Vol. 21 No. 1 (2024): Quarterly Issue 1

The aim of this research was to analyse students’ perceptions of the competences developed by taking part in the cross-border interdisciplinary Ocean i3 project. The objective of the Ocean i3 project is for students to acquire learning

The aim of this research was to analyse students’ perceptions of the competences developed by taking part in the cross-border interdisciplinary Ocean i3 project. The objective of the Ocean i3 project is for students to acquire learning, research and sustainability competences while contributing to reduce plastic pollution along the Basque-Aquitaine coast. The project uses a Challenge-Based Learning approach in which social actors from the surrounding cross-border area propose challenges that students have to solve. The research methodology used is exploratory and descriptive; for the data collection qualitative and quantitative instruments have been used. The main result is that students and teachers perceive that the former have improved the sustainability competences engaging and working on the project. Mostly they perceive to have developed active listening, analysis, creativity and negotiation competences.

Access to higher education (HE) for students with disabilities has increased considerably over the last decades. Faced with this reality, universities are increasing their effort and resources to provide adequate teaching in order to

Access to higher education (HE) for students with disabilities has increased considerably over the last decades. Faced with this reality, universities are increasing their effort and resources to provide adequate teaching in order to ensure the retention of students with disabilities (Collins et al., 2018; Gunderson & Cumming, 2023). However, there are still difficulties, such as a lack of accessibility and adaptations in teaching methods, as well as educational resources and assessments that prevent many students with disabilities from successfully completing their studies (Packer et al., 2024; Parsons et al., 2021; Shpigelman et al., 2022). Scientific evidence shows the way forward to design university policies based on the principles of inclusive education. A large number of studies recommend that HE should maximise learning and participation and make them accessible to all students, without exception (Agarwal et al., 2022; Fernández-Batanero et al., 2022; Moriña & Orozco, 2022). Precisely, this paper aims to contribute to the knowledge about inclusive pedagogy through the voice of a group of faculty members who were identified as inclusive educators by their students with disabilities. This study shows the fundamental aspects that participants consider when designing and carrying out teaching practices that respond to the needs of all their students, including students with disabilities.

As universities welcome students who completed their secondary education during the disruptive period of the COVID-19 pandemic, it is timely to consider if their prior learning experiences influence receptiveness to technology-mediated

As universities welcome students who completed their secondary education during the disruptive period of the COVID-19 pandemic, it is timely to consider if their prior learning experiences influence receptiveness to technology-mediated communication. Australian Year 12 students struggled to stay motivated and connected with their learning during the pandemic, while also experiencing an increase in screen time of more than a day each week. Studies also indicate more secondary school students felt disengaged with online learning, likely due to the pandemic forcing them to learn online. This study explored commencing university student online activity and performance in a first-year course with technology-mediated communication in 2022 (n=118) and compared results with a similar pre-pandemic course in 2019 (n=192). Learning analytics data was used to create technology-mediated feedback based on student interaction with the course content and student learning experiences were evaluated. Course engagement data and a range of metrics were examined including the frequency of access to course information and assessment related content. Course performance data including final course grades and individual assessment results was also collected and examined. While an early outcome of research on post-pandemic technology-mediated communication, our findings suggest the 2022 student cohort were less receptive to technology-mediated feedback when compared to the pre-pandemic cohort.

This study aimed to test the effectiveness of listening journals through videos in enhancing EFL listening skills among students in an English teaching program at a university in Loja, Ecuador. The sample consisted of 62 students, who were

This study aimed to test the effectiveness of listening journals through videos in enhancing EFL listening skills among students in an English teaching program at a university in Loja, Ecuador. The sample consisted of 62 students, who were divided into intervention and control groups. The intervention group used listening journals during the instruction period for five months, while the control group received regular instruction without the use of listening journals. A parallel mixed-method design was employed, which included a quasi-experimental approach involving pre- and post-tests for both groups. The intervention group also completed a questionnaire about their perceptions of the use of listening journals, and their reflections were collected from the journals. The results revealed that the intervention group demonstrated greater improvement in their listening skills than the control group. Furthermore, the use of listening journals through videos was found to be beneficial, with students reporting that it helped them identify their strengths and weaknesses in listening, learn new phrases and words, become aware of pronunciation errors, and have more opportunities to practice listening skills. However, students also encountered difficulties in understanding some information and learning new vocabulary.

