The integration of technology in classrooms has transformed educational practices globally, accelerated notably by the COVID-19 pandemic. This study examines the impact of technology in colleges throughout Kathmandu, Nepal, focusing on both its benefits and challenges. Technology, including platforms like Google Classroom and educational apps, has significantly enhanced engagement and learning experiences for students, as highlighted by educators and learners surveyed. However, persistent challenges such as inadequate infrastructure, limited access to devices, and technical issues like unreliable internet connectivity hinder widespread adoption and effective use. Through a mixed-methods approach, utilizing surveys and narrative analysis, the article interprets experiences and insights from teachers and students and discusses themes that underscore the critical role of technology in improving educational access and quality in Nepal. Teachers express varying degrees of confidence and readiness in integrating technology, while students report increased engagement and improved learning outcomes facilitated by digital tools. The discussed results reflect on both the challenges and opportunities of technology in classrooms which suggest Policy recommendations, such as enhancing infrastructure investment, providing professional development for educators, and fostering digital literacy among students to bridge the digital divide and maximize the benefits of technology in education. This research contributes to understanding the nuanced dynamics of technology integration in a developing country context, offering insights for policymakers, educators, and stakeholders to optimize educational practices and ensure inclusive access to quality education in Kathmandu and beyond.
{"title":"Impact of Technology in Classrooms in the Colleges of Kathmandu: Challenges and Policy Recommendations","authors":"Tulasi Acharya, Gopi Krishna Dhungana","doi":"10.5430/ijhe.v13n4p10","DOIUrl":"https://doi.org/10.5430/ijhe.v13n4p10","url":null,"abstract":"The integration of technology in classrooms has transformed educational practices globally, accelerated notably by the COVID-19 pandemic. This study examines the impact of technology in colleges throughout Kathmandu, Nepal, focusing on both its benefits and challenges. Technology, including platforms like Google Classroom and educational apps, has significantly enhanced engagement and learning experiences for students, as highlighted by educators and learners surveyed. However, persistent challenges such as inadequate infrastructure, limited access to devices, and technical issues like unreliable internet connectivity hinder widespread adoption and effective use. Through a mixed-methods approach, utilizing surveys and narrative analysis, the article interprets experiences and insights from teachers and students and discusses themes that underscore the critical role of technology in improving educational access and quality in Nepal. Teachers express varying degrees of confidence and readiness in integrating technology, while students report increased engagement and improved learning outcomes facilitated by digital tools. The discussed results reflect on both the challenges and opportunities of technology in classrooms which suggest Policy recommendations, such as enhancing infrastructure investment, providing professional development for educators, and fostering digital literacy among students to bridge the digital divide and maximize the benefits of technology in education. This research contributes to understanding the nuanced dynamics of technology integration in a developing country context, offering insights for policymakers, educators, and stakeholders to optimize educational practices and ensure inclusive access to quality education in Kathmandu and beyond.","PeriodicalId":510213,"journal":{"name":"International Journal of Higher Education","volume":"26 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141802824","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}
In response to the persistent challenge of study delay in higher education in the Netherlands, innovative approaches such as extra-curricular bootcamps have emerged. These dynamic and intensive programs offer an alternative to traditional education, providing accelerated learning experiences for students. Teachers are increasingly taking on coaching roles, guiding students through their study progress and choices. This article presents the findings of a qualitative research project of graduation bootcamps during three study years with 225 last year students with substantial study delay. We used open coding to get to the themes of key elements such as collaboration, peer interactions, teaching methods, motivation, and coaching within the context of bootcamps. We subsequently used selective coding based on the Self Determination Theory to further analyse the data. Although the implementation faced challenges, the results show that ongoing support and a community of like-minded individuals are essential for success. This study confirms the literature on the need for motivation and structured support in overcoming academic delays and provides practical insights for the development of effective educational interventions.
