Pub Date : 2021-06-22DOI: 10.4995/head21.2021.12983
Helena Prieto Sanz
Comprehension of academic literature is a key element in the immersion of university students in the academic subcultures of each discipline (Chanock, 2001; Estienne & Carlino, 2004; Gottschalk & Hjortshoj, 2004). To do so, universities opt for the implementation of text discussion such as book clubs (Hartley, 2002; Long, 2003), dialogic literary gatherings (Flecha, 2000; Mirceva & Larena, 2010). or literary circles (Daniels, 2002; Duncan, 2012).This case study, essentially qualitative, seeks to know the impact of text discussions on the professional identity of the students of Teacher Education and Computer Science at the University of Andorra (UdA). Results are obtained by student focus groups, the Likert test Motivational Survey on Academic Reading, teacher interviews and taking notes in situ throughout the discussions.The main results indicate that the text discussions have a positive impact on students as (1) it increases the reflection, understanding and critique of the professional world, (2) they apply evidence-based content in professional contexts and (3) it improves the justification of informed professional decisions.
{"title":"Impact of Text Discussions on the Professional Identity of Higher Education Students","authors":"Helena Prieto Sanz","doi":"10.4995/head21.2021.12983","DOIUrl":"https://doi.org/10.4995/head21.2021.12983","url":null,"abstract":"Comprehension of academic literature is a key element in the immersion of university students in the academic subcultures of each discipline (Chanock, 2001; Estienne & Carlino, 2004; Gottschalk & Hjortshoj, 2004). To do so, universities opt for the implementation of text discussion such as book clubs (Hartley, 2002; Long, 2003), dialogic literary gatherings (Flecha, 2000; Mirceva & Larena, 2010). or literary circles (Daniels, 2002; Duncan, 2012).This case study, essentially qualitative, seeks to know the impact of text discussions on the professional identity of the students of Teacher Education and Computer Science at the University of Andorra (UdA). Results are obtained by student focus groups, the Likert test Motivational Survey on Academic Reading, teacher interviews and taking notes in situ throughout the discussions.The main results indicate that the text discussions have a positive impact on students as (1) it increases the reflection, understanding and critique of the professional world, (2) they apply evidence-based content in professional contexts and (3) it improves the justification of informed professional decisions.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"56 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114122428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-22DOI: 10.4995/head21.2021.12807
Anouschka van Leeuwen, Pengcheng An
Teachers in higher education are tasked with the demanding job of providing support tailored to each individual student’s need. To provide tailored support, teachers need to accurately monitor students’ activities and decide on appropriate support interventions. Learning analytics applications have the potential to aid teachers to maintain an overview of their students’ activities. However, those applications are often designed as centralized graphical displays, taking teachers’ attention away from the classroom and sometimes overburdening teachers. Therefore, we investigate whether ambient LA displays offer a solution to complement traditional LA applications, as these systems are designed as objects that integrate seamlessly into the classroom context. We conducted an exploratory study in Higher Education to investigate teachers’ needs for information and their perception of ambient LA displays in relation to their teaching practice. We formulate three key findings and a set of design opportunities that flow from these findings to inform future work of supporting the HE context with ambient LA displays.
{"title":"Light Bulb Moments in the Classroom: Probing Design Opportunities for Ambient LA Displays in Higher Education","authors":"Anouschka van Leeuwen, Pengcheng An","doi":"10.4995/head21.2021.12807","DOIUrl":"https://doi.org/10.4995/head21.2021.12807","url":null,"abstract":"Teachers in higher education are tasked with the demanding job of providing support tailored to each individual student’s need. To provide tailored support, teachers need to accurately monitor students’ activities and decide on appropriate support interventions. Learning analytics applications have the potential to aid teachers to maintain an overview of their students’ activities. However, those applications are often designed as centralized graphical displays, taking teachers’ attention away from the classroom and sometimes overburdening teachers. Therefore, we investigate whether ambient LA displays offer a solution to complement traditional LA applications, as these systems are designed as objects that integrate seamlessly into the classroom context. We conducted an exploratory study in Higher Education to investigate teachers’ needs for information and their perception of ambient LA displays in relation to their teaching practice. We formulate three key findings and a set of design opportunities that flow from these findings to inform future work of supporting the HE context with ambient LA displays.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115157920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-22DOI: 10.4995/head21.2021.13140
Maira Callupe, L. Fumagalli, Domenico Daniele Nucera
Technology has created a vast array of educational tools readily available to educators, but it also has created a shift in the skills and competences demanded from new graduates. As data science and machine learning are becoming commonplace across all industries, computer programming is emerging as one of the fundamental skills engineers will require to navigate the future and current workplace. It is, thus, the responsibility of educational institutions to rise to this challenge and to provide students with an appropriate training that facilitates the development of these skills. The purpose of this paper is to explore the potential of open source tools to introduce students to the more practical side of Smart Maintenance. By developing a learning pilot based mainly on computational notebooks, students without a programming background are walked through the relevant techniques and algorithms in an experiential format. The pilot highlights the superiority of Colab notebooks for the remote teaching of subjects that deal with data science and programming. The resulting insights from the experience will be used for the development of subsequent iterations during the current year.
