Pub Date : 2022-06-14DOI: 10.4995/head22.2022.14622
Simon Sweeney, Simon Mollan
In this paper we identify the need for management education to incorporate a greater consideration of geopolitics. We do this by first of all noting some recent events that indicate the fundamental complex inter-connectedness of the geopolitical and the economic. We discuss some trends which underpin this (notably changes to the patterns of economic globalization and global governance, and the increased importance of the nation state), before going on to expore the prospects for continuing on-going uncertainty and volatility in the global economy. We identify areas that should be discussed with reference to the role that business plays in geopolitics, and the geopolitical plays for business. We call for an emphasis on interdisciplinarity to assist the integration of geopolitics into management education.
{"title":"Geopolitics and business: the implications for management education","authors":"Simon Sweeney, Simon Mollan","doi":"10.4995/head22.2022.14622","DOIUrl":"https://doi.org/10.4995/head22.2022.14622","url":null,"abstract":"In this paper we identify the need for management education to incorporate a greater consideration of geopolitics. We do this by first of all noting some recent events that indicate the fundamental complex inter-connectedness of the geopolitical and the economic. We discuss some trends which underpin this (notably changes to the patterns of economic globalization and global governance, and the increased importance of the nation state), before going on to expore the prospects for continuing on-going uncertainty and volatility in the global economy. We identify areas that should be discussed with reference to the role that business plays in geopolitics, and the geopolitical plays for business. We call for an emphasis on interdisciplinarity to assist the integration of geopolitics into management education.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115251911","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 : 2022-06-14DOI: 10.4995/head22.2022.14558
Daniel Lloret-Irles, J. V. Segura-Heras, A. Nogués-Pedregal, Claudia Saumell-Castelló, Maria Akita-Udrea
With the outbreak of the COVID-19 pandemic, higher education changed overnight from face-to-face to e-learning. The tech shortcomings during the lock-down period were expected to affect students from the most disadvantaged stdents in a more negative way. The aim is to detect the strengths and weaknesses of Valencian university students in relation to the e-learning modality. A sample of 18,295 students from the five public Valencian universities, answered a four-sections online form: equipment, connection, experience and attitude. Results show that the Valencian university student community, in general, has sufficient equipment to follow e-learning, nontheless 2% do not have any computer, not even in shared use. Three out of four have a broadband conection, but 0.7% of the participants cannot afford Internet access. 50% self-assess as a medium-low competence, two points in a a five-level scale. Opinions reveal a strong preference for face-to-face teaching, although e-learning advantages are positively valued
{"title":"Digital skills of Valencian university students","authors":"Daniel Lloret-Irles, J. V. Segura-Heras, A. Nogués-Pedregal, Claudia Saumell-Castelló, Maria Akita-Udrea","doi":"10.4995/head22.2022.14558","DOIUrl":"https://doi.org/10.4995/head22.2022.14558","url":null,"abstract":"With the outbreak of the COVID-19 pandemic, higher education changed overnight from face-to-face to e-learning. The tech shortcomings during the lock-down period were expected to affect students from the most disadvantaged stdents in a more negative way. The aim is to detect the strengths and weaknesses of Valencian university students in relation to the e-learning modality. A sample of 18,295 students from the five public Valencian universities, answered a four-sections online form: equipment, connection, experience and attitude. Results show that the Valencian university student community, in general, has sufficient equipment to follow e-learning, nontheless 2% do not have any computer, not even in shared use. Three out of four have a broadband conection, but 0.7% of the participants cannot afford Internet access. 50% self-assess as a medium-low competence, two points in a a five-level scale. Opinions reveal a strong preference for face-to-face teaching, although e-learning advantages are positively valued","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122404808","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 : 2022-06-14DOI: 10.4995/head22.2022.14543
Jinhui Zhang, Po-san Leung, C. Tan, Alan Xian
Recorded lectures are a useful tool for pedagogical practice in tertiary education. This study provides a large quantitative analysis to examine the impact of using supplementary lecture recordings and empirically corroborates results from other fields. Our analysis examines impact on student academic performance which explores a facet that is complementary to similar studies in the existing literature. Our findings indicate that the usage of recordings is positively related to academic performance. Our results also demonstrate that the lowest performing decile of students have less motivation to use recorded videos and additional resources may need to be provided to improve the learning experience for these students.
