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Vol. 20 No. 5 (2023)

Published: 3 September 2023

Articles

  • Artificial Intelligence and Authorship Editor Policy: ChatGPT, Bard Bing AI, and beyond

    Joseph Crawford, Michael Cowling, Sally Ashton-Hay, Jo-Anne Kelder, Rebekkah Middleton, Gail S. Wilson

    Artificial intelligence and large-language model chatbots have generated significant attention in higher education, and in research practice. Whether ChatGPT, Bard, Jasper Chat, Socratic, Bing AI, DialoGPT, or something else, these are all shaping how education and research occur. In this Editorial, we offer five editorial principles to guide decision-making for editors, which will also become policy for the Journal of University Teaching and Learning Practice. First, we articulate that non-human authorship does not constitute authorship. Second, artificial intelligence should be leveraged to support authors. Third, artificial intelligence can offer useful feedback and pre-review. Fourth, transparency of artificial intelligence usage is an expectation. And fifth, the use of AI in research design, conduct, and dissemination must comply with established ethical principles. In these five principles, we articulate a position of optimism for the new forms of knowledge and research we might garner. We see AI as a mechanism that may augment our current practices but will not likely replace all of them. However, we do issue caution to the limitations of large language models including possible proliferation of poor-quality research, Stochastic Parroting, and data hallucinations. As with all research, authors should be comfortably familiar with the underlying methods being used to generate data and should ensure a clear understanding of the AI tools being used prior to deployment for research.

    Read article: Artificial Intelligence and Authorship Editor Policy: ChatGPT, Bard Bing AI, and beyond

  • Prompting Higher Education Towards AI-Augmented Teaching and Learning Practice

    Bronwyn Eager, Ryan Brunton

    Large Language Models (LLMs) and conversational-style generative artificial intelligence (AI) are causing major disruption to higher education pedagogy. The emergence of tools like ChatGPT has raised concerns about plagiarism detection but also presents opportunities for educators to leverage AI to build supportive learning environments. In this commentary, we explore the potential of AI-augmented teaching and learning practice in higher education, discussing both the productive affordances and challenges associated with these technologies. We offer instructional advice for writing instructional text to guide the generation of quality outputs from AI models, as well as a case study to illustrate using AI for assessment design. Ultimately, we suggest that AI should be seen as one tool among many that can be used to enhance teaching and learning outcomes in higher education.

    Read article: Prompting Higher Education Towards AI-Augmented Teaching and Learning Practice

  • Flipped Classroom: Students’ Cognitive Needs of Relatedness, Competence, and Autonomy in a Fully-Flipped Program

    Amrinder Khosa, Steven Burch

    This study examines how the flipped classroom approach to teaching and learning supports or inhibits the cognitive needs of relatedness, competence, and autonomy, leading to either increased or decreased levels of motivation. We use semi-structured interviews involving twenty-two students and five facilitators in an Australian university to qualitatively investigate perceptions of motivation through the lens of self-determination theory (SDT). Using thematic analysis, our findings reveal that the flipped classroom approach supports students’ cognitive need for relatedness by providing more opportunities for interaction in the classroom. Further, relatedness has been shown to facilitate internalisation and support competence as a result of students supporting each other. However, our findings demonstrate that despite overall satisfaction with the flipped learning environment, the students raised concerns about how the learning is executed. Among recommendations for pedagogical practices, academics and education providers are urged to create an environment that supports a sense of belongingness and self-endorsement of learning activities among students to promote more autonomous forms of motivation.

    Read article: Flipped Classroom: Students’ Cognitive Needs of Relatedness, Competence, and Autonomy in a Fully-Flipped Program

  • An Evidence-Based Approach to Employability Curricula and Transferable Skill Development: A Mixed Methods Study

    Amany Gouda-Vossos, Mahbub Sarkar, Christopher Thompson, Tina Overton, Angela Ziebell

