Journal of Applied Research in Higher Education最新文献

{"title":"Comparison of face-to-face and online flipped learning: academic achievement, epistemological and pedagogical beliefs","authors":"Şeyma Şahin, Abdurrahman Kılıç","doi":"10.1108/jarhe-09-2023-0434","DOIUrl":"https://doi.org/10.1108/jarhe-09-2023-0434","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The ultimate objective of this study is to compare the impact of face-to-face and online flipped learning on students' academic achievements and their perspectives on learning and teaching, offering valuable insights to the field.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The study utilized a quasi-experimental research method that involves pre-test and post-test control groups.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results indicated that face-to-face and online flipped learning positively impacted learning, with comparable contributions to academic achievement. However, we found that online flipped learning did not affect students' beliefs about learning and teaching, while face-to-face flipped learning positively influenced them.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>As distance learning becomes increasingly important in our modern era, this research aims to explore the use of active learning methods, including discussion, writing, animation, drawing, association, analysis, knowledge measurement and games, in virtual learning environments, such as online flipped learning. The study seeks to enhance the existing literature on the impact of face-to-face and online flipped learning models on student success. Additionally, it aims to address a significant gap in the literature by determining the effect of these models on students' epistemological and pedagogical beliefs, which can impact their motivation, learning outcomes, academic achievements and decision-making processes.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"221 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140116419","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}

{"title":"Impact of educating faculty on student assessment: beyond satisfaction level","authors":"Wessam Mohamed","doi":"10.1108/jarhe-12-2022-0383","DOIUrl":"https://doi.org/10.1108/jarhe-12-2022-0383","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study evaluated the impact of a faculty training program on student assessment using the Kirkpatrick model.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A self-reported survey assessed 111 Saudi and non-Saudi participants' satisfaction. Subjective and objective measures (self-reported measures, assessment literacy inventory and performance-based assessment tasks) gauged participants' learning level. Pre- and post-training data were collected from 2020 to 2022.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>A highly significant effect on satisfaction (&gt;80%) and learning levels was observed, as manifested by workplace practices of student assessment (&gt;70%, the cut-off score). Pre- and post-training comparisons of participants' satisfaction and assessment literacy scores showed significant improvements following training. Multiple regression analyses showed no significant effects for gender and educational attainment but a substantial impact of academic cluster on participants' student assessment skills.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>Long-term effects of training faculty on assessment practices and student achievement will be studied at the institutional level in future research.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The current study contributes to human capital investment via faculty training on student assessment, helping them comply with assessment best practices. This assures the quality, fairness and consistency of assessment processes across disciplines in higher education institutions, enhances assessment validity and trust in educational services and may support institutional accreditation.</p><!--/ Abstract__block -->\u0000<h3>Social implications</h3>\u0000<p>This study provides opportunities for sharing best practices and helps establish a community of practice. It enhances learning outcomes achievement and empowers higher education graduates with attributes necessary to succeed in the labor market. The human capital investment may have a long-term impact on overall higher education quality.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study contributes to the scarce literature investigating the impact of training faculty from different clusters on student assessment using subjective and objective measures. It provides developing and evaluating a long-term student assessment program following the Kirkpatrick model.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"42 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140116834","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}

{"title":"The influence of self- and co-regulation on the community of inquiry for collaborative online learning: an ODeL context","authors":"Suné Maré, Ashley Teedzwi Mutezo","doi":"10.1108/jarhe-08-2023-0325","DOIUrl":"https://doi.org/10.1108/jarhe-08-2023-0325","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This paper aimed to determine the self- and co-regulation influences on the community of inquiry (CoI) for collaborative online learning.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A quantitative survey was used on a sample of (N = 626) enrolled postgraduate students in a South African Open Distance and e-Learning (ODeL) university. The measuring instruments were the CoI and the shared metacognitive surveys. Correlation and multiple regression analyses were used to determine the association and influence of self- and co-regulation on the CoI.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results indicated that self- and co-regulation related to the CoI (teaching, cognitive and social) presences. In addition, the results revealed that self- and co-regulation influence the CoI presences. Self-regulation had the highest influence on teaching and cognitive presence, while co-regulation influenced social presence.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>The study’s convenience sampling method from a single university limited the applicability of the findings to other online learning environments.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>Higher educational teachers who encourage student self- and co-regulation may enhance their online teaching, cognitive and social presence when studying online. The research’s findings may be valuable to teachers to enable them to provide a more collaborative and interactive online learning environment and promote productive online communities.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study contributes to the body of knowledge about the relationship between teaching, social and cognitive presence and self- and co-regulation within the CoI framework. Furthermore, there has also been limited research focussing on the dynamics of shared metacognition within the CoI framework in an ODeL context.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"284 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140099821","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}

