Learning Strategies In Higher Education Research Articles

Enhancing Learning Outcomes and Student Engagement: Integrating E-Learning Innovations into Problem-Based Higher Education

With the rapid development of e-learning in higher education, this study explores the application of the problem-based learning (PBL) learning model in the e-learning ecosystem. This article explores the concept of participatory engagement in the e-learning ecosystem and integrates it with PBL theory through the use of ICT to support interaction and collaboration. The research method used is R&D learning models in the Heavy Equipment Technology course at Universitas Negeri Padang. The research findings should be interpreted cautiously due to limitations such as differences in contexts across various courses and factors related to technology implementation in the learning environment. The study results show that it can improve learning outcomes and students’ critical thinking skills. Specifically, 70% have implemented Bloom’s cognitive taxonomy Level C4 and above, aided by a self-reflection participation process that enables students to reflect on content, learning processes, and understanding through internal dialogue, generating new ideas and solutions. This is evidenced by the results of the Path Coefficients test with P-Value EE → LO 0.050 and PBL → LO 0.046, as well as Specific Indirect Effect EE → SPR → LO 0.003 and PBL → SPE → LO 0.047 where the value is ≤ 0.05. The implications include guidance for designing effective e-learning ecosystems and adaptive learning strategies in higher education. Future research is recommended to further explore the impact of this integration and develop more effective PBL models in diverse courses and other educational institutions.

Exploring the typology of reasoning influencing university teachers’ language teaching and learning strategies

Despite the critical role of reasoning in shaping language teaching and learning strategies in higher education, prior studies have either separately examined reasoning or focused on one specific type thereof and language teaching and learning strategies. To address this gap, this study took a comprehensive approach by examining various types of reasoning in language instruction and their alignment with language teaching strategies in higher education. It adopted a sequential mixed-methods design through two phases of data collection. The study instruments included a mixed-method questionnaire, interviews, classroom observations, and document analysis. The quantitative phase collected data from 357 university teachers of Arabic-language disciplines at the university level who completed a mixed-methods questionnaire using a 5-point Likert scale and brief written explanation. Exploratory factor analysis, descriptive and inferential analysis of variance and the Scheffé test were used to analyse the quantitative data. In the follow-up qualitative phase, 20 university teachers from the quantitative phase were observed in the classroom and interviewed, and their document tasks were analysed using thematic analysis. The results unveiled four distinct typologies of university teachers’ reasoning closely aligned with their language teaching and learning strategies: inductive, abductive, analogical, and deductive reasoning. Notably, these typologies were associated with cognitive, metacognitive, interactional, and Knowledge strategies. Furthermore, the findings highlighted the intricate interplay and mixture of these typologies, indicating that university teachers do not rely solely on one type or strategy. Finally, the conclusion section outlines critical areas for future research concerning reasoning and language teaching and learning strategies in higher education.

Implementation of Virtual Reality as an Educational Tool in Higher Education Teaching: A Case Study at the National University of San Marcos, Peru

Objective: Analyze in detail the implementation of virtual reality (VR) as an educational tool in the field of higher education teaching in the specific Peruvian context. Methods: The study employs a mixed methodology that includes surveys and interviews with teachers and students to assess various aspects, such as the perception of VR usage, its effectiveness in the educational process, and the challenges associated with its implementation. In addition to data collection through surveys and interviews, a detailed analysis of the technological infrastructure available at UNMSM is carried out. This analysis covers aspects such as the availability of equipment and devices compatible with VR, as well as the existence of support resources, such as specialized laboratories or trained technical personnel, to support the effective integration of this technology into the educational environment. Result: When studying perception, effectiveness, and challenges related to the use of VR in university teaching, this study seeks to provide a comprehensive understanding of how this technology is being adopted and utilized in the Peruvian context. The findings of this research can not only be useful for UNMSM but also serve as a reference for other educational institutions considering the implementation of VR as part of their teaching and learning strategy in higher education.

