International Research in Higher Education最新文献

{"title":"Student Reflections on Urban Physical Education and Involvement in College Physical Activity","authors":"Jeremy Lackman, J. Chepyator-Thomson","doi":"10.5430/IRHE.V4N2P1","DOIUrl":"https://doi.org/10.5430/IRHE.V4N2P1","url":null,"abstract":"The purpose of this study was to understand freshman college students’ reflections on urban high school physical education (PE) programs and to discern the extent to which their experiences influenced college physical activity. Sixteen university freshman students enrolled in a college PE class who had taken at least one high school PE class in an urban school setting were interviewed. Data collection methods included open-ended semi-structured qualitative interviews. Using constant comparative analysis, the reflective findings of the study revealed that students who had positive experiences had increased college physical activity involvement.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133995666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"More Than Meets the Eye: A Canadian Comparative Study on PowerPoint Use Among Post-Secondary Students With and Without Disabilities","authors":"C. Fichten, M. Jorgensen, Alice Havel, Laura King, M. Harvison, Alexandrine Lussier, E. Libman","doi":"10.5430/IRHE.V4N2P25","DOIUrl":"https://doi.org/10.5430/IRHE.V4N2P25","url":null,"abstract":"The present study set out to explore effective teaching techniques using PowerPoint for post-secondary students with disabilities by comparing their views to those of students without disabilities. 284 Canadian post-secondary social science students, 75 of whom self-reported a disability, were surveyed about what aspects of PowerPoint use helps them learn. The good news is that the results indicate many similarities between the views of students with and without disabilities. Although all students felt that having PowerPoint available online was highly desirable, for students with disabilities this was perceived as an important disability accommodation. All students preferred that PowerPoint slides be made available before class in both PowerPoint and PDF formats; however, this was particularly important to students with disabilities. All students preferred that professors walk around some of the time rather than simply stand beside the lectern, that they select slides with good contrast rather than an interesting but busy background template, that they write concepts in full sentences as opposed to key words only, and that PowerPoint images be accompanied by text rather than presenting images only. Overall, our findings show that well-designed PowerPoint slides which incorporate accessibility features (easily included by using the Accessibility Checker feature of PowerPoint) can benefit everyone. Notably, fewer than half (41%) of the students with disabilities had registered with the college to receive disability-related accommodations; therefore, it is important that PowerPoint, as used by professors, be accessible to this large segment of the population of students with disabilities. Informative slides with a clear template and good contrast, along with an engaging presentation style, are likely to benefit everyone. Our findings also show that, contrary to the fears of many educators, students are unlikely to miss class if slides are posted online. Moreover, this is equally true for academically stronger as well as weaker students.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128853515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Philosophical Reflections on Ubuntu in the Context of Cooperative Learning","authors":"Chingombe Shamiso Iline, Higgs Phillip","doi":"10.5430/IRHE.V4N2P10","DOIUrl":"https://doi.org/10.5430/IRHE.V4N2P10","url":null,"abstract":"Learning institutions ought to be receptive to the desires of humanity by moulding students who are all-inclusive and inspired with a vibrant consideration and obligation of who they are in relation to their immediate and external environment. The study focused on philosophical reflections on ubuntu in the context of cooperative learning in higher education. A qualitative methodology was adopted. Interpretivism and the grounded theory were the paradigms used in this study. A grounded theory has the potential to generate new theories based on the data collected from participants. The sample comprised of two lecturers who were purposively selected for their expertise in teaching philosophy. Findings clarified that ubuntu creates a teamwork culture which inspires students to work collectively in order to achieve a common goal. Ubuntu collection of themes indicated that ubuntu is a philosophy. From the African point of view ubuntu is a set of beliefs that refers to the way people relate at individual and personal level, but at the core of ubuntu there is an element of humanity. Ubuntu can act as a weapon to cover the weaknesses of colleagues. As the weaknesses of family members or other learners is protected or shielded it helps to build confidence and trust among the learners. Findings also revealed that ubuntu brings coordination and direction with due respect of individual abilities and differences. It was also noted that ubuntu is the cement or the glue that unifies, interrelates or interconnects individuals in cooperative learning. On a negative note it was revealed that without ubuntu there is irrationality, chaos, disorder, selfishness and separation, where everything is scattered. As the grounded theory emphasised the generation of a new theory, a communalist enhanced theory was adopted. The communalist enhanced learning anchored on social interdependence which promotes task, behavioural and goal interdependence.