bluuebunny/crossref_metadata_2025 huggingface dataset:
Teaching Gender in Engineering: Path-creation for Gender-Sensitive Innovation
Authors: Eppinger Elisabeth
Published: June 2024

Neglecting characteristics and requirements of women resulted in a number of products that were less safe for females than for men, including airbags, safety belts, and medical personal protective equipment. Efforts to develop gender-inclusive products need to go beyond aesthetic design features and require engineers to reflect consequences of technical product development that targets properties of male bodies only. Rather than a single course on applied ethics and gender issues, we demonstrate how a more inclusive perspective for reflecting how to define application profiles can be implemented in several courses in engineering education programmes. We present how to build on standard concepts and tools in product and service development, drawing attention to the requirements of females to enable gender-sensitive innovation including an adequate pricing strategy. While integrating inclusive innovation or gender-sensitive innovation in the learning outcomes of modules may results in stronger integration in a curriculum, there are also benefits in implementing an gender-perspective immediately.
Measuring the effectiveness of a micro-credential programme: utilising the Kirpatrick’s model for evaluation. A Case Study
Authors: Tammeleht Anu , Rajando Kertu
Published: June 2024

The quality of microcredential programmes is mostly based on formal quality assessment standards. Still, even if all formal standards are met, how can the facilitators and learners evaluate the long-term effectiveness and impact of the MC programme? This case study provides an example of how to measure training effectiveness. We describe how to collect data and analyse it following Kirkpatrick’s evaluation criteria (learners’ reactions, learning process/outcomes, behaviour/practices, and results). The personalised approach of collecting learner reactions resulted in quite high satisfaction scores at the end of the programme. Successful completion of coursework as well as the development of competencies displayed in learning diaries provide evidence of the successful learning process. The high quality of submitted work gives proof of effective implementation of knowledge and competencies. Results criteria also indicated a high level of retention as well as implementation of competencies in their institutions.
Can Artificial Intelligence Complete My Assessment? A Student Led Initiative to Stress Test the Academic Integrity of University Assessment Using Generative AI
Authors: Duane Aidan
Published: June 2024

The ability of Generative AI (GenAI) to perform complex tasks has caused mixed feelings within the field of education. The most significant concern is the implications of GenAI for academic integrity. In this study, students applied GenAI to complete past university assessments adapted as research tests, with the goal of achieving a pass grade when graded by an academic, undetected by an AI writing detection tool. The study reveals that from a sample of 21 valid research tests, 23.8% (5) passed when graded by an academic achieving grades between 40% and 60%, with AI writing detection scores ranging between 0% and 14%. AI writing detection scores lower than 20% are potentially a false positive in the context of investigating breaches of academic integrity. The researcher concludes that many traditional methods of assessment in universities are obsolete in the face of increasingly undetectable AI generated solutions.
Global Citizenship Education in Social Virtual Reality for Future English Teachers
Authors: Steinbock Jeanine , Eisenmann Maria
Published: June 2024

This paper explores the potential of Social Virtual Reality (SVR) for Global Citizenship Education (GCE) as a transformative approach to English teacher training and EFL teaching. Given the increasing interconnected nature of our world, this paper investigates how SVR can enhance the development of global competences and cultural awareness in pre-service English teacher training. By immersing learners in cross-cultural experiences and collaborative learning environments, SVR offers a unique pedagogical opportunity to foster global citizenship competences such as openness and curiosity to participate in a global society. This contribution presents the results of the interdisciplinary research project “CoTeach – Connected Teacher Education,” in which different disciplines, including foreign language teaching and human-computer-interaction research, collaborated to develop innovative teaching approaches for future teacher training.
Reimagining Higher Education Post-Pandemic: A Mobile Robotic Telepresence Case Study in the United States
Authors: Azukas M. Elizabeth , Francois Maria
Published: June 2024

Higher education is facing unprecedented challenges post-pandemic and must provide flexible and accessible learning options to students to remain relevant. This qualitative case study applied social presence theory to explore faculty and student experiences with mobile robotic telepresence (MRT) as tool for offering synchronous hybrid classes. Results indicated co-presence was the strongest element of social presence. Additionally, several key factors were identified for effective MRT implementation.
Learning Format Innovation - A Conceptual Framework
Authors: Botschen Guenther , Reinhardt Christian
Published: June 2024

