ethanporcaro/eric-fulltext-meta huggingface dataset:
Making Sense of the Unknown: A Narrative Analysis of COVID-19 Stories as Told by WSU Research Students
Author: van der Spuy, Alicia
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Personal Narratives,COVID-19,Pandemics,Story Telling,Content Analysis,21st Century Skills,Emotional Intelligence,Research Methodology,Student Research,Student Experience,Family Life,Social Life,Employment,Stress Variables,Electronic Learning

Storytelling is an important tool through which to make sense of life experiences. Stories can be classified as personal narratives, historical documentaries and those that inform the viewer about a specific concept or practice. These narratives can be used to promote discussion about current issues in the world. Storytelling can thus be seen as an effective learning tool for students by providing a strong foundation in &quot;Twenty First Century Literacy&quot; skills as well as advancing emotional intelligence and social learning. This project used storytelling to gather information regarding people's encounters with COVID-19 and lockdown, with specific focus on the Eastern Cape of South Africa. Employing a content analysis methodology, it attempts to analyze responses to narrative inquiry interviews about the COVID-19 pandemic as conducted by students, as part of their introduction to the methodology of research. These responses were used to generalize findings, as well as to look at individual reactions that could bring light to, and make sense of the human experience of the pandemic within an educational context. Both negative and positive experiences were related by interviewees and students.
Managing the Culture of COVID-19 &quot;New Normal&quot; as a Motivation for University Students in South Africa
Author: Omodan, Bunmi Isaiah
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Electronic Learning,Online Courses,Emergency Programs,Synchronous Communication,Barriers,African Culture,World Views,Student Motivation,Undergraduate Students,Internet,Group Unity,Foreign Countries

The advent of COVID-19 and its implication on university education has been the bone of contention in recent times. The COVID-19 emergency has led to a change in knowledge inputs, processes, and outputs. This trajectory has demotivated student approaches to their learning. In response to this revolution, this study provides motivational strategies through students' perspectives to respond to the underside of new normal among South African university students. Ubuntu underpins the study within the Transformative Paradigm lens and Participatory Research as a research design. Ten students of a particular module in a selected university in South Africa were chosen to participate in the study. They were selected using the snowballing sampling technique because the participants were under level 3 lockdown with little or no access to campus at the time of the study. Online interview via phone calls, email and WhatsApp, was conducted with the students, and the data were analysed using Thematic Analysis. The study revealed a lack of visualised physical engagement between students and their lecturers and unstable internet access and lack of the internet as the major challenges. The study, therefore, recommends solutions that there should be adequate provision of effective online audio-visual sessions with enough space for student-lecturer's interactions and low-tech online sessions and content deliveries.
Academic Procrastination and Performance in Distance Education: A Causal-Comparative Study in an Online Learning Environment
Author: Ucar, Hasan
Date: 2021-10-00
Type: Journal Articles
Subjects: Time Management,Study Habits,Correlation,Academic Achievement,Student Characteristics,Distance Education,Electronic Learning,Public Colleges,Undergraduate Students,Foreign Countries

Research indicates that academic procrastination is a common attitude among learners, and that it generally has a negative correlation with academic performance. The present quantitative causal-comparative study aims to determine the cause of differences, in terms of procrastination tendency, in academic performance among online learners. The study further investigates whether academic procrastination tendency significantly predicts the academic performance of online learners. The sample included a total of 333 online distance learners, from whom data were obtained through an online survey. Results showed that there was no statistically significant difference between male and female learners in terms of academic procrastination. Moreover, low procrastinators had better academic performance than that of high procrastinators, and learners' academic procrastination tendencies significantly predicted academic performance. These results demonstrate that academic procrastination tendency is an important indicator for predicting the academic achievements of online learners.
Online Learning as a Catalyst for Self-Directed Learning in Universities during the COVID-19 Pandemic
Author: Maphalala, Mncedisi Christian
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,Distance Education,School Closing,Independent Study,College Students,Barriers,Internet,Access to Computers,Preservice Teachers,Student Attitudes,Foreign Countries,Self Evaluation (Individuals),Peer Evaluation,Student Empowerment