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"28 14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123754825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Education in the Context of Current Globalization","authors":"O. Yanitsky","doi":"10.5430/IRHE.V4N2P37","DOIUrl":"https://doi.org/10.5430/IRHE.V4N2P37","url":null,"abstract":"Drawing on the studies of works of the sociologists and politicians analyzing modern geopolitical trends and issues and on his own investigations in the realm of global and Russian environmental politics, the author came to the following conclusions. An education as a social institution and structural-functional organization has to be analyzed as a part of globalization process conditioned by the digitalization of mode of production and social reproduction (in other terms, by the Fourth scientific-and-technological revolution, hereafter the STR-4). At the same time, one has to keep in mind that recently almost any knowledge has not only complex but a hybrid character. It reflects the fact that every structure or process is actually a sociobiotechnical system (hereafter, the SBT-system). Such hybridization may be a result of natural processes or a particular thing of process is socially-constructed. Any hybrids are the results of metabolic processes. Therefore, the education processes are considered not as class-room work by children and students but as an all-embracing process of a ‘learning-to learn’, that is as a part of reciprocal enrichment of various institutions and groups of global community by using of scientific and technological innovations. I see the education as an all-embracing process of accumulation, selection, processing and practical use of information produced in all spheres of natural, social and technological activity. It seems necessary to strengthen an information exchange between the state, business and civil society institutions and initiative groups. The knowledge production and its use in emergency cases by the volunteers, and the phenomenon of a ‘digital alienation’ deserve special attention.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114890777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Quality of Life in Students From Four States of Mexico","authors":"Julio Cu Farfán López, J. A. García, Yolanda Oliva Peña, G. Delgado","doi":"10.5430/IRHE.V4N2P45","DOIUrl":"https://doi.org/10.5430/IRHE.V4N2P45","url":null,"abstract":"The objective of this work was to know the Quality of Life of young people of four states of Mexico with very marked cultural and geographical characteristics. To achieve the objective, the GENCAT Scale was used, proposed by Verdugo, Arias and others (2009) in which it is based on 8 sub scales: Emotional well-being, Interpersonal relationships, Material well-being, Personal development, Physical well-being, Self-determination, Social inclusion and Human rights. The sample was selected from a non-probabilistic sample of 620 young people. The instrument was validated with an item analysis in which it was obtained in Cronbach's alpha of 0.92. A comparative gender study was carried out and significant differences were found with the T test in four of the sub scales. It is concluded that young people perceive two spheres in their quality of life: the first from the personal factors is perceived very low, while the second, from the social or external factors is perceived with very high values. That is, when assessing the quality of life, young people are depersonalized, but with a high level of support from their context.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125281148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Next Generation of Scientists: The Development of a Model Intensive Research Experience for Undergraduates","authors":"P. Stiles, R. Boothroyd, K. Moore, Catherine J. Batsche","doi":"10.5430/IRHE.V4N1P45","DOIUrl":"https://doi.org/10.5430/IRHE.V4N1P45","url":null,"abstract":"When undergraduates engage in hands-on research experiences, particularly intense mentored experiences, they are more likely to pursue graduate studies in the sciences and take a more assertive role in their learning and career activities. Such early career experiences have been identified as essential in the development of the next generation of researchers. The authors describe the decade long development, structure, and evaluation outcomes of a summer research experience for undergraduates designed to provide an intense, yet supportive, research experience that helps inspire the next generation of scientists. Future considerations for the program are also provided.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115090055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Universal Design for Learning in the University Classroom","authors":"Patty Kohler-Evans, Chayla D. Rutledge, C. Barnes","doi":"10.5430/IRHE.V4N1P38","DOIUrl":"https://doi.org/10.5430/IRHE.V4N1P38","url":null,"abstract":"Universal Design for Learning (UDL) is based on the architecture and industrial design paradigm, universal design. The UDL framework provides guidelines for teachers when they create, instruct, and assess the delivery of content. Based on three underlying principles: multiple means of representation, action and expression, and engagement, UDL targets the needs of every learner in the classroom. Although much has been written about UDL in the K-12 classroom, the principles apply equally to higher education. Most faculty are well versed in the delivery of content through a traditional lecture format, yet few consider applying UDL principles. It is not enough that an instructor provide knowledge. He or she must also ensure that critical content is accessible to all students entering the university classroom. Faculty members recognized for their excellence in teaching include teaching strategies that are aligned to UDL principles. These strategies include creation of positive learning environments, use of humor, active engagement vs passive engagement, and explicit structure. The primary purpose of the article is threefold: to discuss the importance of using a UDL approach in higher education, to help faculty begin using a UDL approach through professional development, and sharing strategies for students in the higher education classroom.  