Hasil untuk "Education"

R. Pekrun, Lisa Linnenbrink-Garcia

M. Honey, G. Pearson, H. Schweingruber

D. Cutler, A. Lleras-Muney

W. McGaghie, S. Issenberg, E. Petrusa et al.

G. Biesta

Emily Moyer-Gusé

P. Altbach, Jane Knight

Brigit VanGraafeiland

F. Korthagen

J. Bruner

W. Wiersma

C. Ross, Chia-ling Wu

Anne G. Dorsey, S. G. Goffin, Marcy Guddemi et al.

N. Peterman, J. Kennedy

R. Bogdan

M. Rutter, J. Tizard, K. Whitmore

M. Hebebci, Yasemin Bertiz, Selahattin Alan

The aim of this study is to reveal the opinions of teachers and students about the distance education applications carried out in the COVID-19 pandemic, which was identified in Wuhan, China in December 2019 and has spread around the globe in no time. The population of the research consists of 16 teachers and 20 students. The data were analyzed by content analysis technique and divided into themes, sub-themes and codes. It was concluded that students and teachers have positive and negative opinions about distance education activities. The fact that education can be carried out in a planned and scheduled manner even under extraordinary conditions is frequently expressed in positive opinions. Issues such as restricted interaction, infrastructure problems and lack of equipment are among the remarkable negative opinions regarding distance education activities. In addition, opinions have been put forward that distance education will be used more effectively in the future along with necessary improvement and in-service training.

David Mhlanga, T. Moloi

The study sought to assess the influence of the COVID-19 pandemic in motivating digital transformation in the education sector in South Africa. The study was premised on the fact that learning in South Africa and the rest of the world came to a standstill due to the lockdown necessitated by COVID-19. To assess the impact, the study tracked the rate at which the Fourth Industrial Revolution (4IR) tools were used by various institutions during the COVID-19 lockdown. Data were obtained from secondary sources. The findings are that, in South Africa, during the lockdown, a variety of 4IR tools were unleashed from primary education to higher and tertiary education where educational activities switched to remote (online) learning. These observations reflect that South Africa generally has some pockets of excellence to drive the education sector into the 4IR, which has the potential to increase access. Access to education, particularly at a higher education level, has always been a challenge due to a limited number of spaces available. Much as this pandemic has brought with it massive human suffering across the globe, it has presented an opportunity to assess successes and failures of deployed technologies, costs associated with them, and scaling these technologies to improve access.

Fredrik Bondestam, M. Lundqvist

ABSTRACT Sexual harassment is an epidemic throughout global higher education systems and impact individuals, groups and entire organizations in profound ways. Precarious working conditions, hierarchical organizations, a normalization of gender-based violence, toxic academic masculinities, a culture of silence and a lack of active leadership are all key features enabling sexual harassment. The aim of this study is to review scientific knowledge on sexual harassment in higher education. A thematic focus is on (a) knowledge derived from top-ranked peer-reviewed articles in the research field, (b) the prevalence of sexual harassment among students and staff, (c) reported consequences of sexual harassment, (d) examples of primary, secondary and tertiary preventive measures, and (e) core challenges to research on sexual harassment in higher education. The published research evidence suggests several findings of importance, mainly: (a) prevalence of sexual harassment among students is reported by on average one out of four female students; (b) severe consequences of sexual harassment impacts individuals but the effects on the quality in research and education is unknown; (c) there is almost no evidence supporting the supposed effects of major preventive measures; and (d) research on sexual harassment in higher education lacks theoretical, longitudinal, qualitative and intersectional approaches and perspectives.

Wan Hoong Wong, Elaine Chapman

Given the pivotal role of student satisfaction in the higher education sector, myriad factors contributing to higher education satisfaction have been examined in the literature. Within this literature, one lesser-researched factor has been that of the quality and types of interpersonal interactions in which students engage. As existing literature has yet to fully explore the contributions made by different forms of interaction to student satisfaction in higher education, this study aimed to provide a more fine-grained analysis of how different forms of interaction between students, their peers and their instructors relate to different aspects of student satisfaction. A total of 280 undergraduate students from one of the largest higher education institutions in Singapore participated in the study. Results provided an in-depth analysis of eight aspects of student satisfaction (i.e. satisfaction with the program, teaching of lecturers, institution, campus facilities, student support provided, own learning, overall university experience and life as a university student in general) and suggested that the different aspects of student satisfaction were associated with three different forms of interaction: student–student formal, student–student informal and student-instructor.