{"title":"Exploring Extra-Curricular Bootcamps: A Qualitative Study on Accelerated Learning in Higher Education","authors":"Jacqueline R. Rietveld, Jan Waalkens","doi":"10.5430/ijhe.v13n4p1","DOIUrl":"https://doi.org/10.5430/ijhe.v13n4p1","url":null,"abstract":"In response to the persistent challenge of study delay in higher education in the Netherlands, innovative approaches such as extra-curricular bootcamps have emerged. These dynamic and intensive programs offer an alternative to traditional education, providing accelerated learning experiences for students. Teachers are increasingly taking on coaching roles, guiding students through their study progress and choices. This article presents the findings of a qualitative research project of graduation bootcamps during three study years with 225 last year students with substantial study delay. We used open coding to get to the themes of key elements such as collaboration, peer interactions, teaching methods, motivation, and coaching within the context of bootcamps. We subsequently used selective coding based on the Self Determination Theory to further analyse the data. Although the implementation faced challenges, the results show that ongoing support and a community of like-minded individuals are essential for success. This study confirms the literature on the need for motivation and structured support in overcoming academic delays and provides practical insights for the development of effective educational interventions.","PeriodicalId":510213,"journal":{"name":"International Journal of Higher Education","volume":"37 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141810282","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}
This article aims to describe Proyecto Slam’s notable trajectory as well as its motivations and underlying rationale, thus serving as a starting point for the forthcoming investigation into the effectiveness of the program itself. Working principally in the city of Jaen, Andalucia, with students undergoing their first four years of obligatory secondary education (known as ESO in Spanish), Proyecto Slam is unique in the world in that it has managed to integrate itself into the curricula of the schools in which it operates, whereas all other similar projects seem to work within the parameters of extracurricular activity and therefore have a more limited reach. The fact that Proyecto Slam is made available to all the children within the particular schools in which the program is implemented, and not just those with a predisposition for reading and/or writing poetry, offers the academic community a unique opportunity to investigate up to which point the implementation of reading and writing poetry workshops can improve students’ aptitude for and attitudes about the study of language and literature. Any and all translations in this article have been carried out by me.
本文旨在介绍 "Proyecto Slam "项目的显著轨迹及其动机和基本原理，从而为即将开展的对项目本身有效性的调查提供一个起点。Slam 项目主要在安达卢西亚的哈恩市开展，对象是正在接受头四年义务中等教育（西班牙语称作 ESO）的学生，该项目在世界上独一无二，因为它成功地将自己融入了所在学校的课程，而所有其他类似项目似乎都是在课外活动的范围内开展工作，因此影响范围较为有限。事实上，Proyecto Slam 项目的实施对象是项目所在学校的所有儿童，而不仅仅是那些有读诗和/或写诗倾向的儿童，这就为学术界提供了一个独特的机会，来研究读诗和写诗工作坊的实施能在多大程度上提高学生学习语言文学的能力和态度。本文所有翻译均由本人完成。
{"title":"Proyecto Slam : The Didactic Side of Slams","authors":"J. Teuma","doi":"10.5430/ijhe.v13n3p18","DOIUrl":"https://doi.org/10.5430/ijhe.v13n3p18","url":null,"abstract":"This article aims to describe Proyecto Slam’s notable trajectory as well as its motivations and underlying rationale, thus serving as a starting point for the forthcoming investigation into the effectiveness of the program itself. Working principally in the city of Jaen, Andalucia, with students undergoing their first four years of obligatory secondary education (known as ESO in Spanish), Proyecto Slam is unique in the world in that it has managed to integrate itself into the curricula of the schools in which it operates, whereas all other similar projects seem to work within the parameters of extracurricular activity and therefore have a more limited reach. The fact that Proyecto Slam is made available to all the children within the particular schools in which the program is implemented, and not just those with a predisposition for reading and/or writing poetry, offers the academic community a unique opportunity to investigate up to which point the implementation of reading and writing poetry workshops can improve students’ aptitude for and attitudes about the study of language and literature. Any and all translations in this article have been carried out by me.","PeriodicalId":510213,"journal":{"name":"International Journal of Higher Education","volume":" 29","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141375359","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}
Reviewer Acknowledgements for International Journal of Higher Education, Vol. 13, No. 2, 2024
国际高等教育杂志》第 13 卷第 2 期（2024 年）审稿人致谢
{"title":"Reviewer Acknowledgements for International Journal of Higher Education, Vol. 13, No. 2, 2024","authors":"Susan Y. H. Sun","doi":"10.5430/ijhe.v13n2p123","DOIUrl":"https://doi.org/10.5430/ijhe.v13n2p123","url":null,"abstract":"Reviewer Acknowledgements for International Journal of Higher Education, Vol. 13, No. 2, 2024","PeriodicalId":510213,"journal":{"name":"International Journal of Higher Education","volume":"23 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140660225","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}
For the past two decades student success measures such as student persistence, retention, and graduation rates have been a point of emphasis in higher education. These measures are often directly related to funding formulas for state public colleges and universities. Therefore, analyses of these data have become more critical to evaluating student success initiatives for faculty and administration at many institutions. However, while these data are often widely available there is very little higher education research on how they should be analyzed to assess student success initiatives, program evaluations, or teaching effectiveness at the institutional level.As student success outcome variables are categorical in nature, linear analyses of these data may prove rather difficult as a dependent variable without a significant amount of transformation. Therefore, the purpose of this article is to provide practitioners with a simple, yet powerful option for analyzing student success outcome variables utilizing the Chi-square test of independence. A case study approach was taken to illustrate how Chi-square can be used to specifically analyze the association between an experiential learning high impact practice and graduation rates among undergraduate students. This case was based on a results and interpretation perspective, rather than step-by-step instruction on how to perform the analysis itself.
