Lighting Talks

Generative AI Use In The Classroom: Student Perception And Learning Outcomes

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Marissa K. L. E*  and Misty So-Sum WAI-COOK 

Centre for English Language Communication (CELC), NUS 

*elcmari@nus.edu.sg 

E, M. K., L., & Wai-Cook, M. S. S. (2024). Generative AI use in the classroom: Student perception and learning outcomes [Lightning talk]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-marissakle-wai-cook/

SUB-THEME

Opportunities from Generative AI 

KEYWORDS

Generative AI, academic literacies, higher education, academic writing 

CATEGORY

Lightning Talk

EXTENDED ABSTRACT

The emergence of Generative AI has required educators to re-think their approaches to teaching and learning. In the context of the academic literacies classroom, the use of Generative AI has caused mixed reactions among educators. This is because of how the technology can potentially provide useful writing support to students, yet also be easily used to produce texts on demand that can meet assignment requirements. As such, calls have been made for writing instructors to teach students how to appropriately harness Generative AI as a tool to enhance their writing and research skills (Johinke et al., 2023).  

 

In response to this call, we describe here, two exploratory case studies from two different writing courses where Generative and semi-Generative AI tools have been used in the academic literacies classroom to teach students how to develop initial topic ideas for a research paper, assist them with the writing process and provide them with the opportunity to critically assess different platforms to search for scholarly sources for the research paper. The main difference between Generative and semi-Generative AI tools is that the latter is not as freely generative as the former. 

 

The focus in the first case is to examine if, and how, students use Generative and semi-Generative AI tools to conceptualise ideas and assist them in writing research papers, and their perceptions of the effectiveness of using such tools during their writing process. Querying student perception regarding their experience with such tools is important as it can be associated with their motivations underlying the use of the tools, as well as useful insights about the utility of such tools for future student cohorts (Chan & Hu, 2023). A survey was used in this first case.  

 

In the second case, the use of Consensus.ai, a semi-Generative AI tool employed for searching for research sources, is described. We show here how students not only used the tool to search for research sources, exhibiting useful research skills, but also used critical thinking (Huang et al., 2024) to discern whether these sources are useful in the context of a proposed small-scale research study assignment.  

 

Figure 1 shows an extracted portion from a graphic organizer used in class where students had to critically compare three platforms—Consensus.ai, Google Scholar and NUS Libraries databases like JSTOR. The first platform is the semi-Generative AI platform while the remaining two are more traditional platforms used for searching for research sources. Students used the organiser to pen down how the three platforms helped them with their literature search. In Figure 1, we can see how the student has formed a critical opinion about two of the platforms. He first points out how Consensus.ai has its strengths, like its ability to facilitate quick identification of the thesis of an article, in comparison to Google Scholar. He is also able to identify how Google Scholar has an advantage over Consensus.ai with its ability to cover a wider range of articles in comparison.  

 

Figure 1. Graphic Organiser

 

The fact that Generative AI is increasingly capable of producing writing that is grammatically correct and relevant to a given prompt, with only the characteristic of style lacking at this point, means that academic literacies courses need to go beyond text production and focus as well on how thinking skills like ideation that go into the process of producing text can be facilitated (Dai et al., 2023).  

REFERENCES

Chan, C. K. Y., & Hu, W. (2023). Students’ voices on generative AI: Perceptions, benefits, and challenges in higher education, International Journal of Educational Technology in Higher Education, 20(43), https://doi.org/10.1186/s41239-023-00411-8 

Dai, Y., Liu, A., & Lim, C. P. (2023). Reconceptualizing ChatGPT and generative AI as student-driven innovation in higher education. Procedia CIRP, 119, 84-90.  https://doi.org/10.1016/j.procir.2023.05.002

Huang, C. W., Coleman, M., Gachago, D., & Van Belle, J. P. (2024). Using ChatGPT to Encourage Critical AI Literacy Skills and for Assessment in Higher Education. In Van Rensburg, H.E., Snyman, D.P., Drevin, L., Drevin, G.R. (Eds.), ICT Education. SACLA 2023. Communications in Computer and Information Science, 1862. Springer, Cham. 

Johinke, R., Cummings, R., & Di Lauro, F. (2023). Reclaiming the technology of higher education for teaching digital writing in a post-pandemic world. Journal of University Teaching and Learning Practice, 20(2), https://doi.org/10.53761/1.20.02.01 

Integrating Career Education into Introductory Courses with AI Assistant: A Case Study with EC2880C “Introduction to Foreign Exchange”

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MUN Lai Yoke 

Department of Economics
Faculty of Arts and Social Sciences (FASS)

ecsmunl@nus.edu.sg 

Mun, L. Y. (2024). Integrating career education into introductory courses with AI Assistant: A case study with EC2880C “Introduction to Foreign Exchange” [Lightning talk]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-lymun/

SUB-THEME

Opportunities from Career Exploration with AI Assistant 

KEYWORDS

Career development learning, AI assistant 

CATEGORY

Lightning Talk

EXTENDED ABSTRACT

EC2880C “Introduction to Foreign Exchange” is a new economics course with no economics prerequisites. It is designed and taught by the author, primarily for freshmen and sophomores. Being a primer, it can be taken independently as a standalone course. It provides a foundation of the foreign exchange markets for students who are keen to work in corporations with global operations, or financial institutions including the central banks.