INTERGENERATIONAL LEARNING TO ADDRESSING AGEISM IN HIGHER EDUCATION: SCOPING REVIEW FINDINGS

Abstract Intergenerational learning strategies can increase wellness, both among students and older community members, while challenging ageism on college and university campuses. Still, existing studies on the mutual benefits and effectiveness of intergenerational learning strategies for addressing biases among college and university students are limited and as such, are continuing to emerge. Thus, a scoping review was conducted to explore current research on intergenerational learning in higher education, the potential relevance of such strategies to reduce ageism and better prepare future service providers, and to explore current implications for education, practice, policy, and research. Included in this scoping review were peer-reviewed and grey sources based on primary research on what is known about intergenerational learning strategies in higher education and their potential impacts on ageism. Excluded were sources not based on primary research or without clear implications for relevant education, practice, policy or research. In total, 313 articles were identified; 67 of these were screened in for full text reading, and 37 were initially screened in for analysis, after which another 8 were excluded, resulting in 29 cases for thematic analysis. Key themes surround intergenerational service learning and creative expression, attitudes toward older adults, perceptions on aging, mutual benefits of intergenerational learning (e.g., cultural learning and integration), and remaining needs for research and education, through integrating service learning opportunities into existing programs and courses in higher education. The results of this scoping review will be further discussed, along with future implications for research, practice, policy and education focused on reducing ageism.

What is known about intergenerational learning approaches for addressing ageism. including toward individuals with dementia, and attitudes toward aging among future practitioners? Exploring timely scoping review results

AbstractBackgroundIntergenerational learning can be used to enhance educational outcomes in higher education, to promote increased wellness in later life, while challenging stereotypes and negative bias toward older adults, including toward individuals with dementia, among future practitioners. Still, research on the mutual benefits and effectiveness of such approaches for addressing ageism among college and university students is limited and continuing to emerge. Accordingly, a scoping review was conducted to explore what is currently known about the use of intergenerational learning approaches in higher education based on available research and how (if at all) such strategies may be relevant for programming focused on improving inclusivity and reducing ageism, including toward individuals with dementia, chiefly among students who will work with older adults during their internships and post‐graduation. This scoping review was also conducted to offer an in‐depth understanding of current implications for practice, education, policy, and research that impacts older adults, including individuals with dementia.MethodIncluded were peer‐reviewed and grey sources based on primary qualitative, quantitative, mixed methods research in the English language, which explored intergenerational learning approaches in higher education and attitudes toward older adults and aging. Excluded were sources without clear implications for research, policy, practice or education focused on addressing ageism, including among individuals with dementia.ResultsThe search returned 313 potentially relevant articles in Academic Search Complete. Of these, 67 were preliminarily screened in for full text reading after removing duplicates and applying exclusion terms. Upon further review, 37 were initially screened in for thematic analysis, after which another 8 were excluded, owing to thin implications for intergenerational learning strategies in higher education focused on addressing attitudes toward older adults and aging.ConclusionKey themes surround intergenerational learning strategies, particularly through service learning and creative expression and attitudes toward older adults, including toward individuals with dementia, perceptions of aging, mutual benefits (e.g., cultural learning and integration), and remaining needs for future research, along with considerations for integration of service learning opportunities into university programs and existing courses. The preliminary results will be discussed, along with implications for research, practice, policy, and education focused on reducing ageism.

Personalized Learning Strategies in Higher Education in Saudi Arabia: Identifying Common Approaches and Conditions for Effective Implementation

The aim of the study is to identify the most commonly used personalized learning strategies in higher education in Saudi Arabia and explore the conditions for effective implementation of these strategies. In this study, a mixed-methods approach was employed, which involved conducting a survey of 390 students and conducting interviews with 18 students across three universities in Saudi Arabia. The findings reveal that the most commonly used personalized learning strategies are tailoring instruction to individual needs and preferences, providing one-on-one support and guidance, and allowing for student choice and autonomy. Flexible pacing and learner agency were also identified as important strategies, while adaptive assessment was found to be the least commonly used strategy. The study suggests that adequate resources, training and support, collaboration and communication, flexibility and adaptability, assessment and feedback, and clear goals and expectations are necessary for effective implementation of personalized learning strategies. These findings provide insights into the prerequisites for the successful execution of personalized learning approaches in tertiary education in Saudi Arabia and can serve as a blueprint for formulating impactful policies and practices that improve student-learning results.

Team-based Learning Impact: A Comparative Study of Student and Faculty Facilitators.