This study engages in the identified research gap of a conceptual framework to systematically develop learning format innovation projects. The so-called “Learning Format Innovation” (short: LFI) approach provides a structured five-phase model that serves as a conceptual guide for the development of any type of new learning format. LFI starts with the analysis of the enacted learning approach followed by the conceptualisation of the intended new learning format. Then the intended format becomes translated into concrete touch point experiences along the main constituents. In phase four the materialization into the new learning format takes place. During the final phase the effectiveness and resonance of the evolving new format is evaluated and necessary adaptations are identified. A case study of the transition of an established “semi-active”learning approach into a new “blended immersive AI supported” learning format is prototypically used to illustrate the application of the designed approach.
Identifying Potential for Improvement in Computer Science Degree Programs from the Student Perspective
Authors: Böttcher Axel , Thurner Veronika , Hammer Sabine
Published: June 2024

We want to pick up students where they are – but we don't even know where they are since we may not know enough about the status of our students and their needs and wishes. In this paper we share experiences on a workshop that we performed together with students to let them reflect on their situation and thus gain insights into what students need and want to study successful – and to foster their self-reflection competences accordingly. A student-centered workshop can help other faculties and teachers learn about their students’ perspectives on their organizational processes and their teaching. In addition, such a workshop helps students to identify deficits in their metacognitive skills. Based on the results of the workshop, we were able to identify various starting points for improving teaching as well as administrative and organizational processes.
Envisioning AI-powered Learning Stemming from Piloted Personalized Education
Authors: Gera Ralucca , Reith Mark
Published: June 2024

Learning systems can potentially transform education and training by allowing educators to encourage behavioural changes and internalization of concepts in learners. This paper introduces such an AI-powered model for a personalized learning system, building on our success of hand-curated learning paths to support individualized education. We utilize a network science approach as a construct to create an environment that is supportive of an individualized learning process, presenting an AI-powered framework. This framework is informed by student and faculty interactions with two custom created learning systems, experiences that shaped goals and expectations of the proposed AI-powered method since 2018. This paper contributes to advancing the conversation around AI-powered learning systems and personalizing educational experiences. Our AI-powered model engages learners in their educational journey through individualized and adaptive learning paths, while meeting each learners’ specific learning outcomes. We conclude with open research problems that surfaced from this vision.
Impact of an Undergraduate Level Course on Student Perception of Ageism: Evidence From the Analyses of Student Post-Course Reflections
Authors: Hazzan Afeez A. , Dauenhauer Jason , Beach Pamela
Published: June 2024

Ageism is a growing issue that affects all nations, though it receives limited attention in higher education curricula. The purpose of this qualitative study was to utilize post-course student reflections to examine the benefits of participating in a 1-credit course focused on ageism. The course pedagogy provided education on normal aging and intergenerational contact, elements shown to reduce negative aging stereotypes and reduce ageist perspectives in college students.  Participants included 20 undergraduate students from various disciplines. Analysis of narrative data revealed students had a greater awareness of discrimination, prejudice, and implicit bias associated with aging resulting from the course. Proposed methods for reducing or eliminating ageism were reported within four different categories including education, greater intergenerational contact, personal actions, and legislation. This study provides evidence related to the benefits of combining accurate information about aging and exposing students to quality intergenerational experiences with older adults as ways to address ageism.
The secondary-tertiary transition in mathematics: insight through personal journals in a math class
Authors: Bernardi Giulia , Brunetto Domenico , Turconi Gaia
Published: June 2024

This study delves into the transition from secondary to tertiary mathematics education, a pivotal moment impacting cognitive, social, and cultural domains. Through personal journal analysis and using the theoretical framework of the “rite of passage”, it investigates the experiences of first-year Architecture students at Politecnico di Milano. Text analysis confirms five prevalent themes described in the literature: instrumental/relational mathematics, structural differences between university and high school, adjustment process of self-regulation strategies, the development of a new identity as mathematicians, and social integration with peers. This research contributes to ongoing efforts in mathematics education, aiming to improve the overall transition experience and academic success of tertiary education students. In particular, the study sheds light on the complexities involved and shows as the journal practice can provide a deeper understanding of student challenges, perceptions, and adjustment processes.
Collaborative Learning Approach: a Safety Huddle
Authors: Pedrosa Vanda Varela , Lopes Inês Sousa , Costeira Cristina
Published: June 2024

