INTERNATIONAL REVIEW OF EDUCATION最新文献_第3页

Local community development and higher education institutions: Moving from the triple helix to the quadruple helix model 地方社区发展与高等教育机构：从三螺旋模式到四螺旋模式

IF 3.2

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2024-02-12 DOI: 10.1007/s11159-023-10037-7

Theophile Shyiramunda, Dmitri van den Bersselaar

{"title":"Local community development and higher education institutions: Moving from the triple helix to the quadruple helix model","authors":"Theophile Shyiramunda, Dmitri van den Bersselaar","doi":"10.1007/s11159-023-10037-7","DOIUrl":"https://doi.org/10.1007/s11159-023-10037-7","url":null,"abstract":"This article examines issues of local community development in Rwanda, building on the triple helix model proposed by Henry Etzkowitz and Loet Leydesdorff in the 1990s to draw insights from international perspectives. The authors favour an expanded quadruple helix model which includes the local community as a unit of analysis, alongside higher education institutions (HEIs), the private sector and government. In this fourfold model, the local community is identified as an additional helix based on the idea that HEIs can serve as engines for boosting economic development. The results of the authors’ analysis show that innovations in higher education which are directed towards community development can, in turn, lead to changes in existing practices and teaching to better reflect the needs of the local community as well as the broader community beyond the immediate context of HEIs. Graduates’ employable skills can be strengthened through outreach initiatives by HEIs, along with the collaborative support of all elements in the fourfold model. The authors’ review of relevant literature and policy documents goes further to illustrate how each element can play an optimal role in forming a strong and sustainable partnership at the local level. The robust cooperation among helices in this model may lead to higher rates of graduates’ employment in a knowledge-based society. These innovations can further lead to full alleviation of poverty, starting from the sphere of local community development.","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":"10 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139772662","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

Homeschooling in a digital age: How digital technologies can help children foster a love for (self-directed) lifelong learning 数字时代的家庭教育：数字技术如何帮助儿童培养对（自主）终身学习的热爱

IF 3.2

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2024-02-09 DOI: 10.1007/s11159-023-10041-x

引用次数: 0

From pilots to policies: Challenges for implementing intercultural bilingual education in Latin America 从试点到政策：在拉丁美洲实施跨文化双语教育的挑战

IF 3.2

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2024-02-07 DOI: 10.1007/s11159-023-10039-5

J. Mitchell Porter, Andrew R. Morrison

引用次数: 0

Correction to: Driving forces of student satisfaction with online learning in the context of the COVID-19 pandemic: Evidence from Viet Nam 更正：COVID-19大流行背景下学生对在线学习满意度的驱动力：来自越南的证据

IF 3.2

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2024-01-02 DOI: 10.1007/s11159-023-10059-1

Nhung Trinh, Thi Ngo, Cham Nguyen

引用次数: 0

The right kind of attention: Learning, love and resistance 正确的关注学习、爱与抵抗

IF 3.2

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2023-12-30 DOI: 10.1007/s11159-023-10060-8

Paul Stanistreet

引用次数: 0

Growth and application of literacy skills by rural Zambian mothers with assistance from their children 赞比亚农村母亲在子女帮助下提高和应用识字技能的情况

IF 3.2

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2023-12-27 DOI: 10.1007/s11159-023-10028-8

Jacob Chomba Nshimbi, Robert Serpell

{"title":"Growth and application of literacy skills by rural Zambian mothers with assistance from their children","authors":"Jacob Chomba Nshimbi, Robert Serpell","doi":"10.1007/s11159-023-10028-8","DOIUrl":"https://doi.org/10.1007/s11159-023-10028-8","url":null,"abstract":"The main objective of this case study was to use children as models to assist their parents in acquiring literacy with the help of a phone-based literacy game. Eight women in rural Zambia were loaned phones with GraphoGameTM, a digital literacy game, to use as a resource for literacy learning, with the assistance of their children. The participants were given literacy tests before the intervention and after their exposure to GraphoGame to determine the impact of the intervention. Analyses using t-tests and a Mann-Whitney U test found that the parents’ performance on the literacy tests improved significantly after the intervention period, compared with their pre-intervention performance. Furthermore, key informants indicated that the parents who participated in the study improved their literacy skills in various social and community interactions, as compared with parents within the same community who were not exposed to the game. Thus, the study showed that it is possible to use literacy technology to teach literacy to illiterate rural adults with the help of their children. The study concluded that literacy can play an important role in increasing community participation and consequently community improvement for rural women.","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":"72 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139052453","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

Indigenous sustainable education modelling: The role of chaperones in Batek children’s education in Malaysia 本土可持续教育模式：监护人在马来西亚巴特克儿童教育中的作用

IF 3.2

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2023-12-21 DOI: 10.1007/s11159-023-10035-9

Mohd Amli Abdullah, B. Ahmad, Mohd Rozaidi Ismail

引用次数: 0

African refugees’ access to higher education: Voices from Egypt 非洲难民接受高等教育的机会：来自埃及的声音

IF 3.2

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2023-12-19 DOI: 10.1007/s11159-023-10031-z

Hagar El Sayed Younes, Ibrahim M. Karkouti

引用次数: 0

Learning to spend time in unusual times: An inquiry into the potential for sustainability learning during COVID-19-induced school closures 学会在非常时期度过时间：探究在 COVID-19 引发的学校停课期间开展可持续性学习的潜力

IF 3.2

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2023-12-15 DOI: 10.1007/s11159-023-10034-w

Claire Grauer, Pascal Frank, Daniel Fischer

引用次数: 0

Driving forces of student satisfaction with online learning in the context of the COVID-19 pandemic: Evidence from Viet Nam 在 COVID-19 大流行的背景下学生对在线学习满意度的驱动力：来自越南的证据

IF 3.2

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2023-12-13 DOI: 10.1007/s11159-023-10033-x

Nhung Trinh, Thi Ngo, Cham Nguyen

{"title":"Driving forces of student satisfaction with online learning in the context of the COVID-19 pandemic: Evidence from Viet Nam","authors":"Nhung Trinh, Thi Ngo, Cham Nguyen","doi":"10.1007/s11159-023-10033-x","DOIUrl":"https://doi.org/10.1007/s11159-023-10033-x","url":null,"abstract":"At a time when the world has suffered such an unprecedented event as the COVID-19 pandemic, it is essential to conduct research to evaluate the relationship of student satisfaction with interaction, Internet self-efficacy, and self-regulated learning in a fully online learning environment. The results of a survey of 290 students at a university in Viet Nam, using partial least squares structural equation modelling (PLS-SEM), indicate that four types of interaction (learner–learner interaction, learner–instructor interaction, learner–content interaction, and learner–technology interaction) positively and significantly affected students’ satisfaction with online learning, whereas Internet self-efficacy and self-regulated learning were not found to be significant predictors. These findings are crucial for enhancing the quality of online learning, which is regarded as not only the best cure for the massive global crisis COVID-19 has caused in education but also an innovative advancement compared with traditional face-to-face education. The authors discuss practical implications for instructional and course design, as well as directions for future research.","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":"20 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138631421","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