Teaching Process In Higher Education Research Articles

A Systematic Review of Software for Learning Analytics in Higher Education

Learning analytics (LA) is an important area of study in technology-enhanced learning that has emerged during the last decade. In earlier years, several systematic reviews have been conducted that focused on the theories behind LA or on empirical studies that utilized LA-based methods to improve learning and teaching processes in higher education. However, to date, there has been no systematic review of papers that have adopted a software perspective to report on the many forms of learning analytics software (LAS) that have been developed, despite these being used more frequently than before in higher education to support learning and teaching processes. To fill this gap, this paper presents a systematic review of LAS with the aim of critically scrutinizing the ways in which the use of interactive software in real-world settings may both support students in improving their academic performance and assist teachers in various pedagogical practices. A thematic analysis of 75 articles was conducted, resulting in the identification of three categories of LAS: at-risk student identification (ARSI) software; self-regulation software; and collaborative learning software. For each of these categories, we analyzed (i) the embedded functionality; (ii) the stakeholder (teacher and student) for which the functionality is intended; (iii) the analytical and visualization approaches implemented; and (iv) the limitations of the software that require future attention. Based on the findings of our review, we propose future directions for the development of learning analytics software.

Construction of an instrument for evaluating the teaching process in higher education: Content and construct validity

This study aims to reveal the content validity, construct validity, and reliability of the instrument for evaluating the teaching process in higher education. This research is development research applying the ADDIE model from Molenda. The indicators evaluated consist of context, inputs, processes, and products. The sample consisted of 1200 students from eight faculties, each represented by three study programs. Data analysis uses three stages: content validity test analysis using the V-Aiken method involving six panellists or experts; construct validity test using Confirmatory Factor Analysis (CFA). Quantitative descriptive analysis and interpretive qualitative analysis used the Miles and Huberman method. The results showed that the developed evaluation instrument had good proof of the validity of the content, with an average V-Aiken score of 0.752, which was in the high category. Universitas Negeri Yogyakarta's evaluation instrument, which was developed through the instrument, already meets the validity of an exemplary construct of a good loading factor value ( 0.3). It has a composite reliability score above 0.7 and Cronbach's alpha above 0.6. The analysis results show that all empirical test criteria indicate the data is fit against the developed model.

A Systematic Review of the Artificial Intelligence Implications in Shaping the Future of Higher Education

Based on a methodological framework structured on quantitative and qualitative analysis methods pursuing a systematic literature review and literature collection design, following the steps proposed by Pickering and Byrne (2014), this study is focused on the analysis of imagined futures of higher education in the age of artificial intelligence (AI). Our study aims to answer the following research questions: (1) What is the imagined future of higher education in the age of artificial intelligence? (2) What are the factors influencing the connection between higher education teaching process and artificial intelligence? (3)What are the effects of students and teachers improving databases and developing ChatGPT? The authors explore the impact of AI in the context of current governance arrangements and ethos of universities in the Western world. The in-depth analysis is aligned with some identified major challenges, opportunities and risks associated with the emergence of artificial intelligence systems, such as technological surveillance or the general access to AI and Large language Models such as ChatGPT in academia and constructs the argument for an informed selection and use of artificial intelligence solutions for learning and teaching in higher education. The analytical framework adopted for this research study is also used to summarise new directions for research in this field to restore the agency of universities, for quality enhancement of higher learning for students, academics and the common good.

The influence of educational information visualization trends in higher education for students in the Russian Federation

The establishment of scientific foundations for the integration of information technologies and innovative educational processes in student learning activities entails the necessity of creating a basis for transitioning from information processes to information technologies. The research aims to study the effectiveness of innovative information technologies in higher education and assess student involvement in using innovative information technologies. The study relies on the experimental survey method to assess respondents’ involvement in the use of innovative information technologies. In addition, the modeling method was used to increase students’ motivation to study through visualization and other modern technologies. A training program based on visualization and innovative information technologies aimed to study their impact on the teaching process in higher education was developed. The study results show that visualization technologies improve students’ intrinsic motivation to learn. The practical significance and further research prospects are due to the possibility of applying the training program developed in the study in higher education. The program can also become the basis for developing new training programs to study other subjects as it is not tied to studying a certain discipline and requires only computer skills.