To change behaviours regarding Patient Safety (PS), it is important to select the right pedagogical strategy to promote it. The PS huddle strategy, implemented was based in a role-play situation, based on a topic included in the Portuguese National Patient Safety Plan. This strategy seems to have contributed to raising twelve students' of first edition of postgraduate course in clinical supervision awareness and interest in the PS subject. All the students indicated the strategy as a methodology that facilitates learning in class, promote creativity, critical mind and emotional inteligence development. It was also described as easily replicable for the various healthcare scenarios, regardless of the level of action. The use of new active teaching approaches in higher education are an important way to help student´s developing them soft and hard skills and should be integrated more often in the postgraduate courses.They indicated the importance of replicating in future editions.
Mentors' identity approaches of pre-service teachers
Authors: Garcia Consuelo , Badia Antoni
Published: June 2024

The impact of the student-teacher mentor's identity is crucial  for the development of pre-service teachers during their practicum, influencing skill acquisition, knowledge assimilation, and the nurturing of self-esteem. This research delves into the area of mentoring approaches for early childhood and primary student-teachers in Spain. Using a qualitative  approach, data from 35 mentors was analyzed to understand their approaches in guiding pre-service teachers. The study identified three distinct mentor identities approaches: those focused on developing students' design skills, fostering socialization, and facilitating professional growth. To enhance the quality of mentorship, universities and school-university partnerships should prioritize the training of mentors in these approaches, ensuring they can provide optimal guidance for the future educators they support.
Interactive videos: its effect on cognitive load and students’ preferences across modes
Authors: Joynt Corlia
Published: June 2024

This study aimed to investigate the impact of interactive videos on cognitive load, in specific extraneous load, which plays a crucial role in instructional design. Extraneous load is the cognitive burden imposed by the design and dissemination of educational material, potentially hindering optimal and efficient learning. The study examined the effects of interactive videos by having students complete five formative assessments using both linear (traditional) and interactive videos in a rotational manner. Analytical strategies, including cross-over repeated measures ANOVA and independent samples t-tests, were employed. The results revealed a statistically significant difference in extraneous load scores between the two modes, although this effect diminished over time. Based on the findings, it is recommended that educators provide students with multiple opportunities to acclimate to interactive videos over an extended period. Additionally, student preferences favored interactive videos, and this inclination strengthened with increased exposure.
Bridging Continents: Exploring Cultural Dynamics in a COIL Experience
Authors: Manresa Alba , Prince Marcella
Published: June 2024

The purpose of this paper is to share the design, planning, and results of a COIL (Collaborative International Online Learning) experience that took place in the 2023-24 academic year, between two universities from different continents. This activity offered students the opportunity to work virtually to promote academic exchange, social growth, motivation and the development of competences necessary to face multicultural environments in their professional future. The methodology applied is qualitative in nature, as it describes the process of the COIL activity. In terms of results and implications, the activity highlighted the cultural differences between the participants and their capacity to manage and adapt, where 100% of the participants responded at the end of the activity that they had acquired communication skills, it has highlighted the cultural differences between the participants and their capacity to manage and adapt.
The Quid Sapienza model: methods, tools and quality in the innovation of university teaching 4.0
Authors: Mazza Barbara , Valentini Elena
Published: June 2024

The paper presents the approach adopted by Sapienza University to guide its professors through didactic transformation, analysing findings from a 2022 survey involving 465 professors who participated in the project on the Quality of Educational Innovation (Quid). The data have been analysed to identify commonly used teaching methods and learning strategies related to three approaches outlined in the theoretical framework (constructionist, interactionist, and socio-cultural approach). The results are also discussed in light of limits and critical issues on innovative didactics and digital transformation that emerged from interviews with figures responsible for innovative teaching projects in selected Italian and European universities. Digital transformation in the academic field does not imply introducing one digital or multimedia tool over another. Instead, it involves a cultural redefinition of the training objectives of the university system, recognising its potential in the face of social and cultural transformations in this millennium. The paper is also part of the studies conducted within the European Virtual Auditorium project (ERASMUS-EDU-2023-PI-FORWARD-LOT1; 2024-2027) on the evolution of innovative teaching.
Information Accessibility and Decision-Making in Career Selection: An Examination of Influential Sources for University Students
Authors: Keller Veronika , Dernóczy-Polyák Adrienn
Published: June 2024

