questions play a central role in clearly stating what is being investigated. The Journal of University Teaching and Learning Practice (JUTLP) seeks to publish high quality research papers which offer impactful guidance for teaching and learning practice in higher education. In this editorial, we explore what research questions are, how they are used, their key characteristics, different types of questions, and how to write them. We also make practical recommendations for authors, reviewers, and editors in how to use research questions, what to look out for when reviewing manuscripts and making decisions, and how to best support authors in producing quality publications by ensuring impactful research questions are included.

Informing Teaching and Learning Practices in Higher Education: Reflections from Engaging in Home-Schooling

Using a collaborative autoethnographic approach, this paper draws on the experiences of four multi-disciplinary Australian academics who engaged in home-schooling during the 2020 and 2021 COVID-19 lockdowns to answer the research question, ‘how might our experiences of engaging in home learning inform our practice in higher education?’ The reflections encompassed our experiences in engaging with unfamiliar technology, equity issues, pedagogical aspects of online delivery, teacher presence, communication, well-being and our own cognitive and emotional responses. We considered the implications of this rich learning experience for our own learning and teaching practice as university academics. Our key findings are the need for a consistent, scaffolded, and supported approach to delivery of technology, consideration of its affordances, a flexible approach to student engagement that considers equity and contextual issues, and a focus on well-being and support. Limitations of this study include the single institution focus and the limited generalisability of auto-ethnographical research.

Application of Improved Association Rule Algorithm in Teaching Management Systems of Colleges and Universities

Teaching management systems (TMS) are comprehensive platforms designed to streamline various aspects of educational administration, instruction, and communication within academic institutions. These systems typically offer features such as course scheduling, grade management, attendance tracking, and communication tools for instructors, students, and administrators. TMS also facilitates content delivery, assessment creation, and student progress monitoring, providing a centralized hub for all aspects of teaching and learning. With the integration of modern technologies like cloud computing and mobile applications, TMS enhance accessibility, efficiency, and collaboration among stakeholders in education. This paper explores the integration of Frequent Pattern Decision Support Systems (FP-DSS) into Teaching Management Systems (TMS) and its impact on teaching and learning practices in higher education. Through a comprehensive experimental analysis, we investigate the effectiveness of FP-DSS in improving learning outcomes, personalization, and student engagement across various teaching methodologies. The findings reveal significant improvements in learning outcomes, with average exam scores increasing by up to 12% when FP-DSS is incorporated into innovative teaching methodologies. Additionally, we observed enhanced personalization of instruction, with a rating of 9 out of 10 for the effectiveness of FP-DSS in tailoring learning experiences to individual student needs. Furthermore, student engagement showed notable improvements across all experiments, with students actively participating in the learning process and demonstrating higher levels of motivation and interest.

Impact of Collaborative Learning on Student`s Academic Performance in Teacher’s Education Program

Creating a classroom environment for learners to participate actively and engage is an integral element of a comprehensive educational initiative for actively learning students in higher education institutions. Students collaborate to attain goals through collaborative learning. The idea behind collaborative learning is that students may help each other learn and build a deeper comprehension of the subject matter by working together. The study examines the influence of collaborative learning on the academic performance of students at B.Ed. Levels focusing on social factors such as interaction with peers, interaction with teachers, and social media usage influence CL and collaborative learning to improve the student's academic performance. Social constructivism theory was used to observe student performance. Data have been collected through questionnaires from four private universities. Findings were evaluated through SPSS version 22; the composite reliability of the instrument was measured as α=0.954. The results of the regression analysis confirmed and accepted all three hypotheses. It can be concluded that all three independent variables - student interaction with peers, interaction with teachers, and social media use- positively impact collaborative learning and help students improve their academic performance and achieve their goals. The results of this study suggest that collaborative learning is an effective approach to enhancing academic Performance in higher education (B.Ed. Honors) and that social factors play an important role in promoting collaboration among students. The findings have implications for teaching and learning practices in higher education, where collaborative learning may be especially beneficial. Overall, this research highlights the importance of collaborative learning in promoting academic development in students.