The COVID-19 pandemic accelerated the use of online learning and self-directed learning to motivate and engage students. Therefore, this study sought to determine how online learning fostered self-directed learning at a South African university during this period. Higher education institutions worldwide had to shut down indefinitely following guidance from health experts to contain the spread of the COVID-19 pandemic. Since education is regarded as a pillar of development for all countries, some means had to be found to keep teaching and learning going irrespective of the ongoing health crisis. Hence, online learning made it possible for university students to continue learning during the emergency university closure. This was a period of reckoning, however, as many students began experiencing challenges related to poor internet connectivity and accessing digital learning devices. Despite these challenges, the solution was to reach out to all students to ensure that they were not excluded from the learning process. The sudden transition to online learning meant that students could no longer follow a well-coordinated, structured learning schedule that was guided and supervised on campus; rather, online learning meant they had to become more independent in their learning. Independent learning encourages students to be proactive and independent, a philosophy aligned to self-directed learning (SDL). This study explored the experiences of third-year student teachers in navigating SDL through online learning platforms. The study was underpinned by self-directed learning theory and adopted a qualitative case study research design, generating data from ten student teachers using a Zoom App focus group discussion. Data were analyzed using an inductive thematic analysis framework. The study found that although SDL is appropriate because it promotes learning independently, the majority of student teachers encountered several challenges when adopting online learning, catching them off guard because they were not formally introduced to it.
Mentor-Mentee Experiences amidst COVID-19: A Teaching Practice Case Study
Author: Tsotetsi, Cias T.
Date: 2021-00-00
Type: Journal Articles
Subjects: Mentors,Cooperating Teachers,Secondary School Teachers,Preservice Teachers,Student Teaching,Barriers,COVID-19,Pandemics,Foreign Countries

Preparing student teachers for the world of work is seen globally as a challenge. This research aims to explore mentors and mentees experiences in teaching practice during the COVID-19 period. In order to explore the challenge in this study, the following research question guided the paper: What are the teaching practice experiences of mentors and mentees at a school during COVID-19? The research question is a result of limited research done on the experiences of two groups during COVID-19. Informed by the realist social theory, we generated data via telephonic interviews with mentors and mentees in one school. The data was generated through semi-structured Interviews and thematic analysis was a method employed in the analysis of the data. The results present challenges experienced by mentees which, amongst others, include a feeling of inadequacy or a lack of confidence in their abilities to bring about order to the classroom and a feeling of being excluded in meetings and extra-curricular activities. On the other hand, mentors receive mentees without any prior warning or without arrangements made to accommodate them and the absence of the university officials except for assessment. Based on the results, a collaborative approach should be employed to deal with some of the challenges experienced by mentors and mentees.
An Open Online Course to Enhance Digital Competences of Teachers
Author: Ugur, Bengusu
Date: 2021-10-00
Type: Journal Articles
Subjects: Open Education,Online Courses,Teacher Competencies,Elementary School Teachers,Secondary School Teachers,Pedagogical Content Knowledge,Technological Literacy,Technology Integration,Professional Development,Course Evaluation,Self Evaluation (Individuals),Foreign Countries

The purpose of this study was to design an online professional development program and evaluate the developed course in light of the implementation results. This course provided teachers with the opportunity to develop an ICT-enhanced lesson plan and apply it in their own classes. The current study was conducted using design-based research. Of the 171 teachers registered, 47 participated and 36 completed the full course and received certificates. The self-assessment of the 36 teachers on their ICT-enhanced classroom practices were used in the evaluation of the course. Second, teacher opinions were also solicited via the Teachers' End-of-course Evaluation Questionnaire. Third, the course was evaluated using a rubric by the instructors. According to the results, the self-assessments of teachers on ICT-integration were high. The satisfaction of the teachers with the open online course was also very high, with 97% recommending the course. The course was evaluated as &quot;exemplary&quot; in terms of Learner Support &amp; Resources, Online Organization &amp; Design, and Instructional Design &amp; Delivery categories, and as &quot;effective&quot; in the rubric's Assessment &amp; Evaluation of Student Learning, Innovative Teaching with Technology, and Faculty Use of Student Feedback categories. Future implementations could be revised by increasing interaction and feedback and providing additional implementation opportunities for the teachers.
Co-Creation Applied to Innovation for Branding Online Distance Education
Author: Haq, Farooq
Date: 2021-10-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Innovation,Distance Education,Online Courses,Universities,Cooperative Programs