The aim of the present study is to analyze the relationship between information accessibility and career decision making among first-year university students from a Central Eastern European university (n=2,330). Hierarchical cluster analysis was conducted based on motivational factors and four distinct student groups were identified: ‘Independent Decision Makers’ (IDM, 15.4%), ‘Amenity-Oriented Selectors’ (AOS, 41.2%), ‘Location-Centric Choosers’ (LCC, 16.6%), and ‘Academic Excellence Seekers’ (AES, 26.8%). While IDMs made decisions independent of institutional attributes, AOS prioritized university services, LCC were influenced by the city, and AES emphasized academic course quality. The most relevant sources of information are the official website of the National Office of Admissions, university websites, peer opinions, and institutional information. These findings provide important insights for universities and their targeted enrollment campaigns to understand the different decision-making preferences of students.
Bridging the Gap: Developing Entrepreneurial Competences in Engineering Studies
Authors: Gil-Doménech Dolors , Berbegal-Mirabent Jasmina , Manresa Alba
Published: June 2024

This study aims to address the challenge of integrating entrepreneurial competences development into the traditional engineering curriculum to enhance job creation prospects. A course design intersecting project management and entrepreneurship, employing challenge-based learning, is proposed. Leveraging experiential learning principles, the design aims to foster entrepreneurial competences among engineering students. A pilot test of the course in a Spanish university Project Management program reveals, through a series of assessment tools and statistical analyses, significant enhancement in students' entrepreneurial competences post-course, with minimal gender variations except for heightened autonomy perception among women. This research pioneers the integration of engineering and entrepreneurship, demonstrating how such pedagogical approaches can enrich students' professional and personal development while preserving engineering program knowledge.
Revolutionizing Flipped Learning with ChatGPT: A Strategic Framework for Enhanced Educational Engagement
Authors: Newham Thomas , Williams Peter , Town Alastair
Published: June 2024

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.
The current educational atmosphere regarding Graphic Engineering courses in university degrees
Authors: Guerrero-Miguel Diego-José , Pando Cerra Pablo , Prendes-Gero María-Belén , Muñiz-Calvente Miguel
Published: June 2024

Subjects regarding graphic content are essential in engineering and architectural degrees; however, a significant lack of updated teaching methodologies are still commonplace among them. Although some assumptions can be made relating the possible causes of this mishap, truth is that no clear answer can be stated. Aiming to gather all relevant information that may bring light into real causes that led to such situation, 250 educators have been surveyed to collect first-hand perspectives on the real needs of these type of subjects. Results show that new bespoke teaching platforms to deal with graphic contents are being demanded by lecturers, especially in the case of technical drawings. Furthermore, educators preferred the use of free software that also allows autonomous learning and the implementation of innovative methodologies.
Continuing Digital Higher Education Teaching in the post COVID-19 Era: A Qualitative Survey on Success Factors
Authors: Draxler-Weber Nicole , Paul Fynn-Hendrik , Hoppe Uwe
Published: June 2024

The COVID-19 pandemic has forced higher education institutions (HEIs) worldwide to a rapid transition to digital higher education teaching (DHET), which can now be considered implemented. Digital technologies have already found their way into teaching and are the new normal. The future of DHET envisages a mix of digital and face-to-face teaching. In this contribution, a qualitative survey is analyzed to identify the success factors necessary for continuing DHET in the long term. Eleven success factors were defined and grouped into the categories of technology, human, and organization. The results show that the successful continuation of DHET requires an even stronger focus on significant success factors as part of the socio-technical approach.
In situ Clinical Simulations in Primary Care applied to emergency training
Authors: Lacasta-Tintorer David , Esplugas-Muñoz Noelia , Estafanell-Celma Anna , Tajada-Vitales Celia , Bielsa-Pascual Jofre , Moreno-Gabriel Eduard , Toran-Montserrat Pere
Published: June 2024

