International Journal of Higher Education Pedagogies
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. 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.
Mokslines Leidybos Deimantas (Diamond Scientific Publication)
The Evolution of Asynchronous Instruction Pre and Post COVID: Program Review of an Accelerated Teacher Credentialing Program
At one time, the leading approach to a traditional credentialing educational preparation program (EPP) was typically conducted in an on-campus, face-to-face synchronous learning environment. In 2017, an accelerated graduate-level teacher credentialing EPP, shifted from a traditional synchronous instruction to an asynchronous distance learning modality. Although the program’s enrollment was steady, there was a lack of engagement, creativity, and rigor in courses and with instruction. In 2020, all EPPs had to pivot their learning environments and instructional modalities due to COVID-19. To comply with COVID guidelines and flexibilities, EPPs embraced a non-traditional learning experience through virtual instruction, taking the term distant learner to new heights. To ensure EPPs continued to meet accreditation requirements, identifying research-based innovative instructional strategies became a priority. In this program review, the researchers will examine the impact of instructional methods on teacher candidates enrolled in an accelerated, asynchronous teacher credentialing EPP. Our focus will be on identifying innovative strategies to enhance engagement, foster creativity, increase academic rigor, and program completion rates.
Copyright (c) 2025 Tamara J Andersen, Elizabeth T Ashline https://creativecommons.org/licenses/by/4.0
Integrating Active Pedagogy into Engineering Education: Perspectives from the SPARK-ENG Professional Learning Program
The need to shift from traditional to active pedagogy in higher engineering education has garnered significant attention. In response to institutional demand for supporting our engineering educators, we developed SPARK-ENG (Scholarship of Pedagogy and Application of Research Knowledge in Engineering), a modular professional learning program at a major Canadian university. This study explored how engineering educators integrate active pedagogy into their teaching practices through their engagement with the program. Using situated learning theory and the model of teacher change as theoretical frameworks, along with thematic analysis for data interpretation, we found that participants employed a variety of strategies to understand and integrate active pedagogy in post-secondary engineering courses, and student learning, which positively influenced their professional growth. This study captures what active pedagogy looks like in the context of engineering educators’ engagement with the SPARK-ENG program, providing an example for empowering educators to integrate active pedagogy into their teaching practices.
Copyright (c) 2025 Xiong Wang, Mijung Kim, P. Janelle McFeetors, Kerry Rose https://creativecommons.org/licenses/by/4.0
Composites and Lattice Structured Materials as Innovations of Courses in Study Programs of Mechanical Engineering
An ordinary mechanical engineering graduate of the bachelor and master level of university studies has a knowledge focusing mainly on computer support, CAX technologies, manufacturing technologies, smart technologies, production management, and last not least the traditional monolithic technical materials. One of the features that would distinguish that student in the labour market is knowledge of non-standard construction materials, and their applications to the design of e.g. machines to solve engineering problems such as stiffness, lightweight, thermal conduction, and damping of structures. In addition, this knowledge provides the "added value" of the graduate and also makes the study program more attractive. The analysis clearly calls for the need to incorporate the topics of composites and lattice structured materials into the curriculum of existing courses or to create a new course in mechanical engineering study programs. The paper provides and describes the base points for the curriculum of course/s resulting from our own experiences and skills focusing on advanced materials such as composites and lattice structured materials.
Copyright (c) 2025 Zuzana Murcinkova, Tibor Krenický https://creativecommons.org/licenses/by/4.0
Standardizing ESP Pedagogy: A Critical Evaluation of Language Training for Law Enforcement Cadets
This article critically evaluates the English Language and Police Terminology textbook, developed for second-, third-, and fourth-year cadets at the Hellenic Police Officers School. Divided into three proficiency modules (B1, B2-C1, C2), the textbook delivers standardized English for Specific Purposes (ESP) materials aligned with law enforcement needs, incorporating scenario-based learning and specialized terminology for authentic contexts. The evaluation, conducted with 50 advanced-level cadets, used criteria such as adaptability to diverse policing contexts, comprehensiveness of specialized vocabulary, and the effectiveness of scenario-based learning tasks. Grammar assessments focused on tense application in police scenarios, while vocabulary retention was assessed through targeted exercises from the 'More Words You Need' sub-section. Early data showed notable improvements in grammar accuracy and vocabulary retention. Structured questionnaires indicated a positive reception, with cadets finding scenario-based tasks, such as simulating police interviews, engaging but challenging in role-playing exercises. This textbook marks the first systematic, textbook-based approach for teaching ESP to police cadets in Greece, offering a structured, progressive curriculum that hones all four language skills—reading, writing, speaking, and listening. This contrasts with previous ad hoc approaches, where materials were individually curated, leading to inconsistencies in instruction. As the pilot phase unfolds, this innovative effort has the potential to yield significant learning outcomes and serve as a model for uniformed academies domestically and abroad. Documenting the textbook’s early implementation, this article sets the stage for larger-scale studies and future adaptations for non-English speaking police academies.
