Sixth 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) aims to become a 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

http://hdl.handle.net/10251/28679

URI permanente para esta colecciónhttps://riunet.upv.es/handle/10251/145135

Examinar

Mostrando 1 - 20 de 162

Access status: Abierto ,
Advancing understandings on Students’ Mobility as a Tool to reach 2030 Agenda
(Editorial Universitat Politècnica de València, 2020-05-02) Costa, Rosalina
[EN] This paper interrogates the role of students’ mobility within the framework of 2030 Agenda, specifically, the prospects of reaching Sustainable Development Goal 4, a quality education for all by 2030. Empirical data draw upon a report that analyzes mobility’s figures over the last five academic years at the University of Évora, Portugal. Important insight can be gained from 2030 Agenda when looking at the strong imbalance observed between IN and OUT mobility, countries of origin and destination, gender and age distribution of the students’ missions. The paper claims for a call for action in order to use academic mobility as a tool to meet the 2030 Agenda for Sustainable Development. While academic mobility can and should be understood as part of a broader strategy aiming the dissemination and internationalization of knowledge and skills, acquisition and transfer of good practices, it should not neglect a commitment that through SDGs unites us all: to reduce inequalities and to improve the quality of life among individuals around the world.
Access status: Abierto ,
Do text discussions improve the academic skills of students of HE? Andorra University case
(Editorial Universitat Politècnica de València, 2020-05-07) Prieto Sanz, Helena
[EN] Reading is a core competency in learning processes of higher education as a tool for accessing discipline-specific knowledge. The aim of this case study is to analyse the impact of text group discussions on the academic skills of students at the Universitat d’Andorra (UdA). Qualitative techniques -non-participant observation, interviews and discussion groups- were applied to UdA students and faculty. Five student groups belonging to the Bachelor of Teaching and Learning (BTL), Bachelor of Computer Science (BCS) and Bachelor of Business Administration (BBA) were studied. After processing the data with Atlas.ti, the first results were obtained. Evidences of a positive impact on the academic skills are identified. Firstly, both students and faculty indicated an improvement of the text comprehension mainly because of the peer interactions. Improvement of the critical and analitycal attitude, the own speech as well as the metacognitive learning are also highlighted as areas on which dialogic reading has positive impact.
Access status: Abierto ,
Supporting deep understanding with emerging technologies in a STEM university math class
(Editorial Universitat Politècnica de València, 2020-04-27) Brunetto, Domenico; Marchionna, Clelia; Repossi, Elisabetta
[EN] In this work we present an innovative learning environment format, based on student-centred activities, that may support undergraduate students to deep understanding mathematics in the first year of engineering university. In particular, we refer to the difficulties students meet in the transition from the high school mathematics to the one they meet at university, which requires a significant shift to conceptual understanding, especially in Calculus courses. The goal of this presentation is to investigate the case of multivariable functions, a topic at the foundation of many mathematical models and its application. We show the results of the first pilot study which involves 160 undergraduate students. More precisely, we report how a flipped-learning approach based on online activities and working group allows students to deep understand the main properties concerning multivariable functions.
Access status: Abierto ,
Escape room in education: a bibliometric study
(Editorial Universitat Politècnica de València, 2020-05-26) Marin Suelves, Diana; Vidal Esteve, Isabel; Pardo Baldoví, M. Isabel; Generalitat Valenciana; Ministerio de Ciencia, Innovación y Universidades
[EN] The impact of technologies in all areas is one of the main points that characterize the current society. In the educational context, recently, great efforts are being made to adapt the system to characteristics and needs of the students of the 21st century. Gamification in education consist on the use of structures, characteristics, dynamics and aesthetics of games for educational purposes, to increase students participation and motivation. The escape room is a gamified activity in which one or more teams must leave a place during a limited time solving a challenge whose goal is learning. This study pretends to analyze research trends through a bibliometric study of scientific production deposited in Scopus. 32 articles were obtained for the analysis. The results indicate an increase in scientific publications in last decade, and the main mean of dissemination are journals, specially in Social Sciences field. In addition, data shows the low impact and the absence of medium and large producers. Finally, the weight of Spain highlights and the implementation of escape rooms in the Higher Education stage stands out too.
