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Friendship as a Value in Academic Ethos 学术精神中的友谊价值
Pub Date : 2022-10-22 DOI: 10.46303/jcve.2022.21
M. Abassy
The aim of the research work reported here was to clarify the semantics of the notion of “friendship”. The main research question is to what extent friendship is recognised by students and teachers as a value constituting the identity of the Jagiellonian University’s (JU) academic community. From it follows another one: what role does friendship play in the value system of the academic ethos– does it have the potential to clarify or transform values enshrined in documents and recognised as enduring? This study uses qualitative data generated from the collected research material: semi-structured interviews and online surveys with closed questions, single and multiple choice. Content analysis was used to examine the interviews by identifying words, phrases and sentences related to the research tasks. The conclusions can be summarised as: 1.Friendship functions in horizontal relationships; 2. Friendship is an essential value of university ethos, realised through its other, already recognised and acknowledged, values: fair treatment, kindness, responsibility and respect for the other; 3. Friendship evolves in the system of references; 4. Friendship realised as a value of the ethos leads to a merger of the professional and the private spheres; 5. Friendship is automatically excluded when a vertical relationship appears.
这里报告的研究工作的目的是澄清“友谊”概念的语义。主要的研究问题是,友谊在多大程度上被学生和教师认可为构成雅盖隆大学(JU)学术界身份的一种价值。由此引出了另一个问题:友谊在学术风气的价值体系中扮演了什么角色——它是否有可能澄清或改变文件中所记载并被认为是持久的价值观?本研究使用从收集的研究材料中产生的定性数据:半结构化访谈和带有封闭问题的在线调查,单项和多项选择。内容分析用于通过识别与研究任务相关的单词,短语和句子来检查访谈。结论可以概括为:1。友谊在横向关系中起作用;2. 友谊是大学精神的基本价值,通过其他已经被认可和承认的价值观来实现:公平对待,善良,责任和尊重他人;3.友谊在相互参照的体系中发展;4. 友谊作为一种精神价值的实现导致了专业领域和私人领域的合并;5. 当垂直关系出现时,友谊就自动被排除在外了。
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引用次数: 0
Projecting the Nature of Education for the Future: Implications for Current Practice 展望未来教育的本质:对当前实践的启示
Pub Date : 2022-10-22 DOI: 10.46303/jcve.2022.19
J. Sibanda, Newlin Marongwe
Ensuring that education serves the needs of a rapidly and ever-changing society is one of the defining challenges of education providers. This paper projects future trends in education on the basis of documented evidence which predicts the shifts in education (teacher education in particular) in terms of how it should prepare its products. The study views education for the future as not discarding subject content, but utilising content as a means rather than an end. The shift transforms both instruction and assessment to developing students not just to imbibe content knowledge, but also habits which make them adaptable to the changing world, as well as empowering them to become change-agents. Accordingly, the teaching environment needs to respond to the dynamics of technological developments, and to changing student profiles. What changes is the authoritative position of the teacher as the repository and dispenser of knowledge, and the learner’s passive role as the consumer of knowledge. Knowledge acquisition is now a co-creation within the teaching-learning context. This paper recommends further delineation of the current trends that define 21st century education, and what they determine for the future.
