Methodologies In Higher Education Research Articles

Flipped Classroom and Collaborative Work as an Inclusive Strategy in Higher Education

Objective: The aim of this research is to evaluate the implementation of the flipped classroom and collaborative work in university marketing students, in terms of academic performance, the development of cross-curricular competencies, student satisfaction and motivation, and the effective use of information and communication technologies in the learning process.   Theoretical Framework: The main concepts and academic literature that underpin the research are presented, providing a solid foundation for understanding the context of the study.   Method: The methodology adopted for this research is quantitative in nature, with a cross-sectional design, and exploratory and descriptive scope. Data collection was conducted using a questionnaire composed of five dimensions, in order to cover all aspects inherent to the mixed inclusive strategy that combines the flipped classroom and collaborative work in the university classroom.   Results and Discussion: The results suggest that the flipped classroom and collaborative work have a generally positive impact on higher education, in line with much of the current scientific literature. However, it is also evident that careful consideration of implementation and context is necessary to maximize their effectiveness. Variations in outcomes, depending on factors such as discipline, course design, and the digital skills of the participants, are crucial aspects that must be considered. These findings underline the importance of a balanced and adaptive approach in the application of innovative methodologies in higher education.   Originality/Value: This study stands out for its rigorous exploration of how the integration of the flipped classroom and collaborative work in higher education enhances soft skills and academic performance, contrasting with traditional methodologies. It underscores the relevance of adapting educational strategies to maximize the effectiveness of ICT in a contemporary and diversified learning context. Its value lies in providing empirical evidence that supports the implementation of these innovative methodologies, promoting more inclusive and effective learning environments.

Design and Innovation of English Teaching Methods in Colleges and Universities Based on Topological Number Theory

Abstract This research delves into the innovative application of topological number theory to reform English language teaching methodologies in higher education. We introduce and assess a novel approach to English teaching in colleges and universities, inspired by the principles of topological number theory. Our methodology leverages a unique model for recognizing handwritten English based on visual topological cognition, applying the insights of topological cognition theory to enhance English language instruction. The empirical analysis reveals a low word error rate of just 9.42% for our model, outperforming traditional models like the CRNN, which exhibits a 15.12% error rate. In a 10-week instructional experiment, students taught using the topological approach demonstrated significant improvements across all dimensions of English learning compared to their peers in a control group. The findings underscore the substantial potential of topological number theory in elevating English language teaching in colleges, offering significant benefits in teaching effectiveness and student motivation.

Social Info-inclusion and Educommunication: Active Learning Methodology in Higher Education

Social Info-inclusion and Educommunication: Active Learning Methodology in Higher Education

Innovation and Evaluation Analysis of English Teaching Mode in Colleges and Universities Based on Wavelet Packet Decomposition

Abstract The surge in information technology has catalyzed a pivotal shift towards innovative English teaching methodologies in higher education, garnering significant attention in educational research. This study introduces wavelet packet decomposition as a novel approach to both the innovation and evaluation of English teaching methods in colleges and universities, aiming to enhance teaching efficacy and scientific rigor. By employing wavelet packet decomposition for data analysis and utilizing a cloud-based evaluation model for teaching assessments, we investigate the impact of a new teaching mode at College M. Results reveal that students exposed to this innovative teaching strategy outperformed their counterparts in the control group on English cognitive tests, particularly in foundational areas such as grammar, where the experimental group achieved an impressive average success rate of 86.73%, compared to the 25%-50% range of the control group. These findings highlight the substantial benefits of the innovative teaching mode in elevating students’ English learning outcomes, particularly in grasping basic concepts. Furthermore, integrating a cloud evaluation model offers a comprehensive and scientific framework for assessing teaching effectiveness. This research validates the efficacy of the novel teaching model and introduces an innovative evaluation methodology for English education in tertiary institutions.

Active methodologies in Higher Education: reasons to use them (or not) from the voices of faculty teaching staff

AbstractTeaching based on active methodologies emphasizes the importance of giving students a leading role in the learning process. With the implementation of the European Higher Education Area, universities have undergone a reform that significantly increased student involvement in the teaching–learning process. The University of the Basque Country (UPV/EHU) responded to this change by introducing its own educational model: IKD i3. The general objective of this research is to explore the effect of the IKD i3 strategy on the teaching staff of the UPV/EHU. The study aims to identify the active methodologies adopted by the teaching staff and the reasons behind the use (or not) of these methodologies. A total of 403 teachers participated in the study, and their opinions were gathered freely to accurately represent their viewpoints. The results reveal that teaching staff at the UPV/EHU utilize active methodologies, with the most frequent being problem-based learning, cooperative learning, and the case study method. The reasons for incorporating these methodologies vary and include both benefits for students and advantages related to teaching, while the rationale for not using active methodologies is based on the lack of training, time constraints, and having a large number of students. Interestingly, the teachers who expressed these arguments were primarily those who were not familiar with or actively participating in the IKD i3 educational model. We believe that while our findings validate the UPV/EHU’s IKD i3 educational model, they also highlight the importance of universities not only having an educational model but also fostering a culture that encourages the active engagement of teaching staff. This commitment is essential to effectively develop and implement such a model.