This exploratory qualitative research investigates branding innovation for online distance education in Australian regional universities. The purpose is to apply co-creation to specify the type of innovation and branding approach for online distance education. The research purpose was achieved by studying two regional universities in Australia. The data was collected through in-depth interviews. Convenient sampling was employed to finalize the total sample of 36 managers, administration officials, technical staff and academics in both universities. Data analysis was conducted by thematic analysis. Research findings emphasized the importance of continuous innovation based on co-creation and cooperative branding for online distance education. Findings of this qualitative study were constructed on direct interviews conducted with internal stakeholders indicating three emerging themes: need for flexible education, growing market opportunities and the role of technological support. The paper argues that continuous innovation with cooperative branding will enhance academic and competitive performance of regional universities. Branding could be strategized by point-of-parity and cooperation replacing point-of-difference approach in the education industry. Research outcomes cover a gap in literature on branding online distance education for innovation based on co-creation. This study could be replicated in other countries including Turkey to investigate factors affecting innovation for branding distance education.
Shifting Paradigms: Rethinking Education during and Post-COVID-19 Pandemic
Author: Mbhiza, Hlamulo Wiseman
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Technology Uses in Education,Higher Education,Foreign Countries,Models,Educational Change,Cheating

It is uncontested that education systems globally are under constant pressure to respond to the changing needs of societies. The outbreak of COVID-19 has reminded us that the complexity of education needs responsive practices to facilitate effective teaching and learning across all levels of schooling globally. All over the world, the normative ways of teaching and learning evolved drastically in the first quarter of the 2020 academic year when teachers and students found online offerings to be the dominant option available as a consequence of the pandemic conditions. In South Africa specifically, students and teachers were thrust into virtual teaching and learning situations with the majority of them having no preparation for this shift. This conceptual paper considers education in the current and post-COVID-19 era as the greatest paradigm shift in the history of education. I examine measures taken by higher education institutions to support the provision of education to ensure learning continuation. In this paper, I provide some suggestions for carrying out educational activities during the continuing COVID-19 situation. Educational leaders need to rethink content creation and content sharing and establish working communities to meet the demands of the new paradigm in education.
Students&apos; Responses to Multi-Modal Emergency Remote Learning during COVID-19 in a South African Higher Institution
Author: Matarirano, Obert
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,College Students,Young Adults,Emergency Programs,Distance Education,Electronic Learning,Barriers,Affordances,Educational Environment,Family Environment,Interaction,Internet,Synchronous Communication,Asynchronous Communication,COVID-19,Pandemics,Foreign Countries

COVID-19 pandemic forced several higher education institutions (HEI) to operate remotely. Emergency remote teaching, using synchronous and asynchronous instruction, was adopted by several HEIs. The experiences of students with remote teaching and learning in certain situations are not fully understood, thus need to be explored. This study explored the experiences of students with the emergency remote teaching and learning practices adopted at a selected HEI in South Africa. A cross-sectional and self-administered survey was used to gather data from 243 conveniently sampled returning students within the Department of Accounting and Finance. Descriptive statistics were used to make sense of the collected data. The study found that students preferred a face-to-face approach to learning to remote learning. The respondents underscored insufficient data, unstable network connection, unconducive home environments and loneliness as deterrents to effective remote learning. Despite these negative experiences, students appreciated the flexibility and convenience of recorded video lectures and acknowledged the compassion and support of lecturers during remote learning. An understanding of the experiences of students during remote learning provides a basis for future teaching plans, which would improve students' learning experiences. In its current format and students living in their home environments, remote learning greatly diminishes the chances of success for most students. Lecturers need to be compassionate and considerate of student's struggles in their plans for remote teaching and learning as well as online learning.
The Transformative Methodology: Expository Study of Teaching English as the Second Language Acquisition
Author: Moloi, Tshepang Jacob
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Instructional Effectiveness,Language Teachers,College Faculty,Teaching Methods,Transformative Learning,Electronic Learning,COVID-19,Pandemics,Barriers,Context Effect

The significance of language as a science in the educational sector has continued to play a critical role in terms of teaching and learning. However, due to inequalities exposed severely by the COVID-19 pandemic, the teaching of English as the second language acquisition to foreign speakers; is adversely affected. Therefore, the use of transformative methodology as the teaching strategy is explored to determine the most suitable methodology of teaching during the COVID-19 pandemic. The study utilizes Participatory Action Research as the approach to explore the efficacy of transformative methodology; this approach is embedded in the paradigmatic principles of constructivism as the lens of qualitative methodology. Besides, the data is analysed using Critical Discourse Analysis post the generation of it using observations and semi-structured interviews (free attitudinal interviews). The paper demonstrates the prospects of using transformative methodology as the appropriate use of pedagogical strategy for English as the second language acquisition, it also suggests efficient but costly measures required to be implemented by the universities for the use of the transformative methodology.
The Use of Technology in Accounting Classrooms during COVID-19: What Do Accounting Teachers in the Eastern Cape, South Africa, Have to Say?
Author: Skhephe, Melikhaya
Date: 2021-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Technology Integration,Accounting,COVID-19,Pandemics,Foreign Countries,Teacher Attitudes,Secondary School Teachers