Copyright (c) 2025 Michail Fountoulakis https://creativecommons.org/licenses/by/4.0
Developing Conflict Management Skills in Higher Education IT Students: Impacts and Challenges
Higher education institutions are crucial in fostering soft skills, such as conflict management. Internationally, mediation services within higher education are emerging as an innovative approach to identify, manage, and resolve conflicts. These services also play a significant role in enhancing students' personal and interpersonal skills, which are crucial for their holistic development. Given the significance of developing soft skills within Portuguese higher education, this article aims to analyse the impact of the workshop "Estratégias de mediação para a gestão positiva de conflitos" (Mediation Strategies for Positive Conflict Management) on students' perceive conflicts and their positioning towards the integration of mediation services in higher education. The workshop was conducted with 45 Information Technology (IT) students from a university in Portugal. Data collected through a mixed-methods approach were analysed using both simple descriptive and content analysis. The results indicate that the workshop enhanced students' understanding of the significance of positive conflict management, that students tend to adopt collaborative behaviours when confronted with conflict situations, and that students expressed a favourable disposition towards the integration of mediation services in higher education, recognising their potential to assist in resolving, managing, preventing, and transforming conflicts. This work is relevant to reflections on the future of education, as today's globalised society requires that we rethink and readapt educational spaces to meet current social, labour, and global demands.
Copyright (c) 2025 Patrícia Guiomar, Ana Maria Costa e Silva https://creativecommons.org/licenses/by/4.0
The Case Method Articulating Physics with Engineering “Collapse of the Mexico City Metro Gold Line”
Objectives are to describe the process of designing a case of physics for engineering, its use with the case method. For this, its genesis, scope, types of cases, and attached methods were addressed. The methods for the design were: three cases readed, expert reports reviewed, draft of the case written and the SRVE model implemented in 4 steps: structure, review, validation, evaluation. Background, situation, prospects as structure; validation addressed dimensions of clarity, coherence, relevance, sufficiency; Aiken statistical implemented to validate instruments. The evaluation involved data triangulation and a table of categories by estates. The results indicate that agents evaluated the case with optimal levels of relevance and sufficiency; agreed with acceptable assessments that the case is not 100% coherent with a linear but with a complex reality. As conclusions, the method application is limited in engineering, the existence of designed cases also, implement the model to improve learning is necessary.
Copyright (c) 2025 Luis Jorge Benítez Barajas https://creativecommons.org/licenses/by/4.0
Exploring Teaching Strategies to Bridge the Educational Equity Gap in Higher Education Mathematics for Minoritised Ethnic Students
This study investigates seven teaching methods designed to mitigate academic disparities in mathematics among undergraduate students from minoritised ethnic backgrounds in higher education through meta-analysis. This aims to determine the overall impact of different teaching approaches on student engagement and academic performance. The various methods of teaching analysed include Culturally Responsive Teaching, blended learning, Inquiry-Based Learning, Flipped Classroom, Project-Based Learning, Differentiated Instruction, and Mathematical Modelling. The analysis also examines two strategies, mathematical modelling and inquiry-based learning, which are particularly beneficial in promoting equal learning environments and assisting under-represented students in achieving their academic goals. The results correspond with previous research highlighting the importance of inclusive teaching strategies and validating the essential role these methods play in reducing educational inequalities. The research findings indicate that the p values and effect size demonstrate that all teaching methods and strategies improved students' academic performance and involvement. The study continues with recommendations for Higher Educational Institutions to incorporate these strategies into the curriculum to enhance the academic performance of minority ethnic students in mathematics.
