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Ad Hoc E-learning Measures during 2020 COVID-19 Lockdown: Student Insights 2020年COVID-19封锁期间的临时电子学习措施:学生的见解
IF 0.4 Q3 Social Sciences Pub Date : 2021-03-04 DOI: 10.1080/18146627.2022.2105728
Mitja Tanjga
Abstract The present study investigated the influence of ad hoc transfer from classic classes to fully online classes during the COVID-19 lockdown in spring 2020 on a student’s satisfaction with e-learning. It is significant for all stakeholders, especially policymakers in the Republic of Srpska and Bosnia and Herzegovina, to learn about the importance of thorough planning and development of e-learning. E-learning classes have increased awareness about the necessity for continued research on e-learning and its implications on higher education classes. The 2020 COVID-19 lockdown drew the attention of the whole world to the importance of e-learning as a powerful tool for academia. For this study, 196 students participated in an online survey of 21 questions divided into four categories. Results show that while most students didn’t have feelings of studying for real and preferred face-to-face teaching and contact with their colleagues, most participants were partially or fully satisfied with e-learning classes during the lockdown. If results are put in the right perspective of transferring from face-to-face lectures to fully online classes in a matter of days in a lockdown, they represent a solid base for future e-learning development. Also, methods of analysis were used in the search for previous research. The synthesis method was used to summarise and explain the results of the study.
本研究调查了2020年春季新冠肺炎疫情封锁期间,学生从传统课程临时转移到完全在线课程对在线学习满意度的影响。对于所有利益攸关方,特别是斯普斯卡共和国和波斯尼亚和黑塞哥维那的政策制定者来说,了解全面规划和发展电子学习的重要性至关重要。电子学习课程提高了人们对继续研究电子学习及其对高等教育课程的影响的必要性的认识。2020年新冠肺炎疫情的封锁使全世界都注意到电子学习作为学术界强大工具的重要性。在这项研究中,196名学生参加了一项在线调查,共有21个问题,分为四类。结果显示,虽然大多数学生没有真正学习的感觉,更喜欢面对面的教学和与同事接触,但大多数参与者对封锁期间的电子学习课程部分或完全满意。如果从正确的角度来看,在封锁的几天内从面对面的授课转变为完全的在线课程,它们将为未来的电子学习发展奠定坚实的基础。同时,运用分析方法查找前人的研究成果。采用综合方法对研究结果进行总结和解释。
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引用次数: 1
A Systematic Literature Review of Challenges Experienced by International Postgraduate Students and Implications for Supervisory Practice at South African Universities 国际研究生所面临的挑战及其对南非大学监督实践的影响的系统文献综述
IF 0.4 Q3 Social Sciences Pub Date : 2021-03-04 DOI: 10.1080/18146627.2022.2070507
M. Ramchander
Abstract South African universities have evidenced exponential increases in the numbers of doctoral students, bringing pressure to bear upon traditional supervisory practice. With the literature on the challenges experienced by international postgraduate students at South African universities being very limited, it was anticipated that the challenges experienced by international postgraduate students abroad could be drawn upon to inform supervisory practice. The aim of this paper was to perform a systematic literature review of the challenges experienced by international postgraduate students at universities in other parts of the world. The objective of the study was, firstly, to consolidate the empirical evidence and, secondly, to develop a framework to inform supervisory practice at South African universities. A systematic literature review was undertaken to identify relevant empirical studies relating to the challenges experienced by international postgraduate students. The search was executed by deploying keywords in selected databases. Twenty-one articles were identified and analysed using thematic analysis. The review evidenced that the key challenges that characterise international postgraduate students revolve around linguistic ability, cultural dissonance, academic expectations and isolation. While some studies found a positive relationship between supervisor multicultural competence and supervision satisfaction, supervisors find that both local and international students are equally challenged in academic writing. Some studies conclude that there is no difference in the supervision practice employed for international and local postgraduate students with many supervisors believing that international postgraduate students would be able to find their way through institutional and non-institutional support networks. A framework for the supervision of international postgraduate supervision has been suggested.
