Journal of Higher Education Theory and Practice

Promoting Engagement in Microcredential Coursework: Applications of a Course-Embedded Advising Model

2024-09-11T01:40:48-04:00

This pilot involved incorporating course-embedded advising into a course offered as part of a micro-credential. Microcredentials are targeted, short programs that align to key skills and are accompanied by documentation, such as digital badges (Varadarajan, Koh, & Daniel, 2023; Yueh, Kamsin,& Fuh, 2023). Emphasizing skills and utility must not come at the expense of engagement, which is a prerequisite to student learning. The inclusion of course-embedded advising offers faculty a venue from which to provide micro-mentorship while preserving course content. Lessons learned and future directions are discussed in the context of relevant best practices for the delivery of online coursework.

Blended and Collaboration-Based Learning Management Model to Enhance Mobile Website User Experience (UX) Design Skills

2024-09-11T01:48:29-04:00

This study presents a collaborative learning model designed to enhance mobile website design skills with a focus on user experience (UX). The model, assessed by nine experts across utility, feasibility, propriety, and accuracy, demonstrates high-quality scores, reflecting substantial agreement and effectiveness. Specific strengths include the model’s adaptability to the curriculum (4.56) and its applicability to university students (4.44). Areas for improvement, with mean values of 3.89, highlight opportunities for refinement, particularly in the appropriateness of learning processes and the precision of details within activities. Synthesizing steps from cooperative, blended, and Project-Based Learning, the model aligns with Stufflebeam’s framework, emphasizing high feasibility, utility, propriety, and accuracy. Comparative insights with previous research validate its strength across diverse educational contexts. The model’s success, proven through evaluation and refinement, carries significant implications for education by enhancing both technical skills and a holistic understanding of user experiences in mobile web design. Despite acknowledged limitations, the collaborative learning model invites continued exploration and adaptation, ensuring its relevance in the evolving landscape of educational practices.

Pandemic GPAs

2024-09-11T01:56:04-04:00

A student’s grade point average (GPA) is very important to most scholarship committees, potential employers, and graduate school selection committees. Some students place such importance on grades that they actively manipulate their GPA higher by taking actions that raise grades without additional study and learning. Students can seek out easy professors, transfer grades for difficult topics from community colleges, try to gain favoritism with their professors, or cheat on assignments. During the Covid-19 pandemic, universities offered grading leniency, such as allowing students to switch grades to credit / no credit after the semester’s end, which artificially inflated grades. We apply Felton and Koper’s (2005) proposal for having two grades on a transcript, Nominal GPA and Real GPA, as an easy to understand and apply method for dealing with some of the methods of GPA manipulation.

Examınıng the Teacher Candıdates’ TPACK Competences: Evıdence From Four Teacher Educatıon Programs

2024-09-11T01:59:34-04:00

This study examined the valid items in the perception of TPACK competencies of physics, math, biology, and chemistry teacher candidates in one public university in Indonesia. This study used a cross-sectional survey where data were collected once from one sample at a time. The study was conducted in four teacher education programs in one public university. This study used a stratified proportioned random sampling technique. The sample for this study consisted of 400 students from 4 teacher education programs including Physics Education, Chemistry Education, Biology Education, and Mathematics programs. Data were collected through a questionnaire with 75 statements related to TPACK competency indicators. The data were processed and analyzed through Partial Least Squares Structural Equation Modeling (PLS-SEM) and by using SmartPLS 3.0 software. The results showed that of 75 statements, there were 27 valid statements related to TPACK competency indicators. These 27 statements can potentially be used to measure TPACK competencies of teacher candidates. The results obtained from the factor analysis and the Smart PLS procedures showed that the construction of items in the instrument and their relevance to each other is appropriate. Based on the overall results, one of the main findings of this study is that the predictive power of the core knowledge base and the second-level knowledge base on TPACK development is significantly different.