Copyright (c) 2024 Anastasia Sofroniou, Dinara Lokusuriyage, Bhairavi Premnath https://creativecommons.org/licenses/by/4.0
Wait a Minute? Uniting Physical Exercise and Data Science in Higher Learning
Purpose: This study explores the design and implementation of a novel Data Science course that integrates physical activity and physiological data collection. The course, scheduled twice weekly, combines a 30-minute physical exercise session with data collection activities focusing on metrics such as temperature, three separate heart rates, blood pressure, Functional Movement Screening (FMS), nutritional assessment using MyPlate.gov categories, urinalysis, and other metrics. The primary objective was to provide students with practical experience in data science by engaging them in real-time physiological data collection and analysis. Methods: This study involved a structured course format where students engaged in physical activities and recorded physiological data using standardized measurement tools and techniques. The course structure included instructional sessions on data science principles, data collection procedures, and statistical analysis. Students then applied their knowledge by undertaking a project that involved analyzing the collected data to address specific research questions or hypotheses related to physical health and performance. Each student presented their findings through a PowerPoint presentation, fostering peer review and collaborative learning. Results: Findings indicated that students successfully developed data science skills while gaining insights into the relationship between physical activity and physiological metrics. The projects revealed varied patterns and correlations, demonstrating the practical applicability of data science in health and fitness contexts. Discussion/Conclusions: The study highlights the effectiveness of integrating physical activity with data science education, enhancing both engagement and learning outcomes. The course equips students with technical skills while emphasizing the importance of holistic health data analysis.
Copyright (c) 2024 Shawn Cradit R https://creativecommons.org/licenses/by/4.0
The Summoning of the Muses: Transporting a History Class into the Studio
Teaching art history in a Department of Visual Communication (VC) can be challenging for any instructor. VC students tend to be very practically oriented, so engaging them in theoretical subjects requires that the instructor demonstrate the relevance of those subjects to their actual practice. An experimental second-year course titled “Mythological Narratives in Art and Design” introduced a practical approach to theory that made the subjects more appealing to VC students. It utilized the technical knowledge they had acquired in previous studio classes to interpret the theoretical subjects with a view toward creating their own artistic expressions. The course methodology relied on John Dewey’s theory of meaningful learning and Jürgen Habermas’s tri-dimensional conception of knowledge. In accord with Dewey’s usage of prior experience in the process of learning and Habermas’s technical, practical, and critical dimensions of knowledge, the students’ professional skills, acquired in four semesters of workshops and studio classes, were harnessed to approach the classical narratives and artworks. The students channeled their technical knowledge into practice, basing their final artistic project on their theoretical research and completing it using their professional skills. The current paper argues that this practical approach to the teaching of art history in schools of design is more effective, as it engages students’ attention, keeps them creative throughout the learning process, and makes the studies of humanities relevant and meaningful to their practice.
Copyright (c) 2024 Esthy Kravitz-Lurie https://creativecommons.org/licenses/by/4.0
Innovative Frameworks for Teacher Noticing: Video Insights into Pre-Service Trainee’s Practices
Teacher noticing is a fundamental aspect of effective teaching, yet its influence on instructional practice is not well understood. This paper presents an extended framework for teacher noticing, alongside two innovative assessment tools: the Initial Teacher Education Noticing Continuum (TEN) and the Noticing Observation Framework (NOF). Utilising a mixed-methods approach within an intrinsic case study involving nine pre-service trainee teachers, the research uncovered significant insights into the participants' professional vision. The TEN demonstrated notable sophistication in trainees' skills for selecting, reasoning, and responding, while the NOF revealed that noticing plays a crucial role in developing teacher competency. As the study progressed, the participants exhibited marked improvements in their teaching practices. These results underscore the importance of structured frameworks in elucidating the relationship between teacher noticing and effective instruction, offering valuable implications for teacher education programmes.
