Tenth International Conference on Higher Education Advances

The series of HEAd conferences receive submissions from more than 50 countries every year. We are pleased to announce the 10th International Conference on Higher Education Advances (HEAd’24). This conference is an excellent forum for researchers and practitioners to exchange ideas, experiences, opinions and research results relating to the preparation of students, teaching/learning methodologies and the organization of educational systems

URI permanente para esta colecciónhttps://riunet.upv.es/handle/10251/206641

Examinar

Mostrando 1 - 20 de 160

Access status: Abierto ,
Classroom Goes Future: Promoting Essential Skills of Teacher Training Students
(Editorial Universitat Politècnica de València, 2024-06-20) Greulich, Laura; Bischof, Sarah
[EN] Some of the current challenges, such as preserving democracies and managing the risks of advancing digitalisation, are expected to persist in the future. To prepare pupils for these challenges, qualified teachers are needed to implement both civic and media education. Enabling prospective teachers in these areas is an important task of universities. A special seminar was developed to specifically prepare future teachers by promoting their competencies related to digitalisation, democracy, and future orientation. Its effectiveness was evaluated in an initial round through triangulation of recurring online surveys, a group discussion, and external evaluation. These methods were used to obtain findings with an empirical basis on the suitability of the seminar for promoting skills and at the same time to identify opportunities for improvement. The objective of the seminar in the university phase of teacher training is to ensure optimal training and to prepare future generations for an increasingly complex world.
Access status: Abierto ,
Student Experiences with Continuous Assessment in DCU Futures at Dublin City University
(Editorial Universitat Politècnica de València, 2024-06-20) Taibi, Hadjer; Eivers, Eemer
[EN] The COVID-19 pandemic and the arrival of generative AI have accelerated a shift towards Continuous Assessment (CA) in higher education. This paper uses data from a broader evaluation of the “Futures” initiative in Dublin City University (DCU) to explore student experiences of different forms of CA. DCU Futures aims to transform the undergraduate experience, in part by a much stronger focus on CA. Survey data from 546 DCU students were used to examine how different models of undergraduate programmes related to student satisfaction with CA. Compared to traditional exams, CA was perceived to be fairer, comprehensive, and less stressful, but a minority viewed it as less accurate. For most forms of CA, increased exposure was associated with higher satisfaction levels. Exceptions were CA formats that required groupwork. The outcomes show the importance of sharing detailed assessment rubrics with students, and of providing ongoing guidance on groupwork.
Access status: Abierto ,
Innovative Engineering: Developing Laser Manufacturing and Optical Detection Systems
(Editorial Universitat Politècnica de València, 2024-06-20) Morales, Miguel; Moreno Labella, Juan; Munoz-Martin, David; Canteli, David; Muñoz, Cristina; Lauzurica, Sara; Molpeceres, Carlos
[EN] The Master's Degree in Industrial Engineering at Escuela Técnica Superior de Ingenieros Industriales, Universidad Politécnica de Madrid (ETSII-UPM) integrates a series of compulsory subjects known as INGENIA (ENGINEERING). These subjects aim to cultivate students' ability to design and construct systems and products that address societal needs, emphasizing a project-based learning approach. The Laser Manufacturing and Optical Detection Systems INGENIA topic, introduced in the 2017-18 academic year, focuses on applying theoretical knowledge in optics, electromagnetism, and mechanical engineering to practical scenarios. Students work in teams to develop and implement innovative laser manufacturing or optical detection systems. Beginning with proposal development and culminating in system fabrication and testing, students engage in hands-on learning experiences guided by faculty. This paper outlines the methodology and outcomes of the Laser Manufacturing and Optical Detection Systems topic, highlighting its role in bridging theoretical knowledge with real-world engineering applications.
