ethanporcaro/eric-fulltext-meta huggingface dataset:
COVID-19 and Online Learning Experiences of Solomon Islands Students at the University of the South Pacific
Author: Dorovolomo, Jeremy
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,Electronic Learning,Emergency Programs,Distance Education,Technology Integration,Internet,Student Experience,Graduate Students,Undergraduate Students,Coping,Resilience (Psychology),Independent Study,Indigenous Knowledge,Pacific Islanders,Foreign Countries

This study aims to investigate the experiences of Solomon Islands students during the shift to online, remote teaching during the coronavirus (COVID-19) pandemic. It utilises the &quot;tokstori&quot; to collect data from 16 Solomon Islands students of the University of the South Pacific's (USP) Suva and Honiara campuses. It is framed and analysed data using Khan's eight dimensions of gauging successful e-learning experiences. Prior to COVID-19, many of the courses at the USP were offered in blended mode, which encompasses both online and face-to-face delivery. However, with a sudden move to fully online offerings, and the associated fears resulting from the unknowns of COVID-19, this was disruptive and traumatic for many students. However, analysis identified several key factors aiding student success including many Solomon Islands students being able to eventually cope with the disruption and displayed independence and resilience. It is also found that Solomon Island students got to experience new applications and tools such as, for example, having to be in Zoom or having to sit an online exam. This study has potential to inform higher education institutes (HEIs) in the Pacific Islands and beyond, and the need to carefully navigate the practical realities of the islands in the interaction between digital technologies, instructors and students to facilitate online learning post-pandemic.
COVID-19 Muddles &quot;talanoa&quot; and &quot;va&quot;: Perceived Connections and Uncertainties
Author: Laulaupea'alu, Siuta
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Computer Mediated Communication,Student Attitudes,Interaction,Teacher Student Relationship,Ethics,Foreign Countries,Higher Education,Cultural Relevance,Computer Security,Information Security

Learning online from home bubbles through the use of information communication technology (ICT) stretches the engagement and enactment of &quot;va&quot; (relational connections) between students and lecturers as well as Pacific people in the community. In this paper, &quot;talanoa&quot; is used to capture students' online learning experiences and their perceived understanding of connections. Such experiences are embodied in people's interactions, conversations, problem-solving, knowledge sharing and exchange of ideas and practice. As the &quot;va&quot; space online between lecturer and student as well as people in the community is physically &quot;mama'o&quot; (distanced), the perceived space of learning connection raises concern over ethics and practice. Engaging in open talanoa of the uncertainties linked to online interactions within the post-COVID context and the place of &quot;va&quot; ethics can lead to &quot;talanoa malie&quot; that highlight possibilities and solutions.
&quot;Fakalukuluku&quot;: Conceptualising a Tongan Learning Approach in Tertiary Education
Author: Naufahu, Mefileisenita
Date: 2021-00-00
Type: Journal Articles
Subjects: Postsecondary Education,Pacific Islanders,Culturally Relevant Education,College Students,Cultural Influences,Foreign Countries,Indigenous Populations,Indigenous Knowledge,Social Influences,Teaching Methods,Figurative Language,Models

Given the current impact of COVID-19, the learning experiences of Pasifika students within tertiary education has implicated their social and emotional wellbeing. Engaging in a Tongan learning approach, such as &quot;fakalukuluku,&quot; can present a viable learning practice for tertiary students' learning experiences. This paper presents the perspectives of four Tongan-born and raised researchers and educators who completed their tertiary education in Aotearoa New Zealand. Based on our experiences and reflections, we propose the Tongan concept of &quot;fakalukuluku&quot; as an approach to help elevate students' academic achievement in tertiary education. Our paper conceptualises and unfolds perspectives of &quot;fakalukuluku,&quot; as a cultural practice that is appropriate, collaborative, and accorded learning stability because of its spiritual dimensions as being paramount to students' success. We propose that a strong family and community support, the utilising of university learning support and the students' spiritual beliefs can help Tongan students in tertiary education succeed.
Grounding Pacific Practice: &quot;Fono at the Fale&quot; and &quot;Veiqaraqaravi Vakavanua&quot;
Author: Aporosa, S. Apo
Date: 2021-00-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Pacific Islanders,Cultural Influences,Indigenous Populations,Higher Education,Culturally Relevant Education,College Faculty,College Students,World Views,Food

