1,720,963 research outputs found
Embracing inclusivity and flexibility in higher education: A study of HyFlex delivery and its impact on diverse undergraduates in the postpandemic era
No full textflexible study pathways, Universal Design for Learning, inclusivity in higher education,
socio-economic background, online and blended learning, widening participationIn the wake of the COVID-19 pandemic, higher education has undergone a significant
transformation, necessitating a re-evaluation of pedagogical approaches to meet the
evolving needs of a diverse student body. This article delves into these changes, with a
particular emphasis on the adoption and impact of Hybrid Flexible (HyFlex) delivery
models in higher education. Conducted at a Scottish university, this study focuses on a
mandatory management accounting course for accounting and finance students,
exploring how the HyFlex model aligns with principles of inclusivity and Universal Design
for Learning.
The research examines student preferences for HyFlex education and its influence on
academic performance, paying special attention to how these preferences and outcomes
vary among students from different socio-economic backgrounds. The findings indicate
that while a majority of students exhibit a preference for a blend of online and oncampus
attendance, there is a notable inclination towards online engagement among
students from more deprived areas. Factors such as travel challenges, work-life balance,
and anxiety are identified as significant determinants in the choice of remote learning.
Additionally, the study reveals a moderate correlation between students' socio-economic
status and their exam performance, with varying results across different modes of
delivery. This suggests that while HyFlex education offers a flexible framework, its
effectiveness and accessibility can differ based on individual student circumstances.
While further research is required for more definitive conclusions, this study contributes
valuable insights into the post-pandemic educational landscape. It underscores theUniversity of Glasgow, Glasgow, UKLP202
ChatGPT in academic assessments: upholding integrity
Get PDFThis study examines the impact of AI, particularly ChatGPT, on academic integrity and assessment practices in higher education. As AI integration grows, concerns about its potential to undermine academic rigour and increase inequalities have surfaced. Through interviews with students and a lecturer, the research explores the benefits and challenges of using ChatGPT in academic work. The innovative approach of having students use ChatGPT to write assignments highlights both efficiency gains and the need for responsible use. Findings reveal the importance of using AI-generated content as a supplement rather than a replacement for traditional learning, with concerns about its potential misuse. The study advocates for updated integrity policies and clear guidelines to ensure AI enhances, rather than compromises, education. Emphasising ethical AI use and process-oriented assessments, the study offers strategies to promote fairness, integrity, and critical thinking in the digital age
Scottish Social Mobility Index 2024
No full textHEPI has been central to discussions on social mobility in higher education, especially through the English Social Mobility Index (ESMI), created by Professor David Phoenix, Vice-Chancellor of London South Bank University. The ESMI provides a framework to evaluate English universities’ support for social mobility, focusing on access for disadvantaged students, continuation, and graduate outcomes. The 2024 version of the Index was published yesterday.
Building on Professor Phoenix’s work, this analysis by Adam Finkel-Gates adapts the ESMI framework to Scotland, creating the Scottish Social Mobility Index (SSMI)
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