ethanporcaro/eric-fulltext-meta huggingface dataset:
Theories of Blended Learning: A Novel Approach to Tertiary Neuroanatomy
Author: Whiting, Harrison
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Theories,Blended Learning,Comparative Analysis,Teaching Methods,Neurology,Anatomy,Higher Education,Brain Hemisphere Functions,Laboratory Procedures,Medical Education,Evidence Based Practice,Neurosciences,Short Term Memory,Cognitive Ability,COVID-19,Pandemics

Anatomical dissections and prosected cadaveric specimens are currently believed to be the most beneficial delivery method for tertiary anatomy education. However, there is increasing demand within the tertiary medical education community for alternative delivery methods to complement current teaching practices, particularly in the complex field of neuroanatomy. To ensure that students learning of neuroanatomy is effective, it is necessary to take an evidenced-based approach. Therefore, this review will compare and contrast the different factors involved in learning neuroanatomy and the different modalities that can be used to teach this complex topic. Further, this review will also highlight the differences between individual and mixed-model delivery systems, which may influence the current pedagogies surrounding tertiary neuroanatomy in the dynamic educational setting.
Utilization Trends of the Israeli Higher Education System by Generation Z from 2015-2020
Author: Cohen, Erez
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Trends,Generational Differences,College Enrollment,Undergraduate Students,Graduate Students,Majors (Students)

This study focuses on members of Generation Z, born from the mid-1990s until the end of the first decade of the current century into a world of technology, social networks, and a culture of immediate messaging. The study seeks to examine the effect of this generation's pragmatic outlook both in general and in the context of acquiring a higher education, on trends involving registration for undergraduate studies. The Israeli system of higher education was chosen as a case study since the rate of Israelis with a higher education is among the highest in the world. Academic studies are perceived in Israel as a crucial milestone and an essential developmental stage in the life course of many young people. Data on the distribution of students among the different disciplines shall be analyzed by correlational examination of changes in these trends in the various degree levels from 2015-2020. The research findings show that from the mid-2010s a drop is evident in the number of undergraduate students. Moreover, a conspicuous increase is evident in the number of students in the fields of medicine and allied health professions, science and mathematics, engineering and architecture, which are considered applied fields, while a decline is evident in the social sciences, the humanities, law, and business administration. These findings point to the tendency of Generation Z to practical and technological studies more than fields considered less practical. The research conclusions call for implementing several regulatory steps in order to adapt the system of higher education to the characteristics and needs of Generation Z, such as expanding the professional training program in less practical disciplines, shortening the duration of studies in technological vocational departments, increasing the use of online teaching, and others.
Culturally Responsive Research Design as Complement to Hegemonic Paradigms in the Comparative, International, Development Educational Context
Author: San Cristóbal G., María M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Research,Comparative Education,Cultural Awareness,Research Design,Epistemology,Researchers,Participant Characteristics,High School Students

Despite profuse research on the matter, the widely acknowledged gap between educational research and teaching/learning practices suggests that considering the cultural cannons of participants under research remains an issue -among others- when addressing the legitimization of knowledge production in Comparative, International, Developing, Educational (CIDE) contexts. Such premise acquires further relevance for initiatives conducted with research participants whose voices are commonly marginalized in the process of designing research instruments, including the youth and children. The present paper aims at analyzing the importance of conducting CIDE research from a culturally responsive approach, and to illustrate that research strategies which bridge the either hegemonic or alternative research dichotomy contribute the legitimacy of knowledge production in contexts including underage subjects. A small-scale pilot research was internationally implemented with two teenage students and two educational researchers from developed and undeveloped contexts to use their epistemologies as input for the design of a data-collection method. Results suggest that omitting the views of participants in the process of research design can risk the legitimacy of knowledge production, and that complementary approaches contribute better the validity of studies conducted in the field of Social Sciences.
Exploring Experiences of Accounting Student Teachers with Digitally Mediated Learning: A Phenomenological Perspective
Author: Mapuya, Medson
Date: 2022-00-00
Type: Journal Articles
Subjects: Accounting,Phenomenology,Teaching Methods,Student Teachers,Distance Education,Learning Experience,Student Teacher Attitudes,Anxiety,Stress Variables,Social Isolation,COVID-19,Pandemics,Undergraduate Students,Foreign Countries,Emotional Experience,Social Differences,Flexible Scheduling

