Teaching In Higher Education Research Articles

Resilience in Technical Education Beyond COVID-19: A Case of Instructional Change and Innovation at a Midwestern Technical College

ABSTRACT The COVID-19 pandemic has transformed teaching and learning in higher education. Technical education programs were particularly challenged by shifts to remote instruction considering their emphasis on hands-on, real-life application and experiences. While there have been developments regarding online learning in technical education, there remains little empirical work on technical education in remote environments, including the unexpected wave of adaptions and new approaches resulting from the pandemic. This qualitative case study explores pandemic-spurred change and innovation among educators in technical education and related impacts. Guided by pedagogical resilience and a case study of a midwestern technical college, findings reveal three broader themes: a catalyst to accelerate innovation, reimagining the (online) classroom, and innovation as a core disciplinary feature. This study provides critical insight into ongoing challenges and promising solutions for teaching and learning across technical education course, program, and learning modalities.

Exploring the Impacts of Implementing Block Mode of Teaching in Higher Education

Exploring the Impacts of Implementing Block Mode of Teaching in Higher Education

The use of guest speakers in higher education and implications for pharmaceutical teaching: a systematic review of literature

Background The purpose of this paper was to systematically review the current literature on the use of guest speakers in higher education teaching and evaluate the implications of the findings for teaching in pharmaceutical teaching. Methods A comprehensive search of different academic databases for literature on the use of guest speakers in higher education teaching was conducted and articles meeting the inclusion criteria were included in the analysis. A total of 15 articles were used in this systematic review. Results The use of guest speakers has critical benefits including promoting better learning, good career preparedness, positive learning outcomes, and creating an environment where learners have the opportunity to perceive real-world scenarios from the experiences of the guest speakers and thus be better prepared for the job market. With the increasing importance of the role of guest speakers in higher education learning, researchers have been engaging in coming up with standards and best practices for enhancing the effectiveness of the use of guest speakers in learning. The use of guest speakers in the teaching of pharmacy can enhance positive health outcomes by allowing students to have a better view of the situations they will deal with in their careers. Conclusion The use of guest speakers can have major positive outcomes in promoting effectiveness in learning among students of pharmacy. Professors teaching pharmacy courses have the opportunity to benefit from various tools and resources that academic researchers have developed for guiding the process of the use of guest speakers in pharmacy teaching.

Teaching competencies for interprofessional training in higher education in health: a protocol for a scoping review

Objective: To describe a scoping review protocol to identify and map teaching competencies for interprofessional education in Higher Education in Health. Introduction: The current challenges in training healthcare providers with the skills and abilities to act in the complex daily life that involves care entail the broad understanding of health as a process of collective construction, which will presuppose the training of critical-reflective healthcare providers. For this, it is essential that the facilitators of this process are clear about their role and have access to tools that can enable such training. Inclusion criteria: Papers published up to 2023 with the following themes in their titles and abstracts will be included: Teaching in Higher Education in Health, Higher Education in Health, and Competences for Interprofessional Education in Health. Methods: The protocol of this review follows the methodology proposed by the Joanna Briggs Institute (JBI) Manual and the PRISMA guidelines for constructing the protocols and registering scoping reviews. Two independent reviewers will select the articles by their title and abstract based on the blinding provided by the tool. Inconsistencies will be discussed regarding eligibility criteria. The selected articles will then be read in full and the data will be described according to the flowchart and summary guided by the PRISMA-ScR methodology. Conclusion: This scoping protocol will base the mapping for evidence to understand the competences needed to teach and develop pedagogical practices in curricular proposals based on interprofessional education.

Assessing the digital competence of in-service university educators in China: A systematic literature review

Rapid growth has been witnessed in digital technologies, resulting in significant productive changes in communication and information technology-oriented practices in different fields. Hybrid teaching or blended learning has gained progressively widespread acceptance in the educational process, and concerns about teachers' information and communication technology (ICT) competence or digital competence have become prevalent. This study adopts a systematic review to interpret and analyse the relevant research findings, aiming to systematically investigate the existing models and paradigms of ICT competence or digital capacities and to understand further how these models and paradigms are applied specifically within the context of Chinese universities. Based on inclusion and exclusion criteria, 12 out of 801 candidate studies were accessed from Web of Science, Scopus and the China National Knowledge Infrastructure (CNKI) databases. The findings indicate that the Technological Pedagogical Content Knowledge (TPACK) and the National Educational Technology Guides for Teachers in Higher Education (CETG) are frequently used to evaluate college educators' digital proficiency or ICT capability in China. Educators’ demographic characteristics, self-efficacy, external factors such as institutional policies and the availability of infrastructure and training collectively influence how digital teaching is integrated within Chinese higher education institutions. By conducting a systematic review of research trends and the critical factors affecting the digital competence of faculty in Chinese universities, this study aims to equip policymakers and educators with a deeper understanding of how to prepare for educational shifts in the digital era and thereby ensure the sustainability of professional development.

