Innovations in Education and Teaching International最新文献

{"title":"Internationalisation without international students? Internationalising the curriculum and student experience during the COVID-19 pandemic in Slovakia","authors":"Lucia Hlavatá, Agnes Simon","doi":"10.1080/14703297.2023.2274474","DOIUrl":"https://doi.org/10.1080/14703297.2023.2274474","url":null,"abstract":"","PeriodicalId":47628,"journal":{"name":"Innovations in Education and Teaching International","volume":"32 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134907715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Stress in university students: The DECORE-Student questionnaire (DECORE-S)","authors":"Lourdes Luceño-Moreno, Beatriz Talavera-Velasco, Daniel Vázquez, Jesús Martín-García","doi":"10.1080/14703297.2023.2273869","DOIUrl":"https://doi.org/10.1080/14703297.2023.2273869","url":null,"abstract":"ABSTRACTAcademic stress has attracted research interest in recent decades due to the similarity found between the occurrence of stress in students and that experienced by workers in organisations. However, tools to assess academic stress are either scarce, general or evaluate the consequences of academic stress. This study aims to validate the psychometric properties of the DECORE-S questionnaire in a sample of students, based on the original 44-item model used in the work context. A cross-sectional design was used in which 1117 university students from different subject areas participated. The results show an adequate fit for the four-factor model (cognitive demands, control, support, and rewards) and internal consistency indices greater than .70 for all scales using 30 items. Students had the highest scores on the cognitive demand scale. Consequently, the use of the DECORE-S questionnaire to assess academic stress is recommended.KEYWORDS: Studentsuniversityacademic stressevaluation AcknowledgmentsThe authors would thank the participation of all the students in this study.Disclosure statementNo potential conflict of interest was reported by the author(s).Authorship detailsAll authors designed the study. LL and JM collected the data. LL and DV analysed the data. BT and LL prepared the manuscript. All authors approved the final version for submission.Data availability statementThe data that support the findings of this study are available from the corresponding author, BT, upon reasonable request.Additional informationFundingThis work was not supported by agency grants.Notes on contributorsLourdes Luceño-MorenoLourdes Luceño-Moreno is Professor at Complutense University of Madrid. Her research covers the study of psychosocial risk factors in different professional groups.Beatriz Talavera-VelascoBeatriz Talavera-Velasco is Assistant Professor at Complutense University of Madrid. She researches occupational stress in various occupations, such as the police, and is a specialist in the design of personnel selection tools.Daniel VázquezDaniel Vázquez-Estévez is Associate Professor at Complutense University of Madrid. He is a specialist in behavioral science methodology and has collaborated in the design of different evaluation tools.Jesús Martín-GarcíaJesús Martín-García is Professor at Complutense University of Madrid. He is a specialist in work psychology and in the area of evaluation and intervention in organisational contexts.","PeriodicalId":47628,"journal":{"name":"Innovations in Education and Teaching International","volume":"20 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135412738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing dialogic stance through professional development workshops","authors":"Marion Heron, Hilary Wason","doi":"10.1080/14703297.2023.2271892","DOIUrl":"https://doi.org/10.1080/14703297.2023.2271892","url":null,"abstract":"In this paper we explore the impact of a series of workshops on higher education teachers’ understanding and awareness of a dialogic teaching approach to support critical thinking development in an online environment. Critical thinking is a key aim of higher education learning and a dialogic teaching approach can optimise opportunities for students to engage in debate and articulate their thinking. A study carried out using a qualitative approach with data collected from a total of nine teachers across three focus groups at the end of the workshop programme revealed that teachers had developed a greater awareness of the value of dialogic teaching principles. However, due to the rapid move to remote online teaching, teachers’ conceptualisations of dialogue and thus their dialogic stance was limited. We conclude with a number of recommendations for developing teachers’ dialogic stance and implementation of dialogic teaching principles in both face-to-face and online environments.","PeriodicalId":47628,"journal":{"name":"Innovations in Education and Teaching International","volume":"93 