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19 pages, 840 KiB

Open AccessArticle

Supporting Decision-Making Process on Higher Education Dropout by Analyzing Academic, Socioeconomic, and Equity Factors through Machine Learning and Survival Analysis Methods in the Latin American Context

by Daniel A. Gutierrez-Pachas, Germain Garcia-Zanabria, Ernesto Cuadros-Vargas, Guillermo Camara-Chavez and Erick Gomez-Nieto

Educ. Sci. 2023, 13(2), 154; https://doi.org/10.3390/educsci13020154 - 01 Feb 2023

Cited by 3 | Viewed by 1964

Abstract

The prediction of university dropout is a complex problem, given the number and diversity of variables involved. Therefore, different strategies are applied to understand this educational phenomenon, although the most outstanding derive from the joint application of statistical approaches and computational techniques based [...] Read more.

The prediction of university dropout is a complex problem, given the number and diversity of variables involved. Therefore, different strategies are applied to understand this educational phenomenon, although the most outstanding derive from the joint application of statistical approaches and computational techniques based on machine learning. Student Dropout Prediction (SDP) is a challenging problem that can be addressed following various strategies. On the one hand, machine learning approaches formulate it as a classification task whose objective is to compute the probability of belonging to a class based on a specific feature vector that will help us to predict who will drop out. Alternatively, survival analysis techniques are applied in a time-varying context to predict when abandonment will occur. This work considered analytical mechanisms for supporting the decision-making process on higher education dropout. We evaluated different computational methods from both approaches for predicting who and when the dropout occurs and sought those with the most-consistent results. Moreover, our research employed a longitudinal dataset including demographic, socioeconomic, and academic information from six academic departments of a Latin American university over thirteen years. Finally, this study carried out an in-depth analysis, discusses how such variables influence estimating the level of risk of dropping out, and questions whether it occurs at the same magnitude or not according to the academic department, gender, socioeconomic group, and other variables. Full article

(This article belongs to the Special Issue Higher Education: Improvements for a Better System)

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22 pages, 3340 KiB

Open AccessArticle

Transformation from Blended to Online Learning: A Four-Year Longitudinal Cross-Sectional Interprofessional Study

by Kari Almendingen, Torhild Skotheim and Ellen Merethe Magnus

Educ. Sci. 2023, 13(2), 116; https://doi.org/10.3390/educsci13020116 - 21 Jan 2023

Cited by 1 | Viewed by 2017

Abstract

Professional students need to train in online interprofessional collaboration (IPC). During a longitudinal evaluation for 2018–2022 of an interprofessional learning (IPL) curriculum, nearly 7000 students from health, social care, and teacher education programs completed indicator questions concerning learning about child-related topics and skills [...] Read more.

Professional students need to train in online interprofessional collaboration (IPC). During a longitudinal evaluation for 2018–2022 of an interprofessional learning (IPL) curriculum, nearly 7000 students from health, social care, and teacher education programs completed indicator questions concerning learning about child-related topics and skills required for IPC during their first, second, and third curriculum years of study. The students worked in student-led IPL groups according to a case-based learning approach. Online IPL yielded lower mean scores than in-person IPL. The decreased learning outcomes from year 2 to year 3 for the IPL initiative are not due to the online delivery mode. The lack of reported progress in the IPL courses is more likely due to students not experiencing a gain in IPL learning outcomes. Significant differences were found between teacher education and child welfare students and health and social care students, reflecting IPC challenges in working life. We conclude that online IPL is forward-looking because candidates must be prepared for online IPC and for helping users, such as children, online. Although our data support that IPL is complex, the learning experience has tremendous transfer value to welfare services because we assume that the same issues will appear in IPC. Full article

(This article belongs to the Special Issue Higher Education: Improvements for a Better System)

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22 pages, 333 KiB

Open AccessArticle

Supervisors’ Perspectives on Online Interprofessional Supervision: Results from a Mixed-Methods Longitudinal Cross-Sectional Study

by Kari Almendingen, Torhild Skotheim and Ellen Merethe Magnus

Educ. Sci. 2023, 13(1), 34; https://doi.org/10.3390/educsci13010034 - 29 Dec 2022

Cited by 2 | Viewed by 1534

Abstract

Collaboration in interprofessional collaboration (IPC) teams is a part of working in welfare services. Unlike uniprofessional supervision, interprofessional supervision involves supervisors and students with different educational backgrounds. This study explores 105 supervisors’ responses after synchronous supervision of 15,700 students from teaching, health, and [...] Read more.

