7th International Conference on Higher Education Advances (HEAd'21)最新文献_第8页

Impact of Text Discussions on the Professional Identity of Higher Education Students 文本讨论对高等教育学生职业认同的影响

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.12983

Helena Prieto Sanz

{"title":"Impact of Text Discussions on the Professional Identity of Higher Education Students","authors":"Helena Prieto Sanz","doi":"10.4995/head21.2021.12983","DOIUrl":"https://doi.org/10.4995/head21.2021.12983","url":null,"abstract":"Comprehension of academic literature is a key element in the immersion of university students in the academic subcultures of each discipline (Chanock, 2001; Estienne & Carlino, 2004; Gottschalk & Hjortshoj, 2004). To do so, universities opt for the implementation of text discussion such as book clubs (Hartley, 2002; Long, 2003), dialogic literary gatherings (Flecha, 2000; Mirceva & Larena, 2010). or literary circles (Daniels, 2002; Duncan, 2012).This case study, essentially qualitative, seeks to know the impact of text discussions on the professional identity of the students of Teacher Education and Computer Science at the University of Andorra (UdA). Results are obtained by student focus groups, the Likert test Motivational Survey on Academic Reading, teacher interviews and taking notes in situ throughout the discussions.The main results indicate that the text discussions have a positive impact on students as (1) it increases the reflection, understanding and critique of the professional world, (2) they apply evidence-based content in professional contexts and (3) it improves the justification of informed professional decisions.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"56 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114122428","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

Light Bulb Moments in the Classroom: Probing Design Opportunities for Ambient LA Displays in Higher Education 教室里的灯泡时刻:探索高等教育中环境LA显示器的设计机会

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.12807

Anouschka van Leeuwen, Pengcheng An

{"title":"Light Bulb Moments in the Classroom: Probing Design Opportunities for Ambient LA Displays in Higher Education","authors":"Anouschka van Leeuwen, Pengcheng An","doi":"10.4995/head21.2021.12807","DOIUrl":"https://doi.org/10.4995/head21.2021.12807","url":null,"abstract":"Teachers in higher education are tasked with the demanding job of providing support tailored to each individual student’s need. To provide tailored support, teachers need to accurately monitor students’ activities and decide on appropriate support interventions. Learning analytics applications have the potential to aid teachers to maintain an overview of their students’ activities. However, those applications are often designed as centralized graphical displays, taking teachers’ attention away from the classroom and sometimes overburdening teachers. Therefore, we investigate whether ambient LA displays offer a solution to complement traditional LA applications, as these systems are designed as objects that integrate seamlessly into the classroom context. We conducted an exploratory study in Higher Education to investigate teachers’ needs for information and their perception of ambient LA displays in relation to their teaching practice. We formulate three key findings and a set of design opportunities that flow from these findings to inform future work of supporting the HE context with ambient LA displays.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"6 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":"115157920","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

Development of a learning pilot for the remote teaching of Smart Maintenance using open source tools 开发使用开源工具进行智能维护远程教学的学习试点

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.13140

Maira Callupe, L. Fumagalli, Domenico Daniele Nucera

{"title":"Development of a learning pilot for the remote teaching of Smart Maintenance using open source tools","authors":"Maira Callupe, L. Fumagalli, Domenico Daniele Nucera","doi":"10.4995/head21.2021.13140","DOIUrl":"https://doi.org/10.4995/head21.2021.13140","url":null,"abstract":"Technology has created a vast array of educational tools readily available to educators, but it also has created a shift in the skills and competences demanded from new graduates. As data science and machine learning are becoming commonplace across all industries, computer programming is emerging as one of the fundamental skills engineers will require to navigate the future and current workplace. It is, thus, the responsibility of educational institutions to rise to this challenge and to provide students with an appropriate training that facilitates the development of these skills. The purpose of this paper is to explore the potential of open source tools to introduce students to the more practical side of Smart Maintenance. By developing a learning pilot based mainly on computational notebooks, students without a programming background are walked through the relevant techniques and algorithms in an experiential format. The pilot highlights the superiority of Colab notebooks for the remote teaching of subjects that deal with data science and programming. The resulting insights from the experience will be used for the development of subsequent iterations during the current year.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"55 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":"123014806","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

Educational quality and dropout risk: a causal analysis of the university dropout phenomenon 教育质量与辍学风险:高校辍学现象的因果分析

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.12910

Inmaculada Pedraza-Navarro, Teresa González-Ramírez

引用次数: 0

My course is a series, and what is yours? 我的课程是一个系列，你的是什么?

