Pub Date : 2023-05-28DOI: 10.1080/0309877X.2023.2200133
J. Usman, Nashriyah, S. Akmal, Muhammad Ar, Y. Yusuf
ABSTRACT This study examined the use of humour in EFL classrooms in Islamic higher education in Indonesia. It intends to find out whether Indonesian EFL teacher educators used humour as pedagogy and how they used it. Using a narrative inquiry method, it involved 25 EFL students undertaking English Writing courses working in groups of two or three members to write descriptive texts on the humorous moments in their classroom process. Nine of them were purposively selected for analysis using humour theories and removed the rest because of not humorous moments. It revealed that the teacher educators used various kinds of humour in EFL classrooms, such as humorous comments, lecturers’ humorous life stories, puns, and teasing students. However, most were unrelated to the course materials they taught and did not reflect Islamic values. In conclusion, this study has provided insights into humour used in the Indonesian Islamic higher education, which is crucial for academics to pay attention to using humour, such as not harming students.
{"title":"Does humour used in EFL classrooms in Islamic higher education reflect Islamic values?","authors":"J. Usman, Nashriyah, S. Akmal, Muhammad Ar, Y. Yusuf","doi":"10.1080/0309877X.2023.2200133","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2200133","url":null,"abstract":"ABSTRACT This study examined the use of humour in EFL classrooms in Islamic higher education in Indonesia. It intends to find out whether Indonesian EFL teacher educators used humour as pedagogy and how they used it. Using a narrative inquiry method, it involved 25 EFL students undertaking English Writing courses working in groups of two or three members to write descriptive texts on the humorous moments in their classroom process. Nine of them were purposively selected for analysis using humour theories and removed the rest because of not humorous moments. It revealed that the teacher educators used various kinds of humour in EFL classrooms, such as humorous comments, lecturers’ humorous life stories, puns, and teasing students. However, most were unrelated to the course materials they taught and did not reflect Islamic values. In conclusion, this study has provided insights into humour used in the Indonesian Islamic higher education, which is crucial for academics to pay attention to using humour, such as not harming students.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"647 - 658"},"PeriodicalIF":2.3,"publicationDate":"2023-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41613545","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 : 2023-05-19DOI: 10.1080/0309877X.2023.2212242
Amy Tomlinson, Andrew Simpson, C. Killingback
ABSTRACT Student expectations are complex constructs that can influence adaptability, engagement, achievement, satisfaction and retention. A number of individual studies have been published on the expectations of students when starting university, however none that synthesise student expectations of teaching and learning. Therefore, the aim of this systematic review was to understand student expectations of teaching and learning when starting university. A systematic search strategy identified 2950 studies, of which nine met all eligibility criteria. Relevant data was extracted and a narrative synthesis conducted, revealing four key themes: additional study, self-managing learning, teaching and learning activities, and accessibility. Students expect to complete additional study and take responsibility for their own learning, but may be unsure how to manage this. They expect to have to attend all sessions and commonly expect lectures, but thoughts on other methods of teaching and learning vary. Students also have high expectations of teaching staff, particularly with regards to access and resources. This knowledge is important in enabling teaching staff to better align preconceived ideas of university teaching and learning with reality, support a positive university experience, and improve satisfaction and retention. Future research should further investigate student expectations of teaching and learning independently, perhaps from a qualitative perspective, as well as exploring interventions to help manage these expectations when necessary.
{"title":"Student expectations of teaching and learning when starting university: a systematic review","authors":"Amy Tomlinson, Andrew Simpson, C. Killingback","doi":"10.1080/0309877X.2023.2212242","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2212242","url":null,"abstract":"ABSTRACT Student expectations are complex constructs that can influence adaptability, engagement, achievement, satisfaction and retention. A number of individual studies have been published on the expectations of students when starting university, however none that synthesise student expectations of teaching and learning. Therefore, the aim of this systematic review was to understand student expectations of teaching and learning when starting university. A systematic search strategy identified 2950 studies, of which nine met all eligibility criteria. Relevant data was extracted and a narrative synthesis conducted, revealing four key themes: additional study, self-managing learning, teaching and learning activities, and accessibility. Students expect to complete additional study and take responsibility for their own learning, but may be unsure how to manage this. They expect to have to attend all sessions and commonly expect lectures, but thoughts on other methods of teaching and learning vary. Students also have high expectations of teaching staff, particularly with regards to access and resources. This knowledge is important in enabling teaching staff to better align preconceived ideas of university teaching and learning with reality, support a positive university experience, and improve satisfaction and retention. Future research should further investigate student expectations of teaching and learning independently, perhaps from a qualitative perspective, as well as exploring interventions to help manage these expectations when necessary.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"1054 - 1073"},"PeriodicalIF":2.3,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43474330","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 : 2023-05-19DOI: 10.1080/0309877X.2023.2209799
O. Temoso, C. Tran, L. Myeki
ABSTRACT The performance of a university depends on departmental activities in a network framework. The university is efficient only if these departments are efficient in their operations. The connection between departments is fundamentally complicated and should be scrutinised to offer more suitable ways for more enhancement. However, to our knowledge, no single study exists which assesses the performance of South African universities in a network structure accounting for the effects of exogenous factors on the overall and structural efficiencies. Our study employed the network-based DEA method to examine the performance of South African higher education institutions in a network structure of teaching and research for the period 2009/10–2016/17. The findings reveal that the efficiency of teaching activities is 0.942, while the efficiency of research operations is 0.782. The network-based performance of South African universities is 0.844, strongly associated with research efficiency. The findings also reveal that the percentages of staff with PhD and Master’s degrees and professional staff, student fees, personnel grant, and government funding influence the efficiency of research activities. A definite need for government organisations and other higher education-related stakeholders should incorporate these findings to strategies for National Development Plan 2030 targets.
