INTERNATIONAL REVIEW OF EDUCATION最新文献_第3页

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

Pedagogies for future-oriented adult learners: Flipping the lens from teaching to learning 面向未来的成人学习者的教学法：从 "教 "到 "学 "的视角转换

IF 3.2

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2023-12-10 DOI: 10.1007/s11159-023-10053-7

Muhammad Imran, N. Almusharraf

引用次数: 0

Learning to lead for transformation: An African perspective on educational leadership 学会领导变革：非洲教育领导力视角

IF 3.2

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2023-12-09 DOI: 10.1007/s11159-023-10054-6

Sara Black

引用次数: 0

Colonial education and the world market: The cotton school experiment in German Togo (1900–1914) 殖民教育与世界市场:德属多哥的棉花学校实验(1900-1914)

IF 3.2

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2023-11-24 DOI: 10.1007/s11159-023-10015-z

Christel Adick

{"title":"Colonial education and the world market: The cotton school experiment in German Togo (1900–1914)","authors":"Christel Adick","doi":"10.1007/s11159-023-10015-z","DOIUrl":"https://doi.org/10.1007/s11159-023-10015-z","url":null,"abstract":"Critical research on colonial education should not only include the intentions of colonial actors, but also an awareness of possible learning outcomes that were intended or not intended by “the colonial masters”. The case study presented here explores the fate of an agricultural school located in Notsé (Togo) from its first ideas in 1900 until about 1914 (the end of German colonial rule in Togo). The main reason for setting up the “cotton school experiment” was to find ways of formalising the transfer of knowledge, competences and attitudes which were deemed necessary for the transformation of the local economy and society from a subsistence or household economy to capitalist modes of production. The history of this agricultural institution transcends colonial history between Germany and Togo, opening up a broader view of entanglements between the regional histories of Africa, Germany and the southern United States. The story begins with African Americans from Tuskegee in Alabama under the leadership of the African-American educationist Booker T. Washington, who were despatched to German Togo in 1900 in order to enhance local cash-crop style cotton production for the sake of the German cotton industry in Germany. It ends with the colonial government in Togo appointing German regional agricultural officers to consult and instruct local Togolese communities in cash-crop production as itinerant teachers.","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":"13 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138540630","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