Copyright (c) 2024 Scott J Threlfall https://creativecommons.org/licenses/by/4.0
Exploring Students’ Feelings in the Initial Phase of a Community-Based Research Service-Learning Course: A Qualitative Approach Using Content Analysis
The emotional experience of situations and interactions with other people plays an important role in teaching and learning processes and interacts with cognitive as well as motivational and intentional factors in the acquisition of knowledge. In our qualitative investigation, we explored participants’ experiences in the initial phase of a community-based research service-learning project that dealt with issues of social inequality, poverty and homelessness. We were particularly interested in the affective processes in the project’s planning phase and during the first meetings between community partners, homeless people and the participating students. After completing the course, we conducted guided qualitative online interviews with the course participants. The interviews were fully transcribed verbatim. We then coded and analysed the data using qualitative content analysis approach. It became apparent that the students were particularly anxious and apprehensive about working with vulnerable groups of people. This manifested itself in uncertainty, nervousness, fears and negative feelings. Regarding the collaboration with the community partners, the emotional situation varied among the students in the initial phase. We conclude that students’ fears, anxieties, and uncertainties in the planning phase of a service-learning or community-based research project should be taken seriously. A relaxed and positive atmosphere at the first meetings can be viewed as particularly important for project progression and the students’ future learning success.
Copyright (c) 2024 Janine Bittner, Janina Kempchen https://creativecommons.org/licenses/by/4.0
Teachers' Attitudes Towards Learners' Autonomy
In order to be successful in higher education, a balanced cooperation between teachers and students is crucial; Involving students in evaluating and making decisions about their learning is important to foster their autonomy. The present study seeks to examine learner autonomy from teachers´ perspectives with the aim of helping the latter reflect on their practices and find out ways to help enhance students´ academic performance and accompany them on their journey towards autonomy. It builds on previous research into learner autonomy from students’ perspectives, which revealed a great awareness of the importance of learner autonomy among Moroccan university students. The article yielded evidence of very promising ground upon which can be built a culture of autonomy in Moroccan higher education. A mixed method approach was adopted to gather data. First, a questionnaire was conducted among 74 university teachers so as to discover 1) how–and if–teachers fostered autonomous learning behaviour in classes; and 2) what their attitudes toward learner autonomy were. Later, semi-structured interviews were conducted with 5 teachers to consider ways to give learners control over their own learning. The findings have confirmed that teachers play important roles in developing learner autonomy. They need to be facilitators of the learning process so that they can support their students emotionally and prepare them to become responsible for their own learning..Therefore, teachers have to reconsider the multiple roles they might play in order to foster their learners´autonomy.
Copyright (c) 2024 Fouzia Lamkhanter https://creativecommons.org/licenses/by/4.0
Designing and Implementing a Telehealth Simulation for Pain Neuroscience Education in a Doctor of Physical Therapy Curriculum: A Pilot Study
There is continuing debate over the best pedagogical approach to deliver modern pain science knowledge. Experiential learning, such as simulation, may better promote application and retention of curricular material. This study investigated changes in knowledge of pain neurophysiology, attitudes, beliefs and clinical recommendations towards chronic low back pain (CLBP) after participation in a telehealth simulation for pain neuroscience education (PNE). A convenience sample of twenty-one Doctor of Physical Therapy (DPT) students, age 23.6 (± 3.60), completed the simulation. Students completed a pre- and post-questionnaire consisting of the Revised Neurophysiology of Pain Questionnaire (rNPQ) Healthcare Providers’ Pain and Impairments Relationship Scale (HC-PAIRS) and clinical vignette. Additionally, the post simulation survey included the Simulation Effectiveness Tool Modified (SET-M). Descriptive statistics were utilized to analyze all data. Pre- and post-rNPQ mean (SD) scores improved from 5.38 ±1.24 (44.8%) to 6.48 ±1.36 (54%). HC-PAIRS mean (SD) scores lowered from 51.76 ± 9.64 to 47.14 ±5.41, indicating a positive shift in attitudes and beliefs relating to CLBP. All appropriate clinical recommendations improved after post simulation. The mean (SD) SET-M score was 54.9 ±3.66. Experiential learning via a PNE telehealth simulation improved knowledge of pain neurophysiology, positively shifted attitudes and beliefs towards CLBP, while also improving appropriate clinical recommendations. The SET-M scores present the learners perspective and provide guidance in adapting the simulation in the future. Further research should include a longitudinal design with a long-term follow up, a larger sample size across different curricula and a qualitative component to explore the student experience.