Recommendations are made for providing professional development to faculty to increase their use of universal design for learning principles with questions for consideration. Additional recommendations are made for teaching students through the UDL lens. By using a UDL framework, all students have access to curriculum in ways meaningful to each individual.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124349047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From Social Worker to Social Worker: MSW Mentorship Outcomes","authors":"Jessica Nestelroad, Wendy Ashley","doi":"10.5430/IRHE.V4N1P1","DOIUrl":"https://doi.org/10.5430/IRHE.V4N1P1","url":null,"abstract":"Students returning to graduate school after years in the workforce face multiple challenges, including reviving dormant academic skills, juggling multiple roles and role alterations, and navigating academic structures and procedures. Department of Children and Family Services (DCFS) Children’s Social Workers (CSW’s) returning to school to obtain a Masters in Social Work (MSW) degree face additional unique challenges, including graduate level writing expectations, learning to be a professional social worker as dictated by the standards of the discipline, and making a paradigm shift from social work employee to social work student. A mentoring project was developed to assist students employed as CSW’s in successfully transitioning from employee to MSW student, and aimed to strengthen the public child welfare employee students to ensure that they are better equipped to successfully achieve their MSW, develop strategies to effectively integrate their skills into the DCFS system following graduation and ultimately increase proficiency to effectively serve vulnerable children and families. The purpose of this research study is to explore how the implementation of a mentorship program for CSW’s obtaining an MSW contributed to professional success post-graduation, when social workers returned to their positions with DCFS. This qualitative study was developed using detailed oral interviews with five participants. This research reveals mentorship programs can be both personally and professionally successful, identifying needs germane to this population of students and suggesting a specialized approach to educating current CSW’s to cultivate the skills essential for effective social work practice.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123194820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Being Accountable and Resultant Stakeholder Confidence in the Era of the Decolonisation of the University","authors":"Felix Omal","doi":"10.5430/IRHE.V4N1P24","DOIUrl":"https://doi.org/10.5430/IRHE.V4N1P24","url":null,"abstract":"Today's higher education landscape can best be described as unpredictability. This places university governing councils in critical places to begin to think deeply in terms of forms positionality to provide effective governance. For instance, in the South African higher education scenario currently, there are urgent calls for university decolonisation as such university governing bodies have to show that they are on top of the game through demonstrating to their stakeholders that have in place a responsive habitus that supports stakeholder accountability and confidence in these times. This paper examines the relationship between stakeholder accountability and confidence in institutional values that underpin effective governance. Consequently, this paper was developed from a research project that looked at the role of the university councils in bringing about good governance in the former historically black South African universities grappling with such institutional realities. Utilizing the notion of micro-politics developed from the concept of cultures derived from a multi-theoretical approach, the paper examines the framing of good university governance by governing bodies. Data for this study was collected from institutional documentary sources in the public domain, interviews and surveys. This paper ends with suggestions of governance practices that would assist the university councils grappling with such institutional contexts to provide good governance and possibilities for further research.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115243794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fairness as a Determinant of the Jigsaw Procedure’s Success in Teaching Undergraduate Psychological Statistics","authors":"Angela P. Cole-Dixon, Angela D. Glymph-Austin, J. M. Gill, Cassandra A. Shivers-Williams, Debra D. Roberts","doi":"10.5430/irhe.v4n1p9","DOIUrl":"https://doi.org/10.5430/irhe.v4n1p9","url":null,"abstract":"Undergraduate students (n = 46) completed four lab assignments (two “jigsaw group” assignments and two more traditional individual statistics lab assignments), followed by quizzes and evaluations of their assignments, instructor, and classmates, in a study designed to confirm and extend previous findings of positive effects of the jigsaw procedure in a psychological statistics course. Findings of the study (a) showed expected quiz performance improvement following jigsaw assignments, (b) provided preliminary support for Aronson’s and colleagues’ position that the success of the jigsaw classroom is due in part to decreased perceptions of unfairness, and (c) further established the ecological validity of fair process effects in a setting not previously investigated—the jigsaw classroom. Moreover, our findings suggest that the jigsaw procedure is well-suited for supplementing psychological statistics lectures.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126491858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}