Access status: Abierto ,
Dropout and Engineering undergraduate programs at the Universidad Nacional de Colombia between 2012-2019
(Editorial Universitat Politècnica de València, 2020-04-24) Sánchez-Nítola, Mónica; Grijalba, Diana M; Embus, Manuel; Suarez, Andrés; Guevara Montoya, Juan
[EN] Dropout is a topic of significant concern to Higher Education Institutions, especially in Colombia it is considered one of the most important indicators to define higher education quality. Nevertheless, in Colombia, and particularly at the Universidad Nacional de Colombia, it has been generally assessed only academic dropout. This decision has prevented understanding other types of dropouts that also occur in the university. The research group performed Multiple Correspondence Analysis to assess the relationship between dropout types (academic, dropout on request, and expiry of time limits) and variables such as sex, socioeconomic stratum, type of admission, and semester of dropout. In the results, we found a disparity between types of dropout concerning the type of university admission, sex, socio-economic stratum, and the semester in which dropout occurs. Women are related to the dropout request while men are associated with the academic dropout. Additionally, the academic dropout occurs in the first 4 semesters, and the expiry of time limits occurs in the last ones.
Access status: Abierto ,
Good-bye email, welcome Slack
(Editorial Universitat Politècnica de València, 2020-04-28) Lopez-Zafra, Juan Manuel; de Paz-Cobo, Sonia; Queralt Sánchez, Ricardo A.
[EN] Email is the standard in communication with university students; as a one-to-one communication device, students repeat their doubts along multiple messages, multiplying the teacher's work and preventing the participation and learning of other students. The topic forums on virtual campuses allow better a management of doubts but require the active participation of all the students to achieve a final outcome. We propose to abandon the email and traditional forums of the campuses and enter tools with a higher professional profile to manage communication with the students. The results of this first experience, carried out with more than 90 postgraduate students, encourage its mass employment in both undergraduate and postgraduate. The survey conducted over 102 students in three different subjects of two different MSc shows how Slack, the tool we used, has been highly valued, with differences depending on the studies but neither on the gender nor on the intensity of use of the social networks.
Access status: Abierto ,
Bridging the gap between academic and policy-oriented activities in higher education institutions
(Editorial Universitat Politècnica de València, 2020-05-05) Márquez-Ramos, Laura
[EN] There are three different types of activities performed in higher education institutions that, taken together, form the components of a trilemma in higher education. These include traditional academic activities (research and teaching), along with those that aim to transfer knowledge beyond academic research (policy-/industry-oriented activities). I argue that there are potential synergies across these three components that can be exploited to resolve this trilemma. This is illustrated in an augmented research value chain that introduces teaching and policy-/industry-oriented activities as phases that complement the research process. The interaction of the different phases in the research process contributes to the generation of new knowledge, increasing the value-added of the organization. This proposal relies on an application in an organizational unit specializing in international trade within an Australian university. Australia provides an interesting case study because research-intensive Australian universities are no longer evaluated purely in terms of their research quality, but also in terms of their transfer of knowledge and contributions beyond academic research. In this context, I conceptualize how to resolve the trilemma, and increase the feasibility of bridging the gap between academic and policy-/industry-oriented activities in higher education institutions.
Access status: Abierto ,
Design and Evaluation of Gamification Experiences in Computer Science Studies
(Editorial Universitat Politècnica de València, 2020-05-07) Rodríguez, Inmaculada; Salamó, Maria; Puig, Anna; Generalitat de Catalunya; Agencia Estatal de Investigación
[EN] This paper presents two gamification experiences developed in the Computer Science (CS) degree at the University of Barcelona. Usually, the CS degree suffers from low class attendance, which impacts the participation of students in in-class programming activities. Additionally, this degree includes a basic course related to human computer interaction that, despite of being valuable for the formation of students, they feel as boring and useless, far from their - heavily computer focused - interests. Then we decided to gamify a basic course of programming skills and the mentioned HCI course. We decided to use two different formats, online and physical. First, one experience was performed in “Human Factors in Computing” course of third year of studies, with 70 enrolled students. First, students attended to a 3D online theoretical class related to emotional design in “The education district” (TED) platform, which is a 3D Virtual World (VW) for educational purposes, developed by Virtway corporation. Afterwards, they participated in the ‘Game of thrones’ gamified activity where they evaluated the usability of TED. Second, we designed ‘physical’ gamified classes to increase attendance to Data Structures course, and in consequence, augment the number of programming exercises that students perform and the assistance they receive from the teacher. During the gamified sessions, the 120 enrolled students enhanced their skills in solving programming problems. The experience consisted of three kinds of challenges (with easy, medium, and hard difficulty level) solved in large, medium, and low-sized groups of students, respectively. The results of both experiences were satisfactory as evidenced by the percentage of students (>=66,7%) that rated the activities between 6 and 10 (in a 0 to 10 scale).
