https://www.diamondopen.com/journals/index.php/ijhep/issue/feedInternational Journal of Higher Education Pedagogies2024-03-07T07:59:35+00:00info@diamondopen.comOpen Journal Systems<p>International Journal of Higher Education Pedagogies (IJHEP) is an open-access, peer-reviewed journal publishing a wide range of research works in the field of teaching and learning methods within higher education. IJHEP publishes original research on the method and practice of higher education teaching as a broad concept. We publish high-quality theoretically grounded, empirical studies addressing the main functions of higher education and the dynamic role of the university.<br />Higher Education Pedagogies is an essential reference for those who wish to stay tuned with the latest findings and developments in the higher education context.</p>https://www.diamondopen.com/journals/index.php/ijhep/article/view/592Deeper Than Reason2023-12-19T05:26:13+00:00Maggie Gregsonmaggie.gregson@sunderland.ac.ukDaniel Gregsondaniel.gregson@sunderland.ac.uk<p style="font-weight: 400;">This article chronicles factors contributingto the neglect of the assessment of practical forms of knowledge in Vocational Education and Training (VET) in England. It illustrates how older, more coherent concepts of forms of knowledge, skills and competence have been pushed to the margins of educational discourse, replaced by restricted, fragmented and much less credible conceptual imposters. The consequences of these restricted conceptions and how they have subsequently become organised, taught and assessed in VET are discussed. Particular attention is given to the ways in which such restricted conceptions can lead to vocational assessment regimes which require little more than ‘one-off’ demonstrations of successful performance, expressed in behaviourist outcomes; the superficial recall of cognitive concepts; and the regurgitation of factual information in pen and paper examinations. Comparisons are drawn between the strongly centralist system of control regulating VET in England and alternative more collaborative state partnership systems of VET currently operating in Continental Europe. This small-scale, qualitative study, conducted with 12 tutors of VET in Further Education (FE) colleges and Industry Training Providers (ITPs) brings to light the impact of these restricted concepts in VET in England today. Research methods include, iterature review, transcripts of semi-structured interviews with vocational teachers and education leaders and focus group discussions. Reflexive Thematic Anlaysis (RTA) is employed to identify subthemes and themes in the data in order to identify, refine and discuss findings. Results reveal that sector practitioners require further professional development in addressing current issues in incoherent curriculum design and inauthentic approaches to assessment.</p>2024-03-07T00:00:00+00:00Copyright (c) 2024 Maggie Gregson, Daniel Gregsonhttps://www.diamondopen.com/journals/index.php/ijhep/article/view/590The Metaverse Design and Evaluation in Product Design and Development2024-01-04T05:18:21+00:00Narucha Tanaiutchawootnarucha@g.sut.ac.th<p>The COVID-19 pandemic prompted a shift to online learning like SUT-Elearning, Zoom, and Google Classroom. However, these platforms have limitations in replicating classroom dynamics and fostering interaction. Students have low motivation for studying and class participation. The concept of a metaverse classroom is introduced, aiming to enhance engagement by exploring the Metaverse's origins, features, and educational benefits. This study delves into integrating metaverse technology into online education, using Suranaree University of Technology's product design and development course as a model. This course merges project-based and problem-based learning. The investigation outlines the gradual creation of a virtual classroom aligned with these traditional approaches, detailing its functions, components, and limitations. The classroom design is evaluated through student feedback gathered from interviews and surveys. Students assess the design's advantages and disadvantages and compare between the Metaverse, physical classes, Zoom, and video-based learning. Results drawn from feedback from 20 students highlight a preference for physical learning, closely followed by the Metaverse, which excels in engagement over Zoom and video. The Metaverse also excels in real-time interactions, with minor differences in self-directed learning. The study emphasizes the potential of integrating the Metaverse as a catalyst to improve online education and immersive learning. It highlights the ability of metaverse integration to increase real-time engagement and support innovative instructional methods. These methods are vital in effective online education, particularly in the ever-evolving educational landscape.</p>2024-03-07T00:00:00+00:00Copyright (c) 2024 Narucha Tanaiutchawoothttps://www.diamondopen.com/journals/index.php/ijhep/article/view/613A Critical Analysis of Reading Comprehension Tactics: Theoretical and Educational Implications2024-01-06T05:26:45+00:00Zanyar Ghafarzanyareng92@gmail.com<p>The review paper addresses classroom and non-classroom reading comprehension strategies and their theoretical foundations. Reading techniques include critical analysis and reflection on text structure and content to expand vocabulary and help readers integrate new material with their past knowledge. Secondary sources were used to collect data such as books, journals, facts, reports, publications, and research papers. The study uses four primary reading strategies: core diversified tactics, cognitive techniques, socialist-affective tactics, and metacognitive ways to emphasise the learner instructional value. The study results focused on reading strategies that teachers and students’ value, which ones they ignore, and how educational directives and assessment influence these approaches to create collaborative and revolutionary teaching and learning. The findings of the research demonstrated that each of these techniques is provided owing to the fact that they all make use of orthographic identification and cognitive patterns to enhance memory and retention in order to connect new information with previously acquired knowledge in order to accomplish conceptual transformation.