Teaching In Higher Education Research Articles

Internet of things enabled E-learning system for academic achievement among university students

The rise of the Internet of Things (IoT) represents a burgeoning frontier in educational innovation, particularly in the realm of e-learning. Despite its expanding capabilities, the integration of IoT technologies into e-learning within higher educational institutions (HEIs) faces numerous challenges and constraints. Limited research has delved into the implementation of IoT in e-learning, especially in developing nations. Consequently, this study seeks to explore the determinants influencing the adoption of IoT for e-learning in HEIs. The aim of the innovative ICT classroom is to assist students in acquiring new skills, adapting to new situations, and utilizing technology in a manner that leads to enhanced learning outcomes and extensive knowledge. Our suggested e-learning system, integrated with IoT technology, gauges student engagement and attentiveness throughout online lectures. The proposed technology integrates electroencephalography (EEG) with IoT. The IoT is a collection of technologies that allow embedded real-world objects to connect to the Internet and is widely used by humans to support a variety of activities. IoT should be taught using developmental learning approaches and included in higher education teaching projects. EEG devices are used to track the psychological movements of students taking online courses. Our findings demonstrate how the proposed method can be used to detect the user’s level of concentration and the required level of educational strategy. A collection of informational indexes for student attention. By using a BiLSTM network to predict undergraduate recall and temporary memory, we can accurately predict undergraduate preferred learning styles. The findings of the research demonstrate that IoT systems and devices play a pivotal role in enhancing access to education. They facilitate easier teaching and learning processes while democratizing education. When employed as educational tools, IoT devices contribute significantly to creating highly engaging learning experiences for students.

Olena Kasyanova1, Olga Kvasnyk2, Igor Bodnia3, Iryna Rudnyeva4, Olena Bespartochna5, Tamara Poyasok6 1Doctor of Pedago

This study elucidates the theoretical underpinnings and underscores the imperative of enhancing master's training programs for higher education teachers within the educational digitalization landscape on the public health education example. The research elucidates that at the core of this evolution lies the technological concept, necessitating the development of a meticulously grounded model for the purposeful and well-organized training of higher education faculty within a digitally transformed educational framework. This model delineates a meticulously outlined structure, content framework, a judicious selection of methodologies and techniques, and a methodical integration of technological advancements to ensure the realization of desired educational outcomes. The structural-functional model encompasses integral components such as the methodological-objective facet (incorporating societal demands, educational objectives, conceptual approaches to professional development, and digitalization elements), the constructive-procedural dimension (comprising educational directions, organizational forms in the digital paradigm), the profession-specific aspect (encompassing content, technologies, methods, pedagogical tools), and the analytical-effective domain (defining criteria, process metrics, diagnostic tools), in conjunction with organizational-pedagogical parameters. Emphasis is placed on nurturing a tailored educational milieu and fostering educational innovations to augment the efficacy of training enhancements with a specific lens toward public health implications. The article substantiates the criteria and metrics for bolstering master's training initiatives for higher education instructors, underlining the distinct facets of national educational digitalization and the unique dynamics among higher education stakeholders. The contemporary relevance of revamping master's programs for teachers is underscored through exploring diverse digital learning formats employing information technologies, digital resources, and cloud-based tools. Initiatives aimed at reshaping the master's educational landscape to align with the digital era will entail validating the proposed model's efficacy through experimental validation across domestic and international educational realms.