A study with a mixed quantitative-qualitative methodology was designed to assess the use of on-site Clinical Simulations in Primary Care applied to training in Myocardial Infarction (MI) Code, Stroke Code, and cardio-pulmonary resuscitation. A total of 95 surveys were completed, and 2 focus groups were conducted with 19 healthcare workers from a health center, representing various professional profiles. Participants expressed the opinion that the training improved their self-confidence and long-term knowledge, and had been very useful and interesting, as it allowed them to practice aspects impossible to address through other types of training (e.g. material localization). They highlighted the importance of leadership in emergency care and enhanced teamwork. Professionals preferred this methodology for future training activities.
Small Space - Low Budget. Designing an Innovation Lab for Lecturers in Higher Education
Authors: Hawelka Birgit , Puppe Linda , Bachmaier Regine
Published: June 2024

Driven by the rapid pace of social and technological changes, innovation plays an increasing role in the higher education system. This requires an ongoing and permanent commitment and engagement of the academic community. Against this backdrop, bringing communities together and providing space that fosters creativity and collaboration in universities can play a key role in promoting innovation in higher education. A Centre for Teaching and Learning at a German university has set up an innovation lab for the innovation of courses, study programmes, and exams. It is designed for collaboration, presentation, visualising ideas, and producing media content. Issues of restricted space and budget were solved by a creative use of resources. This case-study describes the theoretical considerations, as well as the initial phase of planning from strategic intention to physical embodiment. The experiences in implementing an innovation lab are reflected. In addition, first user impressions and lessons learnt are reported.
Invisible Intersections: Cultural and Disciplinary Diversity Among Faculty in the International Classroom
Authors: Hacopian Anastasia , Kustritz Anne
Published: June 2024

Scholarly literature on the international classroom frequently emphasizes the importance of making implicit beliefs and norms explicit in order to equalize all students’ ability to succeed. However, faculty members from varying cultural contexts may not share the same underlying norms, values, procedures, and educational standards. Likewise, faculty members may differ in educational and disciplinary backgrounds. This study uses interviews to assesses the experiences and academic norms of faculty members teaching in the interdisciplinary English-track of the Media and Culture Studies BA at Utrecht University in the Netherlands. This study finds that the effects of both discipline and culture function invisibly and most participants overestimate the degree of agreement between faculty members about core elements of the curriculum. As a result, we suggest that it is necessary for departments to actively foster awareness of disciplinary and cultural norms and to seek consensus between teachers across the curriculum.
Classroom Goes Future: Promoting Essential Skills of Teacher Training Students
Authors: Greulich Laura , Bischof Sarah
Published: June 2024

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.
Peer Pastoral Support: Working with Doctoral Students to Co-Create a Supportive Postgraduate Researcher Environment
Authors: Leonardo Laura , Palin Harriet Anne , Gray Zack Jacob , Liu Chang
Published: June 2024

This paper delves into the inception, evolution, and impact of Peer Pastoral Support Groups (PPSGs) at Newcastle University, specifically within the Humanities and Social Sciences Faculty. Originating as a response to the challenges imposed by the COVID-19 pandemic, the PPSGs were initially designed to mitigate potential loneliness and facilitate socialisation among first-year PhD students. However, these groups continued beyond the pandemic, becoming an integral part of the Researcher Education and Development (RED) program. The paper suggests that the co-creation of support networks is vital in establishing a supportive postgraduate researcher environment.
Using online peer feedback tools to improve undergraduate group interaction and assessment quality
Authors: Emery Kirsty Louise , Shephard Mark Douglas , Matthews Susan Janet
Published: June 2024

In higher education, sophisticated online learning management systems offer educators unprecedented opportunity to design and implement assessment-specific feedback rubrics with relative ease. In 2022, Feedback Fruits, a flexible, online feedback tool, became available at Flinders University (Australia) with system migration to Canvas. This study evaluated the acceptability and impact of online peer feedback rubrics introduced to a group assessment in a 3rd year, undergraduate, medical science topic. In this study, online feedback participation rates were high (range 84.3-96%), with participants preference for anonymous feedback (77%). Mean peer evaluation scores improved for information sharing, task completion and discussion at final assessment; with feedback received ranked ‘high’ by 56.8% of students. Mean group evaluation scores improved for topic coverage, poster format and referencing at final assessment; with feedback received ranked ‘high’ by 59.1% of. students. In summary, online peer feedback improved student engagement and group assessment learning in this topic.
The effects of virtual reality learning activities on student teachers’ emotional and behavioral response tendences to challenging classroom situations
Authors: Mendzheritskaya Julia , Hansen Miriam , Breitenbach Sebastian
Published: June 2024