Lean in Higher Educational Institutes: A Literature Review

The application of Lean practices in higher educational institutes has gained tremendous attention in recent years as the sector strives to improve operational efficiency, enhance student outcomes, and efficiently manage resources. A comprehensive literature review is presented in this paper on the application of Lean methodologies in higher educational institutes. This paper seeks to answer the following research questions: 1) How is Lean methodology adopted by researchers in higher educational institutes? 2) Which Lean tools and methods are most suitable in higher educational institutes? 3) What are the barriers and challenges associated with implementing Lean in higher educational Institutes? 4) What is the future of Lean implementation in higher educational institutes? This literature review comprises a wide range of journal articles published in the last five years, from 2019 to 2023, retrieved from various academic databases, including Emerald Insight, Science Direct, Taylor and Francis, Web of Science, and Wiley Online. PRISMA protocol is used to collect and arrange the journal articles (36% analytical and 64% applied Lean) under several themes: (1) curriculum review and teaching methodology; (2) administration; (3) student satisfaction; (4) lean waste identification and elimination; and (5) barriers and challenges. The paper concludes that the Lean philosophy, which was originally formulated for the manufacturing sector, has been successfully adapted and applied to educational institutes. The application of Lean in higher educational institutes resulted in streamlined processes, waste reduction, and increased staff and student satisfaction levels. However, it also highlights the barriers and challenges such as cultural barriers, resistance to change, lack of knowledge among staff and students, and lack of leadership commitment. Overall, the review paper adds up to the existing body of knowledge by integrating and summarizing the key findings and trends in the application of Lean methodologies in higher education.

Rocking Up Digital Educational Methodology in Higher Education – Is Education 4.0 Here?

The COVID-19 pandemic disrupted education and required academics to shift to emergency remote education. The efficiency of the teaching learning process is determined by several factors in a technologically enhanced learning environment. As part of the improvement of education, educational methodologies and the rate of involvement of digital technology in the “business process” of teaching, the shift was an enforced step in the course of business process redesign (BPR). Technological developments forced pedagogy to change methodologies. The methodological and pedagogical effectiveness and success depend on how academics will apply the best practices and the know-how of emergency remote education and how the capabilities of applications, software and online shared knowledge can be exploited. This paper aims to review the background of educational methodologies and it outlines the pre-COVID-19 practices and strives to survey academics’ experiences of emergency remote teaching in higher education. Along with the “time space-group” three dimensional model of distance learning a slightly modified “time-workload-anxiety” 3D matrix of emergency remote digital education is introduced and considered from the lecturers’ perspective.

Students’ perception of team-based learning: evidence in Economics

Today’s new teaching and learning methodologies in higher education have moved the center from teacher to student and from teaching to learning. Since Team-Based Learning (TBL) is one of the most frequently used active learning methodologies that have emerged, the objective of this paper is to analyze and evaluate students’ perception of this methodology. To that end, first we study the positive and negative aspects of TBL considered by students. Then, we define a synthetic indicator to evaluate the degree of satisfaction of students with this methodology and analyze it according to sociodemographic variables. Finally, we analyze whether there is any correlation between the degree of satisfaction of each student and their individual final grade in global terms. The analysis is performed using a database (which includes information of 657 students) created by merging two datasets: an online questionnaire answered by students, and academic and sociodemographic information of the students who participated in the questionnaire. The main results show that TBL is perceived as a positive methodology, with respect to improving teamwork abilities. Significant differences in several competences were found by age groups, between students with or without a paid job, and depending on the educational attainment of their parents. The students’ perception of TBL regarding motivation and performance during the learning process gives information about the sociodemographic characteristics of the students who will show greater acceptance and appreciation of the introduction of TBL.

