scholarly journals Adopting Learning Analytics to Inform Postgraduate Curriculum Design: Recommendations and Research Agenda

2021 ◽  
Author(s):  
Denis Dennehy ◽  
Kieran Conboy ◽  
Jaganath Babu
Keyword(s):  
Curriculum Design ◽  
Learning Analytics ◽  
Research Agenda ◽  
Teaching And Learning ◽  
Vital Role ◽  
Teacher Inquiry ◽  
Business Analytics ◽  
Postgraduate Students ◽  
Improving Student Learning ◽  
Support Teacher

AbstractUnderstanding student sentiment plays a vital role in understanding the changes that could or should be made in curriculum design at university. Learning Analytics (LA) has shown potential for improving student learning experiences and supporting teacher inquiry. Yet, there is limited research that reports on the adoption and actual use of LA to support teacher inquiry. This four-year longitudinal study captures sentiment of postgraduate students at a university in Ireland, by integrating LA with the steps of teacher inquiry. This study makes three important contributions to teaching and learning literature. First, it reports on the use of LA to support teacher inquiry over four one-year cycles of a Master of Science in Business Analytics programme between 2016 and 2020. Second, it provides evidence-based recommendations on how to optimise LA to support teacher inquiry, with specific attention as to how these can improve the assimilation of LA into the curriculum design and delivery. Third, the paper concludes with a research agenda to help improve the adoption and integration of LA in the future.

scholarly journals Leadership for the Scholarship of Teaching and Learning: Understanding Bridges and Gaps in Practice

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Nicola Simmons ◽  
K. Lynn Taylor
Keyword(s):  
Teaching And Learning ◽  
Vital Role ◽  
Theory Approach ◽  
Leadership Roles ◽  
Academic Communities ◽  
Institutional Infrastructure ◽  
Multiple Levels ◽  
Improving Student Learning ◽  
Grounded Theory Approach ◽  
Institutional Cultures

The gap between the practice of individual academics based on the ideal of the SoTL—improving student learning—and the institutional infrastructure and leadership to support that work is an ongoing challenge to the development of the field (Hutchings, Huber, & Ciccone, 2011; Poole, Taylor, & Thompson, 2007; Simmons, forthcoming). To better understand how individuals in diverse roles contribute to the development of the SoTL in the context of their institutional cultures, this study examined how faculty, educational developers (EDs), and administrators enact SoTL leadership. A grounded theory approach (Leedy & Ormrod, 2001) guided the development of a survey that used closed and open-ended questions to invite respondents to share their personal conceptions and lived experiences of the SoTL. Drawing on the responses received (n=75), we identified ways faculty, educational developers, and administrators construe their SoTL leadership roles and how they can fulfill a vital role in facilitating leadership across and beyond their institutions to create critical social networks for SoTL work (Mårtensson, Roxå, & Olsson, 2012; Williams et al., 2013) and contribute to institutional cultures that support and value that work. The results reveal how gaps between the work of individual scholars and the cultures of their academic communities are being bridged through diverse leadership roles that cross multiple levels in their institutions and identify some of the gaps that remain.

scholarly journals Flipped learning in the context of postgraduate public health higher education: a qualitative study involving students and their tutors

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Robert Akparibo ◽  
Hibbah Araba Osei-Kwasi ◽  
Evans Atiah Asamane
Keyword(s):  
Public Health ◽  
Higher Education ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Learning Experience ◽  
Postgraduate Education ◽  
Flipped Learning ◽  
Postgraduate Students ◽  
Study Results

AbstractIn higher education institutions, there is a growing popularity of the use of flipped learning (FL) pedagogy to enhance the learning experience of students. At the undergraduate level, there is increasing evidence to demonstrate the potential benefits of this teaching and learning approach. However, at the level of the postgraduate education, evidence is limited on potential impact of FL on students’ learning experience. We conducted qualitative in-depth interviews and focus groups involving postgraduate students and tutors to explore their perspectives of FL. Campus-based students pursuing the masters of public health (MPH) course, and their tutors at the School of Health and Related Research (ScHARR), University of Sheffield, UK were sampled to participate in the study. Tutors generally demonstrated good knowledge and understanding of the concept of FL and its application, although different tutors use different terms to describe FL. Motivations for the use of FL among tutors were identified as: decision informed by available evidence; curriculum design suited for FL; knowledge/expertise acquired through participating in an online FL short course; advise from colleagues and perception of how higher education students should be learning. Students’ views about FL suitability for their courses were generally positive, with only a few students showing a dislike of this teaching and learning method. Our study results show that tutors and postgraduate students in public health higher education place high value on FL pedagogy, and reported positive experiences of their encounter with the FL pedagogy. The results are encouraging and suggest that higher education institutions running postgraduate masters’ degree courses, particularly public health, could consider adopting and using FL approach to enhance the learning experiences of their students.

