Innovation and Digital Transformation in Teaching Practice in Higher Education

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Higher Education".

Deadline for manuscript submissions: closed (30 November 2023) | Viewed by 4616

Special Issue Editors

Department of Teaching and Learning and Educational Organization, the University of Barcelona, 08035 Barcelona, Spain
Interests: public policies of digital inclusion in formal and non-formal learning contexts; the analysis of the use of digital platforms in educational centers; massive data storage and management; algorithmic education
Department of Teaching and Learning and Educational Organization, the University of Barcelona, 08035 Barcelona, Spain
Interests: datafication; digital platforms; sociodigital inequalities

Special Issue Information

Dear Colleagues,

The COVID-19 pandemic has sent shockwaves through education around the world, forcing educational institutions to face all sorts of challenges, many of which have never been seen before. Focusing on the university level, these institutions were forced to move all their teaching, as well as many other tasks, to a virtual format. Subsequently, they gradually began to combine hybrid strategies, between face-to-face and virtual.

Throughout this process, digital technologies have played a fundamental role. Although they have not been able to replace the value of face-to-face meetings in all dimensions, thanks to them it has been possible to give continuity to many of the teaching tasks that were normally done face-to-face before 2020. 

At present, the crisis caused by the COVID-19 pandemic is increasingly being assimilated by global education systems. Alongside this, face-to-face training activities have been re-establishing themselves in much of the world. However, many of these digital innovations in teaching have generated substantive educational and institutional transformations that are affecting both the methods of designing teaching in higher education, as well as the way of understanding university institutions in the present and future.

Given this scenario, this Special Issue aims to bring together a set of international contributions that (1) focus precisely on publicizing these innovations and analyze their implementation, the role of digital technologies, and their potential for sustainability, (2) and that, in general, allow the academic community and society to understand the scope of these transformations and digital innovations in the configuration of the university of the present and the future.

Topics of interest include, but are not limited to, the following aspects:

  • Innovative teaching practices with digital technologies in higher education;
  • Digital capitalism in higher education;
  • Critical perspectives about innovative teaching with digital technologies in higher education;
  • Strategies for fostering student engagement in the integrated use of ICTs in higher education;
  • Promotion of digital platforms BigTech and education privatization in higher education;
  • Critical digital literacies in higher education with a focus in education transformation and digital education;
  • Sustainability of teaching innovations in higher education;
  • Design of assessment methods using ICTs to support self-regulated learning processes and autonomy;
  • Analysis of the factors that may affect student engagement in the use of digital technologies;
  • Lessons learned from emergency teaching about students' attitudes and engagement with their own learning process in higher education;
  • Conditions to build fair data cultures in the teaching in the teaching practices at the university;
  • Use of algorithmic education and AI in innovative teaching in higher education.

(*Contributions have to follow one of the three categories of papers (article, conceptual paper or review) of the journal and address the topic of the Special Issue.)

Dr. Pablo Rivera-Vargas
Dr. Lluís Parcerisa
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • higher education
  • innovation
  • teaching practice
  • digital technologies
  • digital platforms
  • algorithmic education
  • digitalization
  • digital capitalism
  • data culture
 

Published Papers (4 papers)

