Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8193-3.ch009
Ulyana Zakharova, Peter Grachev
This chapter is aimed at searching for a sophisticated equilibrium in vocational education in the digital economy times between its key stakeholders or, in other words, its gear wheels, which are the government, enterprise, university, and the people. The authors focus on the programs designed in the light of the digital economy. As emerging economies face bigger challenges, the chapter is about such countries, in particular about Russia as one of them which has a big state's stake. First, the chapter lays the groundwork to the instrumentalist vision of education for the stakeholders' relations and covers a historical background to the political economy in Russia. Secondly, the authors discuss the CVET key stakeholders' motives, capacities, and barriers. The authors demonstrate the spots where these wheels mismatch. Third, online learning is presented as a possible solution for at least some of the mismatches, such as the lack of the specialists and practice-based constituents in the learning program, the system bureaucracy, obsolete teaching approach, and rigid learning trajectories.
{"title":"Achieving the Stakeholders Equilibrium in Vocational Education for the Digital Economy","authors":"Ulyana Zakharova, Peter Grachev","doi":"10.4018/978-1-7998-8193-3.ch009","DOIUrl":"https://doi.org/10.4018/978-1-7998-8193-3.ch009","url":null,"abstract":"This chapter is aimed at searching for a sophisticated equilibrium in vocational education in the digital economy times between its key stakeholders or, in other words, its gear wheels, which are the government, enterprise, university, and the people. The authors focus on the programs designed in the light of the digital economy. As emerging economies face bigger challenges, the chapter is about such countries, in particular about Russia as one of them which has a big state's stake. First, the chapter lays the groundwork to the instrumentalist vision of education for the stakeholders' relations and covers a historical background to the political economy in Russia. Secondly, the authors discuss the CVET key stakeholders' motives, capacities, and barriers. The authors demonstrate the spots where these wheels mismatch. Third, online learning is presented as a possible solution for at least some of the mismatches, such as the lack of the specialists and practice-based constituents in the learning program, the system bureaucracy, obsolete teaching approach, and rigid learning trajectories.","PeriodicalId":250157,"journal":{"name":"Handbook of Research on Global Education and the Impact of Institutional Policies on Educational Technologies","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115809929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8193-3.ch003
Ana Marcela Montenegro
Despite many studies researching the increased use and potential effectiveness of mobile devices in secondary education (high school) classrooms, less research has examined teachers' perceptions around such use. Accordingly, this qualitative (phenomenological) study used semi-structured interviews to explore 10 secondary teachers' perceptions around the use of mobile devices in Costa Rican classrooms. Utilizing an interpretive phenomenological analysis (IPA) approach to analyze the data of participants' experiences, results from this study found (1) that Costa Rican secondary teachers had mixed perceptions about using mobile devices for the teaching and learning process and (2) that mobile devices seem a “double edge sword,” which, if not used appropriately in the classroom, can be more detrimental than beneficial for students' learning processes.
{"title":"Teacher Perceptions About the Incorporation of Mobile Devices in a Costa Rican Secondary School","authors":"Ana Marcela Montenegro","doi":"10.4018/978-1-7998-8193-3.ch003","DOIUrl":"https://doi.org/10.4018/978-1-7998-8193-3.ch003","url":null,"abstract":"Despite many studies researching the increased use and potential effectiveness of mobile devices in secondary education (high school) classrooms, less research has examined teachers' perceptions around such use. Accordingly, this qualitative (phenomenological) study used semi-structured interviews to explore 10 secondary teachers' perceptions around the use of mobile devices in Costa Rican classrooms. Utilizing an interpretive phenomenological analysis (IPA) approach to analyze the data of participants' experiences, results from this study found (1) that Costa Rican secondary teachers had mixed perceptions about using mobile devices for the teaching and learning process and (2) that mobile devices seem a “double edge sword,” which, if not used appropriately in the classroom, can be more detrimental than beneficial for students' learning processes.","PeriodicalId":250157,"journal":{"name":"Handbook of Research on Global Education and the Impact of Institutional Policies on Educational Technologies","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133657516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8193-3.ch015
Marilene Garcia, P. Coelho, Eduardo Fofonca, Suzana Cristina Andrade Moura
This chapter presents a series of public policy measures that were implemented in educational contexts in Brazil and in most South American countries during the pandemic period. These measures, like guidelines, methodological suggestions, analogue and digital teaching materials, kits, and even the provision of food for the poorest members of the population, among other factors, sought to cover a wide variety of realities. The relevant fact is that many educational problems are still being faced and that these actions were incipient since they had to cover public schooling in basic education, a level where there was no experience of distance education, with the emergency implementation of remote teaching. This means that we must be more sensitive to specific actions in certain regions and also to adaptability, creativity, and inventiveness to rethink basic distance learning.