{"title":"Network DEA efficiency of South African higher education: evidence from the analysis of teaching and research at the university level","authors":"O. Temoso, C. Tran, L. Myeki","doi":"10.1080/0309877X.2023.2209799","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2209799","url":null,"abstract":"ABSTRACT The performance of a university depends on departmental activities in a network framework. The university is efficient only if these departments are efficient in their operations. The connection between departments is fundamentally complicated and should be scrutinised to offer more suitable ways for more enhancement. However, to our knowledge, no single study exists which assesses the performance of South African universities in a network structure accounting for the effects of exogenous factors on the overall and structural efficiencies. Our study employed the network-based DEA method to examine the performance of South African higher education institutions in a network structure of teaching and research for the period 2009/10–2016/17. The findings reveal that the efficiency of teaching activities is 0.942, while the efficiency of research operations is 0.782. The network-based performance of South African universities is 0.844, strongly associated with research efficiency. The findings also reveal that the percentages of staff with PhD and Master’s degrees and professional staff, student fees, personnel grant, and government funding influence the efficiency of research activities. A definite need for government organisations and other higher education-related stakeholders should incorporate these findings to strategies for National Development Plan 2030 targets.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"1009 - 1026"},"PeriodicalIF":2.3,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48495624","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 : 2023-05-19DOI: 10.1080/0309877X.2023.2212244
Kay Gallagher
ABSTRACT This interpretive study contributes to an understanding of the work and beliefs of transnational teacher educators in diverse international contexts. Due to their influence on the development of future teachers in their host country, and the influence of those future teachers on future generations of learners, transnational university-based teacher educators are a particularly significant, yet understudied, group of mobile academics. The study investigates, through in-depth interviews and a selection task about preferred conceptions of teaching, how ten transnational teacher educators experience and conceive of their work in higher education in the Arabian Gulf cities of Abu Dhabi, Bahrain, and Dubai. Despite diverse international backgrounds, participants in this study express common critically reflective, constructivist, and sociocultural conceptions of their work as teacher educators who are preparing future teachers to work in transformed schools in a region engaged in ongoing educational reform. They report that they explicitly model active, learning-centred strategies while coaching future teachers. They believe that their work is important for national capacity building, although they would welcome greater involvement in educational planning. They are cognisant of local cultural considerations, while noting pedagogical challenges around teaching students through English as the medium of instruction in higher education in the Gulf. This study yields understanding and provides implications for professional development and orientation programmes for transnational teacher educators migrating to work in such internationalised settings.
