This essay reflects on possible complexities that embarking on co-supervising a doctoral candidate might entail. The hypothetical co-supervision case under consideration is one between different disciplines, organisations and countries, and it focuses on how differences in understanding the role of a PhD candidate might surface. Furthermore, the importance of reflecting on the nature of the project, whether it is an open brief or a specified project, is highlighted. This also necessitates consideration of the extent to which the supervisors connect ownership to the project idea, outcome, and process. Lastly, the importance of the role of the supervisor in supporting the PhD candidate towards becoming an independent researcher is raised. As a conclusion, attention is drawn to the need for potential co-supervisors to articulate and discuss their stances and expectations on the above questions prior to embarking on co-supervision; this is in order to prevent or lessen possible tensions at a later stage.
{"title":"COMPLEXITIES OF A HYPOTHETICAL CO-SUPERVISION CASE","authors":"Lizette Reitsma","doi":"10.24834/jotl.4.2.882","DOIUrl":"https://doi.org/10.24834/jotl.4.2.882","url":null,"abstract":"This essay reflects on possible complexities that embarking on co-supervising a doctoral candidate might entail. The hypothetical co-supervision case under consideration is one between different disciplines, organisations and countries, and it focuses on how differences in understanding the role of a PhD candidate might surface. Furthermore, the importance of reflecting on the nature of the project, whether it is an open brief or a specified project, is highlighted. This also necessitates consideration of the extent to which the supervisors connect ownership to the project idea, outcome, and process. Lastly, the importance of the role of the supervisor in supporting the PhD candidate towards becoming an independent researcher is raised. As a conclusion, attention is drawn to the need for potential co-supervisors to articulate and discuss their stances and expectations on the above questions prior to embarking on co-supervision; this is in order to prevent or lessen possible tensions at a later stage.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"22 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83195970","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}
The Ph.D. research and supervision process passes through different momentums of ups and downs, demotivation, and stress. Unexpected situations, such as the COVID-19 pandemic, and its considerable influence on daily life and their working situation and research process, put new pressures on Ph.D. students. This study aims to investigate the COVID-19 pandemic on doctoral motivation, the supervisions' strategies, and the importance of supervisors in helping students tackle demotivation and stress situations. In this study, we conducted an online survey, including open-ended and Likert scale questions, distributed among the doctoral students and interviews with supervisors at Malmö University. According to the survey result, the pandemic has affected the doctoral students' research methodological process, communication frequency and efficiency with their supervisors, access to the office and laboratory, and motivation to write and finish their doctoral thesis. Stress, new life and family priorities, the uncertainty of fieldwork and research methods, isolation, skepticism about the importance of their research, and less connection with supervisors and peers have been mentioned as their reasons for demotivation. In addition, the survey results showed that most respondents emphasized the importance of the supervisors' role in their motivation. The message from this study is that the clarity of feedback, setting realistic goals, time management, mutual understanding, caring and support, flexibility and availability, regular and informal meetings, and positive attitudes are essential factors in doctoral supervision under stressful situations. The findings pinpoint the most efficient supervision strategies during challenging situations like the pandemic, which can be lessons for future similar events. However, the results also addressed the students' different needs and the importance of awareness and attention to the students' differences under supervision and mentoring.
