Education Sciences

Research

Jump to: Other

19 pages, 32916 KiB

Open AccessArticle

Technological Resources and Problem-Solving Methods to Foster a Positive Attitude Toward Formative Research in Engineering Students

by Ronald Paucar-Curasma, Klinge Orlando Villalba-Condori, Sara Hermelinda Gonzales-Agama, Freddy Toribio Huayta-Meza, David Rondon and Ninna Nyberg Sapallanay-Gomez

Educ. Sci. 2024, 14(12), 1397; https://doi.org/10.3390/educsci14121397 - 20 Dec 2024

Viewed by 632

Abstract

Formative research, within the context of the pedagogical function of research, employs investigative teaching methods and practices commonly used in universities. However, these methods have largely shown limited effectiveness, as only a minority of students choose to pursue research work to earn their [...] Read more.

Formative research, within the context of the pedagogical function of research, employs investigative teaching methods and practices commonly used in universities. However, these methods have largely shown limited effectiveness, as only a minority of students choose to pursue research work to earn their university degree. Additionally, there is a restricted use of technological tools in the development of research-related activities. With this problem in mind, the present study aims to propose the use of technological resources and the problem-solving method to foster a positive attitude toward formative research among first-year engineering students at a public university in Peru. The classroom interventions involved developing investigative activities based on the four phases of the problem-solving method: understanding the problem, developing a plan, executing the plan, and reviewing the solution. During these activities, students used an Arduino board along with sensors, actuators, and block-based programming to address real-world problems in their communities, such as in agriculture, livestock, environment, and education. Following the classroom interventions, students’ attitudes toward formative research were statistically evaluated across several dimensions: satisfaction and enjoyment of research, conceptual appropriation, learning behavior, systematic exploration, and perceived skills. The results show that students’ perception of their attitude toward formative research is predominantly high or very high. This indicates that the proposal to use technological resources and the four-phase problem-solving method is effective in fostering a positive attitude toward formative research among engineering students. Thus, the proposed approach would benefit engineering students by applying it across various courses within their professional program. Full article

(This article belongs to the Special Issue Challenges and Trends for Modern Higher Education)

► Show Figures

Figure 1

24 pages, 1058 KiB

Open AccessArticle

Evolving Microcredential Strategies for Enhancing Employability: Employer and Student Perspectives

by Mamdouh Alenezi, Mohammed Akour and Layla Alfawzan

Educ. Sci. 2024, 14(12), 1307; https://doi.org/10.3390/educsci14121307 - 29 Nov 2024

Viewed by 1248

Abstract

In an era characterized by rapid technological advancements and shifting workforce demands, higher education institutions must continuously evolve to foster lifelong learning and career adaptability. This paper presents an updated framework for integrating microcredentials—such as digital badges, certificates, and other forms of recognition—into [...] Read more.

In an era characterized by rapid technological advancements and shifting workforce demands, higher education institutions must continuously evolve to foster lifelong learning and career adaptability. This paper presents an updated framework for integrating microcredentials—such as digital badges, certificates, and other forms of recognition—into traditional academic programs. By acknowledging and validating specific skills and competencies, microcredentials can enhance student motivation, engagement, and employability in an increasingly dynamic job market. The updated framework emphasizes a more integrated, personalized, and agile approach to learning, addressing emerging challenges in assessment, quality assurance, and institutional adaptation. Moreover, this study investigates the perspectives of employers and students regarding the value and effectiveness of microcredentials. It explores how employers perceive microcredentials as valuable tools for skill verification and hiring decisions, while students view them as critical for enhancing their employability and advancing their careers. This paper examines recent advancements in microcredentialing, discusses the evolving landscape of lifelong learning, and offers insights into how these innovations can bridge the gap between formal education and professional practice. With strategic implementation, microcredentials can significantly contribute to a more responsive and effective higher education system, preparing students for success in a continually changing environment. Full article

(This article belongs to the Special Issue Challenges and Trends for Modern Higher Education)

