Eighth International Conference on Higher Education Advances

Information and communication technologies together with new teaching paradigms are reshaping the learning environment. The International Conference on Higher Education Advances (HEAd) is a consolidated forum for researchers and practitioners to exchange ideas, experiences, opinions and research results relating to the preparation of students and the organization of educational systems.

URI permanente para esta colecciónhttps://riunet.upv.es/handle/10251/191547

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Mostrando 1 - 20 de 163

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A Campus Huaka‘i: Weaving Geological, Historical & Cultural Perspectives in Hawai‘i
(Editorial Universitat Politècnica de València, 2022-05-31) Bruno, Barbara; Tachera, Diamond; Engels, Jennifer; Rowland, Scott; National Science Foundation, EEUU; National Oceanic and Atmospheric Administration, EEUU
[EN] The University of Hawai‘i at Mānoa is striving to become a Native Hawaiian place of learning. As part of this effort, we developed a huaka‘i (fieldtrip) to explore the intertwined geological, historical, and cultural influences on our campus. Our purpose is two-fold: (1) to showcase an example of how science can be taught in ways that honor Hawaiian culture and history; and (2) to stimulate interest and collaborations among faculty to develop additional place-based curricula offerings that draw connections between Hawaiian culture and Western science. Evaluations of a pilot fieldtrip generated considerable positive and constructive feedback, which was used to significantly improve the fieldtrip. In this paper, we share an abbreviated version of the current fieldtrip, and sincerely welcome any additional comments and suggestions.
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Perception and confidence on weather forecasts among Spanish undergraduate students enrolled in different subjects related to physics
(Editorial Universitat Politècnica de València, 2022-05-31) Gómez, Igor; Valor, Enric; Molina, Sergio; Niclòs, Raquel; Caselles, Vicente; Universitat d'Alacant
[EN] The current study focuses on Spanish undergraduate students enrolled in Meteorology-related subjects that would make use of weather forecasts in their future professional careers. The main aim of this study is twofold. Firstly, to evaluate the students’ confidence in the current weather forecasts. Secondly, to analyze the students’ perception and understanding of uncertainty associated with weather-related forecasts. To address these issues, a Google Form questionnaire was developed. A total of 101 students participated in the corresponding survey during the academic year 2018-2019. Results show that students have a well-founded opinion and a fairly solid knowledge of weather forecasts, both regarding confidence and in relation to the trend found in the current weather forecasts towards less accurate predictions for larger lead times. The results found in the current study are in line with previous research conducted in different specific contexts and should be taken into account to implement different learning strategies in the classroom.
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Rebuilding our Toolkits for the future - How social science research educators changed their teaching in 2020 and 2021 to be fit for a digital future
(Editorial Universitat Politècnica de València, 2022-05-31) Hasengruber, Katrin; Prandner, Dimitri; Bundesministerium für Bildung, Wissenschaft und Forschung, Austria
[EN] Adaptation to digital teaching during the COVID-19 crisis were not the same for all disciplines. Subject-specific pedagogical concepts were sometimes more or sometimes less easy to transfer to this new environment. In particular, teaching areas like social science research methods (SSRM) that on the one hand require personal interaction, practical application and individual support of students, and on the other hand have little previous standards and didactic know-how, with digital or virtual teaching elements, faced specific challenges. In a [COUNTRY] interview study, experiences of SSRM educators have been analyzed. Digitization related changes are less apparent on the content level, but pronounced at the didactic level. Main challenges are: encouraging students' attention and participation, providing opportunities for good collaboration on all levels. Chances for the future are seen in the newly expanded the pedagogical toolbox. Implementing tools supporting communication in the virtual space could free resources for direct support for students.
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When technology meets educational sciences: Combining virtual reality and microteaching to train pre-service teachers’ kindergarten classroom management strategies
(Editorial Universitat Politècnica de València, 2022-05-31) Mouw, Jolien; Fokkens-Bruinsma, Marjon; Netherlands Initiative for Education Research; Ministry of Education, Culture and Science, Netherlands
[EN] In our study, we asked 19 pre-service teachers (PSTs) about their experiences with and perceptions of a microteaching-supported virtual reality (VR) kindergarten classroom where they practiced and experimented with different classroom management strategies (CMS). We analyzed quantitative and qualitative responses to gain insight into the perceived usefulness of this learning environment for CMS development and transfer to internship practices. The quantitative results show that practicing in the VR classroom supported mastery of CMS and helped PSTs to manage behaviors at their internships. The qualitative data suggest that the microteaching approach can support transfer of CMS practiced in the VR-kindergarten classroom to in-situ classroom management situations, possibly because of the opportunity to collaboratively engage in reflexive practices. Moreover, PSTs raised valuable suggestions to further improve the microteaching structure to strengthen the effect of peer feedback. The results of this study underline the importance of purposefully grounding VR applications in proven instructional theories.
