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COVID-19 pandemic and the impacts on dental education: an evaluation by progress testing COVID-19 大流行及其对牙科教育的影响:通过进度测试进行评估
IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-02-14 DOI: 10.1108/jarhe-08-2023-0338
Cleide Gisele Ribeiro, Antônio Márcio Lima Ferraz Júnior, Fernanda Ribeiro Porto, Fabiana Aparecida Mayrink de Oliveira, Fernando Luiz Hespanhol, Rodrigo Guerra de Oliveira

Purpose

The emergence of the COVID-19 pandemic changed the way in which education was delivered in early 2020, and the impacts of these changes continue to be questionable. The aims of this study were to evaluate: (1) the results obtained by students of the Dentistry course in the progress test carried out both before and after the pandemic, (2) the results obtained by a specific group of students who took the test in 2019–2022, and compare their results and (3) subjects that showed a reduction in the percentage of correct answers when the two tests were compared.

Design/methodology/approach

The progress test consisting of 100 multiple choice questions was applied before and after the pandemic to all students in the Dentistry course. The analyses were performed using the IBM SPSS for Statistics v.26 software program. The level of significance of 5% was adopted (<0.05).

Findings

The test was applied to 320 students in 2019 and to 272 in 2022, of whom the sample of this study was composed. The mean score values in 2019 (M = 49.10; SD = 12.03) were significantly (p = 0.026) higher than those in the year 2022 (M = 46.97; SD = 12.15), with the disciplines in the area of specific knowledge showing a greater drop in the percentage of correct answers by students. This study showed that the emergency remote education had a negative effect on the academic performance of students, based on the progress testing as an evaluation method.

Originality/value

Many studies that assessed the impacts of the pandemic on teaching were focused on the opinions of students. However, the great advantage of our study was the use of a theoretical assessment tool to verify student performance. The post-pandemic landscape beckons for comprehensive inquiries into these domains. This type of research would be valuable for gathering evidence relative to the performance of students after the emergency remote education.

目的 COVID-19 大流行病的出现改变了 2020 年初的教育方式,这些变化的影响仍值得商榷。本研究旨在评估:(1) 大流行前后口腔医学课程学生在进度测试中取得的成绩;(2) 2019-2022 年参加测试的特定学生群体取得的成绩,并比较他们的成绩;(3) 比较两次测试时正确答案百分比下降的科目。分析使用 IBM SPSS for Statistics v.26 软件程序进行。采用5%的显著性水平(<0.05)。研究结果本研究的样本包括2019年的320名学生和2022年的272名学生。2019年的平均分值(M=49.10;SD=12.03)明显高于2022年的平均分值(M=46.97;SD=12.15)(P=0.026),其中具体知识领域的学科学生答题正确率下降幅度较大。这项研究表明,以进度测试作为评价方法,紧急远程教育对学生的学习成绩产生了负面影响。 原创性/价值许多评估大流行病对教学影响的研究都侧重于学生的意见。然而,我们的研究的最大优势在于使用理论评估工具来验证学生的表现。大流行后的形势需要对这些领域进行全面的调查。这类研究对于收集紧急远程教育后学生表现的相关证据非常有价值。
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引用次数: 0
Strategies and approaches for delivering sustainable training and professional development of graduate teaching assistants, teaching assistants, and tutors: a scoping review 为研究生助教、教学助理和辅导员提供可持续培训和职业发展的战略和方法:范围界定审查
IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-02-13 DOI: 10.1108/jarhe-08-2023-0323
Emma Sadera, Elina E.K. Suonio, Joseph Chih-Chien Chen, Rowan Herbert, Dennis Hsu, Branka Bogdan, Bridget Kool

Purpose

The aim of this scoping review was to identify key characteristics related to strategies and approaches for delivering sustainable training and professional development (PD) of graduate teaching assistants (GTAs), teaching assistants (TAs), and tutors. While the continuous, coherent and responsive programmes for such training and PD may address needs that are congruent with the needs of other sessional teachers, the literature has not focussed on GTA training and PD that support the longer-term retention of GTAs as sessional teachers.