{"title":"Public Policy","authors":"Marilene Garcia, P. Coelho, Eduardo Fofonca, Suzana Cristina Andrade Moura","doi":"10.4018/978-1-7998-8193-3.ch015","DOIUrl":"https://doi.org/10.4018/978-1-7998-8193-3.ch015","url":null,"abstract":"This chapter presents a series of public policy measures that were implemented in educational contexts in Brazil and in most South American countries during the pandemic period. These measures, like guidelines, methodological suggestions, analogue and digital teaching materials, kits, and even the provision of food for the poorest members of the population, among other factors, sought to cover a wide variety of realities. The relevant fact is that many educational problems are still being faced and that these actions were incipient since they had to cover public schooling in basic education, a level where there was no experience of distance education, with the emergency implementation of remote teaching. This means that we must be more sensitive to specific actions in certain regions and also to adaptability, creativity, and inventiveness to rethink basic distance learning.","PeriodicalId":250157,"journal":{"name":"Handbook of Research on Global Education and the Impact of Institutional Policies on Educational Technologies","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116623221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8193-3.ch018
L. Morgado, A. Afonso, Nathalie Ferret, M. Gomes
Different higher education institutions (HEI) have broadly adopted peer mentoring as a strategy to provide initial and continuous support for new students, to promote their academic inclusion. In Distance Education HEI, peer e-mentoring assumes a crucial role in the promotion and maintenance of social and cognitive presence and in the creation of a sense of belonging to the academic community. Thus, it is assumed as a crucial support for the overcoming of online students' specific difficulties and as a factor for his success. After a theoretical framework, this chapter presents the case of a pilot e-mentoring project implemented in a European open university based on the paradigms of virtual learning communities and the model of the community of inquiry (CoI). To conclude, it presents a set of assumptions for the construction of an e-mentoring model adapted to online DE and further research to be conducted.
{"title":"The Challenges Behind the Development of an E-Mentoring Model for Online Distance Education","authors":"L. Morgado, A. Afonso, Nathalie Ferret, M. Gomes","doi":"10.4018/978-1-7998-8193-3.ch018","DOIUrl":"https://doi.org/10.4018/978-1-7998-8193-3.ch018","url":null,"abstract":"Different higher education institutions (HEI) have broadly adopted peer mentoring as a strategy to provide initial and continuous support for new students, to promote their academic inclusion. In Distance Education HEI, peer e-mentoring assumes a crucial role in the promotion and maintenance of social and cognitive presence and in the creation of a sense of belonging to the academic community. Thus, it is assumed as a crucial support for the overcoming of online students' specific difficulties and as a factor for his success. After a theoretical framework, this chapter presents the case of a pilot e-mentoring project implemented in a European open university based on the paradigms of virtual learning communities and the model of the community of inquiry (CoI). To conclude, it presents a set of assumptions for the construction of an e-mentoring model adapted to online DE and further research to be conducted.","PeriodicalId":250157,"journal":{"name":"Handbook of Research on Global Education and the Impact of Institutional Policies on Educational Technologies","volume":"143 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134021026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8193-3.ch013
Tatia Johnson, M. Eradze, M. N. Kobakhidze
The COVID-19 pandemic caused an unprecedented shift towards educational technology around the world. Teachers began exploring digital tools, which contributed to their professional development. This ethnographic research studied a teacher online Facebook community in Georgia from a participant-observer perspective to understand its social interactions and discussions, using both qualitative insights collected through observation, and quantitative data using various digital tools. The chapter attempts to find a silver lining in the middle of the pandemic: it argues that the adaptation to educational technology during the pandemic gave teachers new opportunities to explore teaching online. Peer-led teaching and learning, sharing experiences, and best practices appeared to be productive. This chapter contributes to understanding the Georgian context during the early waves of the pandemic, and can serve as a unit of comparison with similar online communities elsewhere.
{"title":"Finding a Silver Lining in the COVID-19 Pandemic","authors":"Tatia Johnson, M. Eradze, M. N. Kobakhidze","doi":"10.4018/978-1-7998-8193-3.ch013","DOIUrl":"https://doi.org/10.4018/978-1-7998-8193-3.ch013","url":null,"abstract":"The COVID-19 pandemic caused an unprecedented shift towards educational technology around the world. Teachers began exploring digital tools, which contributed to their professional development. This ethnographic research studied a teacher online Facebook community in Georgia from a participant-observer perspective to understand its social interactions and discussions, using both qualitative insights collected through observation, and quantitative data using various digital tools. The chapter attempts to find a silver lining in the middle of the pandemic: it argues that the adaptation to educational technology during the pandemic gave teachers new opportunities to explore teaching online. Peer-led teaching and learning, sharing experiences, and best practices appeared to be productive. This chapter contributes to understanding the Georgian context during the early waves of the pandemic, and can serve as a unit of comparison with similar online communities elsewhere.","PeriodicalId":250157,"journal":{"name":"Handbook of Research on Global Education and the Impact of Institutional Policies on Educational Technologies","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123535625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8193-3.ch011
N. S. Netshakhuma
This chapter assess the level of South African university implementation of The Electronic Communications and Transactions Act 25 of 2002 (ECTA) provision 27. The literature review from other countries was used as form analysis level of adoption of electronic filing. The research found that South African universities adopted information communication technologies; however, most students and academics were unfamiliar with ECTA provision 27 on filing in an electronic environment. Non-compliance with the ECTA is instrumental towards the lack of providing online teaching and learning. The researcher recommends universities to develop an ECTA implementation plan to improve filing on electronic records filing.