It was mentioned that accounting classrooms must keep pace with rapidly changing technology, which is influencing all aspects of our daily lives. This study examined accounting teachers' views on the use of technology in their classrooms during COVID-19. To this end, the researchers employed a qualitative approach and a case study. Data were obtained from accounting teachers through interviews, with the sample of ten participants having been purposively selected. The results indicated that allowing learners to bring their own personal technological devices to the classroom represented a contravention of the school's constitution. Another result was that when technology is optimally used in the classroom, it makes available different forms of assistance which change the way learners learn. Researchers conclude that use of technology in accounting implemented compulsory if teachers want to keep up with changes accounting profession. Furthermore, schools' constitutions need to be amended to promote the use of available technologies in the classroom, albeit in a highly structured, managed, and efficient way. Researchers recommend that learners be allowed to use their own personal devices in the classroom, to enhance learning. School principal be encouraged to develop school plans outlining how s/he would support use of technology in school.
Transgender Student Experiences of Online Education during COVID-19 Pandemic Era in Rural Eastern Cape Area of South Africa: A Descriptive Phenomenological Study
Author: Mavhandu-Mudzusi, Azwihangwisi Helen
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Access to Education,Rural Schools,LGBTQ People,Barriers,Interaction,Family Environment,Social Bias,Access to Computers,Internet,At Risk Students,Income,Student Needs,Foreign Countries,College Students

COVID-19 affected education in many ways. As a response, various strategies were introduced to ensure students' access to education, including online education. For most of the students, fulltime online education brought diverse challenges. This descriptive phenomenological study explored the experiences of transgender students regarding online education during the COVID-19 pandemic in Buffalo City Metro Municipality, South Africa. Data were collected by means of individual telephonic interviews with eight purposively selected transgender students using the snowballing technique. Data were thematically analysed using the interpretative phenomenological analysis framework for data analysis. The findings indicate that transgender students faced barriers in accessing online education, including (i) limited interaction, (ii) unconducive home environment because of stigmatisation, abuse and disruptions, and (iii) lack of access to the internet owing to the centralisation of internet access points, the unaffordability of data, unstable internet connections and an intermittent electricity supply. The findings further highlighted that transgender students face stigmatisation and abuse which hinder their learning. The situation is exacerbated by a lack of sources of income for transgender students, especially those who must make means for money to buy educational resources such as data for internet connection needed for online classes. Based on the findings, the researchers recommend continuous support for transgender students to ensure their continued engagement in online education, amidst the challenges they face. To this end, educational institutions should ensure that students have alternative means of accessing education so that those from diverse populations, settings and socioeconomic statuses are reached.
Transition to Online Learning by a Teacher Education Program with Limited 4IR Affordances
Author: Tsakeni, Maria
Date: 2021-00-00
Type: Journal Articles
Subjects: Online Courses,Teacher Education Programs,College Faculty,Rural Schools,Teacher Attitudes,Preservice Teachers,Teacher Educators,Teaching Methods,Educational Technology,Technology Uses in Education,Asynchronous Communication,Synchronous Communication,Telecommunications,Integrated Learning Systems,Social Media,Internet,Networks,Foreign Countries,Interpersonal Relationship

This study used the community of inquiry (CoI) framework and the affordances of Internet of things (IoT) to explore how the faculty of education of a rural campus of a university transitioned from face-to-face to online modes of instruction. In this qualitative interpretive study, data were collected through open-ended questionnaires from four purposely selected teacher educators and five final-year bachelor of education preservice teachers. Thematic content analysis techniques were used to analyze the data collected. The findings indicated the tensions experienced by the teacher educators as they negotiated the limited IoT affordances to ensure effective teaching, cognitive, and social presence in the newly formed online classrooms. Some of the tensions included the choices that were made on whether to use synchronous or asynchronous modes of instruction and the selection of effective communication modes. The teacher educators used a combination of the official learning management system (LMS) tools of the university and a social media platform as way of navigating the limited 4IR environments experienced by the preservice teachers.