{"title":"Digital literacy skills of students of Sacred Heart College, Chalakudy: an empirical study","authors":"Stephy K. Sunny, K. Ramasamy","doi":"10.1108/jarhe-06-2023-0257","DOIUrl":"https://doi.org/10.1108/jarhe-06-2023-0257","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The study aimed to assess the digital literacy skills of the students of Sacred Heart College, Chalakudy, to know whether they possess the digital literacy skills to perform well in the digital environment. The study also analyzed how digital literacy skills were affected by various factors.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The study used stratified random sampling technique, and data were collected through a self-assessment survey using an online questionnaire designed based on DigComp 2.1: The Digital Competence Framework by the European Commission.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results indicated that the college students needed training on digital literacy skills, as the majority students had only moderate to low digital literacy skills. It was proven that exposure to technology and the Internet will not necessarily yield skills to perform well in the digital environment. Also, digital literacy skills were not affected by various factors like age, level of study, etc.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The study helped to identify the digital literacy deficiencies in the students of Sacred Heart College, and it can serve as a valuable model for conducting similar investigations in diverse educational institutions. Conducting such studies offers institutions valuable insights, enabling them to create and implement personalized digital literacy training programs that can enhance students' abilities to navigate the digital landscape with proficiency and effectiveness. The study results can be insightful for educators, policymakers and the Kerala Government to reassess the current approaches and design an effective curriculum for integrating technology in education.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Although there are several studies that evaluated college students’ digital literacy in India and other countries, there are very few studies in the context of Kerala. Therefore, this study is distinctive and will serve as an example for all such studies in the future.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"21 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140076376","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}

{"title":"Influencers of academic staff performance in higher education: the role of motivation, transformational leadership and involvement in strategic planning","authors":"Musallam S. Hawas Al-Aamri, Mohammad Soliman, Logendra Stanley Ponniah","doi":"10.1108/jarhe-08-2023-0339","DOIUrl":"https://doi.org/10.1108/jarhe-08-2023-0339","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study empirically examines the impact of motivation, transformational leadership and involvement in strategic planning (SP) on academic staff performance at higher education institutions (HEIs). It also examines how academics' involvement in SP mediates the associations between motivation, transformational leadership and performance.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This article conducted a quantitative approach based on a self-administered survey. Partial least squares structural equation modeling (PLS-SEM) was applied to analyze the data gathered from 192 faculty members at governmental HEIs in Oman.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results indicated that academic staff motivation has a significant and positive impact on their involvement in SP and performance in HEIs. It is also revealed that employee involvement in SP activities is significantly affected by transformational leadership, while the latter does not affect academic staff performance. There is also a significant association between academic staff involvement in SP and their performance. Moreover, the relationships between motivation, transformational leadership and performance are fully mediated by academic staff involvement in SP at HEIs.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The current empirical work is one of the few endeavors to develop an integrated structural model to investigate how faculty members' performance could be affected by motivation, transformational leadership and involvement in SP. Furthermore, it is considered one of the first attempts to explore the intervening role of academic staff involvement in the SP process in the connections between motivation, transformational leadership and performance within the HEI realm.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"18 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140071360","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}