{"title":"PANDEMIC, DOCTORAL STUDENTS’ MOTIVATION AND THE ROLE OF SUPERVISION","authors":"Marwa Dabaieh, Elnaz Sarkheyli","doi":"10.24834/jotl.4.2.893","DOIUrl":"https://doi.org/10.24834/jotl.4.2.893","url":null,"abstract":"The Ph.D. research and supervision process passes through different momentums of ups and downs, demotivation, and stress. Unexpected situations, such as the COVID-19 pandemic, and its considerable influence on daily life and their working situation and research process, put new pressures on Ph.D. students. This study aims to investigate the COVID-19 pandemic on doctoral motivation, the supervisions' strategies, and the importance of supervisors in helping students tackle demotivation and stress situations. In this study, we conducted an online survey, including open-ended and Likert scale questions, distributed among the doctoral students and interviews with supervisors at Malmö University. According to the survey result, the pandemic has affected the doctoral students' research methodological process, communication frequency and efficiency with their supervisors, access to the office and laboratory, and motivation to write and finish their doctoral thesis. Stress, new life and family priorities, the uncertainty of fieldwork and research methods, isolation, skepticism about the importance of their research, and less connection with supervisors and peers have been mentioned as their reasons for demotivation. In addition, the survey results showed that most respondents emphasized the importance of the supervisors' role in their motivation. The message from this study is that the clarity of feedback, setting realistic goals, time management, mutual understanding, caring and support, flexibility and availability, regular and informal meetings, and positive attitudes are essential factors in doctoral supervision under stressful situations. The findings pinpoint the most efficient supervision strategies during challenging situations like the pandemic, which can be lessons for future similar events. However, the results also addressed the students' different needs and the importance of awareness and attention to the students' differences under supervision and mentoring.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135090833","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 : 2023-06-15DOI: 10.1080/00221546.2023.2209003
Drew M. Anderson, Katharine M. Broton, David B. Monaghan
ABSTRACT Increasing the number of science, technology, engineering, and mathematics (STEM) degrees is a national priority and one way to promote the socioeconomic mobility of students from low-income families. Prior research examining why students do not complete STEM majors often points to students’ lack of academic preparation, preferences for non-STEM majors, or lack of information about the value of STEM. This paper uses a randomized experiment to investigate an alternative explanation, that some students lack the financial resources to succeed in demanding majors. In a control group of university students from low-income families, 18.6% of students had declared a STEM major by their third year of college. In a treatment group who were offered additional need-based grant aid upon entering college, 26.5% of students declared a STEM major. Among students who had graduated within six years after entering college, 12.2% of control group graduates had earned a STEM degree compared to 20.2% of treatment group students. Need-based grants thus appear to have the potential to increase the share of low-income students studying and earning degrees in STEM.
{"title":"Seeking STEM: The Causal Impact of Need-Based Grant Aid on Undergraduates’ Field of Study","authors":"Drew M. Anderson, Katharine M. Broton, David B. Monaghan","doi":"10.1080/00221546.2023.2209003","DOIUrl":"https://doi.org/10.1080/00221546.2023.2209003","url":null,"abstract":"ABSTRACT Increasing the number of science, technology, engineering, and mathematics (STEM) degrees is a national priority and one way to promote the socioeconomic mobility of students from low-income families. Prior research examining why students do not complete STEM majors often points to students’ lack of academic preparation, preferences for non-STEM majors, or lack of information about the value of STEM. This paper uses a randomized experiment to investigate an alternative explanation, that some students lack the financial resources to succeed in demanding majors. In a control group of university students from low-income families, 18.6% of students had declared a STEM major by their third year of college. In a treatment group who were offered additional need-based grant aid upon entering college, 26.5% of students declared a STEM major. Among students who had graduated within six years after entering college, 12.2% of control group graduates had earned a STEM degree compared to 20.2% of treatment group students. Need-based grants thus appear to have the potential to increase the share of low-income students studying and earning degrees in STEM.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"50 1","pages":"921 - 944"},"PeriodicalIF":1.1,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90325345","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}
Kapinga-Mutatayi Madeleine, Mukendi waMpoyi Pierre, J. Elen
Students' Approaches to Learning (SAL) are a critical determinant of learning outcomes and have been assessed around the world, from Asia to Africa, using the traditional questionnaires developed in the Western context. However, studies in Asia have challenged the traditional dichotomous view of SAL by supporting the presence of intermediate approaches, suggesting that the current view of SAL may not be universal. In response to the need for a broader understanding of SAL, a new instrument, the Approaches to Learning Questionnaire (ALQ), was developed during a pilot study. This instrument captures both memorization and understanding in an African context, which makes it distinct from traditional instruments. Additionally, the ALQ challenges the current individualistic view of SAL by including a group dimension. Given the high psychometric quality of this new instrument, it is crucial to validate it with a large sample. Therefore, this paper discusses the validation processes and recommends the use of the ALQ for comparative purposes in the Congolese context. Further research will explore the extension of this context-specific instrument to other cultural settings and the assessment of cross-cultural validity.
