JournalTOCs

Higher Learning Research Communications
Number of Followers: 8

This is an Open Access Journal

Open Access journal
ISSN (Print) 2157-6254
Published by Laureate Education, Inc

[1 journal]

Faculty’s Role in Creating a (Remote) Sense of Community Among Faculty
and Facilitating Contexts of Care for Students
- Authors: Jesus R. Nunez et al.
  Abstract: Objectives: This qualitative study employed a sensemaking approach to understand faculty members’ sensemaking of their roles during the COVID-19 pandemic and the emergency transition to remote teaching and learning.Methods: An email invitation to participate in the study was sent to faculty who taught in an MBA program during both the 2019–2020 and 2020–2021 academic school years. Data were collected through in-depth, semi-structured interviews with 14 faculty members who self-selected to participate in the study.Results: Two salient themes emerged from the research: creating a (remote) sense of community among faculty and facilitating contexts of care for students. These findings highlight the mission-central importance of faculty, the role of teaching, and the need to support faculty as they support students in higher education.Conclusions: As a result of the emergency transition to remote teaching and learning, faculty gained an increased awareness of the importance of human connection and interaction, which made them develop a whole-person approach both to colleagues and students.Implications: How well institutions plan for and support their faculty during times of crises will influence the institution’s capacity for student support and the personal impact of the crisis on faculty.
  PubDate: Tue, 16 Jul 2024 10:39:24 PDT
Audio - Article Summaries Volume 14, Issue 1 (English)
- Authors: Gary J. Burkholder et al.
  Abstract: As an added service to those visiting the journal, the HLRC provides a brief audio summary of the articles published in the issue.
  PubDate: Mon, 01 Jul 2024 22:03:46 PDT
Language Equity in the Undergraduate Classroom: Fostering Language
Diversity in the World of Standard Academic English.
- Authors: Gabriela Johnson
  Abstract: In this essay, I explore the complex intersection of language, identity, and education with a particular focus on the importance of fostering linguistic equity in higher education settings. It is imperative for higher education institutions to reevaluate language-related practices and foster linguistic diversity and equity. Drawing upon linguistic theories and real-world examples, I highlight how language is deeply intertwined with personal identity, culture, and heritage. Various English dialects, such as African American Vernacular English, Chicano English, and others, are highlighted as valid linguistic expressions rather than deviations from a supposed standard. The role of standard academic English (SAE) in academia is examined, with a critical examination of how it can unintentionally perpetuate linguistic prejudice and inequality. I highlight activities in one university and provide practical strategies and classroom approaches to promote linguistic equity by showcasing rubric adjustments and teaching techniques that accommodate diverse language backgrounds. Educators can create inclusive learning environments that empower students to communicate effectively and celebrate their linguistic diversity, ultimately breaking free from historically biased language standards.
  PubDate: Mon, 01 Jul 2024 17:59:12 PDT
Attitudes of Algerian EMI and non-EMI Lecturers and Students toward
English
- Authors: Sana Touahmia et al.
  Abstract: Objectives: The purpose of this study was to investigate and compare the attitudes of English medium instruction (EMI) lecturers and students and non-EMI lecturers and students toward English in Algeria. The Algerian government plans to implement English as a medium of instruction in higher education.Methods: The research was carried out at an Algerian university where French is the primary language of instruction, but English is used as the medium of instruction for certain courses in the engineering department. Data were gathered through a questionnaire, which was distributed to a group comprised of 52 EMI lecturers, 226 EMI students, 70 non-EMI lecturers, and 254 non-EMI students in engineering programs. Additionally, 18 EMI lecturers, 18 EMI students, 18 non-EMI lecturers, and 18 non-EMI students were interviewed.Findings: Most participants hold a positive attitude toward English, with a slightly negative attitude among senior non-EMI lecturers. Educational, instrumental, and linguistic reasons were the main factors behind the participants’ positive attitudes. Most Algerian higher education lecturers and students are aware of the high prestige of English and its importance in research and technology. On the other hand, some senior lecturers display negative attitudes, believing that English does not deserve its high prestige and status.Recommendation/Significance: In its implementation of EMI, the Algerian Higher Education Ministry should highlight English’s eminence in the global community and underscore its advantages in the Algerian context. This could be accomplished by organizing workshops and training sessions that center on such benefits.