Team-based learning (TBL) refers to the application of an active-learning method that has gained popularity across all health-care disciplines. This study aimed to assess nutrition students' perceptions of the roles of student versus faculty facilitators. Participants in the study included, 117 2nd-year nutrition students registered in the "Introduction to Medicine" course in the 2022 academic year at a Japanese university. The first TBL session was faculty-led, whereas three students served as facilitators in the second. Upon completion of the course, learners and student facilitators completed a questionnaire on the student-led TBL. Responses to close-ended questions were analyzed using descriptive statistics, and those to open-ended questions were categorized into common themes. A total of 114 learners and 3 student facilitators responded to the questions. Learners found student-led TBL to be just as or more effective than faculty-led TBL in three respects: comprehension (93.0%), active participation (96.5%), and expectation of academic performance improvement (93.9%). According to student facilitators, it improved their knowledge, confidence, communication skills, and leadership abilities. Learners and facilitators indicated that student-led TBL was significantly more effective than faculty-led TBL. Thus, student-led TBL can enhance the ability of all students at different academic levels. Student-led TBL appears to be an effective learning strategy in higher education and further shifts toward student-centered learning in the course curriculum.

Development of the concept of training students with special educational needs in institutions of higher education

The aim of the article is to identify the characteristics of the different teaching strategies used in higher education for students with developmental disabilities based on a review of the academic literature on higher education for students with special educational needs and a study of the practical aspects of the issue. Methodology. To conduct the research, analytical and bibliographical methods were applied in reviewing scientific literature on the application of different learning strategies in higher education for students with special educational needs. In addition, an online questionnaire survey of educators and methodologists working with students with special educational needs was used. Results. The main characteristics of modern learning strategies for students with special educational needs have been analysed as a result of the work.

Augmented Reality as a Teaching and Learning Strategy in Higher Education in Colombia

This article shows a literature review of national research on the use of Augmented Reality (AR) as an innovative technology for the creation of learning strategies, which makes great contributions to higher education in the training processes of students in different academic programs and in different disciplines. In the review of different research articles, it is evident how a large number of universities in Colombia, research on how to create and implement didactic resources of Augmented Reality to reinforce learning in different subjects and how this can be used as a support tool for the creation of innovative teaching strategies, which have the ability to awaken in higher education students the interest and motivation to appropriate knowledge.

Group Work as a Learning Strategy in Higher Education

This article presents the results of a research conducted with higher education teachers who work in the Pedagogy degree course of a private college in the city of São Paulo. The objective was investigating the criteria used in the organization of the students for the development of work in group activities in the classroom. The qualitative research included questionnaires and interviews with higher education professors. The research allowed to point out who the professors are - profile, academic background, time in teaching - if they make use of group work and how they use this methodology as a learning strategy. The result confirmed the hypothesis that group work can offer a concrete opportunity to build knowledge in a cooperative way and with the potential for the student to relate with knowledge in various ways. However, in order to achieve the proposed learning objectives, the student needs an active participation and willingness to cooperate and the teacher must have a systematic monitoring of the groups.

Active Learning Techniques for Effective Online Teaching and Learning in Higher Education

Abstract : This article proposes active learning strategies for delivering engineering courses to the students in order to make learning more engaging, interesting, accomplishing, and joyful. The education system was impacted by the unprecedented situations generated by the Coronavirus pandemic from the last two academic years. The student community is also going through difficult situations on many levels. The primary challenge for teachers was to engage the students passionately in learning while maintaining a stress-free, healthy and fruitful environment in the online classes. For a stress-free teaching-learning process, adopting a variability in course content delivery methods would be a smart choice for teachers. This paper discusses the most effective active learning strategies in higher education. The work also highlights examples of implementation and an analysis of the effectiveness of active learning methodologies in terms of learners understanding, competency, satisfaction and knowledge gain. The findings indicate that the active learning strategy has assisted students in being more comfortable and engaged in effective learning in the online mode. Keywords :Active Teaching and Learning; Crossword; Higher Education; Mind map; Project Based Learning; Think pair share.

The Benefits of using Collaborative Learning Strategy in Higher Education

This paper seeks to quantify the value of group work in the classroom. The benefits of group study on academic achievement are investigated here. To study together is to embrace a way of life and an approach to education. As the theory goes, when individuals get together in groups, they are better off working together to achieve their objectives rather than engaging in unhealthy intragroup rivalries to figure out how to handle sticky situations. The principles of the online learning community were included. However, today's schools encourage rivalry among students as they compete for higher test scores, better scholarships, and more prestigious college admissions. To shift this paradigm, it is necessarily important to include collaborative learning into every stage of a child's education, from pre-K to college. Teachers need to take on an innovative role if they want to influence their students' conduct. They have to give up lecturing in favor of active classroom participation. The research indicates that when students work together to learn, their knowledge and classroom involvement improved. It suggests that universities should promote collaborative learning spaces because of the positive energy they may bring to the classroom. Teachers and students alike may gain from the cooperative learning approach by sharing and discussing ideas and analyzing challenges as a group.

