Pub Date : 2024-02-28DOI: 10.18870/hlrc.v14i1.1436
Carola Bruna, Verónica Villarroel, Alejandro Sánchez, Joaquin Cortes, Pablo Castro-Carrasco, M. L. Conejeros-Solar
Objectives: This study aimed to analyze how pedagogical practices and affective states during emergency remote teaching influence professors’ perspectives on their capabilities and the professor-student relationship. Method: We used a nonexperimental quantitative design, collecting data through an online survey during the first year of the pandemic. Participants were recruited using a non-probability sampling method. A total of 636 university professors from Chilean universities participated. We performed descriptive and correlation analyses between variables. Also, to gain a deeper understanding of the factors influencing perceptions of the professors’ competence and the professor–student relationship, we conducted linear regression models. Results: A higher perception of pedagogical competence was related to male professors reporting a high evaluation of teaching quality and a high diversification of assessment strategies. A better professor–student relationship was related to female professors reporting a high level of tutoring activities and activities in which students work collaboratively. Additionally, unpleasant affective states were experienced at a higher rate by younger and female professors. Conclusions: Variables that make up the perception of professor competence and the professor–student relationship were identified, relating to gender and pedagogical practices, such as diversification of assessment strategies, tutoring, and collaborative activities. Implications: The results can guide future institutional actions to improve conditions and establish guidelines for quality virtual education in the post-pandemic scenario.
{"title":"Relationships between Pedagogical Practices and Affective States for Effective Teaching during the COVID-19 Pandemic: Insights from University Professors","authors":"Carola Bruna, Verónica Villarroel, Alejandro Sánchez, Joaquin Cortes, Pablo Castro-Carrasco, M. L. Conejeros-Solar","doi":"10.18870/hlrc.v14i1.1436","DOIUrl":"https://doi.org/10.18870/hlrc.v14i1.1436","url":null,"abstract":"Objectives: This study aimed to analyze how pedagogical practices and affective states during emergency remote teaching influence professors’ perspectives on their capabilities and the professor-student relationship. Method: We used a nonexperimental quantitative design, collecting data through an online survey during the first year of the pandemic. Participants were recruited using a non-probability sampling method. A total of 636 university professors from Chilean universities participated. We performed descriptive and correlation analyses between variables. Also, to gain a deeper understanding of the factors influencing perceptions of the professors’ competence and the professor–student relationship, we conducted linear regression models. Results: A higher perception of pedagogical competence was related to male professors reporting a high evaluation of teaching quality and a high diversification of assessment strategies. A better professor–student relationship was related to female professors reporting a high level of tutoring activities and activities in which students work collaboratively. Additionally, unpleasant affective states were experienced at a higher rate by younger and female professors. Conclusions: Variables that make up the perception of professor competence and the professor–student relationship were identified, relating to gender and pedagogical practices, such as diversification of assessment strategies, tutoring, and collaborative activities. Implications: The results can guide future institutional actions to improve conditions and establish guidelines for quality virtual education in the post-pandemic scenario.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":"75 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140421730","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 : 2024-02-27DOI: 10.18870/hlrc.v14i1.1421
Devrim Akgunduz, Aysegul Kinik Topalsan
Objectives: The present study describes the utilization frequency and competencies of educational technologies among academics at a university in Turkey during the COVID-19 pandemic. Methods: Participants were 391 faculty members and lecturers working in the faculties and vocational schools of a Turkish university during the 2020–2021 academic year. A survey included questions regarding the use of educational technologies and perceived competency in the use of those technologies. Results: Academics are more familiar with distance education than hybrid or blended learning. Academics reported that blended learning, hybrid learning, and distance education provide more effective education on integrating technology but report that they mostly prefer face-to-face teaching after the COVID-19 pandemic. The top three self-reported competencies are MS Office, the university academic information system, and meeting and course management tools. More information is needed about educational technology approaches and various applications such as augmented reality, simulations, assessments, and video tools. Conclusion: Faculty use of digital tools is limited, they experience significant deficiencies in using various digital tools and systems, and they are less competent in applying these tools. Academics still consider traditional face-to-face teaching as the primary choice if they are free to make decisions in the context of education and training. Thus, there is a need for professional development focused on pedagogical educational technology approaches, models, and methodologies. Implications: Various factors such as the course type, subject matter, education level, technical infrastructure, and technological and methodological support should be evaluated within the context of digitizing universities.
