Pub Date : 2022-01-01DOI: 10.18848/2327-7955/cgp/v30i01/173-191
Victor H. Mlambo, M. Masuku, N. Ndebele
{"title":"Students’ Perceptions on the Availability of Prescribed Study Material under the New NSFAS Book Allowance Funding Model","authors":"Victor H. Mlambo, M. Masuku, N. Ndebele","doi":"10.18848/2327-7955/cgp/v30i01/173-191","DOIUrl":"https://doi.org/10.18848/2327-7955/cgp/v30i01/173-191","url":null,"abstract":"","PeriodicalId":38277,"journal":{"name":"International Journal of Learning in Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67599685","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 : 2022-01-01DOI: 10.18848/2327-7955/cgp/v30i01/69-87
H. Magd, Saurav Negi, M. Ansari
The present study discusses the implementation of online learning amid the COVID-19 pandemic in the Omani higher education context and investigates the post–COVID-19 challenges and opportunities for higher education institutions (HEIs) in Oman. The study is focused primarily on a premier HEI in Muscat, Oman, known as the Modern College of Business and Science (MCBS), as a case to understand the post-COVID-19 challenges and opportunities for HEI in the Sultanate of Oman. The data was collected through the semi-structured interview with the faculty and administrators to investigate the post-COVID-19 challenges for an educational institution in terms of delivery of the online mode of teaching. The study highlighted several challenges faced by the institution from the sudden lockdown and change of teaching methodology in favor of online teaching. Some of the main challenges include issues related to the internet/network, student engagement, academic integrity, social interaction, course delivery in numerically based courses, quality teaching and learning, and employment and internship. There is a dearth of literature on challenges and opportunities for HEIs specifically in Oman from the perspectives of teachers and academic administrators, and the study tries to fill the gap on that account.
{"title":"Post-COVID-19 Challenges and Opportunities for Higher Education Institutions in Oman: A Study of Modern College of Business and Science","authors":"H. Magd, Saurav Negi, M. Ansari","doi":"10.18848/2327-7955/cgp/v30i01/69-87","DOIUrl":"https://doi.org/10.18848/2327-7955/cgp/v30i01/69-87","url":null,"abstract":"The present study discusses the implementation of online learning amid the COVID-19 pandemic in the Omani higher education context and investigates the post–COVID-19 challenges and opportunities for higher education institutions (HEIs) in Oman. The study is focused primarily on a premier HEI in Muscat, Oman, known as the Modern College of Business and Science (MCBS), as a case to understand the post-COVID-19 challenges and opportunities for HEI in the Sultanate of Oman. The data was collected through the semi-structured interview with the faculty and administrators to investigate the post-COVID-19 challenges for an educational institution in terms of delivery of the online mode of teaching. The study highlighted several challenges faced by the institution from the sudden lockdown and change of teaching methodology in favor of online teaching. Some of the main challenges include issues related to the internet/network, student engagement, academic integrity, social interaction, course delivery in numerically based courses, quality teaching and learning, and employment and internship. There is a dearth of literature on challenges and opportunities for HEIs specifically in Oman from the perspectives of teachers and academic administrators, and the study tries to fill the gap on that account.","PeriodicalId":38277,"journal":{"name":"International Journal of Learning in Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67599944","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 : 2022-01-01DOI: 10.18848/2327-7955/cgp/v30i01/89-111
Valentine Joseph Owan, Jennifer Uzoamaka Duruamaku Dim, A. Okon, L. Akah, D. Agurokpon
Previous research has interlinked alcohol consumption (AC), mental stress (MS), psychotic experiences (PE) and academic performance (AP) of students and psychological behaviour of the general population. The current study seems to be the first to consider the joint and partial mediation effects of MS and PE in linking AC to graduates’ job performance in specific areas such as teamwork (TW), communication competence (CC), customer service (CS) and job functions (JF). A virtual cross-section of 3,862 graduates with self-reported cases of having taken alcohol in the past participated in the study. These participants responded to an electronic questionnaire that was mailed to them. The instrument used for data collection had acceptable psychometric properties. The study used the partial least squares structural equation modelling (PLS-SEM) to achieve its objectives. The inner and outer models were all evaluated for quality and goodness of fit. Results showed a significant negative effect of AC and MS on graduates’ job performance in terms of TW, CC, CS and JF, respectively. AC had a significant positive effect on MS and PE. MS has a significant positive effect on PE. A significant joint mediation effect of MS and PE was found in linking AC to graduates’ TW, CC and CS, excluding JF. MS partially mediated AC's paths to all the graduates' job performance indicators. PE was only a significant partial mediator of the connection between AC to JF, but not TW, CC and CS. This study's result can help improve graduates' work effectiveness and has revealed some negative predictors. Therefore, it is recommended that graduates avoid alcohol or only consume mild quantities of it to enable them to discharge services effectively at the workplace.