11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135570267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparing the perceptions of students, academic and support staff when reflecting on person and online lectures in Bangladesh","authors":"Md. Kamrul Islam, Md. Mokbul Hossain, Bhavik Anil Patel","doi":"10.1080/14703297.2023.2270474","DOIUrl":"https://doi.org/10.1080/14703297.2023.2270474","url":null,"abstract":"The COVID pandemic forced higher educational institutions to transition from in-person lectures to online lectures. In Bangladesh, this transition was steep, with no prior experience of this mode of delivery. This study aimed to understand and compare the experiences of students, academic staff and support staff within the area of veterinary science in Bangladesh, when comparing in-person and online lectures. We conducted a mixed methods survey to learn about the perceived experiences, strengths and limitations of each mode of teaching from students and staff. Our findings highlighted that students, academic staff and support staff all preferred in-person lectures when compared to online lectures. However, the extent of preference varied, with support staff strongly favouring the in-person mode of delivery, followed by academic staff and then students. Overall, these findings are essential to aid policymakers and university authorities on some of the strengths and barriers of in-person and online lectures.","PeriodicalId":47628,"journal":{"name":"Innovations in Education and Teaching International","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135995984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Open Educational Resources: Qualitative evaluation of faculty interest in motivating students to create and use","authors":"Olasile Babatunde Adedoyin, Fahriye Altinay, Zehra Altinay, Rustam Shadiev, Mert Baştaş, Gokmen Dagli","doi":"10.1080/14703297.2023.2271493","DOIUrl":"https://doi.org/10.1080/14703297.2023.2271493","url":null,"abstract":"ABSTRACTIncreasing interest among faculty, researchers, educators, and scholars in Open Educational Resources (OER) as significant tools for promoting openness, equity, and quality of education in both distance and face-to-face pedagogical settings has continually generated research attention on OER and Open Educational Practices. The motivational roles of faculty in motivating learners to create, use, and promote OER usage and development culture among students have not been established. This research evaluates faculty interest in motivating students to create and use OER and how the culture of OER usage and creation can be promoted among students of some selected universities. Findings from this study indicated that faculty showed positive attitudes towards motivating students to create and use OER. Some faculty gave several motivational factors that can influence their interest in motivating students to create and use OER and strategies for promoting the culture of OER usage and development among university students.KEYWORDS: Open Educational ResourcesOpen Educational practicesfacultymotivationOER developersOER users Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsOlasile Babatunde AdedoyinOlasile Babatunde Adedoyin bagged his Ph.D. in Computer Education and Instructional Technologies at Near East University and he is currently working at the University of Kyrenia.Fahriye AltinayFahriye Altinay is the Chair of the Department of Computer Education and Instructional Technologies at Near East University.Zehra AltinayZehra Altinay is the Director of the Societal Research and Development Center at Near East University.Rustam ShadievRustam Shadiev is currently a faculty member at the College of Education, Zhejiang University.Mert BaştaşMert Baştaş is currently the Vice Dean of Faculty of Education, at Near East University.Gokmen DagliGokmen Daglif is currently the Dean of Faculty of Education, at the University of Kyrenia.","PeriodicalId":47628,"journal":{"name":"Innovations in Education and Teaching International","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135993527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of generative AI tools on researchers and research: Implications for academia in higher education","authors":"Abdulrahman M. Al-Zahrani","doi":"10.1080/14703297.2023.2271445","DOIUrl":"https://doi.org/10.1080/14703297.2023.2271445","url":null,"abstract":"ABSTRACTThis study explores the impact of Generative AI tools on researchers and research in the context of higher education in Saudi Arabia. An online survey questionnaire was used to collect data on higher education students’ perspectives (N = 505). The findings indicate that participants hold positive attitudes and possess a high level of awareness regarding GenAI in research. They recognise the potential of these tools to revolutionise academic research. Participants report highly beneficial experiences