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Research

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13 pages, 671 KiB  
Article
Assessment of Student and Teacher Perceptions on the Use of Virtual Simulation in Cell Biology Laboratory Education
by Cristina Navarro, Manuel Arias-Calderón, Carolina A. Henríquez and Paula Riquelme
Educ. Sci. 2024, 14(3), 243; https://doi.org/10.3390/educsci14030243 - 27 Feb 2024
Viewed by 825
Abstract
Virtual laboratory simulations (VLs), particularly in Biology education, are gaining popularity. This study focused on assessing students’ and teachers’ perceptions of VLs, developed by Labster, in a first-year undergraduate cell biology course. The evaluation involved surveys and interviews with 352 respondents. Findings indicate [...] Read more.
Virtual laboratory simulations (VLs), particularly in Biology education, are gaining popularity. This study focused on assessing students’ and teachers’ perceptions of VLs, developed by Labster, in a first-year undergraduate cell biology course. The evaluation involved surveys and interviews with 352 respondents. Findings indicate that over 90% of students found VLs user-friendly and visually engaging. However, around 60% noted the need for significant technical resources, which could limit accessibility. Over 80% of students reported that VLs increased their motivation, autonomy, interest, and confidence. While only 72% viewed them as potential replacements for traditional labs, more than 90% preferred using VLs as preparatory material for practical sessions. Teachers generally agreed with these perceptions, emphasizing the need for technical support for effective use. They suggested that VLs are better as pre-lab activities rather than full replacements. Both students and teachers recognized VLs as beneficial for academic performance and learning attitude but noted limitations in technical support for home use. The consensus was that VLs are most effective as complementary material before in-person lab sessions. Full article
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14 pages, 4286 KiB  
Article
Implementation of Biotechnology Applied to Medicine Course Using Virtual Laboratories: Perceptions and Attitudes of Students
by Edgar Oswaldo Zamora-González, Angel Herráez, Paula Daniela Gutiérrez-Muñoz, Olivia Torres-Bugarín, María Valentina Toral-Murillo, Benjamín Gómez-Díaz, Cecilia Adriana Calderón-Reyes, Norma Alejandra Vázquez-Cárdenas, Antonio Marín-Cruz, Marcela María José Rodríguez-Baeza, Nathaniel Lara-Palazuelos and Luz Berenice López-Hernández
Educ. Sci. 2024, 14(2), 157; https://doi.org/10.3390/educsci14020157 - 02 Feb 2024
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Abstract
The rapid evolution of biotechnology across various sectors, including agriculture, industry, and medicine, has profoundly transformed our comprehension of the world. Virtual laboratories (VLs) provide an immersive learning experience that can enhance future generations’ understanding of biotechnology’s medical applications. This study investigated the [...] Read more.
The rapid evolution of biotechnology across various sectors, including agriculture, industry, and medicine, has profoundly transformed our comprehension of the world. Virtual laboratories (VLs) provide an immersive learning experience that can enhance future generations’ understanding of biotechnology’s medical applications. This study investigated the impact of incorporating VLs into a short course on biotechnology applied to medicine on the attitudes and perceptions of third-year medical students (n = 210). A validated questionnaire was employed to assess their perspectives, attitudes, and experience with virtual laboratory platforms before and after the course. The findings revealed a significant positive change in 7/38 questionnaire items (p < 0.05), indicating that the VL experience modified perceptions about biotechnology. This study emphasizes the importance of exploring innovative teaching methods for biotechnology and highlights the advantages of VL in educating future physicians. The primary concerns of the students were the misuse of personal genetic information and biotechnological applications involving animal modification. Overall, the students had a favorable experience using the virtual laboratory platforms. These findings collectively suggest that VL can positively influence perceptions and attitudes toward biotechnology among healthcare professionals. Full article
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14 pages, 1029 KiB  
Article
Use of a Gamified Platform to Improve Scientific Writing in Engineering Students
by Rosa Núñez-Pacheco, Elizabeth Vidal, Eveling Castro-Gutierrez, Osbaldo Turpo-Gebera, Aymé Barreda-Parra and Ignacio Aguaded
Educ. Sci. 2023, 13(12), 1164; https://doi.org/10.3390/educsci13121164 - 21 Nov 2023
Viewed by 821
Abstract
The general purpose of this study was to determine the potential of using a gamified platform in the development of scientific writing skills among engineering students at a Peruvian university. To this end, a gamified web platform named Call for Papers for Engineers [...] Read more.
The general purpose of this study was to determine the potential of using a gamified platform in the development of scientific writing skills among engineering students at a Peruvian university. To this end, a gamified web platform named Call for Papers for Engineers was designed. This platform contains mini-games focused on developing reading and writing skills for articles related to the engineering area. A quantitative methodological approach was employed, with a quasi-experimental design involving two groups: an experimental group and a control group, with pre-and post-test measurements. Additionally, the gamified platform was validated through expert judgment, and user satisfaction levels were assessed. The main results indicate that the content developed in the course and the use of the gamified web platform were effective teaching methods, as the students in the experimental group demonstrated higher performance after using the gamified platform compared to the control group. Furthermore, participants in the study expressed satisfaction with the use of this technological resource, finding it motivating and user-friendly. Full article
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Review

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13 pages, 879 KiB  
Review
Are Virtual Laboratories and Remote Laboratories Enhancing the Quality of Sustainability Education?
by Mark Ching-Pong Poo, Yui-yip Lau and Qiong Chen
Educ. Sci. 2023, 13(11), 1110; https://doi.org/10.3390/educsci13111110 - 04 Nov 2023
Cited by 2 | Viewed by 1406
Abstract
Sustainability education, a multidisciplinary field demanding a profound understanding of intricate scientific, engineering, social and economic systems, necessitates innovative approaches. Laboratory experimentation plays a pivotal role in engineering and scientific education. The emergence of the COVID-19 pandemic heightened the importance of remote learning [...] Read more.
Sustainability education, a multidisciplinary field demanding a profound understanding of intricate scientific, engineering, social and economic systems, necessitates innovative approaches. Laboratory experimentation plays a pivotal role in engineering and scientific education. The emergence of the COVID-19 pandemic heightened the importance of remote learning and home-based study in pedagogical practices. However, engineering education has faced challenges in adapting to novel teaching methodologies. A significant challenge during lockdowns was the effective delivery of laboratory experiences in virtual spaces. Virtual and remote laboratories, while not substituting the hands-on experience of physical labs, offered promising avenues to enhance learning during the disruption of in-person education. While most teaching activities transitioned seamlessly to online formats, laboratory sessions presented unique logistical challenges, including cancellations of fieldwork. Additionally, concerns arose regarding disparities in student achievement based on income levels. This study seeks to provide an overview of the implementation status of virtual and remote laboratories during the lockdown period in education. Its goal is to offer practical insights to improve the quality of learning experiences at home and in online settings. Full article
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