scholarly journals Active learning engagement classrooms at the University of Central Missouri : practical strategies to implement and sustain utilization of active learning in higher education using technology

2020 ◽  
Author(s):  
◽  
Elmer N. Ragus
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Student Performance ◽  
Student Perceptions ◽  
Positive Impact ◽  
Learning Goals ◽  
Future Research ◽  
Theoretical Frameworks ◽  
Learning Engagement ◽  
The University

The tradition of lecturing in higher education is synonymous to teaching (Morrison, 2014). Fortunately, those in higher education today are pushing for viable alternatives such as active learning because several studies have shown the positive impact on student performance, student achievement, and other learning goals (Auerbach and Andrews, 2018; Beichner, 2014; Cattaneo, 2017; Eddy, Converse, Wenderoth, and Schinske, 2015; Freeman, Eddy, McDonough, Smith, Okoroafor, Jordt, and Wenderoth, 2014; Heim and Holt, 2018; Lumpkin, Achen, and Dodd, 2015; Morrison, 2014). Additional research should therefore focus on topics besides whether active learning works. This qualitative study aims to add to the literature of the next generation of active learning research by exploring faculty and student perceptions of active learning engagement classrooms (ALECs), actions that a university can take to encourage the use of active learning engagement classrooms, and support for faculty transitioning from traditional lecturing to active learning using technology. Focus group meetings and interviews were conducted with 44 faculty, staff, and student participants at the University of Central Missouri. While mostly positive, faculty and students had mixed reviews about the ALEC experience. Also, most participants pointed to the need for training to support the sustained utilization of the ALECs. The qualitative findings are discussed and connected to the theoretical frameworks guiding this study. The paper concludes with three phases of recommendations for practice and ideas for future research.

Student perceptions of a flipped classroom management course

2016 ◽  
Vol 8 (3) ◽  
pp. 316-328 ◽  
Author(s):  
Brian J Beatty ◽  
Michael Albert
Keyword(s):  
Higher Education ◽  
Classroom Management ◽  
Student Performance ◽  
Student Perceptions ◽  
Flipped Classroom ◽  
Future Research ◽  
Classroom Experience ◽  
Content Type ◽  
Student Grades ◽  
The Impact

Purpose – The purpose of this paper is twofold: first, to assess student perceptions of a flipped classroom model used in an introduction to management course; and second, to determine the relationship between student perceptions and student grades. Design/methodology/approach – A quantitative approach was used, and a survey was created to assess student perceptions of their flipped classroom experience. Correlation analysis was used to explore the possible association between student performance (measured by test scores) and perceptions of the flipped classroom experience. Findings – Results indicate several significant differences in student perceptions of a flipped classroom model between successful (grades A-C) and unsuccessful (grades D-F) students. Originality/value – During the past several years, an active learning approach called the “flipped classroom model” has begun to be applied to higher education. Research on the effectiveness of the flipped classroom model in higher education has focussed on either grade outcomes or student perceptions, and is recent and limited. Findings can contribute to educators using a flipped classroom model, as well as to researchers investigating the impact of key factors related to student perceptions of their flipped classroom experience. Implications for applying the flipped classroom model are discussed along with implications for much-needed future research.

scholarly journals From Theory to Practice of Promoting Student Engagement in Business and Law-Related Disciplines: The Case of Undergraduate Economics Education

2020 ◽  
Vol 10 (8) ◽  
pp. 205
Author(s):  
Rabindra Nepal ◽  
Ann M. Rogerson
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Active Learning ◽  
Online Education ◽  
Student Performance ◽  
Retention Rates ◽  
Future Research ◽  
Economics Education ◽  
Emotional Aspects ◽  
Undergraduate Economics