using GenAI tools to expand project scope and improve efficiency. Additionally, participants expressed optimism about the future role of GenAI tools, expecting them to become more prevalent and transform the research landscape. However, participants emphasised the importance of adequate training, support, and guidance in using GenAI tools. Ethical considerations emerged as a significant concern, highlighting the participants’ commitment to responsible research practices and the need for transparency and addressing potential biases associated with these tools.KEYWORDS: Generative AIresearchhigher educationethical considerationsawarenessperceived impact Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe data and materials used in this study are available upon request. Please contact the corresponding author for further information.Additional informationNotes on contributorsAbdulrahman M. Al-ZahraniAbdulrahman Al-Zahrani, an Associate Professor of Educational Technology, is affiliated with the Department of Educational Technology at the University of Jeddah in Jeddah, Saudi Arabia. His expertise lies in the intersection of education and technology, focusing on research and teaching in the field of educational technology.","PeriodicalId":47628,"journal":{"name":"Innovations in Education and Teaching International","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135758505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrated language learning &amp; social awareness: Research and practice <b>Integrated language learning &amp; social awareness: Research and practice</b> , by Tushar Chaudhuri, Renia Lopez-Ozieblo, &amp; Valérie Martinez, Singapore, Springer Nature, 2022, 117 pp., £39.99 (softcover), ISBN 978-981-16-8097-7; £37.99 (eBook), ISBN 978-981-16-8098-4","authors":"Yuanyuan Zhang, Delin Kong","doi":"10.1080/14703297.2023.2270259","DOIUrl":"https://doi.org/10.1080/14703297.2023.2270259","url":null,"abstract":"Click to increase image sizeClick to decrease image size Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the Teaching and Research Project of Huazhong University of Science and Technology [2022108].","PeriodicalId":47628,"journal":{"name":"Innovations in Education and Teaching International","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135759078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Product design training in Industry 4.0: Using infographics and product modelling","authors":"Xiaojian Bai","doi":"10.1080/14703297.2023.2268599","DOIUrl":"https://doi.org/10.1080/14703297.2023.2268599","url":null,"abstract":"ABSTRACTThis study aims to determine the impact of Industry 4.0 innovations, namely infographics and product modelling, on students’ academic performance and visual thinking skills. The experiment involved 164 students. Teaching tools promote the student’s academic performance and visual thinking. The average grade of academic performance was higher in the experimental group (15.70) than in the control group (13.73) after testing. The statistical analysis (t = 2.620) provided evidence supporting the research hypothesis that students who utilised infographics and modelling exhibited significantly enhanced visual thinking skills compared to the students in the control group. These studies allow the development of a paradigm of infographics for further understanding of its capabilities in the process of education. Subsequent scientific papers may study the influence of infographics and modelling on students of other professional fields. It is also necessary to study their influence on other mental parameters, such as cognitive load, motivation, involvement, and others.KEYWORDS: Academic performanceIndustry 4.0infographicsmodellingproduct designvisual thinking Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementData will be available on request.Ethics approval and consent to participateAll methods were performed in accordance with the principles of the Declaration of Helsinki. The study was approved by Local Ethics Committees of Hunan University of Science and Engineering (Protocol № 4 of 27.03.2022). Informed consent was obtained from all participants.Additional informationFundingThis research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.Notes on contributorsXiaojian BaiXiaojian Bai has a master’s degree. He is an associate professor at the College of Fine Arts and Art Design, Hunan University of Science and Engineering, Yongzhou, Hunan, China. His research interests include design, art design, product modeling, infographics, and visual thinking","PeriodicalId":47628,"journal":{"name":"Innovations in Education and Teaching International","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136213602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating podcasts as a science communication assessment for postgraduate students","authors":"Isabella Vainieri, Lisa Thackeray, Saul