    Within Science, Technology, Engineering and Mathematics (STEM), there is cross cultural evidence of gaps in transferrable skills between new graduates’ capabilities and employers’ expectations. These gaps hinder graduates’ ability to obtain employment. Herein we report the impact of an evidence-based approach to closing skills gaps in senior STEM students based on their self-perceived employability. A capstone-style, for-credit elective module was developed for STEM students based on the skills gaps found in prior research. The impact of this intervention was measured utilising a mixed-method design. Students’ self-perceived employability pre- and post- module completion were measured, along with post-module reflections collected via a series of open-ended questions. Overall, the module had a positive impact on student self-perceived employability, with the greatest impact in the areas of ‘awareness of opportunity’, ‘perceptions of future success’, and ‘confidence in skills’. A post hoc analysis indicated significant increases in post-module completion ‘confidence in skills’ for women, an important insight given the gender-based issues in career progress and retention in STEM. The qualitative analysis suggested that students highly valued the opportunity to develop job application and transferable skills. The results are discussed in the light of the importance of evidence-based, curriculum-embedded interventions in guiding students to employment.

    Read article: An Evidence-Based Approach to Employability Curricula and Transferable Skill Development: A Mixed Methods Study

  • Is Artificial Intelligence Really the Next Big Thing in Learning and Teaching in Higher Education? A Conceptual Paper

    Xianghan (Christine) O'Dea, Mike O'Dea

    Artificial Intelligence in higher education (AIED) is becoming a more important research area with increasing developments and application of AI within the wider society. However, as yet AI based tools have not been widely adopted in higher education. As a result there is a lack of sound evidence available on the pedagogical impact of AI for learning and teaching. This conceptual paper thus seeks to bridge the gap and addresses the following question: is artificial intelligence really the new big thing that will revolutionise learning and teaching in higher education? Adopting the technological pedagogical content knowledge (TPACK) framework and the Unified Theory of Acceptance and Use of Technology (UTAUT) as the theoretical foundations, we argue that Artificial Intelligence (AI) technologies, at least in their current state of development, do not afford any real new advances for pedagogy in higher education. This is mainly because there does not seem to be valid evidence as to how the use of AI technologies and applications has helped students improve learning, and/or helped tutors make effective pedagogical changes. In addition, the pedagogical affordances of AI have not yet been clearly defined. The challenges that the higher education sector is currently experiencing relating to AI adoption are discussed at three hierarchical levels, namely national, institutional and personal levels. The paper ends with recommendations with regard to accelerating AI use in universities. This includes developing dedicated AI adoption strategies at the institutional level, updating the existing technology infrastructure and up-skilling academic tutors for AI.

    Read article: Is Artificial Intelligence Really the Next Big Thing in Learning and Teaching in Higher Education? A Conceptual Paper

  • The Quantitative and Qualitative Study of the Effectiveness of the Problem-based Learning Approach in Teaching Research Methods

    Azam Kaeedi, Ahmad Reza Nasr Esfahani, Fereydoon Sharifian, Saeed Moosavipour

    Research methods is an essential ingredient of postgraduate programs across a wide range of social science disciplines. The purpose of this study was to compare the effectiveness of problem-based learning (PBL) and lecture-based learning (LBL) approaches to teaching research methods through a mixed-methods approach in an explanatory sequential design. The quantitative data were collected following a quasi-experimental design whereby two classes of research methods in a postgraduate program randomly received either an LBL or a PBL treatment. To assess students’ academic achievement, a final exam on the course was used. The results indicated a higher academic achievement of students in the PBL class compared to LBL class. The qualitative data were gathered through a semi-structured interview to gain deeper insight into the quantitative results. The thematic analysis of the interviews showed that PBL led to deeper and more meaningful learning, increased students’ knowledge in their field of specialty, provided more enjoyable and active learning, increased the students' skills in doing their thesis projects, enhanced their autonomy and independence, and also promoted their dignity and status.

