7th International Conference on Higher Education Advances (HEAd'21)最新文献_第4页

Getting to know you: Student-faculty interaction and student engagement in online courses 了解你:师生互动和学生参与在线课程

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.13160

J. Morrison

引用次数: 3

Short Videos to Communicate Effectively to Engineering Students 与工科学生有效沟通的短视频

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.13002

Eduardo J. Arrambide-Leal, Vianney Lara-Prieto, R. García-García

{"title":"Short Videos to Communicate Effectively to Engineering Students","authors":"Eduardo J. Arrambide-Leal, Vianney Lara-Prieto, R. García-García","doi":"10.4995/head21.2021.13002","DOIUrl":"https://doi.org/10.4995/head21.2021.13002","url":null,"abstract":"The use of multimedia in education has become a basic tool for educators. As Millennials and Generation Z use technology in their everyday life, the educational model has been shifting towards the use of multimedia and technology to enhance the active learning process. The objective of this project was to design, produce and implement short educational or instructional videos to present content with a more active approach and measure the impact on their understanding and preference. A video with the content of graduation requirements was produced, shared with 240 seniors of Engineering Academic Programs. The results show that 97% of the students liked the video and the way the content was shared and 91.6% of the students find the video format useful. The results show that the learning process was active and effective. The exit poll also shows that 97% of the students think that there should be more educational videos on some other processes. This project included the design, production and implementation of 18 videos. This research describes the approach and impact of using short videos in engineering and transition from a traditional method of sharing content to students to a more active learning environment.Keywords:Educational Videos; Active and Collaborative Learning; Student Engagement; Educational Innovation; Higher Education. ","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131229699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Linking teachers’ facial microexpressions with student-based evaluation of teaching effectiveness: A pilot study using FaceReader™ 将教师的面部微表情与基于学生的教学效果评估联系起来:一项使用FaceReader™的试点研究

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.13093

Ruben Schlag, Maximilian Sailer

{"title":"Linking teachers’ facial microexpressions with student-based evaluation of teaching effectiveness: A pilot study using FaceReader™","authors":"Ruben Schlag, Maximilian Sailer","doi":"10.4995/head21.2021.13093","DOIUrl":"https://doi.org/10.4995/head21.2021.13093","url":null,"abstract":"This study seeks to investigate the potential influence of facial microexpressions on student-based evaluations and to explore the future possibilities of using automated technologies in higher education. We applied a non-experimental correlational design to investigate if the number of videotaped university lecturers’ facial microexpressions recognized by FaceReader™ serves as a predictor for positive results on student evaluation of teaching effectiveness. Therefore, we analyzed five videotaped lectures with the automatic facial recognition software. Additionally, each video was rated by between 8 and 16 students, using a rating instrument based on the results of Murray´s (1983) factor analysis. The FaceReader™ software could detect more than 5.000 facial microexpressions. Although positive emotions bear positive influence on the “overall performance rating”, “emotions” is not predicting “overall performance rating”, b = .05, t(37) = .35, p > .05. The study demonstrates that student ratings are affected by more variables than just facial microexpressions. The study showed that sympathy as well as the estimated age of the lecturer predicted higher student ratings.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134620140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Measuring the Internet Skills of Gen Z Students in Higher Education: Validation of the Internet Skills Scale in University Settings 高等教育Z世代学生网络技能的测量:大学网络技能量表的验证

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.13070

Ourania Miliou, C. Angeli

{"title":"Measuring the Internet Skills of Gen Z Students in Higher Education: Validation of the Internet Skills Scale in University Settings","authors":"Ourania Miliou, C. Angeli","doi":"10.4995/head21.2021.13070","DOIUrl":"https://doi.org/10.4995/head21.2021.13070","url":null,"abstract":"Abstract Internet technologies have infiltrated higher education institutions around the world. At the same time, the latest generation of students, the so-called Generation Z (Gen Z), are entering higher education. Gen Z is the first generation born in an Internet-connected world, and digital devices are a seamless part of its life. As a result, Gen Z students have already been engaged with informal digital learning via internet-based technologies outside of formalized education settings. However, previous research has shown that their engagement with these technologies is limited and might not sufficiently cover the knowledge and skills needed to perform internet activities effectively in higher education. Additionally, their familiarity with digital devices and tools varies. Consequently, there is a need for higher education institutions to close the skills gap by applying assessment processes that will assist them in forming policies and training resources for undergraduate students. To achieve the above, research efforts need to focus on developing theoretically informed and valid instruments that measure internet skills. This study has contributed to the validation of a self-assessment questionnaire, the Internet Skills Scale, that can be used in university settings. The questionnaire measures five types of internet skills: operational, information-navigation, social, creative, and critical. The results presented herein provide directions for future research in the field. Keywords: Internet Skills; Internet Skills Scale; Validation; Generation Z; Higher Education","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123349408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

The effects of collaboration scripts on the number and quality of student interactions in a social annotation tool 协作脚本对社交注释工具中学生互动的数量和质量的影响