{"title":"Analyzing Student Success Outcome Variables in Higher Education Utilizing the Chi-Square Test of Independence","authors":"J. Rost","doi":"10.5430/ijhe.v13n2p100","DOIUrl":"https://doi.org/10.5430/ijhe.v13n2p100","url":null,"abstract":"For the past two decades student success measures such as student persistence, retention, and graduation rates have been a point of emphasis in higher education. These measures are often directly related to funding formulas for state public colleges and universities. Therefore, analyses of these data have become more critical to evaluating student success initiatives for faculty and administration at many institutions. However, while these data are often widely available there is very little higher education research on how they should be analyzed to assess student success initiatives, program evaluations, or teaching effectiveness at the institutional level.As student success outcome variables are categorical in nature, linear analyses of these data may prove rather difficult as a dependent variable without a significant amount of transformation. Therefore, the purpose of this article is to provide practitioners with a simple, yet powerful option for analyzing student success outcome variables utilizing the Chi-square test of independence. A case study approach was taken to illustrate how Chi-square can be used to specifically analyze the association between an experiential learning high impact practice and graduation rates among undergraduate students. This case was based on a results and interpretation perspective, rather than step-by-step instruction on how to perform the analysis itself.","PeriodicalId":510213,"journal":{"name":"International Journal of Higher Education","volume":"107 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140753024","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}
In surging disaster research, trauma psychologists called for more longitudinal investigation on factors related to resilience/lower traumatization for populations exposed to collective trauma. Little research has employed a Bayesian approach, a means with advantages in small samples and dichotomized endpoints. The present study addressed these needs with a two-wave survey on hurricane volunteers to demonstrate pathways to traumatization after deadly disasters. A survey was conducted at three months (Wave-1) and six months (Wave-2) after hurricane Katrina and Rita (H-KR) (N=201). Standardized instruments were used to assess posttraumatic stress symptoms (PTSS) altruism, substance use for coping, and event-related factors in Wave-1 and posttraumatic stress disorder (PTSD) in Wave-2. Bayesian structural equation modeling (Bayesian-SEM) was performed to evaluate the role of altruism and using substances to cope with Wave-2 PTSD. Traumatization was identified in 18% of participants, showing a significant increase in Wave-1 and a 12% decrease, albeit non-significant, in Wave-2. Supported by all Model fit indices, the final solution of Bayesian-SEM showed no direct overtime effect of altruism and substance use, but the indirect effects through the enhancing role of Waves-1 PTSS, on Wave-2 PTSD. Contrary to cross-sectional studies, no protection from peritraumatic positive emotions was observed. These findings emphasize the importance of longitudinal post-disaster research. Given the new evidence on volunteers' traumatization, altruism, and substance use during times of crisis with limited resources, further investigation among volunteers is crucial. The absence of identified protective factors in volunteers raises concerns for future implications in trauma psychology theory, research, and practice.
