Pub Date : 2022-02-15DOI: 10.31901/24566322.2022/36.1-3.1189
Liao Mingyao
ABSTRACT While education practicum has been widely used in China as a teaching major method, how education practicum affects EFL (English as a Foreign Language) pre-service teachers’ professional identity is relatively underexplored. Therefore, the paper aims to fulfill this gap and investigate the influence of professional practicum on EFL teachers. To achieve this goal, this paper describes the consensual qualitative research in the perspective of multi-dimensions among EFL pre-service teachers who are studying in a language university. Research has found that educational practicum has positive impacts on the professional identity of pre-service teachers. (1) EFL pre-service teachers have more comprehensive understanding of teacher professionalization, and teaching processing (2) The positive feedback of students enhanced pre-service teachers’ devotion and love of teaching as career or profession. (3) The emotional experience during the internship is also an important factor that affects pre-service teachers’ professional identity and teaching self-effective.
{"title":"Education Practicum Effects on Professional Identity of EFL Pre-service Teachers in China: To Be More Confident","authors":"Liao Mingyao","doi":"10.31901/24566322.2022/36.1-3.1189","DOIUrl":"https://doi.org/10.31901/24566322.2022/36.1-3.1189","url":null,"abstract":"ABSTRACT While education practicum has been widely used in China as a teaching major method, how education practicum affects EFL (English as a Foreign Language) pre-service teachers’ professional identity is relatively underexplored. Therefore, the paper aims to fulfill this gap and investigate the influence of professional practicum on EFL teachers. To achieve this goal, this paper describes the consensual qualitative research in the perspective of multi-dimensions among EFL pre-service teachers who are studying in a language university. Research has found that educational practicum has positive impacts on the professional identity of pre-service teachers. (1) EFL pre-service teachers have more comprehensive understanding of teacher professionalization, and teaching processing (2) The positive feedback of students enhanced pre-service teachers’ devotion and love of teaching as career or profession. (3) The emotional experience during the internship is also an important factor that affects pre-service teachers’ professional identity and teaching self-effective.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78987106","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 : 2022-02-15DOI: 10.31901/24566322.2022/36.1-3.1217
Hamdan Mohammad Albaqawi and Shaimaa Mohamed Nageeb
ABSTRACT The objective of the study is to assess the relationship between psychological wellbeing, academic engagement, and self-regulated learning among nursing students. A descriptive correlational study design was employed. This study was conducted between November and December 2020 in the University of Hail, Saudi Arabia, with a convenience sample of 200 nursing students. This study demonstrates a low level of psychological wellbeing (72%), high level of academic engagement (52%) and high academic self-regulation (39%). A weak statistically significant positive correlation (pval = .392) between students’ psychological wellbeing scores and their academic self-regulated learning was noted, along with a statistically moderate significant positive correlation (pval = .519) between academic engagement and the academic self-regulated learning scores. A weak statistically significant positive correlation between students’ psychological wellbeing scores and their academic self-regulated learning, and statistically moderate significant positive correlation between academic engagement and the academic self-regulated learning scores were noted.