{"title":"Assessing the impact of recorded lectures on learning effectiveness","authors":"Jinhui Zhang, Po-san Leung, C. Tan, Alan Xian","doi":"10.4995/head22.2022.14543","DOIUrl":"https://doi.org/10.4995/head22.2022.14543","url":null,"abstract":"Recorded lectures are a useful tool for pedagogical practice in tertiary education. This study provides a large quantitative analysis to examine the impact of using supplementary lecture recordings and empirically corroborates results from other fields. Our analysis examines impact on student academic performance which explores a facet that is complementary to similar studies in the existing literature. Our findings indicate that the usage of recordings is positively related to academic performance. Our results also demonstrate that the lowest performing decile of students have less motivation to use recorded videos and additional resources may need to be provided to improve the learning experience for these students.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124730789","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 : 2022-06-14DOI: 10.4995/head22.2022.14678
N. Starostina
In the epoch of COVID-19, it is essential to gather social memory of this unprecedented event and to preserve the voices of mothers whose lives the pandemics had significantly disrupted. Remote work affected mothers, and it is an alarming trend that many achievements for women equality for career building are now jeopardized by the ongoing childcare crisis triggered by COVID-19. My service-learning courses require my students to conduct interviews of female faculty and staff members of Oklahoma City University (where I teach) and then reflect on significant challenges which the COVID-19 pandemic imposed on women. In my presentation, I will address the philosophy behind offering such a course and assignments which students complete for this course.
{"title":"Service-Learning Courses as the Way to Promote Gender Equality and Inclusion in the Higher Education","authors":"N. Starostina","doi":"10.4995/head22.2022.14678","DOIUrl":"https://doi.org/10.4995/head22.2022.14678","url":null,"abstract":"In the epoch of COVID-19, it is essential to gather social memory of this unprecedented event and to preserve the voices of mothers whose lives the pandemics had significantly disrupted. Remote work affected mothers, and it is an alarming trend that many achievements for women equality for career building are now jeopardized by the ongoing childcare crisis triggered by COVID-19. My service-learning courses require my students to conduct interviews of female faculty and staff members of Oklahoma City University (where I teach) and then reflect on significant challenges which the COVID-19 pandemic imposed on women. In my presentation, I will address the philosophy behind offering such a course and assignments which students complete for this course.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125068596","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 : 2022-06-14DOI: 10.4995/head22.2022.14680
A. La Rosa, A. Mavroudi
There is currently limited work on synchronous forms of hybrid education although it has become the norm in university education. In addition, there is a gab on empirical studies that are focusing on quantitative measures (such as student performance data) in this particular setting. To compensate for this gab in the literature, the paper presents a case study of hybrid teaching in the context of higher education that revolves around a quasi-experimental design with student performance data. The results were analysed quantitatively and they indicate that there was no significant statistical difference between the two groups in their performance in the final exams (with a large size effect). That finding is somewhat surprising since there is research indicating that the learning experience and performance of the students that attend a hybrid learning course remotely are not equally good as in the case of the students that participate in-class/on-site.
{"title":"A case study of hybrid learning in higher education using quantitative research design","authors":"A. La Rosa, A. Mavroudi","doi":"10.4995/head22.2022.14680","DOIUrl":"https://doi.org/10.4995/head22.2022.14680","url":null,"abstract":"There is currently limited work on synchronous forms of hybrid education although it has become the norm in university education. In addition, there is a gab on empirical studies that are focusing on quantitative measures (such as student performance data) in this particular setting. To compensate for this gab in the literature, the paper presents a case study of hybrid teaching in the context of higher education that revolves around a quasi-experimental design with student performance data. The results were analysed quantitatively and they indicate that there was no significant statistical difference between the two groups in their performance in the final exams (with a large size effect). That finding is somewhat surprising since there is research indicating that the learning experience and performance of the students that attend a hybrid learning course remotely are not equally good as in the case of the students that participate in-class/on-site.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130105501","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 : 2022-06-14DOI: 10.4995/head22.2022.14536
L. Borodovskaya, A. Mishina, Z. Yavgildina, Nadejda Mishina, L. Malakhova
The article discusses the features of personalization of the competence training for bachelors of art and pedagogical direction. Four characteristics of the essence of the personalization for the educational process are presented. Personalization of bachelor's degree training in the art and pedagogical direction is an unique way for a person to master and appropriate the richest potential of artistic culture. The potential of distance technologies has been identified, which contributes to the personalization of the competence training of bachelors of art and pedagogical direction. Firstly, distance technologies activate the subject position of the student. In the behavioral aspect, a bachelor of art and pedagogical direction, entering the position of the subject, must build his own educational trajectory, and in the sense-forming aspect, he must build his own relationship with the world of art. Secondly, they enhance the openness of the educational process. Thirdly, they actualize such personality qualities as initiative and creativity.