The Influence of the Teachers' Scientific Field on the Effects of the Application of ICT in Higher Education Institutions.

Modern information and communication technologies have intensively reformed the teaching process in higher education, expanding new opportunities for learning and access to educational resources, compared to those used in traditional learning. Taking into account the specifics of the application of these technologies in different scientific disciplines, the aim of this paper is to analyse the impact of the teachers' scientific field on the effects of the application of these technologies in selected higher education institutions. The research included teachers from 10 faculties and three schools of applied studies, who provided answers to 20 survey questions. After the survey and statistically processed results, the attitude of teachers from different scientific fields to the effects of the implementation of these technologies in selected higher education institutions was analysed. In addition, the forms of application of ICT in the conditions during the Covid 19 pandemic were analysed. The obtained results indicate various effects, as well as certain shortcomings, in the implementation of these technologies in the analysed higher education institutions, provided by teachers that belong to various scientific fields.

Using the Pedagogical Views of Abu Abdullah Rudaki, Abulqasim Firdavsi, Saadi Shirazi in the Teaching Process in Higher Education

This article illustrates the results of scientific research aimed at determining the knowledge and skills of students and young people on the life and work of Abu Abdullah Rudaki, Abulqasim Firdavsi, Saadi Shirazi, and on this basis, determining the effectiveness of the “Integrative Thinking” method in forming mental and moral education in them within the framework of new pedagogical knowledge. The effectiveness of the "Integrative Thinking" method proposed in the pedagogical research was proven by mutual comparison of the indicators recorded at the end of the experimental work.

The Impact of Gender Inequality in Higher Education on Female Employment

Under the premise of Gender Stereotyping in education, the difference between males and females at the stage of higher education somewhat restricts the future employment development of females. Throughout this paper, it develops a series of studies on the future employment development of females around the gender inequality existing in the higher education stage. By reviewing existing literature and data, it examines the current situation of women in higher education and how it affects them. This paper analyses the impact on women's future employment choices by looking at the gender stereotypes of women in higher education, the curriculum and choices of higher education, and the representation and lack of gender equality in higher education. Therefore, this passage will discover the requirements of women’s educational expectations and the influence of factors on women’s employment, the consciousness of gender inequality through the teaching process of higher education, and the analysis and suggestions on the status quo of gender equality education in colleges.

The Evaluation of the Emergency Remote Teaching Process in Higher Education During Pandemic: TRNC Sample

The objective of this study is to define the factors that hinder an effective online education through the opinions of the instructors regarding the transition process to emergency remote education due to the COVID-19 global pandemic as well as to determine the measures that are possible to be taken for the enhancement of the qualities in the field of education. As a qualitative research method, a phenomenological pattern is applied to the study for a detailed version of the teachers’ experiences throughout the study. While composing the study group, the criterion sampling method is applied accordingly. The study group of this work is composed of 13 instructors who are determined from 7 universities which are actively functioning within TRNC. A semi-structured interview form with four questions, observation, and document analysis are used to collect data in order to increase the credibility of this study and to provide a thorough review of the issue. The outcome of this work indicates that problems occurred due to technical substructure inadequacies, thus the instructors encountered problems with the lessons that required application. It is found that the instructors need training for technology utilisation in teaching. It is considered that this work is to contribute to higher education institutions for the measurements to be taken for the betterment of the emergency remote teaching process and to enhance the quality of the teaching.

