International journal of educational research open最新文献_第7页

Master's programs’ dropout and graduation clusters in a university system with a multiple enrollment policy 多元招生政策下大学系统中硕士项目的退学和毕业集群

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

Teaching religious studies with artificial intelligence: A qualitative analysis of Lesotho secondary schools teachers’ perceptions 用人工智能教授宗教学：莱索托中学教师观念的定性分析

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 第二语言写作同伴辅导的结果：一项元分析

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 教师身份连续体：教师身份在线转移的框架

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 校本教师教育工作者在实地实践中的合作经验

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 HyFlex模型的起源和流行：系统回顾和文献计量学分析

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 在线学习的成年人：探索加纳一所大学非传统本科生的在线学习准备情况

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 跨越国界：高等教育国际化的全球视角和挑战，使用长达十年的案例研究

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

Positive teacher feedback and academic emotions among primary school children in China: A study within the control-value theory framework 中国小学生积极教师反馈与学业情绪：控制-价值理论框架下的研究

International journal of educational research open Pub Date : 2024-12-02 DOI: 10.1016/j.ijedro.2024.100409

Jianzhou Ni

{"title":"Positive teacher feedback and academic emotions among primary school children in China: A study within the control-value theory framework","authors":"Jianzhou Ni","doi":"10.1016/j.ijedro.2024.100409","DOIUrl":"10.1016/j.ijedro.2024.100409","url":null,"abstract":"<div><div>Based on Pekrun’ s control-value theory, this study investigates the specific effects of positive teacher feedback (e.g., praise, classroom interaction, and academic support) on the academic emotions of Chinese primary school students in grades five and six. The study was conducted with 20 primary school grade 5 and 6 students (aged 10 to 13 years old) to analyse their emotional responses in different feedback contexts through a drawing task and semi-structured interviews. The results of the study showed that teachers’ praise helped enhance students’ pride and satisfaction, classroom interaction was effective in stimulating students’ interest and pleasure, and academic support boosted students’ confidence and eased their anxiety. These emotional responses not only enhanced students’ motivation to learn, but also strengthened the emotional bond between teachers and students. In addition, it was found that in the Chinese cultural context, students were more inclined to perceive teachers’ positive feedback as a recognition of their personal value. This study provides a new cultural perspective for the application of control-value theory and a useful reference for the design of classroom feedback strategies.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100409"},"PeriodicalIF":0.0,"publicationDate":"2024-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097500","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

Inequalities and education in South Africa: A scoping review 南非的不平等与教育：范围审查

International journal of educational research open Pub Date : 2024-12-01 DOI: 10.1016/j.ijedro.2024.100408

Godfrey Chitsauko Muyambi, Philip Kwashi Atiso Ahiaku

{"title":"Inequalities and education in South Africa: A scoping review","authors":"Godfrey Chitsauko Muyambi, Philip Kwashi Atiso Ahiaku","doi":"10.1016/j.ijedro.2024.100408","DOIUrl":"10.1016/j.ijedro.2024.100408","url":null,"abstract":"<div><div>The pervasive issue of global inequality has been exemplified in South Africa, where a unique historical trajectory has led to remarkable disparities. The origins of these inequalities can be traced to the historical development of South Africa, reflecting the lasting impacts of colonialism and apartheid. The entrenched colonialism and apartheid systems have left an indelible mark, resulting in a significant sociological, psychological, legal, educational, political, economic, and technological imbalance within South Africa. We conducted this scoping review to present the latest academic and scholarly discourse on inequality and education in South African secondary schools. By employing the PRISMA-ScR approach to implement inclusion and exclusion criteria, we have curated a selection of 21 peer-reviewed publications. These articles, written in English, analyse the inequality and education in South Africa from 2000 to 2023. Although few studies on inequality and education have been identified, the reviewed articles provide in-depth insights into the current issues in South African secondary schools. The reviewed studies show that educational inequalities are still persistent in SA secondary schools. They also reflect persistent and profound influence of apartheid, which is intricately interwoven with the evolving contours of inequality. This is manifested in the form of amplified disparities, unmet promises of reparations, and resistance to efforts aimed at rectification. These elements are shown collectively highlighting the complex and multifaceted nature of the challenges that lie ahead in addressing the legacy of apartheid.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100408"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142757510","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