scholarly journals TRAINING HIGHER EDUCATION BIOSCIENCE STUDENTS WITH VIRTUAL REALITY SIMULATOR

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Christos Kaltsidis ◽  
Katerina Kedraka ◽  
Maria E. Grigoriou
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Learning Objectives ◽  
Immersive Virtual Environment ◽  
Virtual Laboratories ◽  
Hands On ◽  
Laboratory Training ◽  
Academic Year

Laboratory training is the cornerstone of science education in higher education. However, in several cases hands-on experimental procedures are not possible, and therefore technology provide alternative educational methods. One of the rapidly evolving technologies, namely Virtual Reality (VR) can offer multiple benefits in laboratory training through the development of simulations and virtual laboratories that support, facilitate, and promote an effective their learning experience. We present an empirical research carried out at the Department of Molecular Biology and Genetics of the Democritus University of Thrace during the winter semester of the academic year 2020-2021. 51 undergraduate students carried out a Virtual Reality activity aiming to train them to the use of a Class II Biosafety Cabinet (BSC) in an immersive virtual environment. Our results show that VR approach was highly and enthusiastically accepted by the students; they reported that they had an authentic learning experience which enabled them to better achieve the learning objectives. However, in some cases symptoms like dizziness and blurry image were reported most likely due to equipment, showing that improvement of the equipment used in VR is needed. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/747/a.php" alt="Hit counter" /></p>

scholarly journals Using Virtual Laboratory Environment for Science Education in Different Educational Settings

2021 ◽  
pp. 475-485
Author(s):  
Athanasios Sypsas ◽  
Evgenia Paxinou ◽  
Dimitris Kalles
Keyword(s):  
Virtual Reality ◽  
Learning Experience ◽  
Optical Microscope ◽  
Virtual Laboratory ◽  
Educational Settings ◽  
Science Courses ◽  
Upper Secondary Education ◽  
Virtual Laboratories ◽  
Hands On ◽  
Biology Lab

Although hands-on laboratory experiments have been traditionally used in education, virtual laboratories have become popular in science courses due to their specific features. In this study, we asked for the students’ opinion on using a 3D desktop-based virtual reality biology lab in two different educational settings, upper secondary education (Lyceum) and University. Our findings indicate that both Lyceum and University students found the use of the virtual laboratory interesting, when learning and practicing on the use of an optical microscope. According to the students’ answers in a specially designed Likert-style questionnaire, this virtual reality-based learning experience was rather satisfactory, helped them easily understand the new topic of microscopy and filled them with confidence regarding their capability to conduct the specific microscopy experiment in a real biology lab. These results, combined with similar findings from other studies, suggest that virtual environments are viewed favourably by students and could be used supplementary to traditional teaching methods applied in hands-on laboratories in different educational settings.

Thoughts and Highlights Involving an Urban Museum Education Partnership and a University

2021 ◽  
pp. 186-204
Author(s):  
Bryna Bobick
Keyword(s):  
Higher Education ◽  
Elementary Students ◽  
Undergraduate Students ◽  
Museum Education ◽  
Art Museum ◽  
Urban Art ◽  
Hands On ◽  
Museum Professionals ◽  
University Museum ◽  
The University

This chapter examines the partnership between an urban art museum and a university. It involves museum educators, art education faculty, and undergraduate students. It specifically explores the development of hands-on museum activities for elementary students created by the university participants. The chapter is written from a higher education perspective. It provides a description of all facets of the partnership from its planning to the completion of the museum activities. The partnership provided the university students authentic museum experiences and ways to make professional connections with museum professionals. Recommendations for those who wish to develop university/museum partnerships are shared.