  PubDate: Sat, 29 Jun 2024 18:19:28 PDT
Ten Myths about Artificial Intelligence in Education
- Authors: Louie Giray
  Abstract: Objectives: I analyze, deconstruct, and debunk prevalent misconceptions about artificial intelligence (AI) in education.Methods: This study identifies and presents ten common myths about AI in education, followed by concise explanations that counter each myth with the corresponding reality, relying on credible sources and evidence.Results: AI does not replace educators; it lacks the vital human qualities crucial for effective learning experiences. Thus, it can complement rather than substitute for educators. Physical classrooms remain pivotal for fostering student engagement, an element AI cannot fully replicate, challenging the notion of AI replacing the need for traditional classrooms. Despite excelling in specific tasks, AI lacks human cognitive characteristics such as understanding and creativity, which counters the belief that AI is smarter than people.Conclusions: Dispelling these myths can help pave the way for a more nuanced, responsible, and beneficial integration of AI in the realm of education. This ensures that its influence aligns with constructive pedagogical goals and contributes to societal advancement. The strengths of AI can be leveraged to empower a more inclusive, equitable, and effective education for all.Implications for Practice: Educators are advised to be informed about the realities of AI in education to counter misconceptions and make informed decisions about its integration. Policymakers should also allocate resources for educator training in AI use, aiming for proficiency and confidence in incorporating these technologies into educational methodologies.
  PubDate: Fri, 28 Jun 2024 06:19:09 PDT
The Global Impact of the HLRC Journal on Digital Teaching and Learning
Research and Best Practices in Higher Education
- Authors: Erwin Krauskopf et al.
  Abstract: We are pleased to publish the first regular issue (Volume 14, Issue 1) of Higher Learning Research Communications (HLRC) for 2024. Because of our strategic decisions, the journal has advanced in the Scimago journal rank (SJR), which measures the frequency with which content published in a journal was cited in other journals during the three previous years. The SJR provides a numerical indicator of a journal's relative importance and impact within its field. We announce that HLRC has been ranked 612 out of 1,506 journals among all education journals indexed by Scopus, classifying HLRC as within the second quartile of the field (Table 1). However, what makes this accomplishment even more important is that we continue to receive manuscripts and publish articles from researchers from the five continents; more than 65% of the publications originate from outside the United States
  PubDate: Thu, 20 Jun 2024 13:04:40 PDT
Instructional Perspectives to Providing Corrective Feedback for Advanced
Second Language Writers
- Authors: Christina Torres et al.
  Abstract: Objectives: The purpose of the study was to investigate how tutors approached second language (L2) errors when working with advanced graduate students in structured one-on-one feedback sessions.Method: The longitudinal, qualitative case study used data from immediate, retrospective tutor reflections and in-session interactions to follow two tutors as they worked with four advanced L2 writers. Thematic analysis was used to analyze the data.Results: Three themes emerged: Error identification, error focus, and learner uptake. The treatment of error in advanced L2 writing necessitated negotiation with the students and deviation from the set tutoring protocol to serve student needs. Tutors took varying perspectives on assessment of session efficacy depending on the types of errors addressed.Conclusions: Tutors’ reflections and session data revealed the need to negotiate and maintain flexibility in feedback protocols intended for advanced L2 writers.Implications for Theory and Practice: Adding to the research literature exploring the teacher variable in corrective feedback, this study supports the notion of feedback as a form of mediation. We encourage flexibility in feedback practices with L2 writers and support the need for tutor training in these perspectives.