scholarly journals Information and Communication Technology Emerges as a Beacon of Hope in Online Teaching

2021 ◽  
Vol 9 (4) ◽  
pp. 294-299
Author(s):  
Anuradha Sekhri
Keyword(s):  
Curriculum Design ◽  
Online Teaching ◽  
Teaching And Learning ◽  
School Science ◽  
Vital Role ◽  
Science Teaching And Learning ◽  
Critical Data ◽  
Communication Processes ◽  
Information And Communication ◽  
Complex Models

ICT based pedagogy plays a vital role in making school science more relevant, exciting and motivating for students, and it offers opportunities to dissolve the boundaries between school and society. ICT has become a powerful tool that has revolutionised the work of scientists. It is now possible to handle more critical data, and more complex models and simulations can be developed and tested. The communication processes within the scientific community are speeded up because of more accessible access to research results in online scientific journals. With access to the Internet, it is easier to collaborate with fellow researchers across geographical boundaries. The application of ICT can support the quality improvement of the teaching and learning process, facilitating curriculum design and the development of educational skills. Digital tools in teaching and learning can increase students’ concentration, communication, motivation and creativity. ICT can facilitate and enable teachers to communicate their information and develop understanding in students. ICT has an important aspect of developing competencies needed for teaching in science education. Since it can be used as an enabler in the delivery and delivery of instruction in science teaching and learning. ICT can enhance science’s objectives and goals and at the same time encourage the development of some science skills.

Identifying The Competencies Possessed By The Engineering College Faculty In India

2019 ◽  
Vol 118 (4) ◽  
pp. 68-71
Author(s):  
Mohanakumari. D ◽  
R. Magesh
Keyword(s):  
Domain Knowledge ◽  
Teaching And Learning ◽  
Vital Role ◽  
Faculty Members ◽  
Approaches To Teaching ◽  
Global Workforce ◽  
Content Domain ◽  
Technology Changes ◽  
Education In India ◽  
Pre Service Teacher

The main intention of the Paper is identifying the competencies possessed by the faculty in engineering college and adequate skills of all the disciplines required and that plays a vital role in educational institutions.In this era, engineering education in India faces major challenges as it requires meeting the demands of technical profession and emerging job market. Researchers have created some universally desired, yet challenging skills for global workforce. Nowadays, technology changes rapidly, so we have to update our self-according to the changing world, i.e., infrastructure, content/domain knowledge, educators/HR trainers. Thus, our technical faculty members should necessary to learn the innovative approaches to teaching and learning, which in turn will require effective professional development for both new and experienced instructors alike. It is right time now to redesign our curriculam, pedagogy and make the pre-service teacher preparation programme mandatory part of technical higher education.

Transforming higher education in Ghana in times of disruption: flexible learning in rural communities with high latency internet connectivity

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Harry Barton Essel ◽  
Dimitrios Vlachopoulos ◽  
Dickson Adom ◽  
Akosua Tachie-Menson
Keyword(s):  
Higher Education ◽  
Rural Communities ◽  
Online Teaching ◽  
Cell Phone ◽  
Teaching And Learning ◽  
Internet Connectivity ◽  
Content Type ◽  
Postgraduate Students ◽  
Video Teleconferencing ◽  
A Cell

Purpose The purpose of this study is to explore the characteristics and potential effects of teaching and learning through audio teleconferencing (dial-in) with a cell phone. In addition, the study aims to identify the associations between the audio teleconferencing and video teleconferencing in a 12-week postgraduate course. Design/methodology/approach The study is a cross-sectional survey conducted at the Department of Educational Innovations at the Kwame Nkrumah University of Science and Technology from March to June 2020. The purposive sampling technique was used to sample 100 postgraduate students who registered for a course in the department. The data for the study were collected using the System Usability Scale (SUS) and 17-item self-administered eQuestionnaire. Multiple Linear Regression analysis, ANOVA, Independent sample T-test and Mann–Whitney U-test were used to estimate the differences in course achievements of students who experienced education through audio teleconferencing and those who experienced education through video teleconferencing. Findings In total, 59% of the participating postgraduate students chose to attend the synchronous online lectures via audio teleconferencing (dial-in). The participants gave a high SUS score (SUS > 80.3; Grade A; Excellent) for audio conferencing service. Among the students in the audio teleconferencing cohort, the results evidenced a strong positive linear correlation, (r (57) = 0.79, p < 0.05), between the individual adjective ratings and the SUS scores. There was marginal significance among demography of students in the audio teleconference (AT) cohort with regards to their perception about the dial-in lecture. There was no statistically significant difference, (t (98) = 1.88, p = 0.063), in the achievement test for AT students and video teleconference (VT) students. The instructors and the students were satisfied with the AT. Practical implications Based on the students’ preference, AT offers equal benefit as VT with regards to system satisfaction and perceived quality of online teaching. AT, as teaching modality, should be an option for students who reside in communities with high latency internet connectivity. It is recommended that instructors are trained on how to engage and motivate students via AT. Originality/value Higher education institutions in Ghana are facing decisions about how to continue learning and teaching through flexible pedagogy, while keeping their faculty members and students protected from the COVID-19 pandemic. Many of these institutions have canceled the brick-and-mortar education and other conventional learning practices and have instructed faculty to adopt online teaching through synchronous video teleconferencing platforms. However, the learning experience is not the same for students who reside in remote or rural communities with low bandwidth. There is very little research in this topic, especially in developing countries like Ghana, and the present study aims to bridge the gap in the literature by exploring the characteristics and potential effects of teaching and learning through audio teleconferencing (dial-in) with a cell phone, in the context of a 12-week postgraduate course.