{"title":"Development of a learning pilot for the remote teaching of Smart Maintenance using open source tools","authors":"Maira Callupe, L. Fumagalli, Domenico Daniele Nucera","doi":"10.4995/head21.2021.13140","DOIUrl":"https://doi.org/10.4995/head21.2021.13140","url":null,"abstract":"Technology has created a vast array of educational tools readily available to educators, but it also has created a shift in the skills and competences demanded from new graduates. As data science and machine learning are becoming commonplace across all industries, computer programming is emerging as one of the fundamental skills engineers will require to navigate the future and current workplace. It is, thus, the responsibility of educational institutions to rise to this challenge and to provide students with an appropriate training that facilitates the development of these skills. The purpose of this paper is to explore the potential of open source tools to introduce students to the more practical side of Smart Maintenance. By developing a learning pilot based mainly on computational notebooks, students without a programming background are walked through the relevant techniques and algorithms in an experiential format. The pilot highlights the superiority of Colab notebooks for the remote teaching of subjects that deal with data science and programming. The resulting insights from the experience will be used for the development of subsequent iterations during the current year.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123014806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
University dropout is one of the main problems of the Spanish university system due to its high rates. The latest report issued by the Ministry of Science and Innovation (MICINN, 2020) shows that more than 30% of students drop out of an undergraduate degree program. In order to explore the phenomenon, in line with the scientific literature, we have focused on identifying personal and family variables associated with university dropout. Using an ex post facto, quantitative, descriptive and causal design methodology, we observed significant relationships between the dependent variable “completion of university degree” and the independent variables “age”, “marital status” and “number of siblings”. In agreement with other researches (Belloc et al, 2010; Diaz Peralta, 2008; Lizarte Simon, 2017) we conclude that university dropout is a multicausal phenomenon that needs to be fully understood. This will allow to maximize the use of resources allocated to higher education and optimize university access, permanence and quality policies.
大学辍学率高，是西班牙大学系统的主要问题之一。科学和创新部发布的最新报告(MICINN, 2020)显示，超过30%的学生退出了本科学位课程。为了探索这一现象，根据科学文献，我们专注于识别与大学辍学相关的个人和家庭变量。使用事后、定量、描述和因果设计方法，我们观察到因变量“完成大学学位”与自变量“年龄”、“婚姻状况”和“兄弟姐妹数量”之间的显著关系。与其他研究一致(Belloc et al, 2010;迪亚兹·佩拉尔塔，2008;Lizarte Simon, 2017)我们得出结论，大学辍学是一个需要充分理解的多因果现象。这将允许最大限度地利用分配给高等教育的资源，并优化大学准入、持久性和质量政策。
{"title":"Educational quality and dropout risk: a causal analysis of the university dropout phenomenon","authors":"Inmaculada Pedraza-Navarro, Teresa González-Ramírez","doi":"10.4995/head21.2021.12910","DOIUrl":"https://doi.org/10.4995/head21.2021.12910","url":null,"abstract":"University dropout is one of the main problems of the Spanish university system due to its high rates. The latest report issued by the Ministry of Science and Innovation (MICINN, 2020) shows that more than 30% of students drop out of an undergraduate degree program. In order to explore the phenomenon, in line with the scientific literature, we have focused on identifying personal and family variables associated with university dropout. Using an ex post facto, quantitative, descriptive and causal design methodology, we observed significant relationships between the dependent variable “completion of university degree” and the independent variables “age”, “marital status” and “number of siblings”. In agreement with other researches (Belloc et al, 2010; Diaz Peralta, 2008; Lizarte Simon, 2017) we conclude that university dropout is a multicausal phenomenon that needs to be fully understood. This will allow to maximize the use of resources allocated to higher education and optimize university access, permanence and quality policies.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123038184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-22DOI: 10.4995/head21.2021.13019
J. Pauschenwein, Wolfgang Kühnelt, E. Podhovnik
Everybody is talking about the newest episodes on Netflix, Amazon Prime or other channels. While the cultural phenomen of a “series” is nothing new, it has never been so popular as today. The “lockdown” era brought more streaming, more time at home and more online teaching. Starting with the idea that our students (and many of our teachers) are now part of the “Netflix generation”, we have been integrating serial elements in education and training. This contribution describes the first experiments of using the elements of a series in teaching. Regardless of whether online and offline teaching, teachers and trainers can use some classical methods of series, such as recaps and cliffhangers, teasers and mysteries to make the courses not only more interesting but also more consistent. Encouraged by the positive results of our experiments, we will be taking the series a step further in the upcoming semester and include elements of an interactive series in our teaching. Together with the students, we will be developing a storyboard outlining the series' episodes throughout the semester.
