Learning In Higher Education Research Articles

Enhancing Quality Learning in East African Higher Education: Towards a Common Understanding of Formative Feedback

The quest for enhancing quality learning in higher education across East Africa necessitates a cohesive understanding of what formative feedback is and how it can be used to promote student learning. This study explores how formative feedback is understood as it relates to improving student learning outcomes within the East African higher education context. By synthesizing existing policies and conducting qualitative analyses of current practices, the research identifies key challenges and opportunities for having a common understanding of formative feedback. Findings reveal a widespread misunderstanding of formative feedback, with many perceiving it as equivalent to course evaluations, continuous summative assessments, and student ranking based on grades. The study highlights a lack of consensus among government officials, higher education administrators, faculty, and students regarding the definition and implementation of formative feedback. This research suggests the need for a comprehensive qualitative study to examine how formative feedback is defined and perceived across East Africa. Such an investigation could catalyze robust discussions among key stakeholders, leading to the development of shared definitions and sustainable formative feedback systems, ultimately enhancing educational outcomes in the region.

Rethinking Higher Education in Africa: Benefits of Formative Feedback in Enhancing Student Learning

Formative feedback plays a crucial role in enhancing the quality of student learning in higher education. This study presents a comprehensive exploration of the benefits of formative feedback in higher education, utilizing a literature review methodology. Drawing on the social-cultural learning theory and Kolb’s reflective learning models, the study reviews empirical research. The findings from the literature analysis reveal that formative feedback significantly improves students' understanding of course material, fosters a more active learning environment, and promotes self-regulated learning. Despite the clear advantages, the study also acknowledges challenges such as time constraints and the need for professional development to effectively implement formative feedback. Formative feedback, distinguished by its ongoing nature and focus on actionable insights, is examined for its role in enhancing student learning outcomes. The study concludes with practical recommendations for educators and institutions, advocating for the integration of formative feedback as a standard practice to support student learning. This research underscores the transformative potential of formative feedback in higher education and calls for ongoing exploration to further optimize its application.

Universities with standards but not standard universities: students and academics reflection of university operating standards in Tanzania

Quality of teaching and learning in higher education is explained by the teaching and learning milieus through which academic staff and students interact. Subsequently, governments across the globe have been establishing standards that aim at improving the teaching and learning milieus in universities as part of the efforts to facilitate the provision of quality university education that address national and global needs and contexts simultaneously. This paper draws evidence from the quantitative data gauging the reflection and experiences of academic staff and students regarding the extent to which milieus for the provision of education in post-1995 universities reflect the goals of the standards established to govern the operation of universities in Tanzania. Overall, the study found dissatisfactions from both academic staff and students regarding the extent to which the teaching and learning milieus in post-1995 universities in Tanzania reflect the standards. This poor reflection may have negative impacts on the realisation of the goals the standards intend to achieve. The study therefore underscores the need for the government to plan, design and enforce the appropriate standards that would have notable impacts on the academic experiences of academic staff and students and subsequently provision of education for national and global needs.

Optimization of Online Learning Resource Adaptation in Higher Education through Neural Network Approaches

With the advent of the digital era, the quantity and variety of online higher education learning resources have expanded rapidly. The efficient adaptation of suitable resources to meet the needs of learners with specific requirements has become crucial for improving learning outcomes. Although current online learning resource recommendation systems have made some progress in matching resources, they still face challenges related to the inadequate integration of resource features and a superficial understanding of learners’ needs. These challenges hinder the achievement of personalized and precise matching, affecting learners’ study efficiency and the effective utilization of educational resources. This study first analyzes the importance of adapting online higher education learning resources and the limitations of existing research. Subsequently, a novel neural network optimization strategy is proposed. The research comprises two main parts. Firstly, the self-attention-convolutional neural network (SA-CNN) model is employed for the deep integration of the content features of online learning resources. This aims to enhance the comprehensiveness of resource descriptions. Secondly, a deep-metric attention model is introduced to accurately model and adapt to learners’ needs. This approach not only optimizes the feature representation of learning resources but also enhances the sensitivity and accuracy of the recommendation system towards learners’ requirements. This study is of significant importance for improving the performance of higher education online learning resource recommendation systems. It also provides new insights into the construction of personalized learning paths and ensuring the balanced allocation of educational resources.