确保教育服务于快速和不断变化的社会的需求是教育提供者面临的决定性挑战之一。本文在文献证据的基础上预测了未来教育的趋势,这些证据预测了教育(特别是教师教育)在如何准备其产品方面的转变。这项研究认为,未来的教育不是抛弃学科内容,而是将内容作为一种手段而不是目的。这种转变转变了教学和评估,不仅要培养学生吸收内容知识,还要培养他们适应不断变化的世界的习惯,并使他们成为变革的推动者。因此,教学环境需要对技术发展的动态和不断变化的学生概况做出反应。改变的是教师作为知识的储存库和分发者的权威地位,以及学习者作为知识消费者的被动角色。知识的获取现在是在教与学的背景下的共同创造。本文建议进一步描述定义21世纪教育的当前趋势,以及它们对未来的决定。
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引用次数: 2
Advancing Cooperative Learning Pedagogy in Science Classrooms: Challenges and Possible Solutions 在科学课堂中推进合作学习教学法:挑战与可能的解决方案
Pub Date : 2022-06-09 DOI: 10.46303/jcve.2022.1
A. Bada, L. Jita
Cooperative learning pedagogy is beneficial among student hence, its adoption for teaching and learning at all levels of education. The concept of cooperative learning pedagogy appears to immerse students and teachers into classroom activities thereby making them active participants during the teaching and learning process. However, cooperative learning face some challenges that hinders its effective execution in the classroom. These challenges also prevent students and teachers from enjoying the full gains of using cooperative learning pedagogy. This conceptual paper probe into the possible ways of alleviating the challenges faced by cooperative learning pedagogy. We locate the argument within brain-based theoretical framework to discuss the means of executing cooperative learning in the classrooms. Based on this argument, the study propose possible solutions that include fostering peaceful coexistence among students and teachers, encouraging a call to duty among students, maintaining classroom synergy and learning how to learn among students. The investigation conclude that cooperation should be encouraged among students through the maintenance of a threat free classroom environment. The study recommends that science curriculum developers and planners should encourage peaceful coexistence among students and teachers irrespective of their different backgrounds so as to maximize the achievement of classroom goals and objectives enshrined in positive interaction among students and teachers.
合作学习教学法对学生是有益的,因此,在各级教育的教学中都采用了合作学习教学法。合作学习教学法的概念似乎使学生和教师沉浸在课堂活动中,从而使他们成为教与学过程的积极参与者。然而,合作学习在课堂上的有效实施面临着一些挑战。这些挑战也使学生和教师无法充分享受合作学习教学法带来的好处。本文探讨了缓解合作学习教学法所面临的挑战的可能途径。我们将这一论点置于基于大脑的理论框架中,讨论在课堂中实施合作学习的方法。基于这一论点,本研究提出了可能的解决方案,包括促进学生与教师之间的和平共处,鼓励学生的责任召唤,保持课堂协同以及学生学习如何学习。调查得出的结论是,应该通过维护无威胁的课堂环境来鼓励学生之间的合作。该研究建议,科学课程的开发者和规划者应该鼓励不同背景的学生和教师和平共处,以便最大限度地实现学生和教师之间积极互动所体现的课堂目标。
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引用次数: 1
Assessment in Sustainable Remote Teaching and Learning Environments During Emergency Situations 紧急情况下可持续远程教学环境的评估
Pub Date : 2022-06-09 DOI: 10.46303/jcve.2022.17
Makeresemese Rosy Mahlomaholo, S. Mahlomaholo
This paper explores how quality assessment is maintained in the COVID-19 protocols mandatory remote teaching and learning higher education environments. The argument being pursued is that, despite the pandemic, the e-assessment ensures the sustainability of quality thereof even in remote teaching and learning environments. We compare e-assessments in these environments to how conventional assessments happen in in-person contexts. In this comparison, we unearth several challenges afflicting the conventional in-person assessments. These range from ill-prepared lecturers sometimes, who do not take time to formulate meaningful assessment tasks, to students who demand special treatment just because they are physically present and are able to 'bully' lecturers. In the COVID-19 mandatory remote e-assessments teaching and learning environments, despite the attended challenges of costs to install the Learning Management System and train academics, there seem to be many more positive outcomes. These include lecturers' ability to ensure that all students enrolled in the module read the materials provided, spend enough time doing so, and engage meaningfully with the learning subject content. That feedback is provided almost immediately to ensure quality in remote teaching and learning environments. Design research principles that serve as the overarching theoretical framework for this paper are used to identify the challenges to e-assessments, the responses to these challenges, the contextual factors that make the responses effective, those that pose threats thereto and how they are resolved and circumvented.