{"title":"My course is a series, and what is yours?","authors":"J. Pauschenwein, Wolfgang Kühnelt, E. Podhovnik","doi":"10.4995/head21.2021.13019","DOIUrl":"https://doi.org/10.4995/head21.2021.13019","url":null,"abstract":"Everybody is talking about the newest episodes on Netflix, Amazon Prime or other channels. While the cultural phenomen of a “series” is nothing new, it has never been so popular as today. The “lockdown” era brought more streaming, more time at home and more online teaching. Starting with the idea that our students (and many of our teachers) are now part of the “Netflix generation”, we have been integrating serial elements in education and training. This contribution describes the first experiments of using the elements of a series in teaching. Regardless of whether online and offline teaching, teachers and trainers can use some classical methods of series, such as recaps and cliffhangers, teasers and mysteries to make the courses not only more interesting but also more consistent. Encouraged by the positive results of our experiments, we will be taking the series a step further in the upcoming semester and include elements of an interactive series in our teaching. Together with the students, we will be developing a storyboard outlining the series' episodes throughout the semester.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122716783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-22DOI: 10.4995/head21.2021.13050
Mansurbek Kushnazarov, C. Luo, N. K. Y. Lai
The quality of teacher training research postgraduate (RPg) students receive is highly likely to determine the quality of teaching and learning they will provide when they are given teaching duties. Designing and developing such a teaching development course is considerably challenging, particularly if it is fully online. Owing to its focus on student learning, we integrated group learning, case-based learning and technology-enhanced learning approaches of active learning into an online Professional Development (PD) course at a university in Hong Kong. The course intended to enhance RPg students’ student-focused teaching approaches which, in turn, would help their students demonstrate high academic performance and achieve learning objectives. We relied on the concept of teaching approaches to build the theoretical foundation of this study and used Approaches to Teaching Inventory (ATI) to test the effectiveness of the PD course in improving the RPg students’ teaching quality. The quantitative analysis of the survey conducted showed that there was a significant increase in both Conceptual Change/Student Focused (CCSF) and Information Transmission/Teacher Focused approaches to teaching among the RPg students. The results provided opportunities to make informed decisions for further enhancement of the course design and start a new potential dialogue in studies of teaching approaches.