    Read article: The Quantitative and Qualitative Study of the Effectiveness of the Problem-based Learning Approach in Teaching Research Methods

  • Student behavioural intentions to use eLearning system in Indonesian higher education during the COVID-19 pandemic: A structural equation model

    Jullie Jeanette Sondakh, Sandra Ingried Asaloei, Basilius R. Werang

    The rapid transformation in information and communication technology (ICT) has influenced change in other areas of human lives, including in the teaching and learning process in higher education institutions. This study explores: a) how student perceived usefulness, perceived ease of use, attitude toward use, and behavioural intention to use an eLearning system (using the Technology Acceptance Model (TAM)); and b) validity testing of the underlying causal relationships between perceived usefulness, perceived ease of use, attitude towards use, and behavioural intention to use in the eLearning system context. To do so, a quantitative survey was used with 255 student participants, drawn conveniently from a local population of 745 accounting students studying at Sam Ratulangi University, Indonesia. The result of descriptive statistical analysis using the SPSS showed that all the items of perceived usefulness, perceived ease of use, attitude towards use, and behavioural intention to use were highly perceived by the accounting students of Sam Ratulangi University. The result of confirmatory factor analysis using structural equation modelling in IBM’s AMOS software showed that all the constructs developed in this study are feasible to examine the relationships between perceived usefulness, perceived ease of use, attitude towards use, and behavioural intention to use in the eLearning system context. The findings have important implications for the successful implementation of online teaching and learning in higher education institutions. The findings could be critical for college and university leaders to investigate the merit of eLearning systems in terms of their utility in increasing students’ intention to use eLearning systems in their learning journeys.

    Read article: Student behavioural intentions to use eLearning system in Indonesian higher education during the COVID-19 pandemic: A structural equation model

  • Assessment Strategies in Online Learning Environments During the COVID-19 Pandemic in Oman

    Asma Hilal Al-Maqbali, Abdullah Al-Shamsi

    The shift to successful online learning requires online assessment strategies that could facilitate the learning and teaching process and determine the achievement of learning outcomes. This study examined how students’ achievement was assessed in an online learning environment during the COVID-19 pandemic and how the College of Education (COE) responded to the shift to online assessment strategies. A mixed-method design using questionnaires and interviews was conducted to collect data from academic staff at COE at Sultan Qaboos University. The study sample consisted of (n=60) academic staff who agreed to answer the research questionnaire. Moreover, the researchers interviewed four academic staff who were experts in online assessment and teachers of practical courses. The interview data were analysed and corroborated with evidence from documents issued by the COE and SQU. The study’s findings showed that the academic staff applied various online assessment strategies to measure the learners’ achievement. The most applied online assessment strategies were individual projects, presentations, online discussions, and written assignments. The study also found that the COE took measures to enhance its online assessment procedures, including developing an online assessment policy, providing professional development programs, workshops and webinars, and encouraging its staff to conduct further studies to improve online learning practices. Based on the findings, the study suggested some educational implications and recommendations.

    Read article: Assessment Strategies in Online Learning Environments During the COVID-19 Pandemic in Oman

  • A Pilot Study of Transdisciplinary Graduate Capabilities, Interpersonal Communication, and Technical Competence: Bachelor of Applied Information Technology and Master of Social Work Student Partnership

    Hilary Gallagher, Jianqiang Liang, Geraldine Torrisi-Steele, Sylvia Ramsay

    Academics at Griffith university envisioned a complementary learning and supportive relationship could be developed between Bachelor of Information Technology (BAIT) students and Master of Social Work (MSW) students. Discussions between discipline specific staff highlighted that each discipline had strengths and expertise that could assist students to overcome challenges brought about by systemic changes in tertiary education, gaps in skillsets and curriculum, and workforce expectations. Pressures included students attending university from culturally and linguistically diverse backgrounds, the increasing importance of information technology (IT) in the classroom and workplace, as well as the requirement to communicate effectively across a range of disciplines. Working, interacting, and communicating effectively in cross-discipline and culturally diverse environments is a requisite for all graduates, however academics found there were few opportunities for students to partner across disciplinary silos. Staff from both disciplines collaborated to develop a conversational pedagogical framework to underpin a pilot program to support peer learning, using active problem-based learning with IT and social work students. The pilot program evidenced a complementary transdisciplinary, learning partnership and enabled students from IT to help students from social work develop IT skills, while social work students assisted IT students to become more confident in their interpersonal communication skills.

