7th International Conference on Higher Education Advances (HEAd'21)最新文献_第9页

New tools for online teaching and their impact on student learning 在线教学的新工具及其对学生学习的影响

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.12811

Carme Huguet, J. Pearse, Jorge Esteve

{"title":"New tools for online teaching and their impact on student learning","authors":"Carme Huguet, J. Pearse, Jorge Esteve","doi":"10.4995/head21.2021.12811","DOIUrl":"https://doi.org/10.4995/head21.2021.12811","url":null,"abstract":"In the context of the global Covid-19 crisis, a practical introductory Geosciences course was redesigned to aid student learning in a 100% virtual format. New materials were created to i) improve disciplinary language range and concept acquisition; ii) make classes more dynamic; iii) provide tools for self-regulated learning and assessment and iv) maintain student motivation. Usefulness of the new materials was evaluated using a voluntary online survey that was answered by 40% of the students. Additional information was obtained from the university's student evaluation survey. All tools were well-rated, but self-assessment quizzes and class presentations had the highest overall scores. Students commented on their usefulness in terms of knowledge acquisition and self-assessment. Perhaps not surprisingly, self-assessment quizzes were the one tool students felt kept them more motivated. These were closely followed by class presentations and short in-class quizzes. Students found the online access to all lesson materials very useful for self-paced learning. According to a majority of students, the in-class quizzes and student participation using the digital the whiteboard made classes more dynamic. Overall, the new strategies succeeded in improving students' learning and independence, but more work is needed to make classes more dynamic, and especially to improve student motivation. Intrinsic motivation is perhaps the most difficult to improve because in a 100% virtual course, it is difficult to promote student-student interactions and receive visual feedback from the class. In view of the survey results, we introduce bonus activities in order to improve extrinsic motivation. ","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":"121028581","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

A case study on student perception of online lecturing 学生对网络教学认知的个案研究

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.12710

D. Wolff-Boenisch

{"title":"A case study on student perception of online lecturing","authors":"D. Wolff-Boenisch","doi":"10.4995/head21.2021.12710","DOIUrl":"https://doi.org/10.4995/head21.2021.12710","url":null,"abstract":"This case study looks at implications of transitioning live to recorded lectures, a subject that has acquired an acute importance given COVID19 and the unexpected need to move lectures online. Over a period of six years, from 2015 to 2020, a questionnaire was handed out at the end of a ‘unit’ on environmental geoscience; a ‘unit’ at Australian universities represents a ‘course’ in the European and American tertiary system. This is a 2nd semester, 3rd year core unit of an Applied Geology course meaning that (most of) the polled students were about to acquire a bachelor of science finishing their undergraduate studies. The students were asked multiple questions related to iLectures and their attitude towards this asynchronous content delivery approach as integral part of a flipped classroom. Provided that such a STEM unit with 40-120 students can be deemed representative of the wider student community, the findings indicate that students in general have come to terms with online lectures, way before COVID19 gave them no other choice. Acceptance rates for iLectures were over 50 % across all years, except for 2020, a clear indication that COVID19 marred the online experience, probably due to oversaturation and isolation. The majority of the students saw benefits in this asynchronous lecturing approach, irrespective of whether the rationale behind it had been explained in detail. Despite seeing benefits of the flipped classroom and recorded lectures, one out of three students preferred live lectures. This number has increased after COVID19 to 40 %, yet another sign of the negative impact of the pandemic on online lecturing. This inference is unrelated to the quality of the recordings which was deemed high. Other than the conspicuous pandemic effect, the data show enough scatter to rule out any sustained trend of student attitudes across the years. This demonstrates the heterogeneous demographics of the students taking this unit. Finally, the importance of meaningful extended lecture notes to complement the recordings is highlighted.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"19 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":"121425762","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

Suddenly moving large classes online: Illuminating the experience of the teaching staff in one university 突然将大课搬到网上:照亮一所大学教师的经历

