Open Education Studies最新文献

A Study on the Cognition and Behaviour of Indonesian Academic Staff Towards the Concept of The United Nations Sustainable Development Goals 印尼学术人员对联合国可持续发展目标概念的认知与行为研究

Open Education Studies Pub Date : 2025-01-01 DOI: 10.1515/edu-2025-0073

Radna Andi Wibowo, Wei-Te Liu

{"title":"A Study on the Cognition and Behaviour of Indonesian Academic Staff Towards the Concept of The United Nations Sustainable Development Goals","authors":"Radna Andi Wibowo, Wei-Te Liu","doi":"10.1515/edu-2025-0073","DOIUrl":"https://doi.org/10.1515/edu-2025-0073","url":null,"abstract":"Abstract This study investigates higher education institutions in Indonesia, particularly at technical and vocational schools, regarding the sustainable development goals (SDGs). The investigations include the Implementation of SDGs, the cognition and behaviour of academic staff on SDGs, and the favoured items they selected. The documentary analysis was used to achieve the priority areas of SDGs. Following, the interview analysis was selected to determine the cognition and behaviour of academic staff toward SDGs in their daily lives. In addition, a strengths, weaknesses, opportunities, and threats analysis was utilized to assess internal and external factors in implementing these SDGs programmes at technical and vocational education institutions. The sample in this study consists of three directors, three heads of departments, and six lecturers. The findings showed that “Good Health and Well-Being,” “No Poverty,” “Life Below Water,” and “Sustainable Cities and Communities” are the most mentioned in their latest annual report. Academic staff in the three institutions are familiar with a general understanding of SDGs. However, each academic staff has individual cognition in explaining priority items. “Quality education” was noted as the most mentioned in the internal analysis by participants, while “partnership for goals” was the most mentioned in the external analysis.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147912984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Fostering Creativity in Higher Education Institution: A Systematic Review (2018–2022) 在高等教育机构中培养创造力：系统性综述（2018-2022）

Open Education Studies Pub Date : 2024-01-01 DOI: 10.1515/edu-2022-0221

Astri Setiamurti, F. Kurniawati

{"title":"Fostering Creativity in Higher Education Institution: A Systematic Review (2018–2022)","authors":"Astri Setiamurti, F. Kurniawati","doi":"10.1515/edu-2022-0221","DOIUrl":"https://doi.org/10.1515/edu-2022-0221","url":null,"abstract":"\u0000 Several studies have stressed the necessity of fostering students’ creativity in the twenty-first -century learning process, particularly at the higher educational level. This study synthesized the characteristics (country, study population, and field of education/subject), methods, and theoretical ground used to foster students’ creativity in higher education research. Using the PRISMA 2020 as a guideline for writing a systematic literature review, two databases (ProQuest and Scopus) were searched for peer-reviewed, primary, and empirical research published in English between January 1, 2018, and October 15, 2022. A final selection of 28 studies that met the eligibility criteria were examined. The result showed that most of the studies reviewed were conducted on undergraduate students in developed industrialized East Asian countries and used surveys as the primary data collection method. Moreover, the grounding theories used in fostering creativity in higher education research were still scarce. This study showed that further research is needed to examine the mechanism for developing student creativity in higher education with more diverse samples, rigorous methods, and theoretical grounding.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"15 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140517571","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

Pedagogical Technologies and Cognitive Development in Secondary Education 中学教育中的教学技术与认知发展

Open Education Studies Pub Date : 2024-01-01 DOI: 10.1515/edu-2022-0214

Assel Akhmetova, Zhanat Karmanova, Shnar Demissenova, Nurgul Sadvakassova, Kanat Koshkumbaev