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.12862

Vincent De Boer, H. Spoelstra

{"title":"The effects of collaboration scripts on the number and quality of student interactions in a social annotation tool","authors":"Vincent De Boer, H. Spoelstra","doi":"10.4995/head21.2021.12862","DOIUrl":"https://doi.org/10.4995/head21.2021.12862","url":null,"abstract":"Social Annotation (SA) tools can be used to facilitate active and collaborative learning when students have to study academic texts. However, making these tools available does not ensure students participate in argumentative discussions. Scaffolding students by means of collaborations scripts geared towards collaboration and discussion encourages students to engage in meaningful, high-quality interactions. We conducted an experiment with students (n=59) in a course running at a Dutch university, using the SA tool Perusall. A control group received normal instructions, while an experimental group received scaffolding through collaboration scripts. The results showed a significant increase in the number of responses to fellow students for the experimental group compared to the control group. The quality of the annotations, measured on levels of Bloom’s taxonomy, increased significantly for the experimental group compared to both its baseline measurement and the control group. However, when scaffolding was faded out over subsequent assignments these differences became non-significant. The experimental groups’ increased quality of annotations did not remain over time, suggesting that internalization of the scripts was not achieved.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"113 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121078622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Virtual Shoe Salon: A creative and active approach for teaching research and data analysis to fashion students 虚拟鞋沙龙:一个创造性的和积极的方法，教学研究和数据分析时装学生

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.13101

N. Braithwaite

{"title":"The Virtual Shoe Salon: A creative and active approach for teaching research and data analysis to fashion students","authors":"N. Braithwaite","doi":"10.4995/head21.2021.13101","DOIUrl":"https://doi.org/10.4995/head21.2021.13101","url":null,"abstract":"The push towards creative and active learning in higher education has gained momentum in recent years, creating opportunities for innovative, student focused approaches. The Covid-19 pandemic shifted the educational landscape to the online world, propelling the need to create compelling learning activities for students. While also fostering a sense of community and facilitating both peer relationships and peer learning. This paper presents the development and initial implementation of an innovative teaching tool, The Virtual Shoe Salon, which is based on creative pedagogies and experiential learning. The Virtual Shoe Salon has been implemented to embed stronger skills in research and data analysis within the curriculum of our fashion business courses. As a teaching method it can embrace both online and face to face environments. Drawing from a theoretical foundation of material culture, combined with an adaptation of the photovoice research approach, this salon takes the ordinary, but expressive objects of shoes to engage students in research and analysis through collaboration, conversation and peer to peer learning. The paper presents the rationale for the Virtual Shoe Salon, and findings from its implementation with 250 students. Subsequent evaluation and reflection with both students and staff have evidenced the positive role of the Virtual Shoe Salon in facilitating active and collaborative learning around research and data analysis. While it has actively encouraged a dynamic and collaborative learning environment, the Virtual Shoe Salon has initiated a shared space underpinned by the sense of community and belonging for students that Covid-19 had eroded .","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123841901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Expectations and outcomes: How technologies drive virtual teaching 期望与结果:技术如何推动虚拟教学

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.12990

A. Kolomenskiǐ, Hans Schuessler, Carlos Rodriguez

引用次数: 0

Students’ learning can be enhanced via Centres of Teaching and Learning in Higher Education: A quick view all over the world 学生的学习可以通过高等教育的教学和学习中心得到加强:快速浏览世界各地

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.12871

G. Asimakopoulos, Thanassis Karalis, Katerina Kedraka

引用次数: 0

Advancing higher-education practice by analyzing and training students' vocal charisma: Evidence from a Danish field study 通过分析和培养学生的声乐魅力来推进高等教育实践:来自丹麦实地研究的证据

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.12827

Oliver Niebuhr

{"title":"Advancing higher-education practice by analyzing and training students' vocal charisma: Evidence from a Danish field study","authors":"Oliver Niebuhr","doi":"10.4995/head21.2021.12827","DOIUrl":"https://doi.org/10.4995/head21.2021.12827","url":null,"abstract":"Charismatic speaking skills, particularly those of the voice, are known to be an important asset of managers, politicians, and even teachers. Students have so far been less in the limelight in this regard, although modern collaborative-learning and oral-examination concepts suggest that vocal charisma can already be a decisive factor for study success as well. The present paper examines this question based on 82 electrical-engineering students. Their initial self-introductions in front of the other fellow students were analyzed using a new acoustic technology that translates 16 voice features into a total vocal charisma (PASCAL) score. Results show that these PASCAL scores are overall low (i.e. improvable) and positively correlated with the oral exam grades of both individual students and student teams. Moreover, the teams' PASCAL scores positively correlate with the per-formance in the \"Marshmallow Challenge\", i.e. a creative teamwork task. Additional in-depth analyses show that teams without any above-average charismatic student performed worst, but that teams with more than one above-average charismatic student struggled with leadership conflicts and solo actions. We interpret our findings as a strong plea for (vocal) charisma analysis to be integrated in higher-education practice both for managing team dynamics and performance and for increasing individual study success.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"125 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124631309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 11

Autonomy in language learning: a case study with Italian as a second language 语言学习的自主性:以意大利语为第二语言的个案研究

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.12963

L. Presti, M. Vittoria

引用次数: 1