Evaluation of the Use of Gamification in Language Learning for Students in Indonesia

Background. With the development of technology and students' preferences for digital interactions, gamification offers an attractive alternative in increasing the effectiveness of language learning. However, understanding the influence of gamification, especially on students in Indonesia, is something that has not been fully explored. Purpose. This research aims to evaluate the use of gamification in language learning for students in Indonesia. Research focus includes increasing motivation, engagement levels, and language learning outcomes. In addition, this research is intended to provide a solid foundation for the development of more innovative and effective learning strategies at the tertiary level in Indonesia. Method. This research adopts a quantitative approach with survey methods. A total of 40 Arabic student respondents from various universities in Indonesia were selected purposively. The sampling method involved distributing questionnaires via Arabic student WhatsApp groups. Data collection was carried out through a special questionnaire designed with Google Form. Data analysis refers to the Miles Huberman approach, including descriptive and inferential data processing. Results. The research results show variations in the level of student knowledge about gamification, with the majority giving positive responses. Although most students experience additional motivation, there are concerns regarding an overemphasis on the end result rather than the learning process. Conclusion. Gamification in language learning makes a positive contribution to student motivation, engagement, and enjoyment. However, the main challenge is the risk of overemphasis on the bottom line. The implementation of gamification needs to be adapted to the characteristics and needs of students, maintaining a balance between the game aspect and the essence of language learning. In conclusion, this research provides an in-depth understanding of the impact of gamification on Arabic language students in Indonesia, with the potential to provide guidance for the development of more effective language learning practices in higher education

Learning analytics for online game-Based learning: a systematic literature review

ABSTRACT Game-based learning researchers have been investigating various means to maximise learning in educational games. One promising venue in recent years has been the use of learning analytics in online game-based learning environments. However, little is known about how different elements of learning analytics (e.g. data types, techniques methods, and stakeholders) contribute to game-based learning practices within online learning environments. There is a need for a comprehensive review to bridge this gap. In this systematic review, we examined the related literature in five major international databases including Web of Science, Scopus, ERIC, IEEE, and compiled Proceedings of the International Conference on Learning Analytics and Knowledge. Twenty relevant publications were identified and analysed. The analysis was conducted using four core elements of learning analytics, namely the types of data that the system collects (what), the methods used for performing analytics (how), the reasons the system captures, analyzes, and reports data (why), and the recipients of the analytics (who). This study synthesises the existing literature, provides a conceptual framework as to how learning analytics can enhance online game-based learning practices in higher education, and sets the agenda for future research.

E-Learning in College: Bibliometric Analysis of Virtual Learning Environments and Online Course Delivery

Electronic Learning, also known as e-learning, has become an integral part of modern education systems, revolutionizing traditional learning practices in higher education. This research paper presents a comprehensive bibliometric analysis of virtual learning environments (VLEs) and online course delivery in higher education. The study involves data collection from reputable academic databases, including Web of Science, Scopus, PubMed, Google Scholar, and institutional repositories. The research methodology includes co-authorship network analysis, journal and conference analysis, citation analysis, and keyword co-occurrence analysis using VOSviewer software. The analysis reveals collaborative patterns among researchers, influential publication outlets, highly cited papers, and emerging research themes in electronic learning. The results offer valuable insights into the evolution of electronic learning research, identifying key contributors, trends, and gaps in the field. This study aims to guide educators, researchers, and policymakers in enhancing electronic learning experiences and shaping the future of education in higher institutions.