{"title":"Pedagogical Technologies and Cognitive Development in Secondary Education","authors":"Assel Akhmetova, Zhanat Karmanova, Shnar Demissenova, Nurgul Sadvakassova, Kanat Koshkumbaev","doi":"10.1515/edu-2022-0214","DOIUrl":"https://doi.org/10.1515/edu-2022-0214","url":null,"abstract":"\u0000 \u0000 \u0000 The model for implementing pedagogical technologies to the develop cognitive processes of secondary education students is highly significant in the present era.\u0000 \u0000 \u0000 \u0000 The purpose of the study is to substantiate and practically test some pedagogical technologies used in the process of secondary education.\u0000 \u0000 \u0000 \u0000 To investigate this issue in more detail, theoretical research methods were used, namely: analysis, generalisation, synthesis, structural and functional methods, and empirical research methods such as testing, survey, and experiment.\u0000 \u0000 \u0000 \u0000 The main result of the study is the proof of the fact that pedagogical technologies for the development of cognitive abilities in students affect their success in learning and their level of productivity.\u0000 \u0000 \u0000 \u0000 The experimental part of the study showed that it is necessary to introduce such teaching methods as game techniques “In search of the truth,” “Perceive the date,” “Naughty numbers,” and “Black Box” in the development of chronological knowledge in history lessons, since the use of such techniques at any age contributes to the development of stable associative connections, as opposed to direct memorisation. Moreover, such training promotes the development of imagination, logical thinking of students, and memorisation mechanisms and effectively affects the development of cognitive abilities of the individual. The practical significance of this study is that all the materials can be used in educational institutions by teachers, students, and other researchers.\u0000","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"313 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140521153","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

“Why are These Problems Still Unresolved?” Those Pending Problems, and Neglected Contradictions in Online Classroom in the Post-COVID-19 Era "为什么这些问题仍未解决？后 COVID-19 时代在线课堂中那些悬而未决的问题和被忽视的矛盾

Open Education Studies Pub Date : 2024-01-01 DOI: 10.1515/edu-2022-0212

Yi Zhao, Sanitah Mohd Yusof, Mingyu Hou

{"title":"“Why are These Problems Still Unresolved?” Those Pending Problems, and Neglected Contradictions in Online Classroom in the Post-COVID-19 Era","authors":"Yi Zhao, Sanitah Mohd Yusof, Mingyu Hou","doi":"10.1515/edu-2022-0212","DOIUrl":"https://doi.org/10.1515/edu-2022-0212","url":null,"abstract":"\u0000 To investigate the pending problem and improve the effectiveness of online classrooms in the post-COVID-19 era, researchers conducted semi-structured interviews with 41 teachers from China, the Philippines, and other countries who have experienced long-time online classrooms. The research indicated that (1) all problems the teachers face in the online classroom can be classified into two types, including internal problems (the problems in teachers’ teaching, students’ learning, classroom discipline, and students’ psychology) and external problems (the problems in hardware and equipment, school management, education equity and privacy protection, and family interference). (2) To better improve online classroom effectiveness, teachers strongly call for a series of reforms, including the reform of school management, curriculum and teaching, after-class instruction, and psychological support, which require schools, teachers, and parents to work together to make fundamental improvements. (3) Educational equity issues caused by economic development level, long-term inefficient online interaction, and various internal contradictions are the fundamental reasons why the previous problems existing in the online classroom have not been solved. Teachers, schools, educational researchers, and government departments need to deeply study and analyze these reasons, which will help solve a series of past and present problems in the online classroom.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"54 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140515911","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

The Flipped Classroom Optimized Through Gamification and Team-Based Learning 通过游戏化和团队学习优化翻转课堂

Open Education Studies Pub Date : 2024-01-01 DOI: 10.1515/edu-2022-0227

Sergio Francisco Sargo Ferreira Lopes, Jorge Manuel de Azevedo Pereira Simões, Justino Marco Ronda Lourenço, José Carlos Pereira de Morais