Conducted against the backdrop of forced online learning imposed by the COVID-19 pandemic, this study sought to explore the learning experiences of accounting student teachers with digitally mediated learning. Anchored in phenomenological research design, focus group interviews were used to generate qualitative data from purposefully selected accounting student teachers while member checking was used for validation. Content analysis of data revealed sufficient concurrence in the phenomenological voices of students that they experienced anxiety, stress, isolation, demotivation and lack of contact with their classmates. In mitigation of these experiences, the study recommends that lecturers need to develop learning material with which students can interact meaningfully, and create and maintain a live, interactive virtual learning environment in which student learning is monitored and evaluated continuously. The students appreciated the flexibility of digitally mediated learning and its provision for real opportunities for learning beyond the physical learning environment. The study found that digitally mediated learning creates a platform for a creative, innovative and non-contact learning environment in the new educational dispensation of the COVID-19 pandemic era. It therefore calls for a radical paradigm shift in the pedagogical assumptions and practices of lecturers towards a student-centred virtual learning environment which thrives on digital technology.
Perceptions of the Nursing Students and Academic Staff on College Recruitment Policies in the UAE
Author: Fattah, Hadya Abboud Abdel
Date: 2022-00-00
Type: Journal Articles
Subjects: Nursing Education,College Faculty,Foreign Countries,Undergraduate Students,Constructivism (Learning),Student Attitudes,English (Second Language),Language Tests,Second Language Learning,Teacher Attitudes,Academic Achievement,Scores,Grade Point Average,College Admission,High School Students,Student Recruitment,Arabic,Language of Instruction

Background: Higher education in field of Nursing in the United Arab Emirates faces many challenges regarding the increasing number of nursing students at the Baccalaureate level in nursing programs, which in fact, is a similar situation in all parts of the world (Saifan et al., 2021; Wollin &amp; Fairweather, 2012 &amp; Torregosa et al., 2015). Method: This qualitative research is intended to discover the perceptions of UAE nursing undergraduate students, along with their teaching faculty, regarding the recruitment policies within the nursing colleges of the UAE. The grounded theory constructivist approach was followed. In addition, the &quot;Conceptual Model of Academic Performance&quot; has explained the data analysis of the responses. A focus group interview has been conducted with ten nursing students who were in their third year and five nursing lecturers. These students are attending nursing colleges in Abu Dhabi. In order to gain a clear understanding of their impressions, an open-ended interview has been conducted about current recruitment policy (in general), with a focus on the IELTS and GAP (tests) requirements, ie: minimum scores. Conclusion: The findings indicate that students were dissatisfied with the requirement of &quot;Band (6)&quot; for the IELTS test score. They suggested decreasing this requirement to a band of 5 - 5.5 for accepted college admission requirements. They were, however, happy with the high school GPA policy whereby more consideration was given to some students, which minimizes the expectations while simultaneously increasing their chances of becoming Emirati qualified nurses. Furthermore, by easing the requirements, the UAE has helped in reducing the current nursing shortage.
Understanding the Effect of the COVID-19 Pandemic on Management Accounting Students
Author: Zunckel, Sharon
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Business Administration Education,Accounting,College Students,Distance Education,Student Adjustment,Student Attitudes,Electronic Learning,In Person Learning,Foreign Countries

A switch to emergency remote teaching, learning, and assessment (TLA) has become necessary as a result of the social distancing brought about by the recent COVID-19 pandemic. Higher Education Institutions (HEIs) were forced to switch from face-to-face to online teaching and learning to ensure successful completion of the academic year as well as the safety of their staff and students from a global pandemic. This arrangement has created teaching problems in terms of familiarizing oneself with technology, losing face-to-face contact, and limiting access to essential facilities such as laboratories and libraries. The new normal is when remote learning is employed to fulfil TLA obligations. Therefore, students are expected to adjust from a traditional to a remote learning environment. This change in environment highlights the importance of exploring students' perceptions as the recipients of this novel learning. Hence, the aim of this study was to explore the impact that the COVID-19 pandemic has had on student learning, underpinned by the activity theory. Quantitative research methods were applied to elicit students' perceptions of remote learning through the use of an online questionnaire. The target population comprised undergraduate management accounting students. The paper provides interesting implications for government, policymakers, regulatory bodies, and other researchers because it offers a student perspective on the challenges experienced with remote learning.
Exploring the Practice of Thesis Construction via the Lens of the Life Career and Paradox
Author: Barnard, Adam
Date: 2022-00-00
Type: Journal Articles
Subjects: Doctoral Students,Doctoral Dissertations,Doctoral Programs,Case Studies,Autobiographies,Ethnography,Student Attitudes,Reflection,Employment Potential,Story Telling,Education Work Relationship