Collaboration in interprofessional collaboration (IPC) teams is a part of working in welfare services. Unlike uniprofessional supervision, interprofessional supervision involves supervisors and students with different educational backgrounds. This study explores 105 supervisors’ responses after synchronous supervision of 15,700 students from teaching, health, and social work education programs who participated in an annual preservice interprofessional learning (IPL) course from 2018 to 2022. The purpose was to explore supervisors’ experience of the online IPL supervisor role and of the student’s learning outcomes through a longitudinal mixed-methods repeated design. Response rates: 61%, 45%, 82% and 40%, respectively. The students worked in IPL groups with limited interaction with supervisors, using a case-based learning approach. The supervisors were supportive of IPL but suggested changes to increase relevance. The imbalance in the knowledge base on child-related topics and IPL preparedness among the student groups was challenging. Some questioned the need for supervision, whereas others were concerned about the limited time allocated for supervision. We conclude that online supervision is forward-looking because candidates must prepare for helping users, such as children and their next-of-kin, online. We deduce that online supervision is relevant for the future and less complicated than IPL supervision Full article

(This article belongs to the Special Issue Higher Education: Improvements for a Better System)

13 pages, 281 KiB

Open AccessArticle

“It Enables Us to Reflect More on Nutrition”: A Mixed Methods Cross-Sectional Study on Preclinical Digital Training in Nurse Education

by Kari Almendingen, Ingrid Ruud Knutsen, Kari Jonsbu Hjerpaasen, Sigrun Henjum and Kari Anne Hakestad

Educ. Sci. 2023, 13(1), 32; https://doi.org/10.3390/educsci13010032 - 28 Dec 2022

Viewed by 1621

Abstract

Adequate nutrition is a basic human right, yet older adults are at high risk of malnutrition. Nutrition is not a part of most nursing curricula. Limited research has been done on digital case-based learning (CBL) in breakout rooms (digital groups); therefore, the aim [...] Read more.

Adequate nutrition is a basic human right, yet older adults are at high risk of malnutrition. Nutrition is not a part of most nursing curricula. Limited research has been done on digital case-based learning (CBL) in breakout rooms (digital groups); therefore, the aim was to develop and evaluate a preclinical digital CBL unit (3-h synchronously and with an asynchronously flipped classrooms approach) for prevention and treatment of malnutrition and to explore nursing students’ experiences and learning outcomes. Different scenarios for two fictive cases were created in which malnutrition-related challenges were included (such as terminal care) and embedded on the ThingLink platform. In an explorative mixed methods cross-sectional study design, students (n = 78) completed an online evaluation. The results revealed that students wanted more synchronous interaction with educators and less time alone in breakout rooms due to their peers being unprepared, passive and unfamiliar and not turning on their cameras or logging on too late. The learning outcome from quizzes and word clouds were high, but the added pedagogical value of ThingLink seemed low. This explorative study sheds light on central issues related to the use of technology in nurse education, resistance against student active methods and digital pedagogy. Full article

(This article belongs to the Special Issue Higher Education: Improvements for a Better System)

22 pages, 350 KiB

Open AccessArticle

Breakout Rooms Serve as a Suitable Tool for Interprofessional Pre-Service Online Training among Students within Health, Social, and Education Study Programs

by Kari Almendingen, Torhild Skotheim and Ellen Merethe Magnus

Educ. Sci. 2022, 12(12), 871; https://doi.org/10.3390/educsci12120871 - 28 Nov 2022

Cited by 5 | Viewed by 2228

Abstract

Higher education institutions must prepare students from health, social, and teacher education programs for interprofessional collaboration (IPC) among children and young people with challenging childhood experiences. We wanted to explore if digital small group rooms, breakout rooms, are feasible for students to learn [...] Read more.

