Learning In Higher Education Research Articles

Tutorials and mobile learning in higher education: Enhancing and accessibility

This comprehensive paper delves into two vital facets of contemporary higher education. The first segment investigates the transformative force of mobile learning (m-learning), elucidating its far-reaching impact on the educational landscape. Offering unprecedented flexibility and accessibility, m-learning redefines the dynamics between students and educators. The exploration navigates through potential benefits, challenges, and broader implications, providing a nuanced understanding of the evolving landscape of higher education in the digital age. The second segment focuses on the impact of active teaching in a first-year class at the National Engineering School of Carthage (ENICarthage) in Tunisia. Active teaching, recognized for engaging students in the learning process, is scrutinized for its effectiveness in enhancing theoretical understanding and graded assignment performance. This research introduces a dynamic dimension by incorporating mobile learning and tutorials as integral components of active teaching strategies. With its technological leverage, mobile learning aims to enhance student engagement, while advanced tutorials feature simulation functionality for an immersive learning experience. Through statistical analysis, the paper contributes to a nuanced comprehension of the positive influence of active teaching on academic achievements, offering practical insights into the application of active teaching methods and their potential benefits for enhancing student learning outcomes. This synthesis thus presents a holistic view of the dynamic interplay between mobile learning and active teaching in shaping the contemporary higher education landscape.

The contribution of Teacher education to universities: a case study for international teacher educators

ABSTRACT This paper reports on the initial stage of a research project which aims to develop deeper understanding of the contribution teacher education, as a sub-discipline within Education, makes to Higher Education in England. The study is located in the intersection between the domains of teacher education and higher education scholarship, which in England represents a contested and ambiguous professional space. Tensions between competing accountability measures, pulling away from university-based to exclusively school-based teacher education, are exacerbated by proposed policy changes arising from the government's recent market review. Findings drawn from analysis of qualitative data from a national survey are discussed in the context of Elizabeth Povinelli's critique of late liberalism and previous scholarship on the nature of teacher educators’ work. Evidence from the study demonstrates numerous benefits to higher education of hosting teacher education departments, including contributions to standard metrics, regional development and knowledge exchange within a strategic social justice agenda. However, teacher educators themselves may find articulating these benefits difficult, because of marginalisation from the dominant ways of achieving and accounting for excellence in the modern university. These findings offer a cautionary tale to international colleagues whose governments may be embarking on equivalent paths of teacher education reform.

Widening the Circle: Teaching English for Specific Purposes in the Light of Content-Based Instruction

Language instruction based on content is not a new idea; it originated in English-speaking countries such as the USA, Canada, and many European countries that study content subjects in English. Accordingly, it has become a widely adopted pedagogical approach to English for Academic Purposes. The teaching of English to speakers of other languages, including Algeria, however, abounds with multiple acronyms, causing teachers to become confused, and even disoriented when considering English for Specific Purposes, English for Academic Purposes, and Content-Based Instruction. The rationale of this purely theoretical-based article is to understand the current pedagogical practices in language across the curriculum and strive to unearth and uncover how English for Specific Purpose courses can be taught by implementing Content-based Instruction as a syllabus, by reviewing some linguistic, and pedagogical rationales as well as principles for the application of this framework for foreign language learners in higher education, more precisely in the ESP context. Besides, the study suggests some teaching models that are meant to help English language instructors to be content teachers in some circumstances and language-competent teachers in other contexts.
 Keywords: Content-Based Instruction; teacher; Teaching English to Speakers of Other Languages.