{"title":"Examining Technology Use and Competence of Higher Education Academics During the COVID-19 Pandemic","authors":"Devrim Akgunduz, Aysegul Kinik Topalsan","doi":"10.18870/hlrc.v14i1.1421","DOIUrl":"https://doi.org/10.18870/hlrc.v14i1.1421","url":null,"abstract":"Objectives: The present study describes the utilization frequency and competencies of educational technologies among academics at a university in Turkey during the COVID-19 pandemic. Methods: Participants were 391 faculty members and lecturers working in the faculties and vocational schools of a Turkish university during the 2020–2021 academic year. A survey included questions regarding the use of educational technologies and perceived competency in the use of those technologies. Results: Academics are more familiar with distance education than hybrid or blended learning. Academics reported that blended learning, hybrid learning, and distance education provide more effective education on integrating technology but report that they mostly prefer face-to-face teaching after the COVID-19 pandemic. The top three self-reported competencies are MS Office, the university academic information system, and meeting and course management tools. More information is needed about educational technology approaches and various applications such as augmented reality, simulations, assessments, and video tools. Conclusion: Faculty use of digital tools is limited, they experience significant deficiencies in using various digital tools and systems, and they are less competent in applying these tools. Academics still consider traditional face-to-face teaching as the primary choice if they are free to make decisions in the context of education and training. Thus, there is a need for professional development focused on pedagogical educational technology approaches, models, and methodologies. Implications: Various factors such as the course type, subject matter, education level, technical infrastructure, and technological and methodological support should be evaluated within the context of digitizing universities.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140424746","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 : 2024-02-26DOI: 10.18870/hlrc.v14i1.1453
Karina Dyliaeva, Steven B Rothman, Nader Ghotbi
Objective: The purpose of the study was to elucidate the current challenges to inclusive education (IE) at the university level in Japan, thereby addressing the gap between policy and the provision of inclusion. Method: This qualitative case study of a private university supporting inclusive policies in Japan included content analysis of data collected through semi-structured interviews to ascertain themes. Results: The four identified themes were: inclusion practices as a conceptual challenge, conflicting practice of reasonable accommodations, inclusion management gaps, and barriers to and opportunities for inclusive education. Conclusions: There is a significant disconnect between legal obligation and actual implementation of accommodations. Results demonstrate the difficulties in accommodating students due to rigid procedural requirements for accommodation, such as self-reporting documentation by students. Implications: Contradiction between inclusion policy and practice related to students with disabilities hinders the provision of accommodation services to university students in Japan.
{"title":"Challenges to Inclusive Education for Students With Disabilities in Japanese Higher Education Institutions","authors":"Karina Dyliaeva, Steven B Rothman, Nader Ghotbi","doi":"10.18870/hlrc.v14i1.1453","DOIUrl":"https://doi.org/10.18870/hlrc.v14i1.1453","url":null,"abstract":"Objective: The purpose of the study was to elucidate the current challenges to inclusive education (IE) at the university level in Japan, thereby addressing the gap between policy and the provision of inclusion. Method: This qualitative case study of a private university supporting inclusive policies in Japan included content analysis of data collected through semi-structured interviews to ascertain themes. Results: The four identified themes were: inclusion practices as a conceptual challenge, conflicting practice of reasonable accommodations, inclusion management gaps, and barriers to and opportunities for inclusive education. Conclusions: There is a significant disconnect between legal obligation and actual implementation of accommodations. Results demonstrate the difficulties in accommodating students due to rigid procedural requirements for accommodation, such as self-reporting documentation by students. Implications: Contradiction between inclusion policy and practice related to students with disabilities hinders the provision of accommodation services to university students in Japan.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":"107 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140429280","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 : 2023-10-04DOI: 10.18870/hlrc.v13i2.1428
Álvaro Antón-Sancho, Diego Vergara, Lorena Rodríguez-Calzada
Objectives: Analysis of the player profiles of professors is a fruitful line of research because player profiles may influence the design of gamified situations. We studied a sample of 243 university professors in Mexico to analyze the player profiles with which they identify and those they consider most effective didactically in gamified situations. Method: Descriptive quantitative research was used to analyze the distributions of the responses to a questionnaire given to a group of 243 professors from different Mexican universities. These responses have been statistically analyzed by computing the proportions of player profile choices and applying Pearson’s chi-square test of independence to identify significant differences in these choices. Results: 42.4% of the participants identify as Explorers, the most frequent player profile among the participants. However, about 15.6% of them consider that their player profile is not the most suitable for learning. Player profiles chosen by the Mexican professors diverge from the player profiles of the students described in previous studies. Significant differences by gender, area of knowledge, and previous training in gamification are also identified. Conclusion: There is a strong gap between the player profiles of the participating professors and the profile that, in their opinion, is most suitable for learning. In addition, it has been identified that gender, area of knowledge, and previous experience in the use of gamification are influential factors in the player profiles of the professors. Implication for Practice: The training of professors in gamification should be adapted to the specificities of each area of knowledge. This will allow professors to develop pedagogical skills in gamification that will help them adapt gamified didactic situations to the needs of students.