{"title":"The Relationship between Psychological Well-being, Academic Engagement, and Self-Regulated Learning among Student Nurses","authors":"Hamdan Mohammad Albaqawi and Shaimaa Mohamed Nageeb","doi":"10.31901/24566322.2022/36.1-3.1217","DOIUrl":"https://doi.org/10.31901/24566322.2022/36.1-3.1217","url":null,"abstract":"ABSTRACT The objective of the study is to assess the relationship between psychological wellbeing, academic engagement, and self-regulated learning among nursing students. A descriptive correlational study design was employed. This study was conducted between November and December 2020 in the University of Hail, Saudi Arabia, with a convenience sample of 200 nursing students. This study demonstrates a low level of psychological wellbeing (72%), high level of academic engagement (52%) and high academic self-regulation (39%). A weak statistically significant positive correlation (pval = .392) between students’ psychological wellbeing scores and their academic self-regulated learning was noted, along with a statistically moderate significant positive correlation (pval = .519) between academic engagement and the academic self-regulated learning scores. A weak statistically significant positive correlation between students’ psychological wellbeing scores and their academic self-regulated learning, and statistically moderate significant positive correlation between academic engagement and the academic self-regulated learning scores were noted.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85175331","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 : 2022-01-15DOI: 10.31901/24566322.2022/36.1-3.1207
April Z. Luzon
Productivity in the workplace is imperative. Employees as an asset in every organisation need to be rewarded for their meritorious services. This study analyses the effects of Performance-Based Bonus on employees’ productivity and motivation and identifies challenges that hamper the implementation. Using descriptive research, the test of significant difference was computed using Chi-Square to test the responses of two groups of respondents. The researcher concluded that a Performance-Based Bonus is a positive driver towards employees’ motivation and productivity. The amount of Performance-Based Bonus granted to qualified employees significantly impacts an employee’s motivation. Proactive institutional drive leads to affirmative performance, while challenges are associated with a systemic lapse in planning, monitoring, and implementing programs, projects, and activities and a lack of human resources. To enhance and/or sustain PBB compliance, SUCs must strengthen the institution’s mechanism in planning, monitoring, and evaluating targets and develop methods to improve performance and replicate tested good practices from other SUCs on PBB implementation.
{"title":"Effects of Performance-Based Bonus on Employees’ Productivity and Motivation in a State College, Philippines","authors":"April Z. Luzon","doi":"10.31901/24566322.2022/36.1-3.1207","DOIUrl":"https://doi.org/10.31901/24566322.2022/36.1-3.1207","url":null,"abstract":"Productivity in the workplace is imperative. Employees as an asset in every organisation need to be rewarded for their meritorious services. This study analyses the effects of Performance-Based Bonus on employees’ productivity and motivation and identifies challenges that hamper the implementation. Using descriptive research, the test of significant difference was computed using Chi-Square to test the responses of two groups of respondents. The researcher concluded that a Performance-Based Bonus is a positive driver towards employees’ motivation and productivity. The amount of Performance-Based Bonus granted to qualified employees significantly impacts an employee’s motivation. Proactive institutional drive leads to affirmative performance, while challenges are associated with a systemic lapse in planning, monitoring, and implementing programs, projects, and activities and a lack of human resources. To enhance and/or sustain PBB compliance, SUCs must strengthen the institution’s mechanism in planning, monitoring, and evaluating targets and develop methods to improve performance and replicate tested good practices from other SUCs on PBB implementation.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76942047","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 : 2022-01-06DOI: 10.31901/24566322.2021/36.1-3.1210
Md Nawaz Sarif
Academic achievement of students reflects knowledge mastery, and skill development continues to be a major concern for academicians. It plays a pivotal role in determining students’ career-seeking behaviour and future accomplishments. However, there is a lacuna in the comprehensive literature on academic achievement documentation. In this connection, the present study was undertaken to explore the correlates and antecedents that influence students’ academic achievement. Ninety-four research studies from multiple databases were analysed using a thematic review design. Findings revealed that academic achievement is treated as the validation of an individuals’ learning outcome through scholastic and non-scholastic credentials. The thematic analysis revealed various correlates and antecedents of academic achievement that were demographic, psychological, institutional, and family-related. The present review offers a comprehensive analysis of research conducted worldwide on students’ academic achievement and provides valuable inputs for future researchers interested in the area
{"title":"Correlates and Antecedents of Academic Achievement: A Systematic Review","authors":"Md Nawaz Sarif","doi":"10.31901/24566322.2021/36.1-3.1210","DOIUrl":"https://doi.org/10.31901/24566322.2021/36.1-3.1210","url":null,"abstract":"Academic achievement of students reflects knowledge mastery, and skill development continues to be a major concern for academicians. It plays a pivotal role in determining students’ career-seeking behaviour and future accomplishments. However, there is a lacuna in the comprehensive literature on academic achievement documentation. In this connection, the present study was undertaken to explore the correlates and antecedents that influence students’ academic achievement. Ninety-four research studies from multiple databases were analysed using a thematic review design. Findings revealed that academic achievement is treated as the validation of an individuals’ learning outcome through scholastic and non-scholastic credentials. The thematic analysis revealed various correlates and antecedents of academic achievement that were demographic, psychological, institutional, and family-related. The present review offers a comprehensive analysis of research conducted worldwide on students’ academic achievement and provides valuable inputs for future researchers interested in the area","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76696219","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 : 2022-01-05DOI: 10.31901/24566322.2022/36.1-3.1216
M. Abdullah
The purpose of the current study was to investigate the development of academic human resources in the digital age. Participants were 160 academic staff. A cross-sectional study was performed in three colleges. Components of academic human resource development survey, a self-administered, close-ended questionnaire was used to collect and analyse data. The questionnaire was built on a network platform and then was shared on social media including Messenger, WhatsApp and Facebook Pages. Results were analysed using frequencies and percentages. Findings indicated that respondents were satisfied to a large extent with methods used in academic scientific contact, university teaching, assessment, and research. The scenario calls for some aspects of reform, renewal and improvement, and it is called progressive, and represents the transformational path, as it assumes gradual reform to consolidate and deepen the positives of the present and treat the negative aspects of reality.