摘要南非大学的博士生数量呈指数级增长,给传统的监管实践带来了压力。由于关于南非大学国际研究生所经历的挑战的文献非常有限,预计可以利用国际研究生在国外所经历的这些挑战来为监督实践提供信息。本文的目的是对世界其他地区大学的国际研究生所面临的挑战进行系统的文献综述。该研究的目的是,首先,巩固经验证据,其次,制定一个框架,为南非大学的监管实践提供信息。进行了一项系统的文献综述,以确定与国际研究生所经历的挑战有关的相关实证研究。搜索是通过在选定的数据库中部署关键字来执行的。通过专题分析确定并分析了21篇文章。该综述证明,国际研究生面临的主要挑战围绕着语言能力、文化不和谐、学术期望和孤立。虽然一些研究发现,导师的多元文化能力与导师满意度之间存在正相关关系,但导师发现,本地和国际学生在学术写作方面都面临着同样的挑战。一些研究得出结论,国际和本地研究生的监督实践没有差异,许多监督认为国际研究生能够通过机构和非机构支持网络找到自己的路。提出了国际研究生监督的框架。
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引用次数: 2
Training Staff and Students in Psychology in the R Computer Language: Implications for the Psychology Curriculum in South Africa 用R计算机语言培训员工和学生的心理学:对南非心理学课程的启示
IF 0.4 Q3 Social Sciences Pub Date : 2021-03-04 DOI: 10.1080/18146627.2022.2107940
B. Coetzee, A. Kagee
Abstract In psychology departments in South Africa, the Statistical Package for the Social Sciences (SPSS) is routinely used for quantitative analysis. While SPSS has a user-friendly interface, it does not permit application of some of the more sophisticated analytic approaches and therefore has limited functionality. The programming language R can perform most statistical functions. However, research on user experiences of R and its integration into the psychology curriculum in South Africa is lacking in the literature. To better understand the acceptability of integrating R into psychology training at a local residential university, we interviewed ten staff and students with a background in psychology about their experiences of a six-session R training course in November 2017. The interviews were transcribed verbatim and the data were analysed thematically using ATLAS.ti v8. We identified three super-ordinate themes that provided insights into our participants’ experiences of the software and the workshop. Participants spoke about the various advantages and useful functionalities of R and described it as a sought-after skill in research. They spoke about challenges they experienced with the software and preferred menu-driven software such as SPSS and perceived such tools as being easier to learn, time saving and more user-friendly. They also indicated that their limited statistical skills and knowledge influenced their willingness to pursue software like R in future. We found that there is sufficient curiosity and interest among staff and students in psychology about learning new statistical programs and integrating R into the curriculum.
摘要在南非的心理学部门,社会科学统计软件包(SPSS)通常用于定量分析。虽然SPSS有一个用户友好的界面,但它不允许应用一些更复杂的分析方法,因此功能有限。编程语言R可以执行大多数统计功能。然而,关于R的用户体验及其融入南非心理学课程的研究却缺乏文献。为了更好地理解将R融入当地寄宿大学心理学培训的可接受性,我们采访了十名具有心理学背景的教职员工和学生,了解他们在2017年11月参加六期R培训课程的经历。访谈被逐字记录下来,并使用ATLAS.ti v8对数据进行主题分析。我们确定了三个高级主题,这些主题为参与者的软件和研讨会体验提供了见解。与会者谈到了R的各种优势和有用功能,并将其描述为一种受欢迎的研究技能。他们谈到了他们在使用该软件和首选的菜单驱动软件(如SPSS)时遇到的挑战,并认为这些工具更容易学习、节省时间和更用户友好。他们还表示,他们有限的统计技能和知识影响了他们未来追求R等软件的意愿。我们发现,教职员工和学生对学习新的统计程序和将R融入课程有足够的好奇心和兴趣。
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引用次数: 0
Ethnocentric Shapeshifting: Seeking Traces of Culturally Responsive Teaching and Caring amongst Early Childhood Education Lecturers 以民族为中心的形态转换:在幼儿教育讲师中寻找文化响应性教学和关怀的痕迹
IF 0.4 Q3 Social Sciences Pub Date : 2021-03-04 DOI: 10.1080/18146627.2022.2109050
D. Hannaway, H. du Preez
