Higher Education Strategies Research Articles

Clinical assessment strategies for competency-based education in prosthetic dentistry.

Reflective practice is viewed as a theoretical and pedagogical concept in higher education having several diverse approaches and interpretations. The most important aspect of reflective practice is that it is a necessary quality assurance aspect of higher education which should occur recurrently and at different stages of the program. It usually entails an evaluation of advanced instructions which has become the norm in an educational setting, in order to improve the learning outcomes. Reflective practice must therefore be seen as a tool which allows continuous improvement, modifications, and changes to educational approaches, which include theoretical and clinical assessment strategies. Academics in prosthetic dentistry at a research-led university reflected on their current assessment strategies used in the senior undergraduate dental program as part of a quality assurance process and its global comparability. This paper aims to share and explain the importance of reviewing assessment strategies in higher education, especially in such a clinical program using reflective practice as a framework. Different assessment strategies used over a 5-year period are explored and their different structures, expectations, and appropriateness for a clinical program are reported from the literature. The concerns were addressed in a cyclical manner within this framework, and Blooms and blueprinting implemented where appropriate. We conclude that without a validated definition and framework for regular reflective practices, and guidelines to modify the included assessment strategies, the quality assurance within a competency-based dental program may be compromised.

Crisis – Challenge – Coherence: Combining Universal Design for Learning and Sense of Coherence

The study investigates the effectiveness of using the Universal Design for Learning (UDL) approach as a trauma-sensitive pedagogy strategy in higher education. By integrating the concepts of UDL and Salutogenesis, we aimed to develop a tool that promotes healthy learning, problem-solving, and motivation among students. Salutogenesis emphasizes the development of a Sense of Coherence (SoC), which serves as a tool for stress resilience and restoration. To assess the impact of UDL practices on SoC levels, we administered a Sense of Coherence-13 questionnaire before and after implementing UDL practices in English language classes at a polytechnic university. All the students in the study had experienced traumatic events caused by the current crisis in Ukraine. The study focused on demonstrating that UDL practices can serve as a restorative and inclusive tool. The results indicate that the application of UDL practices led to an increase in SoC levels, demonstrating their potential for promoting restoration. Additionally, teacher interviews were conducted to identify the challenges and benefits of implementing UDL practices.

Innovative integration of the “W + Flipped Classroom” and “B + BOPPPS” teaching models for enhanced learning outcomes

BackgroundWith the demand for more effective and engaging teaching strategies in higher education, there is an imperative to blend traditional and innovative methods to optimize student learning outcomes. To address this educational need, this study sets out to design and evaluate a hybrid learning approach that integrates a flipped classroom based on working process systematization (termed “W + flipped classroom”) teaching design with blended online and offline methods based on the BOPPPS (bridge-in, objective/outcome, preassessment, participatory learning, post assessment, summary, termed “B + BOPPPS”) teaching model and explore its application effects in the field of biological separation engineering.MethodsThe undergraduate class of 2020 majoring in biomedical engineering from Huanghuai University was designated the control group (n = 74), while the undergraduate class of 2021 was chosen as the experimental group (n = 79). The control group received traditional teaching methods. The experimental group adopted the integrated “W + flipped classroom” and B + BOPPPS teaching models. After the conclusion of the teaching period, comparisons were made between the two groups in terms of course objective achievement, academic performance, and critical thinking skills. A survey was distributed to assess learning effectiveness. Semistructured interviews were conducted with teachers and students from the experimental group to evaluate teaching effectiveness.ResultsThe integrated “W + flipped classroom” and B + BOPPPS teaching models significantly improved the academic performance and critical thinking skills of the experimental group. The teaching evaluation revealed high levels of acceptance among both teachers and students, along with improved satisfaction with the teaching methodology.ConclusionThe integration of the “W + flipped classroom” teaching design with the “B + BOPPPS” teaching model provides a scientific foundation for future teaching reforms. This study serves as a valuable reference for implementing the OBE philosophy, enhancing learning outcomes, achieving engineering education accreditation, and cultivating high-quality applied talents in the field of bioengineering at applied universities.

