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ShareScore release 0.9.0
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152 results for “Higher education”
Exploring Immersive Virtual Reality in Higher Education: Research Gap and future Direction - A Scoping review
<p><span>The rapid advancement of technology in the post-COVID-19 era has positioned immersive learning as a transformative approach to enhance educational experiences. Despite its vast potential, recent research developments reveal persistent challenges and gaps that impede widespread adoption. This study conducts a scoping review using the PRISMA methodology to systematically analyze current literature, identify research gaps, seek the challenge, and propose future research directions. From an initial pool of 414 papers, 75 were selected, comprising 60 research studies and 15 review papers. Notably, 55 studies focus on immersive virtual reality (IVR) purely for educational enhancement in traditional academic settings, while 20 explore the implementation of IVR in education with gaming activities. The analysis indicates a predominance of mixed-methods research within education, computer engineering, and computer science. Most studies are limited by short durations (typically 30 minutes) and small participant groups (under 50), raising concerns about the generalizability of findings. Key themes identified include learning context (21 papers), learning design strategies (10 papers), and immersion elements such as avatars and haptic feedback (6 papers). While positive impacts like increased satisfaction, motivation, engagement, knowledge enhancement, and usability are reported, negative effects such as motion sickness (13 papers) and dizziness (11 papers) persist. Crucially, only 11 studies exhibit high statistical power, underscoring the need for more robust research designs. Challenges identified encompass participant limitations, homogeneity, user discomfort, hardware unfamiliarity, and cognitive load—all intricately linked to design strategies. The implications of this review highlight the necessity for future research to focus on long-term studies, optimize user experience, develop cost-effective content creation methods, and integrate gamification into learning design. Addressing these areas is essential for overcoming current barriers and fully realizing the potential of immersive learning in education.</span></p>
Open Education in European Libraries of Higher Education (2021 report dataset)
<p>In May-June 2021 SPARC Europe ran a survey among academic librarians in Europe. The survey was framed by the <a href="http://portal.unesco.org/en/ev.php-URL_ID=49556&URL_DO=DO_TOPIC&URL_SECTION=201.html">UNESCO Recommendation on OER</a>.</p> <p>Launched in May 2021, the survey, which targeted academic librarians across Europe, garnered over 230 responses from 28 countries. This data forms the basis for the<a href="https://zenodo.org/record/5734980"> 2021 report Open Education in European Libraries of Higher Education</a>.</p> <p>The survey questionnaire can be found <a href="https://zenodo.org/record/4892450">here</a>.</p> <p>The two-page summary of the key takeaways and recommendations from the report can be found here: <a href="https://zenodo.org/record/5862319">https://zenodo.org/record/5862319</a>.</p> <p>This dataset contains survey data anonymised and largely without free-text answers to ensure anonymity (.xlsx).</p> <p> </p> <p> </p> <p> </p> <p> </p> <p> </p> <p> </p>
Dataset from Research: Effect of active lecture and webquest on learning outcomes in higher education
<p>Dataset in a xlsx file used by Remedios Aguilar-Moya & collaborators in the research “Effect of direct instruction and webquest on learning outcomes in higher education”.</p>
Intercultural Competencies in Higher Education
<p>Database used for the Systematic Literature Mapping: <strong>Intercultural Competencies in Higher Education.</strong></p>
Conformity of E-Learning for Teaching and Learning in Ethiopian Higher Education: Analysis on User-Friendliness of E-Resources
<p>The study investigated the practicability of e-learning for teaching and learning in Ethiopian higher education in terms of availability, clarity, accessibility in terms of accommodation and economy. The research looked into the roles of e-provisions based on the country’s Information and Communication Technology (ICT) in education policy guidelines as benchmark. Descriptive survey research design was used in the research since the study focused on indicating status than in-depth institution-based analysis of technology-use in education. Two higher institutions were selected for their relative proximity and viability for data collection. Data for the research were collected from 150 students, 4 technical support renderers and 30 teachers. Instruments of data collection were binary mode questionnaires and semi-structured interviews. Findings indicated shortage in a purpose-orientation, weak cross-institutional interchange and low mainstreaming of e-resources for course-provision. Though initiatives were high to use e-resources across lessons, shortage in internet access and prevailing digital divides were common barriers. Selective use of e-learning was witnessed on the part of technical support providers. multiplier effects in sharing experiences were not practiced among the teachers. Purpose-conformity was met on highly individualized bases. inter-institutional experiential exchange was insufficient though there was high emphasis on supporting selected instructional strings.</p>
