Adoption of AI-Chatbots to Enhance Student Learning Experience in Higher Education in India

2019 ◽  
Author(s):  
Nitirajsingh Sandu ◽  
Ergun Gide
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Learning Experience ◽  
Education In India ◽  
Enhance Student Learning

The Impact of Web 2.0 Technologies on the Learning Experience of Students in Higher Education

2018 ◽  
Vol 13 (3) ◽  
pp. 1-17 ◽  
Author(s):  
Afaf Mubarak Bugawa ◽  
Andri Mirzal
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Web 2.0 ◽  
Student Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classrooms ◽  
Web 2.0 Technologies ◽  
The Impact

This article describes how the use of Web 2.0 technologies in the field of learning is on the rise. By their nature, Web 2.0 technologies increase the interactivity between users where interactivity is considered to be a key to success in traditional classrooms. This article reviews recent studies in the field of Web 2.0 technologies for learning and their impacts on the learning experiences and investigates relationship between Web 2.0 technologies and pedagogy in higher education on student learning. Key findings about the impacts of using social networks like Facebook, Twitter, blogs and wikis on learning experiences are also discussed. Web 2.0 technologies' characteristics and the rationale of Web 2.0 technologies in learning will also be explored.

Involving international postgraduate students in university initiatives – a qualitative investigation into ‘UCL ChangeMakers’

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Anastasia Vikhanova ◽  
Vanessa Wedi
Keyword(s):  
Focus Groups ◽  
Student Learning ◽  
Learning Experience ◽  
Student Population ◽  
Qualitative Investigation ◽  
Postgraduate Students ◽  
University College ◽  
University College London ◽  
Enhance Student Learning ◽  
Collaborative Initiative

UCL ChangeMakers is the collaborative initiative launched in 2014 to enhance student learning experience in University College London (UCL), UK. Its aim is to enable students and staff to work together to make changes in the UCL community. In 2016/17, the UCL ChangeMakers initiative struggled to recruit projects from the postgraduate (PG) student population; however, postgrads are believed to have brought exceptionally valuable ideas into the initiative. The current study aimed to investigate the general image of the UCL ChangeMakers initiative among the UCL PG population and identify potential areas of improvement for attracting more PG students into the scheme. Two focus groups were conducted with current international PGs participating in the UCL ChangeMakers programme and international PGs from the general UCL population. The results included a discussion on current UCL PG ChangeMakers’ experiences, the image of the initiative among the general PG UCL population and suggestions for promotion of and improvements to the initiative. Furthermore, recommendations for postgraduate involvement in university initiatives were made.

Assessing Diversity Issues in Instructional Technology

2011 ◽  
pp. 153-165
Author(s):  
Virginia J. Anderson
Keyword(s):  
Higher Education ◽  
Instructional Technology ◽  
General Education ◽  
Student Learning ◽  
Student Learning Outcomes ◽  
Social Actions ◽  
Value Diversity ◽  
Diversity Issues ◽  
Effective Use ◽  
Enhance Student Learning

Assessment is a major focus is higher education; IT faculties and departments are being asked to document quantitatively what students have learned in relation to goal-oriented expectations. Although “students will value diversity in the academy and the workplace” is a common course, general education or institutional goal, we often know little about how well students achieve this goal because we do not assess it. This chapter describes how to construct Student Learning Outcomes consistent with valuing diversity, how to design tests/assignments to see if student have achieved those outcomes and how to use that information to inform and enhance student learning in our IT courses, departments or institutions. The chapter reviews key assessment principles and practices. Then, we examine four strategies to document how students’ cognitive perceptions, attitudes, values and social actions in regard to diversity issues may be impacted and assessed. Assessment action scenarios elucidate the effective use of rubrics, Primary Trait Analysis, portfolios and affective behavioral checklists.

scholarly journals Reviewing the literature on the student learning experience in higher education

2008 ◽  
Author(s):  
Hubert Ertl ◽  
Susannah Wright
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Learning Environments ◽  
Learning Experience ◽  
Effective Learning ◽  
The Future ◽  
Teaching Curriculum ◽  
Subject Areas ◽  
Methodological Approaches

Education Academy which aimed at mapping the research base around the student learning experience in higher education (HE). The project aimed to 1) provide an overview of the ways in which the student learning experience in HE has been and is conceptualised; 2) provide an overview of interventions aimed at producing a more effective learning experience; and 3) review the methodological approaches adopted to investigate the student learning experience. The paper outlines the review approach adopted by this project and presents an analytical map in which reviewed studies are categorised in terms of the methods they adopt and the area of investigation. Selected findings in the areas of inventory-based studies, assessment and feedback and teaching, curriculum and learning environments are discussed. The project identified a large, but broad, heterogeneous and somewhat scattered research base, dominated by a tradition of studies using inventory methods, and otherwise by small and localised studies often conducted by practitioners researching their own subject areas. The paper concludes with a discussion of the strengths and weaknesses of the project's methods, and recommendations for developing the student learning experience research base in the future.