Higher education institutions must prepare students from health, social, and teacher education programs for interprofessional collaboration (IPC) among children and young people with challenging childhood experiences. We wanted to explore if digital small group rooms, breakout rooms, are feasible for students to learn about, from, and with each other in an interprofessional learning (IPL) initiative, in order to practice IPC. This study is a repeated cross-sectional study from the academic years 2020/21 and 2021/22 with 5412 students. The students worked in student-led IPL groups with a case-based learning approach and limited interaction with supervisors. The youngest students agreed to a larger extent that they learned more about, from, and with other students. The teacher students were more positive towards discussing sensitive issues in breakout rooms than the health students. The health students agreed to a larger extent than the teacher students that breakout rooms were suited for pre-service IPC training. The results from this study indicate that breakout rooms provide a potential arena to practice generic skills. If properly organized and structured, breakout rooms can be an excellent learning resource. Breakout rooms provide a safe online environment for learning and practicing IPC, and for training on talking about sensitive issues. Full article

(This article belongs to the Special Issue Higher Education: Improvements for a Better System)

18 pages, 296 KiB

Open AccessArticle

“A Lot Takes Place Digitally Now, So It Can Be Good to Train on It’’: A Large-Scale Repeated Cross-Sectional Study on Recording Live-Streamed Educational Activities among Health, Social, and Education Students

by Kari Almendingen, Torhild Skotheim and Ellen Merethe Magnus

Educ. Sci. 2022, 12(11), 747; https://doi.org/10.3390/educsci12110747 - 26 Oct 2022

Cited by 4 | Viewed by 1267

Abstract

Audio recording is used in language and music education as an active learning resource to help students reflect on their performance and improve their accuracy. Recordings may be used to provide feedback on both verbal and nonverbal skills and to prepare professional candidates [...] Read more.

Audio recording is used in language and music education as an active learning resource to help students reflect on their performance and improve their accuracy. Recordings may be used to provide feedback on both verbal and nonverbal skills and to prepare professional candidates for talking to vulnerable users or other professionals. Despite its potential, recording among health, social, and education candidates to help them improve their digital relations skills is usually not part of pre-service training. Therefore, the objective was to assess the extent to which professional students were affected by recordings in live-stream settings and to explore their perspectives through qualitative elaboration. The design was a repeated cross-sectional mixed-methods study conducted in 2020–2021 (n = 1040 and n = 2238, response rate: 46% and 45%, respectively). Although participation was reduced, active online participation was low, regardless of recording practice. Educational background and age were determinants of active participation, regardless of the recording practice. Active students were the least affected by recording. Students wanted more recordings. Their perspectives revolved around different practices, privacy issues, and the recording used for traditional knowledge transfer instead of active learning. Although the General Data Protection Regulation must be met, we suggest that recording is an underused learning resource. Full article

(This article belongs to the Special Issue Higher Education: Improvements for a Better System)

16 pages, 542 KiB

Open AccessArticle

Enhancing Learning in Tourism Education by Combining Learning by Doing and Team Coaching

by Garazi Azanza, Asunción Fernández-Villarán and Ana Goytia

Educ. Sci. 2022, 12(8), 548; https://doi.org/10.3390/educsci12080548 - 13 Aug 2022

Cited by 4 | Viewed by 2725

Abstract

Learning by doing (LBD) and team coaching are experiential learning methods that can be used to enhance the depth of learning, motivation, and engagement in tourism education. This study explores the combined use of the two methodologies and reports on the experience of [...] Read more.

