Learning In Higher Education Research Articles

Critical Subjectivization: From Docile, Ascetic Bodies to Polyglots in Foreign Language Education in Higher Education

Abstract This paper revisits Michel Foucault’s ideas about subjectivity, its applications to understand foreign language education, and, importantly, its learners in higher education. The paper argues that Foucault’s ideas about subjectivization were grounded primarily in his related concept of disciplinary societies; while today, the government of human subjects in higher education have shifted to forms of governance better described as control societies – an extension layered upon disciplinary societies. If control is overlooked when examining foreign language learners’ subjectivities, it perpetuates an ascetic register of the self that language learners must implicitly navigate under the governance of control societies. As a result, the paper argues that an ascetic register of the self limits the possibilities of dynamically becoming different subjects. The paper concludes by arguing that adding ideas about ‘nomadic-subjects’ with Foucault’s ideas of subjectivity is a more comprehensive framework from which to understand foreign language learners’ subjectivities.

Faculty Perspectives on Web Learning Apps and Mobile Devices on Student Engagement

Aim/Purpose: The digital ecosystem has contributed to the acceleration of digital and mobile educational tools across institutions worldwide. The research displays educators’ perspectives on web applications on mobile devices that can be used to engage and challenge students while impacting their learning. Background: Explored are elements of technology in education and challenges and successes reported by instructors to shift learning from static to dynamic. Methodology: Insights for this study were gained through questionnaires and focus groups with university educators in the United Arab Emirates. Key questions addressed are (1) challenges/benefits, (2) types of mobile technology applications used by educators, and (3) strategies educators use to support student learning through apps. The research is assisted by focus groups and a sample of 42 completed questionnaires. Contribution: The work contributes to web/mobile strategic considerations in the classroom that can support student learning and outcomes. Findings: The results reported showcase apps that were successfully implemented in classrooms and provide a perspective for today’s learning environment that could be useful for instructors, course developers, or any educational institutions. Recommendations for Practitioners: Academics can integrate suggested tools and explore engagement and positive associations with tools and technologies. Recommendation for Researchers: Researchers can consider new learning applications, mobile devices, course design, learning strategies, and student engagement practices for future studies. Impact on Society: Digitization and global trends are changing how educators teach, and students learn; therefore, gaps need to be continually filled to keep up with the pace of ever-evolving digital technologies that can engage student learning. Future Research: Future research may focus on interactive approaches toward mobile devices in higher education learning and shorter learning activities to engage students.

English as the medium of instruction and mother-tongue-based translanguaging: Challenges and prospects for tertiary education in Bangladesh and China

The paper explores whether mother tongues should be given a sustainable chance to thrive as mediums of instruction in tertiary education in Bangladesh and China. In the Bangladesh context, four universities located in Dhaka, the capital city of Bangladesh, were included in this qualitative research study. Eight teachers of English, law, general education, and business participated in interviews. In the Chinese context, two international universities located in China’s Greater Bay Area (GBA) were also chosen for study. Six teachers were observed in their classrooms to understand their classroom practices and were interviewed to determine their perceptions about implementing mother-tongue instruction in classroom interactions. The data show that teachers are aware that English, on the one hand, limits students’ learning, fosters improper learning strategies, and marginalises them in academia while on the other hand, compromises students’ opportunities to develop critical thinking skills. However, they do not believe introducing the mother tongue will prompt significant changes in higher education learning and teaching. The paper concludes that introducing mother-tongue-based translanguaging that challenges the monolingual biases towards English seems a utopian ideal that may take a long time to be accepted and implemented in these two Asian countries. However, fostering mother-tongue-based translanguaging by recognising the need for the mother tongue within a broad linguistic repertoire that promotes a de-colonising pedagogy and equality in education could be a promising approach in tertiary education in the Global South.