Pacific practice is grounded in &quot;vanua&quot; and &quot;fonua,&quot; Fijian and Tongan terms encapsulating notions of land, culture and people. &quot;Fono at the Fale&quot; and &quot;Veiqaraqaravi Vakavanua&quot; are expressions of &quot;vanua&quot; and &quot;fonua&quot; cultural practice and are facilitated by, and through, the use of kava. Kava, a culturally significant drink made from the roots of the &quot;piper methysticum&quot; plant, is used in many areas of the Pacific (or &quot;Moana&quot;), grounding cultural practice in tradition, values and beliefs--with knowledge and meaning-making imparted and shared with those involved (Aporosa, 2019b). That meaning-making includes &quot;talanoa,&quot; an explanatory and conversational process fundamental to the ways in which Fijian and Tongan people make sense of their &quot;veiyaloni&quot; and &quot;va&quot; inter-connections and interactions with the physical, spiritual, sacred and ancestral &quot;vanua&quot; and &quot;fonua&quot;--through land, sky, &quot;moana&quot; and people, including deity (Fa'avae et al., 2021). In this paper the authors explain and reflect on the use of &quot;Fono at the Fale&quot; and &quot;Veiqaraqaravi Vakavanua,&quot; inclusive of kava and &quot;talanoa&quot; at the University of Waikato (UoW) as culturally-embedded practices associated with Pacific student and staff learning and interactions, through &quot;vanua&quot; and &quot;fonua&quot; expressions of iMua linked to UoW strategic vision and goals.
&quot;Imua&quot;: Reflections on &quot;Imua,&quot; &quot;Talanoa-va&quot; and Leadership in the Ongoing Strategic Journey of a New Zealand University
Author: Hemi, Keakaokawai Varner
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Pacific Islanders,Indigenous Knowledge,Cultural Influences,COVID-19,Pandemics,Culturally Relevant Education,Higher Education,Instructional Leadership,College Administration,Resilience (Psychology),Problem Solving,Innovation,Data Collection,Data Use,College Students,Success

The appointment of the University of Waikato's first Assistant Vice-Chancellor Pacific in February 2019 was an important milestone, not only recognising years of work and dedication by numerous Pacific and Maori staff, but triggering a new strategic direction for 'Pacific at Waikato'. This paper explains that journey, one that is underpinned by Pacific cultural legacies, strengths, values and identity; built on talanoa-va; informed by research, data analytics, student and community voice; combined with strategic thought and planning; and outworked in the pan-Pacific epithet, 'imua'. This is a story of resilience, determination, negotiating a pandemic, problem-solving and innovation in an environment that seeks a 'culture of belonging' and where Pacific learners are encouraged to be themselves in the pursuit of educational achievement. This paper will be of interest to education providers, stakeholders and policy makers.
Secondary Mathematics and Science Teachers Prepared for Inclusion
Author: Duchaine, Ellen L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Mathematics Teachers,Science Teachers,Preservice Teachers,Teacher Education Programs,Program Effectiveness,Inclusion,Students with Disabilities,Learning Disabilities,Positive Behavior Supports,Graduate Study,Special Education,Transformative Learning,Relevance (Education),Student Evaluation,Readiness,Self Efficacy

Teachers often find themselves unprepared for inclusion, the practice of providing instruction and supports to students with learning disabilities and related special needs in general education classrooms. Research indicates many pre-service teachers have limited, if any, coursework to equip them with the necessary skills for inclusive classrooms. This study examined preservice and in-service secondary mathematics and science teachers' perceptions of the influence of special education coursework during a graduate level teacher preparation program. Results indicate that special education coursework is both meaningful and useful within three elements related to the influence of the curriculum: personal transformation, pedagogical evolution, and relevancy.
Using Schema-Based Instruction to Improve the Mathematical Problem Solving Skills of a Rural Student with EBD
Author: Hott, Brittany L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Schemata (Cognition),Teaching Methods,Problem Solving,Mathematics Skills,Rural Schools,Emotional Disturbances,Behavior Disorders,Instructional Effectiveness,Special Needs Students,Grade 3,Elementary School Students