The impact of ChatGPT on teaching and learning in higher education: Exploring the dual perspectives of participants who were students and teachers

AbstractThis study explored the perceived impact of integrating Generative Artificial Intelligence Systems (GenAI) such as ChatGPT into a postgraduate Master of Education program, drawing on the dual perspectives of participants who were students and educators teaching students at different levels of education in England. Using the Situated Expectancy‐Value Theory and Activity‐Centered Analysis and Design theoretical frameworks, the findings revealed opportunities, benefits, and challenges. Benefits included personalized learning and efficiencies in course design while the challenges consisted of ethical concerns, holistic skill development and problem solving. The surprising outcome of this study was the strong emotive anxiety around using AI and GenAI in participants’ academic and personal lives. A balanced, critically reflective approach can help realize ChatGPT's educational potential while navigating implementation barriers and associated challenges. Participants insights can add to the dialogue negotiating ways of effectively integrating GenAI into the higher education curriculum.Practical Takeaways Foster collaboration: Educators and students should work together to develop critical evaluation skills, ethical frameworks, and adaptive strategies for responsible GenAI use. Prioritize ethical considerations: Promote ongoing reflection on the personal and academic implications of GenAI, including potential biases and impacts on equity. Balance innovation with traditional skills: Emphasize that GenAI augments, rather than replaces, core academic skills like critical thinking, source verification, and effective communication. Align with student values: To sustain engagement, connect GenAI's use with students' immediate goals, future aspirations, and the potential to improve their learning experiences and outcomes.

Applied Learning in Higher Education: Bridging the Gap Between Theory and Practice

Applied Learning in Higher Education: Bridging the Gap Between Theory and Practice

Understanding academic vocabulary learning in higher education: Perspectives from first‐year undergraduates in Hong Kong

AbstractThe learning of academic vocabulary, which consists of words commonly found in academic discourse across disciplines, is crucial for success in higher education. However, studies have shown that English as a second language (ESL) students face significant challenges acquiring this vocabulary, particularly during their first year of university. Given the pivotal role that learners’ beliefs play in language learning, understanding their beliefs regarding their academic vocabulary learning (AVL) can provide educators with insights into the teaching strategies that effectively address the difficulties learners encounter. Accordingly, this mixed‐methods study examined the beliefs of 172 first‐year ESL undergraduates in Hong Kong regarding their AVL. Quantitative findings indicated that although students generally recognised the importance of developing academic vocabulary, their beliefs about their competence and effective learning methods varied. The students’ English proficiency level was also found to be associated with their beliefs. An analysis of open‐ended responses further revealed that the students faced challenges related to the infrequent occurrence of academic vocabulary in non‐academic contexts, its complex nature, as well as the difficulty of retaining newly learned words. The paper concludes by discussing pedagogical implications and directions for future research.

Actual problems of modern education in technical university

Relevance. This research review focuses on the critical issues within technical education, emphasizing the need for new educational strategies and techniques to enhance learning outcomes. Purpose. The primary goal of this review is to investigate the factors influencing vocational education, particularly in the context of technical universities, and to evaluate the impact of current educational practices. Methodology. An analytical review of existing scientific publications on technical education was conducted to gather data on the effectiveness of traditional teaching methods and the integration of information and communication technologies (ICT) in education. Results. The review revealed significant challenges, including the low motivation of students and the inadequate competence of lecturers who prefer traditional teaching methods. These issues have persisted in technical education for many years. Additionally, the study highlighted the deficiencies in the modern educational process at technical universities, particularly during the COVID-19 pandemic, which necessitated the development of adaptive distance education systems. Conclusions. The authors discuss the theoretical approaches to organizing the educational process in modern higher education institutions and propose practical recommendations for the administration of these institutions. These recommendations aim to improve teaching methods, including the implementation of adaptive learning in higher education, to address the identified shortcomings and enhance the quality of technical education. Keywords: technical education; vocational training; institute of technology; engineering

Challenges And Practices of Distance Learning in Higher Education

Challenges And Practices of Distance Learning in Higher Education

Comparative Analysis of the Switching Behavior of Synchronous and Asynchronous Online Learners in Higher Education

This study examines the phenomenon of learner behavior change in synchronous and asynchronous online learning environments. The article assesses the level, stage, reasons, and impact of change among online learners. To facilitate systematic analysis, a set of comparison parameters has been developed. These parameters include success and failure rates, mode and location of learning, level of interaction, group and individualized learning, courses with practical exercises, economic factors, self-regulated learning, indicators of change, technological tools, learner satisfaction, and the impact of a blended learning model. Overall, this article contributes to the understanding of online learners’ behavioral changes and provides valuable information to educators, administrators, and online education providers for designing effective online learning environments. The identified parameters can serve as a foundation for future research on how synchronous or asynchronous modes can either enhance or hinder the overall learning experience of online learners.