 

With the increase in global trade and capital flows, understanding and managing foreign exchange market exposures are important skills in the workplace. This course introduces students to the foreign exchange markets, institutions, tools and applications. The objective of this course is to provide students with the contexts and tools to think about current issues related to foreign exchange exposures in international finance. These include the choice of exchange rate regimes, exchange rate forecasting, and exposure management using a variety of instruments, and policies to ensure the smooth functioning of the foreign exchange markets. 

 

One of the chapters is entitled Careers in International Finance. Using the participants in the Foreign Exchange (FX) market as the context, we explore the various roles available on both sides of the market: the buy-side and sell-side, and their core businesses. In addition, we review a typical organisational structure, and the asset classes or products commonly traded by these firms. With AI assistant, we drill deeper into the available roles along the following dimensions: skillset, qualifications and training, and typical character traits needed for each role. 

 

Based on the post-course survey, students ranked this chapter highly. The following are excerpts from their comments. 

“Chapter 10 is my favorite chapter. I was so surprised that in the last chapter I could learn all this knowledge about the industry and employment. And that kind of diversifies what I think is a more theoretical class.” 

 

“It gave me a reference for my future career direction.” 

 

“In this class, I learned some knowledge about career planning… This class also made me reflect on myself and think about my current major and my future plan.” 

 

By incorporating relevant career pathways into introductory courses, we can inculcate greater engagement and motivation in students. It makes salient the relevance of the course content and supports students’ career development by giving them lead time in planning their academic journey and internships. This corroborates the findings from Bridgstock et al. (2019), where integrating career development learning into the curriculum enhances the employability of higher education learners. 

REFERENCE

Bridgstock, R., Grant-Iramu, M., & McAlpine, A. (2019). Integrating career development learning into the curriculum: Collaboration with the careers service for employability. Journal of Teaching and Learning for Graduate Employability, 10(1), 56-72. http://dx.doi.org/10.21153/jtlge2019vol10no1art785

Learning In Action: Navigating The Implementation Phase Of Blended Learning Courses

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Zi Zhao LIEU 

Department of Biological Sciences, Faculty of Science (FOS)
Special Programme in Science, FOS 

dbslzz@nus.edu.sg  

Lieu, Z. Z. (2024). Learning in action: Navigating the implementation phase of blended learning courses [Lightning talk]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-zzlieu/

SUB-THEME

Opportunities from Engaging Communities; Opportunities from Wellbeing 

KEYWORDS

Blended learning, Active Learning, Student Engagement, Community of Inquiry 

CATEGORY

Lightning Talk

EXTENDED ABSTRACT

Blended learning is becoming a norm in many higher learning institutions, with the benefits of face-to-face interactions and the flexibility of online learning (Vaughan, 2007, Liu et al., 2024).  While this innovative model offers learners many advantages, it is not without unique challenges, particularly for those new to this learning environment (Armellini et al., 2023, Kember et al, 2023). Analysis of past student feedback has indicated that while students can understand and define the terms blended learning and active learning, they are often clueless about how their learning is carried out practically in the course (Figure 1). This creates a perception that a course taught in the blended learning mode is often workload-heavy, time-consuming, and difficult to follow/learn. To harness the full potential of blended learning, students must wholeheartedly embrace the course’s learning design and recognise how it can help them achieve the intended learning outcomes (ILOs). 

Figure 1. Figure showing student understanding of “blended learning” and whether they knew how the course will be carried out. 

Development of a workshop to orientate students in blended learning 

To do so, an in-class workshop was designed to help orientate students to the blended learning course. This workshop consists of three parts: (1) An introduction to the online learning environment (CANVAS), with a focus on navigating the page for learning; (2) An introduction to learning strategies and how a student should manage their time in the course, and (3) an introduction to the face-to-face classroom learning environment with the focus on practical classroom activities (quiz, case study, and in-class presentation). This is usually done in the first class of the course, and then a post-semester survey is carried out to understand the students’ perceptions and learning. 

 

How has the workshop helped students understand and adapt to blended learning? 

Using a survey instrument, we analysed the students’ perceptions and understanding of the learning environment and the relevance of the in-class activities for one postgraduate and one undergraduate course. Regarding navigating the online blended learning environment, our survey data indicates that the students could navigate the user interface and identify relevant material for their weekly learning (Table 1). End-of-semester feedback indicates that the course material on CANVAS was easy to follow, and it was clear to the student what needed to be learnt each week. 

 

Table 1
Navigating the Online Learning Environments (post-course survey). Students were asked to rate the following statement (1 for “Strongly Disagree” to 5 for “Strongly Agree”) and the rating shown is the average.  

 

We next analyse the students’ understanding and perceptions of the in-class learning activities. Our survey data showed that the students found the in-class activities aligned with the learning objective (Table 2). In addition, the nature of the learning activity allows for strong engagement between the student and the learning material. 

 

Table 2
Student perceptions of the in-class learning activities (post-course survey). Students were asked to rate the following statement (1 for “Strongly Disagree” to 5 for “Strongly Agree”) and the rating shown is an average rating.  

 

In conclusion, getting students to embrace the course design and understand how it can help them achieve their learning outcomes, especially in blended learning is important. Based on our survey results, we successfully used an orientation workshop-style lesson to help students understand the why behind the pedagogical method, the logistics, and how they should interact with the learning material. We recommend integrating this orientation workshop into blended learning courses for student learning. 