Design/methodology/approach

In this scoping review, we devised a search strategy to identify literature relating to the key characteristics of strategies and approaches for delivering sustainable GTA training and professional development in higher education settings. We were guided by the frameworks for such reviews developed by Arksey and O’Malley (2005), Levac et al. (2010) and Westphaln et al. (2021). We used PRISMA guidelines to guide our reporting processes, and used thematic analysis practice (Braun and Clarke, 2022) as our analytical approach in order to identify and discuss the key themes.

Findings

We identified that strategies and approaches for delivering sustainable GTA training and PD frame GTAs as future academics and leaders in teaching; provide institutional support and investment in teaching; deliver departmental training; facilitate peer support; provide pedagogical training; implement training strategies; and support the teacher identity of GTAs.

Originality/value

These findings add to the body of research that explores how strategies and approaches for delivering sustainable GTA training and PD address and meet the needs common to all sessional teachers constrained by the precarity of the part-time faculty/academia. While our findings indicate such training and PD enhance the quality of teaching available to university students, this effect is dependent on institutional support and facilitation of peer and faculty networks.

目的:本综述旨在确定与研究生助教(GTA)、助教(TA)和辅导员的可持续培训和专业发展(PD)的策略和方法有关的主要特征。虽然这种培训和专业发展的持续性、连贯性和响应性计划可以满足与其他会期教师需求一致的需求,但文献并没有重点关注支持研究生助教作为会期教师长期留任的研究生助教培训和专业发展。设计/方法/途径在这次范围界定审查中,我们设计了一种搜索策略,以确定与高等教育环境中提供可持续研究生助教培训和专业发展的策略和方法的主要特征有关的文献。我们以 Arksey 和 O'Malley(2005 年)、Levac 等人(2010 年)以及 Westphaln 等人(2021 年)制定的此类综述框架为指导。我们使用 PRISMA 准则指导我们的报告过程,并使用主题分析实践(Braun 和 Clarke,2022 年)作为我们的分析方法,以确定和讨论关键主题。研究结果我们发现,提供可持续的 GTA 培训和 PD 的策略和方法将 GTA 定义为未来的学者和教学领导者;提供机构支持和教学投资;提供部门培训;促进同行支持;提供教学培训;实施培训策略;以及支持 GTA 的教师身份。原创性/价值这些研究结果为探讨如何通过提供可持续的 GTA 培训和 PD 的策略和方法来解决和满足受兼职教师/学术界不稳定因素制约的所有会期教师的共同需求的研究成果增添了新的内容。我们的研究结果表明,这种培训和进修提高了大学生的教学质量,但这种效果取决于机构的支持以及同行和教师网络的促进。
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引用次数: 0
Determinants of university brand loyalty in an emerging higher education market 新兴高等教育市场中大学品牌忠诚度的决定因素
IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-02-06 DOI: 10.1108/jarhe-10-2023-0494
Davood Ghorbanzadeh, Atena Rahehagh, Mohammad Najarzadeh

Purpose

A university’s brand is a key competitive advantage in higher education (HE). This study examines the university's reputation’s intermediary impact on core services (emotional environment, perceived faculty and course suitability) and brand loyalty in private universities in Iran.

Design/methodology/approach

A quantitative method was used to achieve research objectives. The data collected from students enrolled in major private universities in the capital of Iran were analyzed to test the proposed model, both directly and indirectly, using structural equation modeling (SEM).

Findings

The findings confirmed all of the hypothesized relationships. Prominently, the core service construct (emotional environment, perceived faculty and course suitability) was found to be significantly affecting the university brand reputation. The study found evidence for the impact of university reputation on students' loyalty. Findings also indicated the presence of several indirect relationships among the considered dimensions.

Research limitations/implications

Current research offers implications for universities that are met with the perpetual challenge of survival in the competitive HE marketplace. Findings from the study not only help build theory on university brand loyalty but also make an essential contribution towards guiding managers in developing effective strategies by building reputation and loyalty by concentrating on the most crucial determinants.

Originality/value

Although research in HE marketing is growing, the effects of university core services on building loyalty have not garnered attention, which is theoretically a vital construct. The paper presents a new framework to realize university brand loyalty with the help of integrated relationships among select dimensions in the setting of an emerging HE market.

