International journal of educational research open最新文献_第6页

Configurations, dynamics, and temporality: Exploring the social networks of students and their relevance for successful transitions into higher education

International journal of educational research open Pub Date : 2024-12-18 DOI: 10.1016/j.ijedro.2024.100419

Carina Carlhed Ydhag, Ali Osman

{"title":"Configurations, dynamics, and temporality: Exploring the social networks of students and their relevance for successful transitions into higher education","authors":"Carina Carlhed Ydhag, Ali Osman","doi":"10.1016/j.ijedro.2024.100419","DOIUrl":"10.1016/j.ijedro.2024.100419","url":null,"abstract":"<div><div>This study examines social networks' role in high-achieving students' transitions from upper secondary school to higher education. A specific focus is on the configuration of their social network, its' stability over time, and how the students experience the nature of the relationships in the network. The case study is based on three student cases selected from a pool of 52 students, and the data includes three waves of interviews with students over two years, interviews with a significant other to the students, and a subjective mapping of their social network. Analytical tools are the concepts of <em>cultural</em> and <em>social capital</em> and <em>weak</em> and <em>strong ties</em>. The study shows how social and cultural capital works within a social network, experienced from the students’ perspectives. In addition, we conclude that the transition process is fragile for students with low cultural capital regarding network configurations, significantly when changing fields of interest from upper secondary to tertiary education. Here, the importance of having weak ties is illustrated in terms of the need for field-specific influx for a bridging support role in the transition. The active involvement and reciprocal nature of the relationships are vital, and the strength of the network depends on whether it pertains over time. The results have implications for practice due to the emerging interrupted transitions to higher education and how to support students in their apparent situations, which are characterised as being in a state of limbo with no clear resolution.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100419"},"PeriodicalIF":0.0,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097452","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

Master's programs’ dropout and graduation clusters in a university system with a multiple enrollment policy

International journal of educational research open Pub Date : 2024-12-17 DOI: 10.1016/j.ijedro.2024.100423

Alexander Karl Ferdinand Loder

{"title":"Master's programs’ dropout and graduation clusters in a university system with a multiple enrollment policy","authors":"Alexander Karl Ferdinand Loder","doi":"10.1016/j.ijedro.2024.100423","DOIUrl":"10.1016/j.ijedro.2024.100423","url":null,"abstract":"<div><div>Austria (Europe) allows students to enroll in multiple degree programs simultaneously or consecutively. On the master's degree level this may offer advantages for students, such as a chance for graduation instead of dropping out. This study aimed to identify groups among master's students’ outcomes (graduation, dropout), considering the possibility of enrolling in multiple programs. Data from 21,412 master's degree students between 2010/11 to 2022/23 were used as a base for analyses. All possible outcome constellations of dropout and graduation have been considered and the dimensions workload and overall study duration in semesters were used for the clustering. Cluster analyses per outcome constellation, set up on the four algorithms kmeans, clara, pam and hclust, revealed differently sized clusters. Clusters were categorized into low, medium, high workload and low, medium, long duration and their frequencies were aggregated. The results suggest that enrolling in multiple programs increases overall study duration and student workload, but also that groups of students with reduced workload exist, possibly profiting from multiple enrollments. Future studies are needed to examine knowledge transfer between programs and to obtain information on differences between single-enrollment students and multiple-enrollment students in their performance in the job market.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100423"},"PeriodicalIF":0.0,"publicationDate":"2024-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143140844","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

Women's participation in the research development of a country

International journal of educational research open Pub Date : 2024-12-17 DOI: 10.1016/j.ijedro.2024.100413

