This study aimed at obtaining reflections on Online Educational Guidance Meetings (OEGMs), executed in the English preparatory program during COVID-19 Pandemic in a university in Istanbul. The OEGMs were voluntary meetings between a student and the instructor. Students were able to ask for suggestions to study more effectively via an online meeting platform. The qualitative collaborative action research design was operated in the study. One-on-one interviews with 8 instructors and focus group interviews with 12 students were conducted to obtain the data. Content analysis method was employed to analyze obtained data. The findings revealed that this new method, which brought the students together with their instructors in personal one-to-one meetings, provided numerous advantages psychologically and academically in the learning process. Received: 28 February 2022Accepted: 24 July 2023
{"title":"Improving undergraduate students’ learning through Online Educational Guidance Meetings (OEGMs)","authors":"Begüm Ceylan, Bünyamin Bavlı","doi":"10.18543/tjhe.2364","DOIUrl":"https://doi.org/10.18543/tjhe.2364","url":null,"abstract":"This study aimed at obtaining reflections on Online Educational Guidance Meetings (OEGMs), executed in the English preparatory program during COVID-19 Pandemic in a university in Istanbul. The OEGMs were voluntary meetings between a student and the instructor. Students were able to ask for suggestions to study more effectively via an online meeting platform. The qualitative collaborative action research design was operated in the study. One-on-one interviews with 8 instructors and focus group interviews with 12 students were conducted to obtain the data. Content analysis method was employed to analyze obtained data. The findings revealed that this new method, which brought the students together with their instructors in personal one-to-one meetings, provided numerous advantages psychologically and academically in the learning process. Received: 28 February 2022Accepted: 24 July 2023","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":"694 25","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139204249","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 prevalence of the COVID-19 pandemic and its consequences, such as the closure of educational centers and the requirement to use virtual education, have all challenged students’ learning. Students’ mathematical misunderstandings can be regarded as one such challenge. While such problems may also occur in face-to-face training, where teachers and educators are involved, it seems that this problem is more serious in virtual education. The purpose of the present study was to investigate students’ misunderstandings in regard to integration methods. More specifically, the statistical population of this study consisted of engineering students from Islamic Azad University. The sample members included 40 students from the faculty of engineering who had been taught Mathematics1 by virtual education in the first semester of the academic year 2021-2022. To conduct this research, students were taught different methods of integration in cyberspace for six consecutive weeks. During these six stages, tests were conducted online to assess students. The results showed that most of the students’ errors were conceptual and computational in nature; they were rooted in no suitable understanding of the basic concepts of mathematics and the lack of good education in high school. Received: 3 May 2022Accepted: 15 April 2023
{"title":"Analysis of Engineering students’ errors and misunderstandings of integration methods during the COVID-19","authors":"Fateme Moradi, Zahra Rahimi, Zohreh Nekouee","doi":"10.18543/tjhe.2434","DOIUrl":"https://doi.org/10.18543/tjhe.2434","url":null,"abstract":"The prevalence of the COVID-19 pandemic and its consequences, such as the closure of educational centers and the requirement to use virtual education, have all challenged students’ learning. Students’ mathematical misunderstandings can be regarded as one such challenge. While such problems may also occur in face-to-face training, where teachers and educators are involved, it seems that this problem is more serious in virtual education. The purpose of the present study was to investigate students’ misunderstandings in regard to integration methods. More specifically, the statistical population of this study consisted of engineering students from Islamic Azad University. The sample members included 40 students from the faculty of engineering who had been taught Mathematics1 by virtual education in the first semester of the academic year 2021-2022. To conduct this research, students were taught different methods of integration in cyberspace for six consecutive weeks. During these six stages, tests were conducted online to assess students. The results showed that most of the students’ errors were conceptual and computational in nature; they were rooted in no suitable understanding of the basic concepts of mathematics and the lack of good education in high school. Received: 3 May 2022Accepted: 15 April 2023","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":"60 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139200701","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 order to adapt to an increasingly competitive world, organizations need to continuously change, yet the success of the change is conditioned by its institutionalization. The institutionalization of change is the key factor to perpetuate sustainable changes. Based