  PubDate: Thu, 20 Jun 2024 08:13:48 PDT
How Faculty and Students Understand and Experience the Development of
Critical Thinking in the Online Classroom
- Authors: Katarzyna Peoples et al.
  Abstract: Objectives: There are essentially three schools of thought regarding critical thinking—humanistic, cognitive, and behavioral. Given the disagreement among them, confusion continues about what critical thinking means, and how it can be taught to students.Methods: In this qualitative phenomenological study, researchers interviewed students and faculty in a distance education master of public health program about their perceptions and experiences of what critical thinking means and how it is developed in the online classroom.Results: Themes emerging from student interviews included (a) differing thoughts on the meaning of critical thinking; (b) learning and meeting course requirements as students’ primary role; (c) technology as useful in learning; and (d) confidence in learning linked to engagement, feedback, and course alignment. Themes from faculty interviews included (a) how online classrooms promoted critical thinking; (b) critical thinking identified when students demonstrate the application of independent thought; (c) facilitating and keeping students on track as faculty’s primary role; (d) promotion of critical thinking through questioning and student collaboration; (e) assessment of critical thinking through discussion posts; and (f) faculty facilitation and focus on application as essential to student learning.Conclusions: Students and faculty engaged in the online classroom agree in some ways that critical thinking skills are gained through practical applications. But this is where agreement ceases. Students believe they are developing critical thinking skills in their online environments, when in fact they are reproducing rote information in assignments.Implications: Engaging in activities has been shown to develop critical thinking more effectively when it is accompanied by mentoring, dialogue, and authentic instruction. Online educators who want to help students develop their critical thinking skills can use mentoring, dialogue, and authentic instruction alongside online activities.
  PubDate: Tue, 18 Jun 2024 18:19:41 PDT
Innovation in Practice: Embracing Multilingualism in an Intensive English
Programme
- Authors: Hengzhi Hu et al.
  Abstract: Objectives: The purpose of this article is to delineate and substantiate the adoption of multilingualism within an intensive English programme (IEP) conducted at a public Malaysian university. The target audience comprises international students categorised as English as a Foreign Language learners.Innovation: A model encompassing multilingualism was formulated and applied in the specific context, involving various stakeholders. While acknowledging the primary purpose of IEPs is to develop English language proficiency, this model transitions from monolingualism to multilingualism by raising participant awareness of multilingualism, adopting translanguaging strategies, encouraging comparisons of different languages, and facilitating target language production that acknowledges the role of other languages in the process.Conclusion: Recognising the prevalent characteristics of traditional IEPs, which typically exhibit monolingualism with respect to the English language, we advocate for a more inclusive approach that embraces linguistic diversity and supports multilingual learners. Implementation of the model yielded initially positive outcomes. However, challenges related to institutional support and resistance to change from students, educators, and programme leaders exerted pressure on instructors in their innovation of the studied IEP.Implication for Practice: IEPs should persist in embracing multilingualism to align with the diverse linguistic landscape and enrich the student learning experiences. This endeavour necessitates consistent professional training for teachers and collaborative efforts among teachers, administrators, and students.
  PubDate: Sun, 19 May 2024 19:18:51 PDT
Understanding the Use of Mobile E-Books among Mathematics Postgraduates
- Authors: Malathi Letchumanan
  Abstract: Objectives: The main objective of this study is to understand the factors that encourage the use of mobile ebooks among mathematics postgraduate students.Method: This study employed a qualitative case study approach. Eight mathematics postgraduate students from the algebra research group participated in the study. Data were collected via interview and analyzed by using constant comparative analysis.Results: Utilitarian, cognitive, affective, social norm, and content qualities were the main factors influencing the use of mobile ebooks among the participants.Conclusions: Mobile ebooks are easy to use and provide a meaningful platform to find information. In addition, the mobile ebook provides instant access to new information with a single finger click, thus enabling students to extract the needed information and make constructive comparisons on the subject matter.Theory and/or Practice Implications: Results expand understanding of the factors that motivate the use of mobile ebooks for learning activities among mathematics postgraduate students. In addition, the study also provides support for institutions planning to incorporate mobile ebooks as an important reference material for postgraduate learning and research activities.