</p>2024-03-07T00:00:00+00:00Copyright (c) 2024 Zanyar Ghafarhttps://www.diamondopen.com/journals/index.php/ijhep/article/view/597Identifying the Strategies That Promote an Immersive Online Learning Environment for Population Health Management Graduate Students2024-01-06T05:31:20+00:00Linda Collinslcollins@southeastern.eduFlorida Uzoaruflorida.uzoaru@selu.eduLevi Rosslevi.ross@selu.edu<p>Contemporary teaching and learning strategies are paramount. With an increased use of advanced digital technology, online learning is dependent on effective teaching and learning strategies. However, it is fundamentally dependent on knowledge transfer that is diverse, engaging, and meets the learning needs of the student learner. The project aimed to identify the strategies that promote an immersive online learning environment using the process evaluation method to evaluate student engagement and interaction through virtual critical discussions. This was a retrospective process evaluation to identify the strategies that promote an immersive online learning environment for Population Health Management graduate students. An adapted four-dimensional framework for evaluating immersive learning experiences guided this process evaluation. The findings from this process evaluation highlighted two main themes. Thought-provoking questions and evidence-based online learning were fundamental components for promoting an immersive online learning environment. Critical discussions promoted the expansion of peer learning. However, online discussion forum engagement is dependent on graduate students’ active participation in the teaching and learning process and continuous student feedback can inform improvements to teaching and learning strategies in the future.</p>2024-03-07T00:00:00+00:00Copyright (c) 2024 Linda Collins, Florida Uzoaru, Levi Rosshttps://www.diamondopen.com/journals/index.php/ijhep/article/view/618Immersive Virtual Reality Serious Game Studies in Education: A Brief Review2024-01-27T05:54:02+00:00oguz akoguz.ak@gmail.com<p>Currently, immersive virtual reality environments(IVR) are providing interactive learning experiences in various fields including “education”. Especially after covid-19 pandemic, the popularity of the online learning environment has increased, and the IVR would be a possible alternative to other mediums in online learning. The previous reviews usually contain related literature before the pandemic. There is a need to better understand the current body of knowledge on IVR. The specific application contexts, research designs, and possible results of the current works needed to be clarified. To answer this question a literature review was conducted between 2013-2023 years on the “Web of Science” database for “IVR” and “serious games” keywords in the field of “education”. Then, 18 articles are reviewed and the main themes are provided. As a result, the majority of the articles were found as “applied studies” and the main research intent was to determine “cognitive effects” including knowledge improvement. Depending on literature analyses qualitative and quantitative study results can be listed as; “IVR in the form of serious game” in general was found and perceived as an effective medium for learning in various fields of education. In addition, some study results about instructional design decisions of IVR applications and the effectiveness of IVR comparing other types of mediums are provided. The study recommends taking into account educational theories behind the design of IVR and related multimedia design principles.</p>2024-03-07T00:00:00+00:00Copyright (c) 2024 oguz akhttps://www.diamondopen.com/journals/index.php/ijhep/article/view/621Interrogating Pedagogical Modalities: An In-depth Examination of the Lecture Method in Higher Education2024-01-27T05:58:11+00:00Gembo Tsheringgembotshering.pce@rub.edu.bt<p>The prevalence of the lecture method in university education prompts an inquiry into its adoption, whether driven by demonstrated effectiveness or individual instructor preferences. This study aims to elucidate critical aspects of the lecture method's implementation, investigating if educators augment it with additional resources and employ a well-defined model for effective delivery. Furthermore, the research explores the allocation of time and resources by instructors to cultivate an optimal learning environment. A key aspect of this investigation is the examination of methods utilized by educators to assess the effectiveness of their lectures. Conducted within the context of the Royal University of Bhutan, this study employs a phenomenological approach to address the ambiguity surrounding the lecture method's popularity and implementation. The findings illuminate a widespread utilization of the lecture method yet reveal that only a minority of instructors possess a comprehensive understanding of its theoretical foundations. Both educators and students express a collective desire for improvements in terms of resources, delivery techniques, and increased student engagement within the lecture format. These insights highlight the need for a more nuanced and informed approach to the integration of the lecture method in university education.</p>2024-03-07T00:00:00+00:00Copyright (c) 2024 Gembo Tshering