scholarly journals Students’ Behaviours in using Learning Resources in Higher Education: How do behaviours reflect success in Programming Education?

2021 ◽  
Author(s):  
Tai Tan Mai ◽  
Martin Crane ◽  
Marija Bezbradica
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Matrix Theory ◽  
Statistical Tests ◽  
Principal Component ◽  
Learning System ◽  
Drop Out ◽  
Programming Education ◽  
Depth Analysis ◽  
Learning Behaviours

Programming education traditionally has been an important part of Information Technology-related degrees but, more recently, it is also becoming essential in many STEM domains as well. Despite this, drop-out rates in programming courses in higher education institutions are considerable and cannot be ignored. At the same time, analysing learning behaviours has been reported to be an effective way to support the improvement of teaching and learning quality. This article aims to deliver an in-depth analysis of students’ learning behaviours when using course material items. We analyse an introductory programming course at a University in Dublin. The dataset is extracted from automatically logged learning data from a bespoke online learning system. The analysis makes use of the power of Principal Component Analysis and Random Matrix Theory to reduce dimensionality in, and to extract information from, the data, verifying the results with rigorous statistical tests. Overall, we found that all the students follow a common learning pattern in accessing all given learning items. However, there is a noticeable difference between higher and lower-performing cohorts of students when using practical and theoretical learning items. The high performing students have been consistently active in practice during the study progress. On the other hand, the students who failed the exam have more recorded activities in reading lecture notes and appear to become discouraged and unmotivated from the practical activities, especially in the later stage of the semester.

scholarly journals Attitudes and Perceptions of Students to Open and Distance Learning in Nigeria

2006 ◽  
Vol 7 (1) ◽  
Author(s):  
David Olugbenga Ojo ◽  
Felix Kayode Olakulehin
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Single Mode ◽  
Learning System ◽  
Distance Teaching ◽  
African Region ◽  
Attitudes And Perceptions ◽  
The Face ◽  
Open And Distance Learning

In the West African Region of Africa, the National Open University of Nigeria (NOUN) is the first full fledged university that operates in an exclusively open and distance learning (ODL) mode of education. NOUN focuses mainly on open and distance teaching and learning system, and delivers its courses materials via print in conjunction with information and communication technology (ICT), when applicable. This 'single mode' of open education is different from the integration of distance learning system into the face- to- face teaching and learning system, which is more typical of conventional Universities in Nigeria and other parts of the world. Thus, NOUN reflects a novel development in the provision of higher education in Nigeria. This study assesses the attitudes and perceptions of distance teaching and learning by students enrolled in the NOUN and of the National Teachers' Institute (NTI) compared to their experiences at conventional universities. One hundred and twenty (n = 120) randomly selected NOUN and NTI students of NOUN were the subjects of the study. The Students' Attitude and Perception Rating of Open and Distance Learning Institutions Inventory (SAPRODLII), developed by the researchers, was administered to the subjects to measure their attitudes and experiences. Results of the study showed that students generally have a positive perception and attitude towards ODL, compared to traditional forms of higher education.

scholarly journals Educational investment towards the ideal future: South Africa’s strategic choices

2017 ◽  
Vol Volume 113 (Number 1/2) ◽  
Author(s):  
Suellen Shay ◽  
Keyword(s):  
Higher Education ◽  
Curriculum Reform ◽  
Teaching And Learning ◽  
Undergraduate Curriculum ◽  
Drop Out ◽  
Rapid Expansion ◽  
Strategic Choices ◽  
Higher Education System ◽  
Trade Offs ◽  
Equity Of Access

