Showing papers on "Higher education published in 2019"

Systematic review of research on artificial intelligence applications in higher education – where are the educators?

Abstract: According to various international reports, Artificial Intelligence in Education (AIEd) is one of the currently emerging fields in educational technology. Whilst it has been around for about 30 years, it is still unclear for educators how to make pedagogical advantage of it on a broader scale, and how it can actually impact meaningfully on teaching and learning in higher education. This paper seeks to provide an overview of research on AI applications in higher education through a systematic review. Out of 2656 initially identified publications for the period between 2007 and 2018, 146 articles were included for final synthesis, according to explicit inclusion and exclusion criteria. The descriptive results show that most of the disciplines involved in AIEd papers come from Computer Science and STEM, and that quantitative methods were the most frequently used in empirical studies. The synthesis of results presents four areas of AIEd applications in academic support services, and institutional and administrative services: 1. profiling and prediction, 2. assessment and evaluation, 3. adaptive systems and personalisation, and 4. intelligent tutoring systems. The conclusions reflect on the almost lack of critical reflection of challenges and risks of AIEd, the weak connection to theoretical pedagogical perspectives, and the need for further exploration of ethical and educational approaches in the application of AIEd in higher education.

Identifying effective climate change education strategies: a systematic review of the research

Abstract: Increased interest in climate change education and the growing recognition of the challenges inherent to addressing this issue create an opportunity to conduct a systematic review to understand wha...

Exploring Students’ Acceptance of E-Learning Through the Development of a Comprehensive Technology Acceptance Model

Abstract: Extending the Technology Acceptance Model (TAM) for studying the e-learning acceptance is not a new research topic, and it has been tackled by many scholars. However, the development of a comprehensive TAM that could be able to examine the e-learning acceptance under any circumstances is regarded to be an essential research direction. To identify the most widely used external factors of the TAM concerning the e-learning acceptance, a literature review comprising of 120 significant published studies from the last twelve years was conducted. The review analysis indicated that computer self-efficacy, subjective/social norm, perceived enjoyment, system quality, information quality, content quality, accessibility, and computer playfulness were the most common external factors of TAM. Accordingly, the TAM has been extended by the aforementioned factors to examine the students' acceptance of e-learning in five different universities in the United Arab of Emirates (UAE). A total of 435 students participated in the study. The results indicated that system quality, computer self-efficacy, and computer playfulness have a significant impact on perceived ease of use of e-learning system. Furthermore, information quality, perceived enjoyment, and accessibility were found to have a positive influence on perceived ease of use and perceived usefulness of e-learning system.

The impact of entrepreneurship education, entrepreneurial self-efficacy and gender on entrepreneurial intentions of university students in the Visegrad countries

Abstract: This paper investigates whether entrepreneurial education (EE) contributes to the entrepreneurial intentions (EI) of university students in the Visegrad countries (Czech Republic, Hungary, Poland a...

Impacts of college-level courses via Asynchronous Learning Networks: Some Preliminary Results

Abstract: Jersey Institute of Technology has been delivering college courses via an Asynchronous Learning Network (ALN) system called the Virtual Classroom TM for a decade, using various media mixes. Currently, two complete undergraduate degree programs are available via a mix of video plus Virtual Classroom, the B.A. in Information Systems and the B.S. in Computer Science. This paper presents preliminary findings about impacts on students, and touches on some issues and potential impacts for faculty, individual universities, and the structure of higher education. Overall ratings of courses by students who complete ALN based courses are equal or superior to those for traditional courses. Dropout or Incomplete outcomes are somewhat more prevalent, while grade distributions for those who complete tend to be similar to those for traditional courses. For both students and faculty, more startup time devoted to solving the "logistics" of ALN delivery seems to be required at the beginning of courses. ALN delivery is not just a "different" way of doing the same thing, however; it is likely to change the nature and structure of higher education.

Contract cheating: a survey of Australian university students

Abstract: If media reports are to be believed, Australian universities are facing a significant and growing problem of students outsourcing their assessment to third parties, a behaviour commonly known as ‘c...