Higher education is experiencing a paradigm shift from passive learning towards active learning. The COVID-19 pandemic has further presented an opportunity for education providers to enhance teaching that includes non-campus modes. However, concerns regarding student engagement lie at the heart of the transition to active learning environments in the context of the increased demand for online education. Therefore, promoting student engagement has become an educational priority since greater student engagement translates into valued student experiences, higher academic performance, and increased retention rates. This paper semi-systematically reviews the literature on student engagement in undergraduate economics education. Close emphasis is also paid to the relationships between the direct measures of disengagement such as absenteeism on student performance in economics. The student engagement framework developed by Frederiks, Blumenfeld, and Paris (2004) is used to classify the dimensions of student engagement and the factors that influence the different dimensions of engagement. The literature reviewed is predominately occupied with behavioral aspects of engagement with little attention towards capturing the cognitive and emotional aspects of student engagement. Three key recommendations are noted from the study in order for business school educators and higher education policy makers to promote student engagement in economics education. Future research on student engagement in undergraduate business education should focus more on capturing the cognitive and emotional aspects of student engagement to inform policymaking in promoting student engagement.

scholarly journals Improving the Performance of Student Teams in Project-Based Learning with Scrum

2021 ◽  
Vol 11 (8) ◽  
pp. 444
Author(s):  
Sandra Fernandes ◽  
José Dinis-Carvalho ◽  
Ana Teresa Ferreira-Oliveira
Keyword(s):  
Higher Education ◽  
Student Performance ◽  
Performance Monitoring ◽  
Positive Impact ◽  
Empirical Studies ◽  
Task Assignment ◽  
Project Based Learning ◽  
Student Teams ◽  
The University ◽  
Different Characteristics

The purpose of this paper is to analyze the effectiveness of Scrum for project and team management in PBL teams in higher education. To attain this goal, a study was carried out to analyze students’ perceptions about Scrum as an effective method for PBL teams. Based on two different editions of PBL that used the Scrum method with different characteristics in each approach, this paper aims to identify the best practices for effective team and project management and draw recommendations for successful use of scrum in PBL approaches. The authors used an exploratory case study carried out within an engineering program at the University of Minho, Portugal. The research design was based on an explorative quantitative and qualitative approach. Implementing Scrum in PBL teams helps students to keep the project running smoothly and draws greater awareness on how to manage the project and teams in a more effective way. Findings show that task assignment, performance monitoring, visual management and regular feedback were considered the main advantages of using Scrum in PBL teams, which had a positive impact on student performance. However, for the success of Scrum, students recognize the role of the Scrum Master and Project Owner as vital to guide the teams in a sustainable way. Research on the application of Scrum in Education is scarce and mostly exploratory. This paper is among the very few empirical studies consolidating knowledge on the implementation of Scrum approaches to improve learning in higher education. More specifically, it brings a valuable contribution on how to improve specifically team performance in PBL teams with the use of agile approaches such as Scrum.

scholarly journals Effects of Socio-Academic Intervention on Student Performance in Vulnerable Groups

2021 ◽  
Vol 13 (14) ◽  
pp. 7673
Author(s):  
Tarquino Sánchez-Almeida ◽  
David Naranjo ◽  
Raquel Gilar-Corbi ◽  
Jessica Reina
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Student Performance ◽  
Academic Intervention ◽  
Vulnerable Groups ◽  
University System ◽  
Higher Education System ◽  
Economic Support ◽  
Support Mechanisms ◽  
The University

In Ecuador, affirmative action policies enable students from vulnerable groups to preferentially enter universities. However, these policies are limited to admission and do not include academic or socio-economic support mechanisms that, according to the literature, promote student insertion in the higher education system. In this study, the effects of socio-academic intervention on the academic performance of vulnerable students are presented. For this, 41 students were selected among 164 vulnerable students entering the Escuela Politécnica Nacional in the second term of 2019. The 41 students attended a socio-academic intervention course for one term, while the remaining 123 attended the Escuela Politécnica Nacional levelling course directly. Once both groups of students finished the levelling course, their performance in each of the course subjects was compared. The results showed that the academic performance of the students in the intervention was significantly higher in mathematics and geometry compared to the students who had no intervention. These results show that the socio-academic intervention promotes the real insertion of vulnerable students in the university system.

scholarly journals Accreditation and Certification: Do They Improve Hospital Financial and Quality Performance?