Strengthening the Competencies of Gen-Z Students as Future Change Agents: Learning from Extension Science and Communication of Innovation Course (KPM121C)

The rapid development of communication and information technology is capable of supporting the learning and teaching process in higher education. This leads to the consideration of self-evaluation by the course team teaching “Extension Science and Communication of Innovation”. Therefore, the research aimed to develop the course best suitable to equip Gen-Z (Z Generation) students with future change agents’ skills. In this development process, the teaching team engaged in a competitive learning innovation known as Hibah Kompetitif Inovasi Pembelajaran (Competitive Grant for Learning Innovation) at Institut Pertanian Bogor (IPB) University, also known as Bogor Agricultural University, through an experiential approach modified with an action research model. In addition to face-to-face meetings, the team uses Learning Management System (LMS) to plan, monitor and assess student performance. Several data were also obtained from the course, including curricula, learning contents, and students’ projects. Moreover, the context, input, process, and product evaluation models were used for the analysis. The results showed that the learning and teaching transformation adjusted from course content fulfilment to strengthening the students’ competencies. Based on the HKIP-based evaluation, the score for course performance also improved from 75/93 to 85/93. To strengthen students’ competencies, the teaching team updated learning outcomes, completed course regulations and documents, documented academic experiences, and co-operated with technical staff for more effective use of LMS. From the results, the teaching team also implemented additional approaches to develop the skills of students, including (1) practicing collaborative learning, (2) learning from real-world situations, (3) group projects based on problem-solving, and (4) mixed media for extension education. In this case, the regular adjustment of the course to present and future challenges assisted the students in meeting the learning outcomes.

A study to investigate the elements that affect students’ willingness to use ICT in the learning and teaching process in higher education in Uttar Pradesh

Greater emphasis is being placed on higher education in India because of developments in Information Communication Technology (ICT). The Internet of Things (IoT) is the driving factor behind the effective delivery of high-quality education in higher education. Over the last two decades, progress in ICT has been integrated into universities worldwide. There is a growing need for highly qualified and capable professionals in today’s globalized world. Even though the Indian government sponsors students from basic school through higher education, much more must be done to transform the country into a technologically literate and educated society. Access to high-quality education has emerged as a critical component in the promotion of economic development and growth worldwide. The contribution of online learning courses, as well as distance learning courses, is growing as a method of extending access to quality education and reaching the country’s most remote locations. In terms of available communication and information technologies, India is now facing a substantial shift in ICT. Furthermore, it is addressing the demands of people who want to complete their studies for the rest of their life at a low cost. Despite its obvious benefits and possibilities, the use of Information Communication Technology (ICT) in education is fraught with uncertainties and challenges.

ГЛОБАЛДАШУУ ДООРУНДАГЫ ОРТО БИЛИМ БЕРҮҮ ЖАНА ЖОГОРКУ ОКУУ ЖАЙЛАРЫНДАГЫ МААЛЫМАТТЫК ТЕХНОЛОГИЯЛАРДЫ КОЛДОНУУНУН АБАЛЫ

The article focuses on the current state and shortcomings of the use of information technology in the educational process in secondary education and higher education in the era of globalization. Improving the quality of education of technical students through the use of information technology is one of the most pressing issues today. It is noted that in the era of globalization, improving the quality of education of technical and pedagogical professionals is achieved through the use of information technology. High-quality and fast data processing using computer technology is an important part of professional activities. At present, it is possible to use computer technology in the teaching process in higher education, but it is said to what extent teachers use it. Moodle was noted to have achieved this through the use of e-learning tools.

Application of Learning Outcomes in the Teaching Process in Higher Education at ITS

Application of Learning Outcomes in the Teaching Process in Higher Education at ITS

Management of the Teaching Process in Higher Education in COVID-19 Pandemic: Socio-Cultural and Economic Aspects