Literature Review. The Higher Education Policy Institute (2020) report presents a decline in the attraction of Professional Doctorate Education, one that seeks to address the attrition and length of time of completion of traditional doctorates, yet rests on an undertheorised notion of practice. This paper examines the meaning construction at play in the force and form of expression on professional doctorate programmes and the implications it has for the practice of Doctoral Education. Methodology: Using a case-study methodology, this paper examines a deep autoethnographic work, to illuminate and shine a light on reflective and reflexive encounters across the life career, to challenge the natural attitude of career (equating work and progress) so prevalent within HE employability discourse. Findings: The case provides insight into how such a perspective upon career evokes overarching paradoxes within the reflexive story telling of thesis construction, how the strand of thesis construction begins long before engaging with the doctoral process, interconnecting with multiple strands constituting the life career, from childhood onwards, shaping the final linear story that is pronounced to fit a credentialised framing. Conclusion: The paper thus challenges the dominant narrative of a linear development of Doctoral Education, to a practice much more akin to rhizomatic learning (Deleuze &amp; Guattari, 1987) or constellation learning (Benjamin, 1999) to inform future doctoral policy and practice.
An Investigation on Students&apos; Perception of Possible Factors That Affect Their Academic Performance at a University of Technology
Author: Samuel, Stephanie Caroline
Date: 2022-00-00
Type: Journal Articles
Subjects: Grade 12,Student Attitudes,Social Cognition,Influences,Academic Achievement,College Programs,Technology Education,College Students,Attendance Patterns,Foreign Countries,Age,Language

The successful completion of a module measures student performance at tertiary institutions through ascertaining predetermined pass percentages. The lack of conceptualization of content by a student, may affect the students' academic achievement. This paper aimed to investigate students' perceptions on the factors that may impact Cost Accounting students' performance and determine if these factors have a significant association with a student's performance. The independent variables identified were attendance, age, gender, grade 12 results and language, whilst the dependent variable was academic performance in the Cost Accounting module. Using a sample of 180students registered for Cost Accounting II in their second year of study, the data collected from the questionnaires were analyzed with descriptive and inferential statistics. The study found that student attendance has a positive impact on student performance in the module. The findings of this study may be useful to higher education institutions and academics as it highlights the factors that influence students' academic achievement.
The Introduction of Work-Based Learning to Higher Education in the UK
Author: Costley, Carol
Date: 2022-00-00
Type: Journal Articles
Subjects: Workplace Learning,Higher Education,Curriculum Development,Universities,Grants,Educational Development,Educational History,Part Time Students,Student Employment,Independent Study,Foreign Countries,Accreditation (Institutions),Experiential Learning,Adult Learning,Partnerships in Education

Work-Based Learning (WBL) in higher education is a field of study established in the UK that has developed since the early 1990s. The possibility for this development came when several universities across the UK were awarded a grant in 1992, from the then Department for Employment, to develop learning from work, in the curriculum. The 1992 government funding had the intention of providing a curriculum model for people working full time and studying part time and to form partnerships with organisations as well as students who worked part time or had placement opportunities. It started in some universities by using the model of 'Independent Learning Studies' (Osborne et al 1998) and Adult Learning. The development of university accreditation services supported the development of the WBL curriculum by providing the facility to recognise prior experiential learning (RPL) at the individual level but also learning from high level external courses e.g., in-company programmes. The Learning from Experience Trust and Higher Education for Capability (HEC) movement informed the development of the WBL curriculum.
Pedagogical Strategies Used to Enact Formative Assessment in Science Classrooms: Physical Sciences Teachers&apos; Perspectives
Author: Mngomezulu, Halalisani
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Formative Evaluation,Science Education,Physical Sciences,Science Teachers,Teacher Attitudes,Foreign Countries,Secondary School Teachers,Grade 10,Faculty Development,Classroom Techniques

The importance of the enactment of formative assessment as a pedagogical tool in science teaching and learning cannot be over-emphasized. Teachers encounter pedagogical challenges when enacting formative assessment in science classrooms. These pedagogical challenges underscore the need to explore teachers' perspectives on pedagogical strategies used to enact formative assessment in science classrooms. This study examined grade 10 Physical Sciences teachers' perspectives on pedagogical strategies they adopted to enact formative assessment in science classrooms in diverse schools in South Africa. The empirical investigation invoked the sociocultural theory as a conceptual lens to provide insightful elucidation into the nature of teachers' perspectives on pedagogical strategies used to enact formative assessment in science classrooms. A generic qualitative research approach was employed. Data were collected through semi-structured focus group interviews and classroom observations. The study involved 12 purposively selected grade 10 Physical Sciences teachers as participants. The findings revealed that grade 10 Physical Sciences teachers adopted various pedagogical strategies when enacting formative assessment in science classrooms. However, meaningful enactment of formative assessment in science classrooms was largely hampered by a myriad of contextual factors such as class size and general lack of essential resources. It is recommended that teacher professional development interventions coordinated by the Department of Basic Education ought to make provision for meaningful opportunities to enhance teacher professional capacity required for coherent enactment of formative assessment as an essential tenet in science education. Theoretical implications for pedagogic innovation are discussed.
The Academic and Social Impact of COVID-19 among College Students: Perspectives from the United States of America, Cameroon, Ghana, and Nigeria
Author: Kaninjing, Ernest
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,College Students,Student Attitudes,School Closing,Online Courses,Access to Education,Student Adjustment,Educational Technology,Cultural Differences,Access to Computers,Internet,Distance Education,Barriers