on the exploration of the role of transformational leadership in times of (institutionalization of) change, the objective of this study is to analyze the contribution of the components of transformational leadership on the institutionalization of change within a Lebanese private university Redundancy, engaged in an accreditation process. Through a qualitative method on a single case study, based on semi-structured interviews conducted with 15 senior executives occupying key positions in the studied university and through 15 focus groups with 85 faculty members from four disciplinary fields, we explored the role of each of the four dimensions of transformational leadership in times of institutionalization of change. Our findings highlight the essential role of intellectual stimulation and inspirational motivation of transformational leadership, while the two other dimensions, idealized influence and individualized consideration, play a limited role in the university context of institutionalization of change. Moreover, individual recognition and idealized influence are essential to convince all members of the need for change and involve them in the accreditation process. This study allows us to understand the role of each of the transformational leadership dimensions in order to promote and escort institutionalization of change within high education sector. Received: 16 June 2021Accepted: 20 June 2023
{"title":"An exploration of the role of transformational leadership in times of institutionalization of change","authors":"Ursula El-Hage, Dina Sidani","doi":"10.18543/tjhe.2130","DOIUrl":"https://doi.org/10.18543/tjhe.2130","url":null,"abstract":"In order to adapt to an increasingly competitive world, organizations need to continuously change, yet the success of the change is conditioned by its institutionalization. The institutionalization of change is the key factor to perpetuate sustainable changes. Based on the exploration of the role of transformational leadership in times of (institutionalization of) change, the objective of this study is to analyze the contribution of the components of transformational leadership on the institutionalization of change within a Lebanese private university Redundancy, engaged in an accreditation process. Through a qualitative method on a single case study, based on semi-structured interviews conducted with 15 senior executives occupying key positions in the studied university and through 15 focus groups with 85 faculty members from four disciplinary fields, we explored the role of each of the four dimensions of transformational leadership in times of institutionalization of change. Our findings highlight the essential role of intellectual stimulation and inspirational motivation of transformational leadership, while the two other dimensions, idealized influence and individualized consideration, play a limited role in the university context of institutionalization of change. Moreover, individual recognition and idealized influence are essential to convince all members of the need for change and involve them in the accreditation process. This study allows us to understand the role of each of the transformational leadership dimensions in order to promote and escort institutionalization of change within high education sector. Received: 16 June 2021Accepted: 20 June 2023","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139202649","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 University Social Responsibility Network (USRN) promotes civic engagement in higher education and awareness of the nature of University Social Responsibility (USR), how it functions, and what it means depending on its context. In 2019 the USRN started a collaborative Massive Open Online Course (MOOC) called Introduction to University Social Responsibility. The outbreak of COVID-19 affected the production of the course, however this also led to the addition of a Special Session on Universities’ Response to the MOOC showing how members addressed the challenges of the pandemic. Based on the experiences from 13 universities and the USRN, this article portrays flagship responses of how universities in the network tackled some of the challenges presented by the pandemic in range of academic and non-academic initiatives categorized as University Social Responsibility (USR) Areas of Engagement, namely research, education, advisory role, outreach, information management, provision of support, institutional reforms, and extended services. The article discusses broader questions referring to how COVID-19 impacted the understanding of what USR is; therefore, looking into both policy and theoretical implications of how the concept of USR and universities responses can be understood and applied in different contexts and universities. Received: 31 January 2022Accepted: 30 August 2023