目的 大学品牌是高等教育(HE)的关键竞争优势。本研究探讨了大学声誉对伊朗私立大学核心服务(情感环境、感知师资和课程适用性)和品牌忠诚度的中介影响。使用结构方程建模(SEM)对从伊朗首都主要私立大学学生处收集的数据进行了分析,以直接和间接检验所提出的模型。其中,核心服务结构(情感环境、感知师资和课程适宜性)对大学品牌声誉有显著影响。研究发现了大学声誉影响学生忠诚度的证据。研究的局限性/启示当前的研究为那些在竞争激烈的高等教育市场中面临长期生存挑战的大学提供了启示。研究结果不仅有助于建立大学品牌忠诚度的理论,还为指导管理者制定有效战略做出了重要贡献,管理者可以通过关注最关键的决定因素来建立声誉和忠诚度。原创性/价值虽然高校营销方面的研究在不断增加,但大学核心服务对建立忠诚度的影响却没有引起人们的注意,而这在理论上是一个重要的构建。本文提出了一个新的框架,在新兴高校市场背景下,借助选定维度之间的综合关系来实现高校品牌忠诚度。
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引用次数: 0
Competitiveness, quality education and universities: the shift to the post-pandemic world 竞争力、优质教育和大学:向流行病后世界的转变
IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-02-05 DOI: 10.1108/jarhe-08-2023-0376
Florina Guadalupe Arredondo-Trapero, Eva María Guerra-Leal, Joohee Kim, José Carlos Vázquez-Parra

Purpose

This article aims to investigate whether there is a relationship between education for the labor market in the post-pandemic stage and the educational quality of universities, taking as a sample a group of Latin American countries and their main trading partners. Reference is made to the Global Competitiveness Report 2020 of the World Economic Forum (WEF) and the Quacquarelli Symonds (QS) index, which evaluates the quality of universities.

Design/methodology/approach

Correlations, clusters and T-tests were generated to test for significant differences, resulting in two blocks of countries being identified with statistically significant differences in educational efforts to prepare their citizens for the labor market and the quality of their universities.

Findings

It is concluded that there are examples of Latin American countries that, although they are emerging economies, are updating their educational systems at an accelerated pace to meet the needs demanded by the labor market, such as Chile and Argentina. In addition, there are some particular cases of Latin American QS universities that although they are not at a high level in their overall educational quality as a university, compared to North American and Asian universities, their graduates do show a high employability index. This means that in the graduate profile, these universities are also accelerating efforts to position them at a high level of preparedness to respond to the jobs and markets of tomorrow, just as the universities in developed economies do.

Research limitations/implications

Although the sample size is a limitation of this work, since it is based on secondary information reported by the WEF (2020) and the QS World University Rankings (2021), it contributes value by analyzing specific cases. Despite its limitations, the study yields meaningful results that put the challenges of post-pandemic employment and the role that universities play in a comprehensible framework.

Originality/value

These results put special attention on the work of universities as a crucial entity to prepare citizens to develop the competencies needed for the post-pandemic labor market, especially in terms of critical thinking and digital skills. Human capital formation will drive the post-pandemic recovery process of leading countries and universities.

目的 本文旨在以拉丁美洲国家及其主要贸易伙伴为样本,研究后流行病阶段劳动力市场教育与大学教育质量之间是否存在关系。参考了世界经济论坛(WEF)的《2020 年全球竞争力报告》和评估大学质量的 Quacquarelli Symonds(QS)指数。通过相关性、聚类和 T 检验来检验是否存在显著差异,结果发现两组国家在为公民做好劳动力市场准备的教育工作和大学质量方面存在显著差异。研究结果得出的结论是,有一些拉美国家虽然是新兴经济体,但正在加快更新教育系统,以满足劳动力市场的需求,如智利和阿根廷。此外,还有一些拉丁美洲 QS 大学的特殊案例,虽然与北美和亚洲的大学相比,这些大学的整体教育质量并不高,但其毕业生的就业能力指数确实很高。这意味着,在毕业生情况方面,这些大学也在加快努力,使他们能够像发达经济体的大学一样,为应对未来的工作和市场做好高水平的准备。研究局限性/启示虽然样本量是这项工作的一个局限性,因为它是基于世界经济论坛(2020 年)和 QS 世界大学排名(2021 年)报告的二手信息,但它通过分析具体案例贡献了价值。尽管存在局限性,但这项研究得出了有意义的结果,将后大流行病就业的挑战和大学所发挥的作用纳入了一个可理解的框架。人力资本的形成将推动主要国家和大学的疫后复苏进程。
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引用次数: 0
Broadening participation in STEM, caring intelligence as a leadership intelligence: perspectives of HBCU faculty leaders 扩大对科学、技术、工程和数学的参与,将关爱智慧作为一种领导智慧:高 等职业大学教师领导者的观点
IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-31 DOI: 10.1108/jarhe-08-2023-0368
Kenny A. Hendrickson, Karyl Askew

