INTERNATIONAL REVIEW OF EDUCATION最新文献_第4页

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

School dropout in Cameroon and its determinants 喀麦隆的辍学率及其决定因素

IF 3.2

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2023-11-20 DOI: 10.1007/s11159-023-10017-x

Olivier Ewondo Mbebi

引用次数: 0

Relationships between the perceptions of lifelong learning, lifelong learning competencies and learning strategies by teacher trainers in Myanmar 缅甸教师培训师终身学习观念、终身学习能力和学习策略之间的关系

IF 3.2

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2023-11-20 DOI: 10.1007/s11159-023-10029-7

Win Phyu Thwe, Anikó Kálmán

{"title":"Relationships between the perceptions of lifelong learning, lifelong learning competencies and learning strategies by teacher trainers in Myanmar","authors":"Win Phyu Thwe, Anikó Kálmán","doi":"10.1007/s11159-023-10029-7","DOIUrl":"https://doi.org/10.1007/s11159-023-10029-7","url":null,"abstract":"The main objective of the current study was to investigate the relationships between perceptions of lifelong learning, lifelong learning competencies and learning strategies. The study was exploratory in nature and used three research tools: the Lifelong Learning Questionnaire, Lifelong Learning Competencies Scale, and Teachers’ Learning Strategies Questionnaire. It recruited 300 teacher trainers from education degree colleges in Myanmar, using a random sampling method. A descriptive and independent t-test, ANOVA and Dunnett’s test were used to analyse the research questions. The findings indicated that teacher trainers’ perceptions of lifelong learning and lifelong learning competencies were positively correlated. Moreover, they used learning strategies to improve their teaching competencies. Specifically, their highest competency was in learning how to learn, while their lowest competency was in mathematics and science. None of the research variables differed according to gender, education level or teaching service. Statistically significant differences between perception of lifelong learning, lifelong learning competencies and learning strategies were found for the respective geographical regions (lower and upper Myanmar). Multilingual competence, digital competence, learning to learn competence, citizenship competence, entrepreneurship competence and cultural awareness competencies varied by region, but literacy, mathematics and science competencies did not. Significant differences were noted in perceptions of lifelong learning and learning strategies, but not lifelong learning competencies with respect to age. Literacy competence, digital competence and citizenship competence differed by age, but teaching tenure only had an influence on digital competence. Lastly, the study found a highly positive correlation between lifelong learning competencies and learning strategies.","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":"89 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138540612","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

Distance education and work–family conflict during COVID-19: Evidence from Turkey for a gender-moderated model 2019冠状病毒病期间的远程教育和工作-家庭冲突:来自土耳其的证据:性别调节模式

IF 3.2

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2023-11-16 DOI: 10.1007/s11159-023-10030-0

Ayhan Görmüş, Meryem Baytur

{"title":"Distance education and work–family conflict during COVID-19: Evidence from Turkey for a gender-moderated model","authors":"Ayhan Görmüş, Meryem Baytur","doi":"10.1007/s11159-023-10030-0","DOIUrl":"https://doi.org/10.1007/s11159-023-10030-0","url":null,"abstract":"As in much of the world, during the COVID-19 pandemic Turkey switched to mandatory distance education at all formal educational levels, and teachers were required to work from home. Despite the flexibility of working from home, infrastructural challenges adversely affected the effectiveness and quality of teaching and boosted work–family conflict (WFC), creating compatibility issues between teachers’ work and family roles. The study presented in this article used structural equation modelling to explore the moderating effects of gender on the relationship between infrastructural and distance education-related challenges and WFC among teachers in Turkey. Data were drawn from an online survey conducted in December 2021 as part of a master’s project at Tekirdağ Namık Kemal University. In the survey, 562 teachers (367 female, 195 male) were asked about challenges they faced in mandatory distance education that adversely affected their work and family balance during the COVID-19 pandemic. The results reveal that infrastructural and distance education-related challenges were positively associated with WFC among teachers during the pandemic. Gender was found to play a significant moderating role in the effect of infrastructure-related challenges on WFC during mandatory distance education: the interaction was stronger among female teachers. However, gender was not found to play a significant moderating role with regard to distance education-related challenges and WFC. The article concludes with several practical implications to help mitigate WFC for teachers and to improve distance education in the future.","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":"90 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138540624","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

Managing illegitimacies: Teachers and private tutoring in Myanmar’s shadow education sector 非法管理:缅甸影子教育部门的教师和私人辅导

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2023-11-10 DOI: 10.1007/s11159-023-10027-9

Mark Bray, Peter Kamtungtuang Suante

引用次数: 0

Un/common schooling: Educational experiments in twentieth-century India 非公立学校:20世纪印度的教育实验

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2023-11-07 DOI: 10.1007/s11159-023-10047-5

Jandhyala B. G. Tilak

引用次数: 0

An intercultural approach to English language teaching 跨文化的英语教学方法

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2023-11-07 DOI: 10.1007/s11159-023-10048-4

Mostafa Morady Moghaddam

引用次数: 216