Learning In Higher Education Research Articles

The effect of technology on Arabic language learning in higher education

Technology is advancing and developing, and we cannot let go of our lives. One of them is in the world of education, the use of technology is often found. teachers combine technological devices in the learning process so that the learning atmosphere becomes more interesting, not only with increasingly open technological developments and the spread of information and knowledge throughout the world across the boundaries of space and time. Thus, technological developments have a positive impact on educators and students. In this study, researchers measured the extent to which the application of this technology in the learning process was highly valued. For this reason, this research aims to find out the impact of technology on Arabic language learning at the Batusangkar Institute State Islamic University. The method used in this research is a survey research method. Data collection uses observation, interviews and questionnaires. Furthermore, the expected result of this research is to find out the role or influence of technology on Arabic language learning activities in higher education. Based on the research results, it can be seen that there is an influence or influence of technology on Arabic language learning at the Batusangkar State Islamic Institute.

Relational Arts-Based Teaching and Learning in Higher Education: Engaging the Mind, Body, and Soul of Child and Youth Care Students

This article has been written as a bridge for instructors who want to move away from conventional teaching methods but are unsure of how to do so. It profiles a relational ontological approach to teaching and learning and an arts-based theoretical framework learning assessment that child and youth care (CYC) complete for an advanced undergraduate third year CYC practice methods course. The advance methods practice course has as its focus the integration of theory, self, and ethical practice. It argues that creative experiential arts-based methods tap directly into the human experience by inviting students to attend to alternative ways of knowing and sense-making, thereby facilitating richer and deeper learning experiences by bringing to consciousness the spiritual, emotional, and mythological aspects of the self, which offers students new landscapes of reflection on themselves, their studies, and their views of the world.

Inclusive learning in higher education: anthropology and critical consciousness lens

Higher education institutions have come under fire for their perceived restrictive tactics and lack of diversity among students and faculty. This article dives into the possible synergy between anthropology and critical consciousness, drawing inspiration from Paulo Freire's seminal contributions. The major goal is to create a revolutionary transition in higher education toward a more inclusive educational paradigm. Furthermore, this study investigates the influence of political landscapes on educational curriculum, emphasizing the need for a revolutionary pedagogical framework that fosters critical consciousness in both students and instructors. The prospect of developing a more equitable and inclusive learning environment within higher education becomes reachable via the harmonic integration of different pedagogical techniques, one that is sensitive to the diverse requirements of all learners. This attempt, however, is not without difficulties, such as opposition to change and the political terrain's intricacies. Professional development opportunities and coordinated efforts between educators, administrators, and policymakers are required for successful implementation. To summarize, the priority of social responsibility in higher education is evident, and adopting transformational pedagogy is critical for tackling the multiple issues inherent in the twenty-first century.

The Use of Artificial Intelligence (AI) in Learning Results for Scientific Indonesian Language Courses at PGRI Wiranegara University

This research explores the impact of using Artificial Intelligence (AI) on scientific Indonesian language learning outcomes at PGRI Wiranegara University. With quantitative and qualitative approaches, this research shows a significant increase in the academic achievement of students who receive AI-based learning. The results of the analysis show a positive difference in values between the experimental group and the control group. Students reported positive experiences regarding AI assistance in overcoming learning difficulties. The conclusion confirms that AI integration is effective in improving the efficiency and quality of scientific Indonesian language learning in higher education. This research contributes to the development of innovative learning methods based on AI technology in higher education environments.

Analisis Kesulitan Calon Guru Matematika dalam Menyelesaikan Soal Olimpiade Bidang Aljabar

Mathematics Education Undergraduate Study Program students as prospective teachers need to be prepared with good competencies so that they are ready to carry out the Olympic preparation program when they are already in the profession as teachers. Therefore, research will be carried out that aims to analyze the difficulties of prospective mathematics teacher students in solving Olympiad questions, which are the basis for designing Olympiad learning in higher education. This research was carried out with students from the VII-semester Mathematics Education Study Program at a university in Magelang using a qualitative approach. Data obtained through written assessments and interviews were then analyzed to identify difficulties in understanding concepts, difficulties in applying principles, and difficulties in solving verbal problems experienced by the subjects. The results of the data analysis show that these three types of difficulties were found in the steps for solving olympiad questions in algebra. Keywords: difficulty analysis, prospective mathematics teacher, mathematics olympiad

Intensive modes of study and the need to focus on the process of learning in higher education

In the context of a constantly evolving international higher education sector, this commentary emphasises the need for consilience between basic research on learning processes and observations from intensive modes of study. Following a discussion of conflicting evidence on optimal learning time frames, we advocate for seeking alignment between classroom practices with underlying learning mechanisms. We argue for a unified understanding of effective learning beyond notions of the credit point hour or volume of learning, focusing on processes rather than mere inputs and outputs. A collaborative approach between researchers, educators, and policymakers aiming for consilience has the potential to provide practical insights and strategies to enhance student learning and success. Understanding the mechanisms beneath the impact of intensive modes of study, as outlined in this special issue, has the potential to advance the conversation about quality higher education for the 21st century.