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.13019

J. Pauschenwein, Wolfgang Kühnelt, E. Podhovnik

引用次数: 0

The effect of an online active learning-based course on approaches to teaching 在线主动学习课程对教学方法的影响

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.13050

Mansurbek Kushnazarov, C. Luo, N. K. Y. Lai

{"title":"The effect of an online active learning-based course on approaches to teaching","authors":"Mansurbek Kushnazarov, C. Luo, N. K. Y. Lai","doi":"10.4995/head21.2021.13050","DOIUrl":"https://doi.org/10.4995/head21.2021.13050","url":null,"abstract":"The quality of teacher training research postgraduate (RPg) students receive is highly likely to determine the quality of teaching and learning they will provide when they are given teaching duties. Designing and developing such a teaching development course is considerably challenging, particularly if it is fully online. Owing to its focus on student learning, we integrated group learning, case-based learning and technology-enhanced learning approaches of active learning into an online Professional Development (PD) course at a university in Hong Kong. The course intended to enhance RPg students’ student-focused teaching approaches which, in turn, would help their students demonstrate high academic performance and achieve learning objectives. We relied on the concept of teaching approaches to build the theoretical foundation of this study and used Approaches to Teaching Inventory (ATI) to test the effectiveness of the PD course in improving the RPg students’ teaching quality. The quantitative analysis of the survey conducted showed that there was a significant increase in both Conceptual Change/Student Focused (CCSF) and Information Transmission/Teacher Focused approaches to teaching among the RPg students. The results provided opportunities to make informed decisions for further enhancement of the course design and start a new potential dialogue in studies of teaching approaches.","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":"122728493","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

Tell me what you study and where you live! Exploring the role that these aspects play when choosing a university 告诉我你学什么，住在哪里!探索这些方面在选择大学时所起的作用

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.12992

Marta Retamosa, Ángel Millán, J. A. García

引用次数: 0

Students’ Behaviours in using Learning Resources in Higher Education: How do behaviours reflect success in Programming Education? 高等教育中学生使用学习资源的行为:行为如何反映编程教育的成功?

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.12939

T. Mai, M. Crane, Marija Bezbradica

{"title":"Students’ Behaviours in using Learning Resources in Higher Education: How do behaviours reflect success in Programming Education?","authors":"T. Mai, M. Crane, Marija Bezbradica","doi":"10.4995/head21.2021.12939","DOIUrl":"https://doi.org/10.4995/head21.2021.12939","url":null,"abstract":"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.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"216 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":"130099948","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: 4

Fostering the resilience of graduate students 培养研究生的适应能力

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.13006

C. Jourdan-Ionescu, Ș. Ionescu, F. Julien-Gauthier, M. Cantinotti, Sara-Jeanne Boulanger, Dieudonné Kayiranga, Liette St-Pierre, Etienne Kiméssoukié Omolomo, E. Rutembesa, Anne-Marie Moudio, B. Nkoum

{"title":"Fostering the resilience of graduate students","authors":"C. Jourdan-Ionescu, Ș. Ionescu, F. Julien-Gauthier, M. Cantinotti, Sara-Jeanne Boulanger, Dieudonné Kayiranga, Liette St-Pierre, Etienne Kiméssoukié Omolomo, E. Rutembesa, Anne-Marie Moudio, B. Nkoum","doi":"10.4995/head21.2021.13006","DOIUrl":"https://doi.org/10.4995/head21.2021.13006","url":null,"abstract":"This paper originates from research carried out by an international team of university professors interested in protective factors promoting the resilience of graduate students, in particular regarding the student-supervisor relationship. Following a literature review on the subject, the paper presents the resilience factors affecting the student and those relating to the supervisor. The main factors that appear to promote the resilience of graduate students are individual, family and environmental protective factors (as gender, temperament, cultural background, personal history of schooling, motivation, family support, being childless, wealth of the social support network, means offered by the supervisor and the university). For the supervisor, the main protective factors appear to be individual (experience, style and role assumed towards the student, support the student’s empowerment as his/her schooling progresses). The reciprocal adjustment throughout the studies between the supervisor and the student appears essential to promote their tuning for the resilience and the success in the graduate studies.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"15 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":"125587917","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

Fostering Research and e-Learning-Communities’ Integration: a MOOC on the project DETECt. 促进研究与e-Learning-Communities的整合:基于DETECt项目的MOOC。

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.12965

Roberta Pireddu, Jan Baetens, Frederik Truyen

引用次数: 0