{"title":"The Development of Academic Human Resources in the Digital Age: Realities and Future Scenarios","authors":"M. Abdullah","doi":"10.31901/24566322.2022/36.1-3.1216","DOIUrl":"https://doi.org/10.31901/24566322.2022/36.1-3.1216","url":null,"abstract":"The purpose of the current study was to investigate the development of academic human resources in the digital age. Participants were 160 academic staff. A cross-sectional study was performed in three colleges. Components of academic human resource development survey, a self-administered, close-ended questionnaire was used to collect and analyse data. The questionnaire was built on a network platform and then was shared on social media including Messenger, WhatsApp and Facebook Pages. Results were analysed using frequencies and percentages. Findings indicated that respondents were satisfied to a large extent with methods used in academic scientific contact, university teaching, assessment, and research. The scenario calls for some aspects of reform, renewal and improvement, and it is called progressive, and represents the transformational path, as it assumes gradual reform to consolidate and deepen the positives of the present and treat the negative aspects of reality.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85440199","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 : 2022-01-05DOI: 10.31901/24566322.2022/36.1-3.1205
Anusri Kundu
School teaching has long been controlled by women wisely. This global phenomenon of gender-bias is interrelated with the status of women in society. The purpose of the study is to achieve a better insight about the prominent female domination in the school teaching profession catering aspects like interest level and job satisfaction. The study involves the teacher education institutions, and secondary and higher secondary schools in Kolkata city, and is based on both quantitative and qualitative methods involving purposive random sampling and snowball sampling. A perception survey along with a focus group discussion (FGD) was conducted for school teachers (n= 249) and B.Ed. college students (n=318). The key findings are that there exists a strong relationship between teaching as a profession and the feminine role of female teachers. Unremunarative return and related low socio-economic status are the crucial factors in men not being fascinated with the teaching profession.
{"title":"Feminisation of the Teaching Profession and Patriarchy","authors":"Anusri Kundu","doi":"10.31901/24566322.2022/36.1-3.1205","DOIUrl":"https://doi.org/10.31901/24566322.2022/36.1-3.1205","url":null,"abstract":"School teaching has long been controlled by women wisely. This global phenomenon of gender-bias is interrelated with the status of women in society. The purpose of the study is to achieve a better insight about the prominent female domination in the school teaching profession catering aspects like interest level and job satisfaction. The study involves the teacher education institutions, and secondary and higher secondary schools in Kolkata city, and is based on both quantitative and qualitative methods involving purposive random sampling and snowball sampling. A perception survey along with a focus group discussion (FGD) was conducted for school teachers (n= 249) and B.Ed. college students (n=318). The key findings are that there exists a strong relationship between teaching as a profession and the feminine role of female teachers. Unremunarative return and related low socio-economic status are the crucial factors in men not being fascinated with the teaching profession.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81530507","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 : 2021-12-25DOI: 10.31901/24566322.2022/36.1-3.1214
Rasmeya Mohamed Farghali Metwalli
ABSTRACT The purpose of this study was to investigate the effectiveness of a digital storytelling-based program on the development of geographical concepts among kindergarten children. Eighty-eight kindergarten children were recruited from two public kindergarten schools in Al Fayoum city, during the academic year 2020-2021. A semi-experimental, prepost- test, two groups (experimental and control) design was employed. The data were analysed using t-test to explore the effectiveness of a digital storytelling-based program on the development of geographical concepts among kindergarten children. The results showed that there was a statistically significant difference between the mean scores of the children of the experimental and control groups using the Pictured Geographical Concepts Scale (sub-scales and composite score) in the post-test, after applying the digital storytelling-based program, which is in favour of the experimental group.
