scholarly journals Bridging the gap: improving students' learning experience through shifting pedagogical practices in higher education

2014 ◽  
Vol 4 (1) ◽  
pp. 28 ◽  
Author(s):  
Jennifer Rowley
Keyword(s):  
Higher Education ◽  
Learning Experience ◽  
Pedagogical Practices

Visibilization of Graduating Student Employability Skills via ePortfolio Practices

2022 ◽  
pp. 191-231
Author(s):  
Marcelo Fabián Maina ◽  
Lourdes Guàrdia ◽  
Federica Mancini ◽  
Denisse López B.
Keyword(s):  
Higher Education ◽  
Learning Experience ◽  
High Impact ◽  
Pedagogical Practices ◽  
Employability Skills ◽  
Skills Gap ◽  
East African ◽  
The Core ◽  
Study Programs ◽  
Innovative Solution

Embedding employability skills into the core of higher education is a priority worldwide to reduce the skills gap and better equip graduates for entering or progressing in the workplace. This chapter presents an innovative solution based on high impact e-portfolio practices developed within the H2020 EPICA project oriented towards making employability skills visible. It also reports on the implementation of a new methodology for assessing and micro-credentialing employability skills tested in three East African universities. The pilot carried out in a variety of study programs is described along with the measures taken to address the spread of COVID-19. Lessons learnt, transfer possibilities, and organizational implications are also reported as a final note on the experience. This high impact learning experience aims to inspire academic institutions to innovate by integrating e-portfolio and micro-credentials along with fresh pedagogical practices and strategies that better align the future workforce with societal and economic demands.

scholarly journals Assess the Engagement with 3D Virtual Learning Tools during the COVID-19 Pandemic

2021 ◽  
Vol 13 (15) ◽  
pp. 8632
Author(s):  
Wen-Jye Shyr ◽  
Hung-Ming Liau ◽  
Chia-Chen Hsu ◽  
Chia-Hung Chen
Keyword(s):  
Higher Education ◽  
Online Education ◽  
User Satisfaction ◽  
Learning Experience ◽  
Virtual Learning ◽  
Learning Technologies ◽  
Pedagogical Practices ◽  
Learning Tools ◽  
Physical Experiments

The recent growth of learning technologies has catalyzed the surge in investments in e-learning systems across higher education to revolutionize pedagogical practices. Thus, the implementation of 3D virtual learning tools has become an indispensable, standard methodological tool in higher education. More recently, the enforcement of restrictions and emergency lockdowns to curb the spread of the COVID-19 pandemic compelled higher education institutions worldwide to cope with and meet the requirements of online education while preserving the quality of the learning experience at an equal pace. To develop a 3D physics laboratory, the appropriate equipment for physical experiments was first collected; then, the design software was applied to construct the 3D model. Software was then developed to edit the 3D experimental environment. Two practical tests were performed on the completed setup to verify the disadvantages and feasibility of the experiments. The present study develops and validates the incorporation of user satisfaction approaches to examine the quality of the most influential 3D learning tools during the coronavirus outbreak. The findings of this study confirm that 3D laboratories can positively influence learning attitudes when it comes to physics and improve learners’ understanding of physics concepts; they also confirm that 3D laboratories are a suitable tool for teaching physics experiments. Finally, the difficulties and solutions encountered in the development of the 3D laboratory are outlined as a reference for subsequent studies.

Revisiting the Factors Influencing Teaching Choice Framework: Exploring What Fits with Virtual Teaching

2021 ◽  
pp. 097215092110153
Author(s):  
Sudhir Rana ◽  
Amit Kumar Singh ◽  
Shubham Singhania ◽  
Shubhangi Verma ◽  
Moon Moon Haque
Keyword(s):  
Higher Education ◽  
Technological Development ◽  
Learning Experience ◽  
New Technology ◽  
Business Management ◽  
Teaching Efficacy ◽  
Influential Factors ◽  
Cross Sectional ◽  
Factors Influencing ◽  
Virtual Teaching

