ethanporcaro/eric-fulltext-meta huggingface dataset:
Challenges and Interventions of eLearning for under Resourced Students Amid COVID-19 Lockdown: A Case of a Zambian Public University
Author: Kombe, Charity L. M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Educational Technology,Electronic Learning,Barriers,Intervention,College Students,Low Income Students,Access to Computers,At Risk Students,Student Personnel Workers,Environmental Influences,Costs,Psychological Patterns,Student Adjustment

This article reports the challenges of eLearning faced by under-resourced students in a Zambian public university during the 2020 COVID-19 lockdown. The article further examines the interventions made by the university to mitigate the challenges of eLearning faced by under-resourced students. The article is based on empirical data derived from an online closed- and open-ended questionnaire completed by 73 under-resourced students, and an interview with two university staff. The quantitative and qualitative data collected were analysed using descriptive statistics and thematic analysis respectively. The article provides evidence that under-resourced students encountered various challenges related to eLearning categorised under the following interlinked themes: technical, environmental, psychological, sociocultural, financial, and material. Lack of ICT facilities/devices (laptops, smartphones, tablets and desktops), internet, electricity, and support systems were the most critical barriers to eLearning. Findings further showed that the sampled university made efforts to mitigate the challenges faced by students during eLearning amid the 2020 COVID-19 lockdown. However, there were no focused interventions to specifically address the actual challenges under-resourced students encountered. Regrettably, this suggests that the needs of under-resourced students were overlooked. Thus, the authors suggest strategies universities should put in place to uphold the participation of all students during eLearning regardless of the circumstances.
Disguised Blessings Amid COVID-19: Opportunities and Challenges for South African University Students with Learning Disabilities
Author: Manase, Ndakaitei
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Students with Disabilities,College Students,Barriers,Online Courses,School Closing,Distance Education,Educational Technology,Technology Uses in Education,Student Attitudes,Learning Disabilities,Attention Deficit Hyperactivity Disorder,Student Adjustment

The COVID-19 pandemic has led to changes from traditional face-to-face teaching and learning to online systems. These changes have resulted in a concerted focus by local and international scholars on how some students are disadvantaged from accessing pedagogy due to a lack of resources and supportive living conditions that enable meaningful off-campus learning. Simultaneously, disabilities in higher education is getting international attention, too, highlighting how students with disabilities are vulnerable to further exclusions and mental health problems. This article focuses on the pedagogical arrangements during the COVID-19 pandemic and the challenges and opportunities associated with online and remote learning for university students with learning disabilities. The article draws on the narratives of fifteen students with learning disabilities from a university in South Africa. An analysis of students' narratives within the Capability Approach's concept of conversion factors revealed how circumstances could enable or constrain students' abilities to achieve what they value in higher education. Students' narratives show that they engage better with online and remote learning despite some notable challenges. In conclusion, the pedagogical arrangements aimed at alleviating the disruptions caused by the COVID-19 pandemic can address the unmet educational needs of students with learning disabilities even though they have to overcome specific barriers.
Inclusion in Times of COVID-19: The Case of International Students in South Africa
Author: Chasi, Samia
Date: 2021-00-00
Type: Journal Articles
Subjects: Inclusion,COVID-19,Pandemics,Foreign Students,Foreign Countries,College Students,Interdisciplinary Approach,Student Experience

The COVID-19 pandemic has caused major disruptions to the teaching, learning and research functions of universities around the globe. It has also impacted their internationalisation efforts in significant ways. From the perspective of South Africa's public higher education sector, this article reflects on how international students at the country's universities have been affected by national and institutional responses to COVID-19. It highlights the specific challenges and constraints international students faced in light of COVID-19 related restrictions such as travel bans, university closures and the national lockdown. In doing so, several aspects of the international student experience are explored, specifically regarding travelling home, communication, accommodation and immigration. The article also addresses the issue of remote learning and academic continuity, arguing that international students, especially those who were outside the borders of South Africa, are at risk of being left behind. It advocates for the inclusion of international students in national and institutional considerations and plans for the successful completion of the 2020 academic year. The article recognises that, in the absence of coordinated national responses, institutional approaches to the treatment of international students have differed from one university to another. Such differences can be linked to the differentiated nature of the South African higher education sector, where the capacity of institutions to deal with COVID-19 related challenges and to respond comprehensively to the needs of different groups of international students varies in accordance with the availability of relevant structures, systems, digital platforms and other resources. As a reflective practitioner account, the article draws on the experience of the authors in higher education internationalisation as well as on the collective experience of a community of practice of the International Education Association of South Africa, which represents the majority of public universities in the country.
Leveraging Ed-Tech in the Co-Curricular Space: Reflections on Design and Development Aspects of the Class Representative Induction Programme at the University of Cape Town
Author: Immenga, Christine
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Student Personnel Services,Student Participation,Curriculum Development,Teaching Methods,Asynchronous Communication,Student Government,COVID-19,Pandemics,Undergraduate Students,Leadership Training,Instructional Design,Affordances,Design,Blended Learning