{"title":"Event-related Factors, Altruism, and Substance Use in Traumatization of Hurricane Student Volunteers: A Bayesian Model for the Follow-up Running Head: Bayesian Analysis of Disaster Traumatization","authors":"Wenyi Li, Amy L. Ai","doi":"10.5430/ijhe.v13n2p107","DOIUrl":"https://doi.org/10.5430/ijhe.v13n2p107","url":null,"abstract":"In surging disaster research, trauma psychologists called for more longitudinal investigation on factors related to resilience/lower traumatization for populations exposed to collective trauma. Little research has employed a Bayesian approach, a means with advantages in small samples and dichotomized endpoints. The present study addressed these needs with a two-wave survey on hurricane volunteers to demonstrate pathways to traumatization after deadly disasters. A survey was conducted at three months (Wave-1) and six months (Wave-2) after hurricane Katrina and Rita (H-KR) (N=201). Standardized instruments were used to assess posttraumatic stress symptoms (PTSS) altruism, substance use for coping, and event-related factors in Wave-1 and posttraumatic stress disorder (PTSD) in Wave-2. Bayesian structural equation modeling (Bayesian-SEM) was performed to evaluate the role of altruism and using substances to cope with Wave-2 PTSD. Traumatization was identified in 18% of participants, showing a significant increase in Wave-1 and a 12% decrease, albeit non-significant, in Wave-2. Supported by all Model fit indices, the final solution of Bayesian-SEM showed no direct overtime effect of altruism and substance use, but the indirect effects through the enhancing role of Waves-1 PTSS, on Wave-2 PTSD. Contrary to cross-sectional studies, no protection from peritraumatic positive emotions was observed. These findings emphasize the importance of longitudinal post-disaster research. Given the new evidence on volunteers' traumatization, altruism, and substance use during times of crisis with limited resources, further investigation among volunteers is crucial. The absence of identified protective factors in volunteers raises concerns for future implications in trauma psychology theory, research, and practice.","PeriodicalId":510213,"journal":{"name":"International Journal of Higher Education","volume":"45 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140755152","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}
The consequences of gender-based violence in academic cultures are severe for individuals, the study and work climate, and for the quality of research and education. EU and national policy frameworks are developed since long, guiding academic institutions work on ending violence and abuse in the European Research Area (ERA). In this article, a critique and solution to specific dilemmas and contestations immanent in transforming ERA wide policy development into effective actions on the institutional level are presented. The analysis and policy input builds on extensive knowledge from long-term gender mainstreaming programs in national contexts, thorough experience from working amidst a research political landscape with conflicting academic, political, and bureaucratic paradigms, and research-based knowledge on policy development on gender-based violence. A core contribution from the article is the development of a generic, intermediating, and systemic institutional framework for implementation, acknowledging both the ERA policy developments and the day-to-day challenges on the institutional level, from the viewpoint of succeeding in ending gender-based violence in all ERA institutions. Also, a model for monitoring and evaluation of progress on the institutional level is proposed, accompanied by assessment criteria and a set of well-defined indicators. The proposed institutional framework can serve as an important step forward, in a collaborative effort among ERA stakeholders, and serve as inspiration for global academic institutions and national contexts to foster progress on the endemic of gender-based violence permeating academic communities.
