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Education Sciences
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Research Methods and Empirical Studies of Higher Education Study Environments
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Research Methods and Empirical Studies of Higher Education Study Environments

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Higher Education".

Deadline for manuscript submissions: closed (1 September 2024) | Viewed by 14451

Special Issue Editors

Prof. Dr. Ane Qvortrup

E-Mail Website
Guest Editor
Department of Design, Media, and Educational Science, University of Southern Denmark, DK-5230 Odense, Denmark
Interests: global education; study environment; dropout; well-being; mixed methods research; methods in educational research
Dr. Rie Troelsen

E-Mail Website
Guest Editor
SDU Centre for Teaching and Learning, University of Southern Denmark, DK-5230 Odense, Denmark
Interests: study environments; built learning spaces; higher education teaching and learning; academic development

Special Issue Information

Dear Colleagues,

Educational research often separates the causes of academic performance into “prior” conditions such as student demographics, students’ previous educational results, admission criteria, etc., on the one hand, and changeable factors on the other hand (Scheerens & Marks, 2017). Changeable factors include class size, student–staff ratios, indoor environment, length of the school day, and pedagogical factors, that is, all types of teaching practices and activities (Scheerens, 2017). There is widespread agreement that the strongest basis for strengthening the quality of teaching is established when changeable factors are given particular consideration (Hanushek, 2011; Scheerens, 2017). However, it has been difficult to reliably identify specific factors within the study environment (Hanushek, 2011; Rivkin et al., 2005; Rockoff et al., 2011; Scheerens, 2017), which is suggested to be a crucial reason for the lack of progress in the research area (Archer et al., 2014; Borman et al., 2003; Detterman, 2016; Ferguson & Hirsch, 2014; Johnson, 2006; Rivkin et al., 2005; Rockoff et al., 2011; Scheerens, 2014, 2017; Scheerens & Marks, 2017; Timmermans, 2012). Based on this, for this Special Issue, we invite colleagues to contribute articles on Research Methods and Empirical Studies of Higher Education Study Environments (meaning both offline and online teaching and learning settings and activities aimed at both curricular and extracurricular purposes). The aim is to jointly strengthen research into the changeable factors in higher education with a view to creating a strong foundation for developing the quality of study environments. 

Prof. Dr. Ane Qvortrup
Dr. Rie Troelsen
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • study environment
  • higher education
  • changeable factors
  • research methods

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Published Papers (7 papers)