Every year, class representatives are elected at the University of Cape Town to represent students on academic matters in relation to a specific academic course. A vital element of this representative role is to advocate for an enabling learning environment that promotes learning excellence. In preparing class representatives for their leadership roles, the Department of Student Affairs, in partnership with the Students' Representative Council (SRC) and the Faculty Councils, host and facilitate a class representative induction programme. The induction typically utilised face-to-face synchronous teaching methods. However, since the advent of COVID-19, adaptions to the induction programme had to be made in order to reflect the new normal imposed by the pandemic. Against this backdrop, this article addresses various design-related choices encountered from an online education technology perspective. Key areas of reflection include working with the SRC Undergraduate Academic Co-ordinator and Faculty Councils as a design team in transitioning a, hitherto, synchronous programme catering for approximately 420 class representatives, from a face-to-face mode of delivery to an online mode of delivery. Particular attention is paid to the social constructivist design elements of the programme development process and how these elements were managed with regards to the enablements and constraints encountered in the virtual space by exploring the technological affordances of various ed-tech options available to student affairs practitioners. This article contributes to the practitioner literature by demonstrating how ed-tech can be leveraged to aid in the preservation of existing practices as blended learning approaches continue to shape and augment the future of co-curricular programme delivery in higher education.
Online Work Readiness Programme: Ready, Set, Go!
Author: Janeke, Belinda
Date: 2021-00-00
Type: Journal Articles
Subjects: Career Readiness,Distance Education,COVID-19,Pandemics,Employment Potential,Foreign Countries,Student Personnel Services,College Students,Student Attitudes

There has always been pressure on higher education institutions to enhance the employability of graduates and to instill knowledge, skills, and attributes that will be beneficial to future employers. The impact of COVID-19 on a global, national, and local level is placing even more pressure on the topic of employability. Graduates are uncertain about job availability and there is a need for career guidance. After a national and local shutdown of university campuses in 2015 and 2016 due to #FeesMustFall, Career Services staff at the University of the Free State designed and created online work readiness programmes in order for students to continue with work preparations, no matter what the circumstances. In 2018, the first topics on CV-writing and job interview skills were rolled out online and made available to all registered students; each semester, two additional topics were added. By the time COVID-19 led to a national lockdown in South Africa in March 2020, the transition to online work readiness programmes was fairly easy. The purpose of this study is to determine the impact of the online work readiness programmes offered on the Blackboard platform from April to June 2020 during the Covid-19 pandemic and national lockdown. This article will provide an analysis of a questionnaire conducted with willing participants who have engaged and worked through the online work readiness programmes from April to June 2020, to investigate the impact on graduates' readiness for the world of work. Through the survey, students shared their learning experiences and the influence it has had on their career planning. It is believed that the findings of this research study will create a deeper understanding of how career services, as a particular functional area in student affairs, can reposition itself during uncertain times to remain responsive to the needs of students.
Rapid Orientation of Students for Emergency Remote Learning during the COVID-19 Lockdown
Author: de Klerk, Danie
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Distance Education,Educational Technology,Technology Uses in Education,Foreign Countries,Higher Education,Online Courses,Orientation,Student Adjustment,Coping,Student Attitudes,Program Effectiveness,Well Being,College Students