The use of Virtual Reality (VR) technology in teacher education training is seen as a promising approach to developing professional skills. The present study aims to analyse the effects of learning activities in VR on students' learning from emotional, cognitive and behavioural perspectives. Participants were student teachers (N=39) who attended a university course with two integrated VR teaching learning labs CLASIVIR 1.0. After playing the role of a virtual teacher during the VR lab, students reported feeling more pride, less bored and less anxious. In addition, participants whose behavioural responses were less appropriate for solving the challenging situations presented in the VR classroom simulations benefited more from CLASIVIR 1.0. The results showed some significant changes in participants' attitudes towards the use of digital media in the school context after participating in the course. The implications of these findings for innovation of teacher training programmes in a university context are discussed.
Less Anxious, More Confident: the Use of Playful Pedagogy to support student learning of quantitative methods
Authors: Harris Sophie , Massey Simon , Cordner Carla , Scott Jones Julie
Published: June 2024

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.
Key role of teachers in sustainable inter-university education
Authors: Pina Stranger Alvaro , Varas German , Le Saux Slimane Sales Aude
Published: June 2024

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.
Learning and Motivation Impact of Collaborative Questioning Sessions in Construction and Building Engineering Educational Environments
Authors: Pujadas Pablo , Aidarov Stanislav
Published: June 2024

This manuscript offers an in-depth examination of an innovative active learning methodology introduced within the Master's Degree program in Advanced Construction Engineering at the Universitat Politècnica de Catalunya. This pedagogical initiative centered around structured competitive engagements among student teams, where each group devised and presented multiple-choice questions to their peers. The primary objectives of this study are to delineate the implementation process comprehensively, appraise the efficacy of this approach, and scrutinize its influence on student learning and motivation. The evaluation encompassed experiences and surveys. The findings yield valuable insights into the potential of Collaborative Questioning Battles to cultivate highly competitive dynamics, thereby augmenting comprehension, retention of concepts, and overall engagement, thus fostering a conducive learning environment.
Team Building that Prepares Students for Teamwork Competence
Authors: Jassawalla Avan , Sashittal Hemant , Witt Alan
Published: June 2024

This paper describes an innovative two-step team building pedagogy applied in multiple management classes.  We assessed whether such step-by-step engagement in two active and experiential learning exercises  in consecutive class sessions can help students progress toward working competently in teams without instructor directives and advice.  In the first step, we assigned students to classroom teams and engaged them in an escape room exercise (ERE) for 45 minutes.  In the second step, we provided an agenda through which students worked collaboratively to form their Team Charter (TC) aimed at planning both process and project outcomes.  At the end of each activity, students wrote individual reflection reports through which they expressed their learning about effective teamwork, need for change in behavior, and motivation to incorporate and further improve their teamwork competence.  Qualitative analysis of students’ reports revealed that: (a) the ERE serves to produce cognitive and emotional learning which motivates students to act more competently in teams, and (b) the TC activity provides opportunities to act on their learning, practice new behaviors and incorporate new behavioral intents when working on their team project.  This research answers the call for team building through active learning techniques which can be implemented by college professors seeking to help their students’ improve teamwork competence in a timely and time efficient manner.
Mapping OER movements in the field of mathematics
Authors: Uukkivi Anne , Safiulina Elena , Labanova Oksana , Šeletski Anna , Serrat Carles , Bruguera M. Montserrat , Estela M. Rosa , Marcote Xavier , Guàrdia Jordi , Lopes Ana Paula , Soares Filomena , Softic Selver , Andriichenko Yevheniia , Schirgi Eva , Bocanet Vlad , Serdean Florina
Published: June 2024