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Research

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23 pages, 2053 KiB  
Article
A Proposed MIMIC Structural Equation Model for Assessing Factors Affecting Time to Degree—The Case of the Greek Tertiary System
by Dimitrios Kalamaras, Laura Maska and Fani Nasika
Educ. Sci. 2025, 15(2), 187; https://doi.org/10.3390/educsci15020187 - 5 Feb 2025
Viewed by 545
Abstract
Using a structural equation modeling approach, this study has attempted to untangle the underlying pathways on how students’ demographics and pre-college characteristics that reflect academic preparation, combined with major factors formulated in the university environment, affect time to degree. It does so by [...] Read more.
Using a structural equation modeling approach, this study has attempted to untangle the underlying pathways on how students’ demographics and pre-college characteristics that reflect academic preparation, combined with major factors formulated in the university environment, affect time to degree. It does so by developing and evaluating a conceptual framework whereupon time to degree is associated with specific observed or latent factors. A properly tailored Multiple Indicator Multiple Causes SEM was used for evaluating the hypotheses made on a sample of 1137 graduates which came from a Greek University of Social and Political Science, Athens, Greece. AMOS and LISREL packages were used for the analysis. The results reveal interesting direct and indirect relationships of the various predictor variables with time to degree. In particular, the great contribution of student performance and academic integration to time to graduation has been highlighted. However, the contribution of the pre-university features is also worthy of attention. Full article
(This article belongs to the Special Issue Research Methods and Empirical Studies of Higher Education Study Environments)
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24 pages, 3549 KiB  
Article
An Analysis of Thermal Comfort as an Influencing Factor on the Academic Performance of University Students
by Pilar Romero, Víctor Valero-Amaro, Sergio Rubio and María Teresa Miranda
Educ. Sci. 2024, 14(12), 1340; https://doi.org/10.3390/educsci14121340 - 8 Dec 2024
Cited by 2 | Viewed by 2855
Abstract
Academic performance is the level of achievement that students reach in their educational activities. It is influenced by several factors that should be analysed and prioritised, especially in engineering courses, characterised by their difficulty and low success rates compared to other careers. This [...] Read more.
Academic performance is the level of achievement that students reach in their educational activities. It is influenced by several factors that should be analysed and prioritised, especially in engineering courses, characterised by their difficulty and low success rates compared to other careers. This paper analyses the impact of these factors on academic performance during exams in a technical college in southwestern Spain, with a particular focus on environmental conditions, identified as a relevant and independent variable. The results show a significant connection between thermal comfort and academic performance. Temperatures within the comfort range (23–26 °C) improved students’ satisfaction with exams. In contrast, those who experienced thermal discomfort pointed to environmental conditions as the main obstacle to their performance, overcoming factors such as prior preparation and coincidence of exams. These findings underline the importance of optimising the classroom’s thermal environment through strategies that promote a more favourable learning space, improving both students’ well-being and their academic performance. Full article
(This article belongs to the Special Issue Research Methods and Empirical Studies of Higher Education Study Environments)
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17 pages, 1681 KiB  
Article
Can Video Lectures on Enthymemes Improve Adult Learners’ Critical Thinking and Clickbait Detection Skills?
by Ana Vlah, Lisette Wijnia, Christel Lutz, Michael Burke and Sofie M. M. Loyens
Educ. Sci. 2024, 14(12), 1284; https://doi.org/10.3390/educsci14121284 - 23 Nov 2024
Viewed by 1233
Abstract
Critical thinking is essential when navigating, evaluating, and interacting with media; therefore, it is important to investigate if adults’ critical thinking skills can be trained. This paper describes an experiment investigating the impact of video lectures about enthymemes and critical thinking skills on [...] Read more.
Critical thinking is essential when navigating, evaluating, and interacting with media; therefore, it is important to investigate if adults’ critical thinking skills can be trained. This paper describes an experiment investigating the impact of video lectures about enthymemes and critical thinking skills on participants’ (N = 176) critical thinking skills, measured by the Watson–Glaser Critical Thinking Appraisal (WGCTA) and on their ability to identify clickbait headlines. Participants were adults recruited through the Prolific Platform, and they were randomly assigned to one of three conditions: an enthymeme lecture, a general critical thinking lecture, or a control condition. The results indicated no significant improvement in critical thinking scores across the conditions, as measured by the WGCTA. Similarly, no significant differences were found in the participants’ ability to identify clickbait headlines. However, a significant positive correlation was observed between higher critical thinking scores and better clickbait recognition. These results suggest that a short lecture-based intervention may not be sufficient to significantly improve adult learners’ critical thinking. Perhaps this study indicates the need for more in-depth or interactive interventions to effectively support media literacy. The material presented here is a kind of counterexample of what should be done. For this reason, it may prove useful in future research to avoid certain experimental dead-ends. Full article
(This article belongs to the Special Issue Research Methods and Empirical Studies of Higher Education Study Environments)
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29 pages, 2252 KiB  
Article
The Malleability of Higher Education Study Environment Factors and Their Influence on Humanities Student Dropout—Validating an Instrument
by Ane Qvortrup and Eva Lykkegaard
Educ. Sci. 2024, 14(8), 904; https://doi.org/10.3390/educsci14080904 - 19 Aug 2024
Cited by 1 | Viewed by 1060
Abstract
In this article, we investigate how tertiary humanities students’ perceptions of the study environment, dropout considerations, and background variables, respectively, explain variations in dropout. Based on Tinto’s Institutional Departure Model and a systematic review of the dropout literature, the study environment comprised an [...] Read more.
In this article, we investigate how tertiary humanities students’ perceptions of the study environment, dropout considerations, and background variables, respectively, explain variations in dropout. Based on Tinto’s Institutional Departure Model and a systematic review of the dropout literature, the study environment comprised an academic system, a social system, and teaching. Multivariate statistical analyses in the form of explorative factor analysis and logistic bivariate regressions were used on half-early register and survey data from all humanities students at a Danish university [University of Southern Denmark], matriculated in 2017–2019. This article found that students’ perceptions of their study environment explained between 15.8% and 36.9% of dropout, whereas dropout considerations and background parameters explained only between 0 and 9.1% and between 7.9 and 21.4% of dropout, respectively. We hereby present and discuss the results obtained during different terms. The discussion revolves around the proposed research instrument and the longitudinal research methodology, as well as around what we could learn from this study about being a humanities student and about study environments that could help us increase the number of graduates. Full article
(This article belongs to the Special Issue Research Methods and Empirical Studies of Higher Education Study Environments)
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23 pages, 1202 KiB  
Article
The Impact of Online Interactive Teaching on University Students’ Deep Learning—The Perspective of Self-Determination
by Qingyi Zhou, Hongfeng Zhang and Fanbo Li
Educ. Sci. 2024, 14(6), 664; https://doi.org/10.3390/educsci14060664 - 19 Jun 2024
Cited by 2 | Viewed by 5444
Abstract
In the process of educational practice in the digital age, the higher education system has shifted to the online model, and the training of college students’ deep learning has become the core issue. While online teaching offers great possibilities for education, its inherent [...] Read more.
In the process of educational practice in the digital age, the higher education system has shifted to the online model, and the training of college students’ deep learning has become the core issue. While online teaching offers great possibilities for education, its inherent lack of interaction has always been a major limiting factor in its effectiveness. To address this challenge, interactive pedagogy is an interaction-based teaching model in which students learn knowledge more effectively through communication and interaction with teachers and classmates, which helps to improve students’ learning abilities. This study, rooted in the theoretical framework of self-determination theory and utilizing structural equation modeling for empirical analysis, seeks to investigate the influence of online interactive teaching on deep learning among university students. The research reveals that interactive teaching significantly and directly contributes to deep learning, while the fulfillment of university students’ three fundamental psychological needs indirectly fosters deep learning by fostering intrinsic motivation. This study uncovers novel dimensions of factors influencing deep learning and underscores the vital role of interactive teaching in fostering deep learning among university students. Moreover, this not only deepens the application of self-determination theory in education but also provides valuable theoretical support for online education practices. Full article
(This article belongs to the Special Issue Research Methods and Empirical Studies of Higher Education Study Environments)
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14 pages, 1079 KiB  
Article
Impact of Teaching and Learning Modes on Graduates’ Social and Entrepreneurial Skills Development: A Comparative Analysis
by Ana Tecilazić, Ivana Ogrizek Biškupić and Mislav Balković
Educ. Sci. 2024, 14(5), 443; https://doi.org/10.3390/educsci14050443 - 23 Apr 2024
Viewed by 1434
Abstract
There is a growing interest in researching the impact of different modes of learning and teaching on the non-academic outcomes of graduates, such as their employment outcomes. This study examines the impact of teaching and learning modes on the perceived relevance of study [...] Read more.
There is a growing interest in researching the impact of different modes of learning and teaching on the non-academic outcomes of graduates, such as their employment outcomes. This study examines the impact of teaching and learning modes on the perceived relevance of study programmes in preparing graduates for career entry and the development of social and entrepreneurial skills in six European countries that participated in the Eurograduate pilot survey: Austria, Croatia, Czechia, Lithuania, Malta, and Norway. The study shows that learning and teaching methods have a modest impact on graduates’ perceptions that their study programmes provide a good foundation for entering professional life. However, it proves that there is a significant relationship emerging between activating teaching and learning modes and the development of graduates’ social and entrepreneurial skills. It, thus, expands on the results of the first European pilot study on the graduate survey and contributes to the current debates in this area. Full article
(This article belongs to the Special Issue Research Methods and Empirical Studies of Higher Education Study Environments)
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Review