{"title":"Time management profiles of college students and its relationship to sociodemographic and psychological factors","authors":"Adrien Faure-Carvallo, Sergio Nieto-Fernández, Caterina Calderon, Josep Gustems","doi":"10.1108/jarhe-07-2023-0298","DOIUrl":"https://doi.org/10.1108/jarhe-07-2023-0298","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The objectives of this research are to analyze the sociodemographic and personality profiles most related to good academic time management among 845 students from different faculties at the University de Barcelona (UB) and to identify the explanatory factors of effective academic time management.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Poor time management is a common behavior among university students and an explanatory factor for academic failure. A sociodemographic questionnaire, the Procrastination Assessment Scale-Student (PASS), the Academic Time Management (ATM), the Brief Symptom Inventory (BSI-18) and the Big Five Inventory-10 (BFI-10) were administered.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results reveal that female students, education majors and those with high academic performance show better time management than the rest of the student body. Additionally, students who have better academic time management are also more neurotic, more open to experience, more responsible and less prone to procrastination. The factors established as explanatory of good academic time management are neuroticism, openness to experience and low procrastination.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The implications of the results for promoting academic time management in university studies through specific actions are discussed.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"5 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140071365","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}

{"title":"Teaching mathematics in an EFL context at higher education; before, during and after the COVID-19 pandemic: a comparative study","authors":"Hisham Hanfy Ayob, Tarek Ibrahim Hamada","doi":"10.1108/jarhe-05-2023-0186","DOIUrl":"https://doi.org/10.1108/jarhe-05-2023-0186","url":null,"abstract":"&lt;h3&gt;Purpose&lt;/h3&gt;\u0000&lt;p&gt;This study was done to compare the modes of teaching mathematics in higher education in the United Arab Emirates (UAE). The three teaching methods were used as follow: before, during and after the COVID-19 pandemic. The three teaching methods are: (1). Normal on-campus face-to-face teaching and learning activity before the COVID-19 pandemic. (2). Full online teaching and learning activity during the COVID-19 pandemic. (3). Blended teaching and learning activity after the COVID-19 pandemic.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Design/methodology/approach&lt;/h3&gt;\u0000&lt;p&gt;Over the last few years, there has been a considerable amount of literature investigating the efficacy of the various delivery modes: on-campus delivery (face-to-face), online delivery and blended learning (hybrid), in helping college students improve their mathematical skills. However, the extent to which one learner learns best has been hotly debated among the researchers. Therefore, this study aims to compare the efficacy of implementing three teaching and learning delivery modes before, while, and after the COVID-19 pandemic: on-campus delivery (face-to-face), online delivery and blended learning (hybrid) on academic achievement in mathematics at a higher education institution in the UAE. The main research question explores whether there is a statistically significant difference (&lt;em&gt;p&lt;/em&gt; = 0.05) in students’ academic based on the delivery methods: on-campus face-to-face, online and blended learning. The participants in the study were students from one of the largest higher education institutions in the UAE, and all of them studied the same mathematics course before, during and after the COVID-19 pandemic. Student scores in the three academic semesters were thoroughly compared and analyzed using the ANOVA test to check if there is a significant difference between the three groups followed by a Tukey test to identify the significant difference in favor of which group. The results showed that there were significant differences in the mean scores in the students’ achievement in the mathematics courses favoring the blended learning delivery mode. The findings also show that the students’ achievement in mathematics using the on-campus face-to-face teaching and learning was better than the students’ achievement in mathematics using online teaching and learning delivery modes.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Findings&lt;/h3&gt;\u0000&lt;p&gt;The main study question was: is there a statistical significant difference at the significance level (a = 0.05) in students’ achievements in mathematics courses at higher education in the UAE, which can be attributed to the method of teaching? The descriptive statistics reveal that the average student’s score in the final exam after the COVID-19 pandemic is 65.7 with a standard deviation of 16.65, which are higher than the average student’s score in the final exam before the COVID-19 pandemic of 58.7 with a standard deviation 20.53, and both are higher ","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"39 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140071823","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}

