scholarly journals Validation of a questionnaire on the use of Interactive Response System in Higher Education

2021 ◽  
Vol 29 ◽  
Author(s):  
Ángel Custodio Mingorance-Estrada ◽  
Juan Granda-Vera ◽  
Gloria Rojas-Ruiz ◽  
Inmaculada Alemany-Arrebola
Keyword(s):  
Higher Education ◽  
Classroom Environment ◽  
Ad Hoc ◽  
Student Perception ◽  
Learning Processes ◽  
Learning Assessment ◽  
Response System ◽  
Confirmatory Factor ◽  
Student Centred Learning ◽  
Teaching Learning

Objetivo: this study aims to design and validate a questionnaire to measure the students’ perception of the use of IRS as a technopedagogical resource in the classroom. Method: a 24 items questionnaire (Interactive Response System for the Improvement of the Teaching-Learning Process) was designed ad hoc for this research and applied to 142 university students. Results: both the exploratory and confirmatory factorial analysis yielded 3 dimensions: classroom environment, teaching-learning processes and learning assessment. The results obtained both in reliability (Cronbach’s alpha= 0.955) and in the Confirmatory Factor Analysis (χ2/df=1.944, CFI=0.97; GFI=0.78; RMR=0.077; RMSEA=0.08) reveal highly satisfactory indices. Conclusion: statistical analyses confirm that this instrument is a valid, reliable, and easy-to-apply tool for professors to evaluate the student perception of student-centred learning.

scholarly journals Autonomous Learners: How Competency-Based Curriculum could Accelerate EFL at English Education Department

LEKSIKA ◽  
2019 ◽  
Vol 12 (2) ◽  
pp. 72
Author(s):  
Jati Suryanto
Keyword(s):  
Language Learning ◽  
English Education ◽  
Learning Processes ◽  
Autonomous Learning ◽  
Education Department ◽  
Competency Based ◽  
Long Life ◽  
Ultimate Objective ◽  
Student Centred Learning ◽  
Teaching Learning

This paper will explore the implementation of the Competency-Based Curriculum at the Department of English Education, Universitas Muhammadiyah Yogyakarta,  in reaching the goal of creating autonomous learners. Autonomous Learner is the ultimate objective in teaching learning processes. It is the beginning of the long-life learning processes. By creating autonomous learners, the process of achieving better graduate quality will be more effective and efficient. To reach the goal of producing autonomous learners, the Department of English Education, Universitas Muhammadiyah Yogyakarta,  focuses its curriculum on the graduate abilities in “thinking how to think” and “learning how to learn” through the Competency Based Curriculum.Competency-Based Curriculum (CBC) is the teaching learning planning which bases its objectives on the students’ competences. To achieve the ultimate goal of language learning the Department of English Education, Universitas Muhammadiyah Yogyakarta needs to choose the relatively most effective curriculum and method of teaching for the students. Therefore, the department chooses CBC that applies student centred learning (SCL) to achieve the autonomous learning model. The department also applies constructivism approach which enhance the students curiosity to accelerate the autonomous learning in the student centred learning.   

The Learners' Isle

2018 ◽  
pp. 240-258
Author(s):  
Menucha Birenbaum ◽  
Elhanan Gazit
Keyword(s):  
Virtual Environment ◽  
Classroom Environment ◽  
First Century ◽  
Learning Assessment ◽  
Educational Goals ◽  
Successful Implementation ◽  
Learner Agency ◽  
Teaching Learning ◽  
The Relationship ◽  
Context Characteristics

The multi-user virtual environment (MUVE) described in this chapter is aimed to promote learner agency and motivation by engaging students in authentic and challenging learning experiences aligned with educational goals to foster twenty-first century competencies. Principles of assessment for learning (AfL) and gamification will be integrated to design a MUVE governed by students. The students will engage in learning, assessment, and instruction-related activities. They will also initiate, manage, and monitor the activities. The relationship between The Learners' Isle virtual environment and the physical classroom environment will be complementary and reciprocal. The teacher (a digital immigrant) and the students (the digital natives) will be partners in the teaching-learning process. The design principles of The Learners' Isle, a scenario to illustrate blended learning, and its conceptualization through an activity theory framework will be presented. In addition, this chapter will discuss the educational context characteristics conducive to successful implementation of the MUVE.

Blended Learning towards Social Capital in Higher Education

2013 ◽  
pp. 664-672
Author(s):  
Michela Freddano
Keyword(s):  
Higher Education ◽  
Social Capital ◽  
Blended Learning ◽  
New Technologies ◽  
Social Research ◽  
Learning Processes ◽  
Participatory Processes ◽  
Faculty Of Education ◽  
Teaching Learning ◽  
The University

This chapter focuses on blended learning towards social capital by showing the experience of Methodology of Social Research II, the blended learning training course held at the Faculty of Education of the University of Genoa (A.Y. 2010/2011). Blended learning engages disciplinary, technical, and relational skills so that human capital and social capital are empowered. The evidence is that in higher education blended learning empowers teaching/learning processes and student achievement providing active student engagement into participatory processes promoted in educational and evaluation activities, involving students in balanced relationships with peers and teacher facilitated by new technologies and tutorship.