Access status: Abierto ,
The influence of rankings on business school students’ perception and satisfaction. An exploratory study
(Editorial Universitat Politècnica de València, 2024-06-20) Tandilashvili, Nino; Tabatadze, Marina; Tandilashvili, Anna
[EN] Rankings of higher education institutions are used as important marketing tools. Given their competitive environment, business schools increasingly use their position in rankings to attract new students and staff and to communicate about their image and reputation. In parallel, literature has demonstrated the importance of student satisfaction in generating considerable financial and reputational benefits. With few empirical evidence analysing the relationship between the position in ranking and students’ experiences, the aim of this paper is to explore the influence of business schools’ rankings on students’ perception of quality and their satisfaction. The analyses of focus group discussions shows that even if generally students do not pay important attention to the rankings, certain (good) position boosts their expectations towards business schools’ product quality (education) and customer service (administration). As a result, they are more critical and less satisfied if they perceive a gap between the position in ranking and the quality of service received.
Access status: Abierto ,
Bridling, Taming and Riding the AI Beast
(Editorial Universitat Politècnica de València, 2024-06-20) Despain, Jennifer
[EN] When ChatGPT was broadly released in the fall of 2022, university faculty and administrators struggled to evaluate and predict AI's impact on higher education. They also faced the immediate need to create policies for its ethical use in academic settings, as well as devise ways to incorporate AI into daily teaching and learning. This article offers the description and results of a teacher-led student group incorporating AI into a learning experience using three distinct projects. Generally students found the use of AI, used in a thoughtfully prescribed manner, in filling knowledge gaps, as a thought partner, and in analyzing original L2 writing, as a positive tool in their learning. It is recommended that higher education instructors design learning and assessment experiences using AI to enhance the learning process.
Access status: Abierto ,
Escape the classroom: a game to improve learning and student engagement
(Editorial Universitat Politècnica de València, 2024-06-20) Psyllou, Maria
[EN] This paper examines the impact of an interactive in person escape room game on students’ engagement and learning in a first year quantitative module. Developed and implemented as a formative assessment and alternative method of revision, the game aimed to enhance student engagement and academic performance. Through a captivating Cluedo narrative and integrated hints, the game facilitated an interactive learning environment. Subsequent evaluations, including peer feedback, questionnaires, and focus groups, were conducted to evaluate effectiveness. The findings demonstrate that the game significantly reinforced students’ engagement and learning. Moreover, it positively influenced their performance, motivation, teamwork, and communication skills. The interactive nature of the escape room game ignited students’ enthusiasm and active participation resulting in an enjoyable and immersive learning experience. Overall, the game proved highly beneficial for the module, generating positive outcomes for the participating students.
Access status: Abierto ,
Using gamification to promote financial literacy and consumer education among future generations.
(Editorial Universitat Politècnica de València, 2024-06-20) Estima, Ana; Peguinho, Cristina
[EN] This paper presents the development and implementation of a gamification initiative aimed at promoting financial literacy and consumer education among basic and secondary school students. Designed to engage students aged between 12 and 18 years old, the game addresses key financial and consumption concepts through interactive gameplay. Originally conceived for students visiting the university, the initiative has garnered interest from both educators and parents, highlighting the growing demand for financial education. In the future, efforts will focus on refining game mechanics, improving material quality, and empowering high school teachers to independently facilitate the game in their classrooms. This inclusive approach aims to equip future generations with essential financial skills to navigate personal finance confidently. This paper also aims to share this experience with other educators interested in the topic, providing insights and guidance for replicating similar initiatives in their contexts.
Access status: Abierto ,
Key role of teachers in sustainable inter-university education
(Editorial Universitat Politècnica de València, 2024-06-20) Pina Stranger, Alvaro; Varas, German; Le Saux Slimane Sales, Aude
[EN] Over the past decade, European education initiatives have sought to promote collaboration between higher education institutions. This collaboration has been encouraged and facilitated by programmes such as Erasmus+ and the European University Alliances. Although institutional agreements and technology platforms facilitate inter-institutional cooperation, local constraints can hamper the success of collaborative projects. To improve the effectiveness of inter-university educational initiatives, this article proposes that teachers be given a central role once again. More specifically, based on observation of the contributions made to the Portfolio project (Erasmus+ K2, 2022-2024) by five teachers from different European universities, the aim is to reveal a posteriori how teachers play a key role in this type of initiative. This was done by analysing the way in which these teachers coordinated to meet the challenges at local and dislocal levels throughout the various phases of the project's implementation.