Copyright (c) 2024 Shannon Logan https://creativecommons.org/licenses/by/4.0
Learning Sequence “Learning | Growing | Working”: A Helpful Approach to Facilitate the Entry into the IT Faculty
Virtual teams and digital collaborative work have become an integral part of modern university teaching. The demand for suitable methods for group formation in virtual formats has increased, not least due to Covid-19. Even though students at the university have become more confident in using digital exchange options during this time, it has become apparent in recent semesters that first-year students in particular need support during the transition into higher education, with the learning process and with virtual group work. This paper describes how the digital self-oriented learning approach called the learning sequence “Learning | Growing | Working” was set up and used on the LMS platform Ilias, and how it supports students in learning alone and in groups, collaborating online, building group cohesion, pursuing goals and learning to network. The sequence focuses on intensive exchange and networking. The learning sequence has been designed for first-semester students as a twelve-week guided group focusing in different tools and methods to support students in these subjects. The research methodology used to evaluate and analyse the outcomes of the learning sequence was the observational method, the empirical evaluation of the behaviour and constant comparison approach of the structured collected observation notes and responses of the participants. The results indicate positive outcomes, showing growth in goal setting, networking capabilities, attitudes towards learning, and critical reflection. Both participants and project stakeholders recognise the potential of the sequence to support students' personal development. Strategies for future implementation are suggested to enhance the learning experience. Among others, clear guidance on goal setting, emphasising non-academic goals for motivation and maximising engagement within the allotted time, facilitating discussions on interesting topics and addressing group dynamics challenges were observed as suggested approaches.
Copyright (c) 2024 Veronica Isabela Quandt, Nicole Ondrusch https://creativecommons.org/licenses/by/4.0
Teaching English at Tertiary Level: Motivating Students of Technical Study Programs
Student motivation has always concerned foreign language instructors. It has become more topical in recent years, after the introduction of COVID-19 restrictions, and the new global phenomenon known as remote learning. Previously, it has been claimed that teachers should pay greater attention to intrinsic motivation (e.g., curiosity, autonomy, interest in the subject, novelty), as only intrinsically motivated learners are kept motivated throughout the whole course of learning. It has been proven that extrinsic motivational factors (e.g., awards, positive feedback, good marks, pressure from the family) are inadequate to keep learners motivated over a long period. Still, psychologists suggest that both extrinsic and intrinsic motivation must be activated to ensure an efficient learning process. The present research is aimed at investigating the view of the learners of technical study programs on intrinsic and extrinsic motivational factors as regards foreign language learning, the interrelation between the teacher’s character, studying environment, classroom management, and family involvement in the studying process and motivation, as well as to investigate the factors that motivate the technical students to learn and kept them motivated in the remote learning setting. The author of this research surveyed 140 students of Riga Technical University of the technical study programs. The results showed that both intrinsic and extrinsic motivation are essential for student motivation in the post-pandemic time. However, in a crisis situation, even self-motivated students appear to lose their intrinsic motivation and seek support from families, peers, and teachers to stay motivated. The challenging, entertaining, and engaging tasks, good classroom management, and the application of digital teaching methods are appreciated by students in these times.