Learning by doing (LBD) and team coaching are experiential learning methods that can be used to enhance the depth of learning, motivation, and engagement in tourism education. This study explores the combined use of the two methodologies and reports on the experience of 42 students who participated in a practical case dealing with the strategic planning for sustainable tourism in a small town in Spain as a part of their undergraduate tourism education. The results obtained after the project evaluation confirm that LBD combined with team coaching is considered a valuable strategy for enhancing learning. Regarding the LBD method, students especially valued the opportunity to work within professional realities and exchange ideas with their classmates. Participants perceived team coaching as a valuable tool for enhancing team performance, communication, self-awareness (and that of others), conflict management, and problem-solving during project development. Professors and agents from public institutions involved in the project reported that students’ proposals were highly applicable and close to reality, and they agreed that the combination of LBD and team coaching improved the quality of the course assignments. Full article

(This article belongs to the Special Issue Higher Education: Improvements for a Better System)

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12 pages, 501 KiB

Open AccessArticle

Barriers to Change: Social Network Interactions Not Sufficient for Diffusion of High-Impact Practices in STEM Teaching

by Tracie Reding, Christopher Moore, Julie A. Pelton and Sarah Edwards

Educ. Sci. 2022, 12(8), 512; https://doi.org/10.3390/educsci12080512 - 26 Jul 2022

Cited by 1 | Viewed by 1543

Abstract

We examined the relationship between faculty teaching networks, which can aid with the implementation of didactic high-impact practices (HIPs) in classroom instruction, and the actual implementation of said practices. Participants consisted of STEM faculty members that teach introductory courses at a USA research [...] Read more.

We examined the relationship between faculty teaching networks, which can aid with the implementation of didactic high-impact practices (HIPs) in classroom instruction, and the actual implementation of said practices. Participants consisted of STEM faculty members that teach introductory courses at a USA research university. A total of 210 faculty were invited to complete the Teaching Practices Inventory (TPI), which measures the use of classroom-based HIPs, and were then directed to a follow-up survey to gather teaching network data if they qualified. A total of 90 faculty completed the TPI, with 52 respondents completing the network analysis portion. Ego-level data, as well as network structural position data, were collected through roster format listing all invited faculty. No correlations were found between these network metrics and TPI score. Furthermore, respondents with similar TPI scores showed no preference for interactions within their group. For example, faculty with widely varying TPI scores interacted with each other with no indications of HIPs diffusion. Although the literature suggests strong teaching networks are a necessary condition for broad diffusion of HIPs, these results indicate that such networks are not a sufficient condition. This has implications for the diffusion of HIPs specifically and institutional change generally. Engaging individuals that possess both structural positions and pedagogical knowledge may be needed to help strategically diffuse HIPs in their own networks, with institutional support and guidance most likely also required. Full article

(This article belongs to the Special Issue Higher Education: Improvements for a Better System)

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14 pages, 1906 KiB

Open AccessArticle

Assessment of Actual Workload and Student Performance in the Agricultural Engineering Final Degree Project in a Spanish Higher Education Context

by Gregorio Egea, Antonio Rodríguez-Lizana, Luis Pérez-Urrestarazu, Manuel Pérez-Ruiz, Pilar Rallo and María Paz Suárez

Educ. Sci. 2022, 12(6), 418; https://doi.org/10.3390/educsci12060418 - 19 Jun 2022

Viewed by 2492

Abstract

Twenty years after the Bologna Declaration and a decade after Spanish university engineering degrees were updated to comply with the European Credit Transfer System (ECTS), there is still uncertainty on the degree of adaptation to the ECTS system of the final degree project [...] Read more.

Twenty years after the Bologna Declaration and a decade after Spanish university engineering degrees were updated to comply with the European Credit Transfer System (ECTS), there is still uncertainty on the degree of adaptation to the ECTS system of the final degree project (FDP) course in engineering programs, especially in terms of the workloads allocated to students. The inherent characteristics of the FDP course, with all the learning activities of an unstructured nature, make the real student workload as well as that of the FDP teachers very uncertain. This study addresses this issue by (1) identifying the nature of the unstructured student learning activities related to the FDP course, (2) measuring the time spent by students in the different FDP learning activities throughout the course, and (3) measuring the workload of FDP teachers. A user-friendly smartphone application was configured so that students and teachers in the agricultural engineering degree program at the University of Seville registered the time spent daily on each of the identified FDP learning (students) and supervising (instructors) activities. The results showed that the reported FDP workloads by students who passed the FDP course in either of the two exam periods of the academic year were not significantly higher than the nominal ECTS credit hours stipulated for the FDP course. The FDP teachers reported notably higher workloads than those stipulated by the university regulations. No significant correlation was found between student workload and FDP scores. Full article

