The Covid-19 pandemic has been going on for a while, as the virus was first discovered back in late 2019. Education is one of the most impacted sectors during the pandemic, where teachers around the world are expected to change their approaches, making sure that students are still able to learn without attending school and have ‘normal’ learning circumstances. Through this research, we investigate how teachers convey their teaching experience during the Covid-19 pandemic and how resilience appears in the teachers’ stories. Therefore the research question is how resilience appears in the teachers’ stories about their teaching experience during the Covid-19 Pandemic. The result of the study shows that all participants have reached growing phases through adversity (the Covid-19 pandemic) according to Pattterson & Kelleher's (2005)’s four-cycle phase of resilience.
The COVID-19 pandemic has brought not only a global health crisis, but also many changes and shifts towards a more digitalized working environment. In line with the GlobalET conference theme of this year, this paper looks at how particularly the education sectors has been affected by these new forms of working. One year after the outbreak of the COVID-19 pandemic the Competence Team for the Digitalization of Communication at the FHWien der WKW – University of Applied Sciences for Management and Communication conducted two comparative online surveys with students as well as 60 in-depth interviews. The results of this research help to identify and improve ongoing Distance Learning practices, starting with logistics such as the preferred study mode, recommended duration of the Distance Learning units or mandatory attendance of students during class. The outcome of the research will further contribute to sharpen the clarity of the purpose of digital activities to understand the required support services or online material and to develop possibilities to track students’ study progress. Even though there is an understanding that more than one year after the outbreak of the COVID-19 pandemic the findings can only represent the current status and cannot give a long-term outlook, they might be useful to further develop students’ needs for future Distance Learning and its practices.
Blended learning is any combination of traditional analog education with modern digital technologies. At its broadest, blended learning describes the introduction of computer labs, interactive whiteboards, and educational software to the learning process. When making recommendations for teaching at higher education institutions in the period of the COVID-19 pandemic with the application of anti-epidemic measures, among the important recommendations was the use of a hybrid learning model for students. Teachers were able to adjust the course of all forms of higher education only after determining that students, given the material and technical conditions and computer skills, can carry out certain activities at a distance. The research implicitly indicates which type of hybrid learning model proved to be the most effective in mastering the course outcome and successful implementation and realization of teaching during COVID-19. The research was conducted at the Faculty of Humanities and Social Sciences in Osijek (Croatia), at the graduate and postgraduate level from 21st April to 28th June of the academic year of 2020. It was N = 73 respondents. An online questionnaire was conducted via Docs forms. This research will also try to answer whether learning outcomes are more achieved with blended learning.The results showed that most students wanted to have real-time instruction during the COVID-19 pandemic via the Big Blue Button rather than via the Google Classroom, and 94% thought they would better adopt course outcomes than the classic hybrid teaching model. The possibility for the student to organize his / her own workspace, but also to cooperate with other students and teachers in acquiring knowledge, and can be achieved with a precisely designed hybrid model of learning. It is the research that indicates the improvement of the quality of learning and the possibility of active participation of students in the learning process, which thus improves the learning outcomes.
The work presented in this paper is related to the use of the flexible assessment to promote collaborative learning that impact students’ engagement and learning, especially during COVID-19 pandemic. This paper presents the analysis and results obtained by applying the flexible assessment in a large second-year undergraduate computer science module. Flexibility in assessment is usually achieved by giving students choice over the assessment components, contents, type, weight, timing, or the overall assessment grade. This study, however, demonstrates the development of a flexible assessment where students were given the choice to invest in a flexible assignment task designed to encourage collaborative learning and the development of higher-order thinking skills. The flexible assessment used in this study has proven that effective learning can occur when students work collaboratively. The data used for the analysis are those collected from a questionnaire distributed to students by the end of the academic term in addition to gathering students’ written feedback comments about their experience of the new flexible assessment. The questionnaire results and students’ feedback related to their learning experience are recorded and examined. Students’ performance of the targeted module has been recorded, interpreted, and contrasted with similar assessment of another module that has no flexibility in its requirements. In accordance with the students’ performance, questionnaire and feedback analysis results, flexible assessment is considered a unique assessment, beneficial and useful for students’ learning and engagement.