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Learning ecology theory as a tool to support student digital competences in higher education
(Editorial Universitat Politècnica de València, 2022-05-31) Stone, Suzanne; Lowney, Rob
[EN] The need for digitally competent graduates is well established and articulated in the New Skills Agenda for Europe (European Commission, 2016) and the European Digital Education Action Plan 2021-2027 (European Commission, 2021). The Enhancing Digital Teaching and Learning (EDTL) project seeks to enhance graduate digital attributes by providing professional development to academics to embed digital technologies across the curriculum (Flynn et al., 2020). Two key challenges to this work are: a lack of data on the specific digital competences required in the workplace; and a lack of clarity on the contexts in which students develop digital competences. This paper examines these challenges by reflecting on the results of a small-scale research study on the competences required in the workplace in Ireland, through the lens of learning ecology theory. The paper proposes that learning ecology theory can be a useful tool to support student digital competences in Higher Education Institutions (HEIs).
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Distance learning experiences at the University of Guadalajara, Mexico. Towards a hybrid model
(Editorial Universitat Politècnica de València, 2022-05-31) Gutierrez Moreno, Patricia; Becerra Peña, Diana; Cabrera Reynoso, Sandra
[EN] The recent health crisis caused by the SARS-CoV-2 virus, known as the COVID-19 virus, disrupted essential areas of the economy and led to the implementation of new forms of teaching and learning in education. At the University of Guadalajara (UDG), Jalisco, Mexico, practical distance learning tools were adapted, and teaching staff was trained to use them; however, areas of opportunity were left visible beyond the work of universities. With the data resulting from a survey of students at the University Center for Economic and Administrative Sciences (CUCEA), we concluded that the strategy implemented by the university was successful; however, the outcome of the learning process was not wholly successful there were significant shortcomings.
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Immersive Learning as a Pedagogical Method in Higher Education
(Editorial Universitat Politècnica de València, 2022-05-31) Mangion, Margaret; Curmi, Franco
[EN] Student engagement has long been a topic of discussion amongst scholars and parctitioners alike. This paper aims to address this issue through the introduction of a novel method of imparting knowledge on a marketing course. An exercise using the reflective cycle by Gibbs (1988) as a guiding framework lead to the emergence of the creative thinking model of experiential learning. The proposed model entails the expansion of Kolb’s (1984) experiential learning model. Prominence is given to the relevance of creative thinking during the experiential learning process.
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A Framework for Facilitating Acquisition and Improvement of Negotiation Skills by Business Students
(Editorial Universitat Politècnica de València, 2022-05-31) McGuire, Stephen; Drost, Ellen
[EN] In this paper, we present a framework for facilitating the acquisition and improvement of a certain type of skill critical for success in business management: negotiation skill. We then proceed to provide evidence of the effectiveness of our framework, with data from a large public university’s business program. We examined the performance of negotiators in dyads on negotiation exercises. Results indicate that the framework we used for training was associated with “getting to yes,” as well as the quality of negotiated agreements, when comparing a randomly selected sample of trained business student dyads with a separate, comparable sample of dyads without formal training.
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The influence of COVID-19 pandemic on students' screen time, learning, lifestyle, and well-being
(Editorial Universitat Politècnica de València, 2022-05-31) Porozovs, Juris; Veliks, Viktors; Kļaviņa, Aija; Zuša, Anna
[EN] The COVID-19 pandemic crisis has changed the lifestyle of people and learning process of students in different countries. The aim of the study was to find out the influence of COVID-19 pandemic on Latvia students' screen time, learning peculiarities, lifestyle, and well-being. The electronic survey of the basic school, secondary school and University of Latvia students was carried out in different regions of Latvia. The results of the survey suggest that the screen time of students and the time spent by students doing study home-works during COVID-19 pandemic crisis have increased. However, many students prefer to study on-line over face-to-face studies. The time spent on physical activities for majority of students during COVID-19 pandemic has not significantly changed. The well-being for many Latvia students during COVID-19 pandemic crisis has decreased.