{"title":"The Effectiveness of a Digital Storytelling-based Program on the Development of Geographical Concepts among Kindergarten Children","authors":"Rasmeya Mohamed Farghali Metwalli","doi":"10.31901/24566322.2022/36.1-3.1214","DOIUrl":"https://doi.org/10.31901/24566322.2022/36.1-3.1214","url":null,"abstract":"ABSTRACT The purpose of this study was to investigate the effectiveness of a digital storytelling-based program on the development of geographical concepts among kindergarten children. Eighty-eight kindergarten children were recruited from two public kindergarten schools in Al Fayoum city, during the academic year 2020-2021. A semi-experimental, prepost- test, two groups (experimental and control) design was employed. The data were analysed using t-test to explore the effectiveness of a digital storytelling-based program on the development of geographical concepts among kindergarten children. The results showed that there was a statistically significant difference between the mean scores of the children of the experimental and control groups using the Pictured Geographical Concepts Scale (sub-scales and composite score) in the post-test, after applying the digital storytelling-based program, which is in favour of the experimental group.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87853789","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 : 2021-11-25DOI: 10.31901/24566322.2021/35.1-3.1203
A. Madhesh
ABSTRACT Due to the Corona virus 2019 (COVID-19) pandemic, the world in year 2020 experienced a significant upheaval in the lives of many. This study aimed at drawing parallels between the enforced isolation of healthy adults during the COVID-19 pandemic and the systemic exclusion of students with disabilities in educational systems around the world. Moreover, it presents an opportunity for people who have faced isolation during the pandemic, to better understand the feelings of students with disabilities. In this study, a sample of 22 people without disabilities from Saudi Arabia were interviewed to disclose their experiences and feelings during the COVID-19 pandemic and the impact of quarantine on their social and psychological lives. Their responses were compared to many experiences of students with disabilities obtained from a systemic review involving many related studies. The main findings of this study reveal some isolating, psychological and social effects. This may lead stakeholders in legal and educational matters to rethink their perspectives on exclusionary practices that face many students with disabilities.
{"title":"Normative Exclusion of Students with Disabilities and Enforced Isolation of Healthy Adults during the COVID -19 Pandemic: A Thought-Provoking Lesson","authors":"A. Madhesh","doi":"10.31901/24566322.2021/35.1-3.1203","DOIUrl":"https://doi.org/10.31901/24566322.2021/35.1-3.1203","url":null,"abstract":"ABSTRACT Due to the Corona virus 2019 (COVID-19) pandemic, the world in year 2020 experienced a significant upheaval in the lives of many. This study aimed at drawing parallels between the enforced isolation of healthy adults during the COVID-19 pandemic and the systemic exclusion of students with disabilities in educational systems around the world. Moreover, it presents an opportunity for people who have faced isolation during the pandemic, to better understand the feelings of students with disabilities. In this study, a sample of 22 people without disabilities from Saudi Arabia were interviewed to disclose their experiences and feelings during the COVID-19 pandemic and the impact of quarantine on their social and psychological lives. Their responses were compared to many experiences of students with disabilities obtained from a systemic review involving many related studies. The main findings of this study reveal some isolating, psychological and social effects. This may lead stakeholders in legal and educational matters to rethink their perspectives on exclusionary practices that face many students with disabilities.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89120359","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 : 2021-11-25DOI: 10.31901/24566322.2021/35.1-3.1208
S. Singh
ABSTRACT Almost every communication media made the news of three Indian institutions appearing in Quacquarelli Symonds (QS) World Rankings 2022 a headline, highlighting the importance of finding a place in the coveted ranking. Such rankings provide Higher Education Institutions (HEIs) a reason to pursue excellence in their operations. These rankings are also in the interests of the students and other stakeholders. National Institutional Ranking Framework (NIRF), also known as India Ranking, was introduced in 2015 by the Ministry of Education, Government of India (erstwhile Ministry of Human Resource Department). NIRF outlines a methodology to rank institutions across the country. Rankings obtained in the India Ranking 2017-20 have been analyzed in this study to assess the comparative performance of the top 100 universities. Statistical tests of chi square and Friedman tests show that rankings have remained consistent within the range for the top-performing universities. But, other than the top universities, there exists stiff competition for each ranking place. Overall, statistical analysis shows that rankings obtained by universities are not identical.