Abstract Although there has been rapid expansion of higher education around the globe, such expansion has not resulted in a more equitable system. Drawing on the work of Nancy Fraser, equity in higher education is conceptualised as ‘parity of participation’ and includes both equity of access and outcomes. The tensions between expansion and equity are illustrated by comparing South Africa’s equity challenges with those of Brazil and the USA. Focusing on South Africa’s critical choices, four scenarios or possible futures are provided to illustrate some of the trade-offs and strategic choices. The main argument is that if South Africa’s higher education system continues to expand without a concomitant investment in the effectiveness of teaching and learning, it will not achieve the policy goals of equity of access and outcomes. Furthermore the investment needs to be strategically targeted to interventions that can serve as systemic levers of change for reducing drop-out rates and improving graduation rates. To this end, over the next decade the state needs to prioritise an investment in an undergraduate curriculum more ‘fit for purpose’. The investment needs to be in curriculum reform that normalises different levels of foundational provision, identifies and removes curriculum obstacles that delay or impede graduation, and provides opportunities for ‘breadth’ for all students, not only those who come from privileged backgrounds.

scholarly journals IMPACT OF ON-LINE LEARNING SYSTEM ON HIGHER EDUCATION

2021 ◽  
Vol 58 (2) ◽  
pp. 6535-6543
Author(s):  
Siva Sunasundram, Syed Mohammad Jamal Zaidi, Nurul Asyira Roslin
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Education System ◽  
Teaching And Learning ◽  
Learning Systems ◽  
Learning System ◽  
Internet Technology ◽  
Higher Education System ◽  
Learning And Teaching ◽  
On Line

The higher education system uses traditional teaching methods in teaching and learning. The emergence of technology encompasses a great challenge for learners, teachers, and the higher education system to attain success in the learning process via the internet. Technology has made numerous changes in the process of teaching and learning. The students and teachers adopted the advent of technology in the progress of learning and teaching respectively. The pandemic situation also necessitated the adoption of the online-based learning system. The higher education system instantly instigated the online learning system into the real-time scenario. The online learning system gave numerous advantages for both the learners and teachers. Though, they faced several challenges in the process of incorporating the new system of teaching and learning. In this paper, the numerous studies and approaches of online learning systems by various researchers are discussed. Mobile-based learning, online learning in the pandemic system, and the challenges of online learning systems are addressed in this paper.

scholarly journals Using Nearpod as a Tool to Promote Active Learning in Higher Education in a BYOD Learning Environment

2020 ◽  
Vol 9 (1) ◽  
pp. 119 ◽  
Author(s):  
Mohssen Hakami
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Learning Environment ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Female Students ◽  
Learning System ◽  
Video Conference ◽  
Electronic Learning ◽  
Distance Learning System

The present study aims to explore Nearpod as a tool to promote active learning in higher education. In this study, Nearpod is regarded as a tool that can be used to enhance teaching and learning for those lectures provided by male instructors to female students at Sharoura College of Science and Arts, Najran University. Hence, the Nearpod is integrated with video-conference learning system which is used as distance learning system to provide lectures by male lecturers to female students who study at a separate campus. Consequently, students’ own devices have been used to fulfil learning activities during classes. The author utilized the mainly quantitative research method and designed an electronic learning questionnaire applied to (74) female students. The findings of the study showed that the affordances of Nearpod and the BYOD model have promoted active learning in the classroom. Students were very satisfied with integrated learning environment, and they commended Nearpod in all courses specially those ones taught by video-conference learning system.

scholarly journals Habit and hedonic motivation are the strongest influences in mobile learning behaviours among higher education students in Malaysia

2019 ◽  
Vol 35 (4) ◽  
Author(s):  
Krishna Moorthy ◽  
Tsen Tzu Yee ◽  
Loh Chun T'ing ◽  
Vikniswari Vija Kumaran
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Mobile Learning ◽  
Learning System ◽  
Accounting Students ◽  
Factors Affecting ◽  
Intention To Adopt ◽  
Research Areas ◽  
Use Of Technology ◽  
Learning Behaviours