{"title":"The effect of an online active learning-based course on approaches to teaching","authors":"Mansurbek Kushnazarov, C. Luo, N. K. Y. Lai","doi":"10.4995/head21.2021.13050","DOIUrl":"https://doi.org/10.4995/head21.2021.13050","url":null,"abstract":"The quality of teacher training research postgraduate (RPg) students receive is highly likely to determine the quality of teaching and learning they will provide when they are given teaching duties. Designing and developing such a teaching development course is considerably challenging, particularly if it is fully online. Owing to its focus on student learning, we integrated group learning, case-based learning and technology-enhanced learning approaches of active learning into an online Professional Development (PD) course at a university in Hong Kong. The course intended to enhance RPg students’ student-focused teaching approaches which, in turn, would help their students demonstrate high academic performance and achieve learning objectives. We relied on the concept of teaching approaches to build the theoretical foundation of this study and used Approaches to Teaching Inventory (ATI) to test the effectiveness of the PD course in improving the RPg students’ teaching quality. The quantitative analysis of the survey conducted showed that there was a significant increase in both Conceptual Change/Student Focused (CCSF) and Information Transmission/Teacher Focused approaches to teaching among the RPg students. The results provided opportunities to make informed decisions for further enhancement of the course design and start a new potential dialogue in studies of teaching approaches.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122728493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-22DOI: 10.4995/head21.2021.12992
Marta Retamosa, Ángel Millán, J. A. García
Previous literature on students’ decisions and choices regarding universities contains a large number of factors that influence these process. This research focuses on two of these factors and its aim is twofold. First, it is analyses how prospective students’ study areas impact on the relative importance of different university selection criteria. Second, it examines whether the environment of residence (i.e., the size of the municipality) leads to differences in these criteria. The results obtained from a sample of 605 prospective university students who live in the Spanish region of Castilla-La Mancha allowed us to conclude that there were significant differences in most of the selection criteria according to the field of study and the size of the municipality (i.e., five and six out of nine criteria, respectively). Some practical implications for the design of segmentation strategies and communication campaigns in the context of higher education institutions are presented in this work.
{"title":"Tell me what you study and where you live! Exploring the role that these aspects play when choosing a university","authors":"Marta Retamosa, Ángel Millán, J. A. García","doi":"10.4995/head21.2021.12992","DOIUrl":"https://doi.org/10.4995/head21.2021.12992","url":null,"abstract":"Previous literature on students’ decisions and choices regarding universities contains a large number of factors that influence these process. This research focuses on two of these factors and its aim is twofold. First, it is analyses how prospective students’ study areas impact on the relative importance of different university selection criteria. Second, it examines whether the environment of residence (i.e., the size of the municipality) leads to differences in these criteria. The results obtained from a sample of 605 prospective university students who live in the Spanish region of Castilla-La Mancha allowed us to conclude that there were significant differences in most of the selection criteria according to the field of study and the size of the municipality (i.e., five and six out of nine criteria, respectively). Some practical implications for the design of segmentation strategies and communication campaigns in the context of higher education institutions are presented in this work.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124895311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-22DOI: 10.4995/head21.2021.12939
T. Mai, M. Crane, Marija Bezbradica
Programming education traditionally has been an important part of Information Technology-related degrees but, more recently, it is also becoming essential in many STEM domains as well. Despite this, drop-out rates in programming courses in higher education institutions are considerable and cannot be ignored. At the same time, analysing learning behaviours has been reported to be an effective way to support the improvement of teaching and learning quality. This article aims to deliver an in-depth analysis of students’ learning behaviours when using course material items. We analyse an introductory programming course at a University in Dublin. The dataset is extracted from automatically logged learning data from a bespoke online learning system. The analysis makes use of the power of Principal Component Analysis and Random Matrix Theory to reduce dimensionality in, and to extract information from, the data, verifying the results with rigorous statistical tests. Overall, we found that all the students follow a common learning pattern in accessing all given learning items. However, there is a noticeable difference between higher and lower-performing cohorts of students when using practical and theoretical learning items. The high performing students have been consistently active in practice during the study progress. On the other hand, the students who failed the exam have more recorded activities in reading lecture notes and appear to become discouraged and unmotivated from the practical activities, especially in the later stage of the semester.