The purpose of the paper is to compile a list of initiatives featuring OER developers' work in Austria, Estonia, Portugal, Romania, and Spain, aiming to improve awareness, accessibility, and fostering cooperation in the landscape of OERs. The results reveal diverse approaches to OER across the selected European countries. Austria initiated OER in 2002, fostering collaborative efforts. Estonia emphasizes MOOCs and national strategies, being the only one of the analyzed countries that does not have an OER repository in higher education. Portugal boasts user-friendly OER repositories. Romania actively integrates OER, and Spain encourages OER through institutional repositories and national initiatives. Collaboration, technological platforms, and governmental support play pivotal roles in fostering OER adoption and integration. These findings contribute to the broader understanding of OER dynamics, emphasizing the need for continued collaboration, support, and innovation in OER across Europe.
Deaf Signing Students in Higher Education: the benefits of a congregated programme for deaf students in teacher education
Authors: Mathews Elizabeth S. , Farrell Ann Marie , Ní Gháirbhith Lorraine
Published: June 2024

Deaf students have typically had lower rates of access to, and progression through higher education.  In Ireland, deaf people have traditionally been excluded from initial teacher eduation for primary teaching.  In Dublin City University in 2019, a pilot initiative commenced to provide a dedicated entry pathway for deaf students to initial teacher education for primary teaching.  Owing to the very unique nature of this pathway, a comprehensive evaluation of this four year pilot initiative was carried out at the request of the Department of Education.  This paper will report preliminary findings from that mixed-methods evalution.  In particular, the findings reported below focus on the benefits found for the creation of a congregated pathway for deaf students (rather than allowing individual students into a variety of different universities) and the subsequent potential for building capacity at the university and in the community for the improved integration of deaf students.
Competency development in higher education: Crafting the future self as a driver for change
Authors: Milani Giulia , Bonesso Sara , Cortellazzo Laura , Gerli Fabrizio
Published: June 2024

Comparison between ideal and real self provides the chance to implement a process of social and emotional competencies development. At theoretical and empirical levels, there is still room to measure the effects of the ideal self crafting on the activation of a competency development process and how the real self signals actual strengths and areas of improvement. Nonetheless, literature could devote more attention to the role of higher education institutions in the process of developing the competencies, from helping students in assessing their real self and discovering the needed competencies to achieve the desired future. The present study describes the implementation of this process in the domain of higher education, showing the results from an elective course delivered in a public Italian University to Master’s degree students.
Integration of emerging technologies within higher education: design and management of Laboratories exploring VR technology
Authors: Denni Marco , Marenghi Paolo , Sancassani Susanna
Published: June 2024

The integration of VR within educational contexts presents various learning advantages, as resulting from literature. The following paper delineates the procedural steps undertaken by METID Learning Innovation Task Force within Politecnico di Milano university to conceptualize and establish Virtual Reality Laboratories, fostering active engagement of professors, tutors, and students with this emergent technology during instructional sessions. The paper elucidates the process and optimal methodologies for organizing and administering VR lessons, drawing from the accumulated experience gained through the utilization of these Laboratories over a span of two years.The establishment of these VR Labs provided an opportunity to create an experimental environment wherein professors and students could engage with lesson content in an advanced manner through VR technology. While a more comprehensive study is needed on the matter, the majority of students, based on post-classroom questionnaires, expressed a desire to repeat a similar activity in other classes.
How to Promote Socially and Emotionally Responsible Language Learning and Teaching in European Teacher Education
Authors: Krompák Edina , Arnold Gustav , Schubiger Patricia
Published: June 2024

The "SOELE - Socially and Emotionally Responsible Language Education" collaborative project of two European universities aims to advance language education and teaching. It seeks to integrate thematic and structural innovations by developing a comprehensive framework centered on socially and emotionally responsible language education and by promoting Collaborative Online International Learning (COIL) practices. This initiative not only seeks to deepen the understanding and appreciation of the social value of languages among students and educators but also strives to equip future language teachers with the skills necessary for fostering an equitable, socially and emotionally responsible educational environment. By addressing the challenges of social (in)justice in language education within the context of increasing educational internationalization and student mobility, the project contributes to the advancement of social responsibility and well-being in language education.
Comparing Students’ Perception of Higher Education’s Digitalization – A Longitudinal Study
Authors: Packmohr Sven , Brink Henning
Published: June 2024