REFERENCES

Armellini, A., Teixeira Antunes, V., & Howe, R. (2021). Student perspectives on learning experiences in a higher education active blended learning context. TechTrends, 65(4), 433-443. https://doi.org/10.1007/s11528-021-00593-w

Kember, D., Ellis, R. A., Fan, S., & Trimble, A. (Eds.). (2023). Adapting to Online and Blended Learning in Higher Education: Supporting the Retention and Success of the Expanded and Diversified Intake. Springer. 

Liu, Q., Chen, L., Feng, X., Bai, X., Ma, Z. (2024). Supporting Students and Instructors in Blended Learning. In: Li, M., Han, X., Cheng, J. (eds) Handbook of Educational Reform Through Blended Learning. Springer, Singapore. https://doi.org/10.1007/978-981-99-6269-3_5 

Vaughan, N. (2007). Perspectives on blended learning in higher education. International Journal on E-learning, 6(1), 81–94. https://www.learntechlib.org/primary/p/6310/

Handling a Diverse Cohort of Students From Non-computing Backgrounds in a Computing Course

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Prasanna Karthik Vairam 

Department of Computer Science
School of Computing (SOC), NUS

prasanna@comp.nus.edu.sg 

Vairam, P. K. (2024). Handling a diverse cohort of students from non-computing backgrounds in a computing course [Lightning talk]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-pkvairam-2/

SUB-THEME

Others 

KEYWORDS

Lifelong learning, back to university, computer science 

CATEGORY

Lightning Talk

EXTENDED ABSTRACT

Due to opportunities in the computing industry, students with a basic degree in other fields (e.g., Mechanical engineering or Civil engineering) enrol themselves in our Master of Computing (General Track) programme. These students often come with work experiences (e.g., average of 3-5 years) but may have little or no background knowledge in computer programming. The learning goals of the students also vary considerably: While some students start with a good background and aim to learn advanced topics, most others are usually first-time learners. Therefore, there is a need to design a methodology to cater to a diverse cohort.

 

In this paper, we propose a methodology to allow the students to tailor the pathway to achieve the learning outcomes at their own pace and appetite. The critical challenge is ensuring that first-time learners stay caught up when the instructor employs schemes to encourage the more ambitious learners. We use a two-pronged approach for this: Targeted code frameworks and Tailored pacing.  

Targeted code frameworks 

In a typical software course, students learn the development environment (e.g., Operating System, code editing tool, version management), programming language (e.g., Javascript, HTML, Python), and the deployment environment (e.g., server, docker, Kubernetes). The sheer number of moving parts in a software project can overwhelm any first-time learner. Our methodology creates a targeted code framework for each assignment task by providing a fully functional coding environment except those related to the learning outcomes of the assignment task. For example, in an HTML assignment, the students must write only the HTML code and not worry about setting up the development and deployment environments. Students can run the code with a few simple instructions and start coding. We use cross-platform Docker technology to build the framework, making it accessible to all students. 

 

Contemporary methodologies such as online coding websites/IDE (e.g., Codepen) act as black boxes and have the drawback of over-simplification and potential misunderstanding. In contrast, our method retains real-world development’s complexity (e.g., constraints) and possibilities (e.g., use of tools), while focusing on the learning outcome. In the later stages of the course, students learn the topics they missed out on (due to the simplification provided by the framework) through recorded videos. Finally, the open-ended project allows students to build a project from scratch (i.e., not based on targeted code frameworks), making them ready for real-world software development. The proposed framework brought about improvements in their assignment scores and was well-received by the students.  

Tailored pacing 

We propose this methodology in our software engineering course with an open-ended project where the students implement advanced features of their choice. The idea is that the ambitious students do not wait idly until the instructor completes teaching the fundamental topics (Personalized learning, NETP, 2017). 

 

At the start of the course, both types of students are introduced to the essential topics necessary to code the basic project features. At this point, we rely on the zone of proximal development (ZPD) (McLeod, 2024) to expand their knowledge to advanced topics with some instructor assistance. We provide them with several recorded videos and tutorials covering optional advanced topics (e.g., 3rd party API integration, advanced styling, authentication). Note that these topics only count towards the novelty rubric of project assessment. During the project, depending on the student’s interest, they pick up a few of these topics to integrate into their projects (akin to choosing your own adventure). 

 

While the scheme seemingly prioritises ambitious learners, there are some essential elements to support first-time learners. We do this through conferring, a way by which students (especially first-time learners) can get guidance from the instructor on selecting and implementing the advanced features. We follow blended learning-based feedback for this, considering the reservations of first-time learners and their shyness, especially in the presence of ambitious students. The students showcase their progress to the instructor through an online (but private medium) using GitHub Classrooms, where a log entry is automatically created for each significant code update of the student (called Git commit). The instructor can provide feedback with comments and the next steps (e.g., which video to watch) in a 1:1 meeting or using Github Issues (remotely). The proposed framework brought about improvements in their assignment scores and was well-received by the students. 

