HETS Online Journal

Message from the Chief Editor

2024-05-02T01:27:41+00:00

Driving Accessibility: Tarrant County College’s Online Campus Races Toward Accessibility for Online Courses and Communication?

2024-03-30T18:48:14+00:00

This article presents Tarrant County College Connect Campus's initiative to enhance accessibility in online courses and communication. It highlights the challenges of compliance with state and federal accessibility regulations in higher education and the legal, financial, and human impacts of non-compliance. The study discusses the disproportionately lower accommodation rates for students with disabilities at two-year colleges compared to four-year institutions. The TCC Connect Campus Accessibility Roadmap (CAR) is introduced as a comprehensive approach to creating accessible learning environments, including continuous improvement plans to align with changing regulations and new technologies.

ESOL in the Digital Age: Crafting a Tailored Learning Journey

2024-03-30T18:50:16+00:00

Abstract

In today’s interconnected world, the demand for English as a Second Language or Other Language (ESOL) instruction in higher education has never been greater. As the global community continues to expand, the ability to communicate effectively in English has become a valuable skill for individuals seeking to pursue a college education, advance their careers, and engage in international discourse. ESOL online courses have emerged as a popular choice for college-bound individuals looking to enhance their English language proficiency, offering accessibility and flexibility for learners from diverse backgrounds. However, these online courses also come with certain drawbacks, including reduced engagement, the need for self-discipline, and variable quality courses. Adjusting the college admission process to align with ESOL students’ language proficiency is essential for equitable access to higher education. Ultimately, the decision to pursue ESOL online courses should be based on a careful assessment of both the benefits and challenges, ensuring alignment with each individual’s unique circumstances and college-bound aspirations.

Impact of Growth, Purpose, and Sense of Belonging (GPS) Mindset Intervention on Student Retention Rates in Asynchronous Mathematics Courses

2024-04-05T20:18:03+00:00

This study aims to study the effects of incorporating a Growth, Purpose, and Sense of Belonging (GPS) mindset intervention on student retention rates within asynchronous mathematics courses. Specifically, the research hypothesis suggests that integrating the GPS mindset intervention into these courses will yield a statistically significant improvement in student retention rates. Data were collected from Calculus III, Differential Equations, and Linear Algebra courses across multiple semesters—Fall 2018, Spring 2019, Fall 2022, and Spring 2023 to evaluate the impact. Comparative analysis was performed to explore the effectiveness of the intervention. Preliminary findings from the study indicate that the GPS mindset intervention plays a pivotal role in elevating student retention rates in asynchronous mathematics courses. These results contribute to the ongoing discourse on academic retention strategies and underscore the potential benefits of mindset interventions in educational settings.

Aplicabilidad del modelo de retención estudiantil de Berge y Huang en estudiantes a distancia a nivel graduado de una universidad privada en Puerto Rico

2024-04-05T19:57:05+00:00

En este artículo se describe la aplicabilidad del modelo de retención estudiantil de Berge y Huang en estudiantes a distancia a nivel graduado de una universidad privada en Puerto Rico. El investigador desarrolló un instrumento para un estudio fenomenológico cualitativo que tuvo como objetivo dar respuesta a las preguntas de investigación. Este estudio utilizó el Modelo de Retención Estudiantil Sostenible de Berge y Huang para analizar las condiciones que influyen en la efectividad institucional para reducir la deserción desde la perspectiva de la educación a distancia. Asimismo, los factores que influyen en el desempeño de los estudiantes y los factores que contribuyen a la decisión de dejar la educación. Por último, el rol del educador con respecto al impacto en las decisiones de los estudiantes de persistir. En este estudio se utilizaron unas guías de preguntas durante el proceso de entrevistas virtuales a estudiantes y profesores desarrolladas por el investigador y validadas por un panel de 10 expertos. La muestra la conformaron cinco profesores y cinco estudiantes, para un total de 10 participantes. Según los datos recopilados, se demostró que los factores que afectan la retención de los estudiantes graduados en la educación en línea son: flexibilidad, automotivación, sistemas de apoyo, carga de trabajo, interacciones de los estudiantes, apoyo familiar, calidad del curso en línea, factor económico, crecimiento profesional y habilidades previas. Como parte de las conclusiones, se determinó lo siguiente: 1) Se validó la aplicabilidad de los factores circunstanciales del modelo de retención estudiantil de Berge y Huang (2004) a nivel graduado, diseñado originalmente para estudiantes subgraduados y 2) Se realizó una validación parcial de los factores personales e institucionales del modelo conceptual de Berge y Huang (2004).

Liderando la revolución digital: Estrategias de evaluación en la era del Chatbot

2024-04-05T20:20:45+00:00

As robotics continues to advance, people may finish exams or essays without knowing it. Therefore, the educational community faces two options: adhere to current teaching practices or embrace digital disruption within collaborative classrooms. Teachers need to become familiar with and use innovative assessment techniques that acknowledge and value new disruptive and emerging technologies to address the challenges posed by artificial intelligence (AI). The study presents evaluation strategies designed for the chatbot era.

An Assessment of the Active Learning Worksheets in an Undergraduate Human Anatomy and Physiology Course

2024-04-09T00:21:38+00:00

Anatomy & Physiology I is a demanding gateway science course for community college students. It is particularly challenging for underrepresented Hispanic students who must navigate course content, language barriers, and work-related time constraints. This paper introduces a new active learning strategy to promote meaningful learning and conceptual understanding of Anatomy & Physiology, enhancing students' academic success. The teaching strategy incorporates enhanced lecture presentations and discussions. It also includes periodic pauses for students to engage in active learning activities aligned with learning outcomes. These activities spark student interest and provide immediate feedback on their understanding of challenging topics. The study indicates that the pass rate, mainly grades of C+ and above (a requirement in all nursing courses), was consistently higher for active learning participants than those who attended traditional lectures. This evidence suggests that an active learning environment boosts academic performance among our ethnically diverse students.