{"title":"The Flipped Classroom Optimized Through Gamification and Team-Based Learning","authors":"Sergio Francisco Sargo Ferreira Lopes, Jorge Manuel de Azevedo Pereira Simões, Justino Marco Ronda Lourenço, José Carlos Pereira de Morais","doi":"10.1515/edu-2022-0227","DOIUrl":"https://doi.org/10.1515/edu-2022-0227","url":null,"abstract":"\u0000 The increase in digital teaching and learning methodologies creates the opportunity for new educational approaches, both in terms of pedagogical practice and in the availability of new technological tools. The flipped classroom as an active teaching methodology is one example of blended learning (b-learning), which aims to harmonize and enhance the fusion of face-to-face teaching with online teaching, allowing students to get better use of both face-to-face contact with classmates and professors and digital teaching resources. However, active teaching methodologies allow us to merge educational techniques from different methodological approaches, for example, gamification and team-based learning (TBL), among others. This study aims to demonstrate how to implement a flipped classroom with the possibility of integrating gamification and TBL, indicating possibilities and challenges to overcome, through the comparative study and research carried out with students in higher education. The study was conducted with a group of 88 students from the engineering and technology fields, which showed that students have a very positive perception of active teaching methodologies and their teaching and learning techniques, especially those involving digital. Data collection was performed by a survey submitted to quantitative analysis using the Software SPSS version 28.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"14 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140518367","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

Influencing Factors of Work–Life Balance Among Female Managers in Chinese Higher Education Institutions: A Delphi Study 中国高等院校女性管理人员工作与生活平衡的影响因素：德尔菲研究

Open Education Studies Pub Date : 2024-01-01 DOI: 10.1515/edu-2022-0213

Shu Tang, Walton Wider, Chee Pung Ng, Leilei Jiang, J. C. Tanucan, Jonna Karla C. Bien, Lester Naces Udang

{"title":"Influencing Factors of Work–Life Balance Among Female Managers in Chinese Higher Education Institutions: A Delphi Study","authors":"Shu Tang, Walton Wider, Chee Pung Ng, Leilei Jiang, J. C. Tanucan, Jonna Karla C. Bien, Lester Naces Udang","doi":"10.1515/edu-2022-0213","DOIUrl":"https://doi.org/10.1515/edu-2022-0213","url":null,"abstract":"\u0000 This research focuses on female managers and aims to explore the factors influencing work–life balance among female managers in Chinese higher education institutions (HEIs), while also ranking the importance of these factors within HEIs. The research is divided into five main sections and employs a two-round Delphi research method, utilizing expert discussions and opinions to thoroughly analyze the work–life balance challenges faced by female managers. The findings of the research reveal six primary dimensions that influence the work–life balance of female managers in Chinese HEIs. These factors, ranked in order of importance, are as follows: (1) family factors, (2) work-related factors, (3) cultural and social norms, (4) health factors, (5) self-management and personal skills, and (6) support and satisfaction. In conclusion, this research offers valuable recommendations for understanding and improving the work–life balance of female managers in Chinese HEIs, providing essential guidance for both these institutions and female managers in achieving a balanced development in their professional and personal lives.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"6 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140524891","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

Examining the Structural Relationships Between Pre-Service Science Teachers’ Intention to Teach and Perceptions of the Nature of Science and Attitudes 研究职前科学教师的教学意向与科学本质认知和态度之间的结构关系

Open Education Studies Pub Date : 2024-01-01 DOI: 10.1515/edu-2022-0230

Sulaf Alazzam, Mohammad AlEeassa, Mahmoud Alquraan, Ayat Almughrabi

引用次数: 0

Deconstructing Teacher Engagement Techniques for Pre-service Teachers through Explicitly Teaching and Applying “Noticing” in Video Observations 通过在视频观察中明确教授和应用 "注意"，解构职前教师的教师参与技巧