► Show Figures

Figure 1

17 pages, 2660 KiB

Open AccessArticle

Collapse of Pre-COVID-19 Differences in Performance in Online vs. In-Person College Science Classes, and Continued Decline in Student Learning

by Gregg R. Davidson, Hong Xiao and Kristin Davidson

Educ. Sci. 2024, 14(11), 1268; https://doi.org/10.3390/educsci14111268 - 20 Nov 2024

Viewed by 1350

Abstract

Studies comparing student outcomes for online vs. in-person classes have reported mixed results, though with a majority finding that lower-performing students, on average, fare worse in online classes, attributed to the lack of built-in structure provided by in-person instruction. The online/in-person outcome disparity [...] Read more.

Studies comparing student outcomes for online vs. in-person classes have reported mixed results, though with a majority finding that lower-performing students, on average, fare worse in online classes, attributed to the lack of built-in structure provided by in-person instruction. The online/in-person outcome disparity was normative for non-major geology classes at the University of Mississippi prior to COVID-19, but the difference disappeared in the years after 2020. Previously distinct trendlines of GPA-based predictions of earned-grade for online and in-person classes merged. Of particular concern, outcomes for in-person classes declined to match pre-COVID-19 online expectations, with lower-GPA students disproportionally impacted. Objective evidence of continued decline in student learning, masked by sliding grading scales, is also presented with a long-term record of exam scores drawing from the same question pool for over a decade. Average scores remained relatively constant until COVID-19. Scores then declined in each successive year, attributed to an increase over time in the percentage of enrolled students who had been in high school during the pandemic shutdowns. At the close of 2023, exam scores showed no signs of returning to pre-COVID-19 outcomes. The negative impacts of the shutdowns, with greater impact on those who were in high school during the pandemic, appear to be due to a loss in the developmental life-skills (e.g., self-motivation, focus, critical thinking, social development) needed to thrive in college, not just reduced exposure to preparatory subject material. These results provide a global cautionary message for the management of future pandemics. Full article

(This article belongs to the Special Issue Challenges and Trends for Modern Higher Education)

► Show Figures

Figure 1

15 pages, 6687 KiB

Open AccessArticle

A Case Study of an Antibiotic Discovery Laboratory Autonomous Learning Assignment—An Evaluation of Undergraduate Students’ Disciplinary Bias

by Nadav Badrian, Lilach Iasur-Kruh, Yael Ungar and Iris Sonia Weitz

Educ. Sci. 2024, 14(11), 1176; https://doi.org/10.3390/educsci14111176 - 28 Oct 2024

Viewed by 798

Abstract

Current higher education trends are moving towards interdisciplinary curricula to provide new tools for solving complex issues. However, course design and learning tracks still create divisions between scientific disciplines. This study aimed to evaluate the disciplinary bias of second-year undergraduate students of biotechnology [...] Read more.

Current higher education trends are moving towards interdisciplinary curricula to provide new tools for solving complex issues. However, course design and learning tracks still create divisions between scientific disciplines. This study aimed to evaluate the disciplinary bias of second-year undergraduate students of biotechnology engineering in the organic chemistry laboratory class through a laboratory setting involving blended disciplines. An experiment on antibiotic discovery that integrates parallel and combinatorial organic chemistry syntheses with microbiology techniques was chosen. As a part of an activity, students had free choice in designing the arrangement of the organic compounds and the two bacterial species by setting up the layout for a 96-well plate. The study visually analyzed students’ plate layouts (n = 74) according to discipline classification and the spatial arrangements of organic compounds (e.g., products and libraries). The results identified four themes that are suggested to reflect students’ vertical, lateral, and interdisciplinary thinking, as most were found to be in the procedural knowledge range and between Bloom’s application and analysis dimensions. Using this study’s thematic analysis methodology in chemistry and related educational fields can provide a pedagogical reflective tool and advance personalized teaching and interdisciplinarity. Full article

(This article belongs to the Special Issue Challenges and Trends for Modern Higher Education)