Work-In-Progress: Investigate Eye-Tracking Metrics and Effectiveness of Visual Learning Aids in Online Learning Environments for Students With Learning Disabilities Using Machine Learning

2024-09-11T02:07:51-04:00

This Work-In-Progress study proposes a novel approach to explore the learning behaviors of students with learning disabilities in online learning environments by investigating eye-tracking metrics and effectiveness of visual learning aids. It builds on previous research that suggests that students with learning disabilities often face difficulties in online learning environments due to the lack of visual cues and their limited ability to interact with the learning material. The use of machine learning to analyze eye-tracking data and visual learning aids can provide insights into how students with learning disability interact with online learning materials, with the goal of improving the learning outcomes as well as informing the design of constructive teaching strategies and seeking to expand this research to the online learning context

A Case for Using Grounded Theory: A Qualitative Research Process

2024-09-11T02:14:00-04:00

Determining a suitable methodology for any given research is paramount. This article advocates for the adoption of grounded theory by presenting a qualitative research process employed to make sense of data. The rationale behind choosing grounded theory is discussed. It aims to provide an understanding of grounded theory, uncover the intricacies of data collection and analysis within this framework, delve into the coding process, and share insights through a grounded theory organizer to compare coding strategies and a coding cycle. The paper explores a comprehensive understanding of grounded theory as a valuable approach in research.

The Skill of Analysis and Synthesis for Teaching Research Competence: A Study in Higher Education

2024-09-11T02:20:05-04:00

The ability to analyze and synthesize is a crucial cognitive skill in teachers' initial research training. This competence involves various mental actions for processing both theoretical and empirical information. It enables students to accurately present and understand their investigative experiences, fostering new knowledge from their interpretations. This research aims to evaluate student and teacher assessments during the research training regarding analysis and synthesis skill development. A mixed-method approach was used, with a qualitative focus through case studies. Results indicate that students engaged effectively in analysis and synthesis activities during training, demonstrating skill achievement. This success is linked to a supportive learning environment with participatory teaching methods and positive interactions among educators. Challenges encountered were addressed effectively, providing valuable insights for enhancing future training experiences in developing analytical and synthesis skills in teaching and research contexts.

Profile Analysis of Hourly, Daily, and Weekly Student Access to Online Asynchronous Courses

2024-09-11T02:23:50-04:00

Recent global events have led to an increase in the delivery of higher education in an asynchronous online format. These changes have impacted students’ ability to schedule their lives around their education. This study investigates trends in student access to online asynchronous courses. This study utilized learning analytics data from the learning management system for thirty-eight online asynchronous communication courses taught by twelve different faculty members at a large research university in the southwestern United States. A total of 1,384 students were involved in the study. Profile Analyses indicate clear non-linear trends for time of day, day of the week, and week of the semester in student course access. Results indicate those trends vary significantly from a no-effect condition by level of course and gender of student across multiple courses.

Team Case Study in Exploring Practical Problems in Undergraduate Marketing Education

2024-09-24T23:10:24-04:00

This paper explores the teaching reform method of incorporating team case studies into undergraduate marketing education. Team case studies provide a platform for students to engage with authentic marketing scenarios, fostering critical thinking, problem-solving, and collaboration skills. Additionally, such studies can bridge theory and practice, enabling students to apply their knowledge to real-world problems in a collaborative setting. Through case analysis, students can understand brands’ marketing strategies and their effects, master the skills of market research and analysis, and be able to accurately evaluate consumer needs and the strengths and weaknesses of competitors. This paper discusses the current status of undergraduate marketing education, explores the benefits of team case studies, and proposes strategies for effectively integrating them into marketing curricula.

Cross-Cultural Competencies in Hispanic Serving Institutions (HSI): A Primer for Business Instructors

2024-09-24T23:13:44-04:00

Graduates from Science, Technology, Engineering, Mathematics, and Business (STEMB) schools are in high demand, driven by technological advancements and expanding industries. While these graduates excel in quantitative and empirical skills, there’s a recognized need for improved interpersonal abilities. This paper responds by introducing culturally sensitive elements to enhance pedagogical approaches in academic settings, focusing on business schools in Hispanic Serving Institutions. Unlike some diversity training programs, which may employ shame-oriented methods, our research prioritizes understanding cultural nuances. Specifically tailored to enrich the educational experience of Hispanic students, this approach aims to bridge skill gaps and foster inclusivity, contributing to the overall proficiency and adaptability of STEMB graduates in a dynamic labor market.