Purpose

Within the scope of broadening participation and developing diverse talents in STEM leadership, this paper aims to deliver a research study that explores faculty leaders’ caring intelligence as STEM leadership intelligence. STEM leadership intelligence is the knowledge, skills, traits and aptitude essential to effective leadership in STEM education.

Design/methodology/approach

A previously developed STEM caring-oriented academic managerial leadership framework (SCAMLF) and a typology of STEM faculty leadership styles were used to thematically analyze the caring intelligence and leadership qualities of STEM faculty leaders. Interview transcripts of 18 STEM faculty leaders at Historically Black Colleges and Universities (HBCUs), provided by the Center for the Advancement of STEM Leadership (CASL), were used as data in this study.

Findings

The empirical evidence gained from this study highlighted important themes, descriptors and narratives for exploring caring intelligence and leadership intelligence of STEM faculty leadership in HBCUs.

Research limitations/implications

Although the generalizability of the study is limited because of the sample size, STEM caring was found to be the most common dimension present in the reflections of participating STEM faculty leaders with diverse leadership styles. Implications for future research on STEM leadership intelligence were discussed.

Originality/value

Studying caring intelligence as a form of leadership intelligence provides a new and innovative means of assessing STEM leadership intelligence. Caring intelligence can be employed to predict the mindset, performance and behaviors of STEM faculty leaders.

目的在扩大参与和培养 STEM 领导力的多元化人才的范围内,本文旨在开展一项研究,探讨作为 STEM 领导力智能的教师领导者的关爱智能。设计/方法/途径采用之前开发的以STEM关怀为导向的学术管理领导力框架(SCAMLF)和STEM教师领导力风格类型学,对STEM教师领导者的关怀智能和领导力素质进行专题分析。本研究使用了由 STEM 领导力促进中心(CASL)提供的 18 名历史悠久的黑人大学(HBCUs)STEM 教职领导的访谈记录作为数据。研究结果本研究获得的实证证据突出了探索 HBCUs STEM 教职领导的关怀智能和领导智能的重要主题、描述和叙述。研究的局限性/启示尽管由于样本量的原因,本研究的推广性受到了限制,但研究发现,在具有不同领导风格的参与研究的 STEM 教职领导的反思中,STEM 关怀是最常见的维度。研究还讨论了对未来 STEM 领导智能研究的启示。原创性/价值将关爱智能作为领导智能的一种形式进行研究,为评估 STEM 领导智能提供了一种新的创新方法。关爱智能可以用来预测 STEM 教师领导者的心态、绩效和行为。
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引用次数: 0
Corporate index: bridging the academic–practitioner gap 企业指数:缩小学术界与实践者之间的差距
IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-26 DOI: 10.1108/jarhe-08-2023-0357
Trevor Mendis

Purpose

The academic–practitioner gap has been a widely discussed and well-established issue. Despite numerous studies conducted in this area, empirical evidence reveals that the gap is widening and also emphasizes the exigency to bridge this gap. Hence, the purpose of this study is to propose an acceptable solution that will fill this lacuna.

Design/methodology/approach

The study adopts the qualitative research methodology and was based on the system theory (ST) and the institutional theory (IT). Interviews, based on a semi-structured questionnaire, were conducted, focusing on three categories, namely individuals with solely academic experience, individuals with both academic and industrial exposure and business leaders. The unit of analysis was the individual.

Findings

The study, which unearthed some rich and challenging evidence from the respondents, reveals that gaining industrial exposure and working on continuous professional development are vital for academics to narrow or even close this gap. In addition, serving as apex members at board level or in professional bodies, serving global organizations as lead consultants and working on research collaborations are other important dimensions for academics.

Practical implications

This study introduces an emerging model named the “Pentagon Model” and develops a corporate index (C-index) for academics to earn, similar to the h-index. The study also explains the operationalization of the C-index based on the proposed algorithm. Hence, it is the envisaged that this study will change the landscape of the academic sphere in practical terms.