Effects of providing EFL learners with additional online and face‐to‐face practise opportunities to promote active learning in higher education

AbstractBackgroundLimited research on the effectiveness of additional online and face‐to‐face practise opportunities for promoting active learning among Chinese EFL learners in higher education. Current understanding of self‐regulated and collaborative learning theories in educational contexts.ObjectivesTo establish the efficacy of interactive online and face‐to‐face practise opportunities for enhancing active learning among Chinese EFL learners.MethodsEmployed mixed methods research to assess the impact of different types of practise opportunities on 116 EFL learners. Utilised methodological triangulation of QUAN + QUAL data and one‐way ANOVA for interpretation.Results and conclusionsThe study demonstrated the effectiveness of integrating online and face‐to‐face practise opportunities to enhance active learning. Empirical evidence supports the pedagogical and theoretical benefits of these opportunities for promoting active learning among EFL learners.

Assessing the Distance Teaching-Learning Experience in Higher Technical-Vocational Education in Chile

This study aimed to validate a multidimensional instrument for assessing distance teaching-learning. It combined factors measuring motivation with instructional material and the teaching-learning experience with peers and teachers. The instrument was administered to 2,984 higher education students in Chile, demonstrating its statistical validity and adequate fit indicators. Consequently, this instrument can confidently evaluate online learning in higher education.

Uncovering Challenges and Pitfalls in Identifying Threshold Concepts: A Comprehensive Review

The exploration of threshold concepts, which represent a transformed way of understanding, interpreting, or viewing something necessary for a learner’s progress, has significantly influenced teaching and learning in higher education, gaining broad acceptance in academic circles. Despite widespread enthusiasm, the scientific development of the field faces obstacles, especially epistemological and ontological uncertainties, directly implying the reliability of identification techniques and, by extension, raising questions about the validity of previous findings. This comprehensive review delves into 60 articles sourced from the Web of Science database to scrutinize the literature on threshold concept identification. The findings confirm the adaptability of threshold concepts across diverse disciplines. However, the fluid definition inherent in these concepts introduces ontological challenges, influencing biases in the identification process. The review highlights the diverse identification methods influenced by knowledge area specificities, community affinities, and research practice traditions. A diagram depicting the methods employed to identify threshold concepts is offered to highlight five central decisions to be considered. Acknowledging professors as pivotal mediators adept at navigating the epistemological and ontological dimensions of threshold concepts while integrating theoretical and applied knowledge, this study enhances our nuanced understanding of threshold concept identification. Emphasizing methodological validity and reliability, it acknowledges the crucial role of experienced educators in this issue and presents future perspectives for advancing current research, fostering the maturation of the field.

Exploring the Factors Affecting Massive Open Online Course Learning in Higher Education

Massive open online course (MOOC) has been widely used as a supplementary education tool in higher education. However, MOOC efficacy was doubted for its low completion rate compared with traditional face-to-face courses. To explore the factors affecting MOOC learning in higher education, our study presents a constructivist grounded theory on the process of how college students learned MOOC. Sixteen participants from a college in China were interviewed. After analyzing the transcripts of interviews by open coding, axial coding, and selective coding, the findings indicate that college students studied MOOC because of intrinsic motivation, extrinsic motivation, and enhanced motivation. MOOC learners encountered barriers of learning devices and learning locations. MOOC learning behaviors had characteristics of fragmented, unplanned, and low priority. MOOC has birth defects in learning motivation and learning environment which lead to poor learning behavior. A conceptual model was built to reflect the relationships among motivation defect, environment defect, behavior, and college. Implications are provided for college instructors and administrators to improve MOOC teaching and learning effectiveness.

Positive Impact of Using Learning Management Systems in the Higher Education Level

Almost all universities in urban areas already use Learning Management Systems (LMS). This obligation forces lecturers to prepare material and put it into Learning Management Systems (LMS). But facts. There are 63% of lecturers who have difficulty compiling online material. The hope is that using Learning Management Systems (LMS) can improve student learning outcomes. This research aims to determine the positive impact of implementing learning in higher education assisted by Learning Management Systems (LMS). The research wants to find out the obstacles and difficulties in implementing Learning Management Systems (LMS) learning. The research method used is a survey by distributing instruments. Data collection technique, by distributing instruments to 132 people consisting of lecturers and students who were directly involved in the learning process. The analysis technique averages the instruments that have been assessed by students and lecturers. The average results are then interpreted into sentences. As a result, lecturers find obstacles and difficulties in using the learning management system in the learning process. Obstacles and difficulties lie in the implementation of material, the use of learning models, and difficulties in assessing student attitudes and skills. It was found that the material was not included in the Learning Management Systems (LMS) but still distributed different media materials so that learning was less effective. Assessment indicators are also not given to students, so students cannot measure their abilities. In conclusion, every lecturer must prepare materials, models, and assessment instruments before using Learning Management Systems (LMS) as a tool to help implement learning in higher education.