Online Course Design Review: Quality e-Learning Practices in Higher Education

2024-04-10T05:42:37+00:00

This article presents the importance of online course revision to improve best practices in distance higher education, increase student success and raise retention rates. A year-long, systematic, unified approach to online course review was conducted by a committee of Humanities professors. The aim of this paper is to share the significant enhancements made to an online course design, using the 7th Edition of Quality Matters Higher Education Rubric to boost student engagement, performance, and satisfaction. This study discusses how each standard was applied to refine an online course. The purpose of the revision was to systematically address the standards as proposed by the QM rubric. Findings revealed areas to strengthen in each of the eight general standards resulting in the actualization of the course design to be more accessible and practical for student use. A few of the specific enhancements because of the revision were the creation of a course content map, clear and predictable design, weekly email reminders, and rubrics. Student feedback confirmed positive outcomes after the successful implementation of best practices using the QM rubric.

La reducción poblacional y su impacto en las instituciones de PR

2024-03-30T17:27:17+00:00

This article updates data on the population of Puerto Rico and its impact on enrollment and higher education institutions in the country for fall 2022. In addition, it elaborates about the enrollment of 12th grade students, the enrollment of distance students, and proposes several estimates of the country's university enrollment by 2025. For the coming years, a gloomy outlook is estimated for the survival of the country's small higher education institutions.

Actitudes del docente de las materias de español y matemáticas, de cuarto y quinto grado, durante las prácticas de inclusión con estudiantes con discapacidad en la sala de clases regular

2024-04-16T17:03:26+00:00

The purpose of this research was to explore and describe the attitudes of teachers of Spanish and mathematics subjects in fourth and fifth grade during inclusion practices with students with disabilities in the regular classroom of public elementary schools in the center of the island. The research was supported by the sociocultural theory of Lev Vygotsky (1925 - 1934), the concept of Otherness of Skliar (2002) and the theory of Reasoned Action of Ajzen and Fishbein (1980). The methodology was qualitative, with a phenomenological design. The population was 251, of which 8 regular teachers of fourth and fifth grade of the subjects of Spanish and mathematics participated, from the elementary public schools of the center of the island, belonging to the Bayamón Educational Region of the Department of Education of Puerto Rico (DEPR). The findings were interpreted and analyzed using the Wolcott (1994) model, by relating categories and identifying the relationship between them. The conclusions highlighted that there is a positive attitude from the participating teachers, towards their inclusion practices, when attending students with disabilities in the regular classroom.

Innovación educativa: un análisis descriptivo sobre la integración de la herramienta Prodigy como técnica de gamificación para la enseñanza de las matemáticas.

2024-04-02T16:09:15+00:00

To support teaching and facilitate deep learning among students, educators require skills in integrating technology effectively. Particularly in math classes, the selection of technologically oriented learning resources poses a significant challenge. This study aimed to utilize the SAMR paradigm to assess the integration of Prodigy for applied gamification in math teaching and learning by sixth-grade teachers. The SAMR model served as a framework to evaluate how this tool functioned as a substitution, augmentation, modification, and redefinition of academic practices. Employing a qualitative methodology, data was collected on the utilization of Prodigy and its integration into teaching practices through analysis of lesson plans. The findings revealed that teachers across all SAMR levels successfully integrated technology into math instruction, ultimately reshaping the teaching process and positively impacting student academic achievement.

Institutional Readiness to Digital Education: Championing 10 years of Student and Faculty Success

2024-04-15T17:54:59+00:00

Around the world, educational institutions continue to grapple with the need for change compounded by the aftereffects of the COVID-19 pandemic. It has been well forecasted that higher education institutions must change to cater to and better serve the modern learner's needs. Learners have many expectations about their educational institutions: agility, dynamism, new ways of learning, digital learning, flexibility, and new business models. At the heart of this, an institution has embraced these expectations through an online campus. This article discusses the success of the TCC Connect Campus, conceptualized as a centralized online eLearning campus in Texas, which has embraced many of these tenets. The author will communicate the strategies employed to grow and scale academic offerings, student services, quality, and rigor and develop best practices to satisfy the needs of non-traditional students in a completely online campus. The campus will be celebrating its 10^th year of operation in 2024.

Factores que influyen en la implementación de la tecnología en el ejercicio de enseñanza-aprendizaje

2024-04-24T14:40:29+00:00

The means of production and reproduction are based on the premise that students develop in the curricula the necessary competencies to enter the labor market. These competencies include and are not limited to those related to the use of technologies and their integration into the various professional scenarios in the 21st century. According to Gramsci (1932) hegemony expects from the working classes the necessary knowledge to maintain the means of production and reproduction needed in modern societies. This premise, when it coincides with industrial revolutions such as the one we are experiencing (Industrial Revolution 4.0), is affected to the extent that those who have the responsibility to teach do not have the training or experience with the technologies that could be integrated into the teaching-learning exercise that will eventually be part of the work environment of future graduates. The purpose of this essay was to reflect on the technological skills of those who teach and those who come to learn, taking as a reference two models of technology integration in teaching as well as several learning theories. The accelerated development of technologies and the ever-shortening time lapses between industrial revolutions hinder the development of technological skills of those who teach, while students arrive with more technological skills than those who teach them. This paper concludes that institutions should conduct evaluations and curricular revisions in shorter periods of time while teachers should be updated in the use and management of technologies.

Message from the Chairman

2024-05-02T01:39:59+00:00