Schema-based instruction (SBI) is a word problem solving strategy that teaches students to identify problem types by focusing on the underlying structure of the mathematical situation. SBI is gaining an evidence-base for students with a specific learning disability; however, few experimental studies have evaluated the effects of SBI for students with emotional and behavioral disorders (EBD) and, to our knowledge, no study has evaluated the effects of SBI for students with EBD attending rural and remote schools. This study explored the efficacy of SBI to teach a third grader with EBD to solve word problems fitting three additive structures. A non-concurrent multiple probe design across behaviors was used due to resource constraints and intensity of behavioral challenges. Although we are unable to determine the presence of a functional relation due to design limitations, results suggest the student increased his word problem solving skills. Furthermore, the student increased his pre- to post-test score from 10% to 100% and was able to maintain mathematics skills and generalize to science word problems. Implications for practice and future research directions are reported.
Knowledge Management as a Strategic Asset for Customer Service Delivery at a Contact Centre in South Africa
Author: Chetty, Renitha
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,Knowledge Management,Financial Services,Employee Attitudes,Leadership Role

Knowledge Management (KM) is often touted as a panacea for organisations aiming to be efficient and competitive. While the world today has undoubtedly entered an information era, how organisations convert information to usable knowledge has become of significant importance. Furthermore, the growing emphasis on managing and utilizing knowledge to improve organisational functioning, efficiency and competitiveness has reintroduced KM as a possible strategic asset for organisations. To explore this idea, empirical work was conducted on a contact centre making use of KM practices as a means to enhance the transmission of knowledge to their employees and in turn, to their clients. Further objectives of this research were to identify how KM was understood in this organisation, the benefits and challenges it presented, how it manifested in relation to the idea of leadership and ultimately, if it could be considered a strategic asset for organisations of this nature.
Online and Blended Learning in Vocational Training Institutions in South Korea
Author: Im, Tami
Date: 2021-06-00
Type: Journal Articles
Subjects: Electronic Learning,Blended Learning,Vocational Education,Vocational Schools,Vocational Education Teachers,Teacher Attitudes,Administrator Attitudes,Adoption (Ideas),Intention,Educational Needs,Instructional Materials,Time Management,Barriers,Foreign Countries

This study aims to explore the current status of using e-learning in vocational training institutions in South Korea and the institutions' intent to adopt e-learning or blended learning. A total of 116 responses to an online survey were received from the instructors and administrators in vocational training institutions. The findings of the study are summarized as follows. First, e-learning content was found mostly used as supplementary materials in blended or classroom learning. Second, the main reasons for not using e-learning were related to the low training effectiveness in e-learning and the difficulty of finding appropriate e-learning content. Third, the dominant reasons that vocational training institutions believed they might need e-learning were related to content reuse and e-learning flexibility. Fourth, National Competency Standards-based content, theory-focused content, and practice alternative content were found to be most useful e-learning content in vocational training institutions. Fifth, the most preferred type of e-learning content was smaller modules developed for learning specific knowledge or skills. Lastly, vocational training institutions were found to be hesitant about using e-learning in the future because of the lower training effectiveness in e-learning and the lack of interaction among learners and instructors in e-learning contexts. Suggestions for practitioners and researchers are provided on the basis of the findings.
Online Learning during a Global Pandemic: Perceived Benefits and Issues in Higher Education
Author: Weldon, Anthony
Date: 2021-06-00
Type: Journal Articles
Subjects: Electronic Learning,COVID-19,Pandemics,Higher Education,Foreign Countries,College Students,College Faculty,Access to Computers,Barriers,Educational Benefits,Educational Quality,Delivery Systems,Satisfaction