Individual and Collective Self-Efficacy for Teaching Writing in a Multidisciplinary Sample of Canadian Faculty

Background: Teacher self-efficacy can be defined as the confidence teachers hold about their individual and collective capacity to influence student learning. While many faculty assign and assess student writing as part of their course activities, they often perceive the act of writing as separate from rather than complementary to their teaching of subject matter content. This paper will report on the combined findings of two large survey studies of 385 faculty at Canadian universities, polytechnics and colleges. The purpose of the study was to assess faculty individual and collective self-efficacy for teaching writing. Methods: Data was collected from faculty via an electronic survey distributed by email or social media (Twitter). Faculty responded to the Individual and Collective Self-Efficacy for Teaching Writing Scales. They also responded to open-ended questions asking them to relate how they felt about their abilities to guide student writing. Results: Participants’ average age was 49.9 years with 14.5 years of teaching experience. Participants reported their individual self-efficacy for teaching writing at 77.2% while feeling that their departments as a whole were only 60% confident at teaching writing. Higher individual self-efficacy for teaching writing were found in faculty who were in combined research and teaching positions, PhD prepared, with prior formal education in teaching writing, and with 20 or more years of teaching experience. No statistically significant findings were observed with the Collective Self-Efficacy scale. From the qualitative survey data three themes were identified: 1) Blaming and lamenting; 2) Is teaching writing our responsibility? 3) Hopeful efforts and recognitions. Conclusion: Overall, the data is rife with narratives of blaming students and institutions for student inability to write and faculty questioning their role as writing instructor. These narratives drown out the narratives of faculty who have a passion for teaching writing. Future research should focus on the development of formalized workshops to support faculty teaching writing and changing their attitudes toward the developmental and disciplinary shared responsibility of writing instruction in higher education.

Integration of curriculum ideology and politics in higher education: a case study of English linguistics in China

Amidst efforts to fulfill the Chinese government’s education guide for morality building and character cultivating, curriculum ideology and politics have emerged as key aspects in higher education pedagogy. English linguistics, a staple for junior English majors and often perceived as theoretical and challenging, represents an opportunity to align with national education directives. This study explores the integration of ideological and political education within the English major’s curriculum, specifically within an English linguistics course. This paper details an empirical case study conducted in a local Jiangxi university in China, where an “ideological education + linguistics” teaching model was carefully crafted and implemented in the introductory linguistics session. Methodologies included classroom observation, post-lesson questionnaire and interview, revealing enhancements in student engagement, understanding of linguistic concepts, and scientific and logical reasoning. Additionally, noteworthy improvements in teaching methodologies were reported. The findings affirm the model’s feasibility and effectiveness in reinforcing the curriculum ideology and politics in major disciplines, suggesting a beneficial tripartite impact on national educational goals, student learning, and teaching innovation. Research significance indicates that by applying their experiences, front-line teachers can act as researchers, enhancing the implementation of educational research; besides theoretical studies, micro case studies are essential to validate and complement educational research, thus contributing to the development of a comprehensive theoretical framework.

An Exploration of Ideological and Political Education in College English Courses

This paper delves into the theoretical foundation and practical implementation of ideological and political education (IPE) within college English classrooms. Initially, it defines IPE and highlights its critical role in the fundamental educational task of cultivating virtue and character. The paper then outlines the specific requirements and principles necessary for integrating IPE into college English courses. The study underscores that beyond enhancing students' language proficiency, college English courses should also foster students' social responsibility, academic integrity, and scientific ethics through implicit teaching methods. By improving teachers' IPE teaching capabilities, deeply integrating IPE elements into course content, and utilizing modern information technology to innovate teaching methods, the paper proposes effective strategies to achieve IPE goals. The integration of IPE in college English courses holds substantial theoretical and practical importance, particularly in the context of the new era, and it actively promotes higher education teaching reform. This comprehensive approach ensures that students not only gain linguistic skills but also develop a strong ethical foundation and a sense of social responsibility, thereby aligning with the broader educational objectives of fostering well-rounded individuals.