(This article belongs to the Special Issue Higher Education: Improvements for a Better System)

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12 pages, 548 KiB

Open AccessArticle

Influence of Sociodemographic Factors and Knowledge in Pedagogy on the Labor Market Insertion of Education Science Professionals

by María Pilar Cáceres-Reche, Susana Tallón-Rosales, Magdalena Ramos Navas-Parejo and Juan Carlos De la Cruz-Campos

Educ. Sci. 2022, 12(3), 200; https://doi.org/10.3390/educsci12030200 - 11 Mar 2022

Cited by 2 | Viewed by 2323

Abstract

The profile of the pedagogy student is polyvalent, the motivations, competencies, attitudes, and necessary aptitudes are also varied and suitable for developing the exercise of their profession in different labor scenarios, ranging from the educational-training context to the business context. The aim of [...] Read more.

The profile of the pedagogy student is polyvalent, the motivations, competencies, attitudes, and necessary aptitudes are also varied and suitable for developing the exercise of their profession in different labor scenarios, ranging from the educational-training context to the business context. The aim of this research has been to analyze the influence of sociodemographic factors and knowledge in pedagogy on labor market insertion, expectations about the degree, and employability of students of the degree in pedagogy at the University of Granada, Spain. The methodology used was based on a cross-sectional study design through a survey administered to a total of 334 students. The results obtained show that there are differences between the two genders. Regarding the year of study, no significant differences were found. Knowledge about the profile of the pedagogue is a factor that does influence expectations about the degree, job placement, and employability. However, expectations about the degree did not influence job placement, although employability did. It is concluded by stating that there is a lack of knowledge about the role of the pedagogue, which needs to be alleviated, as well as highlighting the need to reinforce the curricular, academic, and practical training of this degree. Full article

(This article belongs to the Special Issue Higher Education: Improvements for a Better System)

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14 pages, 619 KiB

Open AccessViewpoint

Broadening the Definition of ‘Research Skills’ to Enhance Students’ Competence across Undergraduate and Master’s Programs

by Kayla Vieno, Kem A. Rogers and Nicole Campbell

Educ. Sci. 2022, 12(10), 642; https://doi.org/10.3390/educsci12100642 - 22 Sep 2022

Cited by 5 | Viewed by 7558

Abstract

Undergraduate and master’s programs—thesis- or non-thesis-based—provide students with opportunities to develop research skills that vary depending on their degree requirements. However, there is a lack of clarity and consistency regarding the definition of a research skill and the components that are taught, practiced, [...] Read more.

Undergraduate and master’s programs—thesis- or non-thesis-based—provide students with opportunities to develop research skills that vary depending on their degree requirements. However, there is a lack of clarity and consistency regarding the definition of a research skill and the components that are taught, practiced, and assessed. In response to this ambiguity, an environmental scan and a literature search were conducted to inform the creation of a comprehensive list of research skills that can be applied across programs and disciplines. Although published studies directly comparing research skills in thesis and non-thesis programs were limited, the specific skills reported in each program type were similar. This viewpoint article identifies the following seven research skills that were most frequently reported across both thesis and non-thesis programs: critical appraisal, information synthesis, decision making, problem solving, data collection, data analysis, and communication. When contextualized appropriately, these skills can be useful for a student during their academic program and are transferable across a range of future career pathways. Broadening the definition of “research skills” can inform curricular updates and program development, independent of their program type, to ensure that students are presented with explicit opportunities to develop the skills needed to succeed in their educational and occupational endeavours. Full article

(This article belongs to the Special Issue Higher Education: Improvements for a Better System)

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