Comparative study of practical teaching and learning methods: higher education

The level of higher education has been undergoing changes where there has been an increase in the difficulty of the work of teachers and university students, therefore, they opt for strategies that teachers develop to be able to teach and perform learning techniques that will allow them to solve real problems: Practical teaching methods: (a) Didactic strategies applied in the formation of competencies, (b) Criteria for conceptualization, classification, selection and characterization of teaching methods. Practical learning methods: (i) Competency-based higher education teaching-learning model, (ii) Learning strategies in higher education. In synthesis, the didactic strategies applied in the formation of competencies is a process that will encourage students and university teachers to be able to use learning tools and techniques to achieve their particular objectives. This study can be improved by increasing variables and obtaining more precise results based on methodological techniques to improve teaching and academic learning.

Pre- and Post-COVID-19: Exploring Issues of Access in Higher Education in Botswana and Ghana

Against the background of the arrival of COVID 19 and its challenges, this paper explors the effect of the pandemic on access provisions in higher education in Botswana and Ghana. Relying on policy documents and secondary data, the paper examines trends in tertiary enrollment, and probes into the future of higher education in these countries. It analyzes the socio-economic backgrounds of both countries, as well as the state of higher education access pre-COVID 19, during the pandemic, and the post COVID-19 periods. While both countries differ in population and human development indices, they have high literacy rates, good technological platforms, and a growing culture of online learning. This culture, further enhanced by the growth of distance education systems, is enabled by national ICT policy platforms. The countries' commonality of colonial history, and long-held desires for educational access was noted. In the context of COVID-19, both are continually adopting online teaching and learning strategies in higher education. Overall, a gradual growth is observed in tertiary access provisions and the exploration of alternative pathways to learning. Notably, the Commonwealth of Learning and Coursera initiatives are enhancing access in higher education. The paper recommends, in line with Adarkwah (2020), that the fostering of collaborative eLearning, researching learner preferences, promoting digital literacy, and enhancing infrastructural support will go a long way into mitigating the effects of COVID-19 in the future. Similarly, removing barriers to access and increasing gross enrollment ratios are vital to promoting access in tertiary education provisions [End Page 125] in both countries.

Deficit in Propriety? Cooperative Learning and Group Self-evaluation in Higher Education

The aim of the article is to unveil how the application of the collaborative learning strategy in higher education (HE) setting combines self-assessment of group activities with peer-to-group and teacher evaluation. The results reveal that the groups’ self-evaluation is considerably more positively than evaluation by the teacher or peers. The antecedents of these results are likely embedded in 1) the cultural context with dominant individual values; 2) impact of business study as discipline, and: 3) challenges in implementing a collaborative learning strategy in the HE sector.

Does the group matter? Effects of trust, cultural diversity, and group formation on engagement in group work in higher education

ABSTRACT Group work is a common active learning strategy in higher education when the goal is to enhance deep learning and develop teamwork skills. Culturally diverse learning groups are particularly valuable in preparing university students to participate in a globalized world. Student engagement in group work is critical in realizing these benefits. Therefore, more insight into what factors promote engagement is necessary. This study investigates the extent to which trust in the group, cultural diversity in the group, and group formation contribute to behavioral and cognitive engagement in group work. A questionnaire was filled out by 1025 bachelor’s students from six universities in the Netherlands and Canada. Structural equation modeling analyses identified students’ trust in the group as the strongest positive predictor of both behavioral and cognitive engagement. Greater perceived cultural diversity was found to promote behavioral and cognitive engagement, but compared with trust, the impacts were relatively small. Whether students could choose their group members did not affect behavioral or cognitive engagement significantly. Contrary to what was expected, trust did not act as a mediator. That is, cultural diversity and group formation did not indirectly affect engagement through trust. These findings prompt some suggestions for how to enhance student engagement in group work.