REFERENCES

Personalized learning, NETP (2017), Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update, https://lincs.ed.gov/professional- development/resource-collections/profile-902 

Saul Mcleod (2024), Vygotsky’s Zone of Proximal Development and Scaffolding Theory, https://www.simplypsychology.org/zone-of-proximal-development.html 

 

Intersectional Encounters With Decolonising In A Singapore University

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Aimee-Sophia Puteri LIM1, Siti Umairah Bte Adnan2, NG Jin Ying Emily3, Shelley Tuazon GUYTON3,*

1Global Studies Programme and Department of Sociology, Faculty of Arts and Social Sciences (FASS), NUS
2Department of Japanese Studies, FASS, NUS
3Global Studies Programme, FASS, NUS 

*stguyton@nus.edu.sg   

Lim, A-S. P., Siti Umairah Adnan, Ng, E. J. Y., & Guyton, S. T. (2024). Intersectional encounters with decolonising in a Singapore university [Lightning talk]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-stguyton-et-al/

SUB-THEME

Others 

KEYWORDS

Decolonial praxis, educational equity, co-learning, intersectionality 

CATEGORY

Lightning Talk

EXTENDED ABSTRACT

We present here a collective reflection on the classroom as a space for encountering and co-learning about decolonising, based on our individual and shared experiences in an undergraduate fourth-year seminar in Global Studies called, “Colonial, Anti-colonial and Postcolonial Globalizations.” The writing for this paper was co-produced as individual reflections and group dialogue between four students and the course lecturer centred around these six themes: positions, expectations, frustrations, discoveries, lingering questions, and hopes. In this way, we present a multi-faceted illustration of our classroom encounters with the topic of decolonisation, which happened through readings, films, discussions, a museum visit, and a Participant Action Research project, and which we reflect on by acknowledging our positionalities and the intersectionalities of our identities in encountering these materials and experiences. 

 

This paper is an intellectual experiment, a personal process of hearing and understanding, and a labour of great care, for each other and for our potential audiences. We hope it imparts some clarity and inspiration regarding intersectional encounters with decolonising in the university. Mignolo and Walsh (2018) challenge us to consider the potential and prospects for the “decolonial for”—why, how, and for whom we imagine and put into praxis “decolonial otherwise.” We extend this question to the university classroom as itself a potential space for “decolonial otherwise” in learning. 

 

The writing group first gathered six months after the conclusion of the course for informal and reflective sharing to generate reflection questions for each topic, based on our memories of the class experience. We then journaled individual responses to our group-generated questions, and then returned together for a second and third meeting to share our reflections. From there, we divided and wrote our contributions to this paper. In this way, knowledge about decolonising here was co-produced between the five of us from different positions and perspectives in the university yet also produced from a collective standpoint, together.  

 

We hope that this collective reflection gives educators some insights on how co-learning and more horizontal/non-hierarchical approaches to learning about decolonisation can be designed, and the potential value of doing so within higher education. These are a few insights that surfaced in each of our reflective discussion topics: 

  • Expectations: Awareness of our own expectations (individual, shared, academic and personal) proved to be an important mode for making our various entry points into a collective dialogue on decolonisation. 
  • Frustrations: While learning about decolonising, we individually and collectively felt a sense of empowerment through the realisation of the validity of our experiences, but this quickly turned into frustration, as we were unsure what to do about it. 
  • Discoveries: Many of our personal and intellectual discoveries through encountering decolonisation entailed re-viewing the mundane aspects of our everyday lives with a new, decolonial lens.  
  • Lingering Questions: We were left with a list of lingering questions, which was useful for understanding how our perspectives continued to develop on decolonisation, even after the course ended. 
  • Hopes: Our hopes were contingent on our various positions and roles in society, and shaped what decolonisation meant to us. Those who were Singaporean citizens, for example, had hopes aimed at seeing tangible decolonisation efforts beyond the classroom, and questioning sources and creation of knowledge. 

REFERENCES

Mignolo, W. D., & Walsh, C. E. (2018). On Decoloniality: Concepts, Analytics, Praxis. Duke University Press. 

 

Game-Based Learning: A Pathway to Improving Affective and Cognitive Outcomes in Interdisciplinary Education

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FOO Maw Lin1 and MUN Lai Yoke2 

1Department of Chemistry, Faculty of Science (FOS)
2Department of Economics, Faculty of Arts and Social Sciences (FASS)

1chmfml@nus.edu.sg; 2ecsmunl@nus.edu.sg 

Foo, M. L., & Mun, L. Y. (2024). Game-based learning: A pathway to improving affective and cognitive outcomes in interdisciplinary education [Lightning talk]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-foo-mun/

SUB-THEME

Others; Opportunities from Interdisciplinarity

KEYWORDS

Interdisciplinary courses, pedagogy, game-based learning

CATEGORY

Lightning Talk

EXTENDED ABSTRACT

HS2904 is a new interdisciplinary course (IDC) in the College of Humanities and Sciences (CHS) co-designed and co-taught by the authors. This course examines the current renaissance of Battery Electric Vehicles (BEVs) worldwide via an interdisciplinary approach, incorporating the physics and chemistry of batteries into the environmental, economic, geopolitical and policy consideration of BEVs.

 

One of the learning outcomes for an IDC is for students to emerge from the silos of their disciplinary majors and view real-world issues from an integrated perspective, connecting across different disciplines. This is challenging as IDCs have no disciplinary pre-requisites and thus the disciplinary background of students is highly varied. Additionally, student motivation to understand the significance of interdisciplinary integration is often a challenge (Xu, 2022).

 

Game-based learning is a type of gameplay with defined learning outcomes (Plass, 2015). Games can be used as a means of promoting active learning through play, often leading to improved engagement and motivation (Ritzko, 2006; Buckley, 2016). Although game-based learning is frequently associated with digital games, it is noted that card and board games have also been used for game-based learning. While educational studies on games tailored for teaching individual disciplines are relatively common (Byusa, 2022; Platz,2022), interdisciplinary games are less well-explored.