Symposium 5: Applications of networked learning to the support of learning and teaching in higher education

This symposium is the result of a broad effort by the authors to consider the applicability of networked learning to our work to support learning and teaching across our institution. We, the authors, work in a central learning and teaching support unit within Auckland University of Technology (AUT), in Auckland, Aotearoa/New Zealand. We are concerned with how networked learning is applicable to our efforts to support learning and teaching at AUT-specifically- to operationalise the institution’s strategic commitments to learner success. Our focus on supporting learning and teaching operates at various levels, from the ‘local’ level of individual courses to the intermediate level of supporting degree programmes to the more ‘global’ level associated with developing institutional policy that supports effective academic teaching practices and the ongoing evolution of a technology infrastructure that enables and supports productive learning and teaching activity. Moreover, our work deals with questions and challenges which range from specific, situated practical challenges to broad, philosophical questions which affect learning and teaching across the institution. This symposium represents our efforts to synthesise our understandings of networked learning and connect general ideas about networked learning with specific, situated aspects of our work to support learning and teaching across the institution.

Variation of HE academics’ experiences of designing MOOCs

There has been abundant research studying academics’ conceptions of and approaches to teaching, learning and other academic related activities in higher education (HE). However, most of the research in this area is in the traditional classroom HE context and there is very limited research in online teaching and learning contexts. Furthermore, research tends to mainly focus on academics’ experiences in teaching and learning in general, and there is very little research studying academics’ course designs, in particular. MOOCs (massive open online courses) originally emerged as a new online teaching form linked to connectivism and large networks of learners, which attracted a lot of interest from HE providers and researchers. Although there is plenty of research literature studying learners’ MOOC experiences, there is a lack of research on academics’ experiences of MOOCs. With more and more HE institutions partnering with MOOC platforms, HE academics involved in designing MOOCs are asked to follow certain procedures and prescribed formats in the designing process. There is hardly any published research on academics’ experience of designing MOOCs to understand the possible variations in their understanding of and approaches to designing MOOCs and the possible links between their perceptions and networked learning theory. This research aims to fill this research gap through a phenomenographic study of the UK HE academics’ experience of designing MOOCs to gain understanding of the possible variation in their perceptions and discusses links with different dimensions of networked learning. The research results could inform course designers and MOOC development stakeholders as well as provide insights to researchers in this area. I (first author) interviewed 22 academics from different UK HE institutions who have experience of designing MOOCs. The initial data analysis based on 14 transcripts revealed 5 categories of HE academics’ perceptions of designing MOOCs. This short paper presents the preliminary analysis of the first stage and discusses the results through the lens of networked learning. The next step is to continue data analysis through consulting the remaining transcripts to refine and modify the emerged categories and constitute the structural relationship between the categories to form the final outcome space.

Study of Mentor Guidance Behavior and Learning Motivation on Master's Students' Innovation Capability

Innovation capability is a crucial indicator for assessing the quality of graduate education, with mentor guidance behavior and learning motivation playing pivotal roles in its enhancement. Based on survey data from 221 graduate students, this study employs correlation and regression analyses, combined with the AMO theory, to investigate comprehensively the effects of mentor guidance behavior and learning motivation on the development of graduate students' innovation capability, as well as the mediating role of learning engagement. The results indicate that both mentor guidance behavior and learning motivation significantly promote graduate students' innovation capability. Particularly, learning engagement serves as a critical mediator between mentor guidance behavior and learning motivation. These findings not only deepen our understanding of the mechanisms behind graduate students' innovation capability but also provide theoretical support and practical guidance for improving the quality of higher education teaching.