Purpose: Due to the COVID-19 pandemic outbreak and an increasing share of technology, there has been a shift to online higher education. It was considered justified to know the assessment of the quality of teaching in changing conditions, particularly the influence of the human factor and technology. The research aimed to identify the most important factors determining students' expectations of the teaching process during the COVID-19 pandemic. Approach/Methodology/Design: The study was based on the classical experimental design. The empirical material was collected using online surveys (Computer-Assisted Web Interview). Data were statistically analyzed using factor analysis and the test of the homogeneity of variance. Findings: The students found the most critical determinants of the learning process related to the lecturer and then to the technology, confirmed by the model using factor analysis. Data analysis also shows that there are differences in the assessment between blended and online students. Practical Implications: Managing the teaching process requires mindfulness and adaptation to dynamic changes, as well as investment in lecturers' skills and solutions used in an international environment. The results may be useful for the implementation of systemic solutions in higher education in times of social isolation. Originality/Value: The proposed solutions should contribute to remodeling the teaching process at universities.

Prema novoj paradigmi obrazovanja - nastavna praksa u Rumuniji i Srbiji

The subject of this paper is theoretical and empirical research of students' motivation, teaching focus and students' and teachers' roles in the teaching process of higher education. The research presented in the paper was conducted on a sample of two pedagogical faculties: the Preschool Teacher Training College in Kikinda in Serbia and the Faculty of Pedagogy in Pitesti, Romania during the 2019/2020 school year. The findings show that students' motivation to learn is moderately high, and that internal motivation is more prevalent than external. Most of the students state that they take the role of participants in teaching process, and that their teachers take the role of a source of knowledge. The teaching focus, based on the students' answers, is predominantly focused on the content of teaching. These results indicate a solid but not satisfactory picture of pedagogical practice. It is necessary to shift the focus of teaching to students, to develop a democratic climate ng in which teacher represents support of the learning process (the role of catalyst of the learning process), and to develop students' initiative, independence and responsibility in learning, which strengthens the role of active, independent participants. To this statement also contributes the finding that the teaching focus on the sample in Romania was far more focused on students than in Serbia, and that the internal motivation of students in Romania was far higher than the internal motivation of students in Serbia. Moreover, a relatively more favorable pedagogical picture of the faculties in Romania, in line with the statistically significant differences in relation to Serbia, is in line with the general picture of a country with a better socio-economic position and management (as an EU member). Therefore, the results of this study are in many ways interesting and relevant, and as such can be important to theorists and practitioners from a psycho-pedagogical, but also from the point of view of management in education.

Multicriteria analysis of the quality of teaching process in higher education: how to evaluate implementation of critical thinking

One of the main goals of any higher education system is developing students’ critical thinking. Critical thinking contributes to decision-making and problem-solving skills, whether for professional or personal purposes. Teaching, on the other hand, has been largely influenced by new information technologies which have changed some of the related concepts and tools. The quality of the teaching process is multidimensional which is why no single unit of its measurement has been developed yet, in spite of numerous surveys that have collected massive amounts of information from the existing practice. The aim of this paper is to establish the most appropriate higher education quality measure, which would consist of all relevant indicators from different aspects, including implementation of critical thinking in the teaching process, weighting by two main groups of participants in the process - teachers and students. Multicriteria decision-making has been recognised as a suitable framework for achieving this goal. In fact, the problem of measuring teaching staff performance could be set up as a classical problem of multicriteria decision-making. With this approach the quality of teaching process should be simultaneously estimated by n quality assurance criteria and in accordance with those criteria m alternatives (professors) would be ranked or estimated.

Building major competencies for enhancing higher education for sustainable development

This paper focuses on the specifics and preconditions for building major competencies that are envisaged for enhancing higher education for sustainable development (ESD). It looks into the professional development of specialists in higher education, factors affecting individual stages of professional development of these specialists, as well as into the role of the environment in their professional development. Furthermore, it studies the formal and informal learning as the important setting leading to the creation of the major competencies for linking globalization, complexity and environmental responsibility and channelling them to students through the teaching process in higher education.