The Impact of Flipped Project-Based Learning on Self-Regulation in Higher Education

Student-centered learning approaches such as project-based learning and flipped classroom stress the active role of the learner by applying knowledge rather than absorbing knowledge, and preparing higher education students for professional development. Student-centered learning environments are more effective when students regulate their learning and learn autonomously. There-fore, the purpose of this study is to examine the impact of a proposed ap-proach of flipped project-based learning on various facets of students' self-regulated learning, including motivational beliefs and learning strategies in higher education. A flipped project-based learning environment was designed and developed to improve students’ self-regulated learning skills. In this regard, multiple case studies were conducted according to a pretest-posttest quasi-experiment design to investigate the effectiveness of the proposed approach by four groups of students from different disciplines. The study employed a mixed-method research approach for data collection. Overall, the results re-vealed that the flipped project-based learning approach significantly enhanced students’ self-regulated learning skills. It was found that the approach fostered the students’ self-regulation performance among different groups across dif-ferent disciplines and levels.
 Moreover, participants also claimed that the approach was useful and ef-fective. The findings indicated that students who actively engaged within flipped PBL activities demonstrated increases in cognitive and metacognitive functioning both individually and collaboratively. This study contributes to an advance in the understanding of how the development of SRL can be inte-grated into a flipped project-based learning environment in higher education.

Modern Learning Strategies in Higher Education: Team-Based Learning

Team-based learning is a student-orientated active learning strategy created by Lary Michaelsen in 1979. Team-based learning is widely used not only in the United States of America, but all around the world: in Asian, European, and Middle Eastern universities and colleges. It is extremely popular in biomedicine as well as in social sciences. It is, unfortunately, rare in Lithuanian higher education. There is a large network of team-based learning strategy consultants in Singapore, Japan, Australia, the Netherlands, the United Kingdom, Uruguay, and North America.Research aim: to introduce the team-based learning strategy.Research questions: what is team-based learning strategy? What are the main reasons of the prevalence of team-based learning strategies? How is the team-based learning strategy adopted to the learning subject?Research object: Team-based learning strategy.Research method: literature analysis.The popularity of team-based learning is determined by its effectiveness: it motivates students, ensures their involvement, develops critical thinking, problem-solving, interpersonal leadership, and conflict management and similar skills. Team-based learning ensures the satisfaction of students with the learning process.There are four essential elements of the team-based learning strategy: teams must be properly formed and managed; students must be motivated to attend class and must come prepared; students must learn to use course concepts to solve problems; students must be truly accountable in case the lecturer decides to implement team based learning into their subject.

Integrating Social Emotional Learning Strategies in Higher Education.

Social and emotional learning (SEL) strategies develop skills linked to cognitive development, encourage student focus and motivation, improve relationships between students and teachers, and increase student confidence and success. More attention should be paid to students’ emotions in higher education to enhance students’ engagement in the classroom and improve social awareness (i.e., respecting others, understanding other perspectives, providing help to those who need it), motivation, and academic achievement. This article focuses on the implementation of practices that promote SEL in higher education and science, technology, engineering, and mathematics (STEM) programs. The paper aims to assess the academic and behavioral-related outcomes of applying SEL in mineralogy, an Earth science introductory course in a four-year university. The results of the present paper reveal that instructional practices supporting SEL are suited for engaging and stimulating learners’ multiple intelligences. The observed student course assessment performance suggests that integrating SEL may be a viable strategy for promoting student interest in science, building stress resilience, and creating more positive engagement with students. The instructional practices reported in this paper could support science instructors in designing teaching methods that promote self-management and social awareness to increase students’ academic outcomes.

Fostering Effective Learning Strategies in Higher Education – A Mixed-Methods Study

Cognitive psychological research from the last decades has shown that learning strategies that create desirable difficulties during learning, e.g., practice testing, are most effective for long-term learning outcomes. However, there is a paucity of research on how to effectively translate these insights into training students in higher education. Therefore, we designed an intervention program aiming to create awareness about, foster reflection on, and stimulate practice of effective learning strategies. In a first examination of the pilot intervention (N = 47), we tested the effects of the intervention on metacognitive knowledge and self-reported use of effective learning strategies during self-study, using a control-group mixed-methods design. The intervention program had positive effects on knowledge about effective learning strategies and increased the use of practice testing. Qualitative interview results suggested that to sustainably change students’ learning strategies, we may consider tackling their uncertainty about effort and time, and increase availability of practice questions.