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.13032

M. Glynn, A. Farrell, K. Buckley, Rob Lowney, Seán Smyth, S. Stone

{"title":"Suddenly moving large classes online: Illuminating the experience of the teaching staff in one university","authors":"M. Glynn, A. Farrell, K. Buckley, Rob Lowney, Seán Smyth, S. Stone","doi":"10.4995/head21.2021.13032","DOIUrl":"https://doi.org/10.4995/head21.2021.13032","url":null,"abstract":"In early 2020, the transition of large classes from the face-to-face to the online context occurred overnight and at scale at a time when the crisis was being faced at all levels of society, nationally and internationally. This paper is based on research which examined the impact of this sudden transition on large classes in Dublin City University with a view to illuminating the experience to inform future practice (Authors., in press). A rapid, systemised review of literature was carried out with the aim of contextualising data gathered through surveys with staff and students in relation to our experience of moving large classes online in the early stages of the Covid-19 pandemic. While the study examined the impact from the perspectives of teaching staff and students, this paper reports on the perspectives of teaching staff only. Large class teachers found this experience challenging, reporting a sense of isolation and worry. However it would seem that opportunity was seen in the face of adversity, whereby staff have identified potential for better ways of doing things going forward as a result of their experiences between March and May 2020","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"602 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":"116348234","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

Recent Advances in Academic Performance Analysis 学业成绩分析的最新进展

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.13196

Linlin Zhang, K. F. Li, Imen Bourguiba

引用次数: 0

The impact of study abroad experiences on international students’ employability: a preliminary study on Chinese engineering students in US 留学经历对留学生就业能力的影响——对留美中国工科学生的初步研究

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.12751

Qiang Huang

{"title":"The impact of study abroad experiences on international students’ employability: a preliminary study on Chinese engineering students in US","authors":"Qiang Huang","doi":"10.4995/head21.2021.12751","DOIUrl":"https://doi.org/10.4995/head21.2021.12751","url":null,"abstract":"This study aims to examine how study abroad experiences influence Chinese engineering students’ employability. Employability in this study is defined as capabilities, processes and performances before job search, during job search and after job search. This study aims to explore how study abroad experiences contribute to engineering students’ global competencies; how study abroad experiences influence engineering graduates’ job search process; what the long-term impact of study abroad experience on engineering graduates’ early careers are. This study adopts interpretative phenomenological approach via semi-structured interview. The preliminary findings include: firstly, study abroad experience is a premise for Chinese engineering students for being screened during job search both in China and abroad; secondly, study abroad allows students to discover their real interests which decided their career directions; thirdly, students kept learning and self-reflecting which contribute to their capabilities building; fourthly, study abroad trained engineering students with soft skills. Moreover, recommendation from professors and alumni facilitate the job search. Lastly, personal value and family reason influence graduates’ career decisions in working in China or abroad. Conclusion was drawn that study abroad experiences have positive impact on engineering students’ employability building, job search process and their early careers.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"68 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":"126131266","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

Comparing Pre- and Intra-Covid-19 students’ perception of the digitalization of higher education institutions 比较疫情前和疫情后学生对高等教育机构数字化的看法

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.13044

H. Brink, Sven Packmohr

{"title":"Comparing Pre- and Intra-Covid-19 students’ perception of the digitalization of higher education institutions","authors":"H. Brink, Sven Packmohr","doi":"10.4995/head21.2021.13044","DOIUrl":"https://doi.org/10.4995/head21.2021.13044","url":null,"abstract":"Higher education institutions (HEIs) are significantly progressing, especially to external affordances caused by Covid-19. Digital assets are an opportunity during the pandemic to secure social distance and enhance the students’ learning experience at the same time. Also, student administration might benefit from new digitally-enhanced opportunities. There is no uniform procedure for the use of digital media in teaching and student services. Thus, HEIs need to ascertain students’ attitudes toward the technologies used. To compare attitudes before and during the pandemic, we surveyed students about their perceptions. The first round of surveys was completed in a blended learning setting in fall 2019 before the global pandemic of Covid-19. The second round was conducted in an online learning setting in February 2021 after nearly one year of higher education under Covid-19. Our results show that students’ perceptions toward digitalization at HEIs differ in many aspects due to the Covid-19 pandemic. Students during the pandemic are more critical of the effects on their learning success. The study indicates that the adoption has taken place more quickly in the area of services. Still, teaching concepts and the learning culture lag behind.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"21 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":"125239783","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

Combining experimentation and reflection techniques in behavioral competency development programs: A learning approach based on journaling and peer coaching 在行为能力发展项目中结合实验和反思技术:一种基于日志和同伴指导的学习方法

