Perspectives in Education最新文献_第3页

Leveraging academic industry partnerships for inclusive virtual learning 利用学术行业合作伙伴关系实现包容性虚拟学习

Perspectives in Education Pub Date : 2022-01-01 DOI: 10.18820/2519593x/pie.v40.i1.18

P. Zvavahera, Evelyn Chiyevo Garwe, Sheppard Pasipanodya, Farai Chigora, Chipo Katsande

{"title":"Leveraging academic industry partnerships for inclusive virtual learning","authors":"P. Zvavahera, Evelyn Chiyevo Garwe, Sheppard Pasipanodya, Farai Chigora, Chipo Katsande","doi":"10.18820/2519593x/pie.v40.i1.18","DOIUrl":"https://doi.org/10.18820/2519593x/pie.v40.i1.18","url":null,"abstract":"The COVID-19 pandemic has caused serious disruptions to higher education institutions across the globe, prompting even the ill-prepared ones to embrace virtual teaching and learning approaches. Academic-industry partnerships remain an under-utilised and under-researched mutually beneficial way of strengthening organisational performance. This study used the case of Zimbabwe to fill the gap in the literature by exploring the types and extent of cooperation between academic institutions and industry towards inclusive virtual learning in public and private universities during the COVID-19 pandemic. The study used electronic questionnaires and virtual interviews to collect data from a sample of 100 university staff and executives in industry. The findings revealed major challenges concerning infrastructure, facilities, high cost of data and intermittent power cuts. At present, particularly in public universities, academic-industry synergies were focused on internet and data provision. However, no support was made available for infrastructure and related facilities. The study recommended the need for strong academic-industry partnerships towards funding infrastructure and facilities to enhance virtual teaching and learning.","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87627394","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}

引用次数: 3

A quasi-ethnographical exploration of how young learners establish their learning practices in their environmental space: The township community and their homes 对年轻学习者如何在他们的环境空间中建立他们的学习实践的准民族志探索:乡镇社区和他们的家

Perspectives in Education Pub Date : 2022-01-01 DOI: 10.18820/2519593x/pie.v40.i2.5

Lucinda L. Du Plooy

引用次数: 0

Challenges for an internationalization of higher education from and for the global south 南方国家高等教育国际化面临的挑战

Perspectives in Education Pub Date : 2022-01-01 DOI: 10.18820/2519593x/pie.v40.i3.16

F. Leal, K. Finardi, Julieta Abba

引用次数: 1

Exploring perceptions of parents in supporting learning during COVID-19 at a South African primary school 在南非一所小学探讨家长在COVID-19期间支持学习方面的看法

Perspectives in Education Pub Date : 2022-01-01 DOI: 10.38140/pie.v40i4.6635

Chane de Jager, P. Triegaardt

引用次数: 0

Academic burnout among Open Distance e-Learning students during the COVID-19 pandemic COVID-19大流行期间开放远程电子学习学生的学业倦怠

Perspectives in Education Pub Date : 2022-01-01 DOI: 10.38140/pie.v40i4.6298

A. Fynn

{"title":"Academic burnout among Open Distance e-Learning students during the COVID-19 pandemic","authors":"A. Fynn","doi":"10.38140/pie.v40i4.6298","DOIUrl":"https://doi.org/10.38140/pie.v40i4.6298","url":null,"abstract":"The transition to online learning at a time of intensive efforts to ensure that the academic project continued under the trying conditions brought on by the COVID-19 pandemic placed intense pressure on both staff and students, increasing their workload. The increased workload placed students at a risk of burnout. While most burnout research focuses on the workplace, there is growing recognition that study activities can have a similar impact on students. The study drew on the conceptualisation of various authors on burnout which is conceived as three subdomains, namely, emotional exhaustion, cynicism and feelings of low accomplishment or inefficacy. This study made use of a cross-sectional survey design. The sample for the study was drawn from students at an Open Distance e-Learning (ODeL) institution in South Africa using a census sampling approach. The findings of this study show relatively low levels of burnout and high levels of study engagement among respondents. This is despite most respondents reporting being employed while studying. Furthermore, the relationship between dropout intention and burnout was weak but significant. Further areas of research in this field could include students from contact institutions, or a focus on postgraduate students who are employed while studying or explore gender differences among students in different fields of study.","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85461345","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}

引用次数: 0

Narcissism as a global barrier to education for sustainable development 自恋是可持续发展教育的全球障碍

Perspectives in Education Pub Date : 2022-01-01 DOI: 10.18820/2519593x/pie.v40.i3.3

Meg Milligan, John M. Mankelwicz, H. See

引用次数: 2

Grade 1 teachers’ experiences of supporting learners living with attention-deficit/ hyperactivity disorder (ADHD) 一年级教师对注意缺陷/多动障碍(ADHD)学生的支持经验

Perspectives in Education Pub Date : 2022-01-01 DOI: 10.38140/pie.v40i4.6743

Zandra de Villiers, E. Barnard

{"title":"Grade 1 teachers’ experiences of supporting learners living with attention-deficit/ hyperactivity disorder (ADHD)","authors":"Zandra de Villiers, E. Barnard","doi":"10.38140/pie.v40i4.6743","DOIUrl":"https://doi.org/10.38140/pie.v40i4.6743","url":null,"abstract":"South Africa’s policy on screening, identification, assessment and support (SIAS) stipulates that teachers support learners with barriers to learning and development in their mainstream classrooms. This includes learners living with Attention-deficit/hyperactivity disorder (ADHD). Yet, little research has been conducted regarding Grade 1 teachers’ utilisation of support strategies for learners living with ADHD in mainstream classrooms. This study focused on Grade 1 teachers’ support for learners living with ADHD. An exploratory, interpretive, interactive, qualitative case study was employed. Twelve purposefully selected Grade 1 teachers, representing five public schools (varying from Quintile 1-5) and one private school from the West Coast Education District, South Africa, participated in an unstructured open-ended focus group interview resulting in an interview framework being developed. This interview framework directed the field observations of classroom visits and semi-structured individual interview questions of six purposefully selected Grade 1 teachers. Qualitative content analysis was used to analyse the transcriptions of the individual interviews, as well as the field notes. The study found that teachers were innovative in developing effective support strategies to support Grade 1 learners living with ADHD in their classrooms.","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89589570","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}

引用次数: 0

Students’ perceived science inquiry process skills in relation to school type and gender 学生感知的科学探究过程技能与学校类型和性别的关系

Perspectives in Education Pub Date : 2022-01-01 DOI: 10.18820/2519593x/pie.v40.i2.12

C. Nicol, Emmanuel Gakuba, Gonzague Habinshuti

引用次数: 0

Student leadership: Participation of the representative council of learners in the management of school violence in high school 学生领导:学生代表理事会参与高中校园暴力管理

Perspectives in Education Pub Date : 2022-01-01 DOI: 10.18820/2519593x/pie.v40.i2.18

Chidi Idi Eke

引用次数: 0

Measuring risks associated with students of introductory statistics: Scale development and implementation 测量与入门统计学学生相关的风险:规模开发和实施

Perspectives in Education Pub Date : 2022-01-01 DOI: 10.18820/2519593x/pie.v40.i2.11

Wilma Coetzee

引用次数: 0