Research productivity in the post-independence period in Portuguese-speaking African countries, a case of Mozambique: Bibliometric analysis of four decades of Health Research and Higher Education
<p>The following datasets were used to build the bibliometric analysis of most productive institutions and frequent keywords in Mozambique.</p>
AI Platforms Overview for Higher Education
<p>This release includes a detailed table comparing various AI platforms. The table covers:</p> <ul> <li>Focus: Primary applications of each platform.</li> <li>Strengths: Key features and benefits.</li> <li>Uniqueness: Distinctive aspects.</li> <li>Limitations: Notable constraints.</li> </ul> <p><strong>How to Use</strong></p> <ol> <li>Download the attached files.</li> <li>Review the table for a comprehensive comparison.</li> </ol> <p><strong>DOI</strong></p> <p>For more information, visit the DOI page: [10.5281/zenodo.13621693](https://doi.org/10.5281/zenodo.13621693)</p> <p><strong>Contact</strong></p> <p>For any inquiries, contact <a href="mailto:bsrinivasan@twu.edu">bsrinivasan@twu.edu</a>.</p>
Virtual Patients - An Interactive Educational Module for Higher Education
ClinicalTrials.gov study NCT06706011. IPD Sharing: NO. Countries: 1. Publications: 0.
Data from: Assessing faculty professional development in STEM higher education: sustainability of outcomes
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Data from: Teachers’ involvement and students’ self-efficacy: keys to achievement in higher education
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Higher Education & Research in Africa – the stakeholders
<p><strong>List of stakeholders and research-related institutions in Africa and abroad. The list is continuously being updated and displayed at </strong><a href="https://info.africarxiv.org/stakeholders/"><strong>https://info.africarxiv.org/stakeholders/</strong></a><strong>. </strong></p> <p>Correspondence: (JH, JO, NK) <a href="mailto:info@africarxiv.org">info@africarxiv.org</a> </p> <p> </p> <p>The list contains stakeholders and practitioners in Higher Education and [Open] Science on the African continent. We herewith want to encourage closer collaboration between African and non-African institutions and visualize existing ones to encourage more of that.</p> <p>Listed stakeholders include:</p> <ul> <li> <p>African research institutions and academies</p> </li> <li> <p>Institutions that work towards research and HE capacity building in Africa</p> </li> <li> <p>Non-academic institutions that work closely with universities and research institutions in Africa</p> </li> </ul> <p>Universities have not been added to the list. We are aware that several lists on African universities already exist and seek to collaborate to add those to future versions of this dataset.</p> <p><strong>To suggest changes and additions to this dataset please enter directly to the Google Form at </strong><a href="https://forms.gle/97nzXuggTHodDimC6"><strong>https://forms.gle/97nzXuggTHodDimC6</strong></a>.</p> <p> </p> <p>An interactive map of the stakeholders in this list can be viewed at <a href="https://kumu.io/access2perspectives/he-research-in-africa">https://kumu.io/access2perspectives/he-research-in-africa</a> <br> <br> </p>
Do we use FLOSS in Software Engineering Education? Mapping the Profiles and Practices of Higher Education Teachers from Brazi
<p>Context:Software Engineering (SE) is a key topic in undergraduate computing-related courses that provides the basic knowledge and skills necessary for professional practice in the software industry. Teaching SE principles, concepts and practices and relating them to real-world scenarios are challenging tasks, and the adoption of Free/Libre/Open Source Software (FLOSS) projects can help to face these challenges. On the other hand, using FLOSS projects as a didactic resource may introduce additional challenges to professors that are not familiar with the FLOSS ecosystem. Objective: This research aims to identify and map the profiles of professors of SE courses in Brazil, as well as to present the pedagogical practices used in the experience with FLOSS projects in Software Engineering Education (SEE). Method: We performed a survey with higher education professors in Brazil, used K-modes algorithm to identify clusters and Decision Tree algorithm to identify characteristics that determine the use of FLOSS projects in a sample of professors who had not used this approach in the classroom.Results:The results of the research revealed characteristics of professors who use, or not,FLOSS projects in SEE, of professors grouped in the two clusters generated by the application of the K-modes algorithm, of professors grouped by the application of the Decision Tree algorithm,in addition to presenting similar characteristics the pedagogical practices evidenced by each group of SE professors.</p>
Data Literacies & Practices in Higher Education: Educators' Perspectives