ChatGPT is a generative chatbot that conversationally responds to prompts using content mined from the internet. In a very short time, ChatGPT has disrupted many industries, including education. However, the risks and dangers of this

ChatGPT is a generative chatbot that conversationally responds to prompts using content mined from the internet. In a very short time, ChatGPT has disrupted many industries, including education. However, the risks and dangers of this technology remain to be seen; for example, students can use ChatGPT dishonestly on writing assignments. Education currently lacks a clear understanding of students’ perspectives and intentions around this technology. In this study, undergraduate students from a comprehensive university were briefed on ChatGPT, given guidelines for its use, encouraged to use this tool on their written assignments and surveyed for their opinions on ChatGPT. We found that a small number of students chose to use ChatGPT and there was no grade difference between students using and not using this tool. Additionally, thematic analysis of student survey responses revealed that while some students viewed ChatGPT as an idea generator and improvement tool for written assignments, others saw it as a way to create submissions for class assignments, potentially infringing on academic integrity. The majority of students felt that ChatGPT should be allowed in college classes and intend to use ChatGPT on future assignments. Finally, most students share misconceptions about ChatGPT, including that it is a source of information and a search engine. Given the rapid rates of adoption of this technology, and its enormous potential for integration across sectors, it is incumbent on educators to deliberately guide and train our students with this tool, while keeping our students’ perspectives and intentions in mind.

As teacher educators prepare for the future of teacher education, it is important to address the sustainability of virtual education courses. This study used a pre-existing model provided by the New York State Education Department as a

As teacher educators prepare for the future of teacher education, it is important to address the sustainability of virtual education courses. This study used a pre-existing model provided by the New York State Education Department as a framework to define the types of courses that may appear in an education program. Data was collected using a convergent parallel mixed methods approach to simultaneously gather qualitative and quantitative data. A total of 640 education courses from accredited education programs across the United States were analyzed. Findings indicated the type of course did not play a role in the course effectiveness during the pandemic, suggesting all education courses can be delivered effectively in a virtual modality. The delivery method of undergraduate courses was indicated by participants to be less effective during the pandemic than graduate courses. Results suggest courses that involve fieldwork (i.e., Field Experience, Student Teaching, or Practicum) were indicated by participants to be the least sustainable as virtual courses post-pandemic. Results also suggest that although virtual education courses at the graduate level are sustainable in education programs post-pandemic, undergraduate courses may not be. Advantages to virtual course delivery clustered around logistics and access while challenges clustered around engagement and hands-on-learning. This study provides curriculum guidance to those across the globe in the position of making modality decisions.

Large Language Models (LLMs) and Generative AI tools are revolutionising every aspect of academia, including medical, physical, and STEM education. They have also proved their mettle in blended learning systems and distance learning

Large Language Models (LLMs) and Generative AI tools are revolutionising every aspect of academia, including medical, physical, and STEM education. They have also proved their mettle in blended learning systems and distance learning programs by improving educational sustainability, accessibility, and engagement. Through this scoping review, we aim to provide an essential overview of the state of the art of ChatGPT from the standpoint of exploring its development, analysing its current trajectory, and emerging dynamics in active research responsible for defining regulations and protocols. The PRISMA benchmarking was used on the Scopus dataset, with 109 papers from 2022 to 2023. Interactive results and bibliographic maps are generated using the Bibliometrix library of R-Studio. The findings are aligned with the research questions and represent exceptional growth in scientific production. Furthermore, relevant avenues for research publications, leading countries, and institutions in the area are also listed. The thematic and trends analysis anticipated that artificial intelligence and generative AI will substantially influence nearly every dimension in the coming years. The review also identified the possible advantages and disadvantages of adopting ChatGPT in higher education and analysed its deployment, considering ethical issues. The research concludes that, apart from ChatGPT, other large language models are also transforming artificial intelligence in education. However, ethical concerns and implications in education highlight vital issues for further research to ensure AI's responsible and ethical use.

