International Journal of Learning in Higher Education最新文献_第2页

Entrepreneurship Education: Voices from Australia 创业教育:来自澳大利亚的声音

International Journal of Learning in Higher Education Pub Date : 2023-01-01 DOI: 10.18848/2327-7955/cgp/v30i02/141-169

S. Kannan, Roberto Bergami

引用次数: 0

Nonreactivity and Intentionally Being Well: Preservice Teacher Wisdom from the Field 非反应性和故意保持良好:来自实地的职前教师智慧

International Journal of Learning in Higher Education Pub Date : 2023-01-01 DOI: 10.18848/2327-7955/cgp/v31i01/1-23

Corissa Mazurkiewicz, M. Szymanski, D. Riordan

引用次数: 0

Using the Technology-Organization-Environment Framework to Explore Research and Innovation Strategies and Manage Academic Resistance at a University of Technology 利用技术-组织-环境框架探索科技大学的研究与创新战略并管理学术阻力

International Journal of Learning in Higher Education Pub Date : 2022-01-01 DOI: 10.18848/2327-7955/cgp/v30i02/29-45

P. Rambe, Mpho Agnes Mbeo, L. Meda

引用次数: 0

Digital Authorship as Experiential Learning 作为体验式学习的数字作者

International Journal of Learning in Higher Education Pub Date : 2022-01-01 DOI: 10.18848/2327-7955/cgp/v29i01/111-129

Mark Mabrito

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Learning to Breathe but Failing to Feel: Tradition and Modernity in a Chinese University 学会了呼吸，却没有感受:中国大学的传统与现代

International Journal of Learning in Higher Education Pub Date : 2022-01-01 DOI: 10.18848/2327-7955/cgp/v29i01/99-110

Wang Fangying, Khomkrich Karin

引用次数: 0

The Effects of Service Quality on English Majors’ Satisfaction: A Chinese Empirical Study 服务质量对英语专业学生满意度影响的中国实证研究

International Journal of Learning in Higher Education Pub Date : 2022-01-01 DOI: 10.18848/2327-7955/cgp/v29i01/131-150

Timothy Scott, Wenyu Guan

引用次数: 2

A Transformative Approach to Collaborative Learning for Higher Education 高等教育合作学习的变革方法

International Journal of Learning in Higher Education Pub Date : 2022-01-01 DOI: 10.18848/2327-7955/cgp/v29i02/189-205

Natalie Dick, Natalie Brahm, T. Bui, Yi Li, S. Melincavage, Xintong Wang, Liangtian Xu, J. Asher

引用次数: 0

Adaptation to Challenging Demands: Do Individual Differences Matter? 适应挑战性需求:个体差异重要吗?

International Journal of Learning in Higher Education Pub Date : 2022-01-01 DOI: 10.18848/2327-7955/cgp/v30i01/141-157

M. Pilotti

引用次数: 0

Post-COVID-19 Challenges and Opportunities for Higher Education Institutions in Oman: A Study of Modern College of Business and Science 2019冠状病毒病后阿曼高等教育机构面临的挑战与机遇:现代商科学院研究

International Journal of Learning in Higher Education Pub Date : 2022-01-01 DOI: 10.18848/2327-7955/cgp/v30i01/69-87

H. Magd, Saurav Negi, M. Ansari

{"title":"Post-COVID-19 Challenges and Opportunities for Higher Education Institutions in Oman: A Study of Modern College of Business and Science","authors":"H. Magd, Saurav Negi, M. Ansari","doi":"10.18848/2327-7955/cgp/v30i01/69-87","DOIUrl":"https://doi.org/10.18848/2327-7955/cgp/v30i01/69-87","url":null,"abstract":"The present study discusses the implementation of online learning amid the COVID-19 pandemic in the Omani higher education context and investigates the post–COVID-19 challenges and opportunities for higher education institutions (HEIs) in Oman. The study is focused primarily on a premier HEI in Muscat, Oman, known as the Modern College of Business and Science (MCBS), as a case to understand the post-COVID-19 challenges and opportunities for HEI in the Sultanate of Oman. The data was collected through the semi-structured interview with the faculty and administrators to investigate the post-COVID-19 challenges for an educational institution in terms of delivery of the online mode of teaching. The study highlighted several challenges faced by the institution from the sudden lockdown and change of teaching methodology in favor of online teaching. Some of the main challenges include issues related to the internet/network, student engagement, academic integrity, social interaction, course delivery in numerically based courses, quality teaching and learning, and employment and internship. There is a dearth of literature on challenges and opportunities for HEIs specifically in Oman from the perspectives of teachers and academic administrators, and the study tries to fill the gap on that account.","PeriodicalId":38277,"journal":{"name":"International Journal of Learning in Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67599944","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: 1

We’re in This Together: Student Motivation and Faculty Support in Online Degree Advancement during the COVID-19 Pandemic 我们在一起:2019冠状病毒病大流行期间在线学位提升的学生动机和教师支持

International Journal of Learning in Higher Education Pub Date : 2022-01-01 DOI: 10.18848/2327-7955/cgp/v30i01/1-12

Kristen Mc Henry, T. J. Wing, Jody Lester

{"title":"We’re in This Together: Student Motivation and Faculty Support in Online Degree Advancement during the COVID-19 Pandemic","authors":"Kristen Mc Henry, T. J. Wing, Jody Lester","doi":"10.18848/2327-7955/cgp/v30i01/1-12","DOIUrl":"https://doi.org/10.18848/2327-7955/cgp/v30i01/1-12","url":null,"abstract":"The purpose of this study was to identify the motivation for continued learning and degree attainment in online degree advancement (DA) respiratory care students (those with an associate degree pursuing a bachelor's degree) during a pandemic and the types of support needed for academic success in the online learning environment. The design of the study was convergent mixed-methods descriptive survey research. Items from the Academic Motivation Scale-College Version (AMS-C) were used to assess the construct. Additionally, open-ended questions allowed for narrative responses related to the pandemic pressures, motivation regulation, and faculty support. One hundred twenty-three students completed various components of the survey. Respondents were both intrinsically and extrinsically motivated to continue to pursue their advanced degrees despite the pandemic. Students self-identified as being determined to achieve their goals and that support from family, friends, colleagues, and faculty helped them achieve their goals along with their instructors' flexibility which helped ensure student success during the pandemic. Despite the pandemic, respiratory therapy (RT) students pursuing an advanced degree are self-determined and have a genuine love of learning, which helps regulate their motivation to continue. DA students in respiratory care appreciated flexible and supportive instructors in meeting their academic needs. © Common Ground Research Networks, Kristen McHenry, Thomas J. Wing.","PeriodicalId":38277,"journal":{"name":"International Journal of Learning in Higher Education","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67599149","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