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Article
Publication date: 26 June 2023

Shilpa Bhaskar Mujumdar, Haridas Acharya, Shailaja Shirwaikar and Prafulla Bharat Bafna

This paper defines and assesses student learning patterns under the influence of problem-based learning (PBL) and their classification into a reasonable minimum number of classes…

Abstract

Purpose

This paper defines and assesses student learning patterns under the influence of problem-based learning (PBL) and their classification into a reasonable minimum number of classes. Study utilizes PBL implemented in an undergraduate Statistics and Operations Research course for techno-management students at a private university in India.

Design/methodology/approach

Study employs an in situ experiment using a conceptual model based on learning theory. The participant's end-of-semester GPA is Performance Indicator. Integrating PBL with classroom teaching is unique instructional approach to this study. An unsupervised and supervised data mining approach to analyse PBL impact establishes research conclusions.

Findings

The administration of PBL results in improved learning patterns (above-average) for students with medium attendance. PBL, Gender, Math background, Board and discipline are contributing factors to students' performance in the decision tree. PBL benefits a student of any gender with lower attendance.

Research limitations/implications

This study is limited to course students from one institute and does not consider external factors.

Practical implications

Researchers can apply learning patterns obtained in this paper highlighting PBL impact to study effect of every innovative pedagogical study. Classification of students based on learning behaviours can help facilitators plan remedial actions.

Originality/value

1. Clustering is used to extract student learning patterns considering dynamics of student performances over time. Then decision tree is utilized to elicit a simple process of classifying students. 2. Data mining approach overcomes limitations of statistical techniques to provide knowledge impact in presence of demographic characteristics and student attendance.

Details

Journal of Applied Research in Higher Education, vol. 16 no. 2
Type: Research Article
ISSN: 2050-7003

Keywords

Abstract

Details

Redefining Educational Leadership in Central Asia
Type: Book
ISBN: 978-1-83797-391-0

Abstract

Details

Redefining Educational Leadership in Central Asia
Type: Book
ISBN: 978-1-83797-391-0

Book part
Publication date: 20 March 2024

Janine E. Carlse

Spurred by the COVID-19 pandemic, there has been an increase in the open acknowledgment of the importance of teaching and learning praxis that is grounded in compassion…

Abstract

Spurred by the COVID-19 pandemic, there has been an increase in the open acknowledgment of the importance of teaching and learning praxis that is grounded in compassion, understanding, cocreation, community, and flexibility. This is especially so for ‘traditional’ university spaces, in essence questioning and resisting the many established dynamics that face-to-face teaching and learning took for granted within many neoliberal and neocolonial higher education contexts. In this chapter, I propose positioning a love ethic as a primary point of departure for all educational engagements, a foundational shift in ontology (way of being) of the university. By focusing on love as liberation and justice, and teaching as an act of love, I draw on critical, engaged, and feminist pedagogies, as well as my experience as a lecturer in a social justice– and global citizenship-oriented program at the University of Cape Town (UCT), South Africa, where I positioned a love ethic as central to my pedagogical approach. I argue that when we begin to view love as more than mere emotion, but as an ideological position that informs values and praxis within higher education (and our university “classrooms” in particular), we may move toward new and exciting ways of envisioning the decolonized university of the 21st century. A love ethic, as defined by bell hooks, offers possibilities for an approach to critical transformation that is not merely motivated by the change of institutional structures, but by the reform of values guiding teaching and learning and ways of being within higher education institutions.

Details

Worldviews and Values in Higher Education
Type: Book
ISBN: 978-1-80262-898-2

Keywords

Abstract

Details

Redefining Educational Leadership in Central Asia
Type: Book
ISBN: 978-1-83797-391-0

Open Access
Article
Publication date: 28 February 2024

Souresh Cornet, Saswat Barpanda, Marc-Antoine Diego Guidi and P.K. Viswanathan

This study aims at understanding how higher education institutions (HEIs) can contribute to sustainable development, by designing their programmes for bringing about a…

Abstract

Purpose

This study aims at understanding how higher education institutions (HEIs) can contribute to sustainable development, by designing their programmes for bringing about a transformative impact on communities and students, and also to examine what alternative pedagogical approaches could be used for that. In the past decades, HEIs have increasingly created social innovation (SI) programmes, as a way to achieve United Nations Sustainable Development Goals. These community-oriented and field-based programmes are difficult to ally with conventional classroom education. This study explores how these programmes could integrate the participatory approach and what would be the benefits. It also investigates the effectiveness of the experiential learning approach for teaching sustainability.

Design/methodology/approach

A case study method is used to document SI projects initiated by an HEI programme in rural India.

Findings

It was found that the participatory approach contributes to empowering communities and also benefits the students in terms of academic, professional and personal growth. Empirical findings show that experiential learning is an efficient method to teach sustainability. Ultimately, both pedagogical approaches are found to be mutually beneficial.

Originality/value

This study fills a gap in the literature, by providing empirical evidence on how HEI can implement innovative educational strategies such as participatory approach and experiential learning in their programmes towards teaching sustainability. A conceptual model for HEI interested in developing similar programmes is also proposed. To the best of the authors’ knowledge, this study is one of the first studies focusing on the context of Indian HEI.

Details

International Journal of Sustainability in Higher Education, vol. 25 no. 9
Type: Research Article
ISSN: 1467-6370

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Abstract

Details

Teacher Preparation in Papua New Guinea
Type: Book
ISBN: 978-1-83549-077-8

Abstract

Details

Redefining Educational Leadership in Central Asia
Type: Book
ISBN: 978-1-83797-391-0

Book part
Publication date: 18 March 2024

Jim Watterston, Janet Clinton, Sophia Arkoudis, Lorraine Graham, Suzanne Rice and John Quay

This chapter traces the journey of the Faculty of Education through the pandemic, charting some of the challenges and opportunities in leading teaching and learning, research…

Abstract

This chapter traces the journey of the Faculty of Education through the pandemic, charting some of the challenges and opportunities in leading teaching and learning, research, international and engagement activities while maintaining its staff's health and emotional well-being. The chapter concludes with six significant educational challenges amplified during COVID-19 that must be addressed. These insights provide a road map for how higher education and academia can emerge from the pandemic fit for purpose and ready to contribute to our nation's and the world's future.

Details

Building a Better Normal
Type: Book
ISBN: 978-1-80455-413-5

Keywords

Abstract

Details

Education Workforce Well-being
Type: Book
ISBN: 978-1-83797-400-9

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