Interdisciplinary Training for Modernization of Education

The article examines the problem of the substantive nature of the modernization of higher education. It is accepted that interdisciplinary learning is one of the characteristics of modernization in education. Therefore, it is seen as a research competence approach that changes the static learning process, influences the role of the teacher, develops interdisciplinary competences and stimulates cooperation in pedagogical interaction. One of the specific characteristics of modern modernization – interdisciplinarity – is seen as a new research methodology in higher education.

Design Thinking as a Co-Creation Methodology in Higher Education. A Perspective on the Development of Teamwork and Skill Cultivation

<p style="text-align: justify;">Graduates of higher education need, in addition to knowledge, skills such as cooperation, communication, and problem-solving to cope with their working life. Collaborative learning environments like co-creation, are gaining attention for their ability to cultivate these essential skills. This study aims to investigate the understanding and efficacy of co-creation from the perspective of 145 undergraduate students enrolled in a physics course, using a questionnaire. Design thinking, using the double-diamond model, is applied as the co-creation methodology. The study examines the effects of co-creation and design thinking on teamwork and the development of skills. The study also discusses the differences in co-creation, design thinking, teamwork, and skill development among various demographics, previous co-creation experiences, and teaching methods. The findings demonstrate that the majority of students understand the concepts of co-creation and design thinking, and that their co-creation teams functioned satisfactorily, leading to the development of necessary skills. However, increasing age seems to be an inhibiting factor. Finally, the study shows that students who prefer co-creation as a teaching method or have previous co-creation experiences are more receptive to this approach.</p>

Motivation: a challenge in the application of active methodologies in higher education

Resumo O uso de metodologias ativas tem se mostrado uma ferramenta capaz de aumentar o nível de aprendizado dos alunos, e em especial aqueles com dificuldades de concentração. Um desafio para os professores é obter o engajamento do aluno para a realização de atividades prévias ao encontro presencial, como assistir uma aula gravada ou ler um artigo. Este trabalho descreve um experimento feito em uma universidade inclusiva onde, após uma criteriosa pesquisa para a escolha das estratégias mais adequadas às características do público-alvo e as restrições da instituição, foram elaborados os materiais didáticos e atividades práticas que foram usados durante todo um período letivo em três disciplinas do ensino de computação. Os resultados revelaram o principal ingrediente para o sucesso dessa empreitada: a motivação dos alunos.

Mobile Learning: Programação Mobile MIT App Inventor – uma experiência realizada no Ensino Superior Cabo-verdiano

Este artigo pretende relatar uma experiência de integração de novas metodologias de aprendizagem de programação no ensino superior, a qual foi efetivada durante o ano letivo de 2016-2017, na Universidade de Cabo Verde. Participaram neste estudo duas turmas do 1º ano do curso de engenharia eletrotécnica. Os estudantes da turma experimental utilizaram, para o efeito, diferentes aplicativos móveis para a aprendizagem de programação, o que lhes permitiu trabalhar tanto dentro como fora da sala de aula. De entre estas várias aplicações utilizadas, o MIT App Inventor destacou-se como uma ferramenta de eleição para as diferentes atividades realizadas para aprendizagem de programação, quer em regime individual, quer em dinâmicas colaborativas. No presente trabalho apresenta – se as principais utilizações desta ferramenta ao longo do referido ano letivo, na unidade curricular de “Introdução à programação” descrevendo algumas das aplicações desenvolvidas pelos respetivos estudantes, anunciando ainda outras aplicações utilizadas.

Enhancing Social Innovation through active methodologies in Higher Education

Social innovation is now part of the political agenda, funding programs, and economic development policies. The world is changing, and, among other factors, digital transformation is assuming a key driver in the paradigm shift. Challenges appear, and solutions are needed, especially in what concerns human wellbeing and innovative approaches. Higher education can have an important role in this ongoing process, as it can supply an open, transformative platform for collective knowledge creation through research, education, innovation, and culture. In fact, it can shape the future of a knowledge-driven society if it works closely with its stakeholders and tries to meet their needs. Implementing new educational methodologies where students can participate and have a more dynamic and active role can be an effective answer. Combing formal education with non-formal education seems to develop the needed 21st -century skills. This article aims to share some best practices already developed at the Polytechnic Institute of Cávado and Ave, based in Portugal. It reflects students’ perceptions of their participation in nonformal projects during their formal education. Students seem to get more involved, more committed, and empowered, while they are learning by doing and contacting real cases in real conditions. The results seem to reinforce the notion that there is a strong relationship between learning, innovation, and social innovation. Students feel more holistically integrated into the world and with a lot of developed skills that will differentiate them in the future, in a more sustainable approach.