Enablers and barriers to program-level assessment planning

ABSTRACT Assessment underpins students’ learning in higher education and provides evidence of knowledge and skills. Program-level planning refocuses the assessment from being content and siloed at the course level to being program oriented with alignment to program learning outcomes and graduate attributes. Program-level assessment has been gaining momentum and shown to create positive assessment practices that support the quality agenda driving the higher education sector; despite this, program-level assessment is not widely adopted in Australian universities. This article explores the factors that academics in health and science programs identify as enablers and barriers to adopting program-level assessment. Grounded Theory was the methodological approach used to construct the semi-structured interviews with 18 Associate Deans and Program Directors from seven universities. Thematic analysis revealed the enablers and barriers to participants’ undertaking program-level assessment. The enablers of program-level assessment included having a shared responsibility through whole-team collaboration, effective leadership, and professional development. Conversely, barriers included resource constraints, ownership issues, and siloed practices, a lack of assessment literacy and university policies. The identification of these enablers and mitigating the barriers can help facilitate program-level assessment planning to enhance the assessment experience and drive students’ purpose of assessment within a university program.

EXPERIENCING GOOGLE APPLICATIONS IN LEARNING BASIC STRUCTURE FOR EFL UNDERGRADUATES DURING COVID-19

During COVID-19, learning through Google Applications has become the first option to enable students, teachers, and lecturers to discuss lessons more easily. It only needs one Google account, and all applications can be utilized and explored. Various research has been conducted on that issue. However, few studies have focused on basic structure learning in higher education. Therefore, it is interesting to discover the Google applications emphasizing and their influence on learning English for Indonesian undergraduates. In particular, the research highlighted the utilization of Google Classroom, Google Meet, and Google Form in conducting the Basic Structure course for the 2nd-semester students of the English education program. The sample seized 40 students of the Basic Structure course and administered an explanatory sequential mixed-method design with descriptive and narrative analyses. Through English structure assignments and questionnaires, the research emphasized Google Applications, which supports students in achieving the best output and experiencing a different learning atmosphere. The results revealed that fifty per cent of the students indicated increasing achievement from the first to the second cycle, while forty-five percent indicated the opposite. The findings bring benefits in decreasing learning obstacles and obtaining alternatives to different free online applications.

Guidelines for culturally and linguistically responsive instruction in higher education

AbstractGiven the internationalization of higher education and the increasingly diversifying student population in higher education institutions worldwide, it is critical to reevaluate the teaching and learning environment in higher education classrooms. Although inclusion and inclusive pedagogy emerged as essential orientations in education, gaps in educational opportunities, access, and achievements persist. This practical guide is intended to inform and promote inclusive pedagogy, specifically for culturally and linguistically diverse students in higher education settings across various disciplines. The guidelines for culturally and linguistically responsive instruction in higher education offer a brief outline of the theoretical foundation and practical self‐reflective questions with recommended strategies to implement in curriculum, assessment, and instructional designs. With the hope of providing a welcoming classroom for culturally and linguistically diverse students where their knowledge and experiences are valued, the article ends with discussions to establish a more inclusive higher education learning ecology.

Editorial: Pedagogic innovation and student learning in higher education: perceptions, practices and challenges

Editorial: Pedagogic innovation and student learning in higher education: perceptions, practices and challenges

The Educational Curriculum to Prepare Scholars in Muhammad Natsir’s book Fiqhud Da'wah and Yusuf al-Qaradawi’s book Thaqafah Daiyah

Islamic higher education should ideally produce a generation proficient in religious knowledge and equipped with skills to navigate contemporary challenges. Unfortunately, the current perception of Islamic higher education is that it possesses low quality, particularly concerning graduates of Islamic studies programs who are considered less capable of keeping up with the pace of modern developments. Consequently, there is a need for a reconstruction of the education system, especially focusing on the curriculum as the foundation of learning, to ensure that educational objectives are achieved optimally. This research aims to examine the curriculum presented in two books: "Tsaqafah Daiyah" by Yusuf Qardhawy and "Fiqhud Dakwah" by Muhammad Natsir. The research methodology employed is qualitative, utilizing observational methods, interviews, document analysis, and directed discussion forums. The research findings conclude that both books can serve as references in formulating an ideal curriculum for educating scholars in higher education. This curriculum is expected to provide the basis for preparing scholar candidates at the undergraduate level with a comprehensive understanding and reinforcement of Islamic jurisprudence. This knowledge should be integrated with a deep understanding of practical insights and relevant materials to address various challenges faced by the community and the nation.