During the outbreak of the COVID-19 pandemic, interest in online classes has increased due to the restrictions imposed by the pandemic. The motivation towards this type of education is of great importance to the success of online classes. Therefore, the current study aims to investigate the level of enhancement of Abu Dhabi Polytechnic (ADPoly) students' motivation toward online classes. The study used the descriptive analytical approach in collecting and analyzing the data through the sample responses of (260) males and females. The results indicated a moderate level of enhancement in students' motivation toward online classes, in general. Through the results, it was found that (Course and Curriculum Structure, Parental Habits and Involvement, Learning Environment, and Peer Relationships all contributed highly to the enhancement process, While the enhancement was moderate about (Teaching methods, technical issues, and assessments). In addition, the results indicated that there were no statistically significant differences in the level of student motivation enhancement due to gender or year level.
More than any other skill, reading proficiency is important to effectively navigating the school curriculum, shaping each individual’s trajectory through life, and actively taking part in broader society (Martin, Mullis & Hooper, 2011). The aim of the present study is to examine the effects of reading motivation constructs and independent reading practice on predicting Moroccan students’ reading comprehension development. This study is framed within virtuous circle of reading model to explain the interaction between the reading behavior, reading practice and reading comprehension achievement (Stanovich, 1986, 2009). Data of 7805 grade 4 students participating in PIRLS 2011 is analyzed. A multilevel linear regression analysis is used to model the relationship between the investigated variables. These individual factors explain 14% of variance in reading comprehension achievement. Reading motivation constructs particularly reading self-efficacy are found to positively affect reading scores. Further, results indicate that independent reading practice has the most predictive value among all the variables investigated in this study. These findings have important practical implications for the enhancement of reading skills with that of reading self-efficacy.
Employers in Rwanda have been expressing their dissatisfaction with university graduates’ low English proficiency affirming that it hindered their performance at work. Rwanda Development Board (RDB) also noticed that the English proficiency and work readiness skills of university graduates on internship in 2019 left a lot to be desired, which was an impediment to the completion of the internship and to the development of their professional skills. To enhance these graduates’ communication and work readiness skills, the Rwandan Government, through RDB, sent them to a one and half-month employability boot camp at the University of Rwanda. Therefore, this study aimed at investigating factors that hindered these interns’ development of English proficiency and at exploring whether the course helped improve their skills in this language. For the sake of validity and reliability, both qualitative and quantitative research paradigms were applied to collect and analyse the research data. Themes emerging from classroom observations and interviews were analysed inductively and figures used to interpret the trainees’ results in the entry and exit English proficiency tests. Research findings revealed that unfavorable linguistic environment, teachers limited English proficiency, and regular shifts in the medium of instruction were major impediments to the trainees' improvement of English proficiency. Findings also disclosed that the training had helped the majority of participants boost the four language macro modalities, but that more time was required for slow learners. In agreement with the findings, some recommendations were made on how to effectively support Rwandan students’ learning of English.
Since the outbreak of the COVID-19 pandemic in Wuhan in China and its rapid spread around the globe, people’s life and work styles have changed. Governments have installed and implemented lockdowns, social distancing, and stay home preventive measures that have forced most people to work from their homes. Research units and higher learning institutions were not spared as well. International conferences that were to take place in 2020 were turned into virtual presentations and until recently nothing has changed. To handle the crisis, the University of Rwanda also thought of transforming its work ethos. In this regard a two-phase online workshop was held in January and February 2021 to review two modules produced during a face-to face workshop in October 2021. These were modules on methodologies to help pre-primary, primary and lower secondary school teachers to effectively deliver their subject content through English, the medium of instruction, and promote learners’ proficiency in this language. As this online review was the first virtual workshop experience of the kind for most participants, the researchers decided to investigate the opportunities it offered them and the challenges faced. Theories on online work and of quantitative and qualitative research paradigms were used. The research tools were a questionnaire and observations. Graphs were utilised and emerging themes grouped into typologies for data presentation and analysis. The research findings revealed a number of opportunities and challenges. The findings also showed the respondents’ potential solutions to these challenges. The proposed resolutions were supplemented by the researchers’ recommendations.