Mapping and recontextualizing the evolution of the term Latinx: An environmental scanning in higher education

Abstract: The term Latinx emerged recently as a gender-neutral label for Latino/a and Latin@. The purpose of this paper is to examine ways in which Latinx is used within the higher education context, and to ...

Handbook Of Research In Education Finance And Policy, 2Nd Edition

Abstract: Sponsored by the Association for Education Finance and Policy (AEFP), this groundbreaking new handbook assembles in one place the existing researchbased knowledge in education finance and policy, thereby helping to define this evolving field of research and practice. It provides a readily available resource for anyone seriously involved in education finance and policy in the United States and around the world.

Higher Education in an Era of Digital Competition: Emerging Organizational Models

Abstract: Growing demand among learners for improved accessibility and convenience, lower costs, and direct application of content to work settings is radically changing the environment for higher education in the United States and globally. In this rapidly changing environment, which is increasingly based within the context of a global, knowledge-based economy, traditional universities are attempting to adapt purposes, structures, and programs, and new organizations are emerging in response. Organizational changes and new developments are being fueled by accelerating advances in digital communications and learning technologies that are sweeping the world. Growing demand for learning combined with these technical advances is in fact a critical pressure point for challenging the dominant assumptions and characteristics of existing traditionally organized universities in the 21st century. This combination of demand, costs, application of content and new technologies is opening the door to emerging competitors and new organizations that will compete directly with traditional universities and with each other for students and learners. This paper describes and analyzes seven models of higher education organization that are challenging the future preeminence of the traditional model of residential higher education. These models are emerging to meet the new conditions and to take advantage of the new environment that has created both opportunity and risk for all organizations, and which demands experimentation of structure, form, and process. Each of the seven models discussed offers an alternative to traditional residential higher education. Several models are in their infancy. Several others operate at the margin of organizations with other core businesses or priorities. At least one of the models depends upon extensive collaborations. All of the models incorporate features that are designed to enable universities to better respond to new educational demands and opportunities at a national and international level. Taken together, these organizational models are emerging as significant forces in providing education and training, and as powerful competitors to traditional universities. They offer the prospect of rapidly changing where, when, how and for what purpose education is organized within both the corporate and the higher education communities in the United States and throughout the world. The result is a dynamic competitive environment among traditional universities that are adapting learning processes and administrative procedures, alternative nontraditional universities that are adapting technologies to better serve their existing primarily adult constituencies, and new universities that are being formed around the promise of virtual environments. The thesis of this paper is that growth in worldwide demand for learning is combining with improved learning technologies to force existing universities to rethink their basic assumptions and marketing strategies. This new digital environment is further encouraging and enabling the creation of new and innovative organizational models of that are challenging traditional residential universities to change more quickly and dynamically.

Optical Anapoles: Concepts and Applications

Abstract: The work was supported by the Government of the Russian Federation (Grant 08-08), the Ministry of Science and Higher Education of the Russian Federation (project No. 16.12780.2018/12.2), the Russian Foundation for Basic Research (Grant 18-02-00381), the Australian Research Council, and the Strategic Fund of the Australian National University. The studies on anapole metamaterials were supported by the Russian Science Foundation (project 17-72-10230). B.S.L. also acknowledges support by the Russian Ministry of Education and Science (#14.W03.31.0008).