Copyright (c) 2024 Viktorija Tataurova https://creativecommons.org/licenses/by/4.0
Gender and Other Inequalities in Secondary Education in Post-Conflict Sierra Leone: Exploring the Experiences and Outcomes of Girls in Schools
This study extends limited research on understanding gender and education in post-conflict contexts. The study goes beyond the descriptive analysis of equality in terms of numbers but rather focuses on the gendered processes and conditions of learning (i.e., The content of what girls learn and how they learn). It gives an account of how schooling experiences produce and reproduce inequalities in secondary education. This critical analysis utilizes the intersectionality framework to illustrate how the intersection of multiple identities such as gender, social class, sexuality, culture, and location influences girls' learning experiences and outcomes in secondary school in post-conflict Sierra Leone. I particularly draw on girls’ explanations of these issues as they negotiate and are affected by them. Therefore, a detailed qualitative ethnographic study was conducted in a secondary school from the south region of Sierra Leone to explore gendered experiences and their intersecting inequalities in everyday schooling. This is to understand the gendered institutional life of the school and as far as possible do this through the voices and perspectives of those within the school, especially the girls. What this research does is to broaden the in-school research knowledge by focusing on investigating the gendered process of learning, everyday formal and informal in-school interactions, cultures and practices and the intersection of gender with other social identities like sexuality, Socioeconomic status (SES), Location and Traditions. I also tracked how these new directions of knowledge influence girls' performance, retention, and attainment. This study adopted a qualitative research method using an ethnographic approach to examine the pupils’ and teachers' detailed secondary schooling experiences. This was achieved by using in-depth interviews to explore students’ individual personal experiences of secondary schooling. The studied participants were purposively selected based on the established parameters for this study. The findings of this study revealed a highly gendered school environment, and that the intersection of multiple identities, such as gender, social class, sexuality, culture, and location, exacerbates inequalities in secondary education and influences girls' learning experiences. Additionally, the study highlighted the impact of societal factors, such as early marriage and teenage pregnancy, on girls' educational outcomes, especially in a post-conflict context like Sierra Leone.
Copyright (c) 2024 O'bai Conteh https://creativecommons.org/licenses/by/4.0
Interrogating Pedagogical Modalities: An In-depth Examination of the Lecture Method in Higher Education
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.
Copyright (c) 2024 Gembo Tshering https://creativecommons.org/licenses/by/4.0
Immersive Virtual Reality Serious Game Studies in Education: A Brief Review
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.
Copyright (c) 2024 oguz ak https://creativecommons.org/licenses/by/4.0
An Investigation of the Enigmas and Accessibility of Academic Literature, Writing, and Peer Review
Novice researchers and postgraduate students have traditionally viewed the systematic method of writing as opaque, difficult, untidy, and tedious. This research investigated the enigmas and accessibility associated with academic literature, writing, and peer review. Secondary sources were used to collect data and conduct this investigation. The review paper aims to encompass various types of literature and writing, and although there is no universally accepted approach, different methodologies are necessary for different types of reviews and writings. The challenges associated with comprehending, evaluating, and composing literature mostly arise from the initial inability to accurately ascertain the reviewer's specific objectives and choose a systematic and thorough approach to pursue them. The process of reviewing and producing academic literature is a challenging endeavor that requires careful attention, well-defined goals, timely access to appropriate resources, and sufficient availability of relevant information. The study findings have significant implications for scholars and postgraduate students who are required to engage in literature evaluation and writing at different levels, particularly during crucial, specified, and constrained time periods.
Copyright (c) 2024 Zanyar Nathir Ghafar https://creativecommons.org/licenses/by/4.0
Identifying the Strategies That Promote an Immersive Online Learning Environment for Population Health Management Graduate Students
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.
Copyright (c) 2024 Linda Collins, Florida Uzoaru, Levi Ross https://creativecommons.org/licenses/by/4.0
A Critical Analysis of Reading Comprehension Tactics: Theoretical and Educational Implications
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.
Copyright (c) 2024 Zanyar Ghafar https://creativecommons.org/licenses/by/4.0
The Metaverse Design and Evaluation in Product Design and Development
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.
Copyright (c) 2024 Narucha Tanaiutchawoot https://creativecommons.org/licenses/by/4.0
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.
