Approches in Higher Ed
Asynchronous Session
Exploring the Challenges Faced by First-year University Students with Self-directed Learning
Paper Presentation in a Themed Session Moeniera Moosa
The shift towards blended learning has necessitated increased autonomy and self-regulation among students, emphasising the critical role of self-directed learning skills. These shifts require a refined blend of human interactions and self -directed learning opportunities. In higher education, fostering self-directed learning is imperative for cultivating independent, lifelong learners capable of navigating intricate academic and professional landscapes. This study employs a psychological lens, drawing on Albert Bandura's Social Cognitive Theory, to explore the challenges encountered by first-year university students in engaging with self-directed learning. Adopting a phenomenological qualitative research approach within an interpretivist paradigm, this research aims to elucidate individual experiences and interpretations. The study focuses on a purposively selected sample of first-year preservice teachers. Data collection involved open-ended questionnaires administered at the end of the first teaching term. Rigor in data analysis was maintained through adherence to Lincoln and Guba's criteria for ensuring reliability and validity. Preliminary findings suggest that first-year students encounter various challenges in their engagement with self-directed learning. These challenges included not achieving their learning goals, lack of time management skills, in ability to use technology, fear and anxiety and low self-esteem. The implications of these findings are pertinent to all higher education institutions seeking to implement effective self-directed learning strategies.
Artificial Inteligence in Music Education: Creating Music with Suno AI
Paper Presentation in a Themed Session Ana Martinez Hernandez
This research explores the integration of artificial intelligence (AI) in music education through the use of Suno AI, an application that allows users to create songs by inputting prompts. The study involves education students who are tasked with creating a song using Suno AI, analyzing its educational implications, and providing feedback through a structured questionnaire. Suno AI enhances traditional music education by fostering increased engagement, offering personalized learning experiences, and supporting language acquisition, particularly in TESOL contexts. The AI-generated music serves not only as a tool for creative expression but also as a resource for language development, cultural awareness, and collaborative learning. The research employs a mixed-methods approach, combining quantitative data from the questionnaires with qualitative analysis of the students' experiences. Preliminary findings indicate that Suno AI democratizes music creation, making it accessible to all students regardless of their musical background, while also enhancing multidisciplinary learning and digital literacy. The study demonstrates the potential of AI to create more dynamic, inclusive, and effective learning environments, encouraging the integration of music across various educational disciplines. By highlighting the practical applications and benefits of Suno AI, this research advocates for its broader adoption in educational settings to enrich the learning experience.
Featured Pedagogy, Art, and Ecology: A Student-centered, Machine-assisted Approach
Paper Presentation in a Themed Session Lily Wei
This paper considers the ecological context of Al and its incorporation in learning. While specific computer programs and tools are identified in the course design and pedagogical analysis of "Ecological Art", a general elective course at Chung Yuan Christian University, Taiwan, the focal point rests on the unique attributes of student input, such as creativity, reflexivity, and lived experience. project-based learning results and reflections help contemplate the relationship between AI, curriculum design, and learning.
Validating Innovative Startegies for Learning the Concept of Limit: An Educational Proposal View Digital Media
Paper Presentation in a Themed Session Erick Radai Rojas Maldonado
Calculus forms the backbone of scientific and engineering education, yet the concept of limits often perplexes students, resulting in elevated failure and dropout rates. The research delves into this critical issue, focusing on Biotechnology students at the Universidad Michoacana de San Nicolás de Hidalgo. By implementing an innovative teaching strategy inspired by Aquere et al. (2009), the study introduces students to limits through multiple representations, such as graphs, tables, and formulas, alongside intuitive learning. This approach aimed to demystify abstract concepts and foster deeper understanding. However, findings revealed no significant difference in academic performance between the experimental and traditional teaching groups. Despite this, the benefits of group activities and reduced student anxiety highlight the potential for collaborative learning environments to positively impact the classroom. The study underscores the importance of refining pedagogical approaches to help students overcome cognitive hurdles, bridging the gap between theoretical mathematics and practical understanding. It concludes that while results were mixed, the innovative strategy serves as a vital stepping stone toward reshaping how we teach abstract mathematical concepts.