Students' Intentions to Use E-Learning during the Covid-19 Pandemic: An Extended Technological Accaptance Model (TAM) Approach

Online learning is a technology-based system, hence a process is required to ensure that students can embarace the technology, as the success or failure of a technology is determined by how well the user accepts it. Therefore, understanding the factors that drive the use of online learning is essential. This study aims to contribute to the literature on online learning in higher education during the COVID-19 epidemic by investigating the relationship between self-awareness and student acceptance of online learning. Several hypotheses were constructed using the TAM Model to investigate the relationship between the TAM construct and self-awareness as an antecedent. This study employed structural equation modeling (SEM-PLS) to investigate how 390 students in East Jakarta used online learning. The findings of this study revealed that self-awareness had a significant effect on perceived usefulness, perceived ease of use, and attitude, but it had no direct impact on the intention to continue using e-learning. Students' attitudes were considerably influenced by perceived usefulness and perceived ease of use. Perceived usefulness was the most influential factor on student attitudes, and attitude was a strong predictor of intention to continue utilizing online learning. The proposed model accurately predicted attitudes and intentions to continue to use e-learning.

Equitable Access to Higher Education Learning and Assessment: Perspectives from Low-Resource Contexts

Equitable Access to Higher Education Learning and Assessment: Perspectives from Low-Resource Contexts

Consequences of Artificial Intelligence on Teaching and Learning in Higher Education in Kenya: Literature Review

This article investigates the global impact of Artificial Intelligence (AI) on higher education, focusing on Kenya. Examining published studies, the prevalence of AI in higher education was found to be highest in Asia (41%), compared to 1% in South America and 2% in Africa. A 2023 global student survey revealed that Generative AI was most popular in Kenya, with a usage rate of 63%. Moreover, a study among students aware of AI content detectors in their institutions indicated a significant reduction in the use of AI-generated content, affirming the deterrent effect of such detectors. The future of higher education is poised for a revolution with AI, particularly in individualized learning. Algorithms will assess academic scores, passions, and preferred learning strategies to tailor personalized education paths, adapting and evolving with the learner. AI technologies have enhanced inclusivity in education, benefiting learners with various impairments. Despite the transformative potential, challenges emerge, including the potential impact on careers requiring specific skills and ethical concerns. The absence of protocols and policies addressing ethical matters in AI learning, such as information accuracy, control, and learner privacy, underscores the need for ethical frameworks. Notably, the article underlines that AI cannot replace human teachers, who bring unique qualities like critical thinking, creativity, and emotional understanding to the educational process. The review shows minimal studies have been conducted on AI in Kenya’s higher Education. The article recommends that institutions of higher learning should employ AI detectors to mitigate cheating

Analysis of Student and Teachers Perspective using Hybrid e-Learning Method

The technological development also enhances the usage in the educational world. The subpar performance of traditional classroom learning has raised significant concerns within the realm of teaching and learning. This conventional approach, characterized by the age-old "chalk and talk" method, has been replaced by the adoption of pure online learning, often referred to as e-learning. This educational method, which has its roots in distance education, has garnered substantial attention from public universities. However, for e-learning to be truly effective, it must be integrated with other forms of learning, including face-to-face instruction. This amalgamation of different learning modalities gives rise to a novel approach known as blended learning, which has proven to be the most efficient and effective educational system. Many enduring insights from this technology have been influenced by the rhetorical works of the past. As society propels itself deeper into the information age, the importance of blended learning in higher education is becoming increasingly prominent. Higher education institutions stand on the brink of a significant paradigm shift in the way knowledge and truth are disseminated. To comprehend this transition to new computer-mediated methods of knowledge delivery through blended learning experiences, it is crucial to grasp the perceptions held by both instructors and students. In this quantitative research study, a survey questionnaire was employed to gather feedback from faculty and students at a private institute. The survey aimed to capture their perceptions regarding the use, frequency, readiness, and satisfaction with web-based technology in a blended learning environment. To gain deeper insights into these perceptions, both quantitative and qualitative data were collected through an online survey distributed to faculty and students during the spring semester.