A constructivist approach to online training for online teachers

Abstract: This article examines the pedagogical role of the teacher in online education. Specifically, the transition from in-class room instruction to online instruction is a complex one involving specialized training in the technical aspects of delivering quality educational materials (or environments) to the students, and specialized training in how to foster knowledge acquisition within this new environment. The article focuses on the pedagogical training that an online instructor needs to become an effective teacher. The article investigates a two-week faculty development pedagogical training course aimed at preparing teachers to operate effectively within an online educational environment. In attempting to orient the teacher to the online environment, the course used a constructivist instructional methodology within an online context. Several types of collaborative exercises were employed such as virtual field trips, online evaluations, interactive essays, and group projects. The sample (N=44) represented veteran college teachers with little online teaching or studying experience. Tenured faculty (30%) and Instructors (25%) composed the majority of the class. The group had well over 13 years classroom teaching experience (53%), and over three-quarters are currently teaching in higher education institutions. Hypotheses were tested through online data collection and surveys to find out the effects of the pedagogical training on the participants. One important finding of the study concludes that teachers exposed to the course significantly changed their attitudes toward online instruction seeing it as more participatory, and interactive than face-to-face instruction. Another major finding is that after the course, teachers saw the online medium as more of an extension of their faculty work. That is, faculty were more willing to use the online medium as an extension of their duties.

Integrating Technology Acceptance Model With Innovation Diffusion Theory: An Empirical Investigation on Students’ Intention to Use E-Learning Systems

Abstract: This paper aims to explore and investigate the potential factors influencing students' behavioral intentions to use the e-learning system. This paper proposes an extended technology acceptance model (TAM) that has been tested and examined through the use of both innovation diffusion theory (IDT) and integrating TAM. This paper was conducted on 1286 students utilizing systems of e-learning in Malaysia. The findings were obtained via a quantitative research method. The findings illustrate that six perceptions of innovation characteristics, in particular, have impacts on students' e-learning system behavioral intention. The influences of the relative advantages, observability, trialability, perceived compatibility, complexity, and perceived enjoyment on the perceived ease of use is noteworthy. Moreover, the effects of the relative advantages, complexity, trialability, observability, perceived compatibility, and perceived enjoyment on the perceived usefulness have a strong impact. Therefore, the empirical results provide strong backing to the integrative approach between TAM and IDT. The findings suggest an extended model of TAM with IDT for the acceptance of the e-learning system used to improve the students' learning performance, which can help decision makers in higher education, universities, as well as colleges to evaluate, plan and execute the use of e-learning systems.

A Systematic Literature Review on Teaching and Learning Introductory Programming in Higher Education

Abstract: Contribution: This paper adds to the results of previous systematic literature reviews by addressing a more contemporary context of introductory programming. It proposes a categorization of introductory programming challenges, and highlights key issues for a research roadmap on introductory programming learning and teaching in higher education. Background: Despite the advances in methods and tools for teaching and learning introductory programming, dropout and failure rates are still high. Published surveys and reviews either cover papers only up to 2007, or focus on methods and tools for teaching introductory programming. Research Questions: 1) What previous skills and background knowledge are key for a novice student to learn programming? 2) What difficulties do novice students encounter in learning how to program? 3) What challenges do teachers encounter in teaching introductory programming? Methodology: Following a formal protocol, automatic and manual searches were performed for work from 2010 to 2016. Of 100 papers selected for data extraction, 89 were retained after quality assessment. Findings: The most frequently cited skills necessary for learning programming were related to problem solving and mathematical ability. Problem solving was also cited as a learning challenge, followed by motivation and engagement, and difficulties in learning the syntax of programming languages. The main teaching challenges concern the lack of appropriate methods and tools, as well as scaling and personalized teaching.

A preliminary look at the structural differences of higher education classroom communities in traditional and aln courses

Abstract: This preliminary study again provides evidence that it is the method and not the media that matters the most in learning effectiveness. The present work examines classroom community in order to determine how sense of community differs between students enrolled in traditional face-to-face and those enrolled in asynchronous learning network (ALN) courses. Subjects consist of 326 adult learners who were enrolled in a mix of 14 undergraduate and graduate courses at two urban universities. As operationalized by the Sense of Classroom Community Index (SCCI), there appears no significant difference in classroom community between the two groups of subjects. However, a discriminant analysis shows a significant overall difference in community structure between the two groups. Variations between groups on feelings of similarity of needs, recognition, importance of learning, connectedness, friendship, thinking critically, safety, acceptance, group identity, and absence of confusion are the characteristics contributing mostly to this difference in learning effectiveness.