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Teaching practices in architectural technology courses. An experiment and future perspectives in the Italian context
(Editorial Universitat Politècnica de València, 2022-05-31) Giofrè, Francesca; El Edeisy, Mohamed
[EN] Architectural technology is a subject in constant evolution due to the specificity of territorial production, which is increasingly becoming more global. The constant change in the way of doing architecture requires the transmission of knowledge and skills that see an ever-greater weight in the acquisition of soft skills rather than hard skills, especially in terms of development of critical thinking by students, thus enabled to face situations with new complexities (which pose new challenges) at the end of their learning course. The paper aims to present the innovative teaching methodologies experimented in the last years within the course of architectural technology in the five years degree in Architecture at the Faculty of Architecture, Sapienza University of Rome. It includes considerations regarding the classroom vs. online learning, experienced during the COVID-19 lockdown phases, considering the results of a survey that collected 158 students’ views. The creation of an active learning environment could support the preparation of professional figures and architects able to manage emerging challenges, adapt to future modalities, and make use of information and communication technologies, that are rapidly changing, especially after the unexpected shift caused by the pandemic phase.
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Assessment of Institutional Readiness for Online Learning
(Editorial Universitat Politècnica de València, 2022-05-31) Mathien, Lorena
[EN] Covid19 has resulted in educational institutions moving in-person courses to remote instruction. Many faculty, students, and institutional support services were not prepared to handle this abrupt switch in instructional delivery method. Using the end-of-semester undergraduate student course evaluation toolkits, questions were added to assess online instruction in the Fall 2020 through Summer 2021 semesters. While undergraduate students initially seemed generally content with online instruction, we have seen some concerning trends as we assess the responses over time, with decreased satisfaction in courses and instruction and decreased engagement and motivation. The paper recommends some tools that may help institutions increase engagement of online learners.
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Community-engaged design studios: learning through “live” projects
(Editorial Universitat Politècnica de València, 2022-05-31) Panayi, Christina; Charalambous, Nadia
[EN] The paper reflects on a pilot community-engaged pedagogical approach underpinned by Urban Living Labs (ULLs) methodology, developed through a second-year housing design studio at the Department of Architecture, University of Cyprus in the spring semester 2021. Through participatory action research methodology (PAR) a co-creation framework was designed, implemented and evaluated and its impact on students and the design result has been assessed. As a meeting place for a quadruple helix of students, educators, researchers, and external stakeholders, the design studio aims to bring together architectural research, pedagogy and society for knowledge exchange and co-production as well as for increasing sustainability, diversity and inclusivity regarding urban decision-making processes. Reflecting on the results, various suggestions for improvements are proposed in terms of the outcome, levels of involvement, tools, process and schedule.
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A Quality 4.0 Assurance Framework for the Higher Education Institutes
(Editorial Universitat Politècnica de València, 2022-05-31) Lodi, Sarosh; Shaikh, Asif; Wasif, Muhammad; Tufail, Muhammad; Butt, Faaz
[EN] This article presents a framework for the implementation of Quality 4.0 aspect in the higher education institute. Quality 4.0 is a major domain of Industry 4.0 revolution. Beside the industry, educational institutes are also embracing the new technology-based framework, which does not only revolutionize the educational system, but also impact their performance.In this research, a comprehensive framework for the implementation of Quality 4.0 is presented. The enablers and the components of Quality 4.0 are discussed in detail. The article also discusses the implementation of the framework, consisting of big data analysis, SWOT analysis of the institute, implementation of documentation, digitalization and record management, ERP system and finally the key performance indicators (KPIs).The framework is specially designed for the higher education institute for the consistency and standardization, through the latest technology and digitization.
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EXITrun – A Lecture as a Virtual Educational Escape Game
(Editorial Universitat Politècnica de València, 2022-05-31) Wolf, Martin; Köhler, Klemens
[EN] Using gamification approaches in Higher Education is an appropriate way to increase student’s engagement especially during the time of the COVID-19 pandemic. Escape Games which could be either used as physical experience of a group in a room, or - more virtually - as several puzzles that need to be solved with the target to solve one overarching mystery, are well known tools that can be used in an educational environment as well. However, despite of existing frameworks and manifold examples it remains difficult to set up a Virtual Educational Escape Game (VEEG) with the proven positive effect on successful learning. This study presents some factors that support successful learning when using a VEEG and compares cost-benefit-ratios for manually versus automatically run VEEGs.
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Simulation as part of programmatic assessment to create an authentic learning expereince
(Editorial Universitat Politècnica de València, 2022-05-31) Adam, Sumaiya; Lubbe, JC
[EN] Instructionism and experiential learning are the predominant teaching models in undergraduate obstetrics. Challenges such as larger classes, limited training sites anad trainers renders this model inadequate. Simulation provides an alternative safe, authentic environment to facilitate learning. In this action-research-action-learning project undergraduate medical students in their final obstetrics rotation participlated in common obstetric scenario simulations. Participants perception of simulation cycles on their learning was assessed. Twenty students who participated felt that simulation provided a suitable adjunct to the current experiential learning model. Simulation highlighted gaps in knowledge, but also helped integrate and apply knowledge in a logical, sequential manner that was applicable in a real-world setting. Simulation provided a safe environment for self-reflection, and collaborative learning, whilst improving knowledge, and developing clinical skills and graduate attributes. Simulation should be incorporated into routine teaching as an adjunct to experiential learning in the clinical attachment in the latter part of the medical curriculum.