A systematic review of the Metaverse in formal education

PurposeIn light of the burgeoning interest in the Metaverse within educational contexts, this study provides a comprehensive review to address the knowledge gap prevalent among K-12 and higher education teachers and educators. The increasing integration of the Metaverse into classroom settings necessitates a systematic exploration of its impact on subject-specific pedagogy, assessment methods, research methodologies and overall learning outcomes.Design/methodology/approachThe research design involves a systematic review of 34 selected studies published between 2009 and 2023. The inclusion criteria prioritize investigations into Metaverse applications in classroom teaching, with a focus on subject disciplines, pedagogical approaches, measurement metrics and research methodologies. The selected studies undergo a detailed analysis and synthesis to extract meaningful patterns and trends.FindingsThe analysis reveals a predominant concentration on higher education, encompassing both science, technology, engineering, and mathematics (STEM) and non-STEM disciplines. However, few studies adopt comprehensive experimental designs. This suggests a gap in the methodological rigor of current research on Metaverse integration in education. While the Metaverse's impact on higher education is evident, the study underscores the need for more robust experimental designs and comprehensive research methodologies.Research limitations/implicationsThe limited exploration of students' experiences with the Metaverse in educational settings highlights a nascent research area that warrants further investigation. Future research should prioritize measuring students' perceptions and performance through indicators such as test grades to enhance our understanding of the Metaverse's efficacy in educational contexts.Originality/valueThe study aims to offer insights into the current state of Metaverse integration in education and identify areas for further research and development.

Partnering with genAI for communication course design: Innovations, challenges, and ethical considerations

This article explores the value of generative AI (genAI) tools for much-needed support for instructors in higher education in the realm of course design. Two authors detail their experiences partnering with two distinct tools, ChatGPT and Bard (now known as Gemini), for communication course development, emphasizing iterative collaboration with genAI. Benefits of genAI for creativity and innovation are balanced with challenges and ethical considerations, along with recommendations for faculty and institutions on leveraging genAI for innovative course design.

AI chatbots in programming education: Students’ use in a scientific computing course and consequences for learning

Teaching and learning in higher education require adaptation following students' inevitable use of AI chatbots. This study contributes to the empirical literature on students' use of AI chatbots and how they influence learning. The aim of this study is to identify how to adapt programming education in higher engineering education. A mixed-methods case study was conducted of a scientific computing course in a Mechanical Engineering Master's program at a Eindhoven University of Technology in the Netherlands. Data consisted of 29 student questionnaires, a semi-structured group interview with three students, a semi-structured interview with the teacher, and 29 students' grades. Results show that students used ChatGPT for error checking and debugging of code, increasing conceptual understanding, generating, and optimizing solution code, explaining code, and solving mathematical problems. While students reported advantages of using ChatGPT, the teacher expressed concerns over declining code quality and student learning. Furthermore, both students and teacher perceived a negative influence from ChatGPT usage on pair programming, and consequently on student collaboration. The findings suggest that learning objectives should be formulated in more detail, to highlight essential programming skills, and be expanded to include the use of AI tools. Complex programming assignments remain appropriate in programming education, but pair programming as a didactic approach should be reconsidered in light of the growing use of AI Chatbots.

Collaboration, Connection, & Culture: Understanding the Impact of Institutional Culture on Online Teaching in Higher Education

Teaching and learning online is an increasingly important aspect of higher education, especially post-Covid-19. Previous studies have shown a relationship between Technological Pedagogical Content Knowledge (TPACK) and teaching efficacy and teaching efficacy and student success. However, the contextual factors impacting TPACK have not been adequately explored. The purpose of this quantitative study was to determine if the contextual factor of institutional culture impacts TPACK among online higher education faculty at institutions in the Southeastern United States as well as to what extent specific dimensions of institutional culture affect TPACK levels. Data were collected using an anonymous online survey that was shared with potential participants through email and social media. Data were analyzed through SPSS software using a multiple linear regression model to determine significance between the independent variables, the seven dimensions of institutional culture, and the dependent variable, TPACK. Results indicated that significance was found between two individual elements of institutional culture, 1) collaboration and team learning and 2) connection between the organization and its environment, and TPACK. These findings indicate that higher education administrators should focus efforts on creating opportunities for faculty to engage in professional development and move beyond siloed work to collaborative projects. Administrators should also ensure that the institution is connected to the local, regional, and global community through aligned institutional goals with the needs of the community and establishing opportunities for faculty to connect globally. Future research should focus on exploring the relationship between specific aspects of institutional culture that may impact quality online teaching.