 

We thus piloted an interdisciplinary board game “Charge” in AY2022/23 for students to revise knowledge learnt in HS2904 and reinforce how chemistry and economics are integrated in the EV ecosystem (Figure 1). Besides the cognitive aspects of learning, significant emphasis was placed on developing the appropriate game mechanics to make it fun and interactive. This promotes the affective domain of learning which increases students’ motivation to explore interdisciplinarity through play. We have chosen to use a physical board game instead of a digital game for our game-based approach due to its relative ease of implementation and prototyping. The board game was loosely based on “Monopoly,” with the winning player earning the most revenue by dominating the supply chain of BEVs through vertical integration and economies of scale. The pros and cons of different charging protocols and minerals used in battery production are incorporated into the game design by varying the timeout while charging and prices of different mines. Conceptual knowledge such as thermal runaway, multi-homing network, regulations, and policies are built into the “Chance” cards. The game was played in groups of 3 to 4 students during tutorial sessions in week 10 of the semester after most important concepts of the course were taught. Before the one-hour game session, students in the class completed a pre-game survey. Immediately after the game, the students completed a post-game survey with both Likert scale and qualitative questions.

 

Preliminary survey data indicated (Table 1) that after playing the game, students perceive that the objectives of revision of key concepts and integration of chemistry and economics have been met. In addition, most of the students perceive the game as fun/enjoyable and they understand key concepts better after an educational game. Hence our “Charge” board game has addressed both affective and cognitive aspects of learning and demonstrated the potential of interdisciplinary game-based learning. Further iterations of this interdisciplinary game will build off this foundation to explore using games for teaching the BEV ecosystem.

HECS2024-a82-Fig1

Figure 1. The interdisciplinary board game “Charge” specially designed for HS2904 showing a chance card, player pieces, and playing board.

 

 

Table 1
Survey results of students for “Charge” board game (N=93)

HECS2024-a82-Table1 

*A represents “Agree” and SA represents “Strongly agree. NA represents not applicable.

 

ACKNOWLEDGEMENTS

The authors extend their gratitude to Lua Juen Wei Eugene for his valuable contribution to the development of “Charge” board game.

REFERENCES

Buckley, P., & Doyle, E. (2016). Gamification and student motivation. Interactive Learning Environments, 24(6), 1162-1175. http://dx.doi.org/10.1080/10494820.2014.964263

Byusa, E., Kampire, E., & Mwesigye, A. R. (2022). Game-based learning approach on students’ motivation and understanding of chemistry concepts: A systematic review of literature. Heliyon, 8(5), e09541. https://doi.org/10.1016/j.heliyon.2022.e09541

Plass, J., Homer, B., Kinzer, C. (2015) Foundations of Game-Based Learning. Educational Psychologist, 50, 258-283. http://dx.doi.org/10.1080/00461520.2015.1122533

Platz, L (2022). Learning with serious games in economics education a systematic review of the effectiveness of game-based learning in upper secondary and higher education. International Journal of Educational Research, 115, 102301. http://dx.doi.org/10.1016/j.ijer.2022.102031

Ritzko, J.M., & Robinson, S. (2006) Using Games To Increase Active Learning. The Journal of College Teaching and Learning, 3(6), 45-50. http://dx.doi.org/10.19030/tlc.v3i6.1709

Xu, C., Wu, C.-F., Xu, D.-D., Lu, W.-Q., Wang, K.-Y. (2022). Challenges to Student Interdisciplinary Learning Effectiveness: An Empirical Case Study. Journal of Intelligence, 10, 88. https://doi.org/10.3390/jintelligence10040088

 

 

Opportunity, Implementation, Evaluation: Raising Awareness Of Generative AI Use In A Business Communication Course

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Aileen Wanli LAM 

Centre for English Language Communication (CELC), NUS 

aileenlam@nus.edu.sg

Lam, A. W. (2024). Opportunity, implementation, evaluation: Raising awareness of generative AI use in a business communication course [Lightning talk]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-awlam/

SUB-THEME

Opportunities from Generative AI 

KEYWORDS

Generative AI, Awareness, Business Communication 

CATEGORY

Lightning Talk

EXTENDED ABSTRACT

Generative AI adoption has surged over the past two years, and AI is now being used in many business functions and by more individuals than in previous years (Mckinsey, 2024b). A growing number of global CEOs and investors believe that AI adoption is crucial for productivity and value creation, so they seek out employees who are able to harness the use of AI (PWC, 2024) while employing higher cognitive skills such as critical thinking and decision-making (Mckinsey, 2024a). Since AI advancements have led to “significant implications for business communication and…pedagogy” (Sharma & Pandey, 2024, p.2), there is a need to relook business communication curriculum to remain relevant and up-to-date.   

  

This paper outlines an action research which started from a gap observed in a business communication course, an opportunity to gather information to develop a plan in Semester 1, the implementation of the plan in Semester 2, and the observation and analysis of the implementation post-semester. The findings were reflected upon and used to refine the approach in the next academic year. Though the findings are unique to the context of the course, the approach and tools used can be applied to other courses and disciplines.  

 

As a course coordinator of an undergraduate business communication course, I had two questions on my mind: “What generative AI content should be included in a business communication course?” and “How effective would the introduction of generative AI content be?”   