How universities can enhance student mental wellbeing: the student perspective

Abstract: The growing prevalence and severity of mental health difficulties across university student populations is a critical issue for universities and their wider communities. Yet little is known about s...

How the flipped classroom affects knowledge, skills, and engagement in higher education: Effects on students' satisfaction

Abstract: The aim of this research is to present a successful flipped classroom proposal in higher education to better understand its influence in terms of knowledge, skills and engagement. The reason why we focus on these three dimensions is because of their core roles in the international learning conceptual frameworks presented above to increase the employability of Generation Z students in the digital society of the 21st century. In doing so, first, we first develop a measurement scale (4D_FLIPPED) to explore the degree of flipped classroom presence in our higher education learning experience. Then, we present a structural equation model to analyze the causal relationships of knowledge, skills, and engagement with students' satisfaction. The empirical results point out that there are four fundamental dimensions that should be present in the flipped classroom to be successful in the 21st century with Generation Z. This study also confirms that the flipped classroom has positive effects on students’ knowledge, skills, and engagement. Our research provides useful recommendations and insights for academia.

A Bibliometric Review of Research on Higher Education for Sustainable Development, 1998–2018

Abstract: Over the last twenty years, higher education for sustainable development (HESD) has attracted increasing interest from scholars, students, and academic institutions globally. This bibliometric review of research analyzed 1459 Scopus-indexed documents related to higher education for sustainable development. The goals of the review were to document the volume, growth trajectory, and geographic distribution of the HESD literature, identify key authors, journals, and publications, analyze the intellectual structure of this knowledge base, and highlight emerging research issues. The review documented a rapidly growing knowledge base of recent vintage, mostly authored by scholars located in developed societies. Four core journals were identified, based on the volume of HESD publications and citation impact. Author co-citation analysis revealed three research clusters that underlie this knowledge base: Managing for Sustainability in Higher Education, HESD Competencies, and Implementation of HESD. This review provides a benchmark for future reviews of research on HESD, reveals the emerging intellectual structure of this inter-disciplinary field, and offers reference points for scholars entering this discipline.

Race and Ethnicity in Higher Education: A Status Report

Abstract: The racial and ethnic makeup of the United States has changed substantially since the country’s founding, with dramatic changes occurring in just the last 20 years. It is well known that the over 50 percent of students from communities of color in public K–12 schools will, in the very near future, be the majority of the U.S. adult population. Racial and ethnic diversity comes with a host of benefits at all levels of education and in the workforce—greater productivity, innovation, and cultural competency, to name a few. Moreover, the current and future health of our nation—economic and otherwise—requires that the whole of our population have equitable access to sources of opportunity. Chief among such sources of opportunity is higher education. It is therefore imperative that educators, policymakers, community leaders, members of the media, and others have access to timely data on one of the most salient predictors of higher education access and success in this country: race and ethnicity. To be clear, there are myriad factors that inform educational access and success, such as income, wealth, geography, and age. Yet it remains the case—as the data in this and other studies show—that race is a prevailing factor in many educational outcomes. This report examines over 200 indicators, looking at who gains access to a variety of educational environments and experiences, and how these trajectories and their outcomes differ by race and ethnicity. These data provide a foundation from which the higher education community and its many stakeholders can draw insights, raise new questions, and make the case for why race still matters in American higher education. When considering the data on the whole, we offer the following key takeaways: 1. Over the past two decades, the U.S. population has grown not only more educated but also more racially and ethnically diverse, thanks in large part to a growing Hispanic population that is seeking higher education at levels not before seen. 2. Too many Black students fare poorly in America’s postsecondary education system. At both the undergraduate and graduate levels, advances in Black students’ enrollment and attainment have been accompanied by some of the lowest persistence rates, highest undergraduate dropout rates, highest borrowing rates, and largest debt burdens of any group. 3. We still lack precise, national data on many educational outcomes for American Indians or Alaska Natives and Native Hawaiians or other Pacific Islanders; but what the available data do show is troubling. 4. Great differences exist by race, ethnicity, and gender in where students go to college and what they study, signaling an uneven playing field in the labor market and a threat to the opportunity for intergenerational upward mobility. 5. How students pay for higher education varied considerably by race and ethnicity, especially in terms of who borrows and who leaves college with high levels of student loan debt.6. Racial and ethnic diversity among college faculty, staff, and administrators still doesn’t reflect that of today’s college students.

