scholarly journals On strategies to improve student engagement

2020 ◽  
Author(s):  
Maria Asunción García ◽  
Ana María Valle
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Flipped Classroom ◽  
Basque Country ◽  
Virtual Classroom ◽  
Project Based Learning ◽  
Virtual Classrooms ◽  
Spanish Higher Education ◽  
The University ◽  
The Impact

After Bologna declaration, the change of roles between student and instructor in Spanish Higher Education has meant the search of new strategies to improve student engagement. In fact, they are trying to transform the previous extremely instructor-centred model to a learner-centred model. In this line, many courses of Higher Education have used new learning methods, such as problem-based learning, project-based learning or flipped classroom, during the last decade. Faculty also is able to count on new tools, for example, virtual classrooms. In this paper, we analyse the use of  a virtual classroom in an elective course of the Degree in Mathematics at the University of the Basque Country to detect the assignments to improve student engagement and the impact on achievement of competences. We conclude that the inclusion of collaborative assignments in virtual classrooms increases their use and, hence, student engagement. Moreover, the acquisition of competences is also getting stronger, as the percentage of students that pass the course increases.

scholarly journals Sustainability Education in the Spanish Higher Education System: Faculty Practice, Concerns and Needs

2021 ◽  
Vol 13 (15) ◽  
pp. 8389
Author(s):  
Pere Busquets ◽  
Jordi Segalas ◽  
Antonio Gomera ◽  
Miguel Antúnez ◽  
Jorge Ruiz-Morales ◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Teaching Strategies ◽  
Education System ◽  
Sustainability Education ◽  
Project Based Learning ◽  
University Faculty ◽  
Higher Education System ◽  
Spanish Higher Education ◽  
The University

This article presents the results of the EDINSOST project in relation to the university faculty’s practice concerns and the need to embed sustainability education in the Spanish Higher Education system. Four questions were devised to determine (1) which conceptions the university faculty has about sustainability in the context of the Spanish higher education (2) what sustainability competencies the university faculty holds (3) the ways in which sustainability teaching strategies are implemented and (4) the ways in which practical coursework related to sustainability is undertaken in a Spanish university context. The methodology that was applied was comprised of a discourse analysis of faculty focus groups. To that end, a category system and a focus group implementation protocol were designed and validated, as well as processes of construct elaboration based on the analysis of the focus groups’ discourses. Among the most relevant contributions stemming from the research questions regarding the faculty’s assumptions was the evidence that the holistic conception of sustainability is not addressed in all its dimensions and the environmental dimension is overemphasised. The need for training to teach sustainability competencies and the faculty’s lack of awareness were also identified. As far as sustainability teaching strategies are concerned, project-based learning prevails, with service-learning emerging as the most effective strategy, even though its application is hindered by faculty training gaps. Finally, the absence of sustainability in teaching guides and study plans and the scarce institutional support for establishing sustainability as a strategic subject in the university were significant findings.

scholarly journals Flipped Classroom in the Context of Higher Education: Learning, Satisfaction and Interaction

2021 ◽  
Vol 11 (8) ◽  
pp. 416
Author(s):  
María José Sosa Díaz ◽  
Jorge Guerra Antequera ◽  
Mario Cerezo Pizarro
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
University Teaching ◽  
Social Perspectives ◽  
Advantages And Disadvantages ◽  
Learning Satisfaction ◽  
Open Questions ◽  
Governmental Institutions ◽  
The University ◽  
The Impact

Educational governmental institutions have recommended implementing blended learning in higher education to respond to the “new educational normality” caused by the COVID-19 pandemic, although this is not a new challenge. Over the last few decades, higher education institutions have tried to incorporate the use of technological devices to university teaching, by redesigning and optimizing the learning experiences through a mixed teaching model. In this context, the Flipped Classroom (FC) model is one of the pedagogical models that is revolutionizing the scope of education. However, there is still not enough evidence of its advantages and disadvantages in the university stage. Therefore, it is important to analyze the impact of the FC on the learning, satisfaction and interaction of the different agents of the university community. Due to the idiosyncrasy of the present study, an exclusively qualitative and longitudinal methodology was selected; thus, 266 interviews based on open questions were conducted throughout the last five years. The results show that students value the FC model positively and corroborate its great potential from academic, competence, personal and social perspectives. Nevertheless, a small group of students are still very critical about the model and would prefer to keep using a traditional methodology, mainly due to the lack of habit using active methodologies and establishing the learning commitment required by such methodologies.

scholarly journals The LEAP (Learning Excellence Achievement Pathway) framework: A model for student learning development in higher education

2019 ◽  
Author(s):  
Emily McIntosh ◽  
Mary Barden
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Student Learning ◽  
Evaluation Activity ◽  
Undergraduate Level ◽  
Future Developments ◽  
Mixed Methods Evaluation ◽  
Learning Development ◽  
The University ◽  
The Impact