The present study revisits the Factors Influencing Teaching Choice (FIT-Choice) framework and explores what motivates business management academicians in teaching virtually. The revisit is based on a quantitative cross-sectional research design using 256 responses collected from in-service business management academicians teaching post-graduate business courses in India, through a structured questionnaire. The exercise of revisiting the FIT-Choice framework in the context of virtual teaching in business management courses led us to find four new variables, that is, task demand and expert career, teaching efficacy, knowledge assimilation and institutional utility value, as well as suggest revising teaching and learning experience, task returns and values. The results reveal that some additional factors motivating business academicians are teaching efficacy, content expertise, learning of new technology, futuristic growth and opportunities, alternative career opportunities and personal branding. The study provides suggestions to the apex bodies, regulators of higher education and institutions to take a call on motivational and influential factors while drafting the job requirements in business schools. Finally, the study emphasizes the importance of infrastructural and technological development required to be achieved by higher education institutions.

scholarly journals Increasing Access to Higher Education: A study of the diffusion of online teaching among 913 college faculty

2005 ◽  
Vol 6 (2) ◽  
Author(s):  
Peter Shea ◽  
Alexandra Pickett ◽  
Chun Sau Li
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Faculty Development ◽  
Diffusion Of Innovation ◽  
Online Teaching ◽  
Learning Experience ◽  
Faculty Satisfaction ◽  
Access To Higher Education ◽  
Innovation Research ◽  
Discipline Area

<p>Online learning environments provide an unprecedented opportunity to increase student access to higher education. Accomplishing this much needed goal requires the active participation and cooperation of university faculty from a broad spectrum of institutional settings. Although online learning has seen rapid growth in recent years, it remains a relatively small percentage of the entire curriculum of higher education today. As a relatively recent development, online teaching can be viewed through the lens of diffusion of innovation research. This paper reports on research from 913 professors from community colleges, four-year colleges, and university centers in an attempt to determine potential barriers to the continued growth in adoption of online teaching in higher education. It is concluded through factor and regression analysis that four variables are significantly associated with faculty satisfaction and their likelihood, therefore, to adopt or continue online teaching – these include levels of interaction in their online course, technical support, a positive learning experience in developing and teaching the course, and the discipline area in which they taught. Recommendations for institutional policy, faculty development, and further research are included. </p> <p><b>Keywords: </b>online teaching, faculty satisfaction, faculty development, diffusion of innovation, access, higher education, study </p>

Quality of learning experience, student satisfaction and perceived overall experience in the COVID-19 context

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Venugopal Prabhakar Gantasala ◽  
Swapna Bhargavi Gantasala ◽  
Tareq Na'el Al Tawil ◽  
Prerana Prasad
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Online Courses ◽  
Learning Experience ◽  
Decision Makers ◽  
Undergraduate Level ◽  
Content Type ◽  
The Relationship ◽  
Medical Programs

PurposeThe intention for this study was to explore any relationship that might exist between quality of learning experience (QLE), the second construct student satisfaction (SS) and the third construct perceived overall experience (POE) among undergraduate students within the higher education context. This study also attempts to explain the path direction between QLE, SS and POE.Design/methodology/approachThe researchers utilized structural equation modeling to analyze the variables considered for this study – QLE, SS and POE and for hypotheses testing. Respondents for this study were medical students' coordinators of the undergraduate level of medical colleges in the 28 states of India. Data collected for the study were possible by utilizing a questionnaire that was emailed to these student coordinators. The emailing effort returned 198 (n) filled questionnaires (complete) representing 198 institutions offering undergraduate-level medical programs out of a total of 542 institutions that offer undergraduate medical programs.FindingsFindings from this study confirm the relationship between QLE with SS, and PLE. Interestingly, the findings established a significant relationship between SS and POE.Practical implicationsDecision-makers and administrators of higher education institutions (HEIs) can utilize the findings from this study to focus on strengthening important elements of QLE in ways that positively impact SS and POE of students taking online courses and program offerings. The study reiterates the importance of course content, course structure, lecture-delivery quality, instructor mentoring and student-instructor interactions on SS and POE. The role of SS in reinforcing confirmation, perceived usefulness, perceived openness of the online courses and the perceived reputation was established. This relationship is key to administrators while they focus on improving SS and building on the institutions' reputation in addition to their efforts to support marketing and enrollments during the pandemic.Originality/valueResearchers in the past have examined the relationships between QLE and another construct of this study – SS. Past research has also examined the relationship between QLE and POE. However, there is not enough research exploring the relationship between SS and POE. This study establishes the relationship between SS and POE that benefits decision-makers in higher education.