  PubDate: Sat, 27 Apr 2024 19:14:12 PDT
Quality Measurement of Blended Learning Model in Higher Education: Scale
Development and Validation
- Authors: Rajeshwari Panigrahi et al.
  Abstract: Objective: This study aimed to develop and test a scale for measuring the quality of blended learning models in higher education.Methods: This research adopts a sequential mixed-method approach to construct a new measurement scale. The first phase consisted of the inductive approach to identify the items, followed by exploratory factor analysis. The identified dimensions were tested for reliability and validity in the second phase.Results: The Blended Learning Quality Assessment (BLQA) contains 4 dimensions: Technology Integration, Pedagogy and Curriculum, Physical Infrastructure, and Educator Proficiency. The scale is comprised of 26 items assessing the quality of blended learning programs in higher education. The reliability and validity of the scale were established by confirmatory factor analysis (AVE> 0.6, Cronbach’s alpha> 0.85).Conclusions: In the face of changing student expectations of quality, this study introduces a comprehensive measurement scale by which institutions of higher education may effectively assess their performance.Implications: Results contribute to extant literature by proposing a comprehensive scale to measure the quality of an institution’s blended learning model. The scale integrates digital aspects of pedagogy, delivery, and infrastructure and can be used to identify the dimensions contributing most to student satisfaction.
  PubDate: Tue, 23 Apr 2024 21:00:11 PDT
English Language Learning at Tertiary Level in a Central Mexican Public
University: A Case Study
- Authors: Irasema Mora-Pablo et al.
  Abstract: Objective: Our objective was to examine the perceptions regarding the teaching and learning of English of students in 16 undergraduate programs at a state public university in Mexico.Method: In our qualitative case study, participating students responded to queries about their experiences learning English at the university, as well as their educational aspirations upon completion of their university studies.Results: Despite their relevance to language immersion and competency, students struggle to combine prior experiences with current learning. Given Mexico’s English education system and past national initiatives, most participants say they still speak basic English. It is also clear that the institution does not have a unified curriculum that permits students to take English lessons in their subject of study.Implication for Theory and/or Practice: It is necessary to articulate English initiatives from elementary to higher education and to monitor national initiatives to ensure continuity in the development of language learning. Global events, such as the COVID-19 pandemic, have affected education, and universities and their teachers must remain on the cutting edge of educational technologies and instructional methodologies and redouble efforts to enhance English teaching and learning.
  PubDate: Mon, 22 Apr 2024 17:43:55 PDT
Understanding the Relationship Between Perceived Organizational Support
and Psychological Well-Being: Perspectives of Turkish Faculty Members
- Authors: Ünal Deniz et al.
  Abstract: Objective: The purpose of our quantitative correlational study is to investigate the relationship between the perceived organizational support of faculty members and their psychological well-being.Methods: Our study included 450 faculty members from state universities in Istanbul who were selected using a simple random sampling method. We used descriptive statistics, t-test, ANOVA, and linear multiple regression analyses.Results: We found that faculty perceptions of organizational support and psychological well-being vary according to academic title and tenure and are not different by gender. Perceived organizational support significantly predicted psychological well-being while controlling for gender, academic title, and tenure.Conclusions: Ensuring organizational support for faculty can positively impact their psychological well-being.Implication for Practice: Higher education institutions should diversify resources of support for faculty and make this approach a priority for the administration. The institution should make organizational changes that consider the needs and expectations of faculty members.
  PubDate: Sun, 10 Mar 2024 18:34:09 PDT
Examining Technology Use and Competence of Higher Education Academics
During the COVID-19 Pandemic
- Authors: Devrim Akgunduz et al.
