Innovative Higher Education最新文献_第8页

Blended Learning in Algeria: Assessing Students' Satisfaction and Future Preferences Using SEM and Sentiment Analysis. 阿尔及利亚的混合学习：使用SEM和情绪分析评估学生的满意度和未来偏好。

IF 2.2

Innovative Higher Education Pub Date : 2023-06-08 DOI: 10.1007/s10755-023-09658-5

Meriem Laifa, Roya Imani Giglou, Samir Akhrouf

{"title":"Blended Learning in Algeria: Assessing Students' Satisfaction and Future Preferences Using SEM and Sentiment Analysis.","authors":"Meriem Laifa, Roya Imani Giglou, Samir Akhrouf","doi":"10.1007/s10755-023-09658-5","DOIUrl":"10.1007/s10755-023-09658-5","url":null,"abstract":"Given the still existing restrictions of COVID-19, blended learning is undoubtedly becoming a better-fitting strategy for higher education institutions in underprivileged countries. Acknowledging the current changes in higher education, this study aims to investigate the elements that influence students' satisfaction and their future preferences regarding blended learning in Algeria. A total of 782 questionnaires were collected from different Algerian universities. A structural Equation Modeling (SEM) analysis was conducted to investigate the relationship among the latent variables of the proposed theoretical model. Moreover, an unsupervised sentiment analysis approach was applied to analyze the qualitative data received in the form of feedback from the participants. The results show that students' perceived ease of use and perceived usefulness of blended learning had a significant positive impact on their satisfaction. Similarly, satisfaction had a positive influence on students' future preferences regarding blended learning. In turn, students' perceived ease of use and usefulness had an indirect effect on their future preferences, mediated by satisfaction. Additionally, qualitative data echoed students' eagerness to adopt more advanced learning technologies and what obstacles currently stand in their way. The contribution of this study is to reflect the current situation of blended learning adoption in developing countries and to support future curriculum planning and development. It can also help teachers, students, and policymakers to make better decisions and recommendations for an improved and more sustainable learning and teaching environment in the future.","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":" ","pages":"1-27"},"PeriodicalIF":2.2,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10248968/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9706629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Fostering an Interdisciplinary Campus Community: Faculty Hiring Committee-Work as Successful Interdisciplinary Collaboration 培养跨学科的校园社区:教师招聘委员会-作为成功的跨学科合作的工作

IF 2.2

Innovative Higher Education Pub Date : 2023-05-11 DOI: 10.1007/s10755-023-09655-8

K. Pryor, Laura J. Steinberg

引用次数: 0

Monolingual Ideologies in the Discourse of U.S. College Remediation Reform 美国大学补习改革话语中的单语意识形态

IF 2.2

Innovative Higher Education Pub Date : 2023-05-11 DOI: 10.1007/s10755-023-09654-9

Linda Harklau, K. Batson

引用次数: 0

Taking Developmental Education Reform to Scale: How Texas Institutions Responded to Statewide Corequisite Implementation 将发展性教育改革推向规模:德州院校如何回应全州范围内的共同要求实施

IF 2.2

Innovative Higher Education Pub Date : 2023-05-05 DOI: 10.1007/s10755-023-09656-7

Christine G. Mokher, Toby J. Park-Gaghan

引用次数: 1

'Professor Moms' & 'Hidden Service' in Pandemic Times: Students Report Women Faculty more Supportive & Accommodating amid U.S. COVID Crisis Onset. 疫情时期的“妈妈教授”和“隐藏服务”：学生们报告称，在美国新冠肺炎危机爆发期间，女教师更加支持和适应。

IF 2.2

Innovative Higher Education Pub Date : 2023-04-24 DOI: 10.1007/s10755-023-09652-x