Hillman, Alejandra Perez, Ruth Roberts, Elena Panagiotopoulou","doi":"10.1080/14703297.2023.2267047","DOIUrl":"https://doi.org/10.1080/14703297.2023.2267047","url":null,"abstract":"Communication to the lay audience is a critical skill in academia. To equip students with this skill, we developed a new workshop and assessment. Postgraduate students attended a 1.5-hour workshop taught by a communication expert to develop communication skills and deliver engaging presentations. They were then asked to develop a 10-minute podcast to present their research dissertation (including background, aims, methods, analysis, preliminary findings, challenges, and importance) to a non-academic audience. Feedback from 15 postgraduate students and reflections from four staff members were gathered and examined. Our results show that both the workshop and podcasts improved students’ confidence in science communication, but some adjustments were suggested. Staff reflections were in line with students’ feedback highlighting that the assessment was effective in teaching the importance of communicating their research in an accessible way. Overall, podcasts can be used as an alternative assessment tool to teach science communication.","PeriodicalId":47628,"journal":{"name":"Innovations in Education and Teaching International","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134975063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The moderating role of aesthetics and information quality for acceptance of augmented reality","authors":"Alejandro Álvarez-Marín, J. Ángel Velázquez-Iturbide, Mauricio Castillo-Vergara, Christian Acuña-Opazo","doi":"10.1080/14703297.2023.2267509","DOIUrl":"https://doi.org/10.1080/14703297.2023.2267509","url":null,"abstract":"ABSTRACTThis study explores the moderating role of aesthetics and information quality on the technological acceptance of augmented reality. A technology acceptance model with the following variables was used: perceived ease of use, perceived usefulness, attitude towards using, and behavioural intention to use. Analysis was conducted by using structural equation modelling and a participation of 90 engineering students. Participants used an augmented-reality app for electrical resistive circuits, which works as a virtual laboratory. The app allows manipulating circuit elements and computing voltage and amperage values using the loop method, applying Kirchhoff’s voltage law. The results suggest that aesthetics and information quality influence attitudes towards use. These findings show the importance of aesthetics and information quality in accepting augmented reality apps; therefore, designers and developers should consider these factors. This type of study has not been investigated previously.KEYWORDS: Augmented realityengineering educationmobile learningtechnology acceptancevirtual labs Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe work was supported by the Government of the Region of Madrid [S2018/TCS-4307]; Research Department, University of La Serena, Chile [PR2111014].Notes on contributorsAlejandro Álvarez-MarínAlejandro Álvarez-Marín received the title of Industrial Engineer from the Universidad de La Serena, Chile, the master’s degree in Information Technology from the Universidad Técnica Federico Santa María, Chile, and the PhD in Information and Communication Technologies at the Universidad Rey Juan Carlos, Spain, in 2003, 2008, and 2023, respectively. He is currently an associate professor at the Universidad de La Serena, Chile. His research areas are information technology, innovation, and education, and he is a member of the IEEE Computer and Education Societies.J. Ángel Velázquez-IturbideJ. Ángel Velázquez-Iturbide received the degree and PhD degrees in computer science from the Universidad Politécnica de Madrid, Spain, in 1985 and 1990, respectively. He is currently with the Universidad Rey Juan Carlos as a Professor, where he is the Leader of the Laboratory of Information Technologies in Education (LITE). His research areas include methodologies and tools for programming and algorithms education. He is a Senior Member of the IEEE Computer and Education Societies, and a Senior Member of the ACM. He is the Vice-Chairman of the Spanish Association for the Advancement of Computers in Education (ADIE) and a member of Boards of the Spanish Informatics Scientific Society (SCIE) and the Informatics for All Coalition.Mauricio Castillo-VergaraMauricio Castillo-Vergara is a Doctor in economic and business sciences, Bachelor of Science in Engineering, Industrial Civil Engineer and Master in Business Management. He is currently working as an academic researcher at the Faculty","PeriodicalId":47628,"journal":{"name":"Innovations in Education and Teaching International","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134976397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}