Mobile learning has become a common experience in higher education and in the professional workforce. However, the readiness of accounting students to engage in such learning appears to be weaker than in other disciplines. Therefore, this study set out to identify the factors affecting accounting students’ behavioural intention (BI) to accept mobile learning. The participants of this study were 358 accounting students of public universities in Malaysia. The study  was anchored in the unified theory of acceptance and use of technology 2 (UTAUT2) (Venkatesh, Thong & Xu, 2012), which has been employed by researchers in various research areas such as mobile payments, e-learning, mobile banking, and online shopping. The study revealed that habits have the most influence on accounting students’ intention to adopt mobile learning through an investigation of technology acceptance in the domain of mobile learning. From the perspective of universities, the study posits that consistent usage of mobile learning could be encouraged through processes to nurture students’ habits when using mobile learning system as a tool to complete tasks. Findings provide a reference for the future UTAUT2 and mobile learning related studies.

scholarly journals eDify: Enhancing Teaching and Learning Process by Using Video Streaming Server

2021 ◽  
Vol 15 (11) ◽  
pp. 49
Author(s):  
Raza Hasan ◽  
Sellappan Palaniappan ◽  
Salman Mahmood ◽  
Kamal Uddin Sarker ◽  
Mian Usman Sattar ◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Principal Component ◽  
Education Institution ◽  
Regression Analyses ◽  
Mobile Media ◽  
Main Research ◽  
Streaming Server ◽  
Effective Technology

The study investigates the nature and degree of influence of the range of application usability variables on the learning experience of the students at a specific institution of higher education institution in Oman. The study was carried out via eDify implementation encompassing the usability variables and learning experience of the students. Literature does little to suggest the aforementioned relationship in the context of the Omani higher education. The current study would reveal the variables that are critical to effective technology-based learning of the students. The implications generated through the study would allow the institution involved in the study to effectively implement the variables required for enhanced teaching and learning. The methodology used in the study is divided into an exploratory and the main research. Principal component analysis and a range of regression analyses are conducted to test the relationships between the independent and the dependent variable, “learning experience”. Results suggest that the usability variables have both positive and significant effects on the dependent variable of the learning experience. One usability variable that stands out more than others is the usage of mobile media.

scholarly journals Teacher' attitudes towards e-learning in higher education in Macedonia Case study: University of Tetovo

2018 ◽  
Vol 2 (5) ◽  
Author(s):  
Gazmend Xhaferi ◽  
Arta Farizi ◽  
Rovena Bahiti
Keyword(s):  
Higher Education ◽  
Teacher Attitudes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Learning System ◽  
Traditional Teaching ◽  
Teaching Process ◽  
E Learning ◽  
Teachers Attitudes

Nowadays in higher education it is important integration of new information and communication technologies into the learning and teaching process. Fastest development of computer technologies and the Internet as a communication platform has motivated higher education institutions to start to think about integration of e-learning system on teaching and learning process on their university. E-learning is becoming progressively more important in higher education environment. Teacher is one of the most important stockholder for integration of e-learning. The purpose of this paper is to analyze the perception of teachers' attitudes towards e-learning. In this study were analyzed 49 teachers teaching in 2 major faculties in University of Tetovo, in Macedonia. The results show that a significant number of teachers agree about the plan to blend the present teaching method with e-learning, on the other hand, a great number of teachers not agree to replace traditional teaching method with e-learning. The results show that the number that prefer using traditional teaching method is the same with those that not agree.  There is no any significant correlation between teacher' attitudes towards various e-learning according to gender and faculty. Results shows that teachers' attitudes have important role towards e-learning in teaching process. These results can be a good example for creation a platform or framework for the implementation of e-learning environment in the teaching and learning process on higher education. In addition, the results of the study can serve as an important factor for the improvement and development of the educational process supported by the use of technology, thus implementing an e-learning system in order to help and facilitate the students in their studies.

scholarly journals Recommendations for Promoting a Performative Teaching, Learning, and Research Culture in Higher Education