{"title":"Gamification and player profiles among faculty in Mexico","authors":"Álvaro Antón-Sancho, Diego Vergara, Lorena Rodríguez-Calzada","doi":"10.18870/hlrc.v13i2.1428","DOIUrl":"https://doi.org/10.18870/hlrc.v13i2.1428","url":null,"abstract":"Objectives: Analysis of the player profiles of professors is a fruitful line of research because player profiles may influence the design of gamified situations. We studied a sample of 243 university professors in Mexico to analyze the player profiles with which they identify and those they consider most effective didactically in gamified situations. Method: Descriptive quantitative research was used to analyze the distributions of the responses to a questionnaire given to a group of 243 professors from different Mexican universities. These responses have been statistically analyzed by computing the proportions of player profile choices and applying Pearson’s chi-square test of independence to identify significant differences in these choices. Results: 42.4% of the participants identify as Explorers, the most frequent player profile among the participants. However, about 15.6% of them consider that their player profile is not the most suitable for learning. Player profiles chosen by the Mexican professors diverge from the player profiles of the students described in previous studies. Significant differences by gender, area of knowledge, and previous training in gamification are also identified. Conclusion: There is a strong gap between the player profiles of the participating professors and the profile that, in their opinion, is most suitable for learning. In addition, it has been identified that gender, area of knowledge, and previous experience in the use of gamification are influential factors in the player profiles of the professors. Implication for Practice: The training of professors in gamification should be adapted to the specificities of each area of knowledge. This will allow professors to develop pedagogical skills in gamification that will help them adapt gamified didactic situations to the needs of students.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135646608","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 : 2023-07-19DOI: 10.18870/hlrc.v13i2.1422
Hengzhi Hu
Objectives: The text aims to present a comparison of Content and Language Integrated Learning (CLIL) and English-Medium Instruction (EMI), followed by a discussion of CLIL-ised EMI, a new educational phenomenon, regarding its feasibility in content-based bilingual programmes. Method: The ideas presented in this paper are principally drawn from previous research and literature about CLIL and EMI, as well as from my personal experience with content-based bilingual education programmes. Results: Although CLIL and EMI differ in nature, CLIL-ised EMI supplements traditional EMI, which has a single objective of content learning, with special attention to students’ needs, particularly their linguistic needs. It may pose challenges to teachers, especially in relation to their language-teaching activities. Conclusions: CLIL-ised EMI shows considerable feasibility in bilingual education and can overcome the linguistic challenges faced by students in content-based programmes. Implication for Practice: CLIL-ised EMI teachers are advised to be attentive to students’ linguistic demands and engage in professional collaboration with language specialists to design and provide well-planned language learning activities. Standardisation and quality control of bilingual programmes are also necessary at an institutional level.