Gricelda Herrera-Franco , Gina Peña-Villacreses , Lady Bravo-Montero

{"title":"Women's participation in the research development of a country","authors":"Gricelda Herrera-Franco , Gina Peña-Villacreses , Lady Bravo-Montero","doi":"10.1016/j.ijedro.2024.100413","DOIUrl":"10.1016/j.ijedro.2024.100413","url":null,"abstract":"<div><div>Women's participation in science has been growing throughout history. However, a gender gap in their equity in participation requires pragmatic strategies and public policies that motivate women's opportunities in research. This study aims to analyse the scientific contribution of female Ecuadorian researchers through a diagnosis of the metrics and co-author's criteria for scientific publications to establish strategies oriented toward women's inclusion in Ecuador's research development. The methodology includes downloading and processing data for scientific publications indexed in scientific databases. A systematic review using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) method. Metrics examination of authors and Higher Education Institutions (HEIs) as intellectual structure and cluster analysis. A survey applied to female researchers, statistical analysis and the SWOT (Strengths, Weaknesses, Opportunities and Threats) method for proposing strategies. This study identified that 22 % of female Ecuadorian researchers participated in 18,604 documents (1973–2023) of the total scientific production in Ecuador from 1920 to 2023 (57,056 papers). The main research areas with women's participation are Covid-19, HEIs, health care, social networks, data science, statistics, e-learning, environment, and education. In the last five years, women's participation in scientific publications represents 67.81 % of the total and 7.8 % in STEM areas (Science, Technology, Engineering and Mathematics). According to the female researchers' criterion, a crucial strategy must be to put value on women's scientific work, which has been endorsed in the different fields of science. Women scientists consider it essential that the authorities give them opportunities with determined inclusion and equal conditions for women's empowerment in science.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100413"},"PeriodicalIF":0.0,"publicationDate":"2024-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097504","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

Teaching religious studies with artificial intelligence: A qualitative analysis of Lesotho secondary schools teachers’ perceptions

International journal of educational research open Pub Date : 2024-12-16 DOI: 10.1016/j.ijedro.2024.100417

Lehlohonolo Kurata , Musa Adekunle Ayanwale , Rethabile Rosemary Molefi , Tajudeen Sanni

{"title":"Teaching religious studies with artificial intelligence: A qualitative analysis of Lesotho secondary schools teachers’ perceptions","authors":"Lehlohonolo Kurata , Musa Adekunle Ayanwale , Rethabile Rosemary Molefi , Tajudeen Sanni","doi":"10.1016/j.ijedro.2024.100417","DOIUrl":"10.1016/j.ijedro.2024.100417","url":null,"abstract":"<div><div>Artificial intelligence (AI) integration in education is expanding globally due to machine learning and big data advancements. AI has the potential to revolutionize teaching and learning practices by providing personalised experiences and enhancing engagement. However, it also raises concerns regarding technology infrastructure and ethical considerations. This study investigates the integration of AI in secondary religious studies in Lesotho, focusing on teachers' perspectives. Semi-structured interviews were conducted with 20 secondary religious studies teachers in Lesotho using an interpretive paradigm and qualitative approach. Thematic analysis identified patterns and themes within the data, revealing that teachers perceive AI as improving teaching efficiency and student learning outcomes. However, concerns about access, ethical use, and pedagogical implications remain significant. Recommendations include policy initiatives, infrastructure improvements, and targeted teacher training programs. This study provides insights into the adoption of AI in educational contexts, highlighting the benefits and challenges specific to Lesotho's secondary religious studies curriculum.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100417"},"PeriodicalIF":0.0,"publicationDate":"2024-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143140843","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

The outcome of peer tutoring for second language (L2) writing: A meta-analysis

International journal of educational research open Pub Date : 2024-12-16 DOI: 10.1016/j.ijedro.2024.100422

Zhe Li, Patricia Hampson, Allen Thurston, Joanne O'Keeffe

引用次数: 0

Teacher identity continuum: A framework for teacher identity shifts online

International journal of educational research open Pub Date : 2024-12-16 DOI: 10.1016/j.ijedro.2024.100411

Amira El-Soussi

{"title":"Teacher identity continuum: A framework for teacher identity shifts online","authors":"Amira El-Soussi","doi":"10.1016/j.ijedro.2024.100411","DOIUrl":"10.1016/j.ijedro.2024.100411","url":null,"abstract":"<div><div>In March 2020, due to COVID-19, English faculty in higher education institutions (HEI) in the United Arab Emirates (UAE) had to migrate to and administer online courses despite limited familiarity and training in online delivery. Moving online, teachers had to negotiate their long-held beliefs, teaching practices and roles as they navigated a new educational context, thus further reinterpreting their professional identities. In the face of change, teachers may experience a sense of insecurity that influences their identity development, and research is still early in understanding teacher identity formation, factors impacting identity changes, and the role of identities in teachers’ motivation and learning (Schutz et al., 2018). Therefore, this research draws on identity theory to examine how 14 English faculty members in HEIs in the UAE negotiated their beliefs, roles, and practices as they shifted online due to the pandemic. Through a qualitative exploratory multimethod approach, including mind maps and semi-structured interviews, and thematic analysis, my findings led to the development of a new framework instrumental in understanding the reshaping of teacher identities through the forced transition from FTF to online teaching. My research positioned teachers’ online identities on a <em>Teacher Identity Continuum (</em>TIC<em>)</em> with <strong><em>Digital Adapters, Digital Resisters</em></strong>, and <strong><em>Digital Ambivalents</em></strong>, including a spectrum of related beliefs, roles and practices. This framework has several practical implications for teachers, teacher education, and institutional leadership as they manage transitions and times of change.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100411"},"PeriodicalIF":0.0,"publicationDate":"2024-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097503","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