Evident is that fact that ICTs are at the core of fast-changing economy. However, ICTs in themselves do not create a knowledge-based economy. Innovation starts with people, making human capital within the workforce decisive. Current workplaces require highly skilled workers who not only need excellent technical preparation but also sufficient skills to adapt to the changing requirements. According to Kozma, a concern about developing future workforces endowed with the "21st century" skills resulted in a goal for school reform that was centered on information communication and technology. Yet, in recent years, the global discourse has evolved to include broader concerns about global citizenship and global competence, resulting in a number of frameworks, which define the 21st century skills. Each framework approaches the skills from a variety of perspectives. The research subject is unveiled through a survey investigation, accompanied by a subcategory known as a descriptive case study. The foundational approach of the provided article is rooted in the quantitative research methodology. Ultimately, the outcomes of the executed analysis will function as a novel methodological instrument for the educators within the Department of Foreign Languages at Y University. This article seeks to conduct a comprehensive evaluation of the theories pertaining to 21st century skills, along with existing definitions and methodologies associated with instructing one specific 21st century skill—citizenship. By utilizing the Republic of Armenia as a contextual case study, the article substantiates the notion that the responsibility for integrating the teaching of this skill lies not only with primary and secondary schools, but also extends to tertiary education establishments. The article underscores the argument that the incorporation of certain, if not all, 21st century skills can be accomplished without necessitating extensive curriculum overhauls or substantial transformations. Instead, minor adjustments introduced within the pedagogical process are deemed sufficient for the successful infusion of these skills into the educational discourse. Additionally, the article comprises two comprehensive lesson plans delineating potential pathways for the progression of the "Engaged Citizen/Citizenship" skill within the curriculum.
The nature of teaching is now changing as current lecturers are required to equip their students with 21st century skills. As such, the Malaysia Education Blueprint 2015-2025 for Malaysian higher education has been developed which emphasized on structuring more holistic and integrated curricula to prepare students for the needs of 21st century employment skills. However, this 21st century education demands more than merely teaching through chalk and talk. There are concerns whether current lecturers are able to grip with the fast pace of technological advancement and to impart that skills to their millennial students. On the other hand, despite having excellent academic records, employers are concerned that current fresh graduates lack the adaptability, multitasking, decision-making and problem-solving skills in the workplace. As such, the objective of this study is two-fold. First, the study would like to assess the lecturers understanding of the 21st century skills. The second objective is to identify whether the teaching practices of 21st century skills (critical thinking, collaboration, communication, creativity and innovation and use of technology as a tool of learning) are applied by the lecturers in their classrooms. A survey adapted from Hixson, Ravitz and Whitman (2012) was administered among a sample of Malaysian higher learning institutions’ lecturers. The findings of the study indicated that Malaysian lecturers are currently moving towards the 21st century learning education approach. Suggestions and recommendations are also discussed to provide for lecturers to better equip in handling the changing scene of education in this 21st century.
Academic advising is a critical element of the university system that can help students solve their academic problems and succeed in their academic and professional careers. This study aims at investigating students’ perception of academic advising at ADpoly programs. It employs the descriptive and analytical approach for collecting data from a sample of (364) students (males and females) from all academic years. The results of online surveys conducted in the first semester of the academic year 2022-2023 show that, overall, the respondents were positive about academic advising services. The newer students tended to be more satisfied with academic advising than the older students. Also, the results indicated no statistically significant differences between students related to their gender. Finally, the study provides recommendations and future work related to the studied topic.
The world is becoming more and more competitive and the quality performance is the key for personal progress. Excellence particularly in academic and generally in all other areas has been seen as an important aspect. The good academic performance of the children is the strongest pillar in the building of a healthier community. The purpose of conducting this research study was to check and explore the involvement of parents in the academic activities of the students. A quantitative research approach was used for this study with class 10th present students of 15 government and private schools of Kotli City through random selection. Survey design was used for data collection by distributing two set of questionnaires to both parents and their children’s. After analysis of the data the researcher found that the involvement of parents in children’s education not only facilitates their children’s but also it significantly influenced nation as a whole. Thus, the research study recommends the parents to facilitate and provide the good learning environment to their children’s by showing involvement in children’s activities at home to educate the bright stars of the future more accurately towards the path of prosperity. This will help to increase the level of academic achievement of students.