Abstract Higher education institutions (HEIs) remain fraught with student activism because transforming and decolonising curricula to promote culturally responsive education is still lingering. Prolonging a trajectory of culturally apathetic education will not only lead to impoverished and decoupled human knowledge systems but also quell democratic citizenry and social justice. South Africa's educational trajectory can be explored using the methodology for critical instance cases for traces of cultural responsiveness and accountability in its academic cohort and andragogy, which is the focus of this inquiry. Foregrounding former traces of uncharitable andragogy can help HEIs to understand students’ impulse to protest. We interpreted literature and the critical instance case study by integrating the seminal work of Diamond and Moore (1995) and Gay's (2018) views on culturally responsive teaching and care (CRTC). Interpreting this moment in an HEIs education trajectory in early childhood education indicated traces of superficial understanding of culture, cultural relevance, and cultural responsiveness. We perceived ethnocentrism in the academic cohort, as the lecturer-participants’ own geography, socio-economic status, and historical heritage succoured how diverse groups were educated. We learned that critical instance case studies could serve as a rear-view mirror for HEIs to identify signs of ethnocentrism that counteract cultural relativism. South Africa's complex historical trajectory constructed many critical instance case studies for appraising, offering HEIs a head start to transform and decolonise initial teacher education (ITE) programmes and adopt CRTC educational philosophy. Scouring lecturers’ perceptions, frames of reference, and assumptions about CRTC practices awakens one's conscious state of mind, creating opportunities for capacity building and mobilising academic and teacher citizenry.
摘要高等教育机构(HEI)仍然充满了学生行动主义,因为为了促进文化响应教育而对课程进行改造和非殖民化仍然存在。延长文化冷漠教育的轨迹不仅会导致人类知识体系的贫困和脱钩,还会压制民主公民和社会正义。南非的教育轨迹可以使用关键案例的方法来探索,以了解其学术群体和性别中的文化反应和责任感,这是本次调查的重点。发现以前的不友善行为可以帮助高等教育机构理解学生的抗议冲动。我们通过整合Diamond和Moore(1995)以及Gay(2018)关于文化响应教学和护理(CRTC)的开创性工作来解读文献和关键案例研究。在幼儿教育的高等教育教育轨迹中解释这一时刻,表明了对文化、文化相关性和文化反应的肤浅理解。我们在学术群体中感知到了种族中心主义,因为讲师参与者自己的地理、社会经济地位和历史遗产有助于不同群体的教育方式。我们了解到,批判性案例研究可以作为高等教育机构的后视镜,以识别抵消文化相对主义的种族中心主义迹象。南非复杂的历史轨迹构建了许多用于评估的关键案例研究,为高等教育机构转型和非殖民化初级师范教育(ITE)计划以及采用CRTC教育理念提供了一个领先的开端。梳理讲师对CRTC实践的看法、参考框架和假设,唤醒一个人的意识状态,为能力建设和动员学术和教师公民创造机会。
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引用次数: 0
Measuring Mathematical Thinking Skills: Framework and Test Development for Secondary School Students 中学生数学思维能力测试:框架与测试开发
IF 0.4 Q3 Social Sciences Pub Date : 2020-11-01 DOI: 10.1080/18146627.2021.1961088
Amir Zaman, Riaz Ahmad, A. Ghaffar, M. Hussain
Abstract The study aimed to develop and validate a test for the measurement of mathematical thinking of secondary-level students. The first-stage aspects of mathematical thinking were explored for a consolidated model in line with the curriculum of secondary-level education in Pakistan. Thirty-six items were developed and piloted in three schools. Factor analysis was applied to ensure the construct validity of the instrument. The analysis shows that each item was significantly loaded in its corresponding construct with a little deviation shown by two of the 36 items. The data show that this deviation was caused by the overlapping nature of the content and construct.