In response to the spread of the COVID-19 pandemic, the President of South Africa declared a national lockdown that commenced on 27 March 2020. This posed numerous challenges to the higher education sector, one of which was the preparation of students forced to stay at home to be able to study remotely under unique and often unfavourable circumstances. This article outlines and reflects on the conceptualisation, development, and implementation of an online orientation programme aimed at preparing students to rapidly move to emergency remote learning as a result of a nationwide lockdown. Teaching and Learning Centre staff in the Faculty of Commerce, Law and Management at a South African university rapidly created a short online orientation programme in the institutional Learning Management System, using Salmon's five-stage model as a conceptual framework. The objective was to enable students to acquire the skills and knowledge required for continuing with the university academic programme from 20 April 2020 via emergency remote learning. The orientation programme covered the priority areas of how to get started in emergency remote learning, broad study skills, how to use the required technologies for learning, and managing personal well-being during social isolation and emergency remote learning. In this article, the conceptualisation and development of the orientation programme is analysed, before reflecting on its implementation, challenges, mitigating measures, and lessons learned. Feedback from students indicates that the majority of students felt more prepared for continuing the academic programme, although they still reported feeling anxious about the many uncertainties. The intervention emerges as a useful strategy for helping students transition during a crisis and contributes to the understanding of how to prepare students for rapid transition to Emergency Remote Learning.
Distributive Leadership Roles for Primary School Teachers&apos; Efficiency in New Norm: Focus Group Analysis
Author: Rumeli, Muaza Shifa
Date: 2022-01-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Online Courses,Distance Education,Elementary School Teachers,Teacher Role,Teacher Leadership,Participative Decision Making,Teacher Responsibility,Elementary School Students,Change Strategies,Leadership Qualities,Cooperation,Teacher Administrator Relationship,Self Efficacy,Instructional Leadership,Principals,Institutional Mission,Goal Orientation

As a result of the COVID-19 pandemic, the education sector in Malaysia had undergone drastic changes and new norms are now in place. Among them are online home teaching and learning (PdPR) activities. This situation has become challenging and worrying especially in the primary school education sector. The Ministry of Education (2021) reported that there were 2,741,837 pupils in primary schools, compared to 2,037,433 pupils in secondary schools. These large numbers certainly affect the way school leaders manage the available resources. To alleviate this problem, school leaders are seen to have played an important role in helping teachers and pupils to adapt to the new online home teaching and learning (PdPR) environment. Therefore, this study examines the distributive leadership practices on the efficiency of primary school teachers during the COVID-19 pandemic period and challenges from the perspective of school leaders in managing and leading schools during this difficult period. A qualitative design with a phenomenology approach was used in studying and exploring their experiences. Five informants had collaborated in this study, and five main themes emerged: designation and sharing of school missions, visions, and goals; sharing of responsibilities; giving positive changes to teachers and students; giving changes to teachers to develop leadership skills; and cooperation - coordination and mutual understanding between education leaders and teachers. Through these themes, it is found that distributive leadership can be consistently pre-dedicated across all educational institutions. Besides sharing responsibilities, distributive leadership had enhanced teachers' knowledge and skills.
Reliability Assessment of Indicators Measuring the Impact of Enterprise Risk Management on Performance of Higher Education Institutions in Sri Lanka
Author: Perera, Angage Anoma Samanthi
Date: 2022-01-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Risk,Risk Management,Performance,Private Colleges,Governance,Organizational Culture,Administrators,Administrator Attitudes

Higher educational institutions are exposed to various types of risks what other entities face naming strategic, operational, financial, compliance, technological and reputational risk owing to terrifying competition, rapid technological advancements and unpredictable environmental tremors. Implementation of enterprise risk management is the best strategic tool to identify, assess and mitigate the overall risks faced by entities. The implementation of enterprise risk management is however hindered by the high cost for ERM systems implementation and the inability of justification of increasing performances. Many research studies conducted by academicians and practitioners to ascertain the significant positive relationship of Enterprise Risk Management implementation and firm performance concluded with contradictory deductions. This study is an investigation of the reliability of the indicators measuring the impact of ERM implementation on the performance of non-state higher education institutions in Sri Lanka. The sample of hundred and seventy senior professionals was selected from the study population of seven hundred and seven senior persons attached to non-state institutions in Sri Lanka using stratified random sampling technique. This paper presents the outcomes of the quantitative investigation conducted to test the reliability of the indicators that were used to measure the latent variables in the survey instrument. As the Cronbach's alpha value of each latent variable was well above the threshold of 0.70, the items used in each variable were fitting to the construct and therefore accepted as reliable indicators to measure the constructs.
Methods of Forming Physical Concepts for Primary School Students
Author: Yerzhenbek, Bulbul
Date: 2022-00-00
Type: Journal Articles
Subjects: Concept Formation,Foreign Countries,Scientific Concepts,Physics,Science Experiments,Secondary School Science,Secondary School Students,Grade 10,Knowledge Level