Digital Collaborative Learning in Higher Education: A Systematic Review

Digital Collaborative Learning in Higher Education: A Systematic Review

Queer students in international higher education: a review of distinct motivations, considerations, and challenges

AbstractPursuing education overseas is a high impact practice in higher education. Students who identify as LGBTQIA + —commonly referred to as “queer,” an umbrella term—may be more likely to participate yet face additional unique challenges. Using a systematic review of literature across multiple disciplines, this paper explores LGBTQIA + students’ motivations, identity development, and university experiences while participating in education overseas. It also aims to define the term queer international student and examines the theoretical frames used to understand this population in the literature. Findings show that literature carves out a composite of students who view, and sometimes actively seek, overseas education to develop themselves, express their identities, and live in communities that are more welcoming and safer than those at home. However, they also face conflict in English language classrooms, on campuses, and with their families as they navigate expectations, with some switching between cisheteronormative and queer identities in different communities. On university campuses, scholars noted, queer international students can be viewed singularly as international students, with their sexual orientations and other intersectional identities going unrecognized or being erased. Moreover, higher education scholars and practitioners often do not designate—or perhaps exclude—international students in studies and programming for LGBTQIA + students. As a result, queer international students may not feel like they belong in any group and risk being double-marginalized in higher education. This paper concludes with five recommendations for additional research in this emerging subfield of higher education literature.

Students Response to Hybrid Learning in Higher Education

Hybrid learning has emerged as a significant strategy in higher education, combining face-to-face learning with technology. Theoretical discussions on hybrid learning involve an understanding of contemporary learning concepts, such as constructivism, active learning, and humanistic approaches. The integration of technology in the learning process is seen as a key element for creating a holistic and student-centered learning experience. Instructional design principles, motivation theories, and understanding online learning concepts are also important in understanding the dynamics of hybrid learning. This research was conducted using a qualitative descriptive approach which purpose is to analyze students’ response to hybrid learning in higher education. The students in this research are the first semester students at Widya Karya Catholic University who are taking an English subject. Hopefully that this research gives a significant contribution to the development of pedagogical thinking and the practical application of hybrid learning in higher education institutions.

Undergraduate Students’ Engagement in Project-Based Learning with an Authentic Context

Despite the widespread adoption of project-based learning in higher education, few empirical studies have explored its impact on situating learners within real-world contexts and enhancing student engagement. This study situates undergraduates in a technology integration course in an authentic context to increase the levels of engagement of the students. The project, requested by real-world clients from an elementary school, enabled students to develop learning resources around topics in need that aligned with state standards. We expected students engaged with real-world clients to demonstrate higher levels of behavioral, cognitive, and emotional engagement compared to those involved in non-real-world context projects. The results of our mixed-methods research revealed increased student engagement with an authentic, real-world context compared to a non-real-world context. The integration of real-world context not only heightened student involvement in the project and strengthened group dynamics but also facilitated a deeper understanding of technology integration and service learning. Implications for future research are also discussed.

Modalities for teaching responsible and ethical conduct of research online: Lessons learned from an undergraduate workshop in Utah.

The COVID-19 pandemic disrupted scientific research, teaching, and learning in higher education and forced many institutions to explore new modalities in response to the abrupt shift to remote learning. Accordingly, many colleges and universities struggled to provide the training, technology, and best practices to support faculty and students, especially those at historically disadvantaged and underrepresented institutions. In this study we investigate different remote learning modalities to improve and enhance research education training for faculty and students. We specifically focus on Responsible and Ethical Conduct of Research (RECR) and research mentoring content to help address the newly established requirements of the National Science Foundation for investigators. To address this need we conducted a workshop to determine the effectiveness of three common research education modalities: Live Lecture, Podcast, and Reading. The Live Lecture sessions provided the most evidence of learning based on the comparison between pre- and post-test results, whereas the Podcast format was well received but produced a slight (and non-significant) decline in scores between the pre- and post-tests. The Reading format showed no significant improvement in learning. The results of our workshop illuminate the effectiveness and obstacles associated with various remote learning modalities, enabling us to pinpoint areas that require additional refinement and effort, including the addition of interactive media in Reading materials.