CRToP: toward a critical race theory of power in higher education

ABSTRACT Critical Race Theory (CRT) is one of the most common forms of racial analysis in educational research, and it is largely responsible for introducing racial power into higher education scholarship. Frequently, scholars in this area make mention of power, yet explicit definitions within this work remain elusive. The purpose of this paper is twofold. First, it offers Lukes’ (2005/2021) three dimensions of power as a way of operationalizing Foucault’s theories of power/knowledge and domination in relation to CRT, and it explores how centering this power analysis potentially expands higher education racial analyses. It then takes insights generated CRT scholarship on student activism and the power dynamics around knowledge creation/dissemination to challenge some of the White normativity within Lukes’ theorizing. Ultimately, the synthesis generates the underlying concept, Critical Race Theory of Power (CRToP), which offers CRT a more nuanced understanding of how power is enacted in higher education space while also problematizing Lukes’ (2005/2021) contention that all power involves domination.

Advancing Presidential Careers: Operationalizing Sponsorship in Higher Education

ABSTRACT Higher education scholars have studied the American college presidency. Yet, fewer studies have prioritized the support systems needed to ensure that the presidential pipeline is representative of the students they serve. By examining the concept of sponsorship through a hermeneutical phenomenological approach, this piece described the mechanisms that Latino college presidents used to gain access to sponsors with the ability to deliver high-octane advocacy to propel their careers. Findings were framed to support the pipeline of future presidents who hold historically marginalized identities. Implications for higher education practice were offered.

It is like a friend to me: Critical usage of automated feedback systems by self-regulating English learners in higher education

This paper explores international students’ engagement with educational technology for self-regulated English learning at an Australian university. Despite the increased use of automated feedback systems (AFSs) for language assessment, students’ critical engagement with them for independent learning remains under-researched. The study primarily employed a qualitative approach to understand the students’ preferred AFS tools and critical engagement throughout their personalised learning journeys but it also included a small-scale quantitative component. Data were gathered from seven students’ e-portfolios, focus group interviews as well as a survey among 32 participants. Results highlight positive perceptions and successful use of AFSs, with students leveraging these tools to identify improvement areas, track progress and gain confidence. The study emphasises the importance of course structure, teacher guidance and a combination of human and automated feedback, in fostering learner autonomy and emotional self-regulation. The paper underscores the potential for sustained use of AFSs beyond the cours, and the significance of guiding learners to critically use these tools for ongoing learning and growth rather than dependence. These findings have significant implications, as readily available artificial intelligence tools such as ChatGPT hold great pedagogical potential for self-regulated learning within and beyond the language learning field. Implications for practice or policy Instructors can use AFSs as effective tools to help English learners in higher education when scaffolding critical engagement with automated feedback and emotional self-regulation and providing adaptability, as such scaffolding and flexibility are essential for mitigating the limitations of AFSs. Course leaders and universities should consider investing in AFSs as they can elevate the availability and sustainability of feedback for language enhancement and potentially any other type of learning.

UNDERSTANDING MOTIVATION LOSS AND BEHAVIORAL DISENGAGEMENT OF TERTIARY STUDENTS IN FLEXIBLE LEARNING: A SELF-DETERMINATION THEORY PERSPECTIVE

Purpose – Flexible learning is a delivery modality associated with positive outcomes, but its use at the height of the COVID-19 pandemic has been associated with dark student experiences, such as poor interest and dishonesty among students. To understand how and why many tertiary students lost their motivation and became disengaged in pandemic-era flexible learning, this qualitative research was designed. Methodology – A total of 27 tertiary students in five separate groups volunteered to be interviewed. A focus group discussion protocol was developed based on the propositions of Self-Determination Theory (SDT) and this protocol produced about eight hours of narrative data in audio form. The researcher performed thematic analysis to make sense of the transcriptions of the data, and the initial codes and themes were subjected to an external audit for purposes of methodological integrity. Findings – Eight need-thwarting behaviors of key social agents emerged, such as instructors’ rigid and negligent behaviors, peers’indifferent and selfish behaviors, and burdensome behaviors of people at home. These behaviors were tied to participants’ cognitiveappraisals of psychological need frustration that emerged in eight themes, which comprised having problems balancing school and home obligations, believing that outputs were misevaluated, and feelings of disconnection from peers. These appraisals could be related to seven themes of motivation and engagement issues reported by participants, notably amotivation, poor concentration, low effort, and dishonesty. Significance – The findings highlight the importance of addressing these need frustrations in order to improve tertiary students’ motivation and engagement in academic tasks delivered through flexible learning in higher education.