{"title":"Emerging From Content and Language Integrated Learning and English-Medium Instruction, is CLIL-ised EMI the Next Trend of Education?","authors":"Hengzhi Hu","doi":"10.18870/hlrc.v13i2.1422","DOIUrl":"https://doi.org/10.18870/hlrc.v13i2.1422","url":null,"abstract":"Objectives: The text aims to present a comparison of Content and Language Integrated Learning (CLIL) and English-Medium Instruction (EMI), followed by a discussion of CLIL-ised EMI, a new educational phenomenon, regarding its feasibility in content-based bilingual programmes. Method: The ideas presented in this paper are principally drawn from previous research and literature about CLIL and EMI, as well as from my personal experience with content-based bilingual education programmes. Results: Although CLIL and EMI differ in nature, CLIL-ised EMI supplements traditional EMI, which has a single objective of content learning, with special attention to students’ needs, particularly their linguistic needs. It may pose challenges to teachers, especially in relation to their language-teaching activities. Conclusions: CLIL-ised EMI shows considerable feasibility in bilingual education and can overcome the linguistic challenges faced by students in content-based programmes. Implication for Practice: CLIL-ised EMI teachers are advised to be attentive to students’ linguistic demands and engage in professional collaboration with language specialists to design and provide well-planned language learning activities. Standardisation and quality control of bilingual programmes are also necessary at an institutional level.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":"110 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139357537","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 : 2023-06-30DOI: 10.18870/hlrc.v13i1.1448
G. Burkholder, E. Krauskopf
We are pleased to publish the first regular issue (Volume 13, Issue 1) of Higher Learning Research Communications (HLRC) for 2023. While the World Health Organization and the governments and health departments in most of the world have ended the COVID-19 emergency, the effects of the pandemic on operations in higher education will likely continue for some time. The United Nations Educational, Scientific and Cultural Organization (UNESCO) published a report (Abdrasheva, 2022) that globally examines the state of higher education two years after the pandemic began. The authors noted that in the area of teaching and learning, “slow adaptation to online tools, preparing class material, and engaging students to actively participate while being remote” (p. 6) resulted in uneven quality of instruction. They also note that in areas affected by the digital divide, these shortcomings were much more pronounced. In addition, internationalization was severely restricted, as students were prevented from crossing borders to study.
{"title":"The Continuing Influence of the COVID-19 Pandemic on Tertiary Education","authors":"G. Burkholder, E. Krauskopf","doi":"10.18870/hlrc.v13i1.1448","DOIUrl":"https://doi.org/10.18870/hlrc.v13i1.1448","url":null,"abstract":"We are pleased to publish the first regular issue (Volume 13, Issue 1) of Higher Learning Research Communications (HLRC) for 2023. While the World Health Organization and the governments and health departments in most of the world have ended the COVID-19 emergency, the effects of the pandemic on operations in higher education will likely continue for some time. The United Nations Educational, Scientific and Cultural Organization (UNESCO) published a report (Abdrasheva, 2022) that globally examines the state of higher education two years after the pandemic began. The authors noted that in the area of teaching and learning, “slow adaptation to online tools, preparing class material, and engaging students to actively participate while being remote” (p. 6) resulted in uneven quality of instruction. They also note that in areas affected by the digital divide, these shortcomings were much more pronounced. In addition, internationalization was severely restricted, as students were prevented from crossing borders to study.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43276233","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 : 2023-06-12DOI: 10.18870/hlrc.v13i1.1349
Nikola Koruga, Rohit Nainwal, A. K. Ayisi-Addo
Objective: The purpose of this research was to understand the significant changes and challenges regarding teaching experiences during the coronavirus (COVID-19) crisis in three universities, one each in Africa, Asia, and Europe. The study provides information on how teachers adapted to online teaching under COVID-19 conditions. Methods: We employed a descriptive phenomenology approach and used an online survey with open-ended questions to collect the data. Braun and Clarke’s six steps of thematic analysis based on the traditions of descriptive phenomenology were employed to analyze the data. Results: The teachers’ adaptive mechanisms to the COVID-19 crisis could be described through the following steps: identifying the teaching challenges, developing awareness of personal learning challenges, initiating the process of learning by doing, and recognizing the lessons learned. Conclusions: A global teacher’s network could be established to encourage professionals from different fields of education to build conventional wisdom in the awareness of the need to constantly try out new strategies with cutting-edge technologies. Implication for Practice: The results provide evidence of ways that future reactions by higher education to global crises can be anticipated. Further, the research provides an understanding of teachers’ adaptation strategies during the COVID-19 crisis. Complementary studies show that institutions should be prepared in terms of both material and human resources for emergency remote teaching(ERT), and students should also be prepared mentally and materially for such unprecedented online teaching delivery and learning. Findings of the present study point to the benefit of faculty using communities of practice as an environment for learning and adapting to emergency situations.