{"title":"Engineering undergraduates’ knowledge: insights into skills’ awareness, difference and interdependence","authors":"Rajni Singh, Kuldip Singh Sangwan, Devika Sangwan","doi":"10.1108/jarhe-09-2023-0442","DOIUrl":"https://doi.org/10.1108/jarhe-09-2023-0442","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study seeks insights into the engineering undergraduates’ knowledge of problem-solving process, teamwork characteristics and communication skills.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The data for the study were collected through consecutive sampling technique from 78 engineering undergraduates at the Birla Institute of Technology and Science Pilani, Pilani Campus, India on a five-point Likert scale-based questionnaire.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Exploratory factor analysis results traced three stages of the problem-solving process. However, the results of teamwork characteristics and communication skills validated the literature-based results. An important finding was that all the three skills were correlated. This means that one skill can be used to develop and promote other skills. The paired sample <em>t</em>-test demonstrated that all the three skills were perceived with a difference, which indicates that these skills worked in collaboration without losing their individuality.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>This study supports that there is a need to engage learners in an active and collaborative environment to improve the engineering undergraduates’ knowledge of skills.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The conscious effort to make the engineering undergraduates aware would reduce the gap between the graduating engineers skills currently possessed in academia and the required skills at workplace.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"33 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140006600","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}

{"title":"Attitude and behavioral intention for using metaverse in education: learner’s perspective","authors":"Ruby S. Chanda, Vsnishree R. Pabalkar, Sarika Sharma","doi":"10.1108/jarhe-07-2023-0307","DOIUrl":"https://doi.org/10.1108/jarhe-07-2023-0307","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aims to understand and analyze the aspects influencing students’ attitudes and behavior toward the use of metaverse in education. The metaverse is currently viewed as technology with immense prospects. However, the practice of the metaverse for educational motives is rarely deliberated.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>To assess the effect of the metaverse on students' knowledge and use of resources, general interests and attitudes toward the metaverse in education, a survey was conducted. The collected data were analyzed using a confirmatory factor analysis (CFA) in the first phase to address the various validity parameters. In the second phase, path analysis of the model was performed using structural equation modeling (SEM).</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The study investigated how students intended to behave while using the metaverse for learning. The attitude toward adopting metaverse as technology is influenced by perceived utility and simplicity of use. This leads to behavioral intention as well. Studies reveal that the aspect of perceived usefulness is considered to be more significant in assessing the intention of use.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>This quantitative study contributes to the literature on metaverse, which is in the growing stage. In the educational sector, the existing studies are scarce; hence, the addition to the literature on metaverse is quite significant in the education domain.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The study benefits the students and the academicians because metaverse is largely considered an integral part of technology platforms, which has to be included in the learning systems eventually. There are few courses where the use of metaverse is already initiated at an introductory level, thus opening a broad spectrum of opportunities at all levels. It can provide scholars access to a massive array of resources, including multimedia presentations, interactive objects that support the delivery of lessons, videos, images and audio recordings.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study adds to the existing literature by examining the impact of metaverse in education. The research focused on the students pursuing higher education who were mostly aware of metaverse and were open to the idea of learning and understanding through technology inclusion.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"155 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139752254","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}

{"title":"Critical thinking in higher education: a bibliometric analysis","authors":"Ita Nuryana, Bambang Sugeng, Etty Soesilowati, Endang Sri Andayani","doi":"10.1108/jarhe-08-2023-0377","DOIUrl":"https://doi.org/10.1108/jarhe-08-2023-0377","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Critical thinking (CT) in higher education institutions (HEIs) is rarely examined using bibliometric methods to provide a better reference path for future research. This study aims to provide a broad survey of the bibliometric literature on CT in HEIs.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Compiled from the Scopus database, there were 670 articles published from 2018 to 2022 analyzed in the study. VOSviewer software was also used to analyze co-authorship, co-occurrence and citation.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results showed that the CT research literature was mainly published in the US However, the highest number of citations was from Australian authors. The most frequent keywords were CT, skills and higher education.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>Due to the high variability of assessment strategies for each study, the current study suggests that further research focuses on the global assessment model of CT in HEIs.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>To the best of the research’s knowledge, the study on CT in higher education with bibliometric analysis is rarely explored.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"12 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139752012","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}