School-based teacher educators’ experiences of collaboration in field practice

International journal of educational research open Pub Date : 2024-12-12 DOI: 10.1016/j.ijedro.2024.100415

Karen Birgitte Dille, Lise Vikan Sandvik, Even Einum

引用次数: 0

The genesis and prevalence of the HyFlex model: A systematic review and bibliometric analysis

International journal of educational research open Pub Date : 2024-12-05 DOI: 10.1016/j.ijedro.2024.100410

Mehul Mahrishi , Asad Abbas , Mohammad Khubeb Siddiqui , Suliman Aladhadh

{"title":"The genesis and prevalence of the HyFlex model: A systematic review and bibliometric analysis","authors":"Mehul Mahrishi , Asad Abbas , Mohammad Khubeb Siddiqui , Suliman Aladhadh","doi":"10.1016/j.ijedro.2024.100410","DOIUrl":"10.1016/j.ijedro.2024.100410","url":null,"abstract":"<div><div>Adopting technology-driven educational models has witnessed a remarkable surge in recent years, with the Hybrid Flexible (HyFlex) model emerging as a prominent pedagogical approach. The HyFlex model combines face-to-face and remote learning techniques, offering flexibility for students with health concerns, travel restrictions, or personal circumstances. This systematic review and bibliometric analysis explore the genesis and prevalence of the HyFlex model in higher education. The study begins by tracing the historical development of the HyFlex model, shedding light on its origins, evolution, and the key pioneers who contributed to its conceptualization. By scrutinizing 51 papers from an extensive Scopus dataset, this review uses the standard PRISMA systematic guidelines to identify the critical milestones and paradigm shifts that have shaped the HyFlex model. Furthermore, utilizing bibliometric techniques using R-Studio, this study maps the dissemination of research on the HyFlex model, highlighting the research trends, the geographical distribution of scholarly work, influential authors, and critical research themes to provide a comprehensive overview of the current state of research. The findings underscore the transformative potential of this educational approach and implicate the need for continuous adaptation in terms of infrastructure and digital tools. Furthermore, the study suggests linking the global classroom concept with the HyFlex environment for internationalization and benchmarking.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100410"},"PeriodicalIF":0.0,"publicationDate":"2024-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143140840","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

Adults who learn online: Exploring the online learning readiness of nontraditional undergraduate students in a Ghanaian university

International journal of educational research open Pub Date : 2024-12-04 DOI: 10.1016/j.ijedro.2024.100407

David Addae , Ellen Abakah , Delali Amuzu

{"title":"Adults who learn online: Exploring the online learning readiness of nontraditional undergraduate students in a Ghanaian university","authors":"David Addae , Ellen Abakah , Delali Amuzu","doi":"10.1016/j.ijedro.2024.100407","DOIUrl":"10.1016/j.ijedro.2024.100407","url":null,"abstract":"<div><div>Despite the growing population of non-traditional (mature) students in online learning programmes in universities across the world, less is known about the online learning readiness of this unique category of students. Drawing on qualitative online survey with 128 non-traditional students enrolled in distance education programmes at the University of Ghana, this paper investigates their online learning readiness and solicits their perspectives on ways of improvement. The findings reveal that while mature students exhibit lower levels of online learning self-efficacy, they demonstrate a strong sense of self-directedness in their studies. Furthermore, poor internet infrastructure and network connectivity, a lack of social engagement in the online learning environment, and limited knowledge on digital tools impacted on students' online learning readiness. In response, students recommended enhanced technical support and training, improved peer and tutor interactions, increased student support services, and better management of work-life balance. The study recommends for universities to address these specific needs to optimize the online learning experience and outcomes for mature students.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100407"},"PeriodicalIF":0.0,"publicationDate":"2024-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097501","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

Bridging borders: Global insights and challenges in internationalising higher education using a decade-long case study

International journal of educational research open Pub Date : 2024-12-02 DOI: 10.1016/j.ijedro.2024.100402

Mbachi Ruth Msomphora

引用次数: 0