Copyright (c) 2024 Maggie Gregson, Daniel Gregson https://creativecommons.org/licenses/by/4.0
Seeking Remedy for Improving International College Students’ Reading Comprehension
This report reflects on the findings of one of the projects within a series of research studies in the field of multimodality conducted by the author of the current paper with different samples of participants in the US university settings. The principal investigator (PI) designed this qualitative case study and had it approved by the IRB committee. Vygotsky’s socio-cultural constructivism theory has been found most appropriate to lay the ground for this research as the sample was purposefully assembled of 14 International English language learning (ELL) students newly arrived in the United States from their significantly diverging social and academic backgrounds. The PI’s practical teaching experiences and the results of her previously conducted studies with the other groups of participants urged this researcher to further search for some efficient strategies and means of learning, which might help these specific student populations with their deeper reading comprehension of complicated academic texts they were otherwise struggling to comprehend. As claimed by this investigator, usage of multimodality might have a strong potential to assist the International ELL college students with their reading comprehension. Within this current project, data were collected via participant and site observations, surveys, artifacts in the form of the comprehension tests, and individual interviews with participants. All the data were coded, analyzed, and triangulated aiming to find recurring themes. This research found that participants recognized the visual mode of multimodality most helpful to them, followed by the auditory, and print-based ones. In the surveys and interviews, the participating students outlined a range of multimodal reading comprehension strategies, which they perceived as most efficient while their working on this project tasks. The comprehension test results served as the evidence in support of the interview- and survey-based data. High significance of the findings of this research is in their applicability to the wide populations of the International ELL college students in the US colleges and world-wide.
Copyright (c) 2023 International Journal of Higher Education Pedagogies
Embracing Diversity: Rethinking Inclusive Education at De La Salle-College of Saint Benilde
This qualitative study, employing focus group discussions as the primary research method, delves into the imperative of inclusive education at De La Salle College of Saint Benilde (DLS-CSB), aligning with its "Benilde for All" vision. Guided by the Center for Inclusive Education (CIE), the research identifies two core concerns: the necessity to heighten awareness about inclusive education and the urgency of implementing mandatory faculty training in inclusive teaching practices. Participants, including faculty members from the School of Multidisciplinary Studies, CIE staff, and administrators, offer diverse perspectives within the institution. Thematic analysis of the data reveals that a lack of awareness and insufficient faculty training pose significant challenges to DLS-CSB's commitment to accessible education. Recommendations include implementing awareness campaigns, establishing comprehensive guidelines integrated into institutional policies, and mandatory faculty training programs. The proposed "Benildean for All Framework" emphasizes stakeholder awareness, enhancing the CIE manual, faculty development, academic support for students with specific learning needs, and addressing social barriers to inclusivity. The ultimate goal is to transform DLS-CSB into a model of inclusivity, championing the rights and dignity of all members, regardless of abilities or disabilities. This research contributes to the ongoing discourse on inclusive education and provides actionable steps for fostering a supportive and accessible learning environment at DLS-CSB.
AI and Chat GPT in Language Teaching: Enhancing EFL Classroom Support and Transforming Assessment Techniques
The integration of artificial intelligence (AI) and Chat GPT technology in English as a Foreign Language (EFL) instruction has ushered in transformative changes in language learning and assessment. This essay explores the multifaceted impact of AI and Chat GPT on EFL education, emphasizing their role in personalized language learning, real-time language practice, and examination techniques. AI facilitates personalized language learning by tailoring lessons to individual students' needs, promoting deeper language understanding. Real-time language practice is enhanced through dynamic interactions with AI-powered chatbots, which provide immediate feedback, boosting proficiency and confidence. In examination techniques, AI automates grading and feedback, improving efficiency and consistency, while also enhancing test security. The integration of AI and Chat GPT raises ethical considerations regarding privacy, equity, and responsible AI usage. Successful case studies, including Duolingo's language learning platform, Chat GPT in EFL classrooms, and ExamSoft's examination software, highlight the practical benefits of AI integration. The future of EFL education lies in a collaborative relationship between human teachers and AI, addressing challenges and limitations while prioritizing ethical considerations, equitable access, and meaningful human interaction. The potential for a more effective and engaging EFL learning experience is achievable with a commitment to these principles.
Future of Teaching Phraseological Units on Higher Education Level: Taming the Tongue or Raising Motivation of Students?