  Abstract: Objectives: The present study describes the utilization frequency and competencies of educational technologies among academics at a university in Turkey during the COVID-19 pandemic.Methods: Participants were 391 faculty members and lecturers working in the faculties and vocational schools of a Turkish university during the 2020–2021 academic year. A survey included questions regarding the use of educational technologies and perceived competency in the use of those technologies.Results: Academics are more familiar with distance education than hybrid or blended learning. Academics reported that blended learning, hybrid learning, and distance education provide more effective education on integrating technology but report that they mostly prefer face-to-face teaching after the COVID-19 pandemic. The top three self-reported competencies are MS Office, the university academic information system, and meeting and course management tools. More information is needed about educational technology approaches and various applications such as augmented reality, simulations, assessments, and video tools.Conclusion: Faculty use of digital tools is limited, they experience significant deficiencies in using various digital tools and systems, and they are less competent in applying these tools. Academics still consider traditional face-to-face teaching as the primary choice if they are free to make decisions in the context of education and training. Thus, there is a need for professional development focused on pedagogical educational technology approaches, models, and methodologies.Implications: Various factors such as the course type, subject matter, education level, technical infrastructure, and technological and methodological support should be evaluated within the context of digitizing universities.
  PubDate: Sun, 03 Mar 2024 20:19:11 PST
Relationships between Pedagogical Practices and Affective States for
Effective Teaching during the COVID-19 Pandemic: Insights from University
Professors
- Authors: Carola Bruna et al.
  Abstract: Objectives: This study aimed to analyze how pedagogical practices and affective states during emergency remote teaching influence professors’ perspectives on their capabilities and the professor-student relationship.Method: We used a nonexperimental quantitative design, collecting data through an online survey during the first year of the pandemic. Participants were recruited using a non-probability sampling method. A total of 636 university professors from Chilean universities participated. We performed descriptive and correlation analyses between variables. Also, to gain a deeper understanding of the factors influencing perceptions of the professors’ competence and the professor–student relationship, we conducted linear regression models.Results: A higher perception of pedagogical competence was related to male professors reporting a high evaluation of teaching quality and a high diversification of assessment strategies. A better professor–student relationship was related to female professors reporting a high level of tutoring activities and activities in which students work collaboratively. Additionally, unpleasant affective states were experienced at a higher rate by younger and female professors.Conclusions: Variables that make up the perception of professor competence and the professor–student relationship were identified, relating to gender and pedagogical practices, such as diversification of assessment strategies, tutoring, and collaborative activities.Implications: The results can guide future institutional actions to improve conditions and establish guidelines for quality virtual education in the post-pandemic scenario.
  PubDate: Wed, 28 Feb 2024 16:18:56 PST
Audio - Article Summaries Volume 13, Issue 2 (English)
- Authors: Gary J. Burkholder et al.
  Abstract: ctAs an added service to those visiting the journal, the HLRC provides in English and Spanish a brief audio summary of the articles published in the issue. This is the English version.
  PubDate: Sat, 24 Feb 2024 20:59:05 PST
Challenges to Inclusive Education for Students With Disabilities in
Japanese Higher Education Institutions
- Authors: Karina Dyliaeva et al.
  Abstract: Objective: The purpose of the study was to elucidate the current challenges to inclusive education (IE) at the university level in Japan, thereby addressing the gap between policy and the provision of inclusion.Method: This qualitative case study of a private university supporting inclusive policies in Japan included content analysis of data collected through semi-structured interviews to ascertain themes.Results: The four identified themes were: inclusion practices as a conceptual challenge, conflicting practice of reasonable accommodations, inclusion management gaps, and barriers to and opportunities for inclusive education.Conclusions: There is a significant disconnect between legal obligation and actual implementation of accommodations. Results demonstrate the difficulties in accommodating students due to rigid procedural requirements for accommodation, such as self-reporting documentation by students.Implications: Contradiction between inclusion policy and practice related to students with disabilities hinders the provision of accommodation services to university students in Japan.