The COVID-19 pandemic has created substantial challenges across higher education, requiring academic institutes to conduct all teaching, learning, and assessments remotely online. To obtain a stronger understanding of the opinions of teachers and students in Hong Kong during this period, an anonymous online survey was distributed to all teachers and students at a higher education institute. Overall, 48 teachers and 425 students responded to the survey. This paper specifically analyzes the responses to open-ended questions from the survey to identify key topics and concepts. Open coding was used to obtain key terms, which were further grouped into categories. Results indicated that higher education teachers and students had similar issues (e.g., access to digital devices and software) and benefits (e.g., flexible scheduling and time arrangements) regarding online education. However, some categories were reported as both issues and benefits by teachers and students (e.g., communication/interaction), demonstrating that individual circumstances, abilities, preferences, and experiences, may influence satisfaction levels. Furthermore, results indicated that the delivery of quality online education enforced during a pandemic requires a multi-factorial and tailored approach. The information presented in this study will help higher education institutes to develop, redefine, and re-conceptualize online learning initiatives.
Philosophical Paradigms as the Bases for Knowledge Management Research and Practice
Author: Turyahikayo, Everest
Date: 2021-06-00
Type: Journal Articles
Subjects: Knowledge Management,Philosophy,Realism,Postmodernism,Theory Practice Relationship

This paper examined six philosophical paradigms, namely positivism, interpretivism, post-positivism, pragmatism, post modernism and critical realism. The paradigms serve as the bases for knowledge management research and practice. Basing on a critical review of literature and drawing from tacit insights, the paper reveals that positivist managers and researchers tend to focus on explicit knowledge while paying little attention to tacit knowledge. In the same vein, interpretivists focus on tacit knowledge while ignoring explicit knowledge. Even when the post-positivist ontology provides useful insights, many managers and researchers may lack adequate skills to apply such insights in theory and practice. Pragmatism focuses on actions that possess instrumental value, yet there is a tendency to focus on personal value rather than organisational value. Postmodernism highlights the central nature of power structures and power struggle all of which tend to affect knowledge management practices. Critical realism prioritises tacit knowledge as the main source of competitiveness, yet tacit knowledge is insufficient on its own. The paper contributes to the understanding and debate of knowledge management research and practice.
Student, Parent, and Teacher Perceptions towards Digital Educational Games: How They Differ and Influence Each Other
Author: Xie, Jingwen
Date: 2021-06-00
Type: Journal Articles
Subjects: Student Attitudes,Parent Attitudes,Teacher Attitudes,Secondary School Teachers,Secondary School Students,Stakeholders,Correlation,Grade 8,Grade 9,Computer Games,Educational Games,Game Based Learning,Science Instruction,Physics,Foreign Countries

Digital game-based learning has received increased attention in education. As the key stakeholders in education, students, parents, and teachers may have different perceptions and attitudes towards game-based learning, which have a great impact on its adoption and dissemination. However, there is a lack of research examining how the perceptions of different stakeholders towards digital educational games may differ and influence each other. This study aimed to address the gap by investigating the perceptions of students, parents and teachers towards digital educational games, the differences and relationships between their perceptions, and possible sources of their perceptions. The study was conducted with 415 participants in China, a country that has tension between play and learning in its traditional values. The results reveal that most students, parents and teachers have certain experience playing mobile games, but with limited knowledge about educational digital games. Students have more positive perceptions towards digital educational games than teachers and parents, and the perceptions of teachers and parents are correlated with each other. After an introduction to an educational digital game, students' and parents' intention to recommend game-based learning increased, which, however, was not the case for teachers. Implications of the findings were discussed.
The Effect of Age on Higher Education Teachers&apos; ICT Use
Author: Kerzic, Damijana
Date: 2021-06-00
Type: Journal Articles
Subjects: Age Differences,College Faculty,Technology Integration,Information Technology,Video Technology,Computer Mediated Communication,Instructional Materials,Electronic Learning,Integrated Learning Systems,Correlation,Computer Use,Foreign Countries