  

In the first semester, an opportunity to collect information presented itself with the call from the academic community to acknowledge and cite the use of generative AI. This led to the creation and introduction of the AI Declaration forms (Lam, 2024b) for two assessments—the business proposal and the pitch. Students declared their use of generative AI and more specifically wrote about the tools they were using, and how they were using it (i.e. prompts and what they did to the outputs). The data was analysed and coded into themes (e.g. stages of writing or preparation) to inform the curriculum updates that focused on the principles and limitations of using AI tools in business communication. The key learning objective that was emphasised throughout was critical thinking through evaluation of generated outputs and through creation—their ability to combine parts to form a coherent whole or new product (Bloom’s 2001 revised taxonomy)  

 

The following topics (AlAfnan et al, 2024; Lam, 2024a; Riapina, 2023) were discussed over the semester 

  • Use of AI tools for research and idea generation with an emphasis on evaluation and creation (critical thinking)  
  • Issues of ownership of AI-generated outputs (e.g. terms of use, licenses, laws) and the implications of using AI in school   
  • Use of AI for the editing process (e.g. grammar, spelling, enhancing vocabulary, paraphrasing, style, tone) and implications of using AI at work   
  • Use of AI for presentations (i.e. creation of slides and visuals; writing of scripts)  
  • Use of AI to prepare for the Q&A (e.g. generating questions and practicing answers) with an understanding of the context  

  

In order to understand the effectiveness of the implementation, (1) a perception survey, and (2) an analysis of the AI declaration forms for semester 2 were carried out.  

 

In the perception survey, participants responded that their awareness of the principles and potential issues of using AI had increased from an average of 3.43 (pre-course) to 4.08 (post-course) on a scale of 5 (0= No Knowledge; 5= Very Knowledgeable) but they had varying responses to the usefulness of each topic. The analysis of responses in the AI declaration forms for Semester 2 found instances of critical thinking (i.e. student evaluation of generated outputs and the creation of coherent and/or original work). 

 

This presentation shares the findings of this action research and the significance of the approach. 

REFERENCES

AlAfnan, M. A., Dishari, S., & MohdZuki, S. F. (2024). Developing Soft Skills in the Artificial Intelligence Era: Communication, Business Writing, and Composition Skills. Journal of Artificial Intelligence and Technology. http://dx.doi.org/10.37965/jait.2024.0496

Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian,P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R.,Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives. Longman

Lam, A. W. (2024, May 1). Embracing AI in education. Faculty Focus. https://www.facultyfocus.com/articles/teaching-with-technology-articles/embracing-ai-in-education 

Lam, A. W. (2024, May 28). Learning from learners: Student use of AI. The Teaching Professor.  https://www.teachingprofessor.com/topics/teaching-strategies/teaching-with-technology/learning-from-learners-student-use-of-ai/ 

Riapina, N. (2023). Teaching AI-enabled business communication in higher education: A practical framework. Business and Professional Communication Quarterly, 23294906231199249. https://doi.org/10.1177/23294906231199249

Sharma, D., & Pandey, H. (2024). Pedagogical Impact of Text-Generative AI and ChatGPT on Business Communication. Business and Professional Communication Quarterly, 23294906241249113. https://doi.org/10.1177/23294906241249113 

Mckinsey. (2024a, March 18). The human side of generative AI: Creating a path to productivity    https://www.mckinsey.com/capabilities/people-and-organizational-performance/our-insights/the-human-side-of-generative-ai-creating-a-path-to-productivity 

Mckinsey. (2024b, May 20). The state of AI in early 2024: Gen AI adoption spikes and starts to generate value. https://www.mckinsey.com/capabilities/quantumblack/our-insights/the-state-of-ai 

PWC. (2024, May 21) AI Jobs Barometer. https://www.pwc.com/gx/en/issues/artificial-intelligence/ai-jobs-barometer.html 

Uncomfortable Conversations: A Pedagogy Of Discomfort Within Environmental And Sustainability Education For Future Wellbeing

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Menusha DE SILVA 

Department of Geography
Faculty of Arts and Social Science (FASS), NUS

geokmds@nus.edu.sg 

De Silva, M. (2024). Uncomfortable conversations: A pedagogy of discomfort within environmental and sustainability education for future wellbeing [Lightning talk]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-mdsilva/

SUB-THEME

Opportunities from Wellbeing 

KEYWORDS

Discomfort, environmental and sustainability education, emotions, interdisciplinarity, reflection  

CATEGORY

Lightning Talk

EXTENDED ABSTRACT

Interdisciplinary courses (IDCs) under the College of Humanities and Sciences’ (CHS) Common Curriculum aim to equip students with skills required to navigate a world that is volatile, uncertain, complex, and ambiguous (VUCA) (Tan, 2022). Through cross-disciplinary conversations with instructors and peers, students are expected to improve their skills in solving complex problems and real-world issues such as climate change—the contextual focus of this presentation. Ideally, these courses will nurture in students traits of adaptability, resilience, and empathy in order to ensure their wellbeing when transitioning to work life and facing challenges in their everyday lives (CHS, n.d).  