{"title":"Students’ Behaviours in using Learning Resources in Higher Education: How do behaviours reflect success in Programming Education?","authors":"T. Mai, M. Crane, Marija Bezbradica","doi":"10.4995/head21.2021.12939","DOIUrl":"https://doi.org/10.4995/head21.2021.12939","url":null,"abstract":"Programming education traditionally has been an important part of Information Technology-related degrees but, more recently, it is also becoming essential in many STEM domains as well. Despite this, drop-out rates in programming courses in higher education institutions are considerable and cannot be ignored. At the same time, analysing learning behaviours has been reported to be an effective way to support the improvement of teaching and learning quality. This article aims to deliver an in-depth analysis of students’ learning behaviours when using course material items. We analyse an introductory programming course at a University in Dublin. The dataset is extracted from automatically logged learning data from a bespoke online learning system. The analysis makes use of the power of Principal Component Analysis and Random Matrix Theory to reduce dimensionality in, and to extract information from, the data, verifying the results with rigorous statistical tests. Overall, we found that all the students follow a common learning pattern in accessing all given learning items. However, there is a noticeable difference between higher and lower-performing cohorts of students when using practical and theoretical learning items. The high performing students have been consistently active in practice during the study progress. On the other hand, the students who failed the exam have more recorded activities in reading lecture notes and appear to become discouraged and unmotivated from the practical activities, especially in the later stage of the semester.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"216 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130099948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-22DOI: 10.4995/head21.2021.13006
C. Jourdan-Ionescu, Ș. Ionescu, F. Julien-Gauthier, M. Cantinotti, Sara-Jeanne Boulanger, Dieudonné Kayiranga, Liette St-Pierre, Etienne Kiméssoukié Omolomo, E. Rutembesa, Anne-Marie Moudio, B. Nkoum
This paper originates from research carried out by an international team of university professors interested in protective factors promoting the resilience of graduate students, in particular regarding the student-supervisor relationship. Following a literature review on the subject, the paper presents the resilience factors affecting the student and those relating to the supervisor. The main factors that appear to promote the resilience of graduate students are individual, family and environmental protective factors (as gender, temperament, cultural background, personal history of schooling, motivation, family support, being childless, wealth of the social support network, means offered by the supervisor and the university). For the supervisor, the main protective factors appear to be individual (experience, style and role assumed towards the student, support the student’s empowerment as his/her schooling progresses). The reciprocal adjustment throughout the studies between the supervisor and the student appears essential to promote their tuning for the resilience and the success in the graduate studies.
{"title":"Fostering the resilience of graduate students","authors":"C. Jourdan-Ionescu, Ș. Ionescu, F. Julien-Gauthier, M. Cantinotti, Sara-Jeanne Boulanger, Dieudonné Kayiranga, Liette St-Pierre, Etienne Kiméssoukié Omolomo, E. Rutembesa, Anne-Marie Moudio, B. Nkoum","doi":"10.4995/head21.2021.13006","DOIUrl":"https://doi.org/10.4995/head21.2021.13006","url":null,"abstract":"This paper originates from research carried out by an international team of university professors interested in protective factors promoting the resilience of graduate students, in particular regarding the student-supervisor relationship. Following a literature review on the subject, the paper presents the resilience factors affecting the student and those relating to the supervisor. The main factors that appear to promote the resilience of graduate students are individual, family and environmental protective factors (as gender, temperament, cultural background, personal history of schooling, motivation, family support, being childless, wealth of the social support network, means offered by the supervisor and the university). For the supervisor, the main protective factors appear to be individual (experience, style and role assumed towards the student, support the student’s empowerment as his/her schooling progresses). The reciprocal adjustment throughout the studies between the supervisor and the student appears essential to promote their tuning for the resilience and the success in the graduate studies.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125587917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-22DOI: 10.4995/head21.2021.12965
Roberta Pireddu, Jan Baetens, Frederik Truyen
This paper provides an overview of the methodologies and infrastructures used to build a MOOC based on the European Union’s funded project DETECt. Despite the many advances in terms of course architecture and improvement of the learning tools, the question around the right methods and approaches to design humanities-oriented MOOCs is still very debated. This research project aims to open up the traditional implementation of e-learning environments, which are often based on the use of conventional educational approaches and tools, through the combination of a multi-layer, research-oriented learning platform and blended pedagogical approaches.
{"title":"Fostering Research and e-Learning-Communities’ Integration: a MOOC on the project DETECt.","authors":"Roberta Pireddu, Jan Baetens, Frederik Truyen","doi":"10.4995/head21.2021.12965","DOIUrl":"https://doi.org/10.4995/head21.2021.12965","url":null,"abstract":"This paper provides an overview of the methodologies and infrastructures used to build a MOOC based on the European Union’s funded project DETECt. Despite the many advances in terms of course architecture and improvement of the learning tools, the question around the right methods and approaches to design humanities-oriented MOOCs is still very debated. This research project aims to open up the traditional implementation of e-learning environments, which are often based on the use of conventional educational approaches and tools, through the combination of a multi-layer, research-oriented learning platform and blended pedagogical approaches.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127606976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：