Originality/value

This study was carried out with the sole intention of bridging the gap between academics and practitioners. The proposed model and the index, which were developed by the author purely based on the outcome of this study, pave the way for many future research studies, not only to further improve the C-index but also to minimize disparities in transdisciplinary work between academics and practitioners.

目的 学术界与从业人员之间的差距一直是一个广受讨论和公认的问题。尽管在这一领域开展了大量研究,但经验证据表明,差距正在扩大,同时也强调了弥合这一差距的必要性。因此,本研究的目的是提出一个可接受的解决方案,以填补这一空白。本研究采用定性研究方法,以系统理论(ST)和制度理论(IT)为基础。在半结构化问卷的基础上进行了访谈,主要针对三类人,即仅有学术经验的个人、既有学术经验又有工业经验的个人以及企业领导。研究结果这项研究从受访者那里挖掘出了一些丰富而具有挑战性的证据,揭示了获得行业经验和致力于持续专业发展对于学术界缩小甚至弥合这一差距至关重要。此外,担任董事会或专业机构的最高级别成员、作为首席顾问为全球性组织服务以及开展研究合作也是学术界的其他重要方面。 实际意义 本研究介绍了一种名为 "五角大楼模式 "的新兴模式,并为学术界制定了企业指数(C-index),以获得与 h 指数类似的指数。本研究还根据所提出的算法解释了 C 指数的可操作性。因此,预计本研究将在实践中改变学术领域的格局。作者纯粹根据这项研究的成果提出的模型和指数为今后的许多研究铺平了道路,这不仅是为了进一步改进 C 指数,也是为了最大限度地缩小学术界和从业人员之间在跨学科工作方面的差距。
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引用次数: 0
The compulsory online experience: understanding EdD students' perspectives of program transition during COVID-19 强制性在线体验:了解教育博士生对 COVID-19 期间课程过渡的看法
IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-22 DOI: 10.1108/jarhe-01-2023-0032
Daniella G. Varela, Kelly S. Hall, Ya Wen Melissa Liang, Angelica Cerda, Laura Rodriguez

Purpose

The purpose of this study was to understand perspectives of doctoral students about their compulsory online experience and aspects of their compulsory online experiences which were strongly associated as a result of the COVID-19 pandemic, a disorienting dilemma.

Design/methodology/approach

Exploratory descriptive survey research was the approach taken. Notable descriptors and associations were interpreted based on statistical analysis complimented by respondent comments.

Findings

Respondents included students who were at various stages of completing their doctoral degree. Overall findings indicated preference for face-to-face classes, the switch to online learning was well-received, primarily as a result of perceptions of quick and supportive communication from doctoral program leadership, strong student and instructor connections, and high-quality collaborative opportunities.

Research limitations/implications

The COVID-19 pandemic represented a disorienting dilemma provoking cognitive dissonance among doctoral students who were compelled to move from a hybrid to a completely online learning model. Fear, anger and discontent induced by broken assumptions were mitigated through shared experiences creating new meaning and habits of mind in the process of adjusting to new expectations. Study results reveal that engagement, collaboration and support among instructors and classmates eased the transformative process transitioning into online learning.

Practical implications

The results of this study provided real-time understanding of students' needs in order to be successful in the quest and persistence of doctoral study online. Though the process of seeking official and state approvals to move the educational leadership doctoral program fully online, program faculty made a series of teaching and program adaptations informed by these results.

Originality/value

Research about doctoral student experiences during a compulsory transition from a hybrid to online delivery model has not been explored and offers original perspective to improve future practice transitioning into online programs for student acceptance, engagement and retention.

