scholarly journals Peer Instruction in Computing Higher Education: A Case Study of a Logic in Computer Science Course in Brazilian Context

2021 ◽  
Vol 29 ◽  
pp. 1403-1432
Author(s):  
Esdras L. Bispo Jr. ◽  
Rosemara P. Lopes ◽  
Simone C. Santos
Keyword(s):  
Higher Education ◽  
Computer Science ◽  
Peer Instruction ◽  
Sufficient Evidence ◽  
Learning Gain ◽  
Learning Methods ◽  
Student Centered ◽  
The Impact ◽  
Structured Approach

One of the challenges of Computing Education Research is the proposition of new learning methods. Researches indicate active learning methods are more effective than traditional ones. Peer Instruction is one of these learning methods that promotes a student-centered class, enabling (s)he constructs his/her comprehension through a structured approach with questions and peer discussions, used in Computing in the last years. Nevertheless, researches about the use of this method are very scarce in South America. Accordingly, this research aims to discuss the impact of Peer Instruction use on higher education from a Logic in Brazilian Computer Science course. The research context is an undergraduate course in Computer Science in the first term of 2018 at the Federal University of Jataí. Sufficient evidence was found for the veracity of two propositions related to this study: (i) Peer Instruction use guarantees a learning gain of students, and (ii) Peer Instruction is well accepted by students. Therefore, it concluded that Peer Instruction use is suitable for Logic courses in Computing Higher Education in Brazil, with good acceptance from students.

scholarly journals Innovación en los procesos de enseñanza-aprendizaje: Un estudio de casos con la enseñanza justo a tiempo y la instrucción entre pares

2016 ◽  
Vol 20 (2) ◽  
pp. 1 ◽  
Author(s):  
Ana Carolina Maldonado-Fuentes ◽  
Francisco Enrique Rodríguez-Alveal
Keyword(s):  
Higher Education ◽  
Peer Instruction ◽  
Just In Time ◽  
Student Centered ◽  
Educational Innovations ◽  
Initial Teacher Training ◽  
Positive Assessment ◽  
The Impact ◽  
The Relationship

Learning quality constitutes one of the main challenges faced by Higher Education, thus a student centered teaching and the development of educational innovations that use active methodologies have been promoted. This article aims to evaluate the impact of using Just-in-Time Teaching and Peer Instruction on the results of teaching a subject, of disciplinary character, in 17 students of a career on an initial teacher training belonging to Chile’s Council of Rectors. A pre and postest model was applied between August and December 2012. The analysis used descriptive techniques that allowed the characterization of the admission profile and inferentials to explain, statistically, the observed differences in the performance of the subjects. In terms of perception, a positive assessment of the relationship between students and the teacher in the classroom was observed, this stood out above the improvement in the handling of disciplinary content.

Modernisation of Higher Education – Willful Action or Wishful Thinking? The Case of Bulgaria

2020 ◽  
Vol 8 (3) ◽  
pp. 3-17
Author(s):  
Elena Blagoeva
Keyword(s):  
Higher Education ◽  
Economic Crisis ◽  
Negative Impact ◽  
National Level ◽  
Sustainable Growth ◽  
Research Approach ◽  
Case Study Methodology ◽  
The Impact ◽  
The Eu

The impact of the last global economic crisis (2008) on the European economy put a strain on higher education (HE), yet it also pushed the sector towards intensive reforms and improvements. This paper focuses on the “Strategy for the Development of Higher Education in the Republic of Bulgaria 2014-2020”. With a case study methodology, we explore the strategic endeavours of the Bulgarian government to comply with the European directions and to secure sustainable growth for the HE sector. Our research question is ‘How capable is the Bulgarian HE Strategy to overcome the economic and systemic restraints of Bulgarian higher education?’. Because the development of strategies for HE within the EU is highly contextual, a single qualitative case study was chosen as the research approach. HE institutions are not ivory towers, but subjects to a variety of external and internal forces. Within the EU, this is obviated by the fact that Universities obtain their funds from institutions such as governments, students and their families, donors, as well as EU-level programmes. Therefore, to explore how these pressures interact to affect strategic action on national level, the case method is well suited as it enabled us to study the phenomena thoroughly and deeply. The paper suggests the actions proposed within the Strategy have the potential to overcome the delay, the regional isolation and the negative impact of the economic crisis on the country. Nevertheless, the key elements on which the success or failure of this Strategy hinges are the control mechanisms and the approach to implementation. Shortcomings in these two aspects of strategic actions in HE seem to mark the difference between gaining long-term benefits and merely saving face in front of international institutions.

scholarly journals Student Auditing of University Social Responsibility - Reform through Reflective, Experiential Learning?