{"title":"Areas and dimensions of universities response to COVID-19: Diversity, trends, and evidence from the University Social Responsibility Network","authors":"Fernando Palacio, Paola Sanoni, Nikan Sadehvandi","doi":"10.18543/tjhe.2347","DOIUrl":"https://doi.org/10.18543/tjhe.2347","url":null,"abstract":"The University Social Responsibility Network (USRN) promotes civic engagement in higher education and awareness of the nature of University Social Responsibility (USR), how it functions, and what it means depending on its context. In 2019 the USRN started a collaborative Massive Open Online Course (MOOC) called Introduction to University Social Responsibility. The outbreak of COVID-19 affected the production of the course, however this also led to the addition of a Special Session on Universities’ Response to the MOOC showing how members addressed the challenges of the pandemic. Based on the experiences from 13 universities and the USRN, this article portrays flagship responses of how universities in the network tackled some of the challenges presented by the pandemic in range of academic and non-academic initiatives categorized as University Social Responsibility (USR) Areas of Engagement, namely research, education, advisory role, outreach, information management, provision of support, institutional reforms, and extended services. The article discusses broader questions referring to how COVID-19 impacted the understanding of what USR is; therefore, looking into both policy and theoretical implications of how the concept of USR and universities responses can be understood and applied in different contexts and universities. Received: 31 January 2022Accepted: 30 August 2023","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":"34 ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139203565","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}
Lucía Sánchez-Tarazaga, Aida Sanahuja, Carla Colomer, R. Ferrández-Berrueco
The full impact of the COVID-19 crisis on higher education remains unclear, with some topics still under-researched. This research explores the challenges faced by Spanish academics during emergency remote teaching and is a pioneering study in this context due to the number of participating universities and variety of profiles of university faculty. Three focus groups were conducted to gain a deeper understanding on two dimensions: academic (methodology, materials, assessment, workload and institutional response) and personal (socio-emotional dimension, work–life balance and learnings). The main findings revealed the extensive adaptation of university faculty to the new situation and collected a series of teaching strategies. The conclusions reflect on the role that universities should play in the coming years, not only in the Spanish context but also at an international level. Most importantly, our findings can be taken into consideration for further research and teacher education policy in higher education. Received: 15 March 2022 Accepted: 24 July 2023
{"title":"Teaching in a COVID-19 pandemic: perceptions and practices of university faculty in Spain","authors":"Lucía Sánchez-Tarazaga, Aida Sanahuja, Carla Colomer, R. Ferrández-Berrueco","doi":"10.18543/tjhe.2385","DOIUrl":"https://doi.org/10.18543/tjhe.2385","url":null,"abstract":"The full impact of the COVID-19 crisis on higher education remains unclear, with some topics still under-researched. This research explores the challenges faced by Spanish academics during emergency remote teaching and is a pioneering study in this context due to the number of participating universities and variety of profiles of university faculty. Three focus groups were conducted to gain a deeper understanding on two dimensions: academic (methodology, materials, assessment, workload and institutional response) and personal (socio-emotional dimension, work–life balance and learnings). The main findings revealed the extensive adaptation of university faculty to the new situation and collected a series of teaching strategies. The conclusions reflect on the role that universities should play in the coming years, not only in the Spanish context but also at an international level. Most importantly, our findings can be taken into consideration for further research and teacher education policy in higher education. Received: 15 March 2022 Accepted: 24 July 2023","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":" 4","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139197864","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}
Ahmad Muthohar, Abdul Ghofur, M. M. Jamil, Muhammad Sulthon
Every university has many ways to make changes, and institutional transformation is one of the strategic choices to achieve excellence. However, the transformation of higher education is still dynamically defined and open. The practice also has many models and differences. This article examines the scientific paradigm shift to rethink the practice of transformation for higher education. Identifying new scientific paradigms, shifting processes, models used, practical steps, factors, and challenges is the primary concern of research work. This research was conducted qualitatively with a narrative approach. Multi-site studies at several State Islamic Universities (UIN) in Indonesia were reviewed to obtain findings about the different models applied. The results show that the transformation of higher education is simultaneously carried out by changing the institutional status and renewing the scientific paradigm. Science integration is used as a new scientific paradigm even though, in practice, each university has a different model. This new paradigm has wideranging impacts, such as eliminating scientific dichotomies that have long been practiced, expanding multidisciplinary scientific structures, and adding authority to develop faculties and study programs. Another impact is the existence of new awareness and enthusiasm for several changes in the aspects of it. Many challenges need to be anticipated to obtain better quality, such as the need for curriculum reformulation, changes in organizational behavior, a new image, and many other programs. We recommend this finding as an example of good practice in improving the quality and institutional system of higher education. To understand the wider impact of this transformation process, such as competency and graduate outcomes, changes in organizational behavior, the direction of research and community service programs, and their social impact in the future, more research on sustainability is needed. Received: 19 June 2022Accepted: 25 September 2023