A social realist view of contextual disruption through (un)conferencing

Disruptions within higher education are seldom effortless and often provocative. They may result in a break from traditional, established educational models of knowledge transmission, offering alternative ways of accessing and cocreating knowledge. In 2021, the Higher Education Learning and Teaching Association of Southern Africa (HELTASA) adopted an (un)conferencing methodology for its annual conference. In this paper, the association’s Student Learning Project Team explores contextual disruption against the (un)conferencing backdrop. Critical reflective accounts by project-team members provide the empirical grounding for the paper. First, the notions of context and contextual disruption are discussed. Second, the reflective accounts are analysed using Archer’s structure, culture, and agency, as analytical framework. Third, Archer’s morphogenetic framework is used to appraise whether change or stasis occurred within the project team. Finally, recommendations for others wishing to facilitate intentional contextual disruption are shared. Ultimately, the article provides insight into the intricacies of contextual disruption as part of (un)conferencing.

Tutorias universitárias em períodos de interrupção acadêmica: um relato a partir da experiência

ABSTRACT The social crisis and the COVID-19 pandemic represent periods of academic interruption that will affect the learning of Higher Education. Given this panorama, university tutors will acquire relevance as a strategy to be able to face this crisis and allow an exchange of experiences and emotions. The objective of this report is to present a tutorial strategy developed between the years of 2019 and 2020, in the context of an academic and psychoeducational support program of a state university in Chile. This strategy consists of six phases: (1) Initial meeting; (2) Diagnosis; (3) Planning; (4) Implementation; (5) Evaluation; (6) Close the process. The development of this proposal demonstrated the emotions importance, dialogue and the valorization of the student’s experience in their learning process and adaptation to the university. In addition, it provides an action framework for academic and psychoeducational support linked to university tutoring programs.

Društveno-korisno učenje kao inovativan alat u poučavanju rješavanja okolišnih problema – što smo naučili u 10 godina?

Service-learning represents an innovative pedagogy that integrates academic learning with community service to address environmental issues based on experiential learning principles. This innovative pedagogy enhances higher education learning outcomes by fostering active engagement, real-world context, interdisciplinary insight, skills development, and civic engagement among students. The merging of service-learning contributes to a profound understanding of the subject matter, its practical applications, and personal and professional growth. This paper provides an overview of the implementation of service-learning in the STEM field, with a primary focus on the decade-long involvement of the Faculty of Chemistry and Technology in environmental protection projects. Through collaboration with the non-governmental organisation Sunce and partners from the University of Split, this initiative, led by environmental experts, has introduced a novel approach to higher education, facilitating knowledge expansion, skill improvement, and expertise development for both students and academic staff. The impact has been substantial, with the University of Split attaining the 21st position globally on the “World Universities with Real Impact” list for ethics in 2021, largely attributable to these service-learning projects. Service-learning has been integrated into the SEA-EU initiative, furthering its development at the University of Split, and establishing it as a pioneer in this field. Institutionalising service-learning in higher education requires the establishment of dedicated courses, integration into existing programmes, and the allocation of resources for academic staff, community partners, and students. Successful implementation requires a collaborative, iterative process involving careful planning, preparation, and assessment, ensuring that students benefit from meaningful opportunities to apply course content to real-world challenges while positively impacting the community.

Developing an E-Content Evaluation Instrument for English Oral Skills Courses in Higher Education Learning Environment

Developing an E-Content Evaluation Instrument for English Oral Skills Courses in Higher Education Learning Environment

Scoping review methodology and its use to review online project-based learning in higher education, 2020-2023

Scoping review methodology and its use to review online project-based learning in higher education, 2020-2023

Enhancing English Language Learning in Higher Education through Instagram: A Design and Development Approach