{"title":"Impact of Electronic Communications and Transactions Act, No. 25 of 2002 Provision 27 in South Africa Education on Emerging Technologies","authors":"N. S. Netshakhuma","doi":"10.4018/978-1-7998-8193-3.ch011","DOIUrl":"https://doi.org/10.4018/978-1-7998-8193-3.ch011","url":null,"abstract":"This chapter assess the level of South African university implementation of The Electronic Communications and Transactions Act 25 of 2002 (ECTA) provision 27. The literature review from other countries was used as form analysis level of adoption of electronic filing. The research found that South African universities adopted information communication technologies; however, most students and academics were unfamiliar with ECTA provision 27 on filing in an electronic environment. Non-compliance with the ECTA is instrumental towards the lack of providing online teaching and learning. The researcher recommends universities to develop an ECTA implementation plan to improve filing on electronic records filing.","PeriodicalId":250157,"journal":{"name":"Handbook of Research on Global Education and the Impact of Institutional Policies on Educational Technologies","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126806039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8193-3.ch014
Diocleciano Nhatuve
This chapter aims to examine the effectiveness of institutional policies regarding online teaching and learning in some developing countries in the Southern African region. The study is informed by online teaching and learning principles, and it adopts qualitative and quantitative approaches. The data comprises answers of 231 students to the question: Did your institution encourage online learning before the lockdown? The sample was collected through a survey between the 1st July 2020 and the 11th March 2021, a period in which students were undertaking an online learning process as a strategy to overcome the negative impact of the COVID-19 pandemic. Over 67% of respondents confirm that their universities did not implement nor encourage online learning before the lockdown due to the pandemic. In this context, the study shows that aversive policies against online learning and lack of adequate equipment jeopardize the education goals to provide integrated and globalizing learning.
{"title":"Institutional Policies and Online Education in Developing Countries","authors":"Diocleciano Nhatuve","doi":"10.4018/978-1-7998-8193-3.ch014","DOIUrl":"https://doi.org/10.4018/978-1-7998-8193-3.ch014","url":null,"abstract":"This chapter aims to examine the effectiveness of institutional policies regarding online teaching and learning in some developing countries in the Southern African region. The study is informed by online teaching and learning principles, and it adopts qualitative and quantitative approaches. The data comprises answers of 231 students to the question: Did your institution encourage online learning before the lockdown? The sample was collected through a survey between the 1st July 2020 and the 11th March 2021, a period in which students were undertaking an online learning process as a strategy to overcome the negative impact of the COVID-19 pandemic. Over 67% of respondents confirm that their universities did not implement nor encourage online learning before the lockdown due to the pandemic. In this context, the study shows that aversive policies against online learning and lack of adequate equipment jeopardize the education goals to provide integrated and globalizing learning.","PeriodicalId":250157,"journal":{"name":"Handbook of Research on Global Education and the Impact of Institutional Policies on Educational Technologies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125513422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8193-3.ch001
D. Oliveira, Luís Pedro, Carlos Santos
The proliferation of use of mobile applications has increased access to information and the way we communicate and collaborate. Higher education institutions must follow this trend and cannot ignore this. They should make efforts to integrate them in their routines, namely in their students. This chapter aims to extend the understanding about the actual use of mobile applications and how users report using them, namely in the classrooms. The main objective of this literature review is to conduct a critical literature review on this use. For this purpose, an analysis of several articles in reference publishers and journals was carried out. As a result of the analysis and cross-checking of literature data, it could be concluded that the use of mobile applications that users make and the one they claim to make may differ. It is intended to understand this problematic and analyse methods that may result in more precise data in this context. These data may be used, for example, to define strategies, namely helping higher institutions defining the use of m-learning.
{"title":"Measuring the Use of Mobile Applications in Higher Education","authors":"D. Oliveira, Luís Pedro, Carlos Santos","doi":"10.4018/978-1-7998-8193-3.ch001","DOIUrl":"https://doi.org/10.4018/978-1-7998-8193-3.ch001","url":null,"abstract":"The proliferation of use of mobile applications has increased access to information and the way we communicate and collaborate. Higher education institutions must follow this trend and cannot ignore this. They should make efforts to integrate them in their routines, namely in their students. This chapter aims to extend the understanding about the actual use of mobile applications and how users report using them, namely in the classrooms. The main objective of this literature review is to conduct a critical literature review on this use. For this purpose, an analysis of several articles in reference publishers and journals was carried out. As a result of the analysis and cross-checking of literature data, it could be concluded that the use of mobile applications that users make and the one they claim to make may differ. It is intended to understand this problematic and analyse methods that may result in more precise data in this context. These data may be used, for example, to define strategies, namely helping higher institutions defining the use of m-learning.","PeriodicalId":250157,"journal":{"name":"Handbook of Research on Global Education and the Impact of Institutional Policies on Educational Technologies","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129605446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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