{"title":"Students Approaches to Learning: Towards a Context-specific Learning Approaches Instrument","authors":"Kapinga-Mutatayi Madeleine, Mukendi waMpoyi Pierre, J. Elen","doi":"10.5430/ijhe.v12n3p68","DOIUrl":"https://doi.org/10.5430/ijhe.v12n3p68","url":null,"abstract":"Students' Approaches to Learning (SAL) are a critical determinant of learning outcomes and have been assessed around the world, from Asia to Africa, using the traditional questionnaires developed in the Western context. However, studies in Asia have challenged the traditional dichotomous view of SAL by supporting the presence of intermediate approaches, suggesting that the current view of SAL may not be universal. In response to the need for a broader understanding of SAL, a new instrument, the Approaches to Learning Questionnaire (ALQ), was developed during a pilot study. This instrument captures both memorization and understanding in an African context, which makes it distinct from traditional instruments. Additionally, the ALQ challenges the current individualistic view of SAL by including a group dimension. Given the high psychometric quality of this new instrument, it is crucial to validate it with a large sample. Therefore, this paper discusses the validation processes and recommends the use of the ALQ for comparative purposes in the Congolese context. Further research will explore the extension of this context-specific instrument to other cultural settings and the assessment of cross-cultural validity.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"102 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80978644","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}
Efforts to control the spread of the coronavirus pandemic have led to the suspension of mass gatherings, including in universities, which have strong population flows and high aggregation. Consequently, universities have faced significant challenges in operational mechanisms. Against this background, students’ learning situation has attracted widespread attention. However, relatively little discussion has occurred on high-performance student athletes (HPSAs) who excel in sports but underperform in academic courses. A country’s sports strength is equal to its citizens’ overall physical fitness level; the higher the national physical fitness level, the stronger the sports strength, and the more developed the economy. Based on attribution theory and using a snowball sampling method, this study selected 15 HPSAs from Chinese universities for semi-structured interviews . The initial survey subjects were artificially selected, and then qualified survey subjects were provided by sports talents. Then, these people provided the third batch of survey objects, and so on, and the sample gradually increased, just like a snowball, and the respondents were all representative sports students. Material from the initial 12-person interviews was first individually coded, analysed, conceptualized and reviewed, followed by analysis of 3 material from the second round of interviews. No new concepts were developed in the analysis of the second round of interviews, thus achieving theoretical saturation and allowing the construction of a coherent explanatory profile (Corbin & Strauss, 2008).From the interviews, we extracted themes related to the learning obstacles student-athletes have faced during the pandemic and analyzed the factors at play during the pandemic. Four types of factors were revealed: pandemic, personal, school, and career development factors. Among them, epidemic factors and personal factors are relatively high.To help student-athletes overcome learning obstacles and balance their learning and training, it is necessary to increase emphasis on academic courses, consolidate knowledge and skills training, reasonably arrange study and training time, enhance interpersonal communication skills, and effectively plan for career development, To discover the various troublesome factors faced by HPSAs in learning.