A systematic review of food insecurity among US students in higher education

Abstract: Accumulating evidence suggests that food insecurity in US colleges and universities is higher than in US households, making this a new public health priority. We conducted a systematic review of fo...

Reexamining the impact of self-determination theory on learning outcomes in the online learning environment

Abstract: While various researchers have conducted work supporting the validity of self-determination theory (SDT) in the conventional learning setting, few attempts have been made to explore its application in the online learning context. In a recent study using structural equation modeling (SEM), Chen and Jang (2010) concluded that the SDT-based model was unable to predict the learning outcomes in online programs. After analyzing the model employed in their study, the researchers of the current study identified possible measurement issues and aimed to further examine the SDT-based model after modifications. More than 300 undergraduate students from seven online courses completed the SDT surveys. The results indicated that the satisfaction of basic psychological needs enhanced self-regulated motivation, which was associated with higher perceived knowledge transfer and increased achievement of course objectives in online courses. This study provides empirical evidence for the application of the SDT-based model in the online learning environment.

Teacher Educators' Use of Digital Tools and Needs for Digital Competence in Higher Education

Abstract: Based on a study at two Swedish universities, this article aimed to identify teacher educators' use of digital tools and subsequent need for digital competence in higher education. Methodic...

Gender and cultural bias in student evaluations: Why representation matters.

Abstract: Gendered and racial inequalities persist in even the most progressive of workplaces. There is increasing evidence to suggest that all aspects of employment, from hiring to performance evaluation to promotion, are affected by gender and cultural background. In higher education, bias in performance evaluation has been posited as one of the reasons why few women make it to the upper echelons of the academic hierarchy. With unprecedented access to institution-wide student survey data from a large public university in Australia, we investigated the role of conscious or unconscious bias in terms of gender and cultural background. We found potential bias against women and teachers with non-English speaking backgrounds. Our findings suggest that bias may decrease with better representation of minority groups in the university workforce. Our findings have implications for society beyond the academy, as over 40% of the Australian population now go to university, and graduates may carry these biases with them into the workforce.

Higher education for sustainable development: actioning the global goals in policy, curriculum and practice

Abstract: Higher education for sustainable development (HEfSD) is being significantly shaped by the global sustainability agenda. Many higher education institutions, responsible for equipping the next generation of sustainability leaders with knowledge and essential skills, proactively try to action the sustainable development goals (SDGs) in HEfSD policy, curriculum and practice through scattered and isolated initiatives. Yet, these attempts are not strategically supported by a governing approach to HEfSD or coordinated effectively to tackle social and environmental sustainability. These predicaments not only widen the gap between HEfSD policy, curriculum and practice but also exacerbate the complexities between human and environmental interactions compromising overall sustainability. However, these efforts represent a potential for actioning the Global Agenda for Sustainable Development. Based on a qualitative research strategy, theory building methodology and various methodological techniques (surveys, policy and literature review, group and individual interviews), this research suggests that the advancement of HEfSD in policy, curriculum and practice depends largely on a better understanding of existing gaps, target areas, commonalities and differences across regional HEfSD agendas. This will hopefully provide higher education institutions and their stakeholders across regions with some conceptual and practical tools to consider strategically how HEfSD can successfully be integrated into policy, curriculum and practice in alignment with SDGs and with the overall mandate of the Global Agenda for Sustainable Development.

