Higher Education Pedagogies最新文献_第2页

Impact of experiential learning and case study immersion on the development of entrepreneurial self-efficacy and opportunity recognition among engineering students 体验式学习和案例研究对工科学生创业自我效能感和机会识别发展的影响

IF 2.5

Higher Education Pedagogies Pub Date : 2022-08-24 DOI: 10.1080/23752696.2022.2109500

N. A. Abd Rahim, Z. Mohamed, Z. Tasir, S. Shariff

{"title":"Impact of experiential learning and case study immersion on the development of entrepreneurial self-efficacy and opportunity recognition among engineering students","authors":"N. A. Abd Rahim, Z. Mohamed, Z. Tasir, S. Shariff","doi":"10.1080/23752696.2022.2109500","DOIUrl":"https://doi.org/10.1080/23752696.2022.2109500","url":null,"abstract":"ABSTRACT The ‘how’ of teaching method varies in its effectiveness with ‘what’ learning outcome it intends to achieve, and for ‘whom’ the course is targeted. We employed a longitudinal research design to examine the effectiveness of experiential learning and case study immersion to develop entrepreneurial self-efficacy and opportunity recognition among engineering students. Data were collected from two undergraduate cohorts who undertook an entrepreneurship course with different pedagogical approaches. The t-test results showed no statistically significant difference in self-efficacy. However, there was a statistically significant difference in opportunity recognition. The effectiveness of the two approaches differed when a paired t-test was conducted. Educators should adopt an approach that is constructively aligned to a specific learning outcome. Whilst teaching ‘about’ entrepreneurship through case study immersion is effective to develop the cognitive ability of non-business students to recognize opportunity, in contrast, experiential learning or teaching ‘through’ entrepreneurship is more effective to develop their self-efficacies.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43548774","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

Perceived satisfaction and effectiveness of online education during the COVID-19 pandemic: the moderating effect of academic self-efficacy 新冠肺炎大流行期间在线教育的感知满意度和有效性：学业自我效能的调节效应

IF 2.5

Higher Education Pedagogies Pub Date : 2022-08-23 DOI: 10.1080/23752696.2022.2113112

V. Tran

{"title":"Perceived satisfaction and effectiveness of online education during the COVID-19 pandemic: the moderating effect of academic self-efficacy","authors":"V. Tran","doi":"10.1080/23752696.2022.2113112","DOIUrl":"https://doi.org/10.1080/23752696.2022.2113112","url":null,"abstract":"ABSTRACT The purpose of this study is to investigate the characteristics influencing students’ satisfaction with online learning and their efficacy in online courses during the COVID–19 pandemic period. Furthermore, it examined whether there was a moderating of academic self-efficacy on perceived satisfaction and effectiveness of online education. The data for the study were obtained using an online survey from 319 respondents who were studying at any education level. The results indicate that instructor quality, course design, quick feedback, and students’ expectations strongly relate to perceived satisfaction. In addition, quick feedback and students’ expectations strongly relate to the effectiveness of online education, while course design and instructor’s prompt feedback are factors that have no relationship to students’ effectiveness in online education. Academic self-efficacy moderates the relationship between perceived satisfaction and effectiveness of online education paths. This paper builds a model to find the relationship between instructor quality, course design, prompt feedback, and student expectations, perceived satisfaction, effectiveness of online education. Furthermore, the moderate effect of academic self-efficacy in regulating the link between perceived satisfaction and online learning efficacy is proposed in this study. These results are most consistent with the earlier studies that investigated such variables throughout the background of social comparison.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46967158","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

Ready, set, work? Career preparations of final-year non-traditional university students 准备好了，准备好了吗？非传统大学生最后一年的职业准备

IF 2.5

Higher Education Pedagogies Pub Date : 2022-07-12 DOI: 10.1080/23752696.2022.2100446

B. Wong, K. Hoskins

引用次数: 0

Exploring the sign language proficiency of university undergraduate students in a preservices preparation program for teachers of deaf students 聋生教师预备课程中大学生手语水平的探索

IF 2.5

Higher Education Pedagogies Pub Date : 2022-06-27 DOI: 10.1080/23752696.2022.2092882

Omar A. Alawajee

{"title":"Exploring the sign language proficiency of university undergraduate students in a preservices preparation program for teachers of deaf students","authors":"Omar A. Alawajee","doi":"10.1080/23752696.2022.2092882","DOIUrl":"https://doi.org/10.1080/23752696.2022.2092882","url":null,"abstract":"ABSTRACT Communication through sign language is essential for teachers of deaf students. This study sought to assess and evaluate the sign language proficiency of preservice teachers of deaf students to help preservice teacher preparation program designers identify what aspects of sign language need to be focused on and provide recommendations to improve preservice teachers’ sign language levels. An exploratory research design was used through questionnaires distributed to a convenience sample. The research subjects were undergraduate female students (N = 36) enrolled in a Saudi Arabian university’s preservice preparation program for teachers of deaf students. This study’s results indicate that preservice teachers of deaf and hard of hearing students scored highly for lexical signs, on an average level for iconic lexical signs, but on a low level for the domain of arbitrary lexical signs. There was a significant effect of participants’ grade point averages (GPAs) on their overall sign language proficiency score. No significant effect of age, academic level, and the number of completed sign language training on overall sign language proficiency score was reported. This study’s outcomes show that preservice teachers’ sign language level needs to be improved and developed. Recommendations are presented for future research and preservice teacher preparation program designers to develop learners’ sign language skills.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47640139","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