{"title":"Analysis of Learning Obstacles for High-Performance Student Athletes in Chinese Universities During the COVID-19 Pandemic","authors":"Zhou Wei","doi":"10.5430/ijhe.v12n3p80","DOIUrl":"https://doi.org/10.5430/ijhe.v12n3p80","url":null,"abstract":"Efforts to control the spread of the coronavirus pandemic have led to the suspension of mass gatherings, including in universities, which have strong population flows and high aggregation. Consequently, universities have faced significant challenges in operational mechanisms. Against this background, students’ learning situation has attracted widespread attention. However, relatively little discussion has occurred on high-performance student athletes (HPSAs) who excel in sports but underperform in academic courses. A country’s sports strength is equal to its citizens’ overall physical fitness level; the higher the national physical fitness level, the stronger the sports strength, and the more developed the economy. Based on attribution theory and using a snowball sampling method, this study selected 15 HPSAs from Chinese universities for semi-structured interviews . The initial survey subjects were artificially selected, and then qualified survey subjects were provided by sports talents. Then, these people provided the third batch of survey objects, and so on, and the sample gradually increased, just like a snowball, and the respondents were all representative sports students. Material from the initial 12-person interviews was first individually coded, analysed, conceptualized and reviewed, followed by analysis of 3 material from the second round of interviews. No new concepts were developed in the analysis of the second round of interviews, thus achieving theoretical saturation and allowing the construction of a coherent explanatory profile (Corbin & Strauss, 2008).From the interviews, we extracted themes related to the learning obstacles student-athletes have faced during the pandemic and analyzed the factors at play during the pandemic. Four types of factors were revealed: pandemic, personal, school, and career development factors. Among them, epidemic factors and personal factors are relatively high.To help student-athletes overcome learning obstacles and balance their learning and training, it is necessary to increase emphasis on academic courses, consolidate knowledge and skills training, reasonably arrange study and training time, enhance interpersonal communication skills, and effectively plan for career development, To discover the various troublesome factors faced by HPSAs in learning.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"2011 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86347579","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}
The leadership of Chinese language teachers holds great importance, as teachers play a crucial role in shaping the future of students and society as a whole. Currently, China recognizes the significance of education management, and as the center of economic and social development in Asia, teacher leadership becomes a vital factor in ensuring quality learning outcomes. This research aims to achieve the following objectives: 1) Explore the components and leading indicators of Chinese language teachers in secondary schools in the northeast region of Thailand; 2) Test the concordance of the measurement model for Chinese teacher leadership; 3) Study the approach for enhancing Chinese language teacher leadership; and 4) Investigate the results of implementing the approach at the secondary school. The research employed a mixed methods approach, consisting of four phases. Descriptive statistics and statistical packages were utilized for data analysis. The results revealed that the leadership of Chinese language teachers at the secondary level comprises four main components and twelve indicators. The measurement model for Chinese teacher leadership demonstrated consistency with empirical data, displaying statistical significance with a P-value of 0.30, RMSEA of 0.033, SRMR of 0.04, CFI of 0.99, and TLI of 0.99. Based on these findings, the approach for enhancing Chinese language teacher leadership, including the following aspects: Change leader: Teachers should possess a systematic operational plan that aims towards desired goals and be adaptable to adjust according to the situation. Self-development: Teachers need to formulate development plans for future goals, acquire knowledge, skills, and academic leadership, and exhibit creative thinking and innovative approaches. Teaching role model: Teachers should foster an environment that encourages freedom of thought, assertiveness, and strong teacher-student relationships. Participation in development: Teachers should collaboratively plan curriculum development, ensuring that teaching and learning meet international standards of academic excellence. They should also encourage multilingual communication and the production of creative work. Finally, the implementation of the guidelines yielded positive results, proving their appropriateness, feasibility, and usefulness across all aspects at a high level.