Teaching Staff Attitude Towards Using Augmented Reality as a Pedagogical Tool During Covid 19 Pandemic Crisis Period

Advanced digital technology has given rise to modern visual tools known as Augmented Reality (AR). AR integrates virtual information into the real environment, and recent studies have demonstrated its potential to enhance teaching and learning practices in higher education. However, while university learners have become increasingly adept at utilizing technology to support their learning, many faculty members have been slower to embrace technology for enhancing their teaching practices. This study aims to investigate the attitudes of academic staff towards adopting Augmented Reality Technologies (ARTs) in higher education. Additionally, it seeks to determine whether there are any differences in attitudes based on age, utilizing the Technology Acceptance Model (TAM) as a theoretical framework. A survey was conducted, and a total of (851) usable responses were received from participants. The study results reveal that most faculty members have a positive attitude towards using AR as a pedagogical tool in teaching and learning, particularly to support students remotely during crisis periods. Additional results indicate that the response to crises factor strongly influences academic staff attitude towards AR. Moreover, the attitude factor strongly influences academic staff members' intention to use AR in the future. Additionally, the results show that there are no differences between the teaching staff and their age regarding their attitude. The paper concludes with some recommendations.

Prompting Higher Education Towards AI-Augmented Teaching and Learning Practice

Large Language Models (LLMs) and conversational-style generative artificial intelligence (AI) are causing major disruption to higher education pedagogy. The emergence of tools like ChatGPT has raised concerns about plagiarism detection but also presents opportunities for educators to leverage AI to build supportive learning environments. In this commentary, we explore the potential of AI-augmented teaching and learning practice in higher education, discussing both the productive affordances and challenges associated with these technologies. We offer instructional advice for writing instructional text to guide the generation of quality outputs from AI models, as well as a case study to illustrate using AI for assessment design. Ultimately, we suggest that AI should be seen as one tool among many that can be used to enhance teaching and learning outcomes in higher education.

Potential obstacles to adopting augmented reality (AR) technologies as pedagogical tools to support students learning in higher education

ABSTRACT Many universities have adopted AR to enhance teaching and learning practices, but it has faced some obstacles. There is a lack of research on the obstacles of implications of AR in Saudi universities. This study aims to identify the extent to which faculty members agree with adopting AR as a pedagogical tool and whether there are statistically significant differences between academic perceptions of the AR potential obstacles and their faculties and gender. A mixing method approach was applied to understand the study problem. A total of 851 faculty members completed a survey, then 20 were interviewed. Statistical analyses were used to assess the survey data, and thematic analysis was used to evaluate the interview data. The finding shows that most faculty members agreed with the obstacles limiting AR technologies' adoption in teaching and learning practice in higher education. Lacking AR training courses was the most significant obstacle that faculty members agreed upon, with limited available resources and a lack of technical team support. The interview explores why these obstacles have existed. This study offers further empirical support for previous studies. The contribution is theoretical and practical, as well as recommendations to help higher education implement technology in its educational environment.

Classrooms as Sacred Space: Structures for Holistic Teaching and Learning Practices in Higher Education

This article explores the notion of the classroom as a sacred space, through the lenses of Indigeneity and Waldorf-inspired practices to examine the ways pedagogical practices create spaces for learning and holistic well-being. Using a series of qualitative ethnographic studies highlighting courses at higher education institutions in Arizona and Minnesota, this article examines student reflections on experiences within the courses and curricula. Student responses point to conceptions of the course “rituals” that fostered emotional and mental wellness and contrasted these to courses in the “real world” that did the opposite. The article concludes with reflections on structures within the classroom and implications for teaching and learning.

Sink or swim: Exploring resilience of academics at an education faculty during Covid-19

There is a proliferation of local and international research focusing on Covid-19 and its impact on teaching and learning practices in higher education. However, there is considerably less focus on the resilience of academics in higher education during the pandemic in South Africa. To consider this gap, a group of curriculum officers at an education faculty based at a university of technology in the Western Cape set out to explore how resilient academics were during Covid-19. Thirteen academics who teach in and across the Foundation, Intermediate, and Further Education and Training phases participated in a focus group interview. Data was analysed thematically using content analysis and three themes were identified: creativity through complexity; embracing challenge through resilience; and connecting with self. The implications reveal that universities as a contextual environment for promoting resilience need to engage with the social and physical ecology of staff by providing support and resources to facilitate resilience during times of crisis. The dominant nature of the hierarchical dynamics of the university's management also needs to be considered as part of a social-ecological perspective in valuing academics' wellbeing during emergencies.