Access status: Abierto ,
“Because, as a teacher, giving feedback and assessment is actually really difficult”: using self- and peer-assessment to develop Higher Education teachers’ skills in assessment and feedback
(Editorial Universitat Politècnica de València, 2020-04-28) Costelloe, Laura; Egan, Arlene
[EN] This paper explores the use of self- and peer-assessment to develop skills in assessment and feedback in a postgraduate programme in teaching and learning, targeted at Higher Education practitioners. It explores the rationale underpinning a focus on the development of self- and peer-assessment skills, particularly in the context of the challenges experienced by early career teachers in making evaluative judgments and providing feedback to support student learning. Examples from practice are included to illustrate the activities used to develop practitioners’ ability to evaluate their own learning and that of their peers against given criteria, based on a model for incremental skill development proposed by the authors. In particular, the importance of scaffolding and support, in the form of guidance, templates and rubrics, is explored, in order to build confidence and competence in assessment and both giving and receiving feedback. Focus group feedback confirms that such an incremental approach is welcomed and valued, along with a programmatic approach to the development of these skills, whereby all modules across the programme provide opportunities for the enhancement of the skills associated with assessment and feedback for academic practice.
Access status: Abierto ,
Design of a gamified tool for the development of citizenship competencies
(Editorial Universitat Politècnica de València, 2020-04-28) Paba Medina, Maira; Acosta Medina, Julieth; Torres Barreto, Martha; Ministerio de Ciencia e Innovación, Colombia
[EN] The DidacTIC project emerges as a proposal in the face of high levels of desertion in virtual education, and the latent need to develop citizen competencies in the Colombian context. It consists in the joint development of a platform developed as KMS that will extract information from the LMS and a motivational didactics tool based on gamification principles, designed to reinforce the teaching and learning process in the subject of citizen competencies. This document evidences the methodology applied to the design of the gamified tool.
Access status: Abierto ,
Did the Bologna Process contribute to improving international students’ success rates in Germany’s HEIs? Twenty years of success rates in Germany: how the Bologna Process impacts on the success rates of International and German students
(Editorial Universitat Politècnica de València, 2020-04-28) McGrory, Marita
[EN] Low success rates are a thorn in the side of any Higher Education Institute (HEI). With increasing aspirations of attracting international students to Germany (HRK 2020), the international students’ success rates are worthy of a review. For it reflects on how internationalisation processes, such as the Bologna Process, impact on success rates and whether the changing structures attract international students. We used the German administrative data, covering twenty years, to create this cross-cohort analysis of student success rates. By creating a common finishing point-in-time, the combined success rates of diplom and bachelor students in mechanical engineering show that the synchronised success rates for the increasing number of international students are not just comparable, but better than those of the German students.
Access status: Abierto ,
Methodology based on collaborative problem solving implemented in a high academic achievement group
(Editorial Universitat Politècnica de València, 2020-05-26) Ferrando-Rocher, Miguel; Marini, Stephan; Galiana-Merino, Juan; Carbajo, Jesús; Departamento de Comunicaciones; Instituto Universitario de Telecomunicación y Aplicaciones Multimedia; Escuela Politécnica Superior de Gandia
[EN] The High Academic Achievement (ARA, by its acronym in Spanish) group began its course in the 2011/12 academic year to reinforce the potential of the most outstanding students since the beginning of their university studies. In order to improve the employability of this students, at least 50% of basic or compulsory credits of the degree are taught in English. In addition, a series of language training aids are provided, which also has advantages in obtaining Erasmus scholarships. The ARA group only offers 25 places each academic course. Being a small group, personalized teaching is enhanced while the schedule is compacted. In this contribution the methodology used in the subject of Signals and Systems of the Degree in Sound and Image in Telecommunication Engineering of the Alicante University (Spain) is presented. The methodology emphasizes the practical application of the subject and its direct applicability in real systems.