Lessons Learned on Academic Integrity in E-Teaching and E-Learning during the Coronavirus Crisis

The intensive development of information and communication technologies has introduced significant changes in teaching over recent decades and has shifted the focus of teaching methodology in higher education towards e-learning and e-teaching. The transition to online teaching was accelerated by the coronavirus crisis in 2020. During the various lockdowns, most teachers were forced to swiftly transfer their activities online and had to deal with the issue of the online evaluation of students’ work to be able to successfully complete the academic year. One of the biggest challenges for teachers seems to have been the prevention of e-cheating. This appears to have resulted in much higher, unrealistic grades for some students, whereas those who do not e-cheat fall unfairly behind. The aim of this paper is to analyse the achievements of students at the Faculty of Humanities and Social Sciences in Osijek in the courses of Contemporary English Language 1, 2, 3 and 4 in the academic years 2018/2019, 2019/2020 and 2020/2021, by comparing the achievements of the same students in the classroom environment in the winter semester and in the online environment in the summer semester. The students’ achievements will be additionally compared with the previous academic years in order to establish whether there is a significant difference in the students’ achievement working on the same task forms in the off-line and online environment. The overall objective is to explore the possibilities and problems of applying different task forms for the e-teaching of both general English and English for Academic Purposes in higher education, in order to ensure the most objective, realistic and fair results at the end of the courses and to raise the students’ awareness of the importance of academic and professional integrity.

Trends of Active Learning in Higher Education and Students' Well-Being: A Literature Review.

This literature Review had the purpose of inspecting how the use of active learning methodologies in higher education can impact students’ Well-being. Considering the Heads of State meeting at United Nations Headquarters on September 2015, in which the 2030 Agenda for Sustainable Development was adopted by all United Nations Member states, this literature review is limbered to the time period between September 2015 and September 2021. A Previous research focused on reviews was made to support the conceptual framework. The search was done in two databases - Web of Science main collection and Scopus - by two researchers autonomously, using the following search criteria: “higher education AND active learning AND student AND wellness OR well-being OR wellbeing.” The studies section attended the following inclusion criteria: (i) published in peer-reviewed journals; (ii) empirical studies; (iii) written in English, French, Portuguese or Spanish; (iv) open access full text; (v) Higher education context; and (vi) focused on the topic under study. The search provided 10 articles which were submitted to an inductive thematic analysis attending to the purpose of this review, resulting in two themes: (i) students’ well-being during confinement; (ii) methodological solutions for students’ well-being. Data show that the use of active methodologies, as digital technologies, and the incorporation of some practice as physical activity and volunteering seems to benefit students’ well-being, namely in their academic achievement, physical, emotional, and social life, and empower them to the professional future with multi-competencies. Higher education institutions need to understand the value of active learning methodologies in sustained education and promote them in their practices.

МОДЕЛЬ ДИСТАНЦІЙНОГО НАВЧАННЯ ЗДОБУВАЧІВ ОСВІТИ ОПП «ПОЧАТКОВА ОСВІТА» У НІЖИНСЬКОМУ ДЕРЖАВНОМУ УНІВЕРСИТЕТІ ІМЕНІ МИКОЛИ ГОГОЛЯ

The subject matter of this article is a topical issue regarding distance learning in context of higher education. The general aim of the paper is to consider peculiarities of distance learning model in the process of primary school teachers training. Due to the analysis of scholarly literature it is revealed that the development and implementation of distance learning into the educational process is an important in termsof theory and methodology of higher education. Therefore it requires specification, theoretical and informative content of professional training, definition and introduction of appropriate models of training for primary school teachers, normative and educational support of the educational process. It is found that the certain system is singled out as an invariant of the organizational and didactic system of distance learning for future primary school teachers at Nizhyn Mykola Gogol State University and this system has its own specifics. It should be added that on basis of the study of distance learning implementation peculiarities at Nizhyn Mykola Gogol State University a model of an invariant organizational and didactic system of distance learning for students of Educational Program «Primary Education» was developed. The developed model includes the following blocks: conceptual-target block (provides an increase in motivation for self- improvement and self-learning throughout life); content-procedural block (provides the unity of the content of academic disciplines, the unity of ways of learning the content and their compliance with this content); operational-activity block (consists of three parts: motivational, cognitive-procedural and control-evaluation); resultative block (provides monitoring of professional training of future primary school teachers). It is defined in the article that the quality of distance learning of future primary school teachers is influenced by the successful organization of pedagogical support for students, which includes productive interpersonal interaction between teacher and students throughout the educational process.