A Case Study on the Impact of Peer Tutoring in the Education of Freshmen Engineering

In an online or offline classroom, it might be difficult to ensure student engagement and learning during and after the COVID-19 epidemic. The learning of global engineers, need to engage effective teaching and learning practices in higher education is required. The best way to learn is to teach. Learning by teaching others is extremely effective method. To enhance the learning of engineering students, a pilot study is aims to exam in the effectiveness of the freshmen engineering students’ engagement in learning using peer tutoring. In addition, considered the performance of tutees (slow learners) guided by the identified tutors (fast learners) of the same group for peer tutoring. For that the students are engaged in the practice of learning by teaching, understanding and retaining the knowledge while comparing the students who are in existing learning. A peer teaching method is effective learning method by involving the student in group presentations combined with cooperative learning. In this paper a review of related literature focusing on active learning methods –like learning by teaching, peer tutoring, team presentations in engineering education are done. The results strongly endorse learning through teaching by the student and for the student throughout the practice of peer tutoring in a pilot course study of Applied Physics. Keywords-Cooperative learning, peer tutoring, learning by teaching, engineering education, freshmen engineering students.

Factors Affecting the Adoption of Augmented Reality as Pedagogical Tools in Higher Education During the Covid-19 Pandemic

Advanced digital technology has produced modern visual technology tools named Augmented Reality (ART), which can integrate virtual reality objects within the real environment. Current studies have proven that AR technologies can enhance teaching and learning practices in higher education. While university learners have become more digitally savvy to support their learning, this is not the case with many faculty members using technology to enhance their teaching practice. The factors that can affect academic staff to use of ART as pedagogical tools are still unclear. this study aims to investigate the potential factors that can influence academic members' decision to adopt ART to support students learning, using the decomposed theory of planned behavior (DTPB) model as a theoretical framework. A survey was conducted, and 851 usable responses from participants were received in total. Additional results indicated that most of the potential factors can have a strong influence on faculty members' behaviour to use ART. The research model fitted the data and supported most hypotheses. Thus, these factors are crucial for universities to integrate ART to enhance the educational environment. Keywords: Augmented Reality, teaching and learning, pandemic period.

Infographics in higher education: A scoping review

In education, infographics may be used to promote active learning and engage learners in the creation of more diverse learning artefacts. This study aims to analyze the application of infographics in higher education. The authors conducted a scoping review of the scientific articles to analyze the use of infographics across a variety of university subjects. The findings revealed that the most frequent educational practices were those that merged both ready-made infographics and students’ hands-on experience in creating their own infographics. Such learning activities facilitated the learning of the subject-related material and helped students to advance with the creation of this popular form of modern communication. The tasks including infographics also represented an enhanced mission of higher education as students were given opportunities to develop a number of personal and career readiness skills and capabilities simultaneously, such as digital, visual and information literacy, critical thinking, creativity, communication and collaboration skills. The educational recommendations and technological solutions proposed might diversify teaching and learning practices in higher education.

An analysis of business students’ stressors and their coping strategies in the post-pandemic era

The COVID-19 pandemic has brought a dramatic change in teaching–learning practices in higher education across the world. The post-pandemic era with a new shift of teaching–learning phase raises the concern of students' psychological well-being, especially the novice, i.e., first-year undergraduate students, as first-year students often struggle to adjust to the new environment of higher institutions, thereby depressive symptoms are more prevalent among them. In this regard, a qualitative study was conducted followed by a dyadic approach to explore the symptoms of students’ psychological stressors, their causes, and provide essential remedies for coping with such behaviors in the post-pandemic era. The findings show that students’ stressors were commonly reported due to the academic workload, institutional regulations, lack of resources, and financial constraints. Regarding indications, unusual behavior, lack of confidence, improper sleep, and lack of motivation were identified as the primary symptoms of students’ stress. However, participants reported a lack of understanding regarding stress-related matters. Yet, students and faculty members try to adopt several strategies for reducing such stressors. By examining the perceived psychological stress, indications, and coping behaviors, this study enriches the literature by bridging pragmatic and theoretical gaps regarding students’ stressors of business management. Furthermore, the study mainly suggests that adequate institutional support should be provided to deal with students’ problems that cause stress. Also, universities should organize workshops or seminars to cultivate psychological health awareness among students and faculty members.