{"title":"Addressing Gender-Based Violence through the ERA Policy Framework: A Systemic Solution to Dilemmas and Contestations for Institutions","authors":"Fredrik Bondestam","doi":"10.5430/ijhe.v13n2p74","DOIUrl":"https://doi.org/10.5430/ijhe.v13n2p74","url":null,"abstract":"The consequences of gender-based violence in academic cultures are severe for individuals, the study and work climate, and for the quality of research and education. EU and national policy frameworks are developed since long, guiding academic institutions work on ending violence and abuse in the European Research Area (ERA). In this article, a critique and solution to specific dilemmas and contestations immanent in transforming ERA wide policy development into effective actions on the institutional level are presented. The analysis and policy input builds on extensive knowledge from long-term gender mainstreaming programs in national contexts, thorough experience from working amidst a research political landscape with conflicting academic, political, and bureaucratic paradigms, and research-based knowledge on policy development on gender-based violence. A core contribution from the article is the development of a generic, intermediating, and systemic institutional framework for implementation, acknowledging both the ERA policy developments and the day-to-day challenges on the institutional level, from the viewpoint of succeeding in ending gender-based violence in all ERA institutions. Also, a model for monitoring and evaluation of progress on the institutional level is proposed, accompanied by assessment criteria and a set of well-defined indicators. The proposed institutional framework can serve as an important step forward, in a collaborative effort among ERA stakeholders, and serve as inspiration for global academic institutions and national contexts to foster progress on the endemic of gender-based violence permeating academic communities.","PeriodicalId":510213,"journal":{"name":"International Journal of Higher Education","volume":"116 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140752688","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}
Electrocardiogram (ECG) is a widely common diagnostic test in clinical practice. However, research has shown that residents and medical students cannot analyze ECG skillfully. In this study, we explore a three-stage strengthening mode based on massive open online course (MOOC) to improve students’ competence in ECG interpretation skills. We carry out the first stage in a diagnostics course, in which instructors adopted online and offline blended mode for the teaching method of ECG with clinical medicine students in grade 2018 based on MOOC. We compare scores of ECG interpretation skills for 91 students in grade 2018 with 81 students in grade 2016 to evaluate the effect. The second stage concerns studying internal medicine, in which we divide students in grade 2018 into two groups with 49 students in group A and 42 students in group B. Group A strengthened their ECG interpretation skills when learning about heart diseases. The third stage pertains to rotation in the internal medicine department in the internship period. Some students in group A continued to receive intensive training. Students in group B had no reinforcement arrangement in the second and the third stage. Students in grade 2018 took graduation tests at the end of their internship. We use the scores on ECG interpretation skills in the graduation examination to evaluate the strengthening effect between group A and group B. The result of the first stage shows that scores on ECG interpretation skills in the final exam in grade 2018 were 19.32 ± 4.62 points, which is higher than those of grade 2016, whose points were 16.89 ± 5.30 (total scores in both grades were 30 points). Difference is statistically significant. Scores on the graduation examination in group A were 38.89 ± 16.81 points, and those of group B were 26.86 ± 15.43 points (total score was 60 points), with statistical difference between these two groups. The three-stage strengthening mode based on ECG MOOC is an effective method to improve students’ ECG interpretation skills. Results show that an online and offline blended teaching strategy is superior to the traditional lecture method. Repeated practice is necessary for improving ECG interpretation competence. Students in the strengthening program group had better grades in the graduation examination.
{"title":"Exploration and Application of Three-stage Strengthening Mode based on Massive Open Online Course to Improve Students’ Competence in Electrocardiogram Interpretation Skills","authors":"Si-min Huang, Feifei Wang, Chunting Lu, Jing Yang, Jianhua Zhang, Shengming Liu, Jun-Jie Guo","doi":"10.5430/ijhe.v13n2p38","DOIUrl":"https://doi.org/10.5430/ijhe.v13n2p38","url":null,"abstract":"Electrocardiogram (ECG) is a widely common diagnostic test in clinical practice. However, research has shown that residents and medical students cannot analyze ECG skillfully. In this study, we explore a three-stage strengthening mode based on massive open online course (MOOC) to improve students’ competence in ECG interpretation skills. We carry out the first stage in a diagnostics course, in which instructors adopted online and offline blended mode for the teaching method of ECG with clinical medicine students in grade 2018 based on MOOC. We compare scores of ECG interpretation skills for 91 students in grade 2018 with 81 students in grade 2016 to evaluate the effect. The second stage concerns studying internal medicine, in which we divide students in grade 2018 into two groups with 49 students in group A and 42 students in group B. Group A strengthened their ECG interpretation skills when learning about heart diseases. The third stage pertains to rotation in the internal medicine department in the internship period. Some students in group A continued to receive intensive training. Students in group B had no reinforcement arrangement in the second and the third stage. Students in grade 2018 took graduation tests at the end of their internship. We use the scores on ECG interpretation skills in the