► Show Figures

Graphical abstract

12 pages, 487 KiB

Open AccessArticle

Cognitive Study Strategies and Motivational Orientations among University Students: A Latent Profile Analysis

by Conny De Vincenzo and Matteo Carpi

Educ. Sci. 2024, 14(7), 792; https://doi.org/10.3390/educsci14070792 - 22 Jul 2024

Viewed by 1407

Abstract

Cognitive study strategies and motivational orientations play a crucial role in promoting successful learning and academic achievement. This study aims to explore the presence of different cognitive–motivational profiles among Italian university students using latent profile analysis. A sample of 476 university students (mean [...] Read more.

Cognitive study strategies and motivational orientations play a crucial role in promoting successful learning and academic achievement. This study aims to explore the presence of different cognitive–motivational profiles among Italian university students using latent profile analysis. A sample of 476 university students (mean age: 26.5 ± 9.6 years; 71.6% female) participated in a cross-sectional online survey, including the Self-Regulated Knowledge Scale-University, the Academic Motivation Scale, the Students’ Self-Efficacy Scale, the Outcome Questionnaire-45, and a brief measure of dropout intention. Latent profile analysis identified three distinct configurations of self-regulated learning strategies and motivational orientations: “autonomous-motivated deep learners” (AUT-Learn; 60.5%), “externally-motivated balanced strategists” (EXT-Bal; 36.8%), and “externally-motivated task performers” (EXT-Task; 6.8%). The three profiles exhibit significant differences in self-efficacy, dropout intention, grade point average (GPA), and psychological wellbeing. The AUT-Learn profile showed higher self-efficacy than EXT-Bal and EXT-Task, and higher GPA than EXT-Task. Additionally, AUT-Learn participants reported lower dropout intention and higher psychological wellbeing compared to EXT-Bal and EXT-Task, while EXT-Bal showed lower dropout intention and better wellbeing than EXT-Task. The predictive validity and practical implications of this classification warrant further investigation in dedicated longitudinal studies. Full article

(This article belongs to the Special Issue Challenges and Trends for Modern Higher Education)

► Show Figures

Figure 1

12 pages, 492 KiB

Open AccessEditor’s ChoiceArticle

Empowering University Lecturers in the Digital Age: Exploring the Factors Influencing the Use of Digital Technologies in Higher Education

by Garazi Azanza, Oihane Korres, Jessica Paños-Castro and Josep Petchamé

Educ. Sci. 2024, 14(7), 728; https://doi.org/10.3390/educsci14070728 - 3 Jul 2024

Cited by 1 | Viewed by 1524

Abstract

In an era where digital technologies (DTs) are reshaping educational delivery methods, university lecturers’ ability and willingness to integrate these innovations into their teaching practices are increasingly important. This study, conducted from October 2022 to February 2023, aims to examine the impact of [...] Read more.

In an era where digital technologies (DTs) are reshaping educational delivery methods, university lecturers’ ability and willingness to integrate these innovations into their teaching practices are increasingly important. This study, conducted from October 2022 to February 2023, aims to examine the impact of attitude and training on university lecturers’ self-efficacy in using DTs and to assess the influence of self-efficacy on their interest in using DTs. A total of 294 university lecturers participated in the study and completed a questionnaire assessing their perception of DTs as a didactic tool, attitude towards the use of virtual classrooms, perceived self-efficacy, and interest in the use of DTs, and training in the use of DTs. Data were analyzed using descriptive statistics, correlations, and multiple linear regressions to explore the relationships between study variables. The results indicated that positive attitudes and suitable training were positively associated with higher self-efficacy. Moreover, high levels of self-efficacy were found to be aligned with an interest in using DTs. These findings shed light on key factors that can effectively encourage the successful adoption of DTs among lecturers. Full article

(This article belongs to the Special Issue Challenges and Trends for Modern Higher Education)

► Show Figures

Figure 1

15 pages, 2849 KiB

Open AccessArticle

A Novel Influence Analysis-Based University Major Similarity Study

by Ningqi Zhang, Qingyun Li, Sissi Xiaoxiao Wu, Junjie Zhu and Jie Han

Educ. Sci. 2024, 14(3), 337; https://doi.org/10.3390/educsci14030337 - 21 Mar 2024

Cited by 5 | Viewed by 1238

Abstract

In the field of education, investigating the relationships between different majors in universities is an important topic in current educational research. The application of social networks from informatics provides new opportunities and potentials for the field of education. Due to the complexity of [...] Read more.