Evaluating English-medium instruction in higher education: EMI-QE

English-medium instruction (EMI) is on the rise in higher education (HE) across the globe. Despite this trend, a gap remains in the evaluation of EMI programs, leaving the question of what constitutes good practices in EMI largely unresolved. Moreover, the intersection between EMI and program evaluation is still elusive, resulting in a dearth of universally accepted guidelines and tools for evaluating EMI. This study introduces the English-Medium Instruction Q Evaluation (EMI-QE), an instrument designed to assess EMI in HE. The EMI-QE was demonstrated in a computer science program and was found to reflect several key strengths (e.g., lecturers’ confidence in using English and language support) and areas for improvement (e.g., lectures’ communication gaps and cultural sensitivity) of the program. In addition to addressing English proficiency and implementing an English certification policy, it was recommended that the program offer professional development on cultural sensitivity and inclusive teaching practices in order to address diversity issues, ensuring that all students, regardless of their backgrounds, are well supported.

A Training Program for Evaluating Chinese Music Instructors’ Leadership Competencies in Universities in Chongqing, China

Background and Aims: The need for effective leadership within Chinese music education departments in Chongqing universities. This program likely aims to develop and assess leadership competencies specific to the unique context of Chinese music instruction, aligning with broader goals of enhancing educational quality and organizational effectiveness in higher education institutions. This study investigates leadership competencies among music instructors in higher education in Chongqing, China, utilizing a multi-institutional cross-sectional approach to discern the current and desired leadership competencies essential for effective music education. Methodology: By applying the Priority Needs Index (PNI) analysis, the research identifies exemplary pedagogical performance and collaborative teaching as pivotal areas that necessitate development to meet the evolving demands of music education. Results: The findings emphasize a significant inclination towards student-centered educational paradigms, highlighting the importance of creativity, emotional intelligence, and collaboration in contemporary music education. This shift underscores the necessity for pedagogical evolution and integrating innovative teaching methodologies. By pinpointing key leadership competencies and underscoring the critical role of professional development, this study contributes to the broader dialogue on enhancing music education in China. Actionable recommendations include the development of courses integrating leadership and innovation skills, establishing professional development programs emphasizing student-centered methodologies, and forming strategic partnerships with music organizations to expose educators and students to real-world leadership scenarios. These initiatives aim to foster a culture of innovation and adaptability, ensuring music education aligns with the demands of the 21st-century music profession. The study contributes to the ongoing conversation on enhancing music education leadership in Chinese higher education, providing insights for pedagogical advancement and professional development. Conclusion: The study emphasizes a move in music education toward student-centered methods and promotes the blending of creativity, emotional intelligence, and teamwork. By delineating fundamental leadership skills and promoting career advancement, it provides practical suggestions for promoting creativity and flexibility, enhancing the conversation about enhancing music education leadership in Chinese higher education.

Come Join the Party: Lessons Learned Fostering Inclusion in Online Learning

This article invites scholars of teaching and learning in higher education to consider the ways in which instructors can use practices of inviting inclusion to create an environment in which students can feel—and be—included in online classrooms, especially since the onset of the COVID-19 pandemic. Using the analogy of a “block party” and to illustrate the practices envisioned, the authors explore their and others’ practices of teaching online in ways that foster inclusion, with attention to their experiences teaching during the pandemic. The authors conclude by reflecting upon what has been learned because of pandemic-informed teaching and learning experiences.