Healthcare ◽  
2021 ◽  
Vol 9 (7) ◽  
pp. 887
Author(s):  
Matthew Brooks ◽  
Brad M. Beauvais ◽  
Clemens Scott Kruse ◽  
Lawrence Fulton ◽  
Michael Mileski ◽  
...  
Keyword(s):  
Higher Education ◽  
Positive Impact ◽  
Performance Outcomes ◽  
Healthcare Management ◽  
Academic Program ◽  
Future Research ◽  
Graduate Degree ◽  
Healthcare Administration ◽  
Professional Certification ◽  
The Impact

The relationship between healthcare organizational accreditation and their leaders’ professional certification in healthcare management is of specific interest to institutions of higher education and individuals in the healthcare management field. Since academic program accreditation is one piece of evidence of high-quality education, and since professional certification is an attestation to the knowledge, skills, and abilities of those who are certified, we expect alumni who graduated from accredited programs and obtained professional certification to have a positive impact on the organizations that they lead, compared with alumni who did not graduate from accredited programs and who did not obtain professional certification. The authors’ analysis examined the impact of hiring graduates from higher education programs that held external accreditation from the Commission on Accreditation of Healthcare Management Education (CAHME). Graduates’ affiliation with the American College of Healthcare Executives (ACHE) professional healthcare leadership organization was also assessed as an independent variable. Study outcomes focused on these graduates’ respective healthcare organization’s performance measures (cost, quality, and access) to assess the researchers’ inquiry into the perceived value of a CAHME-accredited graduate degree in healthcare administration and a professional ACHE affiliation. The results from this study found no effect of CAHME accreditation or ACHE affiliation on healthcare organization performance outcomes. The study findings support the need for future research surrounding healthcare administration professional graduate degree program characteristics and leader development affiliations, as perceived by various industry stakeholders.

scholarly journals The Impact of Embedded iPad Use on Student Perceptions of Their Digital Capabilities

2018 ◽  
Vol 8 (3) ◽  
pp. 102 ◽  
Author(s):  
Matt Elphick
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Positive Impact ◽  
Student Body ◽  
Learning And Teaching ◽  
Digital World ◽  
Key Skills ◽  
The University ◽  
Teaching In Higher Education ◽  
The Impact

Digital capabilities are recognized as key skills that students must possess to learn and work in our increasingly digital world and have been the subject of a growing focus over recent years. Similarly, smartphones and, to a lesser degree, tablets are now ubiquitous within the student body, and many academics are beginning to leverage these devices for the purposes of learning and teaching in higher education. To further explore the possibilities of mobile technology, the iPilot project was created to explore the effects that embedded iPad use had on undergraduate students’ creativity, ability to collaborate with their peers and their perception of their digital capabilities. Focusing on the digital capabilities aspect of the project, this paper explores the results gathered. While the results are mixed, when combined with data taken from the Joint Information Systems Committee (JISC) Digital Experience Tracker, it does appear that using iPads in the university classroom can have a positive impact on certain digital behaviors and students’ perceptions of their digital skills.

Out-Group Treatment in Higher Education

2019 ◽  
pp. 65-86
Author(s):  
Cody T. Havard ◽  
Timothy T. Ryan ◽  
Skylar S. Workman
Keyword(s):  
Higher Education ◽  
College Students ◽  
Student Perceptions ◽  
Group Treatment ◽  
Future Research ◽  
Fan Behavior

The chapter investigates differences in the ways college students compare to out-groups using the different NCAA competition divisions. In particular, students enrolled at schools in all six (i.e., Power Five, Group of Five, FCS, DI No Football, DII, DIII) reported their perceptions of rival school's athletics teams using the Sport Rivalry Fan Perception Scale (SRFPS). Differences were found regarding student perceptions among competition divisions. Specifically, attendance at a Power Five School influenced student's willingness to support rival teams against other teams, the enjoyment from defeating the rival team, perceptions of rival academic prestige and fan behavior, and likelihood of experiencing Glory Out of Reflected Failure (GORFing), or celebrating when the rival experiences indirect failure. Further, students attending DI No Football Schools and DIII Schools chose academic prestige as a way to derogate their rival schools. Discussion focuses on implications to higher education and avenues for future research.