    Read article: A Pilot Study of Transdisciplinary Graduate Capabilities, Interpersonal Communication, and Technical Competence: Bachelor of Applied Information Technology and Master of Social Work Student Partnership

  • Improving Patient Safety: Engaging Students in Interprofessional Team-Based Learning (TBL)

    Antonia J Clarke, Annette Burgess, Christie van Diggele, Jacqueline Bloomfield, Carl Schneider, Eszter Kalman, Merrilyn Walton

    Complex healthcare systems and ambiguous clinical decisions can result in medical errors which threaten patient safety. There is a need for improved awareness of medical errors across healthcare disciplines. We utilised team-based learning (TBL) to pilot an interprofessional patient safety module for senior health professional students. We evaluated the use of TBL within the interprofessional context to achieve student learning outcomes. Twenty-seven students from pharmacy (n=11), nursing (n=8) and medicine (n=8) faculties participated. Data were collected via questionnaires, focus groups, class observation and student test scores. Quantitative data were analysed using descriptive statistics. Framework analysis was used to code qualitative data using social capital as a conceptual framework. In total, 26/27 (96%) of participants completed the questionnaire and 20/27 (70%) attended focus groups. There was no significant difference in prior knowledge between the disciplines. The TBL module enriched the learning environment and enabled students to prepare, problem-solve and interact with facilitators. The TBL pedagogy and interprofessional framework enabled the development of social capital among students. The module demonstrated the potential of interprofessional education to shift knowledge and attitudes towards a greater appreciation of patient safety issues and better prepare health professional students for the workforce. The TBL pedagogy strengthened knowledge sharing and fostered collaboration across disciplines.

    Read article: Improving Patient Safety: Engaging Students in Interprofessional Team-Based Learning (TBL)

  • The Role of Higher Education Institutions in Promoting Innovativeness and Passion towards Entrepreneurship among Students – A Meta-Analytic Review

    S Porkodi, Yousuf Mohammed AlBalushi, R Saranya, Vaidehi Pandurengan

    With the growing importance of entrepreneurship education, entrepreneurship programs established within higher education institutions are thriving hard to achieve entrepreneurship educational outcomes in recent years. Several studies reported the role of higher education institutions in promoting entrepreneurship education and enhancing students' skill sets in various ways. To extend this knowledge, this paper aims to analyse the role of higher education institutions in promoting innovativeness and passion among students pursuing entrepreneurship education. A meta-analytic review is conducted by combining the results from empirical analysis of 24 related studies. The influence of higher education institutions on entrepreneurship educational outcomes and individual transformations is examined and their relationships are exposed. The results of the review show that various components of higher education institutions are positively related to individual transformations (rc=0.579) and entrepreneurship educational outcomes (rc=0.331). It is also found that the passion (rc = 0.31) and innovativeness (rc = 0.2771) are positively correlated with entrepreneurship educational outcome. Moreover, institutional environment has a greater impact on passion (rc = 0.531). Thus, the results indicate that higher education institutions play an important role in promoting passion and innovativeness among students.

    Read article: The Role of Higher Education Institutions in Promoting Innovativeness and Passion towards Entrepreneurship among Students – A Meta-Analytic Review

  • Exploring Faculty Mindsets in Equity-Oriented Assessment

    Eliana Elkhoury, Ameera Ali, Robin Sutherland-Harris

    The COVID-19 pandemic and the resultant move to remote learning in 2020-2021 paved the way for deeper conversations about assessment practices in higher education. Over the last two years, there have been an increasing number of discussions about alternative assessments and about equity in assessment. This study examined the impact of a course (entitled “Equity in Assessment”) delivered by the authors on the participants’ understandings of equity and assessment. We used semi-structured interviews to collect data from the participants. Data collected from six interviews were systematically and thematically analysed in line with Braun and Clarke’s (2006) six stages of conducting thematic analyses. The data analysis resulted in three main emergent themes: flexibility, academic rigour, and wellness. The implications of the findings of this project are important for educational developers, institutional leadership, and researchers.