Transcreation and Creativity in Higher Education

2022 ◽  
pp. 68-86
Author(s):  
Mar Díaz-Millón ◽  
Juncal Gutiérrez-Artacho ◽  
María-Dolores Olvera-Lobo
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Qualitative Analysis ◽  
Learning Experience ◽  
Learning Objectives ◽  
Analysis Software ◽  
Spanish Translation ◽  
Promising Line ◽  
The University

New professional profiles have recently emerged in the translation sector. Within these, transcreation is worth mentioning. Nevertheless, transcreation training is not yet extended within higher education in translation and interpreting. The main objective of this chapter is to present a task-based learning experience introduced in a French-Spanish translation course at the University of Granada (Spain), aimed at promoting transcreation and transcreation skills. This is divided into (1) to describe the task-based proposal, the materials and methods used, and its learning objectives and (2) to identify the strategies the students put into play. Students' answers were processed with the qualitative analysis software NVivo. Results show that students activated creative strategies to adapt linguistically and culturally the materials proposed and displayed cross-curricular competences such as creativity or decision-making. Including transcreation in translation and interpreting training seems a promising line of research. Nevertheless, further progress is needed in the evaluation of transcreation.

scholarly journals Supporting students during the transition to university in COVID-19: 5 key considerations and recommendations

2021 ◽  
Author(s):  
Madeleine Pownall ◽  
Richard Harris ◽  
Pam Blundell-Birtill
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Undergraduate Students ◽  
Tertiary Education ◽  
Evidence Based ◽  
Educational Provision ◽  
Success Model ◽  
Student Success Model ◽  
The Uk ◽  
Academic Year

As COVID-19 continues to disrupt pre-tertiary education provision and examinations in the UK, urgent consideration must be given to how best to support the 2021-2022 cohort of incoming undergraduate students to Higher Education. In this paper, we draw upon the ‘Five Sense of Student Success’ model to highlight five key evidence-based considerations that Higher Education educators should be attentive to when preparing for the next academic year. These include: the challenge in helping students to reacclimatise to academic work following a period of prolonged educational disruption, supporting students to access the ‘hidden curriculum’ of Higher Education, negotiating mental health consequences of COVID-19, and remaining sensitive to inequalities of educational provision that students have experienced as a result of COVID-19. We provide evidence-based recommendations to each of these considerations.

scholarly journals Exploring the Use of E-Portfolios in Higher Education Coaching Programs

2019 ◽  
Vol 6 (3) ◽  
pp. 359-365
Author(s):  
Katie Dray ◽  
Kristy Howells
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Undergraduate Students ◽  
Practical Knowledge ◽  
Learning Experience ◽  
Learning Technologies ◽  
Undergraduate Program ◽  
Coach Education ◽  
Use Of Technology ◽  
Value Of Learning

The contribution of higher education to the development of the coaching workforce worldwide has been most recently emphasised by the development of the ICCE’s Coaching Degree Standards (2016). These standards recognise the increasing value of learning technologies, suggesting that the use of technology in such coaching programs should aim to a) “enhance the learning experience of the student-coach” and b) “gain relevant theoretical and practical knowledge to make the most of technology whilst coaching” (p. 23). This article presents one coach developer’s experience of using e-portfolios with undergraduate students on a BSc. Sport Coaching Science undergraduate program that represents an effort to address both of these aims simultaneously. Drawing from a broader field of education research and through the provision of examples, it is suggested that e-portfolios might afford the coach learner a number of benefits including their accessibility, the role they play in developing meta-cognition, and their ability to provide a space that can bring together the different communities that influence the learner. Lastly, the benefits and challenges are presented through the eyes of the academic tutor and the relevance for coach education contexts outside of HE are discussed.

scholarly journals An Introduction to Immersive Reality

2019 ◽  
Vol 2 (1) ◽  
pp. 6 ◽  
Author(s):  
Thomas Cochrane ◽  
Helen Sissons
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Teaching And Learning ◽  
Mixed Reality ◽  
Web Based ◽  
Hype Cycle ◽  
University Of Technology ◽  
Hands On ◽  
Assessment Time ◽  
Journalism Students