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16 pages, 258 KiB  
Review
Science Learning Environments in Higher Education: Researching Classroom, Laboratory, and Field Settings
by Katrine Bergkvist Borch and Connie Svabo
Educ. Sci. 2025, 15(2), 213; https://doi.org/10.3390/educsci15020213 - 10 Feb 2025
Viewed by 839
Abstract
This study investigates how science learning environments in higher education have been researched and proposes methodological approaches for future studies. Through a state-of-the-art review, this study identifies a predominant reliance on inventory-based methods which provide valuable insights but often overlook the interplay between [...] Read more.
This study investigates how science learning environments in higher education have been researched and proposes methodological approaches for future studies. Through a state-of-the-art review, this study identifies a predominant reliance on inventory-based methods which provide valuable insights but often overlook the interplay between psychosocial and physical dimensions and the dynamic nature of learning environments. Science education extends beyond classrooms to laboratory and field settings, yet these are under-researched. This article argues for integrated, pragmatic, and holistic approaches that combine qualitative and quantitative methods to enhance understanding and improve science education. With a holistic approach we can expand the knowledge of pedagogical practices as well as designing study and learning environments that foster students’ deep engagement and learning. Full article
(This article belongs to the Special Issue Research Methods and Empirical Studies of Higher Education Study Environments)
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