2018 ◽  
Vol XII (2) ◽  
pp. 52-56
Author(s):  
Bärbel Jogschies ◽  
Manfred Schewe ◽  
Anke Stöver-Blahak
Keyword(s):  
Higher Education ◽  
Performing Arts ◽  
Teaching And Learning ◽  
Academic Discipline ◽  
Drop Out ◽  
Learning Approaches ◽  
Research Culture ◽  
The Sustainable Development ◽  
Constructive Dialogue ◽  
Teaching Learning

The twenty-first century is the century of the performative.1 Claire Colebrook (2018) A performative teaching, learning, and research culture can emerge wherever an academic discipline enters into a constructive dialogue with the performing arts. Many challenges of the 21st century (see the Sustainable Development Goals of the UN)2 require creative solutions. Creativity is, however, not yet sufficiently promoted at universities, thus an artistic reorientation in teaching and research is imperative. As early as 2006, at the UNESCO World Congress in Lisbon and again in Seoul in 20103, there were calls to strengthen the role of the arts in education. Implementation of these recommendations has, however, been very limited thus far. Studies in cognitive science show that performative teaching and learning cultivates a deeper understanding of content and improved long-term retention of knowledge.4 In fact, it has been shown that the use of performative teaching and learning approaches leads to more creative, better learning outcomes; students relate more strongly to their studies and drop-out rates decrease. In addition, overall willingness to learn within the university context has been documented, as well as increased complexity and closer connection to practice in higher education, thus affording graduates better job placement opportunities. At the ...

scholarly journals COVID-19 Impacts on Teaching and Learning: A Collaborative Autoethnography by Two Higher Education Lecturers

2021 ◽  
Vol 6 ◽  
Author(s):  
Kathleen Ann Godber ◽  
Denise Robyn Atkins
Keyword(s):  
Higher Education ◽  
Reflective Practice ◽  
Teaching And Learning ◽  
New Technologies ◽  
Personal Narratives ◽  
Critical Knowledge ◽  
Depth Analysis ◽  
Negative Impacts ◽  
Systems Framework ◽  
The Impact

The phenomenon of the Covid-19 lockdown in New Zealand during 2020 enabled two Higher Education (HE) lecturers to reflect on grappling with new technologies, changes in lifestyle and livelihoods, and the impact that social isolation had on Bachelor of Sport and Recreation (BSR) students as they shifted to emergency “remote” teaching and learning. This paper presents personal narratives, authored collaboratively by lecturers Anna and Hana (pseudonyms), engaging with a socio-ecological systems framework. The systems framework presents a layered, multi-faceted approach to reveal the complexity of the impacts of Covid-19 on HE teaching and learning. In-depth analysis of the microsystems, mesosystems, and macrosystems making up their systems framework, serve to highlight specifically how Anna and Hana interpreted their own and their university students’ responses to the unprecedented measures imposed on their lifestyle (home), livelihood (employment), and HE experience (online learning). By applying an autoethnographic methodology, this paper acknowledges and celebrates the lecturers’ subjectivity, emotionality, and influence on the presented research. As educators, their critical self-reflections are authentic and timely, expressing key concerns and considerations, while searching for optimal solutions to deliver equal and equitable learning opportunities for all students. A unique characteristic of this phenomenon was the inability (due to COVID-19 restrictions) of students who learn through practical contexts, to enact kinesthetically in a meaningful manner, and the subsequent implications on their learning. This paper presents a snippet of the lecturers’ reflective practice, co-constructed from recollections, memories, and anecdotal evidence, against a backdrop of current Covid-19 research on the effects of the pandemic, on teaching and learning globally. Whilst this paper sheds light on the experiences of two HE lecturers during the COVID-19 lockdown, a collection and analysis of “student” voice, is recommended. This paper concludes that a collaborative autoethnographic approach during exceptional circumstances, such as natural disasters, pandemics, and other disruptive situations, provides an opportunity for professional self-observation and self-reflective practice that is mutually beneficial, and empowering. These insights provide shared critical knowledge to sustain achievement while averting negative impacts, for students and lecturers alike.

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