目的本研究旨在了解博士生对其强制性在线体验的看法,以及他们强制性在线体验中与 COVID-19 大流行病密切相关的方面,这是一种令人迷失方向的困境。研究结果受访者包括处于完成博士学位不同阶段的学生。研究局限性/影响COVID-19 大流行代表了一种迷失方向的困境,引发了被迫从混合学习模式转向完全在线学习模式的博士生的认知失调。在适应新期望的过程中,他们通过共享经验创造了新的意义和思维习惯,从而缓解了因假设被打破而产生的恐惧、愤怒和不满。研究结果表明,导师和同学之间的参与、协作和支持缓解了向在线学习过渡的转变过程。在寻求官方和州政府批准将教育领导力博士项目完全转为在线学习的过程中,项目教师根据这些结果对教学和项目进行了一系列调整。原创性/价值关于博士生在从混合式教学模式向在线教学模式强制过渡过程中的体验的研究尚未被探索过,该研究提供了原创性的视角,有助于改进未来向在线项目过渡的实践,以提高学生的接受度、参与度和保留度。
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引用次数: 0
Perception, prevalence and prevention of academic dishonesty: evidence from a Middle East country 对学术不端行为的认识、普遍性和预防:来自一个中东国家的证据
IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-18 DOI: 10.1108/jarhe-07-2023-0314
Monica Gallant, Pranab Kumar Pani

Purpose

The aim of this paper is to explore the behavior pattern, perceptions, and motivations of students towards academic misconduct in a Business School with a view to mitigating its occurrence.

Design/methodology/approach

The survey was conducted among a batch of undergraduate students who responded to various dimensions of plagiarism through a structured questionnaire. Responses were measured on a Likert scale. Some non-parametric tests were done for statistical analysis.

Findings

From the perception of the prevalence of plagiarism committed by others, the authors found that the majority tend to believe that it happens in spite of the existence of preventive policies. Based on the findings, the authors conclude that the students who are more prone to cheating/plagiarism are male, with low grade point average, and are not on scholarship. Parental disapproval is found to be one of the dominant deterrent factors that have the potential to restrain unethical behavior.

Practical implications

The findings demonstrate that the managers of graduate programs should include parental roles in the deterrent mechanism to improve the quality of education.

Originality/value

Very little evidence exists about the perception of academic dishonesty among the students of a multicultural academic institution located in a middle-east country. There are not many studies that analyze the effectiveness of deterrents from a student’s perspective. In this paper, the authors have attempted to assess the value of various deterrents and their effectiveness as perceived by the students.

目的 本文旨在探讨商学院学生对学术不端行为的行为模式、看法和动机,以期减少学术不端行为的发生。问卷采用李克特量表进行测量。从对他人剽窃行为普遍性的看法来看,作者发现,大多数人倾向于认为,尽管存在预防政策,剽窃行为还是会发生。根据调查结果,作者得出结论:更容易作弊/抄袭的学生是男生,平均分数低,没有奖学金。研究结果表明,研究生项目的管理者应将家长的作用纳入威慑机制,以提高教育质量。原创性/价值对于位于中东国家的一所多元文化学术机构的学生而言,有关学术不诚实观念的证据很少。从学生角度分析威慑措施有效性的研究也不多。在本文中,作者试图从学生的角度来评估各种威慑手段的价值及其有效性。
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引用次数: 0
Investigating the impact of the Internet of Things on higher education: a systematic literature review 调查物联网对高等教育的影响:系统性文献综述
IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-16 DOI: 10.1108/jarhe-05-2023-0223
Omneya Kandil, Rafael Rosillo, Rasha Abd El Aziz, David De La Fuente

Purpose

The Internet of things (IoT), an emerging research field, offers solutions to several problems and may result in a paradigm shift in various areas, including education. However, this approach has been under-utilised. Therefore, this research investigates and highlights the primary factors that influence the impact of the IoT on education and reveals the current state of academic research to manage higher education (HE) resources effectively and efficiently.

Design/methodology/approach

Data from 35 academic papers were collected and analysed to understand the current situation and assess the readiness of HE to adopt IoT. A literature review is a well-established method for developing knowledge and interpreting issues under consideration. This study systematically analysed the various research methodologies used to adopt IoT, summarising the content of the studies and highlighting the main factors that may affect IoT adoption in HE.

Findings

The authors examined 95 papers; 35 were investigated and analysed. The literature review and analysis of academic papers revealed the factors influencing the adoption of IoT technology in HE.

Originality/value

By examining the evidence, this study contributes to understanding the context and supplements existing research. It conducts a systematic literature review to assess the impact of the IoT on the educational process, proposes future research directions and presents findings that aid the efficient management of HE resources.