 

Yet, pedagogical work on environmental and sustainability education show that learning about the environmental crisis and climate change may cause some students to experience eco-anxiety (Sims et al., 2020).  Pfautsch and Gray (2017) argue that since a large proportion of people are aware but unengaged about the environmental crisis, feelings of disempowerment and fear can also be productive. In addition, I posit that discussing sustainable solutions could also lead to negative emotions since students would have to grapple with contradictions within discourses on how to best address these environmental issues, i.e. the lack of evidence undergirding prevalent policies.  

 

Since environmental and sustainability education can be an emotionally wrought process, through the case of the proposed IDC “Restoring Human-Nature Connections”, I examine how the classroom can be a safe space for students to develop skills that would contribute to their wellbeing in the future. I propose an assessment structure that recreates a real life decision-making process where students would have to confront the ambiguities and complexities surrounding real-world initiatives and the uncertain outcomes generated through them. Students will have to rank their peers’ proposed solutions to an environmental problem while explaining the trade-offs they made as a group when deciding the optimal solution. This teaching approach is informed by Boler’s (1999) concept “a pedagogy of discomfort” (cited in Ojala, 2021), which recognises that unpleasant emotions would be generated when learning about sensitive and controversial societal issues, and that students need to critically reflect on their emotional responses to uncover how they relate to the issue. 

 

I suggest that this process of negotiating with peers from different disciplinary backgrounds require students to experience the difficulties of having conversations with individuals with different ideological and/or subject positions, and acknowledge the challenges of seeking sustainable and equitable solutions. I argue that the discomfort experienced through this learning exercise can potentially lead to better emotional resilience outside of the classroom, and develop the skill to handle conflict of opinions constructively. As such, the classroom can be a safe space for students to experience some level of discomfort in order to facilitate their future wellbeing. 

REFERENCES

College of Humanities and Sciences (n.d.) CHS Common Curriculum. https://chs.nus.edu.sg/programmes/common-curriculum/  

Ojala, M. (2021). Safe spaces or a pedagogy of discomfort? Senior high-school teachers’ meta-emotion philosophies and climate change education. The Journal of Environmental Education, 52(1), 40-52. https://doi.org/10.1080/00958964.2020.1845589

Pfautsch, S., & Gray, T. (2017). Low factual understanding and high anxiety about climate warming impedes university students to become sustainability stewards: An Australian case study. International Journal of Sustainability in Higher Education, 18(7), 1157-1175. http://dx.doi.org/10.1108/IJSHE-09-2016-0179

Sims, L., Rocque, R., & Desmarais, M. É. (2020). Enabling students to face the environmental crisis and climate change with resilience: inclusive environmental and sustainability education approaches and strategies for coping with eco-anxiety. International Journal of Higher Education and Sustainability, 3(2), 112-131. https://doi.org/10.1504/IJHES.2020.113059

Tan, E. C. (2022, 5 November) The Half-life of Knowledge. https://chs.nus.edu.sg/2022/11/05/half-life-of-knowledge/

Powering Peer Support

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Melissa ZEHNDER and Duane ONG

Singapore Institute of Technology (SIT) 

melissa.zehnder@singaporetech.edu.sg, duane.ong@singaporetech.edu.sg

Zehnder, M., & Ong, D. (2024). Powering peer support [Lightning talk]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-mzehnder-dong/

SUB-THEME

Opportunities from Wellbeing

KEYWORDS

Opportunities from Wellbeing, student peer support, wellbeing, student wellbeing, mental health, student engagement

CATEGORY

Lightning Talk

EXTENDED ABSTRACT

Students in university experience significant stress, they have to navigate and adapt to new environments and adopt new behaviours. At the Singapore Institute of Technology (SIT), we aim to provide holistic and extensive student care and support. To this end, a Student Development and Care Strategy has been established to ensure a safe, vibrant and supportive campus community. This framework encompasses aspects of student development, integration, care and recreation, to boost their learning journey beyond academic rigour. Throughout each academic year, there is continuous student engagement and support. This creates a common campus vocabulary on good mental health habits and normalises help-seeking behaviours. Often, this is accomplished by harnessing the power of peer-to-peer support. 

 

In 2022, SIT embarked on a peer-to-peer emotional support programme. Potential supporters were interviewed for the programme, before they embarked on specially curated training with five core modules. To help drive ground-up initiatives, a student executive committee was installed. As a group, these peer supporters engage the student community to promote available support (theirs included) and resources for good mental health. Some challenges faced include lack of student awareness of the presence of peer support and their willingness and knowledge of how to connect with a peer supporter, as well as understanding the benefits of peer support. 

 

The next phase of the peer support service has begun, where the student peer supporters should be gainfully engaged and students seeking the support report reaping benefits. 

 

Feedback from other stakeholders such as SIT faculty will also be consolidated. The presentation will share a summary of the Student Development and Care Strategy, objectives of the SIT peer support programme, challenges faced and ideas to navigate these challenges, success stories, as well as ideas for the future. If possible, the presentation will have both SIT staff and student peer supporters sharing their peer support experiences. 