graduation examination to evaluate the strengthening effect between group A and group B. The result of the first stage shows that scores on ECG interpretation skills in the final exam in grade 2018 were 19.32 ± 4.62 points, which is higher than those of grade 2016, whose points were 16.89 ± 5.30 (total scores in both grades were 30 points). Difference is statistically significant. Scores on the graduation examination in group A were 38.89 ± 16.81 points, and those of group B were 26.86 ± 15.43 points (total score was 60 points), with statistical difference between these two groups. The three-stage strengthening mode based on ECG MOOC is an effective method to improve students’ ECG interpretation skills. Results show that an online and offline blended teaching strategy is superior to the traditional lecture method. Repeated practice is necessary for improving ECG interpretation competence. Students in the strengthening program group had better grades in the graduation examination.","PeriodicalId":510213,"journal":{"name":"International Journal of Higher Education","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140245900","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}
Bryce Rutledge, D. Kulhavy, Daniel R. Unger, I. Hung, Yanli Zhang, Victoria Williams
Students under the direction of geospatial science faculty, 30 real-world distances were measured on the campus of Stephen F. Austin State University in the field with tape. Students were then instructed on how to measure all 30 real-world features remotely using drone imagery, point cloud data, pictometry data and the Google Earth Pro online interface. Real-world measurements were compared to remote sensing measurements taken by the students to calculate the root mean square error (RMSE). In addition, an ANOVA was conducted on the absolute errors to determine the statistical significance of the variation among the remotely sensed methods, while a Tukey test was performed to assess the statistical significance between the methods. Students discovered that the RMSE results indicate that the pictometry measurements were the most accurate, with an RMSE of 0.68 meters, and that the point cloud data were the least accurate, with an RMSE of 1.27 meters. The ANOVA results indicate that there was a significant difference in the mean absolute error among the methods, whereas the point cloud data, with a mean absolute error of 1.0423 meters, were significantly less accurate than those of the other methods, which was confirmed by the Tukey test.
{"title":"Measuring Real-World Ground Distance Using High-Spatial Resolution Remotely Sensed Data: A Student-Focused Hands-on Study","authors":"Bryce Rutledge, D. Kulhavy, Daniel R. Unger, I. Hung, Yanli Zhang, Victoria Williams","doi":"10.5430/ijhe.v13n2p13","DOIUrl":"https://doi.org/10.5430/ijhe.v13n2p13","url":null,"abstract":"Students under the direction of geospatial science faculty, 30 real-world distances were measured on the campus of Stephen F. Austin State University in the field with tape. Students were then instructed on how to measure all 30 real-world features remotely using drone imagery, point cloud data, pictometry data and the Google Earth Pro online interface. Real-world measurements were compared to remote sensing measurements taken by the students to calculate the root mean square error (RMSE). In addition, an ANOVA was conducted on the absolute errors to determine the statistical significance of the variation among the remotely sensed methods, while a Tukey test was performed to assess the statistical significance between the methods. Students discovered that the RMSE results indicate that the pictometry measurements were the most accurate, with an RMSE of 0.68 meters, and that the point cloud data were the least accurate, with an RMSE of 1.27 meters. The ANOVA results indicate that there was a significant difference in the mean absolute error among the methods, whereas the point cloud data, with a mean absolute error of 1.0423 meters, were significantly less accurate than those of the other methods, which was confirmed by the Tukey test.","PeriodicalId":510213,"journal":{"name":"International Journal of Higher Education","volume":"215 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140265338","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}
L. L. P. Bele, M. Mabusela, Thembela Comfort Ntshangase, D. Nzima
The study explored the benefits of exposing third-year Bachelor of Education students to Service Learning at a rural-based South African University. Service Learning (SL) is a practice that links community service with learning activities to promote substantive learning. This study aimed to explore whether third-year student teachers could benefit from helping first-year student university students acquire literacy skills through SL. The study was underpinned by the Experiential learning theory (ELT). A qualitative research paradigm underpinned by an interpretative epistemology was used in this study. A non-random sampling technique was used to select participants from the Faculty of Education at the participating institution. Data were generated using observing classroom activities, semi-structured and focus group interviews. Data analysis emerged with themes and sub-themes. Overall, the results revealed that the third-year students gained self-confidence, enhanced self-esteem and enhanced academic skills. The study revealed that exposing students to SL made them gain academic knowledge, cognitive skills, interpersonal skills, and self-confidence as they endeavoured to put theoretical knowledge into practice. As a pedagogy, SL created an enabling environment for learners to express themselves freely – thereby creating space for the expression and consolidation of new experiences. Thus, the study suggested that SL be incorporated into pre-service teacher education programmes from the first year in a spiral curriculum modality up to the fourth (last) year of study. Incorporation of SL into teacher education programmes may be done by infusing it into School experience modules as proposed by the participants.
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