摘要本研究旨在开发和验证一种测量中学生数学思维的测试方法。探索了数学思维的第一阶段,以建立符合巴基斯坦中等教育课程的综合模式。制定了36个项目,并在三所学校进行了试点。采用因子分析法来保证该工具的结构有效性。分析表明,每个项目在其相应的结构中都有显著的负载,36个项目中的两个项目显示出轻微的偏差。数据表明,这种偏差是由内容和结构的重叠性质引起的。
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引用次数: 0
Barriers to the Implementation of Electronic Textbooks in Rural and Township Schools in South Africa 南非农村和乡镇学校实施电子教材的障碍
IF 0.4 Q3 Social Sciences Pub Date : 2020-11-01 DOI: 10.1080/18146627.2022.2064310
Michack Mandla Masango, L. van Ryneveld, M. Graham
Abstract The use of information and communications technology (ICT) is gradually increasing in South African schools. In the Gauteng province, the Department of Education has prioritised the provisioning of electronic textbooks (ebooks) to public schools since 2014. However, to this day, there seem to be multiple barriers that hamper the adoption and use of digital technologies, and specifically ebooks. This study was premised on the technology acceptance model, and a mixed-method approach was used with an online questionnaire and a semi-structured interview protocol as the data collection instruments. For the qualitative data, thematic analysis was used to identify themes and patterns. For the quantitative data, descriptive statistics, such as frequencies and percentages, and inferential statistics, such as the two-proportions z-test and the chi-square test of independence, were utilised. Results indicated that although portable electronic devices that facilitate the reading of ebooks are readily available at public schools in Gauteng, the availability and use of ebooks are still very limited. The results also show that the participants found digital resources easy to use and easy to navigate and indicated that teachers would like to have more training to fully develop the necessary skills required to implement the ebooks effectively. Teachers do not seem to have adequate time to prepare teaching materials and learning activities using these ebooks. In this article, the barriers to the successful implementation of ebooks are explored, and the article culminates in putting forward some guidelines to create an enabling environment to support the successful adoption of ebooks in schools.
摘要信息和通信技术(ICT)在南非学校的使用正在逐渐增加。在豪登省,自2014年以来,教育部优先向公立学校提供电子教科书(电子书)。然而,时至今日,似乎有多种障碍阻碍了数字技术的采用和使用,尤其是电子书。本研究以技术接受模型为前提,采用混合方法,以在线问卷和半结构化访谈协议作为数据收集工具。对于定性数据,使用了专题分析来确定主题和模式。对于定量数据,使用了描述性统计,如频率和百分比,以及推断统计,如两个比例的z检验和独立性的卡方检验。结果表明,尽管豪登省的公立学校很容易获得便于阅读电子书的便携式电子设备,但电子书的可用性和使用仍然非常有限。研究结果还表明,参与者发现数字资源易于使用和导航,并表示教师希望接受更多培训,以充分发展有效实施电子书所需的必要技能。老师们似乎没有足够的时间用这些电子书来准备教材和学习活动。在这篇文章中,探讨了成功实施电子书的障碍,文章最后提出了一些指导方针,以创造一个有利的环境来支持电子书在学校的成功采用。
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引用次数: 1
Research on Reflective Practice in TESOL, by Thomas S. C. Farrell 《英语教学中的反思性实践研究》,作者:Thomas s.c. Farrell
IF 0.4 Q3 Social Sciences Pub Date : 2020-11-01 DOI: 10.1080/18146627.2021.2012087
Özge Özsoy, Hilal Peker
Research on Reflective Practice in TESOL, by Thomas S. C. Farrell (2018), is a very comprehensive book and includes nine chapters focusing on 138 research studies on reflective practices in Teaching English to Speakers of Other Languages (TESOL). The book could be used as a well-organised guide for those who are interested in finding out more about research studies that have been conducted on teacher reflective practice over the past decade. Looking at the structural side of the book, it can be said that the chapters are easy to scan through because each one includes an introduction, which summarises what the chapter entails, and a conclusion, which summarises the content of the chapter. Thus, the reader can easily navigate through the book. In terms of its content, both preservice and in-service teachers as well as teacher trainers can benefit equally from the book if they would like to learn more about the empirical body of literature written on the realm of reflective practice. The reflective questions provided for each section in each chapter would especially be invaluable for practitioners, as these questions would help them reflect in a more systematic and detailed way.