This study investigates the utilization of Instagram as a tool for enhancing English language learning among higher education students. Amidst the growing influence of social media on student lifestyles, the research aimed to harness Instagram's potential for educational purposes, particularly in language acquisition. Employing a Design and Development (D&D) approach with the four-dimensional (4D) model - Define, Design, Development, and Dissemination - the study focused on creating and implementing English learning materials tailored for the Instagram platform. The research methodology included the use of a questionnaire to assess the effectiveness of the instructional materials. These materials were validated by a panel consisting of two media experts, two language experts, and two material experts, ensuring content validity. The study involved a purposively selected sample of 30 students, emphasizing first-semester English majors who were active Instagram users. This approach facilitated an evaluation of the reliability and validity of the instructional materials and the research instrument. Key findings indicated that Instagram as a learning platform significantly boosted student engagement and interaction in English language learning. The study revealed the importance of social media, particularly Instagram, in fostering a more interactive and engaging learning environment. However, the research faced limitations due to its reliance on self-reported data and its focus on a specific student demographic. The study recommends future research to expand beyond first-semester English majors and explore various social media content types for effective educational outcomes. Longitudinal studies and qualitative research methods are suggested to gain deeper insights into student interactions with social media in educational contexts. This research underscores the potential of integrating social media platforms like Instagram into educational curricula, tailored to the digital habits and preferences of contemporary students.

Using ChatGPT to Teach English for Academic Purposes

Much attention has recently been given to the implications, potentials and pitfalls of ChatGPT in higher education. Thus far these discussions have taken a largely theoretical and exploratory perspective on what the strengths and weaknesses of ChatGPT are and how it could be used to either disrupt or enhance teaching and learning in higher education (Gimpel, et al., 2023; Kasneci, et al., 2023; Rudolph et al., 2023). Currently, there are few studies that have provided empirical evidence about the practical implementation of ChatGPT in the classroom, how it is being used and received by students, and its impact on student learning outcomes (Firat, 2023). This paper begins to address this gap by describing the ways in which ChatGPT was used in an English for Academic Purposes class for bachelor students in the Spring Semester of 2023 and assessing how it was received and used by students. Part one of the paper describes the curriculum design and the specific ways in which ChatGPT was incorporated into the syllabus, the learning outcomes, the assessments, and in-class activities. At the end of a semester a set of open-ended reflective questions was used to collect data from the students and gather insights into how students had experienced using ChatGPT in the class, what they saw as its strengths and weaknesses, and how they planned to use it in the future. Part two of the paper therefore uses a thematic analysis approach to consider the reflections of 26 students and identify patterns and themes in the students’ responses. Seven key themes emerged from this analysis which included: generating ideas, improving essay structure, editing, too vague/unreliable, prompting, limiting creativity, and critical thinking. The data suggests that students largely understood both the strengths and weaknesses of ChatGPT as a writing tool, however, they were not able to use it in a way that significantly improved their writing. The ways in which students planned to use ChatGPT in the future varied significantly with the most common plans being to use it to generate new ideas and edit texts. The paper concludes by discussing the implications of these findings.

Use of Drama to Enhance Speaking Skills of English as a Second Language (ESL) Learners

This study delves into the transformative potential of Shakespearean drama staging in enhancing the speaking skills of English as a Second Language (ESL) learners in higher education. Employing a qualitative interpretive research paradigm and drawing on Vygotsky’s sociocultural theory, the research utilizes semi-structured interviews as the primary tool to explore the experiences of teachers and students in a specific Department of English Language and Literature at a private university in Chattogram, Bangladesh. The findings illuminate the manifold benefits of drama, including heightened speaking confidence, improved teamwork, enhanced improvisational skills, and increased self-esteem. This study not only contributes valuable insights into the advantages of incorporating Shakespearean dramas in ESL settings but also establishes a foundation for future research in diverse contexts beyond national borders.

HACKATHON AS A METHOD OF LEARNING

Hackathons, as a method of teaching and learning in higher education, deserve attention in the context of developing students' skills and fostering innovative thinking. This article not only explores the advantages students gain by participating in hackathons, such as practical skills, teamwork, and solving real-world problems, but also examines the impact of this method on society at large. The question raised in the article concerns the possibility of considering hackathons not only as a supplement to traditional teaching methods but as an independent method that contributes to the formation of creativity, autonomy, and entrepreneurial thinking. Analysing these aspects may alter the approach to organizing the educational process, positioning hackathons as a key element of modern education.