Immersive reality (XR) encompasses the spectrum of enhancing learning through augmented reality to virtual reality. Although there has been much hype around the transformative potential of AR and VR the adoption of these technologies in higher education learning environments has been limited (Cochrane, 2016). With a lack of models of how to integrate XR in higher education AR has fallen into the trough of disillusionment on the Gartner hype cycle for emerging technologies 2018, while VR is on the ‘slope of enlightenment’ (Daniel, 2018). In response, this workshop will provide participants with a hands on experience of creating their own simple immersive reality scenario using the web-based VR platform SeekBeak (https://seekbeak.com). The workshop is a generic version of a workshop run with Journalism students that introduced them to the concepts of immersive journalism practice and the implications for immersive storytelling (Sissons & Cochrane, 2019a, 2019b). The workshop will introduce participants to the state of the art of immersive journalism, and demonstrate a BYOD approach to user-generated virtual reality in higher education as a model of integrating authentic learning within the curriculum.   Schedule (100 mins) Introductions (5 min)

 Participant survey (5 min) Introduction to 360 video and VR (10 min) XR Journalism examples

 Demo of initial Media Centre VR https://seekbeak.com/v/kvPq47DpjAw (5 min)


 VR project development (60 min) Google Cardboard Headsets, using participants’ own smartphones Introduction to the Toolkit Participants create SeekBeak accounts Hands on with the 360 cameras 

 Participants choose a topic to work on as a mobile VR production team Sharing and review of participant projects(participants share SeekBeak links) (10 min) Reflections via brief SurveyMonkey survey, and sharing of project URLs and reflections via Twitter and the #SOTELNZ hashtag (5 min) END References   Cochrane, T. (2016). Mobile VR in Education: From the Fringe to the Mainstream. International Journal of Mobile and Blended Learning (IJMBL), 8(4), 45-61. doi:10.4018/IJMBL.2016100104 Daniel, E. (2018, 21 August 2018). Gartner hype cycle 2018: Mixed reality to overtake VR and AR. Retrieved from https://www.verdict.co.uk/gartner-hype-cycle-2018-mixed-reality/ Sissons, H., & Cochrane, T. (2019a, 22 November). Immersive Journalism: Playing with Virtual Reality. Paper presented at the AUT Teaching and Learning Conference: Authentic Assessment - Time to Get Real?, Auckland University of Technology. Sissons, H., & Cochrane, T. (2019b). Newsroom Production: XRJournalism Workshop. Retrieved from https://tinyurl.com/XRJournalism

Enhancing Students' Transition to University through Online Preinduction Courses

2009 ◽  
pp. 181-203 ◽  
Author(s):  
Ursula Wingate
Keyword(s):  
Higher Education ◽  
Pilot Study ◽  
Undergraduate Students ◽  
Situated Learning ◽  
Design Principles ◽  
Learning Objectives ◽  
Learning Theories ◽  
Learning Support ◽  
Subject Specific ◽  
Instructional Design Principles

This chapter proposes online preinduction courses as an innovative method for preparing students for learning in higher education. It is argued that such courses would be most effective as components of a comprehensive learning support framework. One specific online preinduction course, which was created for undergraduate students of management, is presented. The design principles as well as the rationale and content of its five modules are discussed. The design of the course is based on constructivist, experiential, and situated learning theories, which determined the choice of subject-specific materials and authentic activities. The second part of the chapter focuses on the pilot study in which students were observed and asked to think aloud while working on the course’s materials and tasks. Findings from the pilot study show that the instructional design principles were successful in helping students to achieve the various learning objectives.

scholarly journals Supporting students during the transition to university in COVID-19: Five key considerations and recommendations for educators

2021 ◽  
pp. 147572572110324
Author(s):  
Madeleine Pownall ◽  
Richard Harris ◽  
Pam Blundell-Birtill
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
Student Success ◽  
Undergraduate Students ◽  
Evidence Based ◽  
Educational Provision ◽  
The United Kingdom ◽  
Success Model ◽  
Student Success Model ◽  
Academic Year