Improving the education quality, its compliance with modern requirements is closely related to the assimilation of scientific concepts by schoolchildren, which is one of the most important components of the scientific knowledge element. The article aims to present a methodology for the students' formation of physical concepts. The stages of mastering the concepts are also shown in the article. The results of a pedagogical experiment reflecting the effectiveness of the proposed methodology are presented. The effectiveness of the proposed methodology was tested in a pedagogical experiment. The pedagogical experiment was conducted at 3 schools in Kazakhstan, control classes of 60 students and experimental classes of 56 students were taken for the pedagogical experiment from the 10th grade. A total of 116 students took part in the pedagogical experiment. The results of the study evinced that students' high-level knowledge is determined by the level of assimilation of physical concepts, an important component of the physical knowledge elements.
Parental Abuse and Its Relationship to the Ethical Conduct of Adolescents in Public Schools in the Central Region of Jordan
Author: AlKhamaiseh, Omar Soud
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adolescents,Child Abuse,Ethics,Student Behavior,Violence,Emotional Response,Public Schools,Incidence,Correlation,Secondary School Students,Verbal Communication

This study aimed to identify Parental abuse and its relationship to the ethical conduct of adolescents in public schools in the central region of Jordan. The study has used the descriptive-analytical approach. The population of the study consisted of a random sample from (390) adolescents in public schools in the central region of Jordan. The results showed that the degree of Parental Abuse of adolescents in public schools in the central region of Jordan was moderated. Furthermore, the degree of ethical conduct of adolescents in public schools in the central region of Jordan was moderated as well. The results also showed that there is a correlation relationship between parental abuse and the ethical conduct of adolescents in public schools in the central region of Jordan. The study recommended the need to combat violence and all forms of abuse and treatment of children through the various media, develop teaching methods, and include in school curricula the rights that children should enjoy.
Inventive Problem-Solving in Project-Based Learning on Design and Technology: A Needs Analysis for Module Development
Author: Kiong, Tee Tze
Date: 2022-01-00
Type: Journal Articles
Subjects: Problem Solving,Student Projects,Active Learning,Program Implementation,Design,Technology Education,Creative Thinking,Learning Modules,Foreign Countries,Gender Differences,Teaching Experience,Layout (Publications)

Education in Malaysia is transforming to increase students' ability and meet the needs of the industry. In Design and Technology subject, students apply the technology to develop a product capable of solving problems through a project-based learning approach. Therefore, this study aims to (a) identify problems in the implementation of design project and (b) identify the needs for module development. An online survey was conducted on 140 Design and Technology subject teachers in Batu Pahat district, Johor. Findings showed that the overall level of problem in the implementation of project-based learning was high and there was no significant difference in perception of problems in implementing project-based learning by gender, but a significant difference of perception by teaching experience. In terms of module content, the overall findings showed that the content requirement in the module was high. Gender and teaching experience showed no significant difference in perception of module content requirement. Finally, the findings showed that the suggested module design features are using Arial font and multi-colour, content in point form, A4 size, and contain graphical content. Therefore, it is proposed that this module should be developed due to its high requirements and should meet the needs of users, so that the goals of project implementation can be achieved.
A Case Study on Online Teaching during the COVID-19 Pandemic Perceived by Primary School Teachers
Author: Sari, Mehmet Hayri
Date: 2022-00-00
Type: Journal Articles
Subjects: Case Studies,Web Based Instruction,COVID-19,Pandemics,Elementary School Teachers,Mathematics Instruction,Science Instruction,Technology Uses in Education,Distance Education,Online Courses,Foreign Countries

Research shows that teachers are one of the most influential factors in student learning in online classrooms during the COVID-19 pandemic and discusses teachers' efforts to get the most out of their online classrooms with their students. However, how the teachers experience online teaching is understudied. To address this concern, this case study aimed at revealing the experiences of primary school teachers in online teaching during the COVID-19 pandemic with a particular focus on the difficulty in teaching different subjects such as mathematics and science. The participants were 12 primary school teachers working in different places (e.g., village and district) with various professional experiences in years (such as 1-10 years and 11-20 years). The data was generated through semi-structured interviews and analyzed by content analysis. The results revealed four main themes, namely guidance and support, planning and instruction, technical issues, and the use of technological tools. Since most of the results were contextual, it is suggested that schools provide some school-based training to support teachers and parents in this process. When the results of the research are evaluated, it is important that university teacher education departments provide comprehensive pedagogical support, especially for pre-service teachers who will be the teachers of the future and families to improve online learning.