{"title":"Teachers’ Perspectives in Higher Education on Using Educational Technology During the COVID-19 Pandemic: Observations for Ghana, India, and Serbia","authors":"Nikola Koruga, Rohit Nainwal, A. K. Ayisi-Addo","doi":"10.18870/hlrc.v13i1.1349","DOIUrl":"https://doi.org/10.18870/hlrc.v13i1.1349","url":null,"abstract":"Objective: The purpose of this research was to understand the significant changes and challenges regarding teaching experiences during the coronavirus (COVID-19) crisis in three universities, one each in Africa, Asia, and Europe. The study provides information on how teachers adapted to online teaching under COVID-19 conditions. Methods: We employed a descriptive phenomenology approach and used an online survey with open-ended questions to collect the data. Braun and Clarke’s six steps of thematic analysis based on the traditions of descriptive phenomenology were employed to analyze the data. Results: The teachers’ adaptive mechanisms to the COVID-19 crisis could be described through the following steps: identifying the teaching challenges, developing awareness of personal learning challenges, initiating the process of learning by doing, and recognizing the lessons learned. Conclusions: A global teacher’s network could be established to encourage professionals from different fields of education to build conventional wisdom in the awareness of the need to constantly try out new strategies with cutting-edge technologies. Implication for Practice: The results provide evidence of ways that future reactions by higher education to global crises can be anticipated. Further, the research provides an understanding of teachers’ adaptation strategies during the COVID-19 crisis. Complementary studies show that institutions should be prepared in terms of both material and human resources for emergency remote teaching(ERT), and students should also be prepared mentally and materially for such unprecedented online teaching delivery and learning. Findings of the present study point to the benefit of faculty using communities of practice as an environment for learning and adapting to emergency situations.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46712735","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 : 2023-06-12DOI: 10.18870/hlrc.v13i1.1381
Melissa Villarreal, Nnenia M. Campbell
Objective: The purpose of this study was to evaluate the mentoring program of the Minority Scholars from Under-Represented Groups in Engineering and the Social Sciences (SURGE) Capacity in Disasters initiative, a pilot program that aimed to address the challenges that graduate students of color face in academic programs. SURGE promotes mentoring and professional development through its mentoring program for Science, Technology, Engineering, and Mathematics (STEM) students. Methods: Data collection involved distributing online surveys designed in Qualtrics to mentors and mentees five months after the SURGE program’s initiation. Separate surveys were created for student mentees and faculty mentors in order to collect feedback about the mentoring program. Mentees and mentors were also asked to rate their satisfaction with the specific individuals in their mentoring network so that the evaluation team could identify issues that arose across participants. Results: We found that students had several motivations for and expectations from SURGE. A majority of the students found the SURGE mentoring program to have been at least somewhat valuable in helping them achieve these expectations. Nonetheless, students did identify a few challenges, namely lack of swift responsiveness from some mentors, not enough guidance on navigating the mentor-mentee relationship, and little to no in-person interaction. While half of the students mentioned that some individuals within their mentoring team were hard to reach, a majority remained satisfied with the overall responsiveness of their mentors. This suggests that the many-to-many mentoring model helped to ensure none were entirely dissatisfied on this measure. Conclusions: These findings support previous research and show promise for mentoring as an effective intervention to the challenges that underrepresented students face in their academic programs and for their retention and representation, particularly in hazards and disaster-related fields. Implications: Overall, given the unique barriers and challenges to retention for minority students in graduate programs, it is important to understand the mentoring needs of underrepresented students in order to provide the best possible help to them during what can be an extraordinarily difficult transition into academia. It is especially crucial to do this for underrepresented students in the fields of hazards and disaster research and practice, as their contributions and perspectives are needed to address social disparities and inequities.