Learning communities: an untapped sustainable competitive advantage for higher education

2006 ◽  
Vol 20 (2) ◽  
pp. 127-139 ◽  
Author(s):  
Shane Dawson ◽  
Bruce Burnett ◽  
Mark O'Donohue
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Higher Education Policy ◽  
Learning Experience ◽  
Performance Standards ◽  
Measurement Tool ◽  
Teaching Staff ◽  
Sustainable Competitive Advantage ◽  
Content Type ◽  
And Performance

PurposeThis paper demonstrates the need for the higher education sector to develop and implement scaleable, quantitative measures that evaluate community and establish organisational benchmarks in order to guide the development of future practices designed to enhance the student learning experience.Design/methodology/approachLiterature regarding contemporary Australian higher education policy and community development is critiqued to illustrate the need for universities to adopt scaleable quantitative measures to evaluate stated strategic imperatives and establish organisational benchmarks. The integration of organisational benchmarks guides the implementation of future practices designed to enhance the student learning experience. A current active exemplar methodology is discussed to demonstrate applicability to both higher education administrators and teaching staff across the various organisation levels.FindingsWhile universities are promoting and investing in the concept of community to enhance the student learning experience there are as yet, limited scaleable evaluative measures and performance indicators to guide practitioners. This paper proposes an effective measurement tool to benchmark current pedagogical performance standards and monitor the progress and achievement of future implemented practices designed to enhance the sense of community experienced by the student cohort.Originality/valueThis paper identifies and addresses the current absence of effective scaleable evaluative measures to assess the achievement of stated strategic imperatives implemented as a consequence of reducing government financial support, increasing accountability, and increasing student expectations as result of educational consumerism.

scholarly journals LESSON STUDI SEBAGAI UPAYA MENINGKATKAN AKTIVITAS BELAJAR MAHASISWA

Eksponen ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 60-66
Author(s):  
Darwanto Darwanto
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Lesson Study ◽  
Learning Activities ◽  
Professional Behavior ◽  
Quality Of Education ◽  
Lesson Design ◽  
Quality Of Learning ◽  
Enhance Student Learning

Improving the quality of education in Higher Education can be started by improving the quality of lecturers in teaching and professional behavior. One of the priority education issues is the quality of education, especially the quality of learning. From the various conditions and potentials, the efforts that can be made to improve the quality of learning in Higher Education is to develop student oriented learning and facilitate it in learning. One of the models of educator profession development through collaborative and sustainable learning is Lesson Study. Through the stages in the lesson design can enhance student learning activities.

scholarly journals Application of the Educational Game to Enhance Student Learning

2021 ◽  
Vol 6 ◽  
Author(s):  
Siu Yin Cheung ◽  
Kai Yin Ng
Keyword(s):  
Student Learning ◽  
Learning Experience ◽  
Computer Game ◽  
Educational Game ◽  
Traditional Learning ◽  
Final Examination ◽  
Tablet Devices ◽  
Educational Computer ◽  
Participation Motives ◽  
Enhance Student Learning

The purpose of this study is to investigate the use of an educational game to enhance student learning effectiveness. This study consisted of 56 college students majoring in physical education and recreation management (32 men, 24 women, age M = 21 years, SD = 1.72). Students used the educational computer game “PaGamO” to study the motor learning and development course. Students received rewards based on their individual and group “PaGamO” scores. Regression analysis indicated that “PaGamO” score was a significant (p < 0.01) predictor of multiple choice (MC) score in the final examination, there was a medium positive correlation (β = 0.354). The R2 suggests that 12.6% of MC score was explained by “PaGamO” score. Quantitative and qualitative mixed-method approach was used to gain insights into students’ perceptions and experiences of the educational game. The top three statements of a modified questionnaire from Riemer and Schrader (2015) are: (1) “In my opinion, the use of ‘PaGamO’ enables me to better prepare for the final examination” (M = 5.04, SD = 1.41), (2) “In my opinion, the use of ‘PaGamO’ enables me to understand learning contents” (M = 4.8, SD = 1.19), (3) “In my opinion, the use of ‘PaGamO’ allows me to apply knowledge” (M = 4.75, SD = 1.08). The top three motives to play “PaGamO” were “fun,” “self-learning,” and “want to get a higher grade in the final examination.” By using gamification as a tool for learning and studying, students did find “PaGamO” effective for their learning experience. Both intrinsic and extrinsic participation motives are reasons why students play “PaGamO.” Furthermore, due to its convenience, using mobile devices to play “PaGamO” is more popular than using computers and tablet devices. In conclusion, the combination of gamification and traditional learning methods can enhance students’ learning outcomes.

Sign in / Sign up

Export Citation Format

Share Document