本文探讨了在新冠肺炎协议强制远程教与学的高等教育环境中如何保持质量评估。目前的论点是,尽管存在大流行病,电子评估确保了即使在远程教学环境中也能保持其质量。我们将这些环境中的电子评估与面对面环境中的传统评估进行比较。在这个比较中,我们发现了困扰传统的面对面评估的几个挑战。这些问题包括准备不足的讲师有时不花时间制定有意义的评估任务,以及仅仅因为他们在场而能够“欺负”讲师而要求特殊待遇的学生。在COVID-19强制远程电子评估教学和学习环境中,尽管存在安装学习管理系统和培训学者的成本挑战,但似乎取得了更多积极成果。这包括讲师确保所有参加该模块的学生阅读所提供的材料,花足够的时间这样做,并有意义地参与学习主题内容的能力。这种反馈几乎是立即提供的,以确保远程教学环境的质量。设计研究原则作为本文的总体理论框架,用于确定电子评估面临的挑战,对这些挑战的回应,使回应有效的背景因素,构成威胁的因素以及如何解决和规避这些挑战。
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引用次数: 1
Health Course Lecturers Managing Online Teaching in a Historically Disadvantaged University in South Africa: The Raging Waves 南非一所历史上处于劣势的大学的健康课程讲师管理在线教学:汹涌的浪潮
Pub Date : 2022-04-10 DOI: 10.46303/jcve.2022.14
T. Mudau, Livhuwani Tshivhase, M. Randa
The emergence of the coronavirus pandemic (COVID-19) required the sudden closing of educational institutions to save lives. Universities had to adopt and adapt to new teaching strategies to ensure that no learner was left behind. The purpose of this study is to describe the challenges experienced by university lecturers teaching health courses in adopting online teaching strategies. The objective of the study is to explore challenges experienced by university health course lecturers in a university from South Africa in managing online teaching platforms and the strategies employed by them to enhance online teaching. The study adopted a qualitative interpretative phenomenological approach engaging six purposefully sampled lecturers teaching health courses in a historically disadvantaged university in South Africa. Data were obtained through online methods such as blackboard meetings, in addition to face-to-face and telephone interviews. Preliminary findings revealed both positive and negative experiences in offering health courses online. Positive experiences included flexible time management, fuel-saving, and multi-tasking. Negative experiences included challenges such as lack of experience in designing online content, lack of knowledge to create a conducive teaching environment, students’ incapacity to engage in learning tools, poor lecturer-student interaction, and difficulty integrating theory into practice. So far, it has been concluded that a sudden shift to online teaching needs to consider the skill-level of lecturers, learners, and the courses offered. A one size fits all approach may not be an option.
冠状病毒大流行(COVID-19)的出现要求教育机构突然关闭以拯救生命。大学必须采用和适应新的教学策略,以确保没有学生掉队。本研究的目的是描述大学健康课程讲师在采用在线教学策略时所遇到的挑战。本研究的目的是探讨南非一所大学的健康课程讲师在管理在线教学平台时所遇到的挑战,以及他们采用的策略来加强在线教学。该研究采用了定性解释现象学方法,在南非一所历史上处于不利地位的大学中,有目的地抽样了六名教授健康课程的讲师。除了面对面和电话采访外,数据还通过黑板会议等在线方法获得。初步调查结果揭示了在线提供健康课程的积极和消极经验。积极的经验包括灵活的时间管理、节省燃料和多任务处理。负面体验包括缺乏设计在线内容的经验、缺乏创造有利教学环境的知识、学生无法使用学习工具、师生互动不良以及难以将理论与实践相结合等挑战。到目前为止,人们得出的结论是,突然转向在线教学需要考虑讲师、学习者和所提供课程的技能水平。一刀切的方法可能不是一个选择。
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引用次数: 0
Transformations in Higher Educational Institutions: A Review of the Post-COVID-19 Era 高校转型:后新冠肺炎时代述评
Pub Date : 2022-04-08 DOI: 10.46303/jcve.2022.13
Oluwayemi IbukunOluwa Odularu, Mandisa Eunice. Puzi, K. Ngqila, T. A. Olatoye