Macroeconomics and active methodologies in higher education: A possible pairing and a possible binomial

This article presents an experience of teaching innovation based on the application of active methodologies in economics and business education at the University of the Basque Country (UPV/EHU). The proposal builds on a competency teaching approach, whose objectives were to verify the effectiveness of these methodologies in the area of economics in order to reconnect the university with its social environment and enhance the competency and student-learning values. During the 2019–2020 academic year, a multidisciplinary process based on the Problem-Based Learning methodology was developed in the Introduction to Economics II: Principles of Macroeconomics course. Various teaching techniques were applied to encourage participation, autonomous student work, group work, as well as elements of social responsibility and values education. The results of the process collected quantitatively and qualitatively show improvements in the acquisition of knowledge by students and greater appropriation levels linked to greater motivation. However, reluctance and misgivings about the process also arose, which would require further work in class and a leading role by students. Greater planning, time and coordination requirements were also limiting factors for the teaching staff; however, the relevance of applying the methodology sequentially is suggested.
  
 Keywords: Active methodology, higher education, social and ethical responsibility, active learning, skills, economy.

ИССЛЕДОВАТЕЛЬСКИЕ СТРАТЕГИИ ПРЕПОДАВАТЕЛЯ ДЛЯ ОРГАНИЗАЦИИ ГИБРИДНОГО ОБУЧЕНИЯ

The article identifies the problem of developing University teachers’ skills of how to apply research strategies to study the conditions in which hybrid learning at the university would be successful. It is shown that the spread of hybrid methodology in higher education has led to the complication in educational process realization and required teachers to search for appropriate teaching tools and methods serving to handle the new challenges. The issue of hybrid learning organization at the university is one of the most widely discussed and urgent in modern education. The spread of hybrid methodology in higher education has led to the complication in educational process realization and required teachers to search for appropriate teaching tools and methods serving to handle the new challenges. Moreover, it required teachers to develop their educational design skills, skills of evaluation and research skills to study hybrid educational practice. The purpose of the paper is to explain the foundation and describe the research strategies that University teachers need to successfully organize and implement hybrid learning. In accordance with the key focus of University teachers’ activity (solving professional issues), there are four types of research strategies: a strategy aimed at researching the external environment and the surrounding society; a strategy aimed at researching the subject of education; a strategy aimed at researching the activities of the subject of education; a strategy aimed at researching the teacher personality and their activities. Hybrid learning organization calls for a teacher’s ability to use research strategies and analysis techniques as a key element in finding the answers to the questions about what is happening, why it is happening, what could happen, what should be done. The article was prepared within the fundamental research of State Assignment implementation on the topic “Professional competence of a teacher for the implementation of hybrid learning” (Supplementary Agreement of the Ministry of Education of Russia and the Federal State Educational Institution of Higher Education “OMSPU” No. 073-03-2022-035/3 от 08.06.2022).

Metodologias ativas no ensino em saúde

ABSTRACT This study is a literature review on the contributions of active methodologies in Higher Education in the health area. From the reviewed literature (texts, articles and books), an academic essay was written, addressing ideas, reflections, literature citations and authors’ personal impressions on the theme. After analyzing the literature, it was realized that active methodologies despite being involved in the teaching-learning process for several years, still require that teachers and students widely appropriate their benefits. The implementation of this change will help in coping with the factors that have negatively interfered in higher health education. It is a challenge that needs to be embraced by teachers and students. Conclusions: Active teaching methodologies can be included in all teaching models and methods and aim to promote learning and expand the possibilities for students to develop their competencies.

Integrating BIM in Industrial Engineering programs. A new strategy model

The implementation of the BIM in the AEC sector, both in companies and in academic institutions, is taking place mainly through the knowledge and handling of the software that makes its implementation possible. There are several public and private initiatives that provide professionals with workshops, courses, degree programs and even master’s programmes oriented towards knowledge of the BIM methodology. These are aimed at all types of professionals, from qualified technicians to unskilled labour. In order to achieve a truly successful implementation of BIM, it is important not to focus only on the technological perspective, but to base it on the human aspects involved in the methodology. Working the skills is as important, if not the most, as using the tools. It is the attitude of the professionals that will determine a successful integration. This paper brings together research works on the state of higher education in Spain in industrial engineering programmes related to BIM and the required competencies. Educational guides and also the needs of the sector are reviewed. New roles and skills demanded are also analysed. The implementation strategies and academic barriers found when integrating BIM methodology in higher education are studied in depth. Finally, the paper presents a model proposal that includes the main lines of work to integrate BIM so that the training of future graduates will be effective for the sector.