Empowering Indigenous Communities: The Pursuit of Quality Education and Peaceful Societies

Educational Institutions in the Cordillera Administrative Region (CAR) fervently advocate for Indigenous Peoples (IP) and Peace Studies Education in higher learning, aligning with the CHED Regional Memorandum No. 56 of 2023. The University of Baguio and other Higher Educational institutions actively integrate IP and Peace Studies into their academic programs. This paper addresses two objectives: explaining cultural misappropriation and introducing the Cordillera Heritage Project to address this issue. This study utilizes a qualitative-descriptive research method by participating in the different programs under Project Cordillera heritage. Project HERITAGE (Higher Education Regional Integration and Teaching of Appropriate, Genuine, and Exhaustive Studies on Indigenous Peoples) is a collaboration between the University of Baguio, CHED CAR, and regional Higher Education Institutions. It introduces Cordillera Heritage as a foundational course, Cordillera Heritage 101: ‘History and Socio-cultural Heritage’, preserving Cordilleran identity through knowledge, systems, practices, settlements and institutions. The Cordillera Heritage stands as a living legacy, relevant in contemporary society and vital to the region’s history. It culminates in the Cordillera Heritage Workbook, which enhances educational materials and includes faculty immersion and training services. The University of Baguio’s proactive approach earned commendation from the Commission on Higher Education for being the first to offer Cordillera Heritage 101 across all programs. The institution’s commitment reflects in successfully implementing the first regional HERITAGE Faculty Immersion Training Service, showcasing its dedication. The Cordillera Heritage Project responds to regional educational needs by integrating subjects that respect and promote Cordilleran knowledge, values, and culture. Aligned with the aspirations for autonomy and self-determination in Cordillera communities, this course is a significant step toward preserving and promoting the region’s heritage within the educational landscape.

Gratitude: Humanising pedagogy in higher education

Gratitude: Humanising pedagogy in higher education

Assessing the Quality of Teaching and Learning in Higher Education: Perspectives from a South African University

This research investigates the notions of quality teaching and learning at Mandela University, centering on lecturers and students as pivotal stakeholders. Using Schindler et al.’s model, the study explored how these internal groups perceive quality in higher education (HE). A qualitative, participative, and visual methodology, inspired by the Mmogo-method® and grounded in social inclusion theory, was employed. This approach fostered an interactive environment for a collective understanding of HE quality through collaboration and participation. The results revealed differing views between lecturers and students on what defines quality. Lecturers viewed it as an action-oriented process, emphasizing tangible elements such as inputs, outputs, policies, and strategic areas. In contrast, students perceived quality more subjectively, focusing on intangible aspects, particularly the attitudes within the lecturer-student relationship. The practical implications of the study suggest the potential for a comprehensive evaluation process to foster a quality-driven culture at Mandela University. It underscores the significance of collaboration, communication, cooperation, and meaningful engagement among all stakeholders during both development and implementation phases. Although the context’s influence on defining quality in HE was not markedly different, notable references included Africa’s challenges and the graduates’ commitment to their communities. Overall, this study redefines perceptions of quality in higher education, highlighting the essential role of stakeholder involvement in nurturing a quality-focused institutional culture. By embracing diverse perspectives and committing to continuous improvement in teaching and learning, it proposes enhancing the overall quality of higher education at Mandela University. Keywords: Quality assurance; Higher Education, Teaching, Learning, Mandela University

Фідбек як інструмент управління розвитком закладів вищої освіти в умовах сьогодення

The research article is devoted to the theoretical aspects of ‘feedback’, particularly in the education system. The problems and prospects of applying feedback in the educational process are outlined. The features of feedback as a tool for managing the development of higher education institutions in today’s conditions are determined. It is emphasized that it is necessary to focus on organizational support for communication management in higher education institutions to develop higher education in Ukraine. It is noted that feedback is one of the most critical and widespread communication tools. It is determined that in managing the development of higher education institutions with the help of feedback, the following theses are achieved: improving the quality of the educational process, satisfaction of higher education students and research and teaching staff, optimization of management decisions, improvement of the communication process of all participants in the educational process, adaptation to changes, support for the development of research and teaching staff, promotion of innovation and development, planning and strategic development, improvement of student life. It is noted that the main tasks of feedback are helping to adapt faster, encouraging growth and development, and provoking changes to achieve the goals. Therefore, feedback is a tool for developing both the employee and the enterprise. The article identifies and characterizes the main types and kinds of feedback. The main types are positive, negative, and constructive feedback. For effective management of the development of higher education institutions, the most effective type of feedback is constructive. Attention is focused on the rules of constructive feedback. Attention is paid to the generally accepted and most optimal method of feedback – The Sandwich Method, which has both positive and negative aspects. Keywords: feedback, types of feedback, management of development of higher education institutions, research and teaching staff, higher education students.