Transforming digital learning and assessment strategies in higher education

This study proposes a transformative approach to integrate modern technology and online assessments in higher education, emphasizing the shift from traditional methods to advanced-conceptualized digital platforms. It explores the potential of technologies such as artificial intelligence (AI), virtual reality (VR), and mobile applications to reshape education by offering scalability, real-time feedback, and personalized learning experiences. These technologies provide opportunities to create immersive learning environments and enable students to engage with content more interactively. Through a survey conducted with 367 sophomores from four faculties at Universitas Terbuka, digital readiness, challenges, and expectations were assessed. The survey results indicated a diverse range of digital proficiency among students, highlighting both strengths and areas needing improvement in digital skills. Preliminary findings indicate significant differences in digital readiness and expectations for interactive and flexible learning environments among faculties. Students from technology-oriented faculties exhibited higher readiness and adaptability to digital tools compared to those from humanities and social sciences faculties. The study underscores the need for targeted strategies to enhance digital competencies and support systems, ensuring equitable access to digital learning tools. Additionally, it identifies key barriers such as limited access to reliable internet and insufficient digital literacy training, which must be addressed to fully realize the benefits of online education. For instance, students reported difficulties in accessing advanced educational software due to limited bandwidth, which impacts the efficacy of online learning platforms. These insights provide practical recommendations for educators, developers, and policymakers to optimize digital learning experiences and address emerging educational challenges, setting the stage for future transformative practices in higher education. The findings advocate for a comprehensive institutional policy that promotes continuous digital skills development and infrastructure investment to support inclusive and innovative learning experiences.

Formative Assessment Strategies in Higher Education: Impact on the Right to Education and Knowledge Retention

Formative Assessment Strategies in Higher Education: Impact on the Right to Education and Knowledge Retention

Research Review on Defensive Strategies in Higher Education

Research Review on Defensive Strategies in Higher Education

Utility value is key. Exploring factors that contribute to student motivation for effective cognitive learning strategies in higher education

AbstractEffective cognitive learning strategies are beneficial for learning and long‐term retention. However, higher education students often rely on surface‐level strategies like reading and underlining. Interventions to support effective cognitive strategy use have addressed knowledge, beliefs, planning, and commitment. This latter aspect and its relation with motivation has remained underexposed. Therefore, this study aimed to answer the following research question: What factors contribute to student motivation for effective cognitive strategy use during self‐study in higher education? First‐year vocational university students participated in focus group discussions (N = 100), and completed a strategy questionnaire (N = 217). Results showed that students used combinations of effective cognitive and surface‐level strategies based on successful past experiences. Perceived utility value of strategies for students' performance‐oriented goals contributed considerably to motivation, and students reduced perceived costs by combining self‐study with non‐academic activities. Incorporating these aspects in strategy support could be next steps for future interventions.

Higher education student engagement, leadership potential and self-perceived employability in the United Arab Emirates

ABSTRACT Higher education student engagement (HESE) is increasingly essential for developing employability and leadership potential. While several academic institutions worldwide have underscored the importance of fostering leadership skills, there remains an evident gap in the UAE’s understanding of the impact of student engagement on leadership potential and perceived employability. Thus, by adopting a quantitative research approach, this study validates the HESE scale and examines its associations with leadership potential (LP) and self-perceived employability (SPE) among undergraduate students in the UAE. The results reveal that increased student engagement significantly enhances LP and is positively associated with SPE. In addition, a higher level of HESE notably strengthens the relationship between LP and SPE. Universities in the UAE can leverage these findings to refine their activities to improve student engagement initiatives, which could bridge the current skills gap and boost student readiness for the competitive labour market. The research recommends integrating comprehensive student engagement strategies in higher education to develop essential leadership skills and confidence in employability among students, aligning academic preparation with market demands.

Effectiveness of Using ChatGPT as a Tool to Strengthen Benefits of the Flipped Learning Strategy

In this study, we evaluate how ChatGPT complements and enriches the traditional flipped learning strategy in higher education, particularly in engineering courses. Using an experimental design involving 356 students from basic programming courses in undergraduate engineering programs, we compared the normalized learning gain between groups that used the ChatGPT-assisted flipped learning strategy (focus groups) and those that followed a traditional video-based flipped learning methodology (control groups). The intervention lasted ten weeks, with two sessions of two hours each week. A pre-test–post-test analysis revealed that the focus groups showed significant improvement in normalized learning gain values compared to the control groups. These results confirm that incorporating ChatGPT into the flipped learning strategy can significantly enhance student performance by providing a more active, interactive, and personalized approach during the teaching–learning process. We conclude that the flipped learning strategy, upgraded with the assistance of ChatGPT, provides an effective means to improve understanding and application of complex concepts in programming courses, with potential to be extended to other areas of study in higher education. This study opens routes for future research on the integration of artificial intelligence into innovative pedagogical strategies with the goal of scaffolding the learning experience and improving educational outcomes.