scholarly journals Prediction of Confusion Attempting Algebra Homework in an Intelligent Tutoring System through Machine Learning Techniques for Educational Sustainable Development

2018 ◽  
Vol 11 (1) ◽  
pp. 105 ◽  
Author(s):  
Syed Abidi ◽  
Mushtaq Hussain ◽  
Yonglin Xu ◽  
Wu Zhang
Keyword(s):  
Machine Learning ◽  
Sustainable Development ◽  
Teaching And Learning ◽  
Performance Metrics ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Vital Role ◽  
Machine Learning Techniques ◽  
Tutoring System ◽  
Learning Techniques

Incorporating substantial, sustainable development issues into teaching and learning is the ultimate task of Education for Sustainable Development (ESD). The purpose of our study was to identify the confused students who had failed to master the skill(s) given by the tutors as homework using the Intelligent Tutoring System (ITS). We have focused ASSISTments, an ITS in this study, and scrutinized the skill-builder data using machine learning techniques and methods. We used seven candidate models including: Naïve Bayes (NB), Generalized Linear Model (GLM), Logistic Regression (LR), Deep Learning (DL), Decision Tree (DT), Random Forest (RF), and Gradient Boosted Trees (XGBoost). We trained, validated, and tested learning algorithms, performed stratified cross-validation, and measured the performance of the models through various performance metrics, i.e., ROC (Receiver Operating Characteristic), Accuracy, Precision, Recall, F-Measure, Sensitivity, and Specificity. We found RF, GLM, XGBoost, and DL were high accuracy-achieving classifiers. However, other perceptions such as detecting unexplored features that might be related to the forecasting of outputs can also boost the accuracy of the prediction model. Through machine learning methods, we identified the group of students that were confused when attempting the homework exercise, to help foster their knowledge and talent to play a vital role in environmental development.

scholarly journals THE STUDY OF UNIVERSITY PROGRAMS IN THE CZECH REPUBLIC FOCUSED ON EDUCATION

2018 ◽  
pp. 9-17
Author(s):  
Josef Malach ◽  
Tatiana Havlásková
Keyword(s):  
Czech Republic ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Good Practice ◽  
University Education ◽  
The Czech Republic ◽  
Legal Standards ◽  
Study Programs ◽  
Social Pedagogue

The paper presents an overview of study felds at universities in the Czech Republic, which are aimed at achieving the qualifcations required for the performance of educational professions, respectively educational roles. The fundamental differentiation criterion is their main focus on one of the aspects of complex education, specifcally education and upbringing. Professions of an educator, special and social pedagogue or a leisure time teacher are considered to be the professions predominantly focused on education. University education for the previously stated occupational subgroups implemented so far is built on study programs that have been created by teams of academic staff and accredited by the Accreditation Commission. They are usually based on the erudition and personal experience of their authors and assessors and without any professional standards. The amendment to the University Education Act has fundamentally changed both the procedures for the accreditation of study programs and the functioning of the newly established accreditation institution — the National Accreditation Ofce. The study introduces the legal standards applicable to accreditation procedures as well as the fundamental changes in functioning of universities due to these rules. Apart from that, the curriculum design includes current education and training practices with a number of national (both positive and negative) characteristics and oddities identifed on the basis of the (inter)national research, analysis, monitoring or good practice. Today´s educational reality is the result of the involvement of stakeholders who reflect it critically in terms of their expectations and needs. They provide feedback to universities necessary for the innovations of graduate profles, the aims and content of their studies and the future educators´ teaching and learning processes. With regard to the implementation of the national digital education strategy, the possibilities of universities to respond to its objectives by preparing new subjects for teacher education are mentioned.

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