Sustainable Blended-Learning in HEI

2011 ◽  
pp. 302-323 ◽  
Author(s):  
Paula Peres ◽  
Sandra Ribeiro ◽  
Célia Tavares ◽  
Luciana Oliveira ◽  
Manuel Silva
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Education Institution ◽  
Learning Processes ◽  
Web Technologies ◽  
Innovation In Education ◽  
New Learning ◽  
Learning Scenarios ◽  
Teaching Learning

This chapter aims to demonstrate how PAOL - Unit for Innovation in Education, a project from ISCAP - School of Accounting and Administration of Oporto - Institute Polytechnic of Oporto, Portugal - prompted new educational initiatives and new learning scenarios at a Higher Education Institution. Furthermore, it will demonstrate PAOL’s lines of intervention through an extensive analysis based on the 6 years of experience that this unit has in the educational technology field; a project that began small but that, due to the force of innovation, has progressively conquered new adepts. Therefore the unit described in this chapter relates all these factors, as a whole, capable of attaining changes that influence mentalities and methodologies, overcoming cultural and technical barriers. This case study can serve as a catalyst, potentiating the creation of new multi-faceted projects in the scope of web technologies in higher education teaching-learning processes.

The Wheel of Competencies to Enhance Student-Teacher Role Awareness in Teaching-Learning Processes

2021 ◽  
pp. 48-77
Author(s):  
Flávia Pires Rodrigues
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Action Plan ◽  
Learning Processes ◽  
Future Teacher ◽  
Teacher Role ◽  
Mutual Awareness ◽  
Reflective Questions ◽  
Teaching Learning ◽  
Coaching Approach

In this chapter, the wheel of competencies was used for enhancing educators and students' mutual awareness within the teaching-learning processes. This chapter described how teachers could use this tool in their opening class to build rapport and confidence as future teachers in higher education. The competencies reported are from a post-graduate discipline for students in Dentistry and Veterinary at the UNIP-Paulista University of São Paulo in Brazil, named “Higher Education Teaching Skills,” as a mandatory part of their curriculum. The coaching approach applied in this discipline included reflective questions, discussions in groups, plenaries, and the wheel of competencies. The idea is to make the students aware of coaching tools associated with blended learning, which is the teaching-learning philosophy of the discipline. At the closing class, the students can build an action plan as a student or as a future teacher. Throughout the year, it is essential to follow these competencies to improve the students' confidence.

scholarly journals Student perception of role of sport at university

2020 ◽  
Vol 10 (2) ◽  
pp. 5-21
Author(s):  
Milan Nešić ◽  
Branimir Nešić
Keyword(s):  
Physical Activity ◽  
Higher Education ◽  
Ad Hoc ◽  
Higher Education Institutions ◽  
Student Perception ◽  
Basic Research ◽  
Sport Clubs ◽  
Novi Sad ◽  
The University

The concept of university sports in Serbia is still dominantly based on occasional sports manifestations (competitions) for students. Mostly in the shape of single ad-hoc tournaments in different areas of sport or as competitions of student athletes within the University sports association. The current position of a majority of student population in terms of university sports in Serbia can be characterized as passive (spectators), while direct participants, who are recruited from the field of active competitive sports, have this only as an “additional” obligation within the sport they already practice in “their” sport clubs. Therefore, students’ perception of the role of sports/physical activity at university represents a very important determinant for creating adequate (new) program contents, concepts and for the implementation of physical education in higher education institutions in Serbia. The goal of this research, which is realised as an empirical non-experimental study, is to identify the attitude and opinion of students about the role of sport and organized physical exercising at university. The sample involved 227 students at the University of Novi Sad and Educons University from Sremska Kamenica. Survey was used as the basic research technique, and the instrument was constructed as a questionnaire whose basic semantic structure was based on similar instruments used in a few earlier studies. The results showed that the currently trend indicates a drop in regular practice of sport after enrolment in faculty, but youth positively perceive the role of sports at higher education institutions, clearly recognizing its importance in social interaction. Therefore, pedagogical implications of this research can certainly dominantly relate to management structures of higher education institutions in shape of a clear message about the necessity to introduce more intense education of all education stakeholders about the values and importance of physical activity (physical exercising) of youth. In that context, they also encourage changes in overall education policy in Serbia.

scholarly journals Cognition Developing of Computer Higher Education Students Through Gamification in the Algorithm Teaching-Learning Process

2018 ◽  
Author(s):  
Tiago do Carmo Nogueira ◽  
Eudes de Souza Campos ◽  
Deller James Ferreira
Keyword(s):  
Higher Education ◽  
Cognitive Development ◽  
Teaching Method ◽  
Logical Reasoning ◽  
Learning Processes ◽  
Traditional Teaching ◽  
Education Students ◽  
Reasoning Test ◽  
Process Studies ◽  
Teaching Learning