Non-Formal Learning of Foreign Languages in the Polish Educational Context (Based on the Example of Students of French)

This article is an attempt to conceptualise situations of non-formal learning of foreign languages ​​in opposition to those situations of formal and informal learning. Its purpose is to show the blurred boundaries of each of the above categories, so that it is impossible to define one without referring to the other. In the first part of the work, we rely on the definitions developed by Schugurensky in the field of civic education, transferring them to the field of the teaching of foreign languages, and on Sockett’s studies on informal language learning in higher education, illustrating them with examples from the Polish educational context. In the second part, we reveal the difficulties related to the classification of specific situations of foreign language learning into particular categories on the basis of our own research conducted among students of French philology at the University of Wrocław. In conclusion, we present the prototype of a model situating non-formal learning in a continuum of different foreign language-learning situations.

Facilitating Social Presence in the Synchronous and Asynchronous English Language Class in Yogyakarta, Indonesia

Researchers have been interested in the topic of social presence in the areas of communication, online learning, and media. Due to the research's limitations in Indonesia, more research should be done on social presence in online learning in higher education. In contrast to earlier studies, the current study attempted to represent the students’ perspective regarding the occurrence of social presence in the synchronous and asynchronous classroom settings and the strategies used by teachers in synchronous and asynchronous English language instruction at an English Education Department of a private university in Indonesia. The study used a mix-method design using a survey of 89 students concerned with the occurrence of social presence and semi-structured interviews to twelve lecturers related to strategies to create a social presence. The Community of Inquiry Framework developed by Arbaugh et al. (2008) was used. The findings revealed that regarding social presence, most components (seven components) were categorized as high, while the two components were moderate, indicating the occurrence of the social presence elements in the learning process. Lecturers’ strategies to enhance the social presence include affective, cohesive, interactive, informative, imperative, and creative strategies.

A Utilization of Artificial Intelligence in Learning Writing in Higher Education

This qualitative research aims to explore and understand students' experiences in using artificial intelligence (AI) in learning to write in a university environment. This research integrates artificial intelligence and writing learning in higher education. In an era where artificial intelligence (AI) is becoming more and more profound in our lives. The focus of this research is to understand how the use of AI impacts students' learning experiences in the context of writing. The research method used was in-depth interviews with students involved in using AI in learning to write. Research subjects were chosen randomly to determine their level of experience, scientific discipline, and level of writing ability. In-depth interviews were conducted to gain an in-depth understanding of their views regarding AI in the writing learning process. The research results show that there are various perceptions developing among students regarding the use of AI in the context of learning to write. Students expressed feeling helped by AI tools in identifying and correcting grammatical and spelling errors, as well as in constructing stronger arguments. They feel that AI provides fast feedback that allows them to improve their writing skills significantly. However, some also feel replaced by technology, feeling the lack of human interaction which may reduce the learning process.

Freshmen's perspectives towards blended learning in Higher Education - A case study of the University of Colombo Institute for Agro-Technology and Rural Sciences

The University of Colombo Institute for Agro-Technology and Rural Sciences has employed Blended Learning (BL) with a strong emphasis on enhanced efficiency. Analyzing students' perceptions of diverse educational methods holds paramount significance. Therefore, this research aims to comprehend the students' perspectives on the blended learning environment and their levels of satisfaction with this particular approach to learning. This survey was conducted at the University of Colombo Institute for Agro-Technology and Rural Sciences, located in Weligatta, Hambantota, Sri Lanka. The sample consisted of 100 first year undergraduates who were studying their degree program selected through simple random sampling techniques. The collection of primary data involved the distribution of a pre-tested Google Form questionnaire through the Learning Management System. The gathered information was analyzed using the SPSS statistical software package (version 26). The process included correlation matrix assessment, regression, and frequency analysis to understand variable relationships. The majority favoured blended learning, especially through assignment activities, while many preferred blended-mode courses. Core hypotheses focused on positive links between student-instructor interaction, resource availability, course objective completion, and student satisfaction. All hypotheses strongly agreed (p < 0.005). Understanding students' viewpoints regarding various pedagogical approaches is of paramount importance within higher education