    Read article: Exploring Faculty Mindsets in Equity-Oriented Assessment

  • Retaining Students to Completion: A Qualitative Study of Institutional Factors

    Rachael Ruegg

    Retaining students until they complete their qualifications is one of the main aims of many higher education institutions. Retention of students is also looked at from different perspectives in the literature. This small, exploratory, narrative enquiry research looks into the experiences of twenty-one domestic students during their first year and a half of a three-year bachelor’s degree at a New Zealand university. The same researcher conducted all the interviews, which were recorded, transcribed and imported to Nvivo for thematic analysis. The researcher attempted to draw comparisons between the students who withdrew from the university within the first year and a half and those who did not in order to gain a deeper understanding of the institutional factors which may be involved in retention of students. Four main themes were found in the interview data, relating to expectations for student effort, guidance provided by instructors, feedback provided on assignments and consistency, which seemed to be significant to the university experience for many students.

    Read article: Retaining Students to Completion: A Qualitative Study of Institutional Factors

  • Pandemic-induced course and assessment changes for undergraduate engineering education: The Development of Graduate Attributes

    Toh Yen Pang, Alex Kootsookos, Elena Pirogova

    Educators constantly need to make adjustments to their pedagogy and learning activities to reflect the fast changes in society, the economy and industry. This has been clearly demonstrated throughout the world in the response to the COVID-19 pandemic required fully remote delivery of tertiary education. The aim of this study was comparing the experiences and perceptions of tertiary students in a fully online and a blended delivery mode, particularly in response to their laboratory skills and development of graduate attributes. Pedagogical aspects were kept consistent across delivery modes to minimise the differences in learning activities across cohorts. A comparison was made between the 2020 fully online cohort and the 2021 blended delivery cohort. The students were asked about their perceptions of how well they thought the course developed their graduate attributes; how authentic they thought the course was; and how easy the content was to navigate and understand. A mixed methods approach was used, where both quantitative and qualitative data was gathered. The blended delivery mode students appeared to benefit from having a specific reflective task, which allowed them to see their learning in a broader context. The paper discusses the blending and online learning from the students’ perspectives of developing graduate attributes and experiential learning. Specifically, where hands on skills are required, students need further guidance in “learning how to learn” or metacognition. A key challenge for future blended learning is getting the balance right between achieving efficiency in online learning and lack of social and dynamic interactions aspect of the online community.

    Read article: Pandemic-induced course and assessment changes for undergraduate engineering education: The Development of Graduate Attributes

  • Developing Researcher Identity Through the PhD Confirmation

    Marion Heron, Nadya Yakovchuk, Helen Donaghue

    The PhD confirmation, or upgrade stage, is a key requirement and rite of passage for most doctoral students. Yet despite its significance and high-stakes nature, little attention has been paid to students’ experiences of this stage of the PhD journey and how it influences the development of their researcher identity. Through semi-structured interviews with PhD students from a range of disciplines who had recently successfully completed the confirmation stage, we found that for many the confirmation stage was a catalyst for ‘feeling’ like a researcher through external validation, recognition and legitimacy. Students also developed their researcher identity through talking about their research with significant others. We argue for recognising the pivotal role the confirmation stage plays in developing doctoral students’ researcher identity and offer suggestions on how supervisors and researcher developers can support students through this transition.

    Read article: Developing Researcher Identity Through the PhD Confirmation

  • Student Engagement and Satisfaction with Online Learning: Comparative Eastern and Western Perspectives

    Marcela Fang, Kijung Choi, Soojung Kim, Bing Chan

    This study investigated the antecedents of student engagement in online learning and the consequent impact on higher education students’ satisfaction with online learning. More specifically, a structural model was proposed to examine students’ perceptions of adaptability, interactivity, computer/ Internet self-efficacy and psychological safety as key factors impacting their engagement with online learning tools and satisfaction with the online learning experience. A self-administered online survey was conducted with 539 undergraduate students in China, Australia, and South Korea. Structural equation modelling and multigroup analysis were used to test the study’s hypotheses. The findings indicated that the proposed four antecedents significantly impacted their engagement with online learning tools, influencing their overall satisfaction with the online learning experience. In addition, this study found significant differences between the relationships of the four antecedents of engagement with online learning tools among students in China, Australia, and South Korea, influencing their satisfaction with the online learning experience. The study concludes with theoretical and practical implications informing future institutional practices.

    Read article: Student Engagement and Satisfaction with Online Learning: Comparative Eastern and Western Perspectives