Development of a method for assessing the level of digital competencies of higher education teachers based on the calculation of the multidimensional polytope volume

The object of the study is the method for assessing the level of digital competencies of higher education teachers. Teachers with a high level of digital competencies can create more interactive, interesting and more effective learning materials, which has a positive impact on education quality. The ability to ensure the continuity and quality of the educational process in remote conditions is relevant. To improve the qualification level of teachers, it is necessary to form a measuring system of indicators. A method for calculating the potential for changing the digital competency level was developed and trajectories of forming digital competencies of higher education teachers based on the project-vector methodology were formed. The method was implemented and verified as part of the state project in the Republic of Kazakhstan with the participation of the Higher Education Development National Center and Astana IT University. Testing of 62 teachers of Astana IT University, Karaganda Buketov University and Toraighyrov University was taken as a basis. The analysis involved measuring the achievement of their competency level in four categories: didactic, design, monitoring, and personal. The results obtained allow a systematic approach to the process of assessing and forming the competencies of higher education teachers. The result obtained is due to integrating the project-vector management methodology into the process of digital competency assessment. The value of the method is the possibility of using it both personally by teachers to track the level of competency achievement, and by the management of higher educational institutions for motivation and when signing contracts. In the future, the results of the pilot project are planned to be distributed to other higher education institutions in the Republic of Kazakhstan. And then extend its results to higher education institutions in Central Asia and Eastern Europe

The Quality of Teaching in Higher Education According to the Rectors

The Quality of Teaching in Higher Education According to the Rectors

Will generative AI replace teachers in higher education? A study of teacher and student perceptions

This paper evaluates the potential of generative artificial intelligence (AI) in higher education, specifically its capacity to replace or assist human teachers. By reviewing relevant literature and analysing survey data from students and teachers, this mixed-methods study provides a comprehensive perspective on the future role of educators in the face of advancing generative AI technologies. An online survey was conducted to explore the perceptions of 399 university students and 184 teachers across different disciplines in eight higher education institutions in Hong Kong concerning the use of generative AI technologies. Findings suggest that although some believed generative AI may eventually replace teachers, the majority of participants argued that human teachers possess unique qualities, including critical thinking and emotions, which make them irreplaceable. Similarly, findings also emphasized the importance of social-emotional competencies developed through human interactions, something which generative AI technologies cannot currently replicate. Crucially, this study further found that students value and respect their human teachers, even as generative AI becomes more prevalent. As such, the authors propose that teachers can seek to effectively integrate generative AI to enhance teaching and learning without viewing it as their replacement. To do so, they must understand how generative AI can work well with teachers and students, avoid potential pitfalls, develop AI literacy, and address practical issues including ethics and privacy. Recommendations are offered on how universities, teachers, and students can adopt generative AI technologies in an approach that balances the strengths of human educators with generative AI technologies. As the future of education lies in the synergy between human teachers and generative AI, teachers, students, and universities should all understand and refine their unique qualities in order to effectively navigate the integration of generative AI, ensuring well-rounded and impactful learning experiences.

Teaching and Learning of English in Higher Education before, during, and after Pandemic: What differs?