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

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

Pojok Literasi Sekolah Sebagai Wadah Untuk Meningkatkan Kualitas Pendidikan di SDN 065011 Medan

MBKM is a self-contained and versatile mode of higher education learning designed to create a non-restrictive creative learning community that meets the needs of students. Where the aim of this program is to assist teachers in implementing face-to-face learning, technology adaptation, and school administration, especially school literacy and numeracy. One of the main programs implemented in the target schools is literacy activities due to the low level of literacy at Sdn 065011 Asam Kumbang Medan. Literacy is the quality or ability to be literate/literate which includes the ability to read and write. So to solve this problem, there are several literacy learning activities or methods that I apply to students, especially in Class 5A, namely the first of course is to create a literacy corner in the class with various types of reading books, then carry out silent reading activities, learn to write an essay as well as fiction and non-fiction stories, storytelling in class, drawing, learning public speaking, and watching movies and learning to listen to every vocabulary. With this program, students' interests and talents in literacy are increasingly visible, where reading and writing are getting better and smoother than before. It is hoped that this literacy activity can continue and be implemented by teachers in every class, that way the literacy level of the Sdn 065011 school will improve and be of better quality.

Leading Academic Development in Dynamic Higher Education International Settings

Within the super complex higher education environment academic development inhabits a dynamic domain that varies from institution to institution. Leading academic development requires the ability to effectively lead change, people, programmes, and yourself. This paper provides a critically reflective narrative of my experiences leading academic development across a lifespan in Australia and the UK. The narrative of my leadership development is shaped by my reflection on the University of Liverpool’s Leadership Commitment Framework and the UK Professional Standards Framework for Teaching and Supporting Learning in Higher Education and integrated throughout three case studies. The first case study, set in a large Faculty in an Australian university, explores inspirational, distributed, and entrepreneurial leadership; academic development initiatives are relatively informal in this case. The second case study, set in a large Australian university at the institutional level explores strategic leadership of processes and people; academic development initiatives are more formalised through university governance processes in this case. The third case, set in a Russell Group university in the UK, explores transformational leadership relevant to leading academic development teams and programmes in a highly regulated environment. Across the three cases issues of identity, influence, and power in relation to leading academic development in dynamic environments are explored and insights highlighted to provide advice and guidance to aspiring leaders of academic development and leaders of learning and teaching in higher education.

Development of Ethnobotany Materials to Support Basic Concepts of Science Learning in Higher Education

The local knowledge of the Doridungga Donggo community in searching for medicinal and food ingredients is a form of wisdom because its use follows ecological rules. The use of these plants can be in the form of plants with medicinal properties that are used for treatment by communities around forest areas as traditional medicine. The research aims to investigate medicinal ingredients from conventional plants of the Doridungga Donggo community, which can be used to strengthen science learning concepts. Data sources and information on research data sources were determined using purposive sampling techniques. Data sources were selected based on primary data and secondary data. Preliminary data was obtained from the results of site surveys and supported by secondary data from various literature on ethnobotany. The research was conducted in Doridungga Village, Donggo District, Bima Regency, NTB. Data was analyzed based on characteristic values, theoretical plant benefits, and plant benefits based on community perception. The research results include Bidara, Guava, Golkar, Turmeric, Betel, Pule, Coriander, Kicibling, and Rida Fada. These plants are used as medicine for fever, stomach ache, diabetes, stomach ulcers, to remove body odor and bad breath, tuberculosis, wounds, tonsils, urinary syphilis, headaches, and lumbago. The research results can be input for university science learning curricula based on local wisdom