The COVID-19 pandemic appears to be no more a global health crisis, yet, the aftermath of the pandemic does not simply dissipate. The predicaments higher education faculty wrestled with throughout the pandemic not only represent the

The COVID-19 pandemic appears to be no more a global health crisis, yet, the aftermath of the pandemic does not simply dissipate. The predicaments higher education faculty wrestled with throughout the pandemic not only represent the evidence of their strains, sacrifices, determination, and beliefs but also harbor implications for higher education’s future. We carried out a phenomenological study and invited faculty to gaze back at consequential difficulties they encountered in navigating the arduous pandemic period. The sample consisted of fourteen faculty of a national public university in U.S. who were in different career stages and had varying levels of teaching experience. One-on-one semi-structured interviews were conducted. Thematic analysis was performed for coding. The analysis yielded four themes: missing engagement and relationships, elusive balance between compassion and integrity, multiplying of labor, and absence of support. The findings revealed the pandemic amplified some issues deeply entrenched in the higher education. Accordingly, we make two calls. The first call is the pedagogical support to faculty for promoting their competence to teach online given the trend of hybrid education. The second call centers on providing faculty occupational support by different stakeholders to validate emotional labor, reduce gender inequalities, alleviate faculty’s already heavy workload, and appreciate the increased complexity of teaching at times of uncertainty. By responding to such calls immediately, thoroughly, and systemically will faculty across gender, race/ethnicity, and academic status, etc., be more empowered, invigorated, and prepared to face the post-pandemic era fraught with challenges and opportunities.

Expectations of teaching staff employed in higher education institutions worldwide transformed during the COVID-19 pandemic. The rapid shift to online curriculum delivery, with teachers working from their homes, resulted in significant

Expectations of teaching staff employed in higher education institutions worldwide transformed during the COVID-19 pandemic. The rapid shift to online curriculum delivery, with teachers working from their homes, resulted in significant changes to employer-employee workplace relations and management systems (some temporary; others permanent). Following the Job Demands-Resources Model as a theoretical framework, this study adopts a systematic literature review research methodology using the PRISMA approach and a deductive thematic analysis to analyse and synthesise the literature on working from home in higher education published during the pandemic (2020+). The findings indicated a convergence between the identified challenges and increased job demands such as workload and role ambiguity, along with a dearth of job resources encompassing infrastructure, training, and support. In addition to establishing support policies and providing training opportunities, the study raised the need for reassessment and modification of work policies in higher education to support work-from-home settings navigating the post-pandemic era.

Mock interviews are an evidence-based method of preparing learners for real employment situations. The effect of novel approaches, such as digital, asynchronous and AI-mediated mock interviews have likewise shown beneficial to students but

Mock interviews are an evidence-based method of preparing learners for real employment situations. The effect of novel approaches, such as digital, asynchronous and AI-mediated mock interviews have likewise shown beneficial to students but are currently underrepresented in the literature. This study examined students’ satisfaction levels and perceptions related to virtual mock interviews during the Covid-19 pandemic. Findings show that students had a positive experience, insofar as they believed it to be useful in increasing their ability to perform better in a real interview. While differences were noted among multiple variables, the primary factor associated with positive student outcomes seems to be their level of preparedness prior to the simulation.