Danielle Docka-Filipek, Crissa Draper, Janice Snow, Lindsey B Stone

{"title":"'Professor Moms' & 'Hidden Service' in Pandemic Times: Students Report Women Faculty more Supportive & Accommodating amid U.S. COVID Crisis Onset.","authors":"Danielle Docka-Filipek, Crissa Draper, Janice Snow, Lindsey B Stone","doi":"10.1007/s10755-023-09652-x","DOIUrl":"10.1007/s10755-023-09652-x","url":null,"abstract":"Emerging data suggests the COVID-19 crisis exacerbated preexisting, long-documented gender inequities among U.S. faculty in higher education. During the initial Spring 2020 'lockdown' in the U.S., 80 students conveyed their experiences with faculty across 362 courses. We evaluated whether students' reports of faculty supportiveness, accommodations granted, and pandemic-impacted, anticipated grade outcomes differed according to faculty gender via mixed linear models (data on 362 courses were nested within 80 student reporters). Students perceived their women instructors as more supportive, accommodating, and anticipated lesser course grade decreases across the semester than in courses taught by men. Accordingly, we interpret that amidst the 'lockdown' crisis, women faculty earned higher perceived supportiveness and positive student outcomes than their male counterparts. Further, the data likely reflects women faculty's greater conscription into demonstrated care work, despite the coding of such labor as \"feminine,\" thereby rendering such work devalued. To reframe, to the degree that students expect more 'intensive pedagogies,' which invites faculty and administrators to gender disparate demands, such pressures likely translate to 'hidden service' burdens, and correspondingly, less time for career-advancing activities (such as research). Broader implications are discussed, alongside women faculty's documented experiences of acceleration in career and work/family pressures in pandemic-times, which combine to exacerbate long-standing, yet now-amplified penalties, potentially driving a widening, gendered chasm in academic career outcomes. We conclude by offering constructive suggestions to mitigate any discriminatory impacts imposed by students' gendered assessment inputs and expectations.","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":" ","pages":"1-25"},"PeriodicalIF":2.2,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10124703/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9715422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Evaluating Learning Outcomes by Applying Interdisciplinary Hands-On Learning to Advanced Technology Courses 通过将跨学科的实践学习应用于先进技术课程来评估学习成果

IF 2.2

Innovative Higher Education Pub Date : 2023-04-10 DOI: 10.1007/s10755-023-09653-w

Huiju Chang, Hsien-Hua Wu, Yi-Ting Chang

引用次数: 0

Fostering an Innovation Culture in the Education Sector: A Scoping Review and Bibliometric Analysis of Hackathon Research. 在教育部门培养创新文化：黑客马拉松研究的范围回顾和文献计量分析。

IF 2.2

Innovative Higher Education Pub Date : 2023-03-25 DOI: 10.1007/s10755-023-09651-y

Manuel B Garcia

{"title":"Fostering an Innovation Culture in the Education Sector: A Scoping Review and Bibliometric Analysis of Hackathon Research.","authors":"Manuel B Garcia","doi":"10.1007/s10755-023-09651-y","DOIUrl":"10.1007/s10755-023-09651-y","url":null,"abstract":"Despite originating in the tech industry, hackathons have now been adopted in a variety of domains. However, little is known about the status of hackathon literature within educational research. As the number of studies grows, it is essential to develop an understanding of the current state and identify prevalent topics and trends shaping the literature. Toward this goal, this study conducted a bibliometric analysis and scoping review on hackathon research in the field of education. A total of 249 documents written by 1,309 authors and published in 180 unique sources for the period 2014-2022 were identified. Collectively, the dataset amassed 1,312 citations with an average of 6.69 citations per document. The most prevalent subject areas were computer science, social sciences, engineering, medicine, and business. Word frequency analysis showed that \"innovation\" was the most occurring word, which represents the fundamental objective of hackathon events. The most influential work was the analysis of hackathons as an informal learning platform. Engineering education was the most trending topic while healthcare is an emerging research cluster. Overall, this study provides a better understanding of the hackathon literature and its research landscape in an educational setting.","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":" ","pages":"1-24"},"PeriodicalIF":2.2,"publicationDate":"2023-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10039332/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9706632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

A Network Model for Connecting Mathematics Faculty in Communities of Practice: Where is the Value? 在实践社区中连接数学教师的网络模型：价值在哪里？

IF 2.2

Innovative Higher Education Pub Date : 2023-03-22 DOI: 10.1007/s10755-023-09650-z