The COVID-19 pandemic led to the worldwide closure of educational institutions, forcing a shift from face-to-face to fully online learning. As the pandemic subsided, traditional teaching resumed. This study aimed to explore English teaching and learning in higher education across three phases—before, during, and after the pandemic—by examining differences in activities and technology used. A phenomenological approach was employed, with semi-structured interviews for data collection. Purposive sampling selected eight participants—three lecturers and five students—from the English Education Department of Sriwijaya University. The findings revealed that while learning activities were largely similar across the three phases, the technology and media used varied. Before the pandemic, participants had limited exposure to online platforms, but the pandemic introduced them to new digital tools and methods. In the post-pandemic phase, participants embraced more flexibility, adopting face-to-face, online, hybrid, or blended learning models using suitable platforms. This shift has led to a general preference for the post-pandemic approach to English teaching and learning.

Upgrading Master's Training for Higher Education Instructors in the Digital Era: Public Health Education as an Example

This study elucidates the theoretical underpinnings and underscores the imperative of enhancing master's training programs for higher education teachers within the educational digitalization landscape on the public health education example. The research elucidates that at the core of this evolution lies the technological concept, necessitating the development of a meticulously grounded model for the purposeful and well-organized training of higher education faculty within a digitally transformed educational framework. This model delineates a meticulously outlined structure, content framework, a judicious selection of methodologies and techniques, and a methodical integration of technological advancements to ensure the realization of desired educational outcomes. The structural-functional model encompasses integral components such as the methodological-objective facet (incorporating societal demands, educational objectives, conceptual approaches to professional development, and digitalization elements), the constructive-procedural dimension (comprising educational directions, organizational forms in the digital paradigm), the profession-specific aspect (encompassing content, technologies, methods, pedagogical tools), and the analytical-effective domain (defining criteria, process metrics, diagnostic tools), in conjunction with organizational-pedagogical parameters. Emphasis is placed on nurturing a tailored educational milieu and fostering educational innovations to augment the efficacy of training enhancements with a specific lens toward public health implications. The article substantiates the criteria and metrics for bolstering master's training initiatives for higher education instructors, underlining the distinct facets of national educational digitalization and the unique dynamics among higher education stakeholders. The contemporary relevance of revamping master's programs for teachers is underscored through exploring diverse digital learning formats employing information technologies, digital resources, and cloud-based tools. Initiatives aimed at reshaping the master's educational landscape to align with the digital era will entail validating the proposed model's efficacy through experimental validation across domestic and international educational realms.

The effect of formative assessment on students' clinical knowledge, skills and self-efficacy levels

AimThis research aims to examine the effect of using formative assessment methods in clinical education on students' knowledge, skills and self-efficacy levels. BackgroundFormative assessment is used as a method designed to identify areas where students fall short and provide feedback for improvement. Formative assessment and feedback represent fundamental characteristics of quality teaching in higher education and play a decisive role in learning in nursing education. Although educators observe students performing practical tasks during clinical education, evaluation is not made by a structured control list. Therefore, just as nursing students are evaluated with “Skill Checklists” in the OSCE exam, there is a need to evaluate nursing skills during patient care in the clinical field. DesignThe study was designed as a pre-test post-test randomized controlled experimental study. MethodBefore the research, both groups filled out the self-efficacy form. The experimental group received formative assessment throughout the course. At the end of the semester, all students were given a skills test and asked to fill out the self-efficacy form again. Finally, a knowledge test was administered to the entire class. ResultsThe average knowledge score of the experimental group is higher than the control group. It was determined that there was a statistical difference of 16.54 points in the average skill scores between the groups. Posttests showed significant differences in skills such as breathing-cough exercise, basic glycemic measurement, subcutaneous injection and blood collection skills. ConclusionIt was determined that the formative assessment method increased nursing students' knowledge, skills and self-efficacy levels regarding basic nursing skills.

Discussion on Higher Education Teaching Strategies Based on Problem-Oriented Learning

Discussion on Higher Education Teaching Strategies Based on Problem-Oriented Learning