2017 ◽  
Author(s):  
Isabel Menezes ◽  
Márcia Coelho ◽  
Fernanda Rodrigues ◽  
Peter Evans ◽  
Brian Martin
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Initial Data ◽  
Social Responsibility ◽  
Public Engagement ◽  
European Universities ◽  
The Social ◽  
Teaching Support ◽  
The Impact

The emphasis on the social responsibility of higher education institutions emerged more systematically in the Post-Bologna European context. This paper presents an overview of a case study on a certificate in university social responsibility auditing, based on three European universities: Edimburgh, Kaunas and Porto. The goal is to develop an auditor training for students based on experiential learning, that is coherent and replicable in diverse contexts and that involves the various stakeholders. The project is based on a set of benchmarks of university social responsibility developed in the context of a European project, namely:  Research, Teaching, Support for Learning and Public Engagement; Governance; Environmental and Societal Sustainability; and Fair Practices. We will report on the initial data generated by the ESSA Project, in respect of student recruitment, baseline attitudes and the impact of participation in the training and the first audit.

A Case Study of the Integration of Self, Peer, and Group Assessment in a Core First-Year Educational Psychology Unit through Flexible Delivery Implementation

2011 ◽  
pp. 101-141 ◽  
Author(s):  
Rozz Albon
Keyword(s):  
Higher Education ◽  
Knowledge Sharing ◽  
Peer Group ◽  
First Year ◽  
Collective Knowledge ◽  
Flexible Delivery ◽  
Complex Forms ◽  
The Impact ◽  
Learn Collaborative

This chapter provides a case study of one lecturer’s approach to innovativeassessment in a first year unit of university study of 188 students. Manyinsights are provided into the training, preparation, and assessmentexperiences of self, peer, group, and lecturer assessments bound togetherby technology for flexible delivery. The dynamic and complex forms ofassessment support the coproduction of knowledge sharing to harness thesynergy of collective knowledge. Specifically, this chapter presents theauthor’s use of theory used to inform selected assessment strategies.General issues surrounding group assessments, and the impact of graduateattributes and technology on assessment, introduce the case study andreinforce the fact that assessment drives the learning. The author hopesthat by sharing her insights, higher-education practices can better meet theneed for students to learn collaborative and team skills required for thefuture world of work.

Lean Six Sigma in higher education institutes: an Irish case study

2019 ◽  
Vol 10 (4) ◽  
pp. 948-974 ◽  
Author(s):  
Seamus J. O’Reilly ◽  
Joe Healy ◽  
Tom Murphy ◽  
Rónán Ó’Dubhghaill
Keyword(s):  
Higher Education ◽  
Six Sigma ◽  
Single Case ◽  
Lean Six Sigma ◽  
Research Approach ◽  
Content Type ◽  
Training Programmes ◽  
The Impact

Purpose This paper aims to contribute to a developing literature on continuous improvement (CI), enabled by Lean Six Sigma (LSS), in higher education institutions (HEIs). It reports on the key learning points arising from the initial steps taken by an Irish university on its CI journey. Design/methodology/approach A case study strategy was adopted following a participatory research approach. This approach supports reflexivity and also provides access to all relevant documentation and staff within the case university. Thematic analysis was supported by data reduction and display techniques. Findings The introduction of a LSS approach rather than a reliance on lean alone introduced a structured methodology (DMAIC) that supported simplification of a number of administrative processes. A number of specific improvements were achieved including: Cycle time and cost reduction; customer or employee satisfaction; and rework and error reduction. The findings support the importance of the Readiness Factors as identified by Antony (2014), with particular insight into the role of senior and middle management, the impact of training and deployment of expertise. Research limitations/implications This paper is based on an ongoing, longitudinal, empirical study of a single case study in Ireland. Originality/value This paper tracks the development of CI in a HEI in a longitudinal manner and adds to the emerging the literature in this area. The paper evaluates the role of management at various levels, analyses the use of LSS tools and techniques and evaluated the role of training and capacity building. Implications for Management are shared including: design and role of training programmes, role of champions at various organisational levels, including key functional areas and sustaining momentum.

scholarly journals An Application of a Game Development Framework in Higher Education

2009 ◽  
Vol 2009 ◽  
pp. 1-12 ◽  
Author(s):  
Alf Inge Wang ◽  
Bian Wu
Keyword(s):  
Higher Education ◽  
Software Engineering ◽  
Computer Science ◽  
Software Architecture ◽  
Science And Technology ◽  
Computer Game ◽  
Student Interest ◽  
Game Development ◽  
Development Framework

This paper describes how a game development framework was used as a learning aid in a software engineering. Games can be used within higher education in various ways to promote student participation, enable variation in how lectures are taught, and improve student interest. In this paper, we describe a case study at the Norwegian University of Science and Technology (NTNU) where a game development framework was applied to make students learn software architecture by developing a computer game. We provide a model for how game development frameworks can be integrated with a software engineering or computer science course. We describe important requirements to consider when choosing a game development framework for a course and an evaluation of four frameworks based on these requirements. Further, we describe some extensions we made to the existing game development framework to let the students focus more on software architectural issues than the technical implementation issues. Finally, we describe a case study of how a game development framework was integrated in a software architecture course and the experiences from doing so.

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