The COVID-19 epidemic was initially experienced in China, in a city called Wuhan (December 2019), and Europe, the USA and Australia were not left behind. South Africa was the worst-hit country, with a total of 88,914 deaths recorded on October 24, 2021, and like many other countries of the world, it suffered the loss of human lives and livelihoods. In 2021, almost 65,000 South Africans had been lost to the pandemic. This pandemic has destabilised systems and processes that define human existence, thereby wreaking havoc on many facets of human life, with education being predominantly affected. COVID-19 has fostered global readjustments in education with the advent of online teaching or, as referred to in some studies, emergency online education. This paper examined many of the challenges faced by students and lecturers, including adaptation problems among lecturers and students, internet connectivity issues, an unconducive teaching and learning workspace, and associated health risks. This study also reviewed positive developments that took place since the onset of the COVID-19 pandemic, such as the WiSeUp Moodle Training, academic discourse, and capacity development. In addition, it is suggested that researchers carry out further studies on the effects of COVID-19 with reference to teaching and learning. The paper concludes by reviewing the positive and negative teaching and learning outcomes of the transformations that Higher Educational Institutions underwent after the onset of the COVID-19 pandemic.
2019年12月,新冠肺炎疫情最初发生在中国的武汉,欧洲、美国和澳大利亚也没有落后。南非是受灾最严重的国家,截至2021年10月24日,共有88914人死亡,与世界上许多其他国家一样,南非遭受了生命和生计的损失。2021年,近6.5万南非人死于这一流行病。这一流行病破坏了界定人类生存的制度和进程的稳定,从而对人类生活的许多方面造成严重破坏,受影响最大的是教育。随着在线教学的出现,或者如一些研究所述,紧急在线教育的出现,COVID-19促使全球教育重新调整。本文研究了学生和讲师面临的许多挑战,包括讲师和学生之间的适应问题、互联网连接问题、不利的教学和学习工作空间以及相关的健康风险。本研究还回顾了自2019冠状病毒病大流行爆发以来取得的积极进展,如WiSeUp Moodle培训、学术论述和能力建设。此外,建议研究人员结合教与学,进一步研究新冠肺炎疫情的影响。最后,本文回顾了新冠肺炎大流行爆发后高等院校转型的积极和消极的教学成果。
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引用次数: 1
Impacts of Covid-19 Pandemic on Selected Rural University Students’ Emotional Lives: A South African Perspective from a Global Study 新冠肺炎疫情对部分农村大学生情感生活的影响:一项全球研究的南非视角
Pub Date : 2022-04-08 DOI: 10.46303/jcve.2022.15
Chinaza Uleanya, J. Alex
The emotional lives of students are paramount in that it influences their learning abilities as well as their academic performance. The COVID-19 pandemic seems to have affected the emotional lives of students, especially those in rural areas. This study explored the impact of COVID-19 on the emotional lives of students in a selected rural university in South Africa. A quantitative research approach was adopted whereby questionnaires were used to collect data from 274 undergraduate students who were selected through simple random sampling technique. Data was analysed using descriptive statistics and themes. The study findings indicate that many of the students are no longer as joyful and hopeful as they used to be because they are not in touch with their fellow students nor with their lecturers. Students are frustrated, with rising degrees of anger and anxiety. The study recommends, amongst other things, the need for the services of counsellors to be engaged at the rural university so that students can receive counselling regarding these problems.