{"title":"Development of Indicators and Approach for Enhancing Chinese Language Teacher Leadership of Secondary Schools in the Northeast","authors":"Ouyang Youming, P. Chusorn, Chalad Chantarasombat","doi":"10.5430/ijhe.v12n3p60","DOIUrl":"https://doi.org/10.5430/ijhe.v12n3p60","url":null,"abstract":"The leadership of Chinese language teachers holds great importance, as teachers play a crucial role in shaping the future of students and society as a whole. Currently, China recognizes the significance of education management, and as the center of economic and social development in Asia, teacher leadership becomes a vital factor in ensuring quality learning outcomes. This research aims to achieve the following objectives: 1) Explore the components and leading indicators of Chinese language teachers in secondary schools in the northeast region of Thailand; 2) Test the concordance of the measurement model for Chinese teacher leadership; 3) Study the approach for enhancing Chinese language teacher leadership; and 4) Investigate the results of implementing the approach at the secondary school. The research employed a mixed methods approach, consisting of four phases. Descriptive statistics and statistical packages were utilized for data analysis. The results revealed that the leadership of Chinese language teachers at the secondary level comprises four main components and twelve indicators. The measurement model for Chinese teacher leadership demonstrated consistency with empirical data, displaying statistical significance with a P-value of 0.30, RMSEA of 0.033, SRMR of 0.04, CFI of 0.99, and TLI of 0.99. Based on these findings, the approach for enhancing Chinese language teacher leadership, including the following aspects: Change leader: Teachers should possess a systematic operational plan that aims towards desired goals and be adaptable to adjust according to the situation. Self-development: Teachers need to formulate development plans for future goals, acquire knowledge, skills, and academic leadership, and exhibit creative thinking and innovative approaches. Teaching role model: Teachers should foster an environment that encourages freedom of thought, assertiveness, and strong teacher-student relationships. Participation in development: Teachers should collaboratively plan curriculum development, ensuring that teaching and learning meet international standards of academic excellence. They should also encourage multilingual communication and the production of creative work. Finally, the implementation of the guidelines yielded positive results, proving their appropriateness, feasibility, and usefulness across all aspects at a high level.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"1 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79810375","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}
J. M. Magogwe, E. Mokibelo, Lillian Sethunya Karabo
University lecturers in English as a Second Language (ESL) contexts are generally concerned about their students’ writing incompetence. Similarly, at the University of Botswana (UB) lecturers are usually heard saying that “these students cannot write”. Previous research attributes problems of writing to, among others, students’ lack of mastery of academic writing conventions, inability to analyse topics, and poor sentence skills. These problems undoubtedly contribute to the lack of cohesion and coherence in the students’ written essays. The focus of this study, therefore, was to investigate the cohesion and coherence of the essays written by the UB first year undergraduate Social Sciences students by specifically: a) Investigating the type of cohesive devices used in the essays. b) Identifying the problems of cohesion in the essays. c) Examining the coherence problems in the essays. d) Identifying other writing problems in the students’ essays. The terms cohesion and coherence in the context of this study briefly refer to the linguistic, organizational and semantic connectedness, readability, meaningfulness and relevance of a text or essay as perceived by the authors of this study who are experts in this field. A mixed research design of analyzing the essays and orally interviewing the students was adopted in this study to identify the cohesive devices used in them. The findings of this study were informed by Halliday and Hassan’s (1976) taxonomy of cohesive devices and their framework. The findings revealed that conjunctions and reference were used more frequently than substitution, vocabulary, and ellipsis. Other writing problems identified in the essays include the use of informal language, overlong sentences, redundancy, run-on sentences, fused sentences, comma splices, sentence fragments, awkward and/or meaningless sentences, and use of wrong words.
{"title":"These Students Can’t Write: An Examination of Cohesion and Coherence in Essays Written by the University of Botswana ESL Undergraduate Students","authors":"J. M. Magogwe, E. Mokibelo, Lillian Sethunya Karabo","doi":"10.5430/ijhe.v12n3p52","DOIUrl":"https://doi.org/10.5430/ijhe.v12n3p52","url":null,"abstract":"University lecturers in English as a Second Language (ESL) contexts are generally concerned about their students’ writing incompetence. Similarly, at the University of Botswana (UB) lecturers are usually heard saying that “these students cannot write”. Previous research attributes problems of writing to, among others, students’ lack of mastery of academic writing conventions, inability to analyse topics, and poor sentence skills. These problems undoubtedly contribute to the lack of cohesion and coherence in the students’ written essays. The focus of this study, therefore, was to investigate the cohesion and coherence of the essays written by the UB first year undergraduate Social Sciences students by specifically: a) Investigating the type of cohesive devices used in the essays. b) Identifying the problems of cohesion in the essays. c) Examining the coherence problems in the essays. d) Identifying other writing problems in the students’ essays. The terms cohesion and coherence in the context of this study briefly refer to the linguistic, organizational and semantic connectedness, readability, meaningfulness and relevance of a text or essay as perceived by the authors of this study who are experts in this field. A mixed research design of analyzing the essays and orally interviewing the students was adopted in this study to identify the cohesive devices used in them. The findings of this study were informed by Halliday and Hassan’s (1976) taxonomy of cohesive devices and their framework. The findings revealed that conjunctions and reference were used more frequently than substitution, vocabulary, and ellipsis. Other writing problems identified in the essays include the use of informal language, overlong sentences, redundancy, run-on sentences, fused sentences, comma splices, sentence fragments, awkward and/or meaningless sentences, and use of wrong words.