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.12946

Laura Cortellazzo, Sara Bonesso, F. Gerli

{"title":"Combining experimentation and reflection techniques in behavioral competency development programs: A learning approach based on journaling and peer coaching","authors":"Laura Cortellazzo, Sara Bonesso, F. Gerli","doi":"10.4995/head21.2021.12946","DOIUrl":"https://doi.org/10.4995/head21.2021.12946","url":null,"abstract":"Behiavioral competencies are key determinants of individual performance and literature has recently started to devote attention on those methodological approaches that can effectively promote their development. According to Dewey, individuals do not learn from experience, but they learn from reflecting on experience. In this paper, we draw on the Dewey’s idea and we investigate if reflective practices through journaling and peer coaching can improve the learning experience of individuals engaged in a competency development program. After introducing the prior research that emphasized the positive impact of these two reflective techniques, the paper illustrates how journaling and peer coaching has been introduced as a part of a competency development program. Preliminary insights from the empirical case show that self-directed learning requires a reflection process that helps individuals to better understand their current behavior, their progresses, and opportunities for change. Journaling was found especially useful to increase one’s self-awareness and self-confidence, whereas peer coaching allowed students create a social bond, share their experiences and receive a direct feedback from a peer. The paper also illustrates the limits of these reflective practices, discussing the interventions that can be implemented to maximize their learning benefits.","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":"133907812","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 practicality of curricula towards improved employability 课程对提高就业能力的实用性

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.12887

Mercedes Aznar

引用次数: 0

Research development in doctoral education: role of languages and cultures 博士教育的研究发展:语言和文化的作用

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.12804

Susana Pinto

{"title":"Research development in doctoral education: role of languages and cultures","authors":"Susana Pinto","doi":"10.4995/head21.2021.12804","DOIUrl":"https://doi.org/10.4995/head21.2021.12804","url":null,"abstract":"Portuguese universities have been receiving an increasing number of students from Portuguese-Speaking Countries at the level of PhD studies, namely from Brazil, Angola, Cape Verde and Mozambique. As acknowledged by research, undertaking a PhD overseas entails several challenges and one of the deepest concerns the implications of languages and cultures in several doctoral activities, since they act as significant research reconfiguration agents. Against this background, this paper reports on a study that aimed at understanding the role of languages and cultures in doctoral research development. For this matter, and within a qualitative approach, semi-structured interviews were conducted with doctoral students from Portuguese-Speaking Countries attending a Portuguese university. Results from thematic analysis reveal that students’ linguistic and cultural backgrounds influence several stages of the research process: theme and research objetives definition, theorisation of the research problem and concept mobilisation, construction of data collection instruments and data collection and thesis writing. Implications of findings for institutional policy and practice concerning doctoral education and research are put forward.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"98 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":"134261918","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

Design principles for interdisciplinary collaborative learning through social, digital innovation 通过社会化、数字化创新实现跨学科协作学习的设计原则

7th International Conference on Higher Education Advances (HEAd'21) Pub Date : 2021-06-22 DOI: 10.4995/head21.2021.13092

C. van den Berg, B. Verster

{"title":"Design principles for interdisciplinary collaborative learning through social, digital innovation","authors":"C. van den Berg, B. Verster","doi":"10.4995/head21.2021.13092","DOIUrl":"https://doi.org/10.4995/head21.2021.13092","url":null,"abstract":"As academics, we are acutely aware of our responsibility in the design of our teaching and learning environment to instil principles of ethics, sustainability, agency and social justice. We are at the crossroad between the commodification of knowledge versus learning that steeped in well-being and innovative socio-ecological and or socio-technical transitions. These complexities prompted a Design-Based Research (DBR) project that commenced in 2020 to test and refine design principles that can facilitate an interdisciplinary, collaborative learning environment that exposes students to future challenges foregrounded in social justice perspectives of local voice, collaboration and co-design. A conceptual model informed by four pedagogical propositions of relationality, reflexivity, responsiveness and recognition is stipulated and nine design principles derived from these propositions are proposed. The overall purpose of this DBR project is to situate the student within a multifaceted learning experience that mimics the complexities associated with an interdisciplinary collaborative learning environment steeped in contemporary societal problems within a specific societal context. The ultimate aim of this project is to shift from interdisciplinary to transdisciplinary collaboration to explore a holistic approach to complex societal problems.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"110 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":"132590893","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