This article explores the development of the LEAP (Learning Excellence Achievement Pathway) framework at the University of Bolton, UK. It describes the nature of the project and focuses on the methodology involved in conducting an institution-wide audit of student learning development (LD) provision and producing a visual framework to stimulate a culture of LD within the organisation. Whilst most UK universities offer a student LD programme at undergraduate level, little work has been undertaken to develop and define a visual framework which underpins these programmes and assists students to conceptualise their progress. This paper explores the context for creating an LD framework and outlines how LD provision is mapped to align curricular LD opportunities with co-curricular student engagement initiatives. The article then considers the implementation of the LEAP framework. A mixed-methods evaluation activity was conducted, involving both staff and students, using a variety of data. Evaluation methods were used to assess the impact of the framework on student LD, revealing a number of positive changes to their LD behaviour and habits, their assessment of LD, the accessibility of help and support and their awareness of the context in which LD takes place. Finally, we identify future developments to the framework to embed it further within the institution.

scholarly journals Teacher evaluation during virtual education in the higher education system

Minerva ◽  
2021 ◽  
Vol 2 (6) ◽  
pp. 98-104
Author(s):  
Luis Ignacio Delgado Alvarez ◽  
Tatiana Aracely Vera Calderon ◽  
Diana Patricia Castro Cedeno ◽  
Yadira Rosanna Robles Santana ◽  
Ana Cristina Velez Saltos
Keyword(s):  
Higher Education ◽  
Education System ◽  
Virtual Classroom ◽  
Teaching Performance ◽  
Virtual Classrooms ◽  
Health Crisis ◽  
Higher Education System ◽  
Important Relationship ◽  
Evaluation Of Teaching ◽  
The Impact

This study was developed with the objective of determining the evaluation of teaching performance and its influence on the use of virtual classrooms in the higher education system, as an important relationship that encompasses social change, highlighting the health crisis and the impact on the teaching performance of the Lay University "Eloy Alfaro" of Manabí. A quantitative study was carried out, with a descriptive approach, applied to higher education students and teachers through surveys. The evaluation of teaching performance is used as a tool to manage the quality of teaching, being necessary to establish institutional improvement policies in terms of strengthening and training in the use of new technologies focused on the virtual classroom, being necessary the creation of an evaluation system of the teaching performance through virtual platforms, with a wide choice of common problems that may generate not so much determining the teaching action but the limitations that may arise. Keywords: Teaching performance, technologies, teaching-learning, virtual classrooms. References [1]S. Navarro, Cómo realizar una evaluaciòn del desempeño: método paso a paso para llevarlo a cabo y convertirte en consultor., Chile: Sebastian Navarro Rojas, 2016. [2]E. C. Inclán, B. Á. Díaz and R. A. Galaz, Evaluación del desempeño docente en américa latina: experiencias Chile y México, San Luís Potosí; Chile: Congreso Nacional de Investgación Educativa, COMIE, 2017. [3]D. Vaillant, Desarrollo profesional, evaluación y poiticas docentes en Latinoamerica, Uruaguay: Universidad ORT, 2016. [4]B. S. B. Ronquillo, R. R. X. Castro and V. P. A. Ortega, «Antecedentes de la evaluación del desempeño docente en el Ecuador,» Revista Publicando, 4 N°12(1), pp. pp.468-488, 2017. [5]S. Navarro, Cómo realizar una evaluaciòn del desempeño: método paso a paso para llevarlo a cabo y convertirte en consultor, Chile: Sevastián Navarro Rojo, 2016. [6]E. Rodríguez, Evaluación de centros y profesores, Madrid: Universidad Nacional a Distancia, 2017. [7]M. Román and J. Murillo, «La evaluación del desempeño docente:objeto de disputa y fuente de oportunidades en el campo educativo,» Revista Iberoamericana de Evaluación Educativa, v1 n 2, pp. pp. 96-114, 2013. [8]M. R. Ambrocio, Liderazgo del director y desempeño pedagógico docente, Quetzaltenango, Guatemala: Universidad Rafael Landívar, Campus de Quetzaltenango, 2014. [9]Ministerio de Educación, «Desempeño del Docente,» 2021. [Online]. Available: https://educacion.gob.ec/desempeno-del-docente-sne/. [10]E. Rodríguez, Evaluación de centros y profesores, Madrid, España: Universidad Nacional a Distancia, 2018. [11]Ministerio de Educación, «Marco de Buen Desempeño Docente; para mejorar tu práctica como maestro y guiar el aprendizaje de tus estudiantes,» 2012. [Online]. Available: http://www.minedu.gob.pe/pdf/ed/marco-de-buen-desempeno-docente.pdf. [12]W. Horton, Designing web based training Wiley Computer Publisher, New York: NY, 2015. [13]P. K. F. Cáceres, Educación Virtual: creando espacios afectivos de convivencia y aprendizaje en tiempos de Covid-19, Quito, Ecuador: Nivelación de Carrera. Universidad Central del Ecuador, 2020. [14]M. Domingo and P. Marqués, «Aulas 2.0 y uso de las TIC en la práctica docente,» Comunicar, vol. 19, núm. 37, pp. 169-175, 2011. [15]T. D. Neira, Educación a Distancia y salas de clases virtuales, Chile: Universidad de Concepción, 2014. [16]J. M. Duart, «Evaluación de la calidad docente en entornos virtuales de aprendizaje,» 2018. [Online]. Available: http://reddigital.cnice.mec.es/6/Documentos/docs/articulo12_material.pdf. [17]M. I. Salinas, «Gestión de la evaluación del desempeño docente en aulas virtuales de un proyecto de blended-learning,» Rev. Ciencia, Docencia y Tecnología Vol. 28 No. 54 , pp. pp. 100-129, 2017. [18]L. U. e. I. UNIR, «Importancia de evaluar al profesorado,» 2019. [Online]. Available: https://www.unir.net/educacion/revista/evaluacion-practica-docente/. [19]CNN, «De la educación presencial a la virtual: los desafíos para los estudiantes debido a la pandemia,» 2020. [Online]. Available: https://cnnespanol.cnn.com/2020/12/23/de-la-educacion-presencial-a-la-virtual-los-desafios-para-los-estudiantes-debido-a-la-pandemia/. [20]S. U. d. M. E. SUME, Problemas más comunes que enfrentan los estudiantes en el aprendizaje en línea, México: Universidad de Guanajuato, 2017.