As coronavirus disease of 2019 (COVID-19) continues to disrupt pretertiary education provision and examinations in the United Kingdom, urgent consideration must be given to how best to support the 2021–2022 cohort of incoming undergraduate students to higher education. In this paper, we draw upon the “Five Sense of Student Success” model to highlight five key evidence-based, psychology-informed considerations that higher education educators should be attentive to when preparing for the next academic year. These include the challenge in helping students to reacclimatize to academic work following a period of prolonged educational disruption, supporting students to access the “hidden curriculum” of higher education, negotiating mental health consequences of COVID-19, and remaining sensitive to inequalities of educational provision that students have experienced as a result of COVID-19. We provide evidence-based, psychology-informed recommendations to each of these considerations.

scholarly journals Enhancing Food And Nutrition Curricula In Higher Education By Assigning Collaborative Food System Assessment Projects

2013 ◽  
Vol 10 (4) ◽  
pp. 245-254
Author(s):  
June Matthews
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Nutrition Education ◽  
Undergraduate Students ◽  
Food Production ◽  
Food System ◽  
Learning Experience ◽  
Food Miles ◽  
System Assessment ◽  
Community Food Production

Student engagement in higher education is important. Some professional healthcare programs, however, can become quite focused and competitive, limiting the potential for positive student engagement and for students to see how their field of study fits within larger systems. Food system assessments are an ideal way to see the interconnectedness of all parts of a food cycle for a city or region. This case study describes food system assessments conducted by 165 undergraduate students in their first year of a Food and Nutritional Sciences program. Using collaborative, problem-based learning and a photovoice approach, the goal was to help students appreciate the entire food cycle, not just the consumption aspect that dominates much of nutrition education and practice. Students gleaned information about food production, processing, distribution, and waste from their site visits. They also calculated the food miles and CO2 emissions for two foods purchased in their assigned neighborhood. With their final reports, students submitted electronic versions of photographs, which were viewed and discussed during in-class focus groups. The potential for home/community food production prompted the most discussion. While logistics and collaborative learning presented some challenges, this participatory and reflective learning experience promoted positive student engagement among students in higher education. Educators in other university programs may consider enhancing their curricula by assigning collaborative food system assessment projects.

scholarly journals Pengalaman Belajar Mahasiswa Terkait Peran Skenario dalam Tutorial

2013 ◽  
Vol 2 (1) ◽  
pp. 62
Author(s):  
Nindya Aryanty ◽  
Gandes Retno Rahayu ◽  
Efrayim Suryadi
Keyword(s):  
Student Learning ◽  
Learning Experience ◽  
Group Discussion ◽  
Case Analysis ◽  
Learning Objectives ◽  
Independent Learning ◽  
First Year ◽  
Learning Session ◽  
Starting Point ◽  
Academic Year

Background: Tutorial in Problem-based Learning is a learning method where faculty prepares a scenario to trigger students learning through small group discussion. In the first meeting of tutorial, a group of students analyze the scenario given by raising and answering questions to explore phenomenon described in the scenario. Unresolved questions then become students’ learning issues which are a starting point for their independent learning. Answers gathered during individual learning then being reported and synthesized on the second meeting. The aim of this study is to investigate student learning experience regarding the role of scenario in tutorial.Method: Reflective writings of 36 medical students about learning experience using PBL collected at the end of first year were analyzed qualitatively through within-case analysis and cross-case analysis. Methods chosen to increase credibility are peer review and verbatim.Results: Students found that some scenarios stimulated their learning since it increase students’ curiosity. Scenarios discussing the latest news in medicine also attract to students to learn more. However, majority students admitted that some scenarios not providing enough clues to guide student determining learning objectives. Student preferred to discuss and formulate learning objectives by listing the title/topic of lecture scheduled on the same week as related tutorial session. Scenario that found identical to scenario given on the previous academic year also demotivates students to learn deeply. Students admitted learning from their senior notes in preference to learning from other valid resources. In addition, this study found that scenarios that lead students to discuss topic beyond their first-year competencies also disencourage students learning.Conclusion: Scenario plays an important role in student learning. Therefore, scenario have to be carefully designed by determining students’ prior knowledge, the length of independent learning session needed and learning resources available for students. It is also necessary to always renew the scenario for every academic year and improve its quality, for example by adding visual trigger along with written text.

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