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International Journal of Learning in Higher Education最新文献

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Nonreactivity and Intentionally Being Well: Preservice Teacher Wisdom from the Field 非反应性和故意保持良好:来自实地的职前教师智慧
Q4 Social Sciences
International Journal of Learning in Higher Education
Pub Date : 2023-01-01 DOI: 10.18848/2327-7955/cgp/v31i01/1-23
Corissa Mazurkiewicz, M. Szymanski, D. Riordan
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引用次数: 0
Entrepreneurship Education: Voices from Australia 创业教育:来自澳大利亚的声音
Q4 Social Sciences
International Journal of Learning in Higher Education
Pub Date : 2023-01-01 DOI: 10.18848/2327-7955/cgp/v30i02/141-169
S. Kannan, Roberto Bergami
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引用次数: 0
Using the Technology-Organization-Environment Framework to Explore Research and Innovation Strategies and Manage Academic Resistance at a University of Technology 利用技术-组织-环境框架探索科技大学的研究与创新战略并管理学术阻力
Q4 Social Sciences
International Journal of Learning in Higher Education
Pub Date : 2022-01-01 DOI: 10.18848/2327-7955/cgp/v30i02/29-45
P. Rambe, Mpho Agnes Mbeo, L. Meda
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引用次数: 0
Digital Authorship as Experiential Learning 作为体验式学习的数字作者
Q4 Social Sciences
International Journal of Learning in Higher Education
Pub Date : 2022-01-01 DOI: 10.18848/2327-7955/cgp/v29i01/111-129
Mark Mabrito
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引用次数: 0
Learning to Breathe but Failing to Feel: Tradition and Modernity in a Chinese University 学会了呼吸，却没有感受:中国大学的传统与现代
Q4 Social Sciences
International Journal of Learning in Higher Education
Pub Date : 2022-01-01 DOI: 10.18848/2327-7955/cgp/v29i01/99-110
Wang Fangying, Khomkrich Karin
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引用次数: 0
The Effects of Service Quality on English Majors’ Satisfaction: A Chinese Empirical Study 服务质量对英语专业学生满意度影响的中国实证研究
Q4 Social Sciences
International Journal of Learning in Higher Education
Pub Date : 2022-01-01 DOI: 10.18848/2327-7955/cgp/v29i01/131-150
Timothy Scott, Wenyu Guan
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引用次数: 2
A Transformative Approach to Collaborative Learning for Higher Education 高等教育合作学习的变革方法
Q4 Social Sciences
International Journal of Learning in Higher Education
Pub Date : 2022-01-01 DOI: 10.18848/2327-7955/cgp/v29i02/189-205
Natalie Dick, Natalie Brahm, T. Bui, Yi Li, S. Melincavage, Xintong Wang, Liangtian Xu, J. Asher
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引用次数: 0
We’re in This Together: Student Motivation and Faculty Support in Online Degree Advancement during the COVID-19 Pandemic 我们在一起:2019冠状病毒病大流行期间在线学位提升的学生动机和教师支持
Q4 Social Sciences
International Journal of Learning in Higher Education
Pub Date : 2022-01-01 DOI: 10.18848/2327-7955/cgp/v30i01/1-12
Kristen Mc Henry, T. J. Wing, Jody Lester
The purpose of this study was to identify the motivation for continued learning and degree attainment in online degree advancement (DA) respiratory care students (those with an associate degree pursuing a bachelor's degree) during a pandemic and the types of support needed for academic success in the online learning environment. The design of the study was convergent mixed-methods descriptive survey research. Items from the Academic Motivation Scale-College Version (AMS-C) were used to assess the construct. Additionally, open-ended questions allowed for narrative responses related to the pandemic pressures, motivation regulation, and faculty support. One hundred twenty-three students completed various components of the survey. Respondents were both intrinsically and extrinsically motivated to continue to pursue their advanced degrees despite the pandemic. Students self-identified as being determined to achieve their goals and that support from family, friends, colleagues, and faculty helped them achieve their goals along with their instructors' flexibility which helped ensure student success during the pandemic. Despite the pandemic, respiratory therapy (RT) students pursuing an advanced degree are self-determined and have a genuine love of learning, which helps regulate their motivation to continue. DA students in respiratory care appreciated flexible and supportive instructors in meeting their academic needs. © Common Ground Research Networks, Kristen McHenry, Thomas J. Wing.
本研究的目的是确定在大流行期间，在线学位提升(DA)呼吸护理学生(那些拥有学士学位的副学士学位的学生)继续学习和获得学位的动机，以及在线学习环境中学业成功所需的支持类型。本研究设计为收敛混合方法描述性调查研究。学业动机量表-大学版(AMS-C)的项目被用来评估建构。此外，开放式问题允许对与大流行压力、动机监管和教师支持有关的叙述性回答。123名学生完成了调查的各个部分。尽管大流行，受访者仍有内在和外在的动机继续攻读高等学位。学生们自我认定有决心实现自己的目标，家人、朋友、同事和教师的支持帮助他们实现了目标，教师的灵活性也帮助他们实现了目标，这有助于确保学生在疫情期间取得成功。尽管大流行，呼吸治疗(RT)学生追求更高的学位是自主的，有真正的爱学习，这有助于调节他们继续学习的动力。呼吸护理专业的DA学生在满足其学术需求方面对灵活和支持的导师表示赞赏。©Common Ground Research Networks, Kristen McHenry, Thomas J. Wing。
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引用次数: 0
Thai EFL Undergraduate Students’ Attitudes and Their Effects on English Language Learning Motivation 泰国大学生英语学习态度及其对英语学习动机的影响
Q4 Social Sciences
International Journal of Learning in Higher Education
Pub Date : 2022-01-01 DOI: 10.18848/2327-7955/cgp/v29i02/39-53
Chayachon Chuanon, Phakhawadee Chaisiri, Kittichai Nilubol
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引用次数: 0
Breaking the Glass Ceiling: Higher Education as a Lever for Struggling with Poverty and Low Esteem 打破玻璃天花板:高等教育作为与贫困和低自尊作斗争的杠杆
Q4 Social Sciences
International Journal of Learning in Higher Education
Pub Date : 2022-01-01 DOI: 10.18848/2327-7955/cgp/v30i01/13-29
Raviv Anat
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引用次数: 0
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