scholarly journals A Holistic Approach to Integrate and Evaluate Sustainable Development in Higher Education. The Case Study of the University of the Basque Country

2021 ◽  
Vol 13 (1) ◽  
pp. 392
Author(s):  
Estibaliz Sáez de Cámara ◽  
Idoia Fernández ◽  
Nekane Castillo-Eguskitza
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Basque Country ◽  
Holistic Approach ◽  
Institutional Setting ◽  
Practical Case ◽  
Development Indicators ◽  
Agenda 2030 ◽  
The University

Since the United Nations (UN) approved the Agenda 2030 for Sustainable Development in 2015, higher education institutions have increasingly demonstrated their commitment by supporting several initiatives. Although a great deal of progress has been made, there is still a lack of integrative approaches to truly implement Sustainable Development Goals (SDGs) in higher education. This paper presents a practical case that illustrates how to design and articulate SDGs within an institutional setting adopting a holistic approach: EHUagenda 2030 plan of the University of the Basque Country (UPV/EHU). It is based on empirical inquiry into global and holistic sustainable transformation and a real experience to move towards a verifiable and pragmatic contribution to sustainability. This plan describes the contribution to 12 of the 17 SDGs, along with three sectorial plans (Equality Campus, Inclusion Campus and Planet Campus), as well as the refocus of the UPV/EHU’s Educational Model and the panel of sustainable development indicators, which addresses the technical aspects of monitoring the SDGs. The methodology (mapping; mainstreaming; diagnosis and definition and, finally, estimation) is systematic and replicable in other universities yet to embark upon this integration. This case study makes a contribution towards the understanding of the complexity of the changes in Higher Education and the ways to approach it.

The Role of Financing Higher Education in Nigerian Universities in Achieving Sustainable Development

2021 ◽  
Vol 4 (4) ◽  
pp. 551-578
Author(s):  
Samir Mohamad Hassan
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Private University ◽  
Accurate Information ◽  
Community Initiatives ◽  
Higher Education Financing ◽  
The University ◽  
Financing Higher Education ◽  
The Impact

The current study aims to identify the role of financing higher education in Nigerian universities in the state of Kano and its impact on sustainable development. The study problem lies in the low funding of higher education in Nigerian universities, which will negatively affect the sustainability of higher education and sustainable development. The importance of the study is highlighted by highlighting the importance of financing higher education in Nigerian universities and the sources of obtaining this funding as one of the most important factors through which students can complete their studies. The study followed the qualitative approach with the aim of obtaining more accurate information about traditional higher education financing sources and its impact on the sustainability of education and achieving sustainable development. The study population reached the number of three Nigerian universities, which are a governmental, federal and private university, to learn about the impact of financing higher education in Nigerian universities on sustainable development. The sample of the study was about three out of five of those responsible for financing higher education in Nigerian universities. Also, the study followed unstructured or open interviews in order to obtain more information about financing higher education and whether or not it is suitable for the idea of a monetary endowment. The results of the study showed that the sources of financing for higher education in traditional Nigerian universities are varied, including what can be obtained through the endowment and donations fund that can be made through community initiatives, and the results of the study also indicated that the idea of a monetary endowment faces great challenges in its application, so the idea is subject to acceptance and rejection. According to the nature of the university and the nature of the subjects taught. The study recommended the necessity of expanding the study of the impact of financing higher education in Nigerian universities by expanding the scope of study to include all Nigerian states.