This paper presents a case study of a revised approach towards orientation and welcome for commencing students at a research-intensive university in Australia. First-year students, at undergraduate and postgraduate levels, face a range of

This paper presents a case study of a revised approach towards orientation and welcome for commencing students at a research-intensive university in Australia. First-year students, at undergraduate and postgraduate levels, face a range of challenges during their transition to university. This paper describes how we have translated research into practice by taking an evidence-based approach, designed in collaboration with students, and informed by three key aspects in student experience literature: engaging students, building an inclusive community, and fostering a sense of belonging. The approach is informed by key principles of care ethics theory, highlighting the importance of care as a concept in the design of first-year experience initiatives. The case study includes quantitative and qualitative data from admission and attendance rates and a student survey (n=1052). Student survey data is analysed through a reflexive thematic analysis approach using both inductive and deductive coding. The findings and discussion outline the key success outcomes of the approach both in relation to engagement, community, and sense of belonging and how these contribute towards supporting first-year student transition. Areas for future research are suggested.

The changes in the responding behaviour to peer assessments of group projects as students progress through their studies were explored to assist educators in designing peer assessment tools to suit students’ maturity levels and better

The changes in the responding behaviour to peer assessments of group projects as students progress through their studies were explored to assist educators in designing peer assessment tools to suit students’ maturity levels and better understand the students’ responses to peer assessments. We collected and analysed the responses to a peer assessment tool after group project assignments of a group of civil engineering undergraduate students in their second and third years. The responses displayed a relatively higher satisfaction level by the students on their peers’ contribution to the group projects in both units, with a markedly higher satisfaction level in the third year of study than in the second year. The data also suggests that smaller groups tend to have higher peer satisfaction levels among group members than in bigger groups. Average peer rating versus group mark comparison was identified as a reliable indicator to identify groups that had internal issues while working on group projects but were not openly disclosed. Responses to individual criteria of the peer assessment tool confirmed that the group members are highly satisfied with each other’s attendance in group meetings and are increasingly satisfied with each other’s intellectual contribution towards the group project as the year level progresses. Given the participants in this study belong to one specific discipline, the results may not be generalisable to the entire student population, and we encourage more research in this area.

This paper reports on students’ perceptions of two different modes of delivery: synchronous online learning and face-to-face learning. The study examines the perspectives of both medical and law students and the factors influencing their

This paper reports on students’ perceptions of two different modes of delivery: synchronous online learning and face-to-face learning. The study examines the perspectives of both medical and law students and the factors influencing their preferred mode of delivery. Data were obtained from 11 focus group interviews conducted between 2020 and 2021 with 29 students from the Schools of Law and Medicine. Two themes were generated from the analysis and indicate that both groups of students preferred the flexible blended learning mode of delivery, appreciating the advantages of face-to-face and online learning. Although learning experiences between the empirical discipline of medicine and the more rationalist study of law showed contrasts, to some degree, both groups of students endorsed changes to programs that afforded greater flexibility in learning opportunities. Various factors, including the nature of the discipline, required skills sets, and individual preferences, were found to influence the students’ preferred mode of delivery. This study contributes to the understanding of students’ perceptions and preferences, providing insights for educational institutions in designing effective instructional strategies in a rapidly evolving educational landscape.

The recent shift from face-to-face learning to distance learning has affected students’ well-being, which could impact commitment to studies and lead to delays or interruptions. The aim of this study was to describe health science

The recent shift from face-to-face learning to distance learning has affected students’ well-being, which could impact commitment to studies and lead to delays or interruptions. The aim of this study was to describe health science students’ experiences of well-being during the distance learning and social isolation resulting from the COVID-19 pandemic. A qualitative descriptive interview study was conducted with virtual semi-structured individual interviews. A total of 15 first-year health science students participated. Content analysis was used to analyse the data. The study identified six main categories of well-being: social relationships; healthy lifestyle; versatile everyday life; psychophysical well-being; the physical living environment; and adaptation to a new situation. The participants mainly reported satisfactory well-being, but they needed support to maintain it. The study showed that students’ well-being and resilience increased when distance learning lasted longer. In the future, it will be important to study how to combine the flexibility of distance learning with the communality of contact teaching.