Online Higher Education for Nontraditional Adult Students

2021 ◽  
pp. 265-285
Author(s):  
Junghwan Kim ◽  
Heh Youn Shin ◽  
Kim L. Smith ◽  
Jihee Hwang
Keyword(s):  
Higher Education ◽  
Adult Students ◽  
Career Planning ◽  
Critical Role ◽  
Future Research ◽  
State University ◽  
University Of Oklahoma ◽  
Online Higher Education ◽  
Education Environment ◽  
The University

This chapter examines two U.S. four-year public universities, the Pennsylvania State University World Campus and the University of Oklahoma Outreach, that have successfully developed online adult education system/programs for adults. Using the principles of effectiveness for serving adult learners, the integrated review reveals not only how they advance online higher education environment for adults, but the types of challenges they have. Key findings highlight that, under a strong tradition of distance education, “self-assessment system,” “financial independence,” and “diverse active supports for life and career planning” play a critical role in increasing the academic engagement and retention of adult students. However, they also have several challenges: “high tuition rates and limited scholarship options,” “monitoring students' experience,” “learning outcome assessment,” and “commitment of faculty members.” The authors close with practical/academic implications and future research agendas.

scholarly journals An Unintended Effect of Financing the University Education of the Most Brilliant and Poorest Colombian Students: The Case of the Intervention of the Ser Pilo Paga Program

Complexity ◽  
2018 ◽  
Vol 2018 ◽  
pp. 1-9
Author(s):  
Pablo Medina ◽  
Natalia Ariza ◽  
Pablo Navas ◽  
Fernando Rojas ◽  
Gina Parody ◽  
...  
Keyword(s):  
Higher Education ◽  
Student Performance ◽  
University Education ◽  
Entrance Exam ◽  
Higher Education System ◽  
Performance Improvements ◽  
Unintended Effect ◽  
Colombian Government ◽  
New Students ◽  
The University

In this paper, we show an unintended effect of the program Ser Pilo Paga (SPP) that was a flagship program of the Colombian government between 2014 and 2018. It was designed as an intervention in the Colombian Higher Education System (CHES) by awarding, in the steady state, individual funding to about 40,000 students. Every year, 10,000 new students were chosen from the best applicants in the top decile of the population in the entrance exam to higher education in Colombia that also came from families that live under the level of poverty according to a national survey. Our approach, based on an intensive study of the changes in the statistical distributions of the exam scores during these four years, provides evidence of student performance improvements not only of the beneficiaries of the program, but also of the whole student population. This shows that the program opened similar opportunities for all the students, especially for the poorest ones. The program drove a reduction in the gap between students of the upper strata of the population and those of the lowest strata that usually did not access a high quality institution of higher education due to the lack of funding. This result has opened a debate about the optimal way of funding higher education.

The positioning of English-medium of instruction

2020 ◽  
Vol 8 (1) ◽  
pp. 5-27
Author(s):  
John Trent
Keyword(s):  
Higher Education ◽  
Large Scale ◽  
English Language ◽  
Positioning Theory ◽  
Future Research ◽  
Medium Of Instruction ◽  
English Medium Instruction ◽  
English Speaking ◽  
English Medium Of Instruction ◽  
The University

Abstract The proliferation of English-medium instruction (EMI) in higher education institutions (HEIs) across non-English-speaking Europe has been recently documented in several large-scale surveys. The opportunities and challenges of designing and implementing EMI policies are also widely recognized. However, our understanding of the use of EMI in Russian HEIs is limited. This study responds to this research need by exploring the experiences and perspectives of instructors teaching business-related subjects using the English language in two different Russian HEIs. A contribution of the study is to investigate these perspectives and experiences using the analytic lens of positioning theory. Results reveal the ways in which instructors are positioned by the university, as well how they position themselves, within an EMI environment. Acknowledging the potential antagonism that might result between different EMI stakeholders because of this positioning and repositioning, suggestions are then made as how this outcome could be avoided. Implications for future research are also considered.

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