{"title":"Distance technologies in the context of personalization of competence training of bachelors of art and pedagogical direction","authors":"L. Borodovskaya, A. Mishina, Z. Yavgildina, Nadejda Mishina, L. Malakhova","doi":"10.4995/head22.2022.14536","DOIUrl":"https://doi.org/10.4995/head22.2022.14536","url":null,"abstract":"The article discusses the features of personalization of the competence training for bachelors of art and pedagogical direction. Four characteristics of the essence of the personalization for the educational process are presented. Personalization of bachelor's degree training in the art and pedagogical direction is an unique way for a person to master and appropriate the richest potential of artistic culture. The potential of distance technologies has been identified, which contributes to the personalization of the competence training of bachelors of art and pedagogical direction. Firstly, distance technologies activate the subject position of the student. In the behavioral aspect, a bachelor of art and pedagogical direction, entering the position of the subject, must build his own educational trajectory, and in the sense-forming aspect, he must build his own relationship with the world of art. Secondly, they enhance the openness of the educational process. Thirdly, they actualize such personality qualities as initiative and creativity.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127706452","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 : 2022-06-14DOI: 10.4995/head22.2022.14552
M. Cannistrà, M. Soncin, F. Frattini
In an ever-changing world, having the right competences for the job market represents a key challenge for sustained employability. To address this need a growing number of digital platform for life long learning (LLL) has been developed. Anyway, it is less known how users navigate and use these platforms. The present study represents a one of the first attempts to fill this gap, offering a deep analysis for the identification of latent subgroups of learners with similar behaviours on a digital LLL platform. Then, the identified subgroups are described in terms of personal features and survival profiles. Findings reveal three distictive latent classes, with very different survival profiles. The analysis provides interesting insights about how the administators of a digital LLL platform can better personalize their contents according to the type of learner, to support and let them stay on the platform, acquiring the needed skills for the job market.
{"title":"Survive to stay connected: patterns of user experiences in a Life Long Learning digital platform","authors":"M. Cannistrà, M. Soncin, F. Frattini","doi":"10.4995/head22.2022.14552","DOIUrl":"https://doi.org/10.4995/head22.2022.14552","url":null,"abstract":"In an ever-changing world, having the right competences for the job market represents a key challenge for sustained employability. To address this need a growing number of digital platform for life long learning (LLL) has been developed. Anyway, it is less known how users navigate and use these platforms. The present study represents a one of the first attempts to fill this gap, offering a deep analysis for the identification of latent subgroups of learners with similar behaviours on a digital LLL platform. Then, the identified subgroups are described in terms of personal features and survival profiles. Findings reveal three distictive latent classes, with very different survival profiles. The analysis provides interesting insights about how the administators of a digital LLL platform can better personalize their contents according to the type of learner, to support and let them stay on the platform, acquiring the needed skills for the job market. ","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"74 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121040836","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 : 2022-06-14DOI: 10.4995/head22.2022.14354
Talia Sbardella, V. Santucci, Stefania Spina
Engaging learners with targeted pathways in a language course can present many challenges in both selecting learning contents and assessing student skills. In this context, Learning Management Systems (LMSs) represents a big opportunity, by offering solutions capable of reaching a wide range of needs and characteristics. This paper describes some examples in creating a Small Private Online Course (SPOC) of Italian language for academic purposes at the University for Foreigners of Perugia, focusing on the tools available on the Moodle platform to help students to achieve their goals and to support teachers in gathering information on the learning dynamics and interventions to be implemented. The aim is to disclose perspectives on the developments of language education and on the potential of the Moodle LMS as a flexible learning environment, outlining some future lines of research. Keywords: SPOC; language learning; flexible learning; Moodle; Italian for academic purposes.