The Construction of Wushu Teaching Strategy in Higher Education Based on WSR Theory

Background and Aims: The document of the Ministry of Education pointed out that physical education in colleges and universities should be student-oriented, adopt teaching methods that students are more willing to accept, and get close to life so that participants can feel the charm of martial arts courses, and obtain psychological baptism while learning sports skills. The objective of this study is to construct a promotion strategy of college wushu courses based on WSR theory. Materials and methods：This research is an investigation based on WSR theory. The participants were divided into three groups :(1) The first group of 7 experts served as a focus group discussion to study the status quo of Wushu elective courses in universities; (2) The second group of 22 experts drafted the promotion strategy model using Delphi method; (3) The third group of 9 experts used appreciation method to confirm the promotion strategy model. The index system was established by means of mean, standard deviation, coefficient of variation and P-value. Max, weight, consistency index and consistency ratio were used to determine the index weight. Results：The results show that the promotion strategy model of Wushu elective courses in colleges and universities conforms to the Chinese WSR method, which has 39 three-level indicators. There are three first-level indexes, which are Wuli, Shili and Renli. 10 secondary indicators, namely material resources, funding, teachers, training plan, organization, curriculum plan, teaching planning, publicity, cognition, performance; Equipment support and management, the number of venues, the size of the use of 39 three-level indicators. Conclusion: This study combines WSR theory to construct the promotion strategy of the wushu course in the college entrance examination, which conforms to the writing idea of scientific research and is recognized by theory and practice.

Enhancing Learning Outcomes and Student Engagement: Integrating E-Learning Innovations into Problem-Based Higher Education

With the rapid development of e-learning in higher education, this study explores the application of the problem-based learning (PBL) learning model in the e-learning ecosystem. This article explores the concept of participatory engagement in the e-learning ecosystem and integrates it with PBL theory through the use of ICT to support interaction and collaboration. The research method used is R&D learning models in the Heavy Equipment Technology course at Universitas Negeri Padang. The research findings should be interpreted cautiously due to limitations such as differences in contexts across various courses and factors related to technology implementation in the learning environment. The study results show that it can improve learning outcomes and students’ critical thinking skills. Specifically, 70% have implemented Bloom’s cognitive taxonomy Level C4 and above, aided by a self-reflection participation process that enables students to reflect on content, learning processes, and understanding through internal dialogue, generating new ideas and solutions. This is evidenced by the results of the Path Coefficients test with P-Value EE → LO 0.050 and PBL → LO 0.046, as well as Specific Indirect Effect EE → SPR → LO 0.003 and PBL → SPE → LO 0.047 where the value is ≤ 0.05. The implications include guidance for designing effective e-learning ecosystems and adaptive learning strategies in higher education. Future research is recommended to further explore the impact of this integration and develop more effective PBL models in diverse courses and other educational institutions.

Comparative Analysis of Knowledge Control and Evaluation Methods in Higher Education

The article analyses knowledge control and evaluation methods in higher education, focusing on both standardized and non-standardized testing. It explores fundamental quality criteria and the perspectives of lecturers and students on the roles of these methods in assessing knowledge. The study evaluates attitudes towards both testing types, considering factors such as efficiency, usability, reliability, objectivity, accuracy, and content relevance. The findings suggest that combining standardized and non-standardized tests with problem-solving tasks significantly enhances knowledge assessment in technical disciplines, demonstrating the methods’ interdependence and complementarity. Data shows that both testing types achieve high scores, with standardized tests receiving an integral index of 0.72 and non-standardized tests scoring 0.69. Respondents positively evaluate the effectiveness and convenience of standardized tests, attributing their reliability, objectivity, accuracy, and practical orientation. Although there is a clear preference for standardized tests among participants, the benefits of non-standardized tests are also acknowledged. The study thus recommends a balanced approach, incorporating both methods to ensure an effective and high-quality assessment and knowledge control strategy in higher education.