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"49 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90266803","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 : 2023-06-08DOI: 10.1080/00221546.2023.2217740
Marialexia Zaragoza, Gina A. Garcia
{"title":"Latina Faculty at a Catholic Hispanic-Serving Institution: Critical Counter-Stories About Racialized & Gendered Experiences and Servingness","authors":"Marialexia Zaragoza, Gina A. Garcia","doi":"10.1080/00221546.2023.2217740","DOIUrl":"https://doi.org/10.1080/00221546.2023.2217740","url":null,"abstract":"","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"25 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73884085","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 : 2023-06-05DOI: 10.1080/00221546.2023.2216610
Taylo M. Delaney, D. Marcotte
{"title":"The Cost of Public Higher Education and College Enrollment","authors":"Taylo M. Delaney, D. Marcotte","doi":"10.1080/00221546.2023.2216610","DOIUrl":"https://doi.org/10.1080/00221546.2023.2216610","url":null,"abstract":"","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"22 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83289145","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}
This research aimed to understand the impact of e-accounting education on the academic achievement of students of the Bachelor of Accounting Program at The College of Business and Economics at Qassim University. The importance of this research lies in the need to understand the effects of e-learning, its contribution to accounting education, and its effect on the academic achievement of accounting students. This research was conducted by analyzing the academic data of the students for the period from 2019 to 2020. In addition, the research used the academic reports to evaluate the electronic teaching process in accounting department, to understand the impact of e-learning on the educational process. A descriptive analytical approach was employed through the review of previous studies in the fields of e-learning and accounting education. Moreover, a comparison was conducted between the students' achievement in traditional learning in 2019 and in e-learning in 2020 using the analysis obtained from Statistical Package for Social Sciences (SPSS). The results of the research proved that e-learning has positive effect on the academic achievement of students of the Bachelor of Accounting Program at Qassim University. The research recommends to include the e-learning system in the accounting department at Qassim University, and to integrate it with traditional education in order to develop the accounting education.
本研究旨在了解电子会计教育对卡西姆大学经济与商业学院会计学学士课程学生学业成绩的影响。本研究的重要性在于需要了解电子学习的影响，它对会计教育的贡献，以及它对会计学生学业成绩的影响。本研究是通过分析2019年至2020年学生的学业数据进行的。此外，本研究亦采用学术报告评估会计学系的电子化教学过程，以了解电子化学习对教学过程的影响。通过回顾以往在电子学习和会计教育领域的研究，采用了描述性分析方法。此外，利用SPSS (Statistical Package for Social Sciences)的分析结果，对2019年传统学习和2020年电子学习的学生成绩进行了比较。研究结果证明，电子学习对卡西姆大学会计学学士课程学生的学业成绩有积极的影响。本研究建议在卡西姆大学会计系引入电子学习系统，并与传统教育相结合，以发展会计教育。
{"title":"The Effect of E-Learning on Academic Achievement among Students of the Accounting Program in Public Universities in the Kingdom of Saudi Arabia","authors":"Rahaf Mohammed Alzolaibani, Elzain Omer Elzain","doi":"10.5430/ijhe.v12n3p42","DOIUrl":"https://doi.org/10.5430/ijhe.v12n3p42","url":null,"abstract":"This research aimed to understand the impact of e-accounting education on the academic achievement of students of the Bachelor of Accounting Program at The College of Business and Economics at Qassim University. The importance of this research lies in the need to understand the effects of e-learning, its contribution to accounting education, and its effect on the academic achievement of accounting students. This research was conducted by analyzing the academic data of the students for the period from 2019 to 2020. In addition, the research used the academic reports to evaluate the electronic teaching process in accounting department, to understand the impact of e-learning on the educational process. A descriptive analytical approach was employed through the review of previous studies in the fields of e-learning and accounting education. Moreover, a comparison was conducted between the students' achievement in traditional learning in 2019 and in e-learning in 2020 using the analysis obtained from Statistical Package for Social Sciences (SPSS). The results of the research proved that e-learning has positive effect on the academic achievement of students of the Bachelor of Accounting Program at Qassim University. The research recommends to include the e-learning system in the accounting department at Qassim University, and to integrate it with traditional education in order to develop the accounting education.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"48 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87537211","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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