In the field of education, investigating the relationships between different majors in universities is an important topic in current educational research. The application of social networks from informatics provides new opportunities and potentials for the field of education. Due to the complexity of social interactions, the social network connections surrounding individuals exert a significant influence on their daily decision-making processes. This paper aims to introduce the social network and influence analysis theories from informatics into the field of education, regarding major as a variable, and comparing and analyzing the influence relationships between majors. An empirical study was conducted, involving the collection of questionnaire data on graduates’ evaluations of various aspects of their university experiences across different majors. The evolution of this model follows the DeGroot opinion dynamics with the inclusion of stubborn nodes. By defining leader majors and general majors based on the data and modeling the questionnaire data as the outcome of a discrete random process, an influence matrix is ultimately generated through the opinion dynamic model. Through this modeling approach, we revealed the underlying influence relationships between different disciplines (majors). These findings provide schools with insights to adjust the directions of discipline cultivation, and offer new perspectives and methods for the study of majors in higher education. Full article

(This article belongs to the Special Issue Challenges and Trends for Modern Higher Education)

► Show Figures

Figure 1

23 pages, 578 KiB

Open AccessArticle

Preliminary Results from Norway, Slovenia, Portugal, Turkey, Ukraine, and Jordan: Investigating Pre-Service Teachers’ Expected Use of Digital Technology When Becoming Teachers

by Aleksander Janeš, Siri Sollied Madsen, Heidi Iren Saure, Marit Helene Lie, Beate Gjesdal, Steinar Thorvaldsen, Rita Brito, Serhii Krasin, Mustafa Jwaifell, Ahmet Sami Konca and Andreja Klančar

Educ. Sci. 2023, 13(8), 783; https://doi.org/10.3390/educsci13080783 - 1 Aug 2023

Cited by 4 | Viewed by 2276

Abstract

Digital technology has become an important part of society and deserves attention and in-depth research, which is still lacking. The study presented in this paper includes international perspectives from six countries and examines which factors influence the use of digital technologies in future [...] Read more.

Digital technology has become an important part of society and deserves attention and in-depth research, which is still lacking. The study presented in this paper includes international perspectives from six countries and examines which factors influence the use of digital technologies in future pedagogical work in primary schools. Specifically, we investigated how pre-service teachers assess their attitudes, knowledge, and skills towards digital technology, and we determined these factors’ role in the pre-service teachers’ future use of digital technologies in pedagogical work. For the purpose of the research, an online questionnaire was used, which contained open-ended questions, optional questions, and five-point Likert-type scales, and Spearman correlation and Stepwise linear regression statistical methods were used in the data analysis. The sample consisted of 573 full-time and part-time undergraduate pre-service teachers from the Faculties of Education’s higher professional programmes in Norway, Slovenia, Portugal, Turkey, Ukraine, and Jordan. Data were collected between June 2021 and May 2022 and processed using IBM SPSS. The present research showed the significant importance of knowledge and skills about digital technologies and professional attitude towards digital tool factors for pre-service teachers’ future professional use of digital technologies. The demonstrated intention of the future use of digital technologies showed the readiness of pre-service teachers regarding the inclusion of digital technologies in pedagogical work. Opportunities for further research are in the implementation of focus groups after surveying pre-service teachers, as well as regular measurements and the inclusion of other important constructs in the regression model. Full article

(This article belongs to the Special Issue Challenges and Trends for Modern Higher Education)