Exploring the typology of reasoning influencing university teachers’ language teaching and learning strategies

Despite the critical role of reasoning in shaping language teaching and learning strategies in higher education, prior studies have either separately examined reasoning or focused on one specific type thereof and language teaching and learning strategies. To address this gap, this study took a comprehensive approach by examining various types of reasoning in language instruction and their alignment with language teaching strategies in higher education. It adopted a sequential mixed-methods design through two phases of data collection. The study instruments included a mixed-method questionnaire, interviews, classroom observations, and document analysis. The quantitative phase collected data from 357 university teachers of Arabic-language disciplines at the university level who completed a mixed-methods questionnaire using a 5-point Likert scale and brief written explanation. Exploratory factor analysis, descriptive and inferential analysis of variance and the Scheffé test were used to analyse the quantitative data. In the follow-up qualitative phase, 20 university teachers from the quantitative phase were observed in the classroom and interviewed, and their document tasks were analysed using thematic analysis. The results unveiled four distinct typologies of university teachers’ reasoning closely aligned with their language teaching and learning strategies: inductive, abductive, analogical, and deductive reasoning. Notably, these typologies were associated with cognitive, metacognitive, interactional, and Knowledge strategies. Furthermore, the findings highlighted the intricate interplay and mixture of these typologies, indicating that university teachers do not rely solely on one type or strategy. Finally, the conclusion section outlines critical areas for future research concerning reasoning and language teaching and learning strategies in higher education.

Flipped Classroom and Collaborative Work as an Inclusive Strategy in Higher Education

Objective: The aim of this research is to evaluate the implementation of the flipped classroom and collaborative work in university marketing students, in terms of academic performance, the development of cross-curricular competencies, student satisfaction and motivation, and the effective use of information and communication technologies in the learning process. Theoretical Framework: The main concepts and academic literature that underpin the research are presented, providing a solid foundation for understanding the context of the study. Method: The methodology adopted for this research is quantitative in nature, with a cross-sectional design, and exploratory and descriptive scope. Data collection was conducted using a questionnaire composed of five dimensions, in order to cover all aspects inherent to the mixed inclusive strategy that combines the flipped classroom and collaborative work in the university classroom. Results and Discussion: The results suggest that the flipped classroom and collaborative work have a generally positive impact on higher education, in line with much of the current scientific literature. However, it is also evident that careful consideration of implementation and context is necessary to maximize their effectiveness. Variations in outcomes, depending on factors such as discipline, course design, and the digital skills of the participants, are crucial aspects that must be considered. These findings underline the importance of a balanced and adaptive approach in the application of innovative methodologies in higher education. Originality/Value: This study stands out for its rigorous exploration of how the integration of the flipped classroom and collaborative work in higher education enhances soft skills and academic performance, contrasting with traditional methodologies. It underscores the relevance of adapting educational strategies to maximize the effectiveness of ICT in a contemporary and diversified learning context. Its value lies in providing empirical evidence that supports the implementation of these innovative methodologies, promoting more inclusive and effective learning environments.

Implementation of Virtual Reality as an Educational Tool in Higher Education Teaching: A Case Study at the National University of San Marcos, Peru

Objective: Analyze in detail the implementation of virtual reality (VR) as an educational tool in the field of higher education teaching in the specific Peruvian context. Methods: The study employs a mixed methodology that includes surveys and interviews with teachers and students to assess various aspects, such as the perception of VR usage, its effectiveness in the educational process, and the challenges associated with its implementation. In addition to data collection through surveys and interviews, a detailed analysis of the technological infrastructure available at UNMSM is carried out. This analysis covers aspects such as the availability of equipment and devices compatible with VR, as well as the existence of support resources, such as specialized laboratories or trained technical personnel, to support the effective integration of this technology into the educational environment. Result: When studying perception, effectiveness, and challenges related to the use of VR in university teaching, this study seeks to provide a comprehensive understanding of how this technology is being adopted and utilized in the Peruvian context. The findings of this research can not only be useful for UNMSM but also serve as a reference for other educational institutions considering the implementation of VR as part of their teaching and learning strategy in higher education.

Virtual Simulation in Forensic Medicine Education in China

Virtual Simulation is an innovative interactive pedagogical strategy in higher education. This paper analyzes the virtual simulation teaching projects currently underway in forensic medicine education in China. It explores the characteristics, advantages, and limitations of virtual simulation teaching in forensic medicine in China. The first batch of 11 virtual simulation projects are all synthetic designing experiments of over 2 class hours, mainly targeting the undergraduate students in the second year and above. Most projects focus on forensic pathology education. They provide active immersive experiential learning with data-driven teaching and real-time assessment. Further efforts are needed to integrate advanced technologies, diversify teaching content, and promote collaboration and resource sharing.