Access status: Abierto ,
Revolutionizing Flipped Learning with ChatGPT: A Strategic Framework for Enhanced Educational Engagement
(Editorial Universitat Politècnica de València, 2024-06-20) Newham, Thomas; Williams, Peter; Town, Alastair
[EN] This paper proposes a novel framework for integrating ChatGPT in flipped learning environments, enhancing both asynchronous and synchronous content delivery. It explores leveraging Large Language Models (LLMs) like ChatGPT to personalize and streamline educational content, utilizing Bloom's Taxonomy and Constructive Alignment for pedagogical design. The paper emphasizes the transformation of the educator's role and the creation of custom assessments using AI. It also outlines practical applications, including case studies, to demonstrate the improved learning outcomes and engagement through ChatGPT's integration. The proposal envisions an optimized educational landscape, rich in quality, diversity, and efficiency.
Access status: Abierto ,
Readiness of the Student Community for Using Artificial Intelligence in Higher Education
(Editorial Universitat Politècnica de València, 2024-06-20) García-Chitiva, María del Pilar; Valdes-Ramirez, Danilo; Zavala, Genaro; Vázquez-Villegas, Patricia
[EN] What challenges or opportunities exist when using artificial intelligence (AI) at the university? This work presents the experience lived in a Futurist Applications of AI in Education Workshop in which professionals from different educational levels, roles, and areas worked together to construct proposals to enhance the use of AI in higher education. As a parallel research process, a questionnaire was applied to inquire about the perceptions of the uses of AI and the personal and professional applications of managers, professors, students, and stakeholders. The results reflected a broad intention to understand, use, and implement AI to develop and strengthen the processes of access, teaching, and learning in higher education.
Access status: Abierto ,
A human-centred design approach to student success in a first-year high impact module
(Editorial Universitat Politècnica de València, 2024-06-20) Human-Vogel, Salome; du Plessis, Annelize
[EN] The success of students in the first year is an important concern for higher education institutions globally. Although much is known about the factors that impact on student success, not many authors have considered how to take such factors into account in the design of a module. In this study we report on a human-centred approach to curriculum design of a first year module in Education. Working from the perspective of the “typical first year student” as a proto-persona, we redesigned the learning management system interface, assessment plan, and support strategies offered to students. We report on students’ experiences of the module in terms of these three themes and discuss the implications for using human-centred design approach as a pedagogical tool and discuss ideas for further research.
Access status: Abierto ,
Teacher Education Students’ Visions Shaping Future Generations
(Editorial Universitat Politècnica de València, 2024-06-20) Bacher, Sabrina; Schreiner, Claudia; Kraler, Christian
[EN] Teacher education programs shape prospective teachers, and teachers (can) shape future generations. Teachers serve as multipliers for society; their beliefs and visions have a high influence on their teaching, independently from curriculum directives. This paper describes a study in which we reconstructed teacher education students’ (n = 113) visions of the future in general as well as their future visions on learning and teaching. Methodologically, we chose an open, explanatory free-writing approach (micro-articles) to provide room for emotional expression and creativity. The analysis shows a wide variety of themes, approaches, and dispositions. The results indicate that teacher education programs can build awareness on future visions of prospective teachers. Thus, it appears important to allow them room in their training to reflect and further develop their expectations and visions of the future, so they realize their responsibility towards the future in their role as teachers.