<p>Results from a summer 2020 survey exploring university educators' perspectives on educational technology and datafication in their classrooms. During COVID-19, the educational technologies we rely on for teaching are designed to translate digital experience into behavioural data, and this study seeks to establish a baseline understanding of what educators understand about this data and what they believe should happen with it, as well as how their perspectives and experiences related to teaching influence their responses to data.</p>
Students' satisfaction with service quality in higher education institutions: the perspective of students' expectations and perceptions in Tanzania
<p>The main study from which these datasets were extracted was conducted through pragmatic approach, where quantitative and qualitative data were collected. A cross-sectional survey design was employed to collect data from one selected Higher Education Institution in Tanzania. Questionnaires with seven Likert-like scales were used to collect data on students’ ratings on expectations, perceptions and satisfaction on service quality in Higher Education and intentions to re-enroll to the same Higher Education. The first year and finalist students were selected through cluster sampling of students pursuing different degree programs. The intent of the study was to examine the perceived differences of students’ expectations, perceptions and satisfaction based on differences of demographic characteristics. The collected data were initially analyzed by conducting Confirmatory Factor Analysis (CFA) to identify dimensions that determine service quality in Higher Education. In addition, Multi Linear Regression Analyses were conducted to examine the linear relation between quantitative (continuous) response variable and one or more independent variables. This was performed to study the relationship between several independent variables and each of the <strong>factors produced from factor analysis</strong>. Demographic characteristics such as mode of parenting, education level, and economic status, and schooling background, year of study and degree programme (specialization) were used as independent (continuous) variables while the two factors produced in CFA were used as dependent variables. Final data for interpretation were transformed into Tables with parameter estimates and standard errors of linear regression model for expectations, perceptions, satisfaction and intentions.</p>
Gameful experience and student engagement: A Comparative Study of Role-Playing and Puzzle Games in Higher Education
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DEVELOPMENT OF PRACTICAL AND CREATIVE SKILLS THROUGH THE EGC (ENGINEERING GRAPHIC COURSE) PLATFORM AS AN EXAMPLE OF STUDENTS OF TECHNICAL HIGHER EDUCATION INSTITUTIONS
<p>This article describes the importance of the EGC (Engineering Graphics Course) platform in developing students' practical and creative skills in the design process and developing self-directed learning processes. Theoretical and practical results of the role of the EGC (Engineering graphic course) platform in the implementation of the design process are explained when students master it using modern graphics programs such as KOMPAS 3D V20.0.1., AutoCAD, SolidWorks, 3D Max.</p>
IMPORTANCE OF MODERN PEDAGOGICAL TECHNOLOGIES IN TEACHING PHONETICS IN HIGHER EDUCATIONAL INSTITUTIONS
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USE OF A FRAME MODEL IN LITERATURE CLASSES IN A HIGHER PEDAGOGICAL EDUCATIONAL INSTITUTION
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USE OF A FRAME MODEL IN LITERATURE CLASSES IN A HIGHER PEDAGOGICAL EDUCATIONAL INSTITUTION
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IMPORTANCE OF DEVELOPING LEARNERS' AUTONOMY IN HIGHER EDUCATION INSTITUTIONS IN UZBEKISTAN
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ScienceDex guides
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These curated guides explain access requirements, typical timelines, costs, and reuse considerations for widely used research datasets.
Allen Brain Atlas
Allen Brain Atlas is an Allen Institute collection of brain map atlases, datasets, APIs, and analysis tools covering mouse, human, and non-human primate brain resources.
Annotated Behaviour and Observability Dataset (ABODe)
ABODe is a University of Edinburgh DataShare dataset for behavior classification in group-housed mice using home-cage video, identities, bounding boxes, ground-plate positions, and annotator labels.
DANDI Archive for NWB datasets
DANDI is a BRAIN Initiative archive for publishing and sharing neurophysiology data, including electrophysiology, optophysiology, and behavioral data packaged as NWB and related standards.
International Brain Laboratory public data
The International Brain Laboratory public data releases expose standardized mouse decision-making experiments, including Neuropixels recordings, widefield calcium imaging, behavior, and session metadata accessed through the ONE API.
OpenNeuro
OpenNeuro is a free, open platform for sharing neuroimaging datasets, with public search, dataset pages, and download paths for web, S3, DataLad, and the OpenNeuro CLI.