This study aims to compare students’ perceptions of the digitalization of higher education over time. We hypothesize that the perception will become more positive throughout a study program because of more exposure over time. We applied a 31-item questionnaire in a longitudinal study setting to measure the change in perception. Results indicate data protection, teaching quality, collaboration between students, and training for the digital learning platform as major areas of change in perception. Interestingly, students do not perceive a change in their study success. We conclude that data protection especially needs attention from Higher Education Institutions. Trust, which students experience in the physical space, needs to be transferred to the digital space.
Effect of an authentic design thinking learning experience on collaboration, social problem-solving and satisfaction in physiotherapy and dietetics students
Authors: Dervan Nicola , Corish Clare , Murrin Celine , Shaw Annelie , Kenny Caoimhe , Carey Mags , Charles Ruth , O'Donoghue Grainne
Published: June 2024

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.
Computational Chemistry in Graduation Courses of Chemistry
Authors: Rodrigues Sergio P.J. , Caridade Pedro J.S.B.
Published: June 2024

The experience of the authors on the use of computers on teaching at the various levels of the graduation, in Chemistry and Medicinal Chemistry, ranging from General Chemistry to Drug Design, passing through Computational Chemistry and other courses is presented. The capabilities of computers for revealing the microscopic, unseen, and hidden patterns at all levels of the graduation, and to show how computers are used in research on molecules, materials, and drugs, at higher levels of the graduation, are emphasized. The approach is based on simple ideas and concepts, practical laboratory work, motivational narratives, and clear feedback. New forms of clarifying complex ideas, sometimes presented in a “muddy” way, in particular for Computational Chemistry and Drug Design, are procured.
Themes addressed in undergraduate theses and trends in Human Resources. Implications for last year students of a School of Management
Authors: Beingolea Ana María , Bonifaz Chirinos Monica , Aylas Flórez Elizabeth Chris
Published: June 2024

A thesis to obtain a university bachelor's degree reflects students' interests and preferences, as well as specific learnings achieved to enable their future employability. This study analyzes gaps between human resources (HR) topics in undergraduate theses from a management school at a prestigious university in Peru and trends and challenges pointed out by HR consulting firms. The study scope is descriptive, based on content analysis with co-word analysis method, of 119 theses and 35 reports from 5 consulting firms between 2011 and 2022. Findings reveal significant gaps, that raise the urgency of reviewing of undergraduate research objectives and the need to stimulate student interest in developing knowledge, skills and competencies aligned with the expectations and challenges of the job market, such us the external organizational challenges, leadership, and technology's impact on HR management.
Connecting Hand and Mind: Fostering student creativity and confidence through makerspace projects
Authors: Sakkal Ali , Harlan Elizabeth
Published: June 2024

This study explored the experiences of undergraduate students enrolled in an interdisciplinary humanities course conducted in a university makerspace. Foundational topics of learning psychology and design of learning environments were combined with activities utilizing design software and maker tools (3D-printing, laser cutting, woodworking, vinyl cutting, and other crafts). The aim was to help students better understand and gain confidence while reducing anxiety in approaching creative projects, as well as apply experiential learning approaches to course content. Qualitative analysis of weekly reports and surveys revealed student challenges in balancing design complexity with limited time, but overall appreciation for creative problem solving. Students also highlighted strengthened social bonds, mentorship, and diminished student-teacher power hierarchies. Significantly, findings showed students valued applying course concepts through hands-on making for deeper learning and personal growth in confidence, communication, and self-awareness. Recommendations include more concerted support for interdisciplinary makerspaces to reach more students outside of STEM disciplines.
Rethinking architectural education to foster Sustainability: Literature Review of emerging trends and pedagogical approaches
Authors: Dhaouadi Khansa , Leclercq Pierre
Published: June 2024

Through a comprehensive literature review, this paper sheds light on emerging trends and innovative pedagogies to foster sustainability in architectural education worldwide. Over 700 published research outputs are analyzed and 250 are selected for this research. These considerations have been integrated across countries in North and South America, Europe, Asia, Africa, and Australia with a focus on both macro and micro scales. The findings show that 60% of the papers use case studies to evaluate the impact of sustainability education, while theoretical discussions and investigations only represent 40% of the total. Within the case studies category, it is to be noted that efforts at the design studio or course level account for 75%, while those at the curriculum level represent only 25%. Dealing with sustainability reflects the specific needs and challenges of each region shaped by pedagogical, socio-cultural, economic, geographical, political, and climatic factors all the while fostering common ground.