{"title":"Shifting the scientific paradigm for the transformation of higher education: Experience at State Islamic University (UIN) in Indonesia","authors":"Ahmad Muthohar, Abdul Ghofur, M. M. Jamil, Muhammad Sulthon","doi":"10.18543/tjhe.2483","DOIUrl":"https://doi.org/10.18543/tjhe.2483","url":null,"abstract":"Every university has many ways to make changes, and institutional transformation is one of the strategic choices to achieve excellence. However, the transformation of higher education is still dynamically defined and open. The practice also has many models and differences. This article examines the scientific paradigm shift to rethink the practice of transformation for higher education. Identifying new scientific paradigms, shifting processes, models used, practical steps, factors, and challenges is the primary concern of research work. This research was conducted qualitatively with a narrative approach. Multi-site studies at several State Islamic Universities (UIN) in Indonesia were reviewed to obtain findings about the different models applied. The results show that the transformation of higher education is simultaneously carried out by changing the institutional status and renewing the scientific paradigm. Science integration is used as a new scientific paradigm even though, in practice, each university has a different model. This new paradigm has wideranging impacts, such as eliminating scientific dichotomies that have long been practiced, expanding multidisciplinary scientific structures, and adding authority to develop faculties and study programs. Another impact is the existence of new awareness and enthusiasm for several changes in the aspects of it. Many challenges need to be anticipated to obtain better quality, such as the need for curriculum reformulation, changes in organizational behavior, a new image, and many other programs. We recommend this finding as an example of good practice in improving the quality and institutional system of higher education. To understand the wider impact of this transformation process, such as competency and graduate outcomes, changes in organizational behavior, the direction of research and community service programs, and their social impact in the future, more research on sustainability is needed. Received: 19 June 2022Accepted: 25 September 2023","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":"119 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139202047","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}
Luis Navarro-Ardoy, Antonio Castro-Higueras, Carmen del Rocío Monedero-Morales
This article presents a pilot experiment on subjects from three Social Sciences degrees at two public Andalusian universities. The aim is to analyze the teaching guides and their presentation to students as a means of communicating with them, primarily through the video format instead of the conventional written format. To this end, attractive, clear and relatable video teaching guides have been developed to present to students, aware of the success of short videos dominating digital social networks, especially among younger age groups. A knowledge test was given to 99 students on the subject contents, as well as a satisfaction test; the following information was processed through the SPSS program. The main conclusion is that students have a high degree of satisfaction and a better knowledge of the new video guide format than the conventional written model. Received: 21 July 2022Accepted: 20 June 2023
{"title":"The use of the video format as a teaching guide in university studies","authors":"Luis Navarro-Ardoy, Antonio Castro-Higueras, Carmen del Rocío Monedero-Morales","doi":"10.18543/tjhe.2534","DOIUrl":"https://doi.org/10.18543/tjhe.2534","url":null,"abstract":"This article presents a pilot experiment on subjects from three Social Sciences degrees at two public Andalusian universities. The aim is to analyze the teaching guides and their presentation to students as a means of communicating with them, primarily through the video format instead of the conventional written format. To this end, attractive, clear and relatable video teaching guides have been developed to present to students, aware of the success of short videos dominating digital social networks, especially among younger age groups. A knowledge test was given to 99 students on the subject contents, as well as a satisfaction test; the following information was processed through the SPSS program. The main conclusion is that students have a high degree of satisfaction and a better knowledge of the new video guide format than the conventional written model. Received: 21 July 2022Accepted: 20 June 2023","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":"126 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139207938","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}
Setting up an international academic journal is no easy task. This article reviews the planning stages and the publication of the first issues of the Tuning Journal for Higher Education. The need for such a journal and its role in supporting the objectives of the Tuning Academy are outlined.