Access status: Abierto ,
(Natural) Science and Technique in Medicine: Teaching Competences along with Research Activities
(Editorial Universitat Politècnica de València, 2020-05-02) Lang, Johannes; Repp, Holger
[EN] While factual knowledge is more and more present in digital format anywhereand anytime, (higher) education needs to extend its scope to supporting thedevelopment of personal skills and competences.The teaching and learning project “(Natural) Science and Technique inMedicine – SciTecMed” is closely related to recent research in theintersectional field of natural science, technique and medicine. Local expertsfrom the natural science and medical faculties engage in various teachingformats that are open for students of various majors. Together, studentsexperience the idea of interdisciplinary collaboration, discuss from theirindividual perspectives and learn to learn from each other and to instruct eachother. By the given context of the research activities, students earn insightsinto the scientific process and the usage of appropriate (digital) tools, enhancetheir corresponding skills and have the chance to take part into the scientificactivities. We describe the concept of the project, potential obstacles, student’sinterests as well as the syndetic benefits for both sides – education ANDresearch.
Access status: Abierto ,
Sustainable Practices in research-integrated Education in HE: towards an accepted Development Pedagogy
(Editorial Universitat Politècnica de València, 2020-05-26) Corradini, Erika
[EN] It is a truth universally acknowledged that in UK Higher Education Institutions excellent is the new good. With HEIs striving to achieve ‘excellence in teaching’ in order to attract the best students, questions are being asked about how to measure excellence and about whether or not lecturers are supported in doing so. How can lecturers devise reliable measures for evaluating the quality of their teaching? The following piece conceptualises the relationship between education research and practice in HE through discussing the sustainable integration of education research into teaching practice. The overarching aim is to discuss the potential for a pedagogy centred on the development of action research in educator development programmes and thus gauge how sustainable such practices can be in HE.
Access status: Abierto ,
Functional and conservation value of fruits - a lab approach
(Editorial Universitat Politècnica de València, 2020-04-28) Alves-Pereira, Isabel; Capela-Pires, Joana; Candeias, Marta; Ferreira, Rui; Fundação para a Ciência e a Tecnologia, Portugal
[EN] Fruits are a relevant source of phenols and ascorbate, biomolecules which scavenge reactive oxygen species. For this reason, they are considered as healthy for the human being. Fruits quality depends on their levels of antioxidants and enzyme activities that ensure their conservation. The aim of this work was to plan and execute a laboratory class of Enzymology, a discipline of Biochemistry degree of University of Évora, Portugal, for determining the functional and conservation value of three different fruits types, sold in the market of Évora, Portugal. The development of this activity allowed that students of a pilot class participate in a laboratory activity which intended to compare the content of phenols, ascorbate, and polyphenol oxidase enzyme activity present in apple, peach and blueberries pulp. At Lab activity, the students successfully determined markers of functional and conservation value of selected fruits. The skills acquired by the students, in terms of obtaining fruit pulp and their composition in antioxidants, stimulated their commitment degree on the application of biochemistry in the everyday, acquiring thereby significant learning, with a high degree of satisfaction.
Access status: Abierto ,
Classroom Learning Motivators:Breaking ESL Chinese university students' passivity in class discussion
(Editorial Universitat Politècnica de València, 2020-04-28) Echiverri, Leah Li
[EN] Chinese university students enrolled in overseas coursework and English as Medium of Instruction courses domestically have a reputation for classroom passivity as recognized internationally. Thus, the case study was employed to explore Wenzhou Kean University (WKU) students’ ‘willingness to communicate’ based on motivation and attitude toward the classroom learning milieu. Purposive and convenience sampling techniques were used in the semi- structured interview of 75 informants during the focus group discussion. Thematic content analysis method was used to analyze qualitative data collected. Grounded theory was used for the generation of theories. Findings showed that ESL Chinese university students are motivated because of knowledge acquisition and English spoken ability improvement when they engage in class discussion. A relaxing classroom climate, teacher’s personality and professional competence in designing the learning experiences contribute in shaping favorable learning attitudes necessary for active student participation in class discussion. Most WKU students intend to pursue graduate studies abroad and considers English speaking ability important in their future and career goals. This belief persistently motivates them to engage in class discussion. Besides, thinking skills development, English spoken language improvement, self-confidence build up, leadership skills, teamwork skills and adaptability to new environment development heighten the importance of class discussion.