Access status: Abierto ,
Effect of an authentic design thinking learning experience on collaboration, social problem-solving and satisfaction in physiotherapy and dietetics students
(Editorial Universitat Politècnica de València, 2024-06-20) Dervan, Nicola; Corish, Clare; Murrin, Celine; Shaw, Annelie; Kenny, Caoimhe; Carey, Mags; Charles, Ruth; O'Donoghue, Grainne
[EN] Aims: This study aimed to assess i) the effect of a design thinking learning experience in an authentic ‘real world’ environment on physiotherapy and dietetics students’ skills in collaboration and social problem-solving and ii) their satisfaction with the learning experience. Methods: A single group, quasi-experimental study with a pre- and post-test design involving 46 physiotherapy and dietetics students. Data were collected using self-administered anonymous questionnaires: the Interprofessional Collaborative Competency Attainment Scale-Revised, the Social Problem-Solving Inventory-Revised Short Form and a bespoke questionnaire exploring student satisfaction with the experience. Results: Mean scores for collaboration were significantly higher following the learning experience. Social problem-solving skills did not change. Students reported satisfaction with engagement, support, and structure of the learning experience. Conclusions: A design thinking approach can improve skills in interprofessional collaboration. Students reported satisfaction with the learning experience. The development and assessment of social problem-solving skills using a design thinking approach requires further research before definitive conclusions can be drawn on this topic.
Access status: Abierto ,
Supporting the design of sustainability-related higher education: Pedagogical method mixes and their effectiveness drivers
(Editorial Universitat Politècnica de València, 2024-06-20) Bustamante, Silke; Martinovic, Martina; Shaman, Kai
[EN] This paper aims to investigate eight pedagogical methods that are discussed and used in the context of sustainability education (i.e. lectures, case studies, debates, group discussions, in-class role plays, consulting, research and service learning projects) in terms of their manifestations on nine so-called pedagogical impact variables suggested to drive teaching effectiveness. Manifestations were determined by means of a two-stage online Delphi survey conducted with experts from the field of sustainability education. Results reveal that all pedagogical methods except lecture have positive manifestations for all impact variables with variations in the degree and that a mixed picture is present for lectures. By showing in detail which method is suitable for what and how well, the results offer important insights that can assist with the design of teaching or, more concrete, the compilation of course method mixes.
Access status: Abierto ,
Less Anxious, More Confident: the Use of Playful Pedagogy to support student learning of quantitative methods
(Editorial Universitat Politècnica de València, 2024-06-20) Harris, Sophie; Massey, Simon; Cordner, Carla; Scott Jones, Julie
[EN] This paper presents findings from an evaluation of the Manchester Metropolitan University’s Q Step Centre’s uses of playful pedagogy to decrease undergraduate students’ anxiety and increase confidence when working with quantitative data. Students studying social science degrees often associate themselves as ‘Non-STEM’ due to previous bad experiences of maths, therefore, when students enrol onto a quantitative methods module this causes anxiety amongst the students. Through incorporating playful pedagogic techniques and bringing elements of fun to teaching sessions, this reduced anxiety and increased confidence in the learners, thus creating data confident social science graduates.
Access status: Abierto ,
Using ChatGPT for Creating Computer Science Exercises – a Case Study from the Real World
(Editorial Universitat Politècnica de València, 2024-06-20) Neve, Antje; Pawelczak, Dieter
[EN] Using ChatGPT (Chat Generative Pre-trained Transformer) to support the tedious work of creating programming exercises seems obvious and helpful. This paper explains in detail the experience of working with the the artificial teaching assistant ChatGPT. The usage for the creation of lab assignments for a bachelor and a master level course is described, followed by the evaluation of the powerful yet not flawless tool for this specific use case. The article details a workflow that shows the steps for creating content and the necessity of feedback loops through the expertise and competence of the teachers. This article provides insights into the advantages, disadvantages and risks and possibilities that occur when working with this technology.