Thomas S. C. Farrell(2018)的《TESOL反思性实践研究》是一本非常全面的书,包括九章,重点介绍了138项关于向其他语言的人教授英语的反思性实践的研究。对于那些有兴趣了解更多关于过去十年来对教师反思实践进行的研究的人来说,这本书可以作为一本组织良好的指南。从书的结构方面来看,可以说每一章都很容易浏览,因为每一章都有一个引言,总结了这一章的内容,还有一个结论,总结了这一章的内容。因此,读者可以很容易地浏览这本书。就其内容而言,在职和职前教师以及教师培训师都可以从本书中受益,如果他们想了解更多关于反思实践领域的实证文献。每章每节提供的反思性问题对实践者来说尤其宝贵,因为这些问题将帮助他们以更系统和详细的方式进行反思。
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引用次数: 0
Effects of Classroom Noise on Learning: Perceptions of Grade 10–12 Girl Learners 课堂噪音对学习的影响:10-12年级女生的认知
IF 0.4 Q3 Social Sciences Pub Date : 2020-11-01 DOI: 10.1080/18146627.2021.2004551
Paul Goldschagg, Tanya L. Bekker
Abstract Noise disturbance has been recognised as a problem in schools, affecting the intelligibility of speech, and consequently, educational outcomes. Whilst research has explained various effects of noise on learning, less is known about specific learner populations’ perceptions of the effects of noise on their learning. This article reports on a study that compared the noise perceptions of learners at two all-girls high schools (one comprising mostly English home-language speakers; the other English second-language speakers) in Johannesburg, South Africa. The findings of the purposive questionnaire survey that was administered to girls aged 15–18 are presented. Sound measurements are considered alongside questionnaire data and published standards for acceptable classroom noise. Higher levels of noise interference were reported by second-language speakers, which suggest that increased language processing demands make these learners more susceptible to the negative effects of noise. Thus, the implications point to the need for schools to recognise and minimise the negative effects of noise particularly when learners are engaged in tasks of higher order cognitive demand or when teachers are verbally presenting new or complex concepts. This is particularly true for girls for whom English is their second language.
摘要噪声干扰已被公认为学校中的一个问题,影响语音的可懂度,从而影响教育效果。虽然研究解释了噪音对学习的各种影响,但对特定学习者群体对噪音对其学习影响的看法知之甚少。本文报道了一项研究,该研究比较了南非约翰内斯堡两所女子高中(一所主要讲英语母语,另一所讲英语第二语言)学生的噪音感知。本文介绍了对15-18岁女孩进行的有目的的问卷调查的结果。声音测量与问卷数据和已公布的可接受课堂噪音标准一起考虑。第二语言使用者报告了更高水平的噪音干扰,这表明语言处理需求的增加使这些学习者更容易受到噪音的负面影响。因此,这些影响表明,学校需要认识到并尽量减少噪音的负面影响,尤其是当学习者从事更高阶认知需求的任务时,或者当教师口头提出新的或复杂的概念时。对于以英语为第二语言的女孩来说尤其如此。
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引用次数: 1
Synchronising Informal and Formal Learning Spaces to Facilitate Collaborative Online Learning 同步非正式和正式学习空间以促进在线协作学习
IF 0.4 Q3 Social Sciences Pub Date : 2020-11-01 DOI: 10.1080/18146627.2021.1954536
A. Venter
Abstract While online learning is increasingly used to provide continuation and facilitate interaction between students, institutions are challenged by low participation rates on their learning management systems and high drop-out rates. At the same time, students engage in extensive, needs-driven informal collaborations on a spectrum of offline and online platforms in support of their learning. It seems pertinent to understand the process though which students self-direct their learning across different learning spaces. A combination of focus groups and personal interviews was used during a qualitative study to gain in-depth feedback from a variety of online students in an online course at the University of South Africa (Unisa). Unisa is a large open distance learning (ODL) institution in South Africa and hosts students from diverse social backgrounds. Insights about student collaborations emerged after a thematic analysis, grounding the results in a social capital theoretical framework. The results indicate that students engage in social networking across various learning platforms, establishing a variety of social ties with perceived learning benefits, deriving value from the social capital fund in the respective social ties. Online educators can gain useful insight from understanding the process and value of students’ self-initiated participation in informal learning spaces to find ways for improved student participation in online learning. Practical ideas are offered as to how student collaborative learning can be facilitated by integrating formal and informal learning spaces in a seamless learning environment.
