Learning remotely during a pandemic: are students in a developing country fully equipped with tools for swift changes?

Many higher educational institutes are forced to the online mode of lecture delivery without fully understanding students’ perspectives of remote study during COVID-19, and the resource limitations of students to engage successfully in remote learning. The present study aimed to understand this gap and the students’ perspective. We collected and analysed the devices, which used by the students to connect to remote learning in a developing country. It was found that the majority of students are dependent on the laptop-smartphone combination to engage in remote learning, particularly the students in rural areas. The results highlighted the importance of smartphones in the online learning experience, considering their affordability, relatively long battery life, inbuilt internet capabilities, and portability. Although students indicated their willingness for remote learning, they clearly recognised the need for face-to-face teaching return to avoid some of the challenges and disadvantages they face as a part of remote learning

Assessment and feedback for large classes in transnational engineering education: student–staff partnership-based innovative approach

Assessment and feedback (A&F) are two major components of any educational program and must be properly in place to ensure student learning and quality of experience. However, these important components come under severe challenges of meeting student expectations in the large class size context. When the program delivery relates to a transnational educational (TNE) scenario, the additional constraints on staff–student physical interaction, regional time differences and cultural background gaps introduce additional challenges: Conducting proper assessments and provide timely and constructive feedback to the students. In this paper, the authors propose a novel assessment and feedback framework which exploits having a large student number as a positive factor by introducing staff–student partnership to implement efficient assessment and feedback strategies. Authors propose to use students for peer-review, assessment design, evaluation rubric design and tutorial-based feedback. The students also take part in preparing feedback clusters based on which the instructor provides pseudo-personalised video feedback. Through feedback clusters, authors introduce the trade-off between individual feedback and generic feedback. The results of the study are particularly promising in terms of student satisfaction and learning enhancement

Load frequency control using the particle swarm optimisation algorithm and PID controller for effective monitoring of transmission line

Load frequency control (LFC) plays a critical role in maintaining the stability and reliability of the power system. With the increasing integration of renewable energy sources and the growth of complex interconnected grids, efficient and robust LFC strategies are in high demand. In recent years, the combination of particle swarm optimisation (PSO) and proportional-integral-derivative (PID) controllers, known as PSP-PID, has been used as a promising approach to enhance the performance of LFC systems. This article focuses on modelling, simulation, optimisation, advanced control techniques, expert knowledge, and iterative refinement of the power system to help achieve suitable PID settings that provide reliable control of the load frequency in the transmission line. The performance indices of the proposed algorithm are measured by the integral time absolute error (ITAE), which is 0.0005757 with 0.9994 Ki, 0.7741 Kp, and 0.1850 Kd. The model system dynamics are tested by varying the load frequency from 300 MW to 350 MW at a load variation of 0.2. The suggested controller algorithm is relatively reliable and accurate in power system management and protection load frequency control compared to conventional methods. This work can be improved by including more generating stations synchronised into a single network

Mentoring and coaching as a learning technique in higher education: The impact of learning context on student engagement in online learning

Coaching and mentoring has been regarded as one of the key learning techniques in the modern learning environment in the recent past. With the swift shift in the higher education sector to a more digitally driven learning environment, limited research has evaluated the impact of coaching and mentoring on student engagement in online learning. This study aimed to evaluate the impact of coaching and mentoring on enhancing student engagement in the higher education sector. The study applied a combination of quantitative and qualitative methods of data collection, where the primary data were collected from 120 respondents via a questionnaire and 20 in-depth interviews, covering undergraduates through a simple random sampling technique. The data analysis showed that the mentor’s ability to facilitate learning and encourage mentees to be focused on their goals were the most significant factors that affected student engagement in online learning. In total, 43% of the respondents extremely agreed that they are willing to recommend their colleagues to receive the service of a mentor to help them reach their optimum potential in an online learning environment. The findings of the study recommend that the higher educational institutes should administer a sound mentoring process that meets the ethical backgrounds to consistently support the continuous improvement of the students in an online learning environment to enhance their engagement in learning activities

Academic Standards and Quality Assurance: The Impact of COVID-19 on University Degree Programs

COVID-19, caused by a member of the coronavirus family of viruses, has spread to most countries around the world since it was first recorded in humans in China in late 2019. Closing universities and cancelling all face-to-face activities have become a COVID-19 inevitable reality in many parts of the world. Its impact on university programs, particularly to maintain academic standards and quality assurance procedures, has become significantly more challenging and complex. New ways of working digitally, to minimize disruption to daily operations, have also led to enormous anxiety and uncertainty within the student population, and meeting students’ expectations has also become significantly more difficult. This paper reviews actions taken by universities to safeguard high academic standards and quality assurance procedures during this time and appraise the challenges and impacts on students’ academic performance

Happy Sustainability: A Future Quest for More Sustainable Universities

For decades, sustainability researchers have tenaciously insisted on transforming higher education institutions into more sustainable and inclusive campuses. Yet, as the 2030 agenda seems unlikely to be achieved, universities are struggling to meet the fourth Sustainable Development Goal (SDG 4) before the 2030 deadline. In addition, the post-COVID-19 era demands quality and inclusive education that entails care for students experiencing high stress levels. So far, most of the significant achievements are within the environmental or economic dimensions of sustainable development, but strengthening the social dimension is still one pending task. The importance of happiness to sustainability initiatives on campus, and beyond, deserves further research. To this end, this article offers insights into incorporating the sustainability–happiness nexus into sustainable universities to enhance the social dimension of sustainability. COVID-19 reminds sustainability academics and stakeholders that teaching technical and scientific knowledge is necessary to become more sustainable. Still, it is not sufficient to achieve the goals in the 2030 agenda. Providing inclusive and sustainable quality education will be reached when more sustainable universities consider happiness the ultimate goal of human development

Embedding Sustainability in Higher Education: Are We Moving in the Right Direction?

Sustainable development has become far-reaching due to the major breakthrough in efforts towards the 2030 Agenda for Sustainable Development adopted by the UN General Assembly in 2015. The sustainable development goals (SDGs) describe major development challenges faced by humans universally and are considered “challenges for humanity” giving it a sense of urgency in both international and national agendas. Higher education sector has a significant role to play in helping to achieve the SDGs, and also has the capacity to play a leading role. Embedding sustainability in learning and teaching is one of the approaches higher education institutions have taken to equip students with the knowledge and skills necessary to support the transition to a sustainable future. Future generations of students will be much more concerned about sustainability, and as a result embedding sustainability into higher education curriculum can be widely seen as a popular approach. This paper reviews current status of embedding sustainability in higher education, including barriers and emerging good practices, as well as future direction

The Role of Personal Values in Learning Approaches and Student Achievements

Personal values play a significant role when adopting learning approaches by individuals during their studies. Particularly in higher education, these values significantly influence the character that individuals play within their learning community and ultimately influence their academic achievements. The purpose of this paper is to investigate personal values in their choice of learning approaches and, subsequently, how it impacts one’s academic achievements. It also investigates the importance of developing an individual’s personal values as a part of their wider studies, while aligning these with graduate attributes and balancing them with knowledge and skills, to produce successful graduates in a society