Many researchers have explored instructional use of information communication technology (ICT) in higher education and uncovered several factors that affect its application in teaching. The effect of age on university teachers' ICT use, however, has attracted much less attention. This study uses quantitative data from a survey of 401 teachers from the University of Ljubljana in Slovenia to reveal any differences in instructional ICT use in terms of age. The results show that age is not a factor in instructional ICT use, although some age-related differences appear in teachers' personal ICT uses. The findings may inform planning for teacher support along with training and quality assurance at the university's centre for ICT-supported teaching.
Practising Pacific Pedagogies during New Zealand&apos;s Level Four Lockdown: Pacific Early Career Academics and COVID-19
Author: Thomsen, Patrick Saulmatino
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,College Faculty,Barriers,Social Influences,Economic Factors,Disproportionate Representation,Pacific Islanders,At Risk Students,College Students,Culturally Relevant Education,Beginning Teachers,Teacher Responsibility,Teaching Methods,Inclusion

During New Zealand's unprecedented level-four lockdown, opportunities to practise Pacific pedagogies in New Zealand universities required creative and innovative solutions from Pacific academics. This paper brings together the experiences of teaching during this lockdown from a cross-section of Pacific Early Career Academics (PECA) across a wide range of disciplines and schools at New Zealand's largest university. This paper argues that despite the challenges, PECA found ways to adapt Pacific pedagogical concepts through online delivery methods; however, their ability to effectively do this was severely influenced by existing socio-economic inequities that disproportionately impacted Pacific students. PECA continued to nurture the va/wa with students in innovative ways, but they still encountered major challenges that will require more careful consideration of equity issues by New Zealand universities moving forward.
Re-Imagining the Dialogic Spaces of Talanoa through Samoan Onto-Epistemology
Author: Matapo, Jacoba
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Knowledge,Pacific Islanders,Cultural Influences,Epistemology,Research,Cultural Relevance,Natural Resources,World Views,Ethics,Research Methodology

This article proposes a Samoan Indigenous philosophical position to reconceptualise the dialogic spaces of &quot;talanoa&quot;; particularly how &quot;talanoa&quot; is applied methodologically to research practice. &quot;Talanoa&quot; within New Zealand Pacific research scholarship is problematised, raising particular tensions of the universal and humanistic ideologies that are entrenched within institutional ethics and research protocols. The dialogic relational space, which is embedded throughout &quot;talanoa&quot; methodology, is called into question, evoking alternative ways of knowing and being within the &quot;talanoa&quot; research assemblage (including the material-world). Samoan epistemology reveals that nature is constituted within personhood (Vaai &amp; Nabobo-Baba, 2017) and that nature is co-agentic with human in an ecology of knowing. We call for a shift in thinking material-ethics that opens &quot;talanoa&quot; to a materialist process ontology, where knowledge generation emerges through human and non-human encounters.
&quot;Talanoa moe va&quot;: Pacific Knowledge-Sharing and Changing Sociocultural Spaces during COVID-19
Author: Faleolo, Ruth
Date: 2021-00-00
Type: Journal Articles
Subjects: Research Methodology,Pacific Islanders,Indigenous Knowledge,Cultural Influences,COVID-19,Pandemics,Disease Control,Social Influences,World Views,Ethics

This paper is a consideration of how the method/methodology of &quot;talanoa&quot; and &quot;va,&quot; can be used online by Pacific researchers to respond to the current pandemic's effect on the traditional face-to-face physical spaces used for knowledge-sharing. The following discussion examines and explores the two concepts: &quot;talanoa&quot; and &quot;va.&quot; It is important to understand how these research approaches work in a multi-sited research context, particularly when travel regulations and social distancing rules require Pacific researchers and their informants to keep physically apart. Virtual sociocultural spaces have become increasingly important to Pacific knowledge-sharing. As a Pacific researcher, I share my thoughts on &quot;talanoa&quot; and &quot;va&quot; and how these concepts have been transferred online in previous research (2015-2019) and more recently, during COVID-19.