Access status: Abierto ,
A Taste of Research: Preliminary Insights from an Undergraduate Research Training Cadetship Project in a Western Australian University Offering Experiences Outside the Classroom
(Editorial Universitat Politècnica de València, 2024-06-20) Fox-Harding, Caitlin; Kendall, Kristina; Porter, Tenielle; Fleay, Brianna; Beatty, Shelley; Wallace, Ruth
[EN] This paper assessed the impact of a Student Research Cadetship Program aimed at providing undergraduate students with extracurricular research opportunities within the School of Medical & Health Sciences at Edith Cowan University. This preliminary evaluation, comprising two studies, explored the outcomes, benefits, and challenges experienced by students and academic staff. Study 1 analysed outputs from cadetship projects between 2016-2023 (n= 80 students; 42 academics). Notably, cadets contributed to over 60 research outputs, with 30% of cadets transitioning to postgraduate studies following competition of the program. Study 2 focused specifically on the 2023 program, highlighting positive impacts on academic staff and cadets, showcasing improved skills, heightened confidence, and increased career aspirations. Despite challenges in resource allocation, the program has gained traction, offering valuable research experiences for students and enhancing research outputs. The program serves as a model for other disciplines, emphasising the need for sustained institutional commitment and resource allocation.
Access status: Abierto ,
The Third Mission in Chilean Universities: An analysis from the perspective of its academics
(Editorial Universitat Politècnica de València, 2024-06-20) Alarcón, Mario; Brunner, José Joaquín
[EN] The study analyses the participation of Chilean university academics in Third Mission (TM) activities. It focuses on their perceptions of the significance of these efforts for institutional development, their professional careers, and their social impact. The analysis of data from the Academic Profession in the Knowledge Society (APIKS) survey reveals that the faculty is predominantly involved in social, cultural, and educational activities. This reflects a tradition of social and cultural engagement in Chilean and Latin American universities. However, there is less involvement in industrial and entrepreneurial activities, such as patents, licensing, and business creation. Academics acknowledge the significance of TM activities in their teaching and research, which may suggest the integration of TM with the core functions of the university. Additionally, potential areas for future research are proposed, such as incorporating TM activities in performance evaluations and investigating obstacles to collaboration with industry.
Access status: Abierto ,
(Re-)Discovering the treasure within – The contribution of a Design Your Life Module to Undergraduate Education
(Editorial Universitat Politècnica de València, 2024-06-20) Hall, Tony; Millar, Michelle; O'Regan, Connie
[EN] This paper presents a description of a Design Your Life (DYL) module delivered to a multi-disciplinary group of undergraduate students. This approach as developed in Stanford University uses principles of Design Thinking to support students to consider their own agency and development pathways as they journey through university and beyond. The implementation of this programme is underpinned by an active evaluation strategy. As part of which, three focus groups were conducted with 15 students who had participated in the module over the past three semesters. This paper presents an analysis of student feedback on their participation, locating this feedback in the context of an overarching theory of student engagement. In so doing, this paper seeks to contribute to how these approaches can support students in their journey as active learners and, by building their resilience and self-efficacy, facilitate their discovery of the treasure within.
Access status: Abierto ,
ENLIGHT Methodology for the Impact Assessment of Higher Education Initiatives
(Editorial Universitat Politècnica de València, 2024-06-20) Nunes Rodrigues, Glória; Campillo Santos, Igor; Puertas Paz, Iñigo
[EN] This paper presents the ENLIGHT methodology for impact assessment of higher education activities, including the lessons learnt and the conclusions drawn from its testing with three case studies on challenge-based education, mobility and regional academies. The ENLIGHT methodology for impact assessment is designed as a sequential and circular process, structured in six phases which are interrelated and retrofitting the next ones. It builds upon a co-creative process between the ENLIGHT Impact Task Force, action leaders and stakeholders, in order to explore the expected outcomes and desired impacts, capture and manage those changes on learners, academic and non-academic staff, institutions, systems and society. The ENLIGHT methodology has the potential to be taken as a reference in the assessment of the impact of higher education activities and can be used for the establishment of a model impact-direct planning and management in higher education.

Examinar

Envíos recientes