 

Working Together In Qualitative Analysis: Insights From A Hypothetico-deductive Approach To Interview Data

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K. Mukhopadhyay*, S. K. Tambyah, L. S. C. CHUN, A. Joshi, and J. H. M. GOH 

College of Alice and Peter Tan (CAPT), NUS 

*kankana.m@nus.edu.sg

Mukhopadhyay, K., Tambyah, S. K., Chun, L. S. C., & Goh, J. H. M. (2024). Working together in qualitative analysis: Insights from a hypothetico-deductive approach to interview data [Lightning talk]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-kmukhopadhyay-et-al-3/

SUB-THEME

Opportunities from Engaging Communities 

KEYWORDS

Quasi-quantitative analysis, hypothetico-deductive method, community partners; overseas study trips; experiential learning 

CATEGORY

Lightning Talk

EXTENDED ABSTRACT

Study Trips for Engagement and EnRichment (STEERs) are short-term overseas study trips conducted to enhance students’ understanding and experience of diverse social, cultural, and economic environments (Kolb 1984; Moon, 2004; Roberts, 2012) of developing regions (Mukhopadhyay, et al., 2022). Guided by a myriad of overarching frameworks for engaging with communities, the College of Alice and Peter Tan (CAPT) has been conducting STEERs in different faculty-student teams over the last ten years, to various locations in Asia, Europe, and Africa. In an ongoing research study1 funded by Ministry of Education (MOE), we interviewed 19 partner organisations across the different STEER regions. Though a common interview questionnaire (LACE approved2) was used, the interviews were conducted by team members who were associated with designing and conducting the programmes with the partners from the respective STEERs. 

 

Given the possibility of sample bias in the partner interviews conducted and analysed by different sub-teams, it raised questions like: 1) How do we thematise across different interviews where stories and sharings are contextual? and 2) How do we triangulate the findings when interpretations are subjective? In this lightning talk, we would like to share our insights gained from conducting a hypothetico-deductive analysis (Walliman, 2005) through data reduction processes and quasi-quantitative analysis (Maxwell & Chmiel, 2014) to draw authentic inferences from this complex qualitative data pool. 

 

To structure this lightning talk, the presentation will focus on two aspects. First, the processes of conducting the analyses and second, the challenges and lessons learnt in the analytical journey. Each research sub-team did close readings and analysis through coding and intercoding of their set of partner interview transcripts based on the interview guide (see Figure 1 for sample questions). 

Figure 1. Sample questions from the Partner Interview Guide 

 

Examples of codes are benefits to partners, motivations for collaborations, challenges and suggestions for improvements. The coded-intercoded transcripts were then organised and “reduced” onto Excel as seen in Figure 2. 

Figure 2. Flowchart demonstrating data reduction process (created by Fong Kai Jun3) 

 

A cross-case analysis (i.e., across different sub-teams) was then conducted using the hypothetico- deductive method which involved a “to-and-fro process” of inductive and deductive reasoning (Walliman, 2005, p. 18). This enabled us to identify robust themes that were representative of the entire interview data pool. 

 

For example, partners were asked about potential benefits of the STEER collaborations (see Figure 3). Common themes of visibility, staff development and cultural awareness emerged as potential benefits across different sub-team partner sharing. 

Figure 3. Sample of a cross-case analysis sheet on Excel used for the meta-analysis process 

 

Subsequently, a quasi-quantitative analysis was conducted on the number of occurrences of each code. All 19 partner interviews were tabulated in Excel (Figure 4) based on the codes to identify connections across different codes and partners in the various STEER regions. This method offered an objective understanding by examining the occurrences of specific codes within various permutations and combinations of partners and STEER locations. The quasi-quantitative results supported the qualitative findings from the meta-analysis. For example, the code “Benefits to Partners” shows the highest frequency of occurrence (Figure 5). 

 

Cumulative interpretations from the two analyses illustrate how complex qualitative data with possible inherent biases can be triangulated objectively to derive significant findings. For instance, most of the partner organizations benefitted from STEER engagements, and it was the most frequently discussed topic across 75% of the STEER regions during the partner interviews. Through the explanation of the benefits and challenges of this analytical process, our lightning talk will highlight the importance of such meta-analysis in a large team of researchers to manage potential subjectivity and to derive insightful interpretations. 

Figure 4. Consolidated table of the number of occurrences of various codes. 

 

Figure 5. Graphical representation of results from Meta-analysis. 

ENDNOTES

  1. This study is examining the STEER programmes in CAPT funded by MOE Tertiary Research Fund (TRF). 
  2. Institutional Research Ethics Review Committee 
  3. Fong Kai Jun is currently a Year 3 undergraduate student in NUS. He was a student at CAPT in his first two years of study and also a research assistant in the MOE TRF CAPT STEER study. 

 

REFERENCES

Kolb, D. A. (1984). Experiential Learning. Prentice Hall Books. 

Maxwell, J. & Chmiel, M. (2014). Generalization in and from qualitative analysis. In SAGE Handbook of Qualitative Data Analysis (ed.). London 

Moon, J. A. (2004). A Handbook of Reflective and Experiential Learning: Theory and Practice. Routledge. 

Mukhopadhyay, K., Balachandran, L., Wong S. F., Lai, J. C. Y., Tan, A. X. Y., McGahan, K., Toh C., Wong, R., & Tan L. Y. (2022). Steering towards the Internationalisation of Higher Education: Lessons from Pedagogical Interventions in Overseas Experiential Learning Programmes. Asian Journal of the Scholarship of Teaching and Learning, 12(1), 20-38. https://ctlt.nus.edu.sg/wp-content/uploads/2024/04/v12n1_mukhopadhyay-et-al-for-layout-2.pdf

Roberts, J. W. (2012). Beyond learning by doing: Theoretical currents in experiential education. Routledge. 

Walliman, N. S. R. (2005). Your Research Project: A Step-By-Step Guide for the First-Time Researcher. SAGE 

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