{"title":"Joint Mediation of Psychosis and Mental Stress on Alcohol Consumption and Graduates’ Job Performance: A PLS Structural Equation Modeling","authors":"Valentine Joseph Owan, Jennifer Uzoamaka Duruamaku Dim, A. Okon, L. Akah, D. Agurokpon","doi":"10.18848/2327-7955/cgp/v30i01/89-111","DOIUrl":"https://doi.org/10.18848/2327-7955/cgp/v30i01/89-111","url":null,"abstract":"Previous research has interlinked alcohol consumption (AC), mental stress (MS), psychotic experiences (PE) and academic performance (AP) of students and psychological behaviour of the general population. The current study seems to be the first to consider the joint and partial mediation effects of MS and PE in linking AC to graduates’ job performance in specific areas such as teamwork (TW), communication competence (CC), customer service (CS) and job functions (JF). A virtual cross-section of 3,862 graduates with self-reported cases of having taken alcohol in the past participated in the study. These participants responded to an electronic questionnaire that was mailed to them. The instrument used for data collection had acceptable psychometric properties. The study used the partial least squares structural equation modelling (PLS-SEM) to achieve its objectives. The inner and outer models were all evaluated for quality and goodness of fit. Results showed a significant negative effect of AC and MS on graduates’ job performance in terms of TW, CC, CS and JF, respectively. AC had a significant positive effect on MS and PE. MS has a significant positive effect on PE. A significant joint mediation effect of MS and PE was found in linking AC to graduates’ TW, CC and CS, excluding JF. MS partially mediated AC's paths to all the graduates' job performance indicators. PE was only a significant partial mediator of the connection between AC to JF, but not TW, CC and CS. This study's result can help improve graduates' work effectiveness and has revealed some negative predictors. Therefore, it is recommended that graduates avoid alcohol or only consume mild quantities of it to enable them to discharge services effectively at the workplace.","PeriodicalId":38277,"journal":{"name":"International Journal of Learning in Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67600022","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 : 2022-01-01DOI: 10.18848/2327-7955/cgp/v30i01/141-157
M. Pilotti
{"title":"Adaptation to Challenging Demands: Do Individual Differences Matter?","authors":"M. Pilotti","doi":"10.18848/2327-7955/cgp/v30i01/141-157","DOIUrl":"https://doi.org/10.18848/2327-7955/cgp/v30i01/141-157","url":null,"abstract":"","PeriodicalId":38277,"journal":{"name":"International Journal of Learning in Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67599348","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 : 2022-01-01DOI: 10.18848/2327-7955/cgp/v30i01/31-42
Saranya Rurkkhum
{"title":"An Application of Importance-Performance Analysis to Students’ Evaluations of Learning Domains","authors":"Saranya Rurkkhum","doi":"10.18848/2327-7955/cgp/v30i01/31-42","DOIUrl":"https://doi.org/10.18848/2327-7955/cgp/v30i01/31-42","url":null,"abstract":"","PeriodicalId":38277,"journal":{"name":"International Journal of Learning in Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67599430","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 : 2022-01-01DOI: 10.18848/2327-7955/cgp/v29i01/151-169
Udaya Bhaskar Nallamalli, N. S. Puchakayala, Uma Maheswari Devi Paramata
{"title":"Service Quality in Secondary Education: A Literature Review","authors":"Udaya Bhaskar Nallamalli, N. S. Puchakayala, Uma Maheswari Devi Paramata","doi":"10.18848/2327-7955/cgp/v29i01/151-169","DOIUrl":"https://doi.org/10.18848/2327-7955/cgp/v29i01/151-169","url":null,"abstract":"","PeriodicalId":38277,"journal":{"name":"International Journal of Learning in Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67597846","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 : 2022-01-01DOI: 10.18848/2327-7955/cgp/v29i01/185-197
Erin B. Hester, Sarah Geegan, Kimberly A. Parker
{"title":"Learning “through the Prism of Art”: Engaging Gen Z Students with University Art Museums","authors":"Erin B. Hester, Sarah Geegan, Kimberly A. Parker","doi":"10.18848/2327-7955/cgp/v29i01/185-197","DOIUrl":"https://doi.org/10.18848/2327-7955/cgp/v29i01/185-197","url":null,"abstract":"","PeriodicalId":38277,"journal":{"name":"International Journal of Learning in Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67598062","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 : 2022-01-01DOI: 10.18848/2327-7955/cgp/v29i02/169-187
Rungnapha Khamung, L. Miller, Po Siu Hsu
{"title":"Discovery of Motivational Themes through Reflection Writing and In Vivo Coding: An Interactive Motivation Model","authors":"Rungnapha Khamung, L. Miller, Po Siu Hsu","doi":"10.18848/2327-7955/cgp/v29i02/169-187","DOIUrl":"https://doi.org/10.18848/2327-7955/cgp/v29i02/169-187","url":null,"abstract":"","PeriodicalId":38277,"journal":{"name":"International Journal of Learning in Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67598759","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 : 2022-01-01DOI: 10.18848/2327-7955/cgp/v29i02/87-110