The Role of Serious Games, Gamification and Industry 4.0 Tools in the Education 4.0 Paradigm

Abstract: Education 4.0 is a new educational paradigm that intends to address the needs and potentialities of the fourth industrial revolution. Education 4.0 builds on the concept of learning by doing, in which students are encouraged to learn and discover different things in singular ways based on experimentation. This study intends to analyze the role of emerging technologies like serious games and industry 4.0 in the transformation of education 4.0 in higher education. A qualitative methodology was employed based on 25 case studies of innovative projects in Portuguese higher education institutions. The results indicate a residual adoption of serious games and gamification approaches only appear in less than 20% of the projects. It was also possible to identify that most projects involve several stakeholders such as teachers, students and university managers, and typically involve multidisciplinary competencies fields. The main benefits brought to the education context include greater involvement of students in projects, development of their skills and its application in a real context. On the other hand, the main challenges are the simplification of the real world made by these applications, the difficulties inherent to their inclusion in the didactical system and the limited capacities to offer greater interactivity without predefined external stimuli.

The Law of Higher Education, A Comprehensive Guide to Legal Implications of Administrative Decision Making

Abstract: This fourth edition of the indispensable guide to the laws that bear on the conduct of higher education provides a revised and up-to-date reference, research source, and guide for administrators, attorneys, and researchers. The book is also widely used as a text for graduate courses on higher education law in programs preparing higher education administrators for leadership roles. This new edition includes new and expanded sections on laws related to: religious issues alternative dispute resolution the college and its employees collective bargaining at religious and private colleges whistleblower and other employee protections personal liability of employees nondiscrimination and affirmative action in employment campus technology and computer networks disabilities student academic freedom freedom of speech and hate speech student organizations'rights, responsibilities, and activities fees athletes' rights USA patriot act and immigration status public institutions and zoning regulations regulation of research coverage of retaliatory and extraterritorial acts federal civil rights statutes

I on the Prize: Inquiry Approaches in Undergraduate Mathematics

Abstract: In the United States (US) and elsewhere across the world, undergraduate mathematics instructors are increasingly aware of the value of inquiry-based instruction. In this research commentary, we describe the intellectual origins and development of two major strands of inquiry in US higher education, offer an explanation for apparent differences in these strands, and argue that they be united under a common vision of Inquiry-Based Mathematics Education (IBME). Central to this common vision are four pillars of IBME: student engagement in meaningful mathematics, student collaboration for sensemaking, instructor inquiry into student thinking, and equitable instructional practice to include all in rigorous mathematical learning and mathematical identity-building. We conclude this commentary with a call for a four-pronged agenda for research and practice focused on learning trajectories, transferable skills, equity, and a systems approach.

The hidden giant: discovery of an enormous Galactic dwarf satellite in Gaia DR2

Abstract: This project was developed in part at the 2018 NYC Gaia Sprint, hosted by the Center for Computational Astrophysics of the Flatiron Institute in New York City. The research leading to these results has received funding from the European Research Council under the European Union’s Seventh Framework Programme (FP/2007-2013) / ERC Grant Agreement n. 308024. SEK and MGW are supported by National Science Foundation grant AST-1813881. GT acknowledges support from the Ministry of Science and Technology grant MOST 105-2112-M-001-028-MY3, and a Career Development Award (to YTL) from Academia Sinica. This work presents results from the European Space Agency (ESA) space mission Gaia. Gaia data are being processed by the Gaia Data Processing and Analysis Consortium (DPAC). Funding for the DPAC is provided by national institutions, in particular the institutions participating in the Gaia MultiLateral Agreement (MLA). The Gaia mission website is https://www.cosmos.esa.int/gaia. The Gaia archive website is https://archives.esac.esa.int/gaia. This paper includes data gathered with Anglo-Australian Telescope at Siding Spring Observatory in Australia. We acknowledge the traditional owners of the land on which the AAT stands, the Gamilaraay people, and pay our respects to elders past and present. This project used data obtained with the Dark Energy Camera (DECam), which was constructed by the Dark Energy Survey (DES) collaboration. Funding for the DES Projects has been provided by the U.S. Department of Energy, the U.S. National Science Foundation, the Ministry of Science and Education of Spain, the Science and Technology Facilities Council of the United Kingdom, the Higher Education Funding Council for England, the National Center for Supercomputing Applications at the University of Illinois at Urbana-Champaign, the Kavli Institute of Cosmological Physics at the University of Chicago, the Center for Cosmology and Astro-Particle Physics at the Ohio State University, the Mitchell Institute for Fundamental Physics and Astronomy at Texas A&M University, Financiadora de Estudos e Projetos, Fundacao Carlos Chagas Filho de Amparo a Pesquisa do Estado do Rio de Janeiro, Conselho Nacional de Desenvolvimento Cientifico e Tecnologico and the Ministerio da Ciencia, Tecnologia e Inovacao, the Deutsche Forschungsgemeinschaft, and the Collaborating Institutions in the Dark Energy Survey. The Collaborating Institutions are Argonne National Laboratory, the University of California at Santa Cruz, the University of Cambridge, Centro de Investigaciones Energeticas, Medioambientales y Tecnologicas-Madrid, the University of Chicago, University College London, the DES-Brazil Consortium, the University of Edinburgh, the Eidgenossische Technische Hochschule (ETH) Zurich, Fermi National Accelerator Laboratory, the University of Illinois at Urbana-Champaign, the Institut de Ciencies de l’Espai (IEEC/CSIC), the Institut de Fisica d’Altes Energies, Lawrence Berkeley National Laboratory, the Ludwig-Maximilians Universitat Munchen and the associated Excellence Cluster Universe, the University of Michigan, the National Optical Astronomy Observatory, the University of Nottingham, the Ohio State University, the University of Pennsylvania, the University of Portsmouth, SLAC National Accelerator Laboratory, Stanford University, the University of Sussex, and Texas A&M University.

Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach

Abstract: Feedback is one of the most powerful influences on student achievement, yet it is difficult to implement productively within the constraints of a mass higher education system. Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach addresses the challenges of developing effective feedback processes in higher education, combining theory and practice to equip and empower educators. It places less emphasis on what teachers do in terms of providing commentary, and more emphasis on how students generate, make sense of, and use feedback for ongoing improvement. Including discussions on promoting student engagement with feedback, technology-enabled feedback, and effective peer feedback, this book: Contributes to the theory and practice of feedback in higher education by showcasing new paradigm feedback thinking focused on dialogue and student uptake Synthesises the evidence for effective feedback practice Provides contextualised examples of successful innovative feedback designs analysed in relation to relevant literature Highlights the importance of staff and student feedback literacy in developing productive feedback partnerships Supports higher education teachers in further developing their feedback practice. Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach contributes to the theory and practice of higher education pedagogy by re-evaluating how feedback processes are designed and managed. It is a must-read for educators, researchers, and academic developers in higher education who will benefit from a guide to feedback research and practice that addresses well recognised challenges in relation to assessment and feedback.

Service learning in higher education: a systematic literature review

Abstract: In the last few years, adoption of service learning in higher educational institutions has emerged as a modern teaching and learning strategy. This study is aimed to offer a systematic literature review of service learning implementation in higher education. There is a lack of research on the role of service learning in higher education sector. Moreover, a comprehensive systematic literature review of service learning in higher education is also overlooked in previous studies. Therefore, this study covers an in-depth systematic literature review, which reflects the utilisation approach and outcomes of service learning in higher education. By employing a rigorous exploratory approach, this study offers four major findings: (1) Acceptance and use of service learning in different academic disciplines, which covers a detailed discussion of up to what extent service learning pedagogy practice exists in each discipline. (2) Emerging issues regarding the integration of service learning in different academic disciplines. (3) Comparative analysis of previous service learning frameworks, which includes theoretical foundation, main findings and limitations of each framework. (4) Potential benefits of service learning for all participants. Service learning presents diverse benefits for all stakeholders; we identified the list of potential outcomes in the light of emerging service learning literature. These findings show that service learning is frequently employed in some academic disciplines, i.e. medical and nursing sciences; business and economics; computer science and information system; social studies; teacher education; linguistic and environmental disciplines. Moreover, comparison of previous service learning frameworks revealed that most of them are subject-oriented, specifically focused on institutionalising and practical aspects.