Digital education: Mapping the landscape of virtual teaching in higher education – a bibliometric review

Digital education: Mapping the landscape of virtual teaching in higher education – a bibliometric review

Autonomy support in higher education: a key strategy for the well-being of university students

Introduction Amid changing social dynamics, the world of higher education faces, among other challenges, the growing impact on the mental health of students. In this scenario, the Self-Determination Theory (SDT) highlights the important role of autonomy support as it generates positive effects on students' motivation and well-being. Methods The present study tests the predictive capacity of the teacher’s interpersonal style of autonomy support in a higher education institution, in relation to the satisfaction of basic psychological needs, autonomous motivation and depressive symptoms. A sample composed of 356 Spanish university students of which 237 were male (66.57%) from different grades and courses, aged between 17 and 57 years (M = 20.83; SD = 3.44), from middle socioeconomic strata, was used, and selected through purposive sampling. Results After the analysis of structural equations, the results showed that the teacher’s interpersonal style of autonomy support positively predicted the satisfaction of basic psychological needs and this the autonomous motivation; but negatively depressive symptoms. Conclusions The model describes the possible importance of promoting the teacher’s interpersonal style of autonomy support in higher education as a protective factor for well-being and mental health. These findings highlight the importance of motivational strategies that higher education teachers must implement to promote student motivation and well-being.

A Model for Developing Professional Resilience of Higher Education Teachers in Situations of Uncertainty

A Model for Developing Professional Resilience of Higher Education Teachers in Situations of Uncertainty

Information technologies in higher education teaching in the opinions of academic teachers

Information technologies in higher education teaching in the opinions of academic teachers

The Effect of Critical Thinking on Adolescent-Parent Career Congruence among Undergraduate Students in Taiwan: Friendship Quality as the Mediator

This research paper presents empirical evidence aimed at establishing a causal relationship between explicit critical thinking skills and adolescent-parent career congruence among undergraduate students. Additionally, it seeks to identify the mediating role of friendship quality in this relationship. The study employs structural equation modeling as a method to establish causality. The findings of this research have implications for educators and instructors in higher education, as well as career exploration consultants in schools. The study provides valuable evidence on the most effective approach to promoting adolescent-parent career congruence by utilizing critical thinking skills and fostering high-quality friendships.

Ambassadors of professional development in teaching and learning in STEM higher education

Abstract In STEM higher education, lecturers need to assist learners in constructing understanding of complex scientific concepts by employing relevant teaching methods, tools, and technologies. A continuous professional development (CPD) of academic teaching staff in teaching and learning is indispensable to keep up with the development of STEM. Using a cascade-like approach in continuous professional development in teaching and learning, where lecturers are involved bottom-up as CPD-Ambassadors, makes it possible to address relevant STEM-specific teaching and learning issues and continuously improve teaching practice. At three international STEM-CPD Summer Schools for CPD-Ambassadors, the CPD-Ambassadors developed fifty CPD-User cases about organising professional development in teaching and learning at their own higher education institutions and promoting the importance of CPD in their local context. The analysis of the CPD-User cases shows that the most frequently addressed teaching competencies and attitudes foster student-centred teaching approaches based on constructivist educational views. A relationship is found with previously defined generally important teaching competences and attitudes for higher STEM education. The results indicate that a cascade-like, discipline oriented continuous professional development approach through CPD-Ambassadors is a promising approach in improving university teaching practice.

Rethinking Higher Education Teaching and Assessment In-Line with AI Innovations: A Systematic Review and Meta-Analysis

Rethinking Higher Education Teaching and Assessment In-Line with AI Innovations: A Systematic Review and Meta-Analysis

Students as co-researchers: participatory methods for decolonising research in teaching and learning in higher education

ABSTRACT This paper focuses on the potential, challenges, and limits of participatory, narrative and multimodal research methods as contributions to decolonising research on understanding student experiences of teaching and learning in higher education. Drawing on Fraser’s social justice concepts of participatory parity, redistribution, recognition, and representation, we argue that methodologies and methods for researching students’ experiences need to redress power imbalances implicit in many existing approaches. We suggest how participatory methodologies can be combined with narrative inquiry and multimodal methods where students research their own lives and contexts. We critically reflect on an international study based in South Africa with South African and UK partners involving 65 undergraduate students from rural backgrounds who participated as co-researchers over 12 months. We highlight decolonial debates in relation to participatory research, before outlining our methodological approach and interrogating the potential, limitations, and future possibilities of co-researcher methodologies for decolonising student-focused research in higher education

Lessons learned from the COVID-19 pandemic: a practical guide for designing synchronous online teaching in higher education

Lessons learned from the COVID-19 pandemic: a practical guide for designing synchronous online teaching in higher education