{"title":"Scholars from Underrepresented Groups in Engineering and the Social Sciences (SURGE) Capacity in Disasters: The Benefits and Challenges of Mentoring for Racial and Ethnic Minority Graduate Students","authors":"Melissa Villarreal, Nnenia M. Campbell","doi":"10.18870/hlrc.v13i1.1381","DOIUrl":"https://doi.org/10.18870/hlrc.v13i1.1381","url":null,"abstract":"Objective: The purpose of this study was to evaluate the mentoring program of the Minority Scholars from Under-Represented Groups in Engineering and the Social Sciences (SURGE) Capacity in Disasters initiative, a pilot program that aimed to address the challenges that graduate students of color face in academic programs. SURGE promotes mentoring and professional development through its mentoring program for Science, Technology, Engineering, and Mathematics (STEM) students. Methods: Data collection involved distributing online surveys designed in Qualtrics to mentors and mentees five months after the SURGE program’s initiation. Separate surveys were created for student mentees and faculty mentors in order to collect feedback about the mentoring program. Mentees and mentors were also asked to rate their satisfaction with the specific individuals in their mentoring network so that the evaluation team could identify issues that arose across participants. Results: We found that students had several motivations for and expectations from SURGE. A majority of the students found the SURGE mentoring program to have been at least somewhat valuable in helping them achieve these expectations. Nonetheless, students did identify a few challenges, namely lack of swift responsiveness from some mentors, not enough guidance on navigating the mentor-mentee relationship, and little to no in-person interaction. While half of the students mentioned that some individuals within their mentoring team were hard to reach, a majority remained satisfied with the overall responsiveness of their mentors. This suggests that the many-to-many mentoring model helped to ensure none were entirely dissatisfied on this measure. Conclusions: These findings support previous research and show promise for mentoring as an effective intervention to the challenges that underrepresented students face in their academic programs and for their retention and representation, particularly in hazards and disaster-related fields. Implications: Overall, given the unique barriers and challenges to retention for minority students in graduate programs, it is important to understand the mentoring needs of underrepresented students in order to provide the best possible help to them during what can be an extraordinarily difficult transition into academia. It is especially crucial to do this for underrepresented students in the fields of hazards and disaster research and practice, as their contributions and perspectives are needed to address social disparities and inequities.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44808174","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}
Objectives: Little is known about how international functions of higher education, such as exchange programmes, can be resumed during recovery from a disruptive global crisis, such as COVID-19. We collected the opinions of administrators of international exchange programmes regarding their plans to resume their exchange programmes in the recovery phase and identified variations in the responses concerning institution type (public vs. private) and the presence or absence of a medical school. Method: We used multiple-choice survey questions in our study, resulting in 180 valid responses. We examined overall patterns using descriptive statistics and institutional uniqueness using Fisher’s exact test. Results: Governing organisations and domestic university networks are expected to initiate the resumption of student exchange programmes. Respondents indicate that they would rely on infection prevention experts at their institutions as sources of information for their decision-making. Public universities would rely more extensively on their staff’s opinions whilst private universities would consult with external experts. Universities with a medical school indicated a greater likelihood of referring to the opinions of experts at their institutions. Implication for Theory and/or Practice: Higher education systems vary across nations. However, extant studies have shown some shared features, and the findings may have implications for higher education institutions internationally. Policy incentives and support may encourage public universities to participate in the global recovery of international education. During global public health infectious crises, institutions without a medical school may require more government support. Conclusions: Institutional variations should be considered to effectively encourage universities to adapt to changing dynamics in the recovery of international education. Method: The study used multiple-choice survey questions, resulting in 180 valid responses. The study examined overall patterns using descriptive statistics and institutional uniqueness using Fisher's exact test. Results: Governing organisations and domestic university networks are expected to initiate the resumption of student exchange. Respondents indicate that they would rely on infection prevention experts at their institutions as sources of information for their decision-making. Public universities would rely more extensively on their staff’s opinions whilst private universities would consult with external experts. Universities with a medical school indicated a greater likelihood of referring to the opinions of experts at their institutions. Implication for Theory and/or Practice: The higher education systems vary across nations. However, extant studies have shown some shared features, and the findings may have implications for higher education institutions internationally. Policy incentives and support may encourage public universities to participate in the glo