A systematic review of the effectiveness of online learning in higher education during the COVID-19 pandemic period

BackgroundThe effectiveness of online learning in higher education during the COVID-19 pandemic period is a debated topic but a systematic review on this topic is absent.MethodsThe present study implemented a systematic review of 25 selected articles to comprehensively evaluate online learning effectiveness during the pandemic period and identify factors that influence such effectiveness.ResultsIt was concluded that past studies failed to achieve a consensus over online learning effectiveness and research results are largely by how learning effectiveness was assessed, e.g., self-reported online learning effectiveness, longitudinal comparison, and RCT. Meanwhile, a set of factors that positively or negatively influence the effectiveness of online learning were identified, including infrastructure factors, instructional factors, the lack of social interaction, negative emotions, flexibility, and convenience.DiscussionAlthough it is debated over the effectiveness of online learning during the pandemic period, it is generally believed that the pandemic brings a lot of challenges and difficulties to higher education and these challenges and difficulties are more prominent in developing countries. In addition, this review critically assesses limitations in past research, develops pedagogical implications, and proposes recommendations for future research.

Advancing game-based learning in higher education through debriefing: Social constructivism theory

Game-based learning has gained increasing attention globally. It is an effective pedagogical approach to promote students’ engagement and improve learning outcomes. However, the literature reveals there is a need to strengthen game-based learning, as many students retain only fun of academic games. This study aimed to explore students’ experiences on the integration of debriefing in game-based learning at an identified higher education institution in South Africa. The social constructivism theory was utilised as a theoretical lens in this study. The authors employed a qualitative single case study design within an interpretivist paradigm. A purposive sampling strategy was adopted. Six participants were recruited for this study. Data were analysed inductively using thematic analysis. The findings of this study revealed that participants shared positive views and attitudes towards debriefing in game-based learning. They believed game-based learning significantly promoted their studies. The implementation of debriefing in game-based learning assisted them to identify their strengths and weaknesses. Furthermore, the utilisation of debriefing in game-based learning enhanced collaborations and teamwork. This study also highlighted that there was a need to ensure that debriefing was well planned in advance, and that instructors should be competent to conduct debriefing sessions. This study concluded that debriefing is an effective method to advance game-based learning. Further research should be conducted at national and international levels with different research approaches.

Embracing the Data-Driven Paradigm: A Comprehensive Framework for Effective Teaching and Learning in Higher Education

The present study investigated the pragmatic implementation and efficacy of data-driven instructional approaches. The complete framework is underpinned by stated objectives, a robust data infrastructure, adaptive practises, and ongoing collaboration. The present study adopted a mixed-methods research design, incorporating qualitative interviews with both academics and students, alongside quantitative evaluations of outcomes from Learning Management Systems (LMS). The objective of this study was to examine the complex correlation between instructional practises and data analytics. This study provided evidence of the potential of data-driven methodologies to significantly enhance customised learning and inform timely pedagogical decisions. Nevertheless, the efficacy of these interventions is contingent upon comprehensive training, endorsement from relevant parties, and ongoing enhancement. This study contributes to the current scholarly discourse on the correlation between data analytics and teaching. The argument posits the importance of a strategic integration that considers both technological and human-centric considerations. Keywords: Data-driven Pedagogy, Data Literacy, Learning Management Systems

Heutagogical Design Principles for Online Learning: A Scoping Review

ABSTRACT In higher education, heutagogical design principles may be utilized to foster active teaching and learning to engage learners in an online learning environment. This research study aims to investigate the application of heutagogical design principles such as exploration, creation, collaboration, connection, reflection, and knowledge sharing. Therefore, a scoping review was conducted to identify and analyze the potential use of heutagogical design principles across a variety of online instructional approaches, including personalized learning, peer learning, smart learning, self-regulated learning, independent learning, learner-centered learning, facilitative learning, collaborative learning, free-choice learning, and lifelong learning within the theoretical framework of heutagogy. The results revealed that the most frequent instructional approaches included collaboration, self-regulation, personalization, and lifelong learning. Thus, instructional approaches encouraged students to connect with peers and instructors within the facilitative learning environment. As a result, instructors developed students’ 21st century skills in the scope of engaging, meaningful, and experiential learning environments. Online teaching and learning in higher education might be diversified based on heutagogical principles and instructional approaches and their subsequent implementation in the context of higher education.

Leadership and Lifelong Learning in Higher Education: Leading for Learning in The Industrial Revolution 4.0 Era

Leadership and Lifelong Learning in Higher Education: Leading for Learning in The Industrial Revolution 4.0 Era