► Show Figures

Figure 1

16 pages, 289 KiB

Open AccessArticle

Connections between Online International Learning and Inclusion of Intercultural and International Elements in the Curriculum—The Perspective of Slovene Academics

by Katarina Aškerc Zadravec

Educ. Sci. 2023, 13(7), 680; https://doi.org/10.3390/educsci13070680 - 4 Jul 2023

Cited by 1 | Viewed by 1336

Abstract

Online international learning and the inclusion of intercultural and international dimensions in the curriculum are closely connected concepts, not only in theory but also in strategic documents and teaching practice. This article presents statistical connections between online international learning and the inclusion of [...] Read more.

Online international learning and the inclusion of intercultural and international dimensions in the curriculum are closely connected concepts, not only in theory but also in strategic documents and teaching practice. This article presents statistical connections between online international learning and the inclusion of intercultural and international dimensions in the curriculum, based on a survey that included 1367 Slovene academics (19.7% of the entire population). According to the χ² and Mann–Whitney tests, it was determined that academics who actively include students in any kind of online international learning with institutions from geographically distant areas, and those academics who consider the ICT support at their home institutions as satisfactory for the implementation of online international learning, statistically significantly more often incorporate international and intercultural elements into the study process, covering internationalised learning outcomes, internationalised learning and teaching activities, and internationalised assessment and evaluation tasks. Full article

(This article belongs to the Special Issue Challenges and Trends for Modern Higher Education)

13 pages, 1190 KiB

Open AccessArticle

A Predictive Model That Aligns Admission Offers with Student Enrollment Probability

by Jung-Pin Wu, Ming-Shr Lin and Chi-Lun Tsai

Educ. Sci. 2023, 13(5), 440; https://doi.org/10.3390/educsci13050440 - 25 Apr 2023

Cited by 3 | Viewed by 2700

Abstract

This study develops a process that helps admission committees of higher education institutions select interested and qualified students. This enables institutions to maintain their financial viability by reaching the quota given by the Education Administration of Taiwan. We aimed to predict the decision-making [...] Read more.

This study develops a process that helps admission committees of higher education institutions select interested and qualified students. This enables institutions to maintain their financial viability by reaching the quota given by the Education Administration of Taiwan. We aimed to predict the decision-making behavior of students in terms of enrollment. A logistic regression analysis was conducted on publicly and inexpensively accessible data; the selection criteria of the model are based on metrics from a confusion matrix comprising predicted and observed data. The results indicate a matching rate of close to 80% between the training data of a target university from 2018 to 2020 and the testing data from 2021. This system outputs a probability that the student will enroll and thus helps admission committees more effectively select students. Full article

(This article belongs to the Special Issue Challenges and Trends for Modern Higher Education)

► Show Figures

Figure 1

13 pages, 299 KiB

Open AccessArticle

Teacher Professional Development in Higher Education: The Impact of Pedagogical Training Perceived by Teachers

by Sandra Fernandes, Alexandra M. Araújo, Isabel Miguel and Marta Abelha

Educ. Sci. 2023, 13(3), 309; https://doi.org/10.3390/educsci13030309 - 15 Mar 2023

Cited by 17 | Viewed by 10081

Abstract

This paper aims to analyze the impact of a pedagogical training program aimed to promote teacher professional development in a higher education institution in Portugal. Based on a mixed-methods approach, the study evaluates the satisfaction of 36 higher education teachers with the pedagogical [...] Read more.