Partial Least Square (PLS) was used the path modelling. Latent variables such as staff, institution (administration, number of enrolments, quality of laboratories, rooms, etc.), incentive applied for research and Academic Performance Score (APS) were proposed. The indicators available on Brazilian universities were chosen for this article, they were tested and duly validated, as well as the reliability of these items and the variables represented by them. The result was the model explains satisfactorily well the Academic Performance Score (APS) with a R2 of 70.6%, with the Institution contributing the most to the model, for approximately 35.4%. Next, the incentive to research contributes 29.2%. In addition, the hypotheses generated in this article, except one, adequately support the model.
Teachers’ emotions are critical to positive student-teacher relationships and quality teaching in the classroom, though the importance of teachers’ effective management of emotions has been recognized (Chen, 2020), the reverse effects of teachers’ emotions on teachers’ learning have been underplayed in the field. Teachers are expected to be professional learners (Locke; Jarvis, 2009; Magill, 2021), meanwhile, emotions are often framed as a dichromatic disturbance to their professional learning, hence the effect of emotions is often downplayed, if not neglected. Emotions, however, are innate and inseparable from one’s perception of their own lived experience, it affects how one perceives his/her identity and relationship with the world, thereby playing an important role in learning per se (Jarvis, 2006). Through narrative analysis, the teaching trajectories of three Hong Kong Secondary school teachers are studied. The life stories of these three cases have revealed in this research that emotions indeed serve as an accelerator to critical reflection, reflective learning and perspective transformation, thereby leading to transformative learning on both personal and professional levels during disjuncture triggered by conflicts with school leaders. By employing Chen’s (2020) Teacher Emotion Model and Liu & Hallinger’s (2020) partial mediation model, this research provides empirical evidence to the indispensable effects of emotions on teachers’ perception of power distance orientation; how the interactive, dynamic process affects their response; the way emotions act as an accelerator in transformative learning; and how teachers reharmonize disjuncture that are embedded in emotionally charged relationships in the social world in their learning trajectories.
The aim of this paper is to investigate the gap between the competencies which employers expect and those acquired by accounting graduates. We adopted the framework of (Bui &Porter, 2010) to examine the causal factors that contributed to this gap. A questionnaire survey was distributed to accounting professionals and educators. Furthermore, we analyzed data collected by non-parametric tests: the Wilcoxon signed-rank test and the Mann-Whitney test. Findings indicate the constraints within universities as contributing to the failure of accounting education to provide accounting graduates with the competencies expected by accounting professionals. This study contributes to the literature as one of few studies that examine expectation-performance gap in Tunisia.
Students frequently commit errors despite spending huge amount of time studying language. This paper discusses a classroom-based teaching inquiry about error analysis and correction. The study focused on the use of simple past in paragraphs. The objectives of the investigation were to understand the extent to which dealing with students’ errors in a leaner-centered classroom improves accuracy in English and to assess students’ attitudes to the approach in language learning. The inquiry involved 62 first-year students from the College of Agriculture, Animal Sciences and Veterinary Medicine at the University of Rwanda. Individual and group work, a questionnaire and class observations were data collection tools. Findings revealed that the majority of students significantly improved their writing as a result of analyzing their errors in written work. In addition, students reported that correcting errors together gave them confidence and freedom to explore their language use more freely, to discuss their errors, to learn new words in their field of study, and to avoid repeating error while writing. Class observations showed that students were discussing and listening to each other’s opinions attentively and critically. The researchers concluded that students acquire more language accuracy when they are deeply involved in error analysis as they feel motivated and responsible for their own learning.