Trends and Motivations in Critical Quantitative Educational Research: A Multimethod Examination Across Higher Education Scholarship and Author Perspectives

To challenge “objective” conventions in quantitative methodology, higher education scholars have increasingly employed critical lenses (e.g., quantitative criticalism, QuantCrit). Yet, specific approaches remain opaque. We use a multimethod design to examine researchers’ use of critical approaches and explore how authors discussed embedding strategies to disrupt dominant quantitative thinking. We draw data from a systematic scoping review of critical quantitative higher education research between 2007 and 2021 (N = 34) and semi-structured interviews with 18 manuscript authors. Findings illuminate (in)consistencies across scholars’ incorporation of critical approaches, including within study motivations, theoretical framing, and methodological choices. Additionally, interview data reveal complex layers to authors’ decision-making processes, indicating that decisions about embracing critical quantitative approaches must be asset-based and intentional. Lastly, we discuss findings in the context of their guiding frameworks (e.g., quantitative criticalism, QuantCrit) and offer implications for employing and conducting research about critical quantitative research.

An Investigation into Project-Based Learning in Higher Education: The Case of EFL in Moroccan Universities

Project-based learning has gained immense popularity as an innovative method that reinforces learners’ critical thinking, autonomous learning and collaboration. It is basically founded on constructivism and experiential theories wherein students learn by doing. The objective of using this method is to enable learners to construct knowledge through meaningful learning experiences using real-life themes. It is an expedition of discovery where learners are often required to choose, prepare and present a project about a given course-related topic. This study aimed to reveal Moroccan English majoring students’ perceptions towards the implementation of the Project-Based Method in learning English as a Foreign Language. 1857 B.A. students from various colleges of Arts and humanities were involved in responding to a questionnaire to collect quantitative and qualitative data. The descriptive statistics, after analysis, showed that project work develops several language and life skills, especially oral communication, vocabulary and creative-critical thinking. It also found out that using projects plays a focal role in enhancing learners’ sense of responsibility and confidence, motivation, and autonomous learning and provides a positive learning environment. However, the participants mentioned a variety of challenges to implementing projects at the university level, namely stage anxiety, scarcity of relevant information, and time constraints. Overall, the findings of the study suggest several pedagogical implications to better integrate project work at the university level taking advantage of the positive attitudes learners hold towards this learning approach.

Cultivating students character: the role of zapin pecah dua belas dance from Pelalawan Riau Province in higher education learning

Cultivating students character: the role of zapin pecah dua belas dance from Pelalawan Riau Province in higher education learning

MODERN APPROACHES TO THE ASSESSMENT OF ACADEMIC ACHIEVEMENTS IN HIGHER EDUCATION INSTITUTIONS: A SYSTEMATIC REVIEW OF THE LITERATURE

The impact of global trends in the world educational space related to digitalization actualized the issues of improving approaches to teaching and assessing the academic achievements of future specialists. The pedagogical design of academic achievements’ assessment is comprehensive and requires a systematic review of research to identify effective practices. The purpose of this study is to conduct a systematic literature review to identify strategies and methodologies for assessing academic achievements in teaching and learning in higher education between 2004 and 2024. The study was conducted in accordance with PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) recommendations. A systematic literature review was conducted to identify, evaluate, interpret and analyze available research on learning assessment practices. The analysis focused on the research question and identified topics related to the approach to the assessment of academic achievements. The analysis identified two key themes: the assessment of academic achievements in digital and traditional environments. In the context of each environment, appropriate assessment strategies and methodologies are applied. These results provide an idea of effective practices for assessing academic achievements in universities. The results of this study have important implications for educators and curriculum designers. The study highlights the importance of considering new approaches to assessing academic achievements, taking into account the current features of education systems. Using these findings, educators and curriculum designers can improve the quality of assessment of academic achievements in teaching and learning.