This paper aims to analyze the impact of a pedagogical training program aimed to promote teacher professional development in a higher education institution in Portugal. Based on a mixed-methods approach, the study evaluates the satisfaction of 36 higher education teachers with the pedagogical training program offered and discusses its impact on teachers’ perceptions of teaching practices, conceptions, and professional development. The results from the questionnaires applied to participants, including multiple choice questions and open-ended answers, indicate high satisfaction with the implemented training program. Based on this case study, the authors discuss the implications of findings for teacher professional development and identify key characteristics for the design of successful pedagogical training programs in higher education. Full article

(This article belongs to the Special Issue Challenges and Trends for Modern Higher Education)

16 pages, 256 KiB

Open AccessArticle

The Degree of Practicing Creative Leadership by Academic Leaders at Jordanian Universities and Its Relationship to the Level of Teaching Performance

by Zohair H. Al-Zoubi, Hytham M. Bany Issa and Fawwaz Y. Musallam

Educ. Sci. 2023, 13(2), 163; https://doi.org/10.3390/educsci13020163 - 3 Feb 2023

Cited by 5 | Viewed by 2766

Abstract

This study aimed to identify the degree to which academic leaders at official Jordanian universities practice creative leadership and its relationship to the level of teaching performance according to faculty members’ point of view. This study also aimed to identify if there are [...] Read more.

This study aimed to identify the degree to which academic leaders at official Jordanian universities practice creative leadership and its relationship to the level of teaching performance according to faculty members’ point of view. This study also aimed to identify if there are statistically significant differences in the degree of creative leadership and in the level of teaching performance due to the variables of faculty and years of experience. It also aimed to examine the correlation between creative leadership and teaching performance. A descriptive correlative approach was used in this study, and the study sample consisted of 362faculty members at Jordanian universities during the second semester of the academic year 2020/2021.This study found that the degree of practicing creative leadership by the academic leaders at the faculties of Jordanian universities was high, and it also showed that there were no statistically significant differences inthe degree of academic leaders’ practice of creative leadership at the faculties of Jordanian public universities due to the variables of faculty and years of experience. The level of teaching performance of faculty members at the faculties of Jordanian universities was also high, and there were no statistically significant differences in the level of teaching performance of faculty members. There was a positive relationship between the degree of practicing creative leadership and the level of teaching performance of faculty members at Jordanian universities. According to the results of this study, the researchers recommended that universities should adopt the concept of creative leadership because of its positive role in achieving the universities’ mission, vision, and objectives, and in motivating employees. Full article

(This article belongs to the Special Issue Challenges and Trends for Modern Higher Education)

11 pages, 377 KiB

Open AccessArticle

Exploring the Online and Blended Modes of Learning for Post-COVID-19: A Study of Higher Education Institutions

by Lavina Sharma and Sonal Shree

Educ. Sci. 2023, 13(2), 142; https://doi.org/10.3390/educsci13020142 - 30 Jan 2023

Cited by 15 | Viewed by 4784

Abstract

The advent of the COVID-19 pandemic brought a tectonic shift in the otherwise traditional education sector. The classroom teaching approach, which has been followed in educational institutions for a long time, suddenly shifted to include e-learning through virtual platforms. Technological savviness is no [...] Read more.

The advent of the COVID-19 pandemic brought a tectonic shift in the otherwise traditional education sector. The classroom teaching approach, which has been followed in educational institutions for a long time, suddenly shifted to include e-learning through virtual platforms. Technological savviness is no longer a choice. As institutions were contemplating opening their campuses to students, they faced a dilemma to include a mode of learning that could impact the students positively and increase their overall learning effectiveness. At the same time, a total online mode of learning was not inclusive enough for the learners without access to seamless internet connectivity. In this context, the present study aims to draw a comparison between the three modes of learning: face-to-face education, online learning, and blended learning. The difference in the three modes of learning was assessed on the content of the course, facilitation, perceived value, and learning effectiveness. The data for the study were collected from 119 students studying in Higher Education Institutions (HEIs). The study’s findings suggest a significant difference between the three modes of learning in terms of facilitation, perceived value, and learning effectiveness. However, the results also suggest that there was no significant difference between the three modes in terms of content. While content creates a more substantial impact through some parameters in one particular mode of learning, it does not create a similar impact through others. The study also delves into a pairwise comparison of each construct’s learning modes that have shown a significant difference. The results can guide institutions towards choosing a suitable mode of learning for the students by considering a holistic approach. Full article

(This article belongs to the Special Issue Challenges and Trends for Modern Higher Education)