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Teaching creativity to undergraduate engineering students
(Editorial Universitat Politècnica de València, 2022-05-31) Dolmansley, Tim; Prisutova, Jevgenija; Tarnowski, Keith; Mascareñas Garza, Oscar
[EN] Over the recent years, it has become more and more apparent that creativityis a skill equally important for both technical and artistic careers. However,methods for teaching creativity that work for arts students are not alwaysappropriate for engineering students. The present study outlines theadaptation of a creativity development session from an artistic degreecurriculum (Mascarenas, 2019), to make it suitable for teaching toengineering students. The session was run three times with 1st and 2nd yearengineering students at a Russell Group university in the north of England,and both qualitative and quantitative feedback was collected from studentsafter the session. The main findings indicate the importance of a trustingrelationship between students and the educator, the need for balance betweendelivering a memorable experience and offering support, and the significanceof subsequent reflection.
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First Generation College Students with Disabilities Attending a Four-year College: How Did They Get There?
(Editorial Universitat Politècnica de València, 2022-05-31) Bueno, Sydney
[EN] Post-secondary education is important for all students. Despite an increase in high school graduation rates and an increase in post-secondary enrollment, students with disabilities are less likely to enroll in a four-year post-secondary program than their general education peers. They are also more likely to drop out and not complete their degree than their general education peers. Using Espinoza’s research on pivotal moments as the framework, this qualitative study used a combination of case study approach and grounded theory to answer the research questions. In-depth interviews were conducted with ten current first-generation college students with disabilities. The results of this study suggest that first-generation students with disabilities can benefit from pivotal moments.
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Survive to stay connected: patterns of user experiences in a Life Long Learning digital platform
(Editorial Universitat Politècnica de València, 2022-05-31) Cannistrà, Marta; Soncin, Mara; Frattini, Federico
[EN] In an ever-changing world, having the right competences for the job market represents a key challenge for sustained employability. To address this need a growing number of digital platform for life long learning (LLL) has been developed. Anyway, it is less known how users navigate and use these platforms. The present study represents a one of the first attempts to fill this gap, offering a deep analysis for the identification of latent subgroups of learners with similar behaviours on a digital LLL platform. Then, the identified subgroups are described in terms of personal features and survival profiles. Findings reveal three distictive latent classes, with very different survival profiles. The analysis provides interesting insights about how the administators of a digital LLL platform can better personalize their contents according to the type of learner, to support and let them stay on the platform, acquiring the needed skills for the job market.
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Integrating transversal skills into higher education in health and social care
(Editorial Universitat Politècnica de València, 2022-05-31) Rosa, Nathalia; Benet, Marta; Carrió, Mar
[EN] International and national agencies have stated the need to shift the focus towards teaching-learning strategies that work on transversal skills throughout the training journey. This is especially relevant in health and social care, where these skills are usually taken for granted. These competencies are also important in tackling gender inequities in health and social care, ensuring that the HE system does not prolong entrenched gender bias. This is the context of the ERASMUS+ project “ITSHEC - Integration of transversal skills into health and social care, higher education, and the curriculum”, which are developing practical tools to supports opportunities to acquire and develop key competencies in different educational environments. The resources will address learning outcomes related to critical and creative thinking, interpersonal/socio-emotional and citizen-oriented skills and learning to learn.
Access status: Abierto ,
Do universities have a distinctive brand personality? The case of ECIU Universities
(Editorial Universitat Politècnica de València, 2022-05-31) Guimarães, Cristina; Estima, Ana
[EN] Brands increasingly adopt human qualities as a way to attract consumers. Brands must be physically attractive, intellectually persuasive, socially involved, and emotionally appealing, all while demonstrating a strong personality and moral foundation. Higher Education Institutions (HEI) are no exception, seeking their audiences through a distinctive and attractive brand personality. The main purpose of this paper is to identify the main brand personality traits of European universities, based on content analysis of institutional websites. Twelve universities from the European Consortium of Innovative Universities (ECIU) were studied. The results indicate the existence of HEIs with distinctive brand personalities while others present weak personality dimensions. The main conclusions point to the need for a focus on strategic brand management that includes a robust identity definition. The brand personality, an integral part of the institution's identity, must be communicated consistently across all points of contact and communication channels.

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