The scientific logical reasoning became an important skill in the students' cognitive development in algorithm teaching-learning processes, stimulating their reasoning and creativity. From this perspective, gamification has been adopted as a mediating tool in this process. Studies report that the inclusion of gamification in algorithm teaching-learning processes stimulates the students to develop new skills, making the knowledge more efficient. Therefore, this paper's purpose is to measure and understand the cognitive development and the experiences lived by students at the addition of gamification in algorithm teaching, evaluating the scientific logical knowledge acquired by them. Consequently, 44 computer higher education students were selected. They were divided into two groups: students that used the Gamification-Mediated Algorithm Teaching Method and those who participated in the traditional teaching method. To evaluate the cognitive development between these two groups, the Scientific Logical Reasoning Test was applied. The results showed that a significant number of students that used the Gamification-Mediated Algorithm Teaching Method reached the transitory intermediary and transitory scientific knowledge levels, with greater right answer rates. We also noticed that both genders gave more right answers using the gamification-mediated algorithm teaching method.

scholarly journals An Overview of Reviews as a Trend Maker in the Field

2020 ◽  
Vol 29 (3) ◽  
pp. 37-57
Author(s):  
L. K. Raitskaya ◽  
E. V. Tikhonova
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Student Teaching ◽  
Meta Analysis ◽  
Learning Assessment ◽  
Educational Technologies ◽  
Scholarly Publications ◽  
Scoping Reviews ◽  
Academic Communication ◽  
Teaching Learning

The authors consider the methodology basics of reviews as a prospective type of scholarly publications, their taxonomy and most popular review types (narrative reviews, bibliometric reviews, systematic reviews, reviews of reviews, scoping reviews, meta-analysis), as well as specific features of procedures and algorithms for conducting reviews. Top 100 of highly cited reviews on higher education from 2010 to 2019 published in high-ranking peer-reviewed journals and indexed in the international database Scopus is based on the traditional methodology that aims to sample the most essential and influential publications of the kind in a well-represented and unbiased way and to subject the sampled reviews to content, bibliometric, and linguistic analyses. based on the inclusion criteria, keywords and methods of objective selection and sampling of the publications to be reviewed and analyzed, the authors singled out the essential thematic clusters in Top-100 list (educational technologies, university, student, teaching, learning, assessment, etc.) and determined the key directions in the review field of study. Each cluster contains a brief description of the most important aspects and approaches to various topics related to higher education, an analysis of their novelty and existing gaps in the field. According to the rhetoric theory of scholarly text by John Swales named ‘Moves and steps’, the authors offer a uniform rhetoric schema of reviews, commenting on the text components and their contents. Such a schema may serve as a guideline for authors of reviews made up for international peer-reviewed journals. The most popular publications by citations and number of publications entail reviews devoted to the culture of higher education; educational technologies and peculiarities of their application in the new educational landscape; online education as a new dimension of education requiring a special ecosystem; academic ethics of university teachers; soft skills development necessary for successful professional development; academic and scientific libraries as new centers for scientific and academic communication.

scholarly journals Sustainable Environments in Education: Results on the Effects of the New Environments in Learning Processes of University Students

2020 ◽  
Vol 12 (7) ◽  
pp. 2668 ◽  
Author(s):  
Diego Galán-Casado ◽  
Alvaro Moraleda ◽  
María Luisa Martínez-Martí ◽  
Miguel Ángel Pérez-Nieto
Keyword(s):  
Sustainable Development ◽  
Critical Thinking ◽  
University Students ◽  
Repeated Measures ◽  
Social Transformation ◽  
Ad Hoc ◽  
Learning Processes ◽  
The Sustainable Development ◽  
Development Goals ◽  
Teaching Learning

Within the framework of the Sustainable Development Goals, it is necessary to move towards quality education that promotes opportunities based on the principles of equity and equality. For this reason, the environment where the teaching–learning process occurs plays a fundamental role. Our research shows the results of the effects of the environment in the learning processes of university students (N = 33). Using a method of sampling experiences, the students assessed how the new environment learning (NEL) compared to the traditional classroom (TC) encouraged their attention, participation in class, creativity, curiosity, critical thinking, motivation to learn and mood (hedonic tone and activation level). In addition, the students assessed to what extent the class seemed visually appealing to them. The design was of repeated measures, so that the experiences of the same subjects in both classrooms were evaluated over a period of 53 days. Over this period of time, after finishing each of the classes selected for the study, the participants received a message on their mobile phones with a link to a short ad hoc questionnaire that evaluated their experience in relation to the learning environment of the classes they had just attended. In total, we recorded 359 responses in relation to the TC and 209 in relation to the NEL. The results show statistically significant differences in the degree of participation and visual appeal, with higher levels in the NEL. These elements are vital in achieving the education for sustainable development, oriented towards critical thinking, responsibility and social transformation.

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