  PubDate: Sat, 24 Feb 2024 20:49:09 PST
The Increasing Role of Technology in Teaching and Learning Activities in
Higher Education
- Authors: Gary J. Burkholder et al.
  Abstract: We are pleased to publish the second regular issue (Volume 13, Issue 2) of Higher Learning Research Communications (HLRC) for 2023. If there is a common theme that emerged from the COVID-19 pandemic, it is the increased role that technology did and will continue to play in teaching and learning activities in tertiary education. The range of articles reflects the interest in digital teaching and learning and includes the use of scaffolded simulations, the influence of immersive virtual reality in the classroom, and gamification. In addition, guidelines around instant messaging are proposed that should continue the conversation around the ethical use of technology in teaching and learning. As is typical in the HLRC, the authors reflect diverse countries, including Canada, India, Malaysia, Mexico, South Africa, and the United States. We look forward to 2024, when we expect to publish a special issue on English language influence in higher education teaching, learning, and research.
  PubDate: Tue, 26 Dec 2023 14:54:00 PST
Guidelines for Sustainable Use of Mobile Instant Messaging Apps in Higher
Education: A South African Case Study
- Authors: Bronwyn C. Swartz et al.
  Abstract: Objective: The purpose of the study was to propose guidelines to facilitate the sustainable and successful use of mobile instant messaging apps for learning and teaching based on a review of the literature and perceptions of educators. Fraser’s model of redistribution, recognition, and representation served as the theoretical framework. This study provides a mechanism for the development of a socially just and inclusive online classroom environment.Method: We conducted two focus groups (n = 4 and n = 3) in November 2021 at a university of technology in South Africa to explore the perceptions of educators on using mobile instant messaging (MIM) apps for learning and teaching, to identify challenges, and to suggest solutions. The data were thematically coded and analyzed to detect themes using Saldana’s six-step process.Results: Sustainable and successful use of MIM apps for learning and teaching requires guidelines in three areas: practical management, privacy and security, and sustainable use. Key considerations include uniformity of use, student consultation, data control, operating hours, appointment of a chat moderator, language communication, access control, monitoring communication, regular feedback, and formalizing MIM app use through institutional policies.Conclusion: The proposed guidelines promote the sustainable and successful use of MIM applications in learning and teaching environments. The guidelines offer practical solutions to ensure that the use of MIM apps is ethical, inclusive, and effective in supporting student learning.
  PubDate: Sun, 10 Dec 2023 19:03:50 PST
Scaffolded Simulation in Psychiatric Mental Health Nursing Education
- Authors: Lori Bobo et al.
  Abstract: Objectives: The purpose of this study was to investigate the impacts of using scaffolded clinical simulations on nursing students’ confidence in clinical reasoning, clinical judgment, and critical thinking skills. Next, we also attempted to gain insights into students’ perceptions of the benefits of scaffolded clinical simulations.Method: We used a mixed-methods research design to investigate the impacts of using scaffolded clinical simulations on 133 second-semester baccalaureate nursing students’ confidence in clinical reasoning, clinical judgment, and critical thinking skills.Results: Findings from this study indicate that students who perceived the benefits of scaffolded simulation activities (i.e., peer observations, debriefings, and self-reflections) were more likely to engage in this deep learning process, which in turn led to their higher confidence in clinical reasoning, clinical judgment, and critical thinking skills.Conclusions: This study demonstrates that scaffolded simulations in psychiatric clinical settings, coupled with the novice to expert model in nursing education, are a valuable tool for preparing nursing students for the rigors of clinical practice, despite decreased in-person client experiences in nursing programs.Implications: This study has implications for designing and implementing scaffolded clinical simulations that foster clinical judgment and help students perform tasks with which they are already familiar, while new responsibilities are introduced throughout the semester.
  PubDate: Thu, 07 Dec 2023 12:10:12 PST

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