Mastering Autonomy: The Power of Self-Regulated Learning in Higher Education

Abstract In the dynamic landscape of higher education, self-regulated learning (SRL) emerges as a cornerstone for academic success and lifelong learning. This article examines the essential components of SRL, discussing the metacognitive, motivational, and behavioural dimensions that inform this holistic learning approach. By highlighting the critical importance of SRL, we shed light on its role in promoting deeper comprehension, fostering resilience in the face of academic challenges, and preparing students for the ever-evolving demands of the modern workforce. Furthermore, the article offers actionable strategies for educators and institutions to foster SRL among students. These encompass curricular interventions, technology-driven tools, feedback mechanisms, and creating a conducive learning environment. By embedding these strategies into the educational framework, higher education institutions can cultivate autonomous learners equipped with the skills to navigate the complex world of tomorrow.

Learner perceptions of the feedback process in the online component of a blended course

Despite extensive research on feedback models, there is still sparse empirical evidence of their validity and application in higher education learning settings, whether online, hybrid, or face-to-face. Understanding how a feedback framework, integrated in the instructional cycle, is perceived by the learners can provide empirical support about its intended purpose and effectiveness. Recent reviews of research on student perceptions of feedback in different learning environments have revealed the need to research feedback as a process with the use of a more solid methodological approach. The aim of the present descriptive survey study is to investigate learners’ perceptions of an established feedback model, a Matrix of Feedback for Learning (Brooks et al., 2019), in the asynchronous online component of an undergraduate blended course. More specifically, the impact of its application on learners’ encounters with three types of feedback (feed-up, feed-back and feed-forward) and three levels of feedback (task, process and self-regulatory) is explored. A 36-item survey, previously piloted and preliminarily validated, was used to explore learners’ perceptions (N=135) of the three feedback types and levels. Approximately 68% of responses showed that students recognized feedback and the possibilities to use and act on feedback as helpful to their learning. This present survey supports a line of research on feedback model validation in online learning environments while offering meaningful insights from the learners that can inform both course design and interventions to support engagement with feedback.

Quality of teaching & learning in higher education: a bibliometric review & future research agenda

Purpose This study aims to visualize and map the emerging themes in the field of quality of teaching and learning in higher education. Design/methodology/approach This study uses a bibliometric approach to review studies published between 2000 and 2021. The leading trends in authorship, publications and countries were analyzed using the Web of Science database. Findings The analysis reveals four distinct clusters: quality, teaching and learning, supportive environment and learning outcomes. The literature in the field is lop-sided, and many issues still need to be addressed. Research limitations/implications While bibliometric analysis has achieved significant recognition among academicians, this study was restricted to the data set provided by Web of Science. In addition, the analysis covers a specific time frame and may not capture recent developments in the field. Future research should address these limitations and consider expanding the sample size and incorporating more diverse methodologies. Practical implications The findings have implications for practitioners, policymakers and researchers. Practitioners can benefit from the identified core authors’ work and access evidence-based practices to enhance the quality of teaching and learning in their institutions. Policymakers can use the research findings to inform policymaking processes and develop robust quality assurance frameworks. Researchers can build upon the identified clusters and core authors’ work to address research gaps and advance knowledge in the field. Originality/value This study contributes to the existing literature by providing a comprehensive bibliometric review of the quality of teaching and learning in higher education. Identifying clusters and core authors offers a systematic overview of the significant themes and influential figures within the field. This research provides a foundation for further exploration and understanding of quality in higher education.

“Delivering Inclusive and Impactful Instruction: Universal Design for Learning in Higher Education” by Kevin L. Merry

In “Delivering Inclusive and Impactful Instruction: Universal Design for Learning in Higher Education,” Kevin L. Merry presents a comprehensive exploration of Universal Design for Learning (UDL) principles and their application in higher education settings. Merry's book offers a thorough examination of UDL's potential to revolutionize teaching practices and create more inclusive learning environments. Through a blend of theoretical insights, practical strategies, and illustrative examples, Merry equips educators with the tools they need to implement UDL effectively and foster student success.

Investigating Students’ Perceptions of Collaborative Online Project-Based Learning in Higher Education

Investigating Students’ Perceptions of Collaborative Online Project-Based Learning in Higher Education

Problem-based learning in higher education: a path towards training innovative and competent specialists

Problem-based learning in higher education: a path towards training innovative and competent specialists