INTERNATIONAL REVIEW OF EDUCATION最新文献

The main objective of this case study was to use children as models to assist their parents in acquiring literacy with the help of a phone-based literacy game. Eight women in rural Zambia were loaned phones with GraphoGame^TM, a digital literacy game, to use as a resource for literacy learning, with the assistance of their children. The participants were given literacy tests before the intervention and after their exposure to GraphoGame to determine the impact of the intervention. Analyses using t-tests and a Mann-Whitney U test found that the parents’ performance on the literacy tests improved significantly after the intervention period, compared with their pre-intervention performance. Furthermore, key informants indicated that the parents who participated in the study improved their literacy skills in various social and community interactions, as compared with parents within the same community who were not exposed to the game. Thus, the study showed that it is possible to use literacy technology to teach literacy to illiterate rural adults with the help of their children. The study concluded that literacy can play an important role in increasing community participation and consequently community improvement for rural women.

Using Pierre Bourdieu’s capital framework as a theoretical lens, this qualitative phenomenological case study explored the challenges that obstruct African refugee students’ access to higher education in Egypt. Fifteen African refugee students (ten male and five female) in Egypt responded to semi-structured interview questions to express their views regarding the challenges that prevent them from attending public and private post-secondary institutions. The authors identified these challenges and classified them into three thematic categories: sociocultural, economic and psychological barriers. In addition to these barriers, the lack of relevant laws and policies governing refugee access to higher education in Egypt and the absence of support systems have exacerbated an already dire situation for refugee students. The authors conclude their article with a number of recommendations to enhance and facilitate the access of refugees to higher education in their host communities.

While current research on school closures during the COVID-19 pandemic is predominantly concerned with learning deficits, the exploratory study presented here focuses on the previously neglected question of young people’s concrete learning experiences during this disruptive period, with a focus on how they used their time and how this relates to their individual needs. The authors interviewed German secondary school students via Zoom and used a grounded theory approach and a transformative learning theory framework to derive recommendations for environmental and sustainability education (ESE). Their findings highlight two important insights: first, that the predominant focus on academic learning loss obscures a more comprehensive understanding of students’ learning experiences; and second, that real-world experiments such as the involuntary school closures during the pandemic may hold the potential to start meaningful, transformative learning processes and experimentation with new strategies for needs satisfaction.

At a time when the world has suffered such an unprecedented event as the COVID-19 pandemic, it is essential to conduct research to evaluate the relationship of student satisfaction with interaction, Internet self-efficacy, and self-regulated learning in a fully online learning environment. The results of a survey of 290 students at a university in Viet Nam, using partial least squares structural equation modelling (PLS-SEM), indicate that four types of interaction (learner–learner interaction, learner–instructor interaction, learner–content interaction, and learner–technology interaction) positively and significantly affected students’ satisfaction with online learning, whereas Internet self-efficacy and self-regulated learning were not found to be significant predictors. These findings are crucial for enhancing the quality of online learning, which is regarded as not only the best cure for the massive global crisis COVID-19 has caused in education but also an innovative advancement compared with traditional face-to-face education. The authors discuss practical implications for instructional and course design, as well as directions for future research.

Critical research on colonial education should not only include the intentions of colonial actors, but also an awareness of possible learning outcomes that were intended or not intended by “the colonial masters”. The case study presented here explores the fate of an agricultural school located in Notsé (Togo) from its first ideas in 1900 until about 1914 (the end of German colonial rule in Togo). The main reason for setting up the “cotton school experiment” was to find ways of formalising the transfer of knowledge, competences and attitudes which were deemed necessary for the transformation of the local economy and society from a subsistence or household economy to capitalist modes of production. The history of this agricultural institution transcends colonial history between Germany and Togo, opening up a broader view of entanglements between the regional histories of Africa, Germany and the southern United States. The story begins with African Americans from Tuskegee in Alabama under the leadership of the African-American educationist Booker T. Washington, who were despatched to German Togo in 1900 in order to enhance local cash-crop style cotton production for the sake of the German cotton industry in Germany. It ends with the colonial government in Togo appointing German regional agricultural officers to consult and instruct local Togolese communities in cash-crop production as itinerant teachers.