► Show Figures

Figure 1

16 pages, 1053 KiB

Open AccessArticle

Agricultural Engineering Students’ Segmentation in Relation to Their Attitudes towards English-Medium Instruction

by Ana Isabel Carrapiso, Elena González, María Jesús Petrón, Francisco Pérez-Nevado and Paula Gaspar

Educ. Sci. 2023, 13(2), 121; https://doi.org/10.3390/educsci13020121 - 24 Jan 2023

Cited by 1 | Viewed by 1469

Abstract

The School of Agricultural Engineering has been involved in English-medium instruction (EMI) within the framework of the internationalization strategy of the University of Extremadura (Spain). Several years after these actions were initiated, it has become necessary to analyze them, with the main objective [...] Read more.

The School of Agricultural Engineering has been involved in English-medium instruction (EMI) within the framework of the internationalization strategy of the University of Extremadura (Spain). Several years after these actions were initiated, it has become necessary to analyze them, with the main objective of researching the attitude of the students towards it, keeping the focus on finding common trends. With this aim, a segmentation of the students was carried out based on a questionnaire that included aspects related to their attitudes towards English-medium instruction, their socio-demographic characteristics and the program they were enrolled in. A total of 251 students were surveyed, and the data were analyzed by performing a multiple correspondence analysis and a cluster analysis. They revealed three typologies of students with clearly different underlying features, especially related to the program and year in which they were enrolled, their age and English level, and their perceived skills. The main conclusion is that the multivariate techniques applied are useful tools to identify groups of students with different features in the EMI frame, which may facilitate the launch of specific actions focused on the needs and expectations of each group to ensure that EMI programs and students achieve their goals. Full article

(This article belongs to the Special Issue Challenges and Trends for Modern Higher Education)

► Show Figures

Figure 1

15 pages, 875 KiB

Open AccessArticle

Student Burnout in Higher Education: From Lockdowns to Classrooms

by Kevin Michael Jackson and Márta Konczosné Szombathelyi

Educ. Sci. 2022, 12(12), 842; https://doi.org/10.3390/educsci12120842 - 22 Nov 2022

Cited by 4 | Viewed by 4631

Abstract

During the spring 2021 semester, COVID-19 forced most universities around the world to teach exclusively online in a very short time frame. This situation reversed itself, however, during the fall 2021 semester when COVID-19 restrictions were lifted as teachers and students returned to [...] Read more.

During the spring 2021 semester, COVID-19 forced most universities around the world to teach exclusively online in a very short time frame. This situation reversed itself, however, during the fall 2021 semester when COVID-19 restrictions were lifted as teachers and students returned to classrooms. This study includes ninety-seven international students who participated in surveys at the beginning and the end of the fall 2021 semester, which included questions related to burnout, self-efficacy, resiliency, home environments, and technical issues. Students were asked to reflect on their educational experiences during the spring 2021 and fall 2021 semesters. The purpose of this study is to identify and examine the most significant changes that occurred between these two semesters. The results indicate a significant shift in student burnout as challenges with home environments were replaced with ones related to returning to the classroom. Even as the concerns about COVID-19 lessen, higher education institutions must understand the magnitude and permanence of its impact. Full article

(This article belongs to the Special Issue Challenges and Trends for Modern Higher Education)

► Show Figures

Figure 1

13 pages, 251 KiB

Open AccessArticle

Higher Education Future in the Era of Digital Transformation

by Mohammad Akour and Mamdouh Alenezi

Educ. Sci. 2022, 12(11), 784; https://doi.org/10.3390/educsci12110784 - 4 Nov 2022

Cited by 92 | Viewed by 17712

Abstract

A significant number of educational stakeholders are concerned about the issue of digitalization in higher educational institutions (HEIs). Digital skills are becoming more pertinent throughout every context, particularly in the workplace. As a result, one of the key purposes for universities has shifted [...] Read more.