学生的情感生活是至关重要的,因为它影响他们的学习能力和学习成绩。新冠肺炎疫情似乎影响了学生的情感生活,尤其是农村地区的学生。本研究探讨了COVID-19对南非一所选定农村大学学生情感生活的影响。采用定量研究方法,通过简单随机抽样的方法,对274名大学生进行问卷调查。使用描述性统计和主题分析数据。研究结果表明,许多学生不再像以前那样快乐和充满希望,因为他们不再与同学和老师联系。学生们感到沮丧,愤怒和焦虑的程度不断上升。该研究建议,除其他事项外,需要在农村大学聘请辅导员服务,以便学生能够接受有关这些问题的咨询。
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引用次数: 0
Reinforcing the Role of ICT in Enhancing Teaching and Learning Post-COVID-19 in Tertiary Institutions in South Africa 加强信息通信技术在加强南非高等院校covid -19后教与学中的作用
Pub Date : 2022-03-28 DOI: 10.46303/jcve.2022.7
E. Shava
The use of Information Communication Technology (ICT) in higher education is becoming more and more prevalent with the over-proliferation of technological development we find ourselves in. The educational landscape in South African tertiary institutions has been affected by the COVID-19 pandemic, resulting in increased use of ICT. In turn, this has transformed these institutions' teaching, learning, and research. Central to this transformation has been challenges facing both teachers and administrators, including the need for a great demonstration of the value of ICT through improved output on teaching, learning and research. This paper examines the use of ICT in enhancing teaching and learning in South African tertiary institutions during and post COVID-19. Using an extensive secondary review approach, the report observes that ICT has been widely embraced in tertiary institutions during the COVID-19 pandemic lockdown. However, a minority of students and lecturers still lack the technological expertise to utilise modern technologies. In addition, limited funding in some rural universities hinders the purchasing of modern ICT equipment to support teaching and learning in tertiary institutions. The paper recommends increasing the value of ICT usage in the teaching and learning process post-COVID-19. Regular workshops and in-service training of both teaching staff, students and administrators in pedagogical issues and administration should be increased.
随着科技的飞速发展,信息通信技术(ICT)在高等教育中的应用越来越普遍。南非高等教育机构的教育格局受到2019冠状病毒病大流行的影响,导致ICT的使用增加。反过来,这也改变了这些机构的教学、学习和研究。这一转变的核心是教师和管理人员都面临的挑战,包括需要通过改进教学、学习和研究的产出来充分展示信息通信技术的价值。本文考察了在2019冠状病毒病期间和之后利用信息通信技术加强南非高等院校的教与学。通过广泛的二次审查方法,报告指出,在2019冠状病毒病大流行封锁期间,信息通信技术在高等院校得到了广泛采用。然而,少数学生和讲师仍然缺乏利用现代技术的技术专长。此外,一些农村大学的资金有限,阻碍了购买现代信息和通信技术设备,以支持高等院校的教学。本文建议在covid -19后的教学过程中提高ICT使用的价值。应增加教学人员、学生和行政人员在教学问题和行政管理方面的定期讲习班和在职培训。
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引用次数: 10
From War Studies to Peace Building and Social Transformation at the University of Zimbabwe in the Post-COVID-19 Era: New Directions 后covid -19时代津巴布韦大学从战争研究到和平建设和社会转型:新方向
Pub Date : 2022-03-28 DOI: 10.46303/jcve.2022.9
Baldwin Hove, B. Dube
This paper uses a positive peace lens to examine the evolution of the War and Strategic Studies (WSS) degree curriculum, to the degree in Conflict, Peace Building, and Social Transformation (CPST) at the University of Zimbabwe in the year 2021, by considering the global pandemic and seeking new directions in the field. The paper addresses two questions: 1) What changes and factors provoked the change in direction, from the WSS curriculum to CPST, and 2) What are the potential benefits of repackaging the war and strategic studies degree programme? The paper argues that the paradigm shift accommodates pandemics like the COVID-19 which configured social, political, and economic patterns of life, and a new direction emerged, that is, a change of focus from negative to positive peace. Among the reasons for curriculum changes, from WSS to CPST, was the desire to give the programme a human face, and to align the degree so that it promotes the positive peace and sustainable development needed to address trajectories associated with emerging nonviolent threats to humanity – such as a global pandemics. Lastly, we see the new direction of the CPST as a counterhegemonic strategy to address confrontational and militaristic approaches to human conflict. COVID-19 has reminded us that confrontational politics are slowly becoming irrelevant for addressing the ambivalence of life, and in the struggle to contain global pandemics, which pose new threats to peace, security and development.