Access status: Abierto ,
Contributing factors to academic achievements: from community college to university in Hong Kong
(Editorial Universitat Politècnica de València, 2020-05-05) Li, Yeena; Li, Bin; Cheung, Kin; Tsang, Hilda
[EN] Academic achievement of students transferring from community colleges to 4-year institutions has been a topic of interest to educational researchers globally. However, local empirical evidence remains limited on how transfer students’ learning approaches and the teaching-learning environment relate to their academic achievement in Hong Kong’s universities. The study aims at exploring the relationship between transfer students’ approaches to learning, their perceptions of the teaching-learning environment and academic achievement. The participants were 617 undergraduate students transferring from community colleges to an university in Hong Kong. Students’ approaches to learning and perceptions of the teaching-learning environment were measured using the HowULearn questionnaire. Analyses were carried out using factor analysis, Pearson correlation and linear regression. The results confirmed positive relations between students’ perceptions, approaches and achievement. Students studying in an organised manner achieved better academic performance, whereas those using a surface approach poor performance. Others might also adopt an intermediate approach to learning. The results indicate that promoting awarenesses of choosing and using appropriate learning approaches is important for fostering academic success among students.
Access status: Abierto ,
Employability skills of graduates:Insights from job advertisements
(Editorial Universitat Politècnica de València, 2020-04-28) Suleman, Fátima; Suleman, Abdul; Cunha, Filipa
[EN] This paper examines online job advertisements to identify the type of skills and other attributes required for higher education graduates in European countries. The data were collected from European job websites in 2019 (n=1,752) for any country and occupation having a job offer requiring higher education. The empirical analysis starts with a fuzzy clustering to identify typical skill patterns required by employers. Six clusters emerge from the data; five can be labelled as adaptability skills, foreign languages, specific skills, work attributes, and managing skills. The remaining one is referred to as null cluster with no distinctive required skill. Subsequently, we examine the occupation and employment conditions associated with each fuzzy cluster. Despite the demand for graduates, the service and sales related occupations prevail in the null cluster. In other five well-defined clusters we find a mix of skills of some high-qualified occupations, and search for specific skills acquired through work experience.The findings raise the question about the assignment of graduates in less qualified occupations.
Access status: Abierto ,
An Approach to Building Learning Objects
(Editorial Universitat Politècnica de València, 2020-04-28) Thaysen, Peter
[EN] Designing for online education can be a complex endeavor and the way to approach this must be carefully considered. This article examines the case of Danish educational institution SmartLearning to map out and analyze the approach to online courses. The study find that SmartLearning approaches the online courses by setting up guidelines for educators on how to build learnings objects. The approach is to use three different elements, one focused on the content and learning goals for a course, one focused on the layout of the leaning management system, and one focusing on which didactic principles to apply. These three elements must work together in the learning object in order to assure learning and motivation of learners. The study also find some structure regarding this process and based on the analysis it is recommended to bind the development of learning objects and courses together through instructional design tools. This will aid the further development of combining the three elements into quality learning objects.
Access status: Abierto ,
Public Health Observatories: a learning community model to foster knowledge transfer for sustainable cities
(Editorial Universitat Politècnica de València, 2020-04-21) Vito, Domenico; Ottaviano, Manuel; Cabrera, Maria Fernanda; Teriús Padrón, José Gabriel; Casella, Vittorio; Bellazzi, Riccardo; European Commission
[EN] A Public Health Observatory (PHO) is a platform to provide “health intelligence” as a service for a specific population. The World Health Organization (WHO) identifies the primary purposes of PHOs as “monitoring health situations and trends, including assessing progress toward agreed-upon health-related targets; producing and sharing evidence; and, supporting the use of such evidence for policy and decision making” For the purposes of the PULSE project, create an observatory to function as a unique point of access to the PULSE technology for people both inside and outside the project consortium.Specifically, we create a platform for e-learning and knowledge sharing that it can be easily navigated by lay persons that are interested in learning about or participating in the PULSE project. We targeted specifically policymakers, clinicians, as well as leaders and citizens in other cities. As a concept, it reflects the principles participation, sustainability, and collaboration across sectors and levels of government The Observatory leverages on the Health in All Policies (HiAP) framework. HiAP is a cross-sectoral approach to public policy that systematically takes into account the health implications of decisions, seeks synergies, and avoids harmful health impacts in order to improve population health and health equity.

Examinar

Envíos recientes