K. Zentner, Brent Bradford, B. van Ingen
{"title":"Student Wellness in Higher Education: A Focus on Social, Physical, and Financial Wellness","authors":"K. Zentner, Brent Bradford, B. van Ingen","doi":"10.18848/2327-7955/cgp/v29i02/87-110","DOIUrl":"https://doi.org/10.18848/2327-7955/cgp/v29i02/87-110","url":null,"abstract":"","PeriodicalId":38277,"journal":{"name":"International Journal of Learning in Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67599003","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 : 2022-01-01DOI: 10.18848/2327-7955/cgp/v30i01/193-206
M. Nthontho, Nonjabulo Madonda, M. J. Maroga
Mentoring has earned itself growing popularity in higher education due to its impact on the development of both the mentee and mentor. While some institutions use mentoring in their undergraduate and postgraduate education, others have found it a tool to advance their early career academics. In some institutions, mentoring involves individuals with similar experiential levels, whereas in others, it involves individuals from different levels of experience. Very little, though, has been said on the use of e-mentoring as a device that connects individuals and enhance their learning. Furthermore, researchers are found to rely heavily on interviews and questionnaires as their sources of data, with rare cases where practitioners have room to narrate their lived experiences. The purpose of this article is to share the learning experiences of the three colleagues (a mentor and mentee in the nGAP mentorship program and an instructional designer [practitioners]), in a South African university who participated in and narrated their e-mentoring experiences during the COVID-19 pandemic. We used relational-cultural theory as it enabled their connection and interaction despite extreme differences in experience and knowledge. We used thematic analysis technique and specific developmental relationships—zest, empowered action, increased sense of worth, new knowledge, and desire for more connection—emerged as the findings in this study. Besides institutional resources such as workshops, technological infrastructure, and constant communication, sociopsychological factors such as dedication and commitment, communication and trust, openness and willingness to learn, courage and availability for one another, made the connection, relationships, and learning possible.
{"title":"E-Mentoring in the nGAP Mentorship Program: Practitioners’ Narratives","authors":"M. Nthontho, Nonjabulo Madonda, M. J. Maroga","doi":"10.18848/2327-7955/cgp/v30i01/193-206","DOIUrl":"https://doi.org/10.18848/2327-7955/cgp/v30i01/193-206","url":null,"abstract":"Mentoring has earned itself growing popularity in higher education due to its impact on the development of both the mentee and mentor. While some institutions use mentoring in their undergraduate and postgraduate education, others have found it a tool to advance their early career academics. In some institutions, mentoring involves individuals with similar experiential levels, whereas in others, it involves individuals from different levels of experience. Very little, though, has been said on the use of e-mentoring as a device that connects individuals and enhance their learning. Furthermore, researchers are found to rely heavily on interviews and questionnaires as their sources of data, with rare cases where practitioners have room to narrate their lived experiences. The purpose of this article is to share the learning experiences of the three colleagues (a mentor and mentee in the nGAP mentorship program and an instructional designer [practitioners]), in a South African university who participated in and narrated their e-mentoring experiences during the COVID-19 pandemic. We used relational-cultural theory as it enabled their connection and interaction despite extreme differences in experience and knowledge. We used thematic analysis technique and specific developmental relationships—zest, empowered action, increased sense of worth, new knowledge, and desire for more connection—emerged as the findings in this study. Besides institutional resources such as workshops, technological infrastructure, and constant communication, sociopsychological factors such as dedication and commitment, communication and trust, openness and willingness to learn, courage and availability for one another, made the connection, relationships, and learning possible.","PeriodicalId":38277,"journal":{"name":"International Journal of Learning in Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67599379","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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