The Correlation between Servqual Dimensions and Student Satisfaction

2021 ◽  
Vol 7 (2) ◽  
pp. 7
Author(s):  
Nur Zihan Abd Rashid ◽  
Tuan Nur Athirah Nabilah Tuan Ismail ◽  
Bibianah Thomas
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Student Satisfaction ◽  
Learning Experience ◽  
Sampling Technique ◽  
Education Institution ◽  
Primary Objective ◽  
Future Research ◽  
Higher Education Institution ◽  
New Findings

Service quality is a very crucial element in ensuring the competitiveness of various institutions. By having a good service quality, the reputation of the organization will enhance and thus become their added competitive advantage. In higher education institution, service quality is important to ensure the students whom are their primary stakeholders are able to have a good learning experience in which will then influence their satisfaction. The primary objective of this paper is to analyze the correlation between five elements in SERVQUAL dimensions (tangibility, reliability, responsiveness, assurance, empathy) and the student satisfaction. The questionnaires were distributed among the students in various faculties in UiTM Sabah by using convenience sampling technique and 250 questionnaires were managed to be collected for analysis. Overall, the result shows that the students are satisfied with service quality in UiTM Sabah. Specifically, all five SERVQUAL dimensions correlate with student satisfaction. Reliability, responsiveness and empathy dimensions have strong correlation with student satisfaction. Meanwhile, both tangibility and assurance have moderate correlation with student satisfaction. This study is hoped to contribute towards the new knowledge in the field of service quality especially in higher education institutions Future research is also proposed at the final section of this study to discover new findings from different perspectives of service quality. Keywords: servqual; students’ satisfaction; service quality; higher education institution; service delivery.

Transformation of Teaching Pedagogical Practices in Higher Education in the Situation of Covid-19 (Based on the example of transforming academic practices in the Pedagogical Faculty of the Thracian University)

2021 ◽  
Vol 9 (2) ◽  
pp. 17-24
Author(s):  
Rumyana Neminska
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Empirical Study ◽  
Pedagogical Practices ◽  
Online Environment ◽  
Academic Education ◽  
Teaching Models ◽  
Academic Practices ◽  
Learning Management ◽  
Short Time

When COVID-19 pandemic hit Bulgarian education was in the middle of its reform. Health requirements, the long lockdown, have expelled a huge surge of the need not only for a survival but also for the preservation and transformation of education. Education on all levels including higher academic education took quick steps to reorient to online learning. In a short time, university electronic platforms became the daily place for learning. This online reorientation has led to a number of changes in teaching models, online learning management and more. Practically all methodologies and methodologies that the pedagogical students get acquainted with have been rewritten. It is in this direction that the article traces the challenges facing higher education and examines an empirical study of the attitudes of student educators trained in an online environment.

Active Learning Online

2022 ◽  
Vol 12 (1) ◽  
pp. 1-13
Author(s):  
Viktor Wang ◽  
Leslie Hitch ◽  
Geraldine Torrisi-Steele
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Learning Experience ◽  
Thinking Skills ◽  
Strategic Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
Current Century ◽  
Teaching Goal ◽  
Current Article

Preparing graduates for the present and future workforce is an important strategic learning and teaching goal of higher education. Towards realizing this goal, institutions are expending significant effort promoting active learning as an institution-wide teaching approach. Active learning defined as learners deeply participating in the learning process are being increasingly used in face-to-face contexts, but can it be used just as effectively in the online environments now common in higher education? In their 2017 paper, the authors established that active learning online is certainly possible. In this current article the authors assert that not only is active learning online possible, but that it is a necessity to bolster workforce and higher order thinking skills needed in this current century. Importantly, the faculties have a crucial role to play in implementing active learning online, and active learning online permeate the whole of the online learning experience within courses.

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.

Sign in / Sign up

Export Citation Format

Share Document