| Title: Masthead |
| File: Masthead_V3_2024 |
| Title: Supporting student success in online learning during the COVID-19 pandemic: Learning Design Perspective |
| Volume: 3 |
| Journal: The Interdisciplinary Journal of Student Success |
| Abstract: During the COVID-19 pandemic, universities around the world were forced to transition to online learning, with students and lecturers undertaking classes remotely from home. While this transition may seem simple in concept, many universities have faced numerous problems failing to support students’ learning and success. The Learning Designers’ team at the University of Derby is an independent online learning unit that has been accumulating practical knowledge and skills to offer online classes with high student satisfaction and achievement for over ten years. Learning design plays a central role in generating positive outcomes. Accordingly, this article introduces strategies and suggestions for other universities regarding online education, during the pandemic and beyond. |
| Keywords: Learning Design, Online Learning; COVID-19, Shift to Online, Student Support. |
| Authors: Alison Xu, Rebecca Rawson, & Yasuhiro Kotera |
| File: Xu et al. |
| Title: Career-centric, student-specific and supply chain- oriented simulation for Business School Students: The Milk Distribution Game Experiment |
| Volume: 3 |
| Journal: International Journal of Student Success |
| Abstract: Globalization, evolving technologies, workforce demographics and the recent pandemic are the major contributors to the career choices business school students have and make across the world. The business school education, traditionally, has been using interactive lectures, case- studies, and project-based approach to impart knowledge and career specific-skills. Off late and in certain contexts, to enhance hands-on learning, simulation tool has been found to be more effective. In this article, we focus on a simulation game called the Milk Distribution Game (MDG), which is an extension of the famous Beer Distribution Game (BDG). We have developed the MDG to help students learn the career aspects of the supply chain industry, which includes, pricing, inventory, distribution, and time-management. The MDG extension entails addition of three products, milk powder, condensed milk, and clarified butter (Ghee), instead of one in the BDG, and a limited raw material as milk. The simulation experiment required the students to understand the original BDG, and successfully articulate the dynamics of supply chain’s bullwhip effect of the MDG. We conclude by discussing the career-centric applications of the MDG that demonstrates the cascading effect of hype in the demand of one product and its respective influence on the rest of the supply chain participants. |
| Keywords: Career-centric, student-specific and supply chain- oriented simulation for Business School Students: The Milk Distribution Game Experiment |
| Authors: Vivek Bhatt, Bhargav Adhvaryu, & Shriram Kadia |
| File: Bhatt et al. |
| Title: Student Judgements of AI-generated and human-generated educational content [Protocol] |
| Volume: 3 |
| Journal: The Interdisciplinary Journal of Student Success |
| Abstract: Academics are aware of the emergence and rapid growth of accessible and user-friendly artificial intelligence (AI) writing software, such as the popular ChatGPT. Though focus has been placed on the students’ usage of such software, this could also present a viable tool for academics. This protocol details a mixed methods approach to systematically and rigorously compare the impact that AI-generated learning content (vs. human-generated learning content) has on students, as well as to understand student perceptions and acceptance of AI-generated content more broadly. Phase one uses AI prompting to generate a piece of learning content comparable to human-generated content as validated via sentiment analysis. Phase two uses analyses of covariance to explore the impact of teaching content type (AI- vs. human-generated) and the associated label accompanying it (congruent vs. incongruent) on students’ judgements of said content after controlling for the covariates of age, sex, intrinsic motivation, extrinsic motivation, and general acceptance of AI. Phase three uses semi-structured interviews across multi-disciplinary student samples to explore acceptance of AI-generated teaching content in higher education. This protocol will facilitate large-scale replication of our methods across an international and interdisciplinary landscape. |
| Keywords: AI, Artificial Intelligence, Educational Content, Student Judgment. |
| Authors: Gary F. Fisher, Paula Shaw, & Dean Fido |
| File: Fisher et al |
| Title: Sustainability In Practice: A Case Report of An Interdisciplinary Online Student Conference |
| Volume: 3 |
| Journal: Interdisciplinary Journal of Student Success |
| Abstract: Sustainable development is interdisciplinary and applicable to all Higher Education subject areas. However, in some curricula its importance is overlooked which presents a barrier to the achievement of the United Nation Sustainable Development Goals (SDGs). To address this, we organised a ‘Sustainability in Practice’ online conference that invited students to discuss ‘Sustainability, what’s it got to do with me?’. The conference, embraced a transformational education approach and active learning, included keynote speakers, breakout sessions and research posters. Student feedback highlighted that they found the event valuable and inspirational: the knowledge gained and discussions with academics and peers were particularly helpful. Students also wished for further engagement, emphasising the event’s value and impact on their appetite for knowledge. Insights reported will enable other institutions to replicate the conference thereby helping them to develop their own students’ knowledge and facilitate conversations on sustainability, contributing to education for sustainable development and further achieving the SDGs. |
| Keywords: Sustainability; Higher Education; Interdisciplinary; Online; Education for Sustainable Development. |
| Author: Rebecca Rawson, Yasuhiro Kotera, Uchechukwu Okere, & Timothy Fry |
| File: Rawson_Proof |
| Title: Gender-Differentiated Motivation and Academic Self-Concept as Predictors of Student Retention Among Community College Students |
| Volume: 3 |
| Journal: Interdisciplinary Journal of Student Success |
| Abstract: Attrition in community colleges has become a major focus of education research over the last four decades. This cross-sectional aimed to establish associations between student attrition and predictors including genderdifferentiated motivation styles and academic self-concept in a community college population. A sample of 339 students enrolled in semester one of a two-year fulltime diploma program at Humber College were recruited and surveyed, and their responses were crops-referenced with institutional data to establish these associations. The findings showed no difference in motivational styles between genders. Academic self-concept score significantly predicted first semester attrition, while motivational styles were predictive of second semester attrition. |
| Keywords: Motivation, Gender, Academic Self-Concept, Retention, College |
| Author: Mona Nouroozifar |
| File: Nouroozifar |
| Title: Leading the Way: Envisioning the Future of Higher Education |
| Journal: The Interdisciplinary Journal of Student Success |
| Abstract: NA |
| Keywords: Higher Education, Book, Review. |
| Authors: Vernando Yanry Lameky |
| File: Lameky |