scholarly journals Diversity and safety on campus @ Western: Heterosexism and cissexism in higher education

2018 ◽  
Vol 25 (3) ◽  
pp. 320-340 ◽  
Author(s):  
Nicole L. Asquith ◽  
Tania Ferfolia ◽  
Brooke Brady ◽  
Benjamin Hanckel
Keyword(s):  
Higher Education ◽  
Gender Diversity ◽  
Diverse Students ◽  
University Campus ◽  
Gender Diverse ◽  
Sexuality And Gender ◽  
Research Findings ◽  
And Gender ◽  
The University ◽  
The Impact

Discrimination, harassment and violence can vitiate staff and students’ experiences of education and work. Although there is increasing knowledge about these experiences in primary and secondary education, very little is known about them in higher education. This paper draws from landmark research that examines the interpersonal, educational and socio-cultural perspectives that prevail about sexuality and gender diversity on an Australian university campus. In this paper we focus on three aspects of the broader research findings: the heterosexism and cissexism experienced by sexuality and gender diverse students and staff at the university; their actions and responses to these experiences; and the impact of these experiences on victims. The research demonstrates that although the university is generally safe, sexuality and gender diverse students and staff experience heterosexist and cissexist discrimination, which can have negative ramifications on their workplace and learning experiences.

scholarly journals Disruptive Changing Higher Education Ecosystems: Have University Academics Been Gazumped?

2021 ◽  
Vol 4 (2) ◽  
pp. p12
Author(s):  
Dr Warrick Long ◽  
Associate Professor Lisa Barnes ◽  
Professor Maria Northcote ◽  
Professor Anthony Williams
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Education Sector ◽  
Academic Environment ◽  
Challenges And Opportunities ◽  
Disruptive Change ◽  
The University ◽  
The Impact ◽  
Teaching Workload

Continual reforms in the Australian Higher Education Sector result in ongoing significant changes to the experiences of the Australian academic. As a result, massification, internationalisation and corporatization form the landscape of academia in Australia. The Australian University Accounting Academic (AUAA) faces ongoing challenges and opportunities within this dynamic academic environment, and this study explores these challenges in relation to teaching themed issues that confront the AUAA. By using a questionnaire and interviews with AUAAs, three themes emerged, being curriculum, teaching workload, and the impact of online teaching. The “ASSET” support framework is developed from these conversations with the AUAA’s to help them become an “asset” to the university during these times of disruptive change instead of allowing the system to “gazump” them.

scholarly journals Engaging English Learners Through Literature, Fairy Tales, and Drama

2019 ◽  
Vol 8 (2) ◽  
pp. 138
Author(s):  
Alison Larkin Koushki
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Student Engagement ◽  
Fairy Tales ◽  
English Learners ◽  
Fairy Tale ◽  
Research Question ◽  
Language Education ◽  
Project Based Learning ◽  
The Impact

Use of literature in the English language classroom deepens student engagement, and fairy tales add magic to the mix. This article details the benefits of engaging English learners in literature and fairy tales, and explores how drama can be enlisted to further mine their riches. An educator’s case studies of language teaching through literature and drama projects are described, and the research question driving them highlighted: What is the impact of dramatizing literature on students’ engagement in novels and second language acquisition? Research on the effects of literature, drama, and the fairy tale genre on second language education is reviewed. Reading and acting out literature and fairy tales hones all four language skills while also enhancing the Seven Cs life skills: communication, creativity, critical thinking, collaboration, commitment, compromise, and confidence. Adding the frame of project-based learning to the instructional strengths of literature and drama forms a strong pedagogical triangle for second language learning. Fairy tales are easily enacted. English educators and learners can download free fairy tale scripts and spice them with creative twists of their own creation or adapted from film and cartoon versions. Providing maximum student engagement, tales can be portrayed with minimum preparation. Using a few simple props and a short script, English learners can dramatize The Three Bears, Little Red Riding Hood, Cinderella, or Snow White in class with little practice. Engagement increases when teams act out tales on stage for an audience of family, friends, classmates, and educators. In fairy tale enactment projects, whether in class or on stage, students apply their multiple intelligences when choosing team roles: script-writing, acting, backstage, costumes, make-up, sound and lights, reporter, advertising, usher, writer’s corner, or stage managing. The article concludes with a list of engaging language activities for use with fairy tales, and a summary of the benefits of fairy tale enactments for English learners.

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