本文采用积极的和平视角,通过考虑全球大流行并寻求该领域的新方向,研究了2021年津巴布韦大学战争与战略研究(WSS)学位课程在冲突、建设和平与社会转型(CPST)方面的演变。本文解决了两个问题:1)是什么变化和因素引发了方向的变化,从WSS课程到CPST, 2)重新包装战争与战略研究学位课程的潜在好处是什么?这篇论文认为,范式转变适应了像COVID-19这样的流行病,它构成了社会、政治和经济生活模式,并出现了一个新的方向,即从消极的焦点转向积极的和平。从WSS到CPST,课程变化的原因之一是希望赋予该方案人性化的面孔,并使学位保持一致,以便促进积极的和平与可持续发展,以解决与新出现的人类非暴力威胁(如全球流行病)相关的轨迹。最后,我们认为CPST的新方向是一种反霸权战略,以解决人类冲突的对抗性和军国主义方法。2019冠状病毒病提醒我们,对抗性政治正在慢慢变得与解决生活中的矛盾心理无关,也与遏制对和平、安全与发展构成新威胁的全球大流行病的斗争无关。
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引用次数: 0
The Experiences of Higher Education Students with Disabilities in Online Learning during the COVID-19 Pandemic 新冠肺炎疫情期间高等院校残疾学生在线学习体验
Pub Date : 2022-03-28 DOI: 10.46303/jcve.2022.6
Nomzamo Dube, Lulekwa Baleni
Although institutions of higher learning had been gradually exposed to blended and online methods of learning, most of them still preferred and utilised traditional, face-to-face learning for various reasons. As a result of the COVID-19 pandemic that caused lockdowns in countries worldwide, blended or online learning became more important to enable continuity of education. The inevitability of change during the pandemic and the hurried paradigm shift from traditional methods of learning came with different implications to institutions of higher learning. Online learning experiences have been extensively researched, however, they have not been adequately focused on students with disabilities. Students with disabilities are expected to be accommodated in learning environments at institutions of higher education. Using the Social Model of Disability, the study elucidates the experiences of students with disabilities of an institution of higher education in South Africa with online learning. The study is crucial in that it determines the extent to which online learning promotes inclusivity. Data was collected using semi-structured interviews and analysed using thematic analysis. The study concluded that online learning has both advantages and disadvantages for students with varying disabilities. Students with mobility and visual disabilities preferred online learning, which allows them to study in the comfort of their residences while students with intellectual disabilities preferred traditional/contact methods of learning. Most participants indicated that their online lecturers are not aware of their disabilities and thus, their methods of instruction and assessment are not as inclusive.
虽然高等教育机构已经逐渐接触到混合和在线学习方法,但由于各种原因,他们中的大多数仍然更喜欢和利用传统的面对面学习。由于COVID-19大流行导致世界各国封锁,混合或在线学习对于实现教育的连续性变得更加重要。大流行期间变革的必然性以及传统学习方法的匆忙转变对高等教育机构产生了不同的影响。在线学习经验已经得到了广泛的研究,然而,它们并没有充分关注残疾学生。残疾学生应被安置在高等教育机构的学习环境中。本研究运用残障社会模型,阐述了南非一所高等教育机构残障学生在线学习的经验。这项研究至关重要,因为它决定了在线学习促进包容性的程度。使用半结构化访谈收集数据,并使用专题分析进行分析。该研究得出结论,在线学习对不同残疾的学生既有好处也有坏处。有行动障碍和视力障碍的学生更喜欢在线学习,这使他们能够在舒适的家中学习,而有智力障碍的学生更喜欢传统的/接触式学习方法。大多数参与者表示,他们的在线讲师没有意识到他们的残疾,因此,他们的教学和评估方法不具有包容性。
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引用次数: 1
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Journal of Culture and Values in Education
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