Open Education Studies Pub Date : 2024-01-01 DOI: 10.1515/edu-2022-0224

Kristina Scott, Leigh Rohde

{"title":"Deconstructing Teacher Engagement Techniques for Pre-service Teachers through Explicitly Teaching and Applying “Noticing” in Video Observations","authors":"Kristina Scott, Leigh Rohde","doi":"10.1515/edu-2022-0224","DOIUrl":"https://doi.org/10.1515/edu-2022-0224","url":null,"abstract":"\u0000 Student engagement is a complex measurement that can be viewed through behavioral, emotional, and cognitive constructs. Authentic intellectual engagement requires more than task compliance and requires teachers to make decisions and moves to promote engagement. Pre-service teachers need to have these teacher decisions deconstructed and explicitly reconstructed to “notice” and make sense of it. This study conducted a qualitative document analysis of 31 pre-service teachers’ observational reflections on a pre-selected video-recorded lesson. A pre- and post-assessment was used. When pre-service teachers were given explicit instruction on “noticing” teacher moves to enhance student engagement through multiple constructs, their understanding of student engagement within a lesson shifted from literal and compliance-focused to a multi-dimensional construct involving behavior, emotion, and cognition. The assessments also shifted focus from what the teachers did to the impact the teacher’s decisions had on student engagement and learning. Future research should look at how noticing skills in video observations can transfer to the pre-service teachers developing their teaching skills in the classroom.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"32 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140520328","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

The Effects of Online Continuing Education for Healthcare Professionals: A Systematic Scoping Review 医疗保健专业人员在线继续教育的效果：系统性范围审查

Open Education Studies Pub Date : 2024-01-01 DOI: 10.1515/edu-2022-0226

Rawad Chaker, Mira Hajj-Hassan, Sacha Ozanne

{"title":"The Effects of Online Continuing Education for Healthcare Professionals: A Systematic Scoping Review","authors":"Rawad Chaker, Mira Hajj-Hassan, Sacha Ozanne","doi":"10.1515/edu-2022-0226","DOIUrl":"https://doi.org/10.1515/edu-2022-0226","url":null,"abstract":"\u0000 Continuing education offers healthcare professionals the opportunity to adapt to the many changes in society and to improve their skills and knowledge to provide optimal care for patients. As technology evolves, healthcare workers can benefit from virtual peer-to-peer and mentor interactions with digital technology as a platform for continuing professional development (CPD). Nevertheless, healthcare professionals’ experiences in CPD in online learning settings have not been tackled clearly. The aim of our systematic scoping review is to investigate the effects of distance and hybrid learning settings in continuing education on learning outcomes and perceptions among healthcare professionals. A quantitative literature search was conducted following the preferred reporting items for systematic reviews and meta-analyses scoping research, allowing data collection of healthcare study scores from previous articles tackling the subject. A total of 17 articles met the inclusion criteria and were reviewed. We identified four main categories of learning outcomes: knowledge acquisition, skills and performance, participants’ attitudes toward training, satisfaction, confidence, and self-efficacy. This systematic scoping review highlights that continuing distance education improves health professional learning outcomes. Continuing education in online learning setting allow more learning accessibility for healthcare professionals, as it was found to be a solution for temporal and physical constraints.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"18 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140524569","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

Technology Integration in Teacher Education Practices in Two Southern African Universities 南部非洲两所大学将技术融入师范教育实践

Open Education Studies Pub Date : 2024-01-01 DOI: 10.1515/edu-2022-0223

Gawie Schlebusch, S. Bhebhe, Luzaan Schlebusch

{"title":"Technology Integration in Teacher Education Practices in Two Southern African Universities","authors":"Gawie Schlebusch, S. Bhebhe, Luzaan Schlebusch","doi":"10.1515/edu-2022-0223","DOIUrl":"https://doi.org/10.1515/edu-2022-0223","url":null,"abstract":"\u0000 The integration of digital technology into the practices of teacher education is expected to become the norm in the Fourth Industrial Revolution era. This study sought to determine how lecturers integrate technology into teacher education in two Southern African universities (one in South Africa and one in the Kingdom of Eswatini). In this study, a multiple case study design was utilised, employing a qualitative research approach within an interpretive research paradigm. The study occurred at the two universities as mentioned earlier, conveniently chosen as they were the workplaces of the researchers. Data collection involved an open-ended questionnaire completed by lecturers, and a focus group discussion consisted of purposively selected lecturers from both institutions. Thematic analysis was applied to examine the data gathered from study participants. The findings indicated that initially, lecturers from both universities had limited digital literacy as they were in the process of transitioning from traditional face-to-face teaching methods and required guidance on integrating technology into their instructional practices. The study concludes that the availability of digital tools, software, and the Internet will not automatically equip student teachers with the required competencies to include technology into their instructional methods.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":"17 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140520471","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