Currently the fee structure at a University of Technology is based on subject and not credit base. Qualifications found in the same funding category within the University showed a large variability in costs. The research seeked to understand how the alignment of the fee structure of the Higher Education Qualifications Sub Framework (HEQSF) would affect class fees at UoTs. To propose a new fee structure in a sustainable way a model was developed. A University of Technology was used as a case study. A mixed method research design was followed in the realm of an epistemological paradigm that focusing on policy and needs analysis and on predicted future requirements. The model takes into consideration the qualification mix, funding groups, National Qualifications Framework (NQF) levels, NQF credits of the qualifications. Benchmarking between universities indicate significant discrepancies, based on qualifications of similar duration, funding category and resources required. It showed that the UoT was much lower than the country average. The novelty of the developed model was to calculate the total income of a qualification for each funding group. Based on classification of educational subject matter (CESM) categories, Department of Higher Education and Training (DHET) funding, Teaching Input Units (TIUs) , Teaching Output Units (TOUs), the Rand value of a Senior Lecturer Equivalent (SLE), the targeted number of Full Time Equivalents (FTEs) per SLE per CESM category, TUT financial targets, and benchmarked data. Variables of the model were dynamic, implying that it could easily be adapted for changes in (DHET) funding policy. The developed model showed the new class fee structure for all qualification types. Ring fencing of 25% between the lowest and the highest funding group was done, and the impact it has on income generated by class fees.
The present paper proposes a framework for using "Multimodal Creative Projects" (MCP) for developing intercultural competence in engineering students. Instructors added a multimodal feature to improve students' learning experiences while engaging them in project-based learning. This feature provided numerous opportunities for multiple representations of content to students using text, video, audio, images, and comic strips that suited their diverse learning styles. We argue that, though both academic research paper writing and MCP, allow an instructor to carry out an assessment of learning as well as an assessment for learning, it is MCP that improves learner motivation, engagement, and learning outcomes better when compared to academic research paper writing. For collecting data for the study, a questionnaire was designed and circulated using Google Forms to 122 engineering students enrolled in the Cross-Cultural Skills course, being offered at the Birla Institute of Technology and Science, India, a premier engineering institute in India. The findings of the experiment indicate that the majority of the students who opted for MCP-based assignments found their mode of learning to be effective in making use of their core and creative skills and also providing flexibility, which enhanced their interest, engagement, and learning performance in the course.
Self-Determination Theory (SDT) posits that, within formal school settings, students’ satisfied needs for a positive teacher-student relationship, perceived competence and autonomy may be utilised to predict their engagement with learning activities. The current research was seeking insights through the research question: What does prior SDT-embedded research reveal to be the strongest sociocultural motivational influences upon students’ self-reported engagement with learning in science and other subjects? The findings from an adapted meta-ethnographic review (MER) revealed that, whilst SDT emphasises the importance of autonomy as a basis for students’ engagement with learning, the motivation to exercise autonomy within science (and other curricula subjects) is a potential outcome cumulatively influenced by the students’ perceived competence and quality of the teacher-student relationship. These findings present the three SDT constructs as hierarchical, in that there is an emergent order of influence from the teacher-student relationship quality (SDT: relatedness) and perceived competence (SDT: competence) upon the quality and persistence of students’ motivated desire to be autonomous during learning activities (SDT: autonomy). The findings are significant, in terms of the proposed hierarchy, and enhancing research practitioners understanding of students’ motivation to engage with science learning activities. The findings are presented such that it may be further applied and modified by academics and practitioners as part of their classroom-based research agendas.
Radiologists in radiology courses (RC) at teaching and university hospitals train medical students in competent image interpreting and reporting (IIR). Information extracted from imaging is crucial for clinical decisions and therapies. This article attempted to explore a teaching approach adapted from adult education for clinical teachers in radiology to address learning needs (LN) in radiology by interacting and tailoring teaching content to LN. The following conclusions were drawn: Addressing LN could encourage students to learn about IIR; Integrating students to negotiate teaching content should take place if feasible, despite high workload and little teaching time in clinical routine; Negotiating with students and co-teachers of other imaging disciplines would help to tailor course specifics to LN and avoid redundancies; Interacting with medical students could be efficient and effective for clinical teaching and learning in RC.