Study environment factors associated with retention in higher education 与高等教育留校有关的学习环境因素

IF 2.5

Higher Education Pedagogies Pub Date : 2022-05-11 DOI: 10.1080/23752696.2022.2072361

A. Qvortrup, E. Lykkegaard

引用次数: 1

Student attitudes toward research in an undergraduate social science research methods course 大学生社会科学研究方法课程中对研究的态度

IF 2.5

Higher Education Pedagogies Pub Date : 2022-05-05 DOI: 10.1080/23752696.2022.2072362

Rachel Wishkoski, Diana J. Meter, Sarah Tulane, Michael Q. King, Kevin A. Butler, L. Woodland

{"title":"Student attitudes toward research in an undergraduate social science research methods course","authors":"Rachel Wishkoski, Diana J. Meter, Sarah Tulane, Michael Q. King, Kevin A. Butler, L. Woodland","doi":"10.1080/23752696.2022.2072362","DOIUrl":"https://doi.org/10.1080/23752696.2022.2072362","url":null,"abstract":"ABSTRACT This study used a mixed-methods longitudinal design to investigate change in students’ understanding, attitudes, anxiety, perceptions of relevance, and disinterest in a required social science undergraduate research methods course across a semester. Participants were 78 undergraduates (94% women, 6% men; 92% white non-Hispanic/Latinx, M age = 25.62, SD = 7.17) at a university in the United States. Results suggest that participant attitudes toward and perceptions of research methods shifted over the course of the semester. Overall, anxiety decreased, while positive attitudes increased. However, initial perceptions and changes in perceptions varied among the three course sections. Over time, students largely recognized the course’s relevance and conveyed positive attitudes toward research and their success in overcoming the challenge of completing the course. Implications for pedagogy include the need for continued assessment of learners, development of students’ self-concept as researchers, teaching of research as a process, and connection to application.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42745376","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: 8

Can we use online technology to rejig the traditional laboratory experience to improve student engagement? 我们可以使用在线技术来重新调整传统的实验室体验，以提高学生的参与度吗？

IF 2.5

Higher Education Pedagogies Pub Date : 2022-04-29 DOI: 10.1080/23752696.2022.2068155

R. Cossu, I. Awidi, J. Nagy

引用次数: 0

Learning by watching others learn: the use of videoed tutorials in undergraduate business education 通过观看他人学习来学习：视频教程在本科商业教育中的应用

IF 2.5

Higher Education Pedagogies Pub Date : 2021-01-01 DOI: 10.1080/23752696.2021.1916980

S. Geertshuis, Qian Liu, Ngaire Rix, Odette Murdoch, M. McConnell

{"title":"Learning by watching others learn: the use of videoed tutorials in undergraduate business education","authors":"S. Geertshuis, Qian Liu, Ngaire Rix, Odette Murdoch, M. McConnell","doi":"10.1080/23752696.2021.1916980","DOIUrl":"https://doi.org/10.1080/23752696.2021.1916980","url":null,"abstract":"ABSTRACT The Fourth Industrial Age (4IA) is likely to be accompanied simultaneously by an increase in technology-mediated learning and an urgent need for people to learn rapidly, effectively and collaboratively. This study investigates the potential of vicarious learning from videoed tutorials as a pedagogical tool suitable for the challenges of 4IA. Undergraduate Business students observed videos of student tutees responding to tutor prompts as they tackled open-ended and conceptually challenging problems. The results revealed that student observers self-reported: gains in their conceptual understanding from watching videoed tutorials; preferences for watching tutorial dialogues over alternative learning methods; and that watching videoed tutorials had positive impacts on their affect and access to additional learning-related information. The study concludes that vicarious learning from videoed tutorials is an accessible technology-mediated pedagogy that is achievable by mainstream educators and is effective in developing conceptual understanding, engaging students and providing access to additional learning-related information.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2021.1916980","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49355651","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

Delivering a positive outcome for STEM students– how TEF will that be? 为STEM学生提供积极的结果- TEF将如何?

IF 2.5

Higher Education Pedagogies Pub Date : 2021-01-01 DOI: 10.1080/23752696.2021.1882325

G. Knight

引用次数: 1

Rising to the pedagogical challenges of the Fourth Industrial Age in the university of the future: an integrated model of scholarship 迎接未来大学第四工业时代的教学挑战：一种综合的学术模式

IF 2.5

Higher Education Pedagogies Pub Date : 2021-01-01 DOI: 10.1080/23752696.2020.1866440

Adam Matthews, M. McLinden, C. Greenway

引用次数: 18