在线学习越来越多地用于提供学生之间的学习延续和促进学生之间的互动,但学校面临着学习管理系统参与率低和辍学率高的挑战。与此同时,学生们在一系列线下和在线平台上进行广泛的、以需求为导向的非正式合作,以支持他们的学习。理解学生在不同的学习空间中自我指导学习的过程似乎是相关的。在一项定性研究中,采用焦点小组和个人访谈相结合的方法,从南非大学(Unisa)一门在线课程的各种在线学生那里获得深入的反馈。Unisa是南非的一所大型开放式远程教育机构,招收来自不同社会背景的学生。在专题分析之后,关于学生合作的见解出现了,将结果置于社会资本理论框架中。研究结果表明,学生在不同的学习平台上参与社交网络,建立了各种具有学习利益的社会关系,并从各自社会关系中的社会资本基金中获得价值。在线教育者可以通过了解学生在非正式学习空间中自发参与的过程和价值来获得有用的见解,从而找到提高学生在线学习参与的方法。对于如何在无缝的学习环境中整合正式和非正式的学习空间来促进学生的协作学习,本文提供了一些实用的想法。
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引用次数: 2
Raising Consciousness of Gender Oppression through a Transformed Curriculum 通过课程改革提高性别压迫意识
IF 0.4 Q3 Social Sciences Pub Date : 2020-11-01 DOI: 10.1080/18146627.2021.1979894
K. Teise, Emma Groenewald, Anthony Mpisi
Abstract Since South Africa’s transition to democracy, numerous policies have been enacted to address gender oppression. Taking its cue from the country’s constitution, these policies and acts, such as the Higher Education Act (1997), aim, in particular, to promote social justice by addressing gender imbalances in society. Likewise, the vision of Sol Plaatje University includes advancing social justice by addressing gender oppression. The prevalence of various types of violence against women suggests that South African women are still being oppressed; it also points to power imbalances within society that are aimed at maintaining the status quo. This paper seeks to explore the value of an education module at Sol Plaatje University to raise the consciousness of first-year education students about gender oppression. Data were generated through three reflective narratives, through which six students from diverse ethnic and linguistic backgrounds were requested to reflect on and narrate their socialisation and their experience of the module. We used Harro’s (2000b) cycle of socialisation and Love’s (2000) cycle of liberation as lenses to make sense of the students’ experiences of gender and the module. Indications from the narratives are that this particular module has the potential to raise student teachers’ consciousness about gender oppression.
摘要自南非向民主过渡以来,制定了许多政策来解决性别压迫问题。根据国家宪法,这些政策和法案,如《高等教育法》(1997年),尤其旨在通过解决社会中的性别失衡问题来促进社会正义。同样,Sol Plaatje大学的愿景包括通过解决性别压迫问题来促进社会正义。各种暴力侵害妇女行为的普遍存在表明,南非妇女仍然受到压迫;它还指出了社会内部旨在维持现状的权力失衡。本文试图探索Sol Plaatje大学教育模块的价值,以提高一年级学生对性别压迫的意识。数据是通过三种反思性叙述生成的,通过这三种叙述,来自不同种族和语言背景的六名学生被要求反思和叙述他们的社交活动和他们对该模块的体验。我们使用Harro(2000b)的社会化周期和Love(2000)的解放周期作为镜头,来理解学生的性别体验和模块。从叙述中可以看出,这个特定的模块有可能提高师生对性别压迫的意识。
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引用次数: 0
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Africa Education Review
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