Academic Staff’s Perspective on Blended Learning Practices in Higher Education Post COVID-19: A Case Study of a Singaporean University

The COVID-19 pandemic of 2020 saw the rapid adoption of fully online higher education (HE) academic programmes across the world. With the likely post-pandemic return to on-campus education, online learning in some form is expected to continue. It is apparent also that globally, students’ mindsets about online learning have changed during the pandemic period. It is thus timely to investigate the potential of blended learning (BL), a hybrid form of online and faceto-face education, as a pedagogical approach for HE in the future worldwide. As academic staff are instrumental in implementing effective HE pedagogical approaches, this study explored the academic staff’s views and practices with BL. The study implemented the qualitative case study approach, and the in-depth interview method was applied with eight academic staff representing different departments in a Singaporean higher education institution. Thematic analysis on the qualitative data gathered in accordance with the study’s foci elicited inputs about the academic staff’s BL understandings, usage and impacts, as well as challenges and suggestions for enhancing BL in HE. The findings revealed the academic staff’s positive BL perceptions, sound understandings, and strong experience with various digital tools. From this sound foundation, the staff interviewees made suggestions for developing effective BL practices which apply for HE in the future. The study’s important implication is that the findings are relevant and valuable in the situation where, post the pandemic, HE adjusts for students return to campuses where BL is likely to replace the face-to-face education. Importantly, these suggestions form the elements of a BL ecosystem that includes policy, infrastructure, training and evaluation and demonstrates flexibility for the ecosystem’s application to both the Singaporean context and to effective HE BL design globally post the pandemic.

An Analysis of Students’ Perceptions of Online Learning Practices in Higher Education in Zimbabwe

An Analysis of Students’ Perceptions of Online Learning Practices in Higher Education in Zimbabwe

The Influence of Culture on Collaborative Learning Practices in Higher Education

Abstract Objective: This study systematically identifies the various pertinent cultural dimensions and the group processes involved in collaborative peer learning before empirically exploring their associations among a sample of university students. Methodology: Twenty statements encompassing various cultural dimensions that could possibly influence students’ preferences towards collaborative peer learning practices were incorporated into a survey. The data were collected from 147 multicultural students studying applied sciences in Finland. Chi-squared test of independence was used to test the association between the cultural dimension scores for students and their stated preferences for collaborative learning practices. Findings: A major finding of this study is that learners from diverse cultural backgrounds have differing modes of engaging in the eight separate collaborative learning processes. The findings clearly reveal that students from cultures that are hierarchical, collectivist, less bound by rules, and traditional are less likely to have any prior familiarity with peer-learning methods. It seems relatively clear that the power distance and collectivism dimensions have the greatest impact on shaping the preferences of students for collaborative peer-learning methods. Value Added: Very few studies have looked at how the cultural backgrounds of students can influence their use of, and preferences towards, collaborative peerlearning methods. This study identifies key processes in collaborative learning practices, which are shaped by culture as communication, decision-making, leadership, evaluation, trust building, the expression of disagreement, scheduling, and persuasion within a peer group. Recommendations: This study found that Hofstede’s framework might be too constraining when understanding how culture shapes a student’s preferences towards collaborative peer learning in the educational context. It would be even more fruitful to develop an altogether endogenous framework that is more suitable for exploring the influence of culture on learning and education. Such a model should identify the various dimensions of culture beyond those of national identity and consider how they jointly influence attitudes towards collaborative learning rather than considering them in isolation. This model should also take a more dynamic approach towards both culture and learning.