Methodologies In Higher Education Research Articles

Active Methodologies In Higher Education

Active methodologies are the educational conception that enables the higher education student to be the protagonist of his learning. The present study aims to analyze the active methodologies that can be used in the context of higher education, aiming to facilitate and qualify the learning of students. In this sense, some of these methodologies considered innovative today are presented, as well as the flipped classroom, problem-based learning and project-based learning, through a qualitative-bibliographic-research. The work had as theoretical foundation some current and relevant books and articles, which were found in the "Google Scholar" database. The selected materials were analyzed and interpreted for the preparation of the article. With this study, it was found that active methodologies allow the teaching and learning process to be developed through significant and useful pedagogical practices for the students' lives. Thus, in this perspective, such a process can favor critical and reflective thinking, autonomy, problem-solving skills, group work and the active participation of students during classes. Therefore, it is understood that the flipped classroom, problem-based learning and project-based learning are modalities of active methodologies that can be used in Higher Education. These can promote participating, collaborative subjects and producers of their knowledge, aiming to facilitate and qualify students' learning.

Active Teaching-learning Methodologies in Higher Education: A Project with the Community

Active teaching-learning methodologies are a reality at the School of Education and Social Sciences of the Polytechnic of Leiria (Portugal), namely through the articulation with institutions of the community. The qualitative research presented in this article intends to analyse the perception of the students who are attending the Higher Professional Technical Course in Sociocultural and Sports Intervention, specifically concerning the importance of these methodologies in a project carried out with the District Hospital of Leiria. During the development of this partnership, 42 students were challenged to collaborate throughout the training process and, at the end, they were asked to write a report, which was considered the data collection instrument. These individual reports include descriptions, analyses and reflections that were processed through content analysis, using categories, and adopting an exploratory approach. The results showed that the students considered that this methodology of teaching-learning allows them to acquire know-what, know-why and know-how competencies. Moreover, they admit that the articulation with external institutions contributes to a better acquisition and mobilisation of practical knowledge that they will be able to apply to different situations, spaces and times in their future professional lives. Keywords: higher education, active teaching-learning methodologies, pedagogic innovation, community intervention, transdisciplinarity

Board Games and Entrepreneurial Skills Acquisition: A Mixed-Methods Study on the Efficacy of the EntreComp Framework in Higher Education

The landscape of higher education has witnessed a paradigmatic shift towards methodologies that are more interactive and engaging. The integration of gamification and board games as active learning methodologies in higher education, as well as the instruction in entrepreneurial competencies, has garnered significant interest for its potential to engage and motivate students, thereby enhancing learning outcomes. Gamification, characterized by the incorporation of game design elements into non-game contexts, offers a captivating and novel learning experience that fosters intrinsic motivation and active participation among students. One of the main ways of applying gamification is through board games, providing hands-on opportunities for students to apply theoretical knowledge in practical scenarios. A critical aspect of this educational innovation is its contribution to the instruction of entrepreneurial competencies, a domain gaining traction within higher educational settings. The European Entrepreneurship Competence Framework (EntreComp) stands at the forefront of this educational endeavor, offering a comprehensive blueprint for cultivating entrepreneurial skills and mindsets. This study is anchored in the context described above, with a focused aim to delineate which entrepreneurial competencies, as outlined by the EntreComp framework, are most effectively developed through these novel educational interventions. To facilitate this investigation, the "Game It Away!" project was initiated, encompassing three pilot studies. These pilots innovatively employed board games as the medium through which participants could acquire and hone their entrepreneurial skills. A key component of the learning process within these pilots was the maintenance of a learning journal by the students. This journal, filled with various reflective questions, provided a structured mechanism for participants to document and reflect upon their learning journey throughout the project. In this way, by using qualitative and quantitative methodologies, it is possible to verify the evolution of certain competences. The integration of gamification and board games within educational settings, particularly through the lens of the "Game It Away!" project, represents a pioneering approach to fostering entrepreneurial competencies among students. This study, leveraging both qualitative and quantitative methodologies, has illuminated the substantial potential of these innovative pedagogical strategies to revolutionize the teaching and acquisition of entrepreneurial skills as outlined by the EntreComp framework.

Discussion groups in teacher training: analysis of inclusive didactic strategies

The present study analysed the use of active and participatory methodologies in teacher training, exploring inclusive didactic strategies from Universal Design for Learning (UDL), using a mixed methodology. The data were gathered through discussion groups (DG). The main aim was to promote active and participatory methodologies in higher education through the use of inclusive didactic strategies. The sample was constituted by 73 students of the Degree of Primary Education from the Faculty of Education Sciences at the University of Seville (Spain), who were organised in 20 DGs. The research instruments employed were: UDL training session sheet and DG script on inclusive educational strategies and UDL. These instruments were validated by expert judgement. The results were organised by strategy, based on UDL guidelines (quantitative data: frequencies and percentages), and the data obtained from the DG minutes (qualitative data: content analysis) were organised by UDL dimension. The results confirm that the use of different didactic strategies favours reflective and critical thinking and promotes participation, generating shared knowledge and information management in different formats using ICTs, thereby contributing to improving the quality of teacher training.

Ageism toward older adults among social education students: the impact of a photovoice program

ABSTRACT This study describes the design, implementation, and evaluation of a photovoice program for Social Education students from a Polytechnic University in Portugal. The program was named ‘Ageism in Perspective’ and developed over six sessions during one semester. The design was based on principles of the original photovoice methodology, along with previous experiences of photovoice as an active and experiential learning methodology in higher education. Implementation included theoretical-pedagogical and ethical activities about the methodology (photovoice) and the topic under exploration (ageism). It went practically-technologically through the process of taking and presenting photographs in the group/classes, ending with a seminar and exhibition open to the community to share the main findings. Evaluation included a pre-posttest approach using the Negative Stereotypes Toward Aging Questionnaire (CENVE) and a final focus group addressing students’ overall experience with the program, the photovoice approach, and the impact on their perspectives about ageism. Participants (n = 45; mean age of 21.1, SD 4.1) were students of the second year in the degree course of Social Education. There was a statistically significant decrease in the CENVE score between the pre (30.1 ± 7.3) and the post (21.5 ± 4.0) test, meaning lower stereotypes after the program. Emerging themes from the focus group thematic analysis were (i) I am more willing to interact with older adults; (ii) Photovoice booster multiple perspectives and reflexivity; (iii) Becoming aware that ageism exists (even in myself). Findings suggest that photovoice is a good pedagogical tool to address students’ stereotypes about older adults, which should be as important as addressing the syllabus content.

RETRACTION NOTICE: Photo-Voice as an Innovative Methodology in Higher Education

Retraction note: Muñoz Rodríguez, D. I., Carmona Rodríguez, C., & Bell Sebastián, J. (2023). Photo-Voice as an Innovative Methodology in Higher Education. TECHNO REVIEW. International Technology, Science and Society Review Revista Internacional De Tecnología, Ciencia Y Sociedad, 15(1), 2–20. https://doi.org/10.37467/revtechno.v11.3795 The Editorial Office of Eurasia Academic Publishing Group has retracted this article. An investigation carried out by our Research Integrity Department has found a group of articles, among which this one is found, that are not within the thematic scope of the journal. We believe that the editorial process was manipulated and, furthermore, acceptance decisions were made under possibly inappropriate peer review.

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

Teaching 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.