Investigating the effect of learning styles on HyFlex learning towards equity of learning in higher education

PurposeThis paper aims to investigate the effect of learning styles on HyFlex learning towards equity of learning in higher education.Design/methodology/approachA quantitative approach was used, with data collection through a structured online questionnaire. The study participants were undergraduate students (n = 451) studying at various public and private universities in Indonesia. Measurement analysis is used to test the validity of the instrument used. Analysis of structural equations is used to test the relationships between the constructs under study.FindingsSurvey instruments have satisfactory internal validity and consistency. The learning style of students in higher education positively influences the use of HyFlex’s three learning modalities. All three modalities of HyFlex learning positively affect learning equity, especially the asynchronous online modality. However, the synchronous online effect is insignificant. Active/reflective learning styles only affect face-to-face mode but do not significantly affect the two online modalities, synchronous and asynchronous. Some of the learning style dimensions have an indirect effect on equity through three HyFlex learning modalities. Face-to-face and online asynchronous mediate well the indirect relationship between learning style and equity. The impact of gender and higher education status was not shown to strengthen the relationship between learning styles, HyFlex learning modalities and equity.Research limitations/implicationsThis study will provide valuable understanding for lecturers, educators and developers to adapt and develop HyFlex learning strategies based on the positive dimensions of the Felder–Silverman learning style that can support equitable and inclusive learning. The study forms a foundation for researchers to investigate more constructs that could improve HyFlex learning in future studies.Originality/valueThis research is a pioneer in using learning styles to investigate trends in using three HyFlex learning modalities, particularly emphasising modalities that can provide equitable learning.

Exploring Pre-Service Teachers’ Perspectives on the Integration of Digital Game-Based Learning for Sustainable STEM Education

Digitalization of STEM in higher education is envisioned to foster digital societies through enhanced contextualised engaged learning, digital skills, and access to digital learning resources, specifically in developing countries, including those in Africa. The dearth of empirical evidence validating digitalization hinders implementation. This study aims to investigate pre-service teachers’ perspectives towards the use of digital game-based learning (DGBL) for sustainable development of STEM education and promoting 21st century skills. The study was based on the Technology Acceptance Model (TAM) as a framework. A quantitative survey design was adopted to collect necessary data from 255 pre-service teachers in a South African university. The fitness of the proposed model was acceptable to proceed with partial least squares structural equation modeling analysis. The model accounted for 59% explanatory strength of pre-service teachers’ perspectives towards using DGBL in teaching and learning. Pre-service teachers consistently express noteworthy perspectives on the DGBL approach, emphasizing the capacity to provide diverse learning opportunities, foster heightened engagement, and facilitate contextualised learning experiences. The findings contribute to the empirical validation and role of DGBL in STEM and the design of educational games promoting contextualised self-directed learning for sustainability teaching and learning in higher education.

Protist literacy: A novel concept of protist learning in higher education

Protist education in universities primarily focuses on acquiring knowledge about species classification within the protist. Protist literacy emerged as a theoretical framework exploring the interplay between humans and protists within daily existence. This systematic literature review (SLR) provides a comprehensive understanding of protist literacy and identifies several dimensions. This SLR utilized PRISMA diagram to execute the inclusion and exclusion methods. According to SLR results, the concept of protist literacy refers to the ability of university students to analyze, comprehend, and implement the knowledge of protists to solve everyday problems. Protist literacy consists of seven dimensions: conceptual knowledge, relation information, fact evaluation, real solution, argument identification, self-confidence, and scientific value. The results of the current study imply that protist literacy is a potential variable to be further explored in protist learning.