目的 物联网(IoT)是一个新兴的研究领域,它为多个问题提供了解决方案,并可能导致包括教育在内的多个领域的模式转变。然而,这种方法尚未得到充分利用。因此,本研究调查并强调了影响物联网对教育的影响的主要因素,并揭示了学术研究的现状,以有效和高效地管理高等教育(HE)资源。设计/方法/方法收集并分析了 35 篇学术论文的数据,以了解现状并评估高等教育采用物联网的准备情况。文献综述是发展知识和解释所考虑问题的一种行之有效的方法。本研究系统分析了采用物联网的各种研究方法,总结了研究内容,并强调了可能影响高校采用物联网的主要因素。对学术论文的文献综述和分析揭示了影响高校采用物联网技术的因素。原创性/价值通过对证据的审查,本研究有助于理解背景并补充现有研究。它通过系统的文献综述评估了物联网对教育过程的影响,提出了未来的研究方向,并展示了有助于高效管理高校资源的研究成果。
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引用次数: 0
Exploring the application of college student role models in service-learning pedagogy 探索大学生榜样在服务学习教学法中的应用
IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-12 DOI: 10.1108/jarhe-08-2023-0406
Eloho Ifinedo, Diane Burt

Purpose

Service-learning (SL) is a widely accepted pedagogy that can enrich the learning experience for students in higher education while they apply their skills in a meaningful community service. This research is part of a larger project that aimed to motivate educational achievement among youths living in a priority neighborhood through SL. Toward this goal, this study investigated the impact of SL on the college students from a college information technology programmer-analyst (ITPA) program, who were deployed as role models to youths in a priority neighborhood on the east coast of Canada.

Design/methodology/approach

The overall project used the design-based methodology. Seven college students were deployed in two phases to a community center as role models for the delivery of science, technology, engineering, art and mathematics (or STEAM) programs to youths living in a priority neighborhood. Data were collected using open-ended survey, journal entries and focus groups and was qualitatively analyzed by drawing on two frameworks: the experiential-learning framework by Kolb (1984) and the conceptual SL framework by Ash and Clayton (2009).

Findings

The findings describe the outcome of the college students' experiences in SL with respect to the development of skills and capacities needed by employers. Specifically, their experiences mirrored all aspects of the two frameworks applied. Therefore, the study validates the use of SL pedagogy in higher education. In addition, the study identified the role of SL as an integration strategy for international students. While the research contributes to the wider SL conversation for policymakers, faculty and administrators of higher education, it also promotes development opportunities for college students.

Originality/value

The integration of SL pedagogy is widespread among programs in higher education. However, there are no common SL frameworks used in literature. The study is novel in that it combines two theoretical frameworks – Kolb (1984) and Ash and Clayton (2009) in explaining the outcomes. In addition, it uses two high-impact educational practices – SL and role modeling to improve educational attainment for college students.

目的服务学习(Service-learning,SL)是一种广为接受的教学法,它可以丰富高校学生的学习体验,同时让他们在有意义的社区服务中应用自己的技能。本研究是一个大型项目的一部分,该项目旨在通过服务学习激励生活在重点社区的青少年取得教育成就。为了实现这一目标,本研究调查了 SL 对来自信息技术程序员-分析师(ITPA)专业的大学生的影响,这些大学生被派往加拿大东海岸的一个重点社区为青少年树立榜样。七名大学生分两个阶段被派往一个社区中心,作为向居住在重点社区的青少年提供科学、技术、工程、艺术和数学(或 STEAM)课程的榜样。通过开放式调查、日志记录和焦点小组收集数据,并借鉴两个框架对数据进行定性分析:Kolb(1984 年)的体验式学习框架以及 Ash 和 Clayton(2009 年)的概念性 SL 框架。具体而言,他们的经历反映了所应用的两个框架的各个方面。因此,本研究验证了在高等教育中使用 SL 教学法的有效性。此外,这项研究还确定了可持续学习作为国际学生融入战略的作用。这项研究在为高等教育政策制定者、教师和管理者提供更广泛的 SL 对话的同时,也促进了大学生的发展机会。然而,文献中并没有使用通用的 SL 框架。本研究的新颖之处在于它结合了两个理论框架--Kolb(1984 年)和 Ash 与 Clayton(2009 年)--来解释研究结果。此外,它还采用了两种影响力大的教育实践--SL 和榜样示范,以提高大学生的受教育程度。
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引用次数: 0
期刊
Journal of Applied Research in Higher Education
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