Telematic education in practical subjects: an evaluation by occupational therapy students

The COVID-19 pandemic challenged university education to maintain teaching activities in virtual and distance education formats, among other non-face-toface modalities. In this sense, this article exposes the impact of virtuality on the learning results of two practical-experiential subjects developed with first-year students, promotion 2020 of the career of Occupational Therapy of Universidad Austral de Chile. The research was of a statistical-descriptive and exploratory nature, in which students completed surveys through an online form entitled: “Impact of Methodological Changes in Practical Subjects”. The results are uncertain in relation to the pedagogical process experienced, with positive perceptions regarding the use of virtual tools and resources implemented and also significant difficulties associated with motivation problems, double presence, overload and depersonalization. It is concluded that, although virtual strategies in higher education are a powerful and a currently applicable resource it is essential that Occupational Therapy students have practical-experiential subjects in person for personalized support for the incorporation of basic and essential communication skills of the discipline.

Inclusive Learning Through Equity-Driven Approaches to Design in Engineering Education

Despite it being widely acknowledged that integrating principles of equity, diversity, inclusion, and accessibility (EDIA) in engineering has numerous benefits such as more innovative and inclusive design outcomes, there have been ongoing challenges in addressing equity, promoting diversity, and fostering inclusive teaching and learning strategies in higher education. If EDIA is taught separately from coursework in engineering, students are unlikely to engage with or incorporate EDIA principles in their work. Moreover, the pedagogical approaches for EDIA concepts, which include exploratory discussion and reflection, can be a barrier for student learning if they are not valued in the same way as traditional engineering epistemology and ideologies that prioritize a technical space and objective data. Lastly, evidence demonstrates that a lack of sense of belonging for underrepresented students can impact their learning experience. It is important to address how teaching approaches impact the shift of student mindsets in their design work and their engagement with the learning environment. In this exploratory project, we seek to understand the ways in which learning equity-driven approaches to design, such as design thinking, may impact engineering students’ perceptions of inclusivity in their learning environment and the quality of inclusivity in the work that they design and engineer. We focus on the rationale and development of the methodology in this paper since the work is still in progress. We are working with a diverse team of educators and researchers to review and revise course goals, student learning outcomes and related course content for two design thinking courses in a master’s level engineering program. Changes to the course material include further integrating EDIA principles and the “Liberatory Design framework” described by the Hasso Plattner Institute of Design as “a process and practice to liberate designers from habits that perpetuate inequity.” The impact of such revision is examined through qualitative analysis of students’ written reflections with prompts that focus on EDIA themes. A post-course survey is also used to assess students’ perceptions of EDIA in relation to their academic, professional, and personal learning experiences throughout the program and, more specifically, the design thinking course learning outcomes. Preliminary findings suggest that students connect design thinking approaches with an awareness of the value of diversity in their design teams and with more inclusive design outcomes for the end-user. This exploratory work can inspire research to further examine the role of design thinking and related pedagogical approaches in supporting the integration of EDIA principles in teaching engineering design.

Three-phase model for teaching reading strategies in higher education

Importance. Reading in higher educationis aimed at preparation for interaction with authentic materials in professional settings. Therefore, there is a need to develop practice-oriented skills within the learning process, which requires making adjustments to the generally accepted model of organizing reading tasks. The purpose of the study is to adapt the three-phase model of text work to the use of metacognitive reading strategies in higher education.Research Methods. Based on the analysis of scientific literature, the conditions for organizing work within the three-phase model were determined, its functional components were identified. The way of progressive integration of four reading strategies into this model was designed with taking into account their role in the realization of functional components.Results and Discussion. Procedural functions reflecting the communicative goals of each stage were identified for each stage of the three-phase model: motivational-informational, interpretive, and reflective. Four reading strategies were integrated into this continuum. The list of strategies includes: previewing, which allows assessing the relevance of the material without direct interaction with the text; skimming, which serves as a way of determining the structure of the text; scanning, which is used for highly accurate understanding of the semantic elements of the text; and the K-W-L table, which is used for retroflexive analysis of the information learned from the text.Conclusion. The three-phase model of reading allows integrating strategies without considerable structural changes. At the same time, the use of the indicated strategies leads to the expansion of potentially forming reading skills during task completion.

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.