This paper evaluates the reality of first year experience (FYE) in two UK Higher Education Institutions, highlighting a gap between reported versus experienced anxiety amongst students. The paper draws on contemporary literature exploring the value of high quality discourse, via personal tutoring and coaching models, advocating ‘a whole-of-student, whole-of-organisation’ approach to FYE support within undergraduate business studies. The merits of contrasting an integrative curriculum model of personal tutoring and a coaching process model are considered. Informed by secondary and primary research, both approaches situate rich student-led dialogue central to fully understanding student issues, supporting them through their challenging and transformative first year of study, thus enabling more effective engagement with their learning and support.
The purpose of the present study is to examine the career decision-making profile of the adolescent students of the public high schools of Cyprus by applying the Career Decision-Making Profiles (CDMP) questionnaire of Gati, Landman, Davidovitch, Peretz-Asulin, & Gadassi (2010). The development of the CDMP suggests that an individual’s career decision making process can be better described by a multidimensional profile instead of a single decision-making style or a dominant characteristic. Using the data of 421 students, who were about to make a career choice, the results of the survey revealed eight dimensions for the Greek-Cypriot version of CDMP scale. The findings construct a multidimensional profile characterization of an individual’s career decision making processes: (1) “Information gathering and processing-Effort invested in the process”, (2) “Desire to please others-Dependence on others”, (3) “Speed of making the final decision”, (4) “Consulting with others”, (5) “Aspiration for an ideal occupation”, (6) “Locus of control”, (7) “Willingness to compromise”, (8) “Procrastination”. Using the T-test, we will discuss significant gender differences in the eight dimensions of the CDMP.
Dating violence is a multidimensional and cross-cultural problem that in the last decade has extended worryingly to teenage age. The consequences are so serious and lasting over time that they cause serious psychological, educational, family and social implications. Knowledge of predictive indicators and the consequences that these aggression and victimization processes cause, can offer an important guide for the design of prevention and intervention protocols that contribute to decrease the prevalence of cases, to facilitate their identification, to give an answer faster and more efficient. This study emphasizes the moral development of adolescents as a key indicator and, specifically, in the level of moral disengagement they present. The aims are: a) Analyze the level of moral disengagement of adolescents, as well as the mechanisms they use to accept and normalize violent behaviors; b) Know what mechanisms of moral disengagement predict certain forms of aggression in dating relationships. The sample consists of 2029 adolescents (55.4% girls) with ages between 14 and 18 years (M = 16.2; SD = 1.2). The results indicate that adolescents have a moderate level of moral disengagement (M = 2,562; SD = 0.4362) and the most commonly used disengagement mechanisms coincide with the diffusion and displacement of responsibility for the damage caused. As the level of disengagement increases, the mechanisms that adolescents use to validate and approve aggressive behaviors committed and suffered are diversified. Finally, it is found that the use of mechanisms such as dehumanization and euphemistic language are strong predictors of certain forms of victimization.
Accelerated skills development and an unconditional pursuit to enhance competencies on numerous levels are two key physiognomies of the post-recession phase of 2008 in South Africa. The research was informed by a contextual perspective, and relied on interpretive, constructivist epistemology to reveal these phenomena. The primary research question driving this qualitative study was to analysis the concept of innovation adoption within a HE context, factors impacting on the adoption process, and the relationships between the identified phenomena, without explaining the reasons behind these relationships. This study could serve to inform and focus such policies and paradigms or direct further research. Recognizing and rewarding innovation adoption in the institution could be extended and enhanced.Case Study و
This article examines how changes related to the processes of globalization are impacting teaching and learning practices and presents a vision for the future of adult education. By examining these changes, with the purpose of understanding their relevance to adult education, the author makes recommendations for how to adapt to new landscapes of work and learning. Three key recommendations to strengthen adult educators’ professional practice are presented based on literature in the field of adult education and professional practice. These three recommendations are to engage in critical reflection, develop communities of practice and commit to lifelong learning. While each of these recommendations are distinct, they are mutually reinforcing to support adult educators' practice and prospects. Adult educators can be influencers in fostering transformation through learning that will shape and strengthen the future. This is more relevant than ever in the ramifications of the COVID-19 pandemic. Discovering what to be aware of and incorporating awareness of the potential for adult education to inspire positive change will promote personal and professional success in practice.