A significant number of educational stakeholders are concerned about the issue of digitalization in higher educational institutions (HEIs). Digital skills are becoming more pertinent throughout every context, particularly in the workplace. As a result, one of the key purposes for universities has shifted to preparing future managers to address issues and look for solutions, including information literacy as a vital set of skills. The research of educational technology advances in higher education is now being discussed and debated, with various laws, projects, and tactics being offered. Digital technology has been a part of the lives of today’s children from the moment they are born. There are still many different types of digital divisions that exist in our society, and they affect the younger generation and their digital futures. Today’s students do not have the same level of preparation for the technology-rich society they will have. Universities and teaching should go through a significant digital transformation to fulfill the demands of today’s generation and the fully digitized world they will be living in. The COVID-19 pandemic has quickly and unexpectedly compelled HEIs and the educational system to engage in such a shift. In this study, we investigate the digital transformation brought about by COVID-19 in the fundamental education of the younger generation. Additionally, the study investigates the various digital divides that have emerged and been reinforced, as well as the potential roadblocks that have been reported along the way. In this paper, the study suggests that research into information management must better address students, their increasingly digitalized everyday lives, and basic education as key focus areas. Full article

(This article belongs to the Special Issue Challenges and Trends for Modern Higher Education)

Other

Jump to: Research

25 pages, 1862 KiB

Open AccessSystematic Review

Academic Performance and Perceptions of Undergraduate Medical Students in Case-Based Learning Compared to Other Teaching Strategies: A Systematic Review with Meta-Analysis

by Diogo Maia, Renato Andrade, José Afonso, Patrício Costa, Cristina Valente and João Espregueira-Mendes

Educ. Sci. 2023, 13(3), 238; https://doi.org/10.3390/educsci13030238 - 23 Feb 2023

Cited by 15 | Viewed by 8204

Abstract

Case-based learning (CBL) is a teaching method centered on active student learning that can overcome the limitations of traditional teaching methods used in undergraduate medical education. The aim of this systematic review was to compare the effectiveness of CBL against other teaching methodologies [...] Read more.

Case-based learning (CBL) is a teaching method centered on active student learning that can overcome the limitations of traditional teaching methods used in undergraduate medical education. The aim of this systematic review was to compare the effectiveness of CBL against other teaching methodologies in terms of academic performance and perceptions (intra-individual, interpeer and student–faculty) of undergraduate medical students. Literature searches were performed using PubMed, EMBASE and Web of Science databases up to 28 April 2021. We included studies that quantitatively compared the academic performance and perception outcomes of CBL against other teaching methodologies in undergraduate medical students. The risk of bias was judged using the RoBANS tool and certainty of evidence using the GRADE framework. Meta-analyses were conducted using a random-effects model and reported as standardized mean differences (SMD) with 95% confidence intervals (CI). Of a total of 4470 records, 41 studies comprising 7667 undergraduate medical students fulfilled the eligibility criteria and were included in our systematic review. The CBL group was superior to the other teaching method groups in terms of academic performance measured by exam scores (SMD = 2.37, 95% CI 1.25–3.49, large effect, very low certainty) and interest and motivation (SMD = 0.79, 95% CI 0.13–1.44, moderate effect, very low certainty). Other academic performance or perception outcomes were not statistically different between CBL and other teaching methods when considering the pooled effect. Still, they were often superior in the CBL group for specific subgroups. CBL showed superior academic performance (especially compared to didactic lectures and tutorial-based teaching) and interest and motivation compared to other teaching methods used with undergraduate medical students. However, the certainty of evidence was very low and further studies are warranted before a stronger and more definitive conclusion can be drawn. Full article

(This article belongs to the Special Issue Challenges and Trends for Modern Higher Education)

► Show Figures

Figure 1

Journal Menu

Journal Browser

Challenges and Trends for Modern Higher Education

Share This Special Issue

Special Issue Editors

Special Issue Information

Keywords

Benefits of Publishing in a Special Issue

Published Papers (17 papers)

Research

Other

Further Information

Guidelines

MDPI Initiatives

Follow MDPI