Eager interest of teaching phraseological units is still high, though English language tries to adapt new reality, be more simply to communicate without complex constructive sentences or combined and too long words. In the article, at the beginning, there is given brief literature review of the history of phraseology both in Georgian and in English language, later there are discussed the views of the various Georgian scientists as well as foreign scientists. After reviewing the literature, there is presented a small case study conducted at Akaki Tsereteli State University (Kutaisi, Georgia) in spring, 2023. It was done by anonymous questionnaire and the researcher gathered both qualitative and quantitative data and analyzed them. Based on the research, the researcher outlined main challenges of teaching phraseological units, such as difference between culture, translation problems and lack of motivation from students to study new phraseological units. The researcher analyzed the results in details and stated that despite the fact that English level which defines students’ motivation to study phraseology, there are some modern tools which encourage teachers to raise students’ motivation and not making learning process taming the tongue. In particular, these can be achieved through modern ways, using mobile and its applications in classroom and teaching process. This article might be interesting for the participants of the research, other teachers at the institution and all the stakeholders who work on phraseology.
The Integrating Formative Assessment in Hybrid Pedagogy in Higher Education: From Theory to Practice
Educational policies on teaching, learning, and assessment have been reexamined and redefined under the influence of emerging theories and research findings, as well as various political, cultural, and social changes, particularly intensified after the Covid-19 pandemic outbreak. Newly created online and hybrid teaching and learning environments spurred policymakers and educators to adapt the existing educational practices to these educational contexts and improve the quality of teaching they provide. This paper focuses on the importance of creating a meaningful assessment framework in higher education that effectively responds to the demands of hybrid pedagogy. It aims at providing an instructional assessment framework that supports not only assessment of learning but also assessment as/for learning, reporting on the case study researching the correlation between utilizing formative assessment practices and learning outcomes. The case study involves three groups of students who attended the English Syntax course - one experimental and two control groups. The research is based on the analysis of the results obtained from two midterm tests done by all students, and from ten continuous assessment tasks done by the experimental group. Descriptive and inferential statistics were used for the analysis of the results, and the paired sample t-test results show that there is a significantly higher difference between the scores obtained on midterm test 1 and midterm test 2 by the Experimental group than by the control groups, which leads to the conclusion that there is a positive correlation between learning outcomes and the integration of formative assessment in teaching and learning processes.
An Analysis on Students’ Thinking Complexity through Their Writing in a General Education Course
To understand and evaluate students’ thinking habits and abilities, as well as to assess the effectiveness of the course, a Narrative Qualitative Analysis (NQA) was conducted to study students’ writing assignments submitted to a compulsory General Education course, “In Dialogue with Nature”, at the Chinese University of Hong Kong. Based on the Wolcott-Lynch (WL) model, students’ written assignments in this course were analyzed, from which their overall thinking patterns and characteristics were studied. It is found that around 80% of the students are clustered within the lowest two thinking performance patterns of the WL model called Confused Fact-Finder and Biased Jumper. Moreover, the students' representative thinking components were extracted to reveal their general thinking habits. Although the overall thinking performance patterns of the students always stay the same within one term, improvement can be observed by analyzing individual thinking components.
Facilitating Authentic Teaching with 360-Degree Videos
Visiting construction sites by civil or construction engineering students is an engaging way to advance students' understanding of construction and structural engineering design practices. Such visits offer a valuable interactive learning opportunity for students to understand real-world projects that scaffolds their in-class theoretical learning. This teaching practice intends to prepare graduate-ready students for the workforce. Facilitating immersive and interactive 360-degree videos are deemed to overcome challenges associated with implementing site visits, including logistics complexity and safety concerns. This paper demonstrated the development and implementation of authentic learning activities incorporating 360-degree videos taken at construction sites for teaching two engineering subjects delivered at La Trobe University-Australia. The construction-site types are selected to serve the intended learning outcomes of civil engineering subjects that teach the structural design methods for steel, timber and reinforced concrete members. The videos are established pedagogically alongside the projects' authentic construction documents, including structural and architectural drawings. These materials are collectively used to establish industry-driven activities for students to learn and practise real-world engineering tasks with onsite exposure enabled through 360-degree videos. Findings from quantitative and qualitative analyses examining students' perceptions of learning from 360-degree videos are reported in this paper. A 10-item survey was created to measure students' reflections on using the 360-degree videos to understand the intended skills, engagement in learning, and the development of their employability skills. From receiving 23 responses to the survey, on average, 94.8% of the participating students reflected their agreement with finding 360-degree videos supporting their understanding, engagement and employability measures, with 80% being in strong to complete agreement.