Implicaciones del coronavirus covid-19 en los procesos de enseñanza en la educación superior

El sistema educativo en todo el mundo ha tenido que afrontar la crisis generada por la covid-19, lo que ha exigido nuevos retos para cambiar la manera en que interactúa la sociedad y la forma de prepararse en lo profesional y académico. La presente investigación tiene como objetivo diagnosticar las consecuencias que ha tenido la covid-19 sobre los procesos de enseñanza en la educación superior. Para ello, se realizó una investigación de tipo no experimental, exploratoria, descriptiva y cuantitativa, bajo una metodología conceptual y teórica que permitió llevar a cabo la conceptualización. También se diseñó un instrumento con validez y confiabilidad que midió, según el criterio de percepción, el impacto en los ámbitos tecnológicos, de capacitación, social, económico y de salud que se han presentado en la comunidad académica debido a la covid-19. En los resultados se pudo identificar que los profesores cuentan con infraestructura tecnológica para impartir clases en línea con una plataforma institucional que es bien aceptada, lo que posibilita el transitar paulatino a la educación en línea. Por otra parte, los estudios estadísticos inferenciales no paramétricos con correlaciones dieron como resultado que hay asociación significativa entre las variables de edad y capacitación tecnológica con las competencias para dar clases en línea y la edad de los profesores con las afectaciones que han tenido en salud; en caso contrario, no se evidenció relación entre las variables de grados académicos y tipo de contratación con las competencias para dar clases en línea. Sin embargo, los resultados de las correlaciones son entre moderadas y bajas, por lo que no se puede ser concluyente en las afirmaciones de la correlación existente. Finalmente, la amenaza latente tiene que ver con que si la pandemia no se resuelve a corto plazo puede generar incertidumbre para una correcta planeación académica.

Upbringing aspect of literature teaching process in higher education in Ukraine and Poland

The author refers to the ideas of the history of pedagogy, which were formed based on the common experience of Ukrainian and Polish people during thewar and Russian domination in the XX century, noting the importance of the activities of two educators: of Vasyl Sukhomlynsky and Aleksandr Kaminsky in the field of science and humanitarian education. This paper analyzes the connections of two scientific disciplines: literary studies and pedagogy, points out its educational aspect. The author clarifies the peculiarities of integration of education and upbringing in higher education and argues the importance of using educational dialogue.

KNOWLEDGE EXTRAPOLATION OF EDUCATIONAL-DIGITAL AND ADMINISTRATIVE «MECHANISMS» OF TEACHING IN HIGH SCHOOLS: MOTIVATION AND ORGANIZATIONAL CONSTRUCTIVISTICS OF EDUCATIONAL AND SCIENTIFIC PRACTICES IN THE PROCESS OF TRAINING FUTURE SCHOOL TEACHERS

The paper examines core concepts in the context of the cognitive extrapolation of digital and management «mechanisms» to the teaching process in higher education through the implementation of motivational and organizational constructivist educational and

FACTORS THAT INFLUENCE THE LEARNING PROCESS OF THE SUBJECT OF PHYSICAL ACTIVITIES AND HEALTH IN UNIVERSITY STUDENTS

Introduction: the educational teaching process in higher education can be affected by a large number of situations. The timely identification of the same and the individualized treatment of each student constitute a premise to increase the academic performance of the students. Objective: to identify the factors that negatively influence the learning process of the subject of Physical Activities and Health. Methodology: a descriptive study was carried out in 61 students of the Health Promotion and Care career belonging to the Polytechnic School of Chimborazo. A data collection model was applied to obtain information related to the different variables included in the study. Chi square and Pearson's correlation were determined to establish a relationship between the different variables included in the study. Result: there was an average age of 21.07 years with a predominance of students between 20 and 22 years (63.93%). The inadequate methodology (26.23%) was the teaching factor that the students mostly identified. Poor study habits (57.38%) and class absences (44.26%) were factors related to students who showed statistical significance; as well as the deficit of study material (78.69%) and practical hours (73.77%) in the case of factors related to the institution. Conclusions: The institutional factors were those that had the greatest relationship with the low academic achievement of the students. The factors related to the students also influenced the low achievement of the students.