The novel coronavirus disease of 2019 (COVID-19) caused disruptions in the delivery of higher education around the globe. To understand how universities and students are dealing with the sudden change from in-person course delivery to online format, this cross-sectional mixed-method study aimed to (a) ascertain the impact of the COVID-19 pandemic on students' ability to access online learning; (b) examine how college students adapted to changes in the learning/teaching environment; and (c) explore the students' perspective on measures that institutions of higher learning could have adopted to ease the abrupt transition to online learning. Results indicate a majority of participants in the US reported access to internet and computers for off-campus learning during the COVID-19 pandemic. A little over half of participants from Africa reported internet access during the COVID-19 pandemic (82% of participants from Nigeria and 66.7% from Ghana). Participants from Cameroon reported the lowest percentage of access to online learning at 59.1%. Participants from Africa reported challenges in adapting to online format due to inadequate access to necessary technological resources such as a reliable internet and computer. Participants identified internal and external resources that could have been adopted to better deal with the transition to online learning. Institutions of higher learning can learn from their initial response to the COVID-19 pandemic to formulate and adjust policies that provide flexibility to effectively transition to online learning while catering to the social, educational and health needs of their students.
The Impact of Gender and Academic Degrees on the Performance of Transversal Competencies in Higher Education Students
Author: Gómez, Gema Santiago
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Competence,College Seniors,Communication Skills,Leadership Qualities,Teamwork,Adjustment (to Environment),Problem Solving,Decision Making,Planning,Organization,Self Motivation,Gender Differences,Intellectual Disciplines

There is some consensus among academics and employers that transversal competencies are one of the key aspects in training people to adapt to the demands of today's world. Universities make a great effort in the design of training programs, in preparing their teachers in training methodologies and in the evaluation systems to guarantee that their graduates acquire an adequate level of these skills. However, there are few studies that address the impact of gender and academic degrees on the performance of transversal competencies. This study aims to assess whether gender and degree have any impact on the level of transversal competencies obtained at the end of their higher education studies. To this end, we have evaluated 1,614 final year students from 11 higher education centers using a standardized questionnaire on the competencies of Communication, Leadership, Teamwork, Adaptation to change, Initiative, Problem solving, Decision-making, Planning and Organization. We have carried out a Multivariate Variance Analysis to analyze the effect of gender, degree and the interaction between both factors on the students' competence profile. The results show that men perform better in Leadership, Initiative and Decision-making, whereas women score better in Planning and Teamwork skills. Students of Social Sciences degrees have a poorer performance in the competencies than students of Health Sciences and Technical Education. In Planning, women perform better, regardless of the degree, compared to men.
University Students&apos; Perception toward Global Citizenship&apos;s Knowledge, Skills and Values in the Sultanate of Oman
Author: Al-Ani, Wajeha Thabit
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Global Approach,Citizenship,Values,Foreign Countries,Cultural Awareness,Skill Development,Prosocial Behavior

Global citizenship refers to a sense of belonging to a larger culture and humanity in general. It emphasizes the people's political, economical, social, and cultural interdependence and interconnection at the local, national, and global levels. This study explores university students' perceptions toward global citizenship knowledge, skills, and values in the Sultanate of Oman. To achieve this objective, a descriptive approach was followed by developing a questionnaire including 47 items covering three major dimensions of global citizenship education, namely cognitive, socio-emotional, and behavioral (CSeB). The questionnaire was tested to ensure its validity and reliability and applied to a study sample of 299 students (122 males and 177 females). The findings show statistically significant differences at ([alpha]=0.05) between the mean of students' responses who studied Global Citizenship Course (GCC) and those who did not. This reflects the effectiveness of the GCC on students' points of view. Also, the findings show a significant difference between students' points of view regarding the accommodation variable in the cognitive domain in favor of students who live with their families compared with those who live on-campus. GCC plays a significant role in developing student skills and pro-social behavior. The effort to establish a concept of global citizenship is a small step towards a better understanding of its impact and effect.