{"title":"The early years","authors":"Paul D. Ryan","doi":"10.18543/tjhe.2878","DOIUrl":"https://doi.org/10.18543/tjhe.2878","url":null,"abstract":"Setting up an international academic journal is no easy task. This article reviews the planning stages and the publication of the first issues of the Tuning Journal for Higher Education. The need for such a journal and its role in supporting the objectives of the Tuning Academy are outlined.","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":"25 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139200298","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 study aims to discover if Online Learning Self-Efficacy (OLSE) and attitude toward online learning (AOL) significantly predict the academic performance (AP) among Turkish prospective mathematics teachers. Unlike the studies conducted in the literature, online learning self-efficacy and attitude towards online learning as predictor variables were included in the study and both quantitative and qualitative data were collected. The study included 1075 prospective mathematics teachers’ responses in the analysis. The Pearson correlation was employed to determine how strongly OLSE, AOL, and AP are related. Results indicated that OLSE and AOL influenced the level of AP. Also, the multiple regression aimed to predict AP based on OLSE and AOL, and this model explained 44.6% of the variance in AP. The beta weights demonstrated that OLSE and AOL (OLSE β = .36, t(1072) = 9.705, p < .001, and AOL β = .34, t(1072) = 9.176, p < .001) significantly contributed to the model. The results showed that the level of academic performance can be predicted by online learning self-efficacy and attitude toward online learning. In addition, this study revealed the factors that have favorable and adverse effects on the academic performance of prospective mathematics teachers to gain more extensive information. Under the theme of negative factors, there were 7 codes. The results obtained from the study can be a guide for practitioners, policy makers and teachers to take the necessary precautions for the effective execution of the distance education process. Received: 4 October 2021Accepted: 27 June 2023
{"title":"The effects of online learning self-efficacy and attitude toward online learning in predicting academic performance: The case of online prospective mathematics teachers","authors":"S. Bütüner, Serdal Baltaci","doi":"10.18543/tjhe.2214","DOIUrl":"https://doi.org/10.18543/tjhe.2214","url":null,"abstract":"This study aims to discover if Online Learning Self-Efficacy (OLSE) and attitude toward online learning (AOL) significantly predict the academic performance (AP) among Turkish prospective mathematics teachers. Unlike the studies conducted in the literature, online learning self-efficacy and attitude towards online learning as predictor variables were included in the study and both quantitative and qualitative data were collected. The study included 1075 prospective mathematics teachers’ responses in the analysis. The Pearson correlation was employed to determine how strongly OLSE, AOL, and AP are related. Results indicated that OLSE and AOL influenced the level of AP. Also, the multiple regression aimed to predict AP based on OLSE and AOL, and this model explained 44.6% of the variance in AP. The beta weights demonstrated that OLSE and AOL (OLSE β = .36, t(1072) = 9.705, p < .001, and AOL β = .34, t(1072) = 9.176, p < .001) significantly contributed to the model. The results showed that the level of academic performance can be predicted by online learning self-efficacy and attitude toward online learning. In addition, this study revealed the factors that have favorable and adverse effects on the academic performance of prospective mathematics teachers to gain more extensive information. Under the theme of negative factors, there were 7 codes. The results obtained from the study can be a guide for practitioners, policy makers and teachers to take the necessary precautions for the effective execution of the distance education process. Received: 4 October 2021Accepted: 27 June 2023","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":" 39","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139197774","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 study aims to understand the impact of a faculty development program emphasizing active learning (innovative teaching) attended by instructors of diverse disciplines at the University of Padova in Italy, which has had an 800-year history of using traditional approaches to teaching and learning. Using a community of practice theoretical framework, it recognized that the development of faculty learning communities provided a supportive medium for fostering innovative teaching. A multilevel research design involving surveys collected from 2019 to 2020 explored the program’s impact in terms of student satisfaction and program effectiveness. Findings showed varied levels of impact, among student examination attempts, pass rates and average grades. These findings, although involving one university, are organizationally and culturally emblematic of other Italian universities and have related implications when considering the implementation of innovative approaches to teaching via faculty development programs. This study also revealed challenges (faculty engagement) and limitations when measuring (e.g., satisfaction, exam attempts) the impact of active learning in relationship to learning outcomes. Received: 30 June 2022Accepted: 3 October 2023
{"title":"The impact of an active-learning designed faculty development program: A students’ perspective of an Italian university","authors":"M. Fedeli, Edward W. Taylor","doi":"10.18543/tjhe.2513","DOIUrl":"https://doi.org/10.18543/tjhe.2513","url":null,"abstract":"This study aims to understand the impact of a faculty development program emphasizing active learning (innovative teaching) attended by instructors of diverse disciplines at the University of Padova in Italy, which has had an 800-year history of using traditional approaches to teaching and learning. Using a community of practice theoretical framework, it recognized that the development of faculty learning communities provided a supportive medium for fostering innovative teaching. A multilevel research design involving surveys collected from 2019 to 2020 explored the program’s impact in terms of student satisfaction and program effectiveness. Findings showed varied levels of impact, among student examination attempts, pass rates and average grades. These findings, although involving one university, are organizationally and culturally emblematic of other Italian universities and have related implications when considering the implementation of innovative approaches to teaching via faculty development programs. This study also revealed challenges (faculty engagement) and limitations when measuring (e.g., satisfaction, exam attempts) the impact of active learning in relationship to learning outcomes. Received: 30 June 2022Accepted: 3 October 2023","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":"2 1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139200371","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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