{"title":"University Administrators’ Visions for the Recovery of International Student Exchange in a Post–COVID-19 World","authors":"Yusuke Sakurai, Yukiko Ishikura, R. Nakano, Yuki Nabeshima, Yuzo Sengoku, Akito Okada, Sachihiko Kondo","doi":"10.18870/hlrc.v13i1.1396","DOIUrl":"https://doi.org/10.18870/hlrc.v13i1.1396","url":null,"abstract":"Objectives: Little is known about how international functions of higher education, such as exchange programmes, can be resumed during recovery from a disruptive global crisis, such as COVID-19. We collected the opinions of administrators of international exchange programmes regarding their plans to resume their exchange programmes in the recovery phase and identified variations in the responses concerning institution type (public vs. private) and the presence or absence of a medical school. Method: We used multiple-choice survey questions in our study, resulting in 180 valid responses. We examined overall patterns using descriptive statistics and institutional uniqueness using Fisher’s exact test. Results: Governing organisations and domestic university networks are expected to initiate the resumption of student exchange programmes. Respondents indicate that they would rely on infection prevention experts at their institutions as sources of information for their decision-making. Public universities would rely more extensively on their staff’s opinions whilst private universities would consult with external experts. Universities with a medical school indicated a greater likelihood of referring to the opinions of experts at their institutions. Implication for Theory and/or Practice: Higher education systems vary across nations. However, extant studies have shown some shared features, and the findings may have implications for higher education institutions internationally. Policy incentives and support may encourage public universities to participate in the global recovery of international education. During global public health infectious crises, institutions without a medical school may require more government support. Conclusions: Institutional variations should be considered to effectively encourage universities to adapt to changing dynamics in the recovery of international education. Method: The study used multiple-choice survey questions, resulting in 180 valid responses. The study examined overall patterns using descriptive statistics and institutional uniqueness using Fisher's exact test. Results: Governing organisations and domestic university networks are expected to initiate the resumption of student exchange. Respondents indicate that they would rely on infection prevention experts at their institutions as sources of information for their decision-making. Public universities would rely more extensively on their staff’s opinions whilst private universities would consult with external experts. Universities with a medical school indicated a greater likelihood of referring to the opinions of experts at their institutions. Implication for Theory and/or Practice: The higher education systems vary across nations. However, extant studies have shown some shared features, and the findings may have implications for higher education institutions internationally. Policy incentives and support may encourage public universities to participate in the glo","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47162338","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}
Objectives: The purpose of this study is to determine university students’ views on online exams during the pandemic. The study was carried out with the participation of 15 undergraduate students studying at an engineering university in Azerbaijan. Methods: Interpretive phenomenology guided the study. Data were collected through semi-structured interviews and analyzed using content analysis. Results: Research findings showed that students experienced various problems in the online exam process. The inability to solve the technical problems encountered during exams and the perception that the instructors did not have sufficient knowledge about the conduct of the online exams made it difficult for the exam process to be carried out effectively. Conclusion: Research results indicated that students who are taking their first online exam bring attention to both the positive and negative aspects of the process and discuss both the advantages and disadvantages of online exams in this context. Implications: It is critical to develop infrastructure and train human resources at this point in order to easily adapt to different crisis situations that may arise in the future that require nontraditional assessment methods.
{"title":"University Students' First Online Exam Experience: Is It Stressful or Joyful?","authors":"Konul ABASLI, Bahar YAKUT OZEK, Abdulkhalig MAMMADLI","doi":"10.18870/hlrc.v13i1.1314","DOIUrl":"https://doi.org/10.18870/hlrc.v13i1.1314","url":null,"abstract":"Objectives: The purpose of this study is to determine university students’ views on online exams during the pandemic. The study was carried out with the participation of 15 undergraduate students studying at an engineering university in Azerbaijan. Methods: Interpretive phenomenology guided the study. Data were collected through semi-structured interviews and analyzed using content analysis. Results: Research findings showed that students experienced various problems in the online exam process. The inability to solve the technical problems encountered during exams and the perception that the instructors did not have sufficient knowledge about the conduct of the online exams made it difficult for the exam process to be carried out effectively. Conclusion: Research results indicated that students who are taking their first online exam bring attention to both the positive and negative aspects of the process and discuss both the advantages and disadvantages of online exams in this context. Implications: It is critical to develop infrastructure and train human resources at this point in order to easily adapt to different crisis situations that may arise in the future that require nontraditional assessment methods.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":"427 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135757380","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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