{"title":"SPOC and flexible language learning with Moodle: the experience at the University for Foreigners of Perugia","authors":"Talia Sbardella, V. Santucci, Stefania Spina","doi":"10.4995/head22.2022.14354","DOIUrl":"https://doi.org/10.4995/head22.2022.14354","url":null,"abstract":"Engaging learners with targeted pathways in a language course can present many challenges in both selecting learning contents and assessing student skills. In this context, Learning Management Systems (LMSs) represents a big opportunity, by offering solutions capable of reaching a wide range of needs and characteristics. This paper describes some examples in creating a Small Private Online Course (SPOC) of Italian language for academic purposes at the University for Foreigners of Perugia, focusing on the tools available on the Moodle platform to help students to achieve their goals and to support teachers in gathering information on the learning dynamics and interventions to be implemented. The aim is to disclose perspectives on the developments of language education and on the potential of the Moodle LMS as a flexible learning environment, outlining some future lines of research. Keywords: SPOC; language learning; flexible learning; Moodle; Italian for academic purposes.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117190592","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 : 2022-06-14DOI: 10.4995/head22.2022.14459
Hongwu Zhang
This article presents a study of corrective feedback and learner uptake in native speaker and non-native speakers (NS-NNSs) conversational interaction in foreign language classroom setting. Transcripts totaling 10.5 hours of NS-NNSs conversation were analyzed, using Lyster and Ranta’s error treatment model (1997), to investigate the feedback-uptake relationships in the context of NS-NNSs interaction. Results showed that the NS paid limited attention to the NNSs’ linguistic errors. Among the existing types of corrective feedback, recast was significantly preferred by the NS, and peer translation was widely used by the NNSs. Negotiation of form was scarcely used by the NS. As for learner uptake and self-correction, peer feedback gained the best effect, while recast had the lowest rate. Negotiation of form got a higher rate of uptake, but a lower rate of learner-generated repair. Finally the results were discussed from the perspective of noticing theory in cognitive psychology.
{"title":"Negotiation of Form and Its Effects in NS-NNSs Conversational Interaction","authors":"Hongwu Zhang","doi":"10.4995/head22.2022.14459","DOIUrl":"https://doi.org/10.4995/head22.2022.14459","url":null,"abstract":"This article presents a study of corrective feedback and learner uptake in native speaker and non-native speakers (NS-NNSs) conversational interaction in foreign language classroom setting. Transcripts totaling 10.5 hours of NS-NNSs conversation were analyzed, using Lyster and Ranta’s error treatment model (1997), to investigate the feedback-uptake relationships in the context of NS-NNSs interaction. Results showed that the NS paid limited attention to the NNSs’ linguistic errors. Among the existing types of corrective feedback, recast was significantly preferred by the NS, and peer translation was widely used by the NNSs. Negotiation of form was scarcely used by the NS. As for learner uptake and self-correction, peer feedback gained the best effect, while recast had the lowest rate. Negotiation of form got a higher rate of uptake, but a lower rate of learner-generated repair. Finally the results were discussed from the perspective of noticing theory in cognitive psychology.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121363438","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 : 2022-06-14DOI: 10.4995/head22.2022.14507
T. Dolmansley, J. Prisutova, K. Tarnowski, Oscar Mascareñas Garza
Over the recent years, it has become more and more apparent that creativityis a skill equally important for both technical and artistic careers. However,methods for teaching creativity that work for arts students are not alwaysappropriate for engineering students. The present study outlines theadaptation of a creativity development session from an artistic degreecurriculum (Mascarenas, 2019), to make it suitable for teaching toengineering students. The session was run three times with 1st and 2nd yearengineering students at a Russell Group university in the north of England,and both qualitative and quantitative feedback was collected from studentsafter the session. The main findings indicate the importance of a trustingrelationship between students and the educator, the need for balance betweendelivering a memorable experience and offering support, and the significanceof subsequent reflection.
{"title":"Teaching creativity to undergraduate engineering students","authors":"T. Dolmansley, J. Prisutova, K. Tarnowski, Oscar Mascareñas Garza","doi":"10.4995/head22.2022.14507","DOIUrl":"https://doi.org/10.4995/head22.2022.14507","url":null,"abstract":"Over the recent years, it has become more and more apparent that creativityis a skill equally important for both technical and artistic careers. However,methods for teaching creativity that work for arts students are not alwaysappropriate for engineering students. The present study outlines theadaptation of a creativity development session from an artistic degreecurriculum (Mascarenas, 2019), to make it suitable for teaching toengineering students. The session was run three times with 1st and 2nd yearengineering students at a Russell Group university in the north of England,and both qualitative and quantitative feedback was collected from studentsafter the session. The main findings indicate the importance of a trustingrelationship between students and the educator, the need for balance betweendelivering a memorable experience and offering support, and the significanceof subsequent reflection.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"130 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121401662","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}
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