{"title":"Ranking and Performance of Indian Universities","authors":"S. Singh","doi":"10.31901/24566322.2021/35.1-3.1208","DOIUrl":"https://doi.org/10.31901/24566322.2021/35.1-3.1208","url":null,"abstract":"ABSTRACT Almost every communication media made the news of three Indian institutions appearing in Quacquarelli Symonds (QS) World Rankings 2022 a headline, highlighting the importance of finding a place in the coveted ranking. Such rankings provide Higher Education Institutions (HEIs) a reason to pursue excellence in their operations. These rankings are also in the interests of the students and other stakeholders. National Institutional Ranking Framework (NIRF), also known as India Ranking, was introduced in 2015 by the Ministry of Education, Government of India (erstwhile Ministry of Human Resource Department). NIRF outlines a methodology to rank institutions across the country. Rankings obtained in the India Ranking 2017-20 have been analyzed in this study to assess the comparative performance of the top 100 universities. Statistical tests of chi square and Friedman tests show that rankings have remained consistent within the range for the top-performing universities. But, other than the top universities, there exists stiff competition for each ranking place. Overall, statistical analysis shows that rankings obtained by universities are not identical.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86495360","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 : 2021-09-15DOI: 10.31901/24566322.2021/35.1-3.1197
N. M. Al-Mutairi
ABSTRACT The global pandemic of the COVID-19 has posed a significant challenge to educational organizations, necessitating obligatory changes in practically education. In a short period of time, educational organizations have been compelled to adapt to distance learning approaches and platforms. The primary goal of this research is to examine to present Connectivism Theory as an effective motivated theory to help the higher education learners to learn more successfully. Connectivism Learning Theory offers the best learning environment by establishing an explicit connection between social interaction and knowledge sharing. A review of literature has been done. The findings of the literature review highlight the fundamental theoretical assumptions that underpin their evolution. It also illustrates that connectivism learning theory improve higher education student’s engagement in the learning process. The researchers conclude that connectivism learning theory has the potential to disclose new insights into the use of the social network in education leading to successful outcomes.
{"title":"Connectivism Learning Theory to Enhance Higher Education in the Context of COVID-19 Pandemic","authors":"N. M. Al-Mutairi","doi":"10.31901/24566322.2021/35.1-3.1197","DOIUrl":"https://doi.org/10.31901/24566322.2021/35.1-3.1197","url":null,"abstract":"ABSTRACT The global pandemic of the COVID-19 has posed a significant challenge to educational organizations, necessitating obligatory changes in practically education. In a short period of time, educational organizations have been compelled to adapt to distance learning approaches and platforms. The primary goal of this research is to examine to present Connectivism Theory as an effective motivated theory to help the higher education learners to learn more successfully. Connectivism Learning Theory offers the best learning environment by establishing an explicit connection between social interaction and knowledge sharing. A review of literature has been done. The findings of the literature review highlight the fundamental theoretical assumptions that underpin their evolution. It also illustrates that connectivism learning theory improve higher education student’s engagement in the learning process. The researchers conclude that connectivism learning theory has the potential to disclose new insights into the use of the social network in education leading to successful outcomes.","PeriodicalId":43530,"journal":{"name":"International Journal of Educational Sciences","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84768281","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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