Paula Jakopovic, Kelly Gomez Johnson

{"title":"A Network Model for Connecting Mathematics Faculty in Communities of Practice: Where is the Value?","authors":"Paula Jakopovic, Kelly Gomez Johnson","doi":"10.1007/s10755-023-09650-z","DOIUrl":"10.1007/s10755-023-09650-z","url":null,"abstract":"Creating sustained, transformative change within and across organizations is challenging, particularly when those undertaking change act as individuals. COMmunities of Practice (CoPs) are organically created collaborations among like-minded participants, working toward a common set of goals (Lave & Wenger, 1991; Wenger-Trayner & Wenger-Trayner, 2014). CoPs offer an avenue for members to connect individuals across various boundaries. In this paper, we investigate the ways in which regional CoP leaders experience value participating in their community, using the Communities for Mathematics Inquiry in Teaching (COMMIT) Network as our unit of study. The COMMIT Network is a grant funded project aimed at engaging mathematics faculty at institutions of higher education in regional CoPs around teaching with inquiry. In this study we examine the experiences of CoP leaders nested within this network setting. We interviewed 19 leaders from eight United States regions to understand their perceptions of individual and collective value participating in the regional CoP and COMMIT Network structures. We framed our study on Wenger et al. (2011). Promoting and assessing value creation in communities and networks: A conceptual framework. Open University of the Netherlands.) Value Framework. Our findings show that leaders found Immediate Value as individuals participating in a collaborative, supportive CoP environment and they found Realized Value in terms of the impact their CoP could make on instructional practices, both in their region and the network. An unexpected finding examines how future opportunities for value creation may influence long-term sustainability and transformation of college mathematics instruction. We provide implications for the ways that regional CoPs, along with CoP networks, can provide value for members through such communities.","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":" ","pages":"1-20"},"PeriodicalIF":2.2,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10031689/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10074243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Citation Metrics and Boyer’s Model of Scholarship: How Do Bibliometrics and Altmetrics Respond to Research Impact? 引文计量和博耶奖学金模型：文献计量和Altmetrics如何应对研究影响？

IF 2.2

Innovative Higher Education Pub Date : 2023-03-21 DOI: 10.1007/s10755-023-09648-7

Donald L. Gilstrap, S. Whitver, Vincent F. Scalfani, Nathaniel J. Bray

引用次数: 1

The Value of Interpersonal Network Continuity for College Students in Disruptive Times. 人际网络连续性对处于颠覆时代的大学生的价值。

IF 2.2

Innovative Higher Education Pub Date : 2023-03-20 DOI: 10.1007/s10755-023-09647-8

Rachel A Smith, Michael G Brown, James J Schiltz, Stephanie Sowl, Jessica M Schulz, Kevin A Grady

{"title":"The Value of Interpersonal Network Continuity for College Students in Disruptive Times.","authors":"Rachel A Smith, Michael G Brown, James J Schiltz, Stephanie Sowl, Jessica M Schulz, Kevin A Grady","doi":"10.1007/s10755-023-09647-8","DOIUrl":"10.1007/s10755-023-09647-8","url":null,"abstract":"The COVID-19 pandemic-related social distancing practices that colleges implemented in Spring 2020 disrupted the typical mechanisms of propinquity (physical proximity) and homophily (shared characteristics) that physical institutions rely on to help students build and maintain relationships critical to learning and wellbeing. To explore how social distancing shaped students' academic and social networks and associated educational outcomes, we conceptualized it as a \"network shock\" and collected unique ego network data in April 2020. For participating students, maintaining interactions with the same set of individuals before and after social distancing was related to more positive outcomes across a range of self-reported wellbeing and learning indicators. On average, students experienced a loss of frequent academic contacts, while they maintained or replaced social interactions in their interpersonal networks after social distancing. Our investigation of the ways students experienced changes in their social and academic networks after a loss of physical proximity points to the role of interpersonal interaction network continuity for fostering wellbeing and learning in times of disruption, as well as the potential need for support in maintaining or rebuilding academic networks.","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":" ","pages":"1-20"},"PeriodicalIF":2.2,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10025794/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9715423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0