{"title":"Transnational teacher educators in internationalised higher education in the Arabian Gulf","authors":"Kay Gallagher","doi":"10.1080/0309877X.2023.2212244","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2212244","url":null,"abstract":"ABSTRACT This interpretive study contributes to an understanding of the work and beliefs of transnational teacher educators in diverse international contexts. Due to their influence on the development of future teachers in their host country, and the influence of those future teachers on future generations of learners, transnational university-based teacher educators are a particularly significant, yet understudied, group of mobile academics. The study investigates, through in-depth interviews and a selection task about preferred conceptions of teaching, how ten transnational teacher educators experience and conceive of their work in higher education in the Arabian Gulf cities of Abu Dhabi, Bahrain, and Dubai. Despite diverse international backgrounds, participants in this study express common critically reflective, constructivist, and sociocultural conceptions of their work as teacher educators who are preparing future teachers to work in transformed schools in a region engaged in ongoing educational reform. They report that they explicitly model active, learning-centred strategies while coaching future teachers. They believe that their work is important for national capacity building, although they would welcome greater involvement in educational planning. They are cognisant of local cultural considerations, while noting pedagogical challenges around teaching students through English as the medium of instruction in higher education in the Gulf. This study yields understanding and provides implications for professional development and orientation programmes for transnational teacher educators migrating to work in such internationalised settings.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"1074 - 1086"},"PeriodicalIF":2.3,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45462549","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 : 2023-05-17DOI: 10.1080/0309877X.2023.2208053
Hilary Dutton, Valerie A. Sotardi
ABSTRACT Workplace stress, burnout, and fatigue are commonplace amongst tertiary educators, and are compounded by the ongoing challenges of teaching and learning during a global pandemic. Amid efforts to identify and understand contributors to educator stress, student-teacher interactions have received relatively little attention. However, educators are often expected to engage in pastoral care when students disclose academic and personal problems. Receiving and responding to self-disclosure can be emotionally taxing, particularly in professional contexts of care, and therefore contribute to educator experiences of stress and burnout. In this study, we examined the relations between student self-disclosure and educator stress and wellbeing during the COVID-19 pandemic in New Zealand. Almost all of the 318 tertiary educators received COVID-19 related disclosures from students. Findings show that educators whose students had shared personal problems during COVID-19 were more likely to report high stress and poor wellbeing.Such communication was also associated with higher rates of workplace presenteeism, suggesting that these teachers were likely to push themselves to a level that risks illness. Fortunately, these negative impacts were ameliorated when educators also reported a sense of support in the workplace. The implications for educators and tertiary institutions are discussed, including the provision of educator training and well-resourced student support services.
{"title":"The impact of student self-disclosure on the stress and wellbeing of tertiary educators during the COVID-19 pandemic","authors":"Hilary Dutton, Valerie A. Sotardi","doi":"10.1080/0309877X.2023.2208053","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2208053","url":null,"abstract":"ABSTRACT Workplace stress, burnout, and fatigue are commonplace amongst tertiary educators, and are compounded by the ongoing challenges of teaching and learning during a global pandemic. Amid efforts to identify and understand contributors to educator stress, student-teacher interactions have received relatively little attention. However, educators are often expected to engage in pastoral care when students disclose academic and personal problems. Receiving and responding to self-disclosure can be emotionally taxing, particularly in professional contexts of care, and therefore contribute to educator experiences of stress and burnout. In this study, we examined the relations between student self-disclosure and educator stress and wellbeing during the COVID-19 pandemic in New Zealand. Almost all of the 318 tertiary educators received COVID-19 related disclosures from students. Findings show that educators whose students had shared personal problems during COVID-19 were more likely to report high stress and poor wellbeing.Such communication was also associated with higher rates of workplace presenteeism, suggesting that these teachers were likely to push themselves to a level that risks illness. Fortunately, these negative impacts were ameliorated when educators also reported a sense of support in the workplace. The implications for educators and tertiary institutions are discussed, including the provision of educator training and well-resourced student support services.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"966 - 979"},"PeriodicalIF":2.3,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41665888","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 : 2023-05-17DOI: 10.1080/0309877X.2023.2212240
Lucy Trotter
ABSTRACT Single-parent families represent a significant proportion of all UK families, but literature suggests that they face challenges in accessing, participating in, and completing Higher Education (HE). This article draws on data obtained from three months of mixed-methods research in 2021 with single-parent students to explore the meanings of being a single parent studying at university in the UK in the context of the COVID-19 pandemic. In doing so it considers the personal demands that the pandemic placed on single-parent students, and the avenues of support available for single-parent students in the context of the UK HE system. These issues are then analysed within a theoretical framework to argue that single-parent students occupied a simultaneous position of agency and mastery in the context of HE. The article concludes with three key recommendations for change: (1) Universities should collect data on student parents and use this data to enable tailored support via student support services; (2) Universities should work with Student Unions to ensure parent-friendly freshers activities and ongoing social/support groups for student parents; and (3) Universities should make concrete changes to campus space, including the introduction of accessible, flexible, discounted childcare on campus, parent and baby rooms, and baby-changing facilities. These three changes would significantly improve the experiences of single-parent students studying at university in the UK.
{"title":"‘It has been an uphill battle from the get go’: The experiences of single parents studying at university in the UK during the COVID-19 pandemic","authors":"Lucy Trotter","doi":"10.1080/0309877X.2023.2212240","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2212240","url":null,"abstract":"ABSTRACT Single-parent families represent a significant proportion of all UK families, but literature suggests that they face challenges in accessing, participating in, and completing Higher Education (HE). This article draws on data obtained from three months of mixed-methods research in 2021 with single-parent students to explore the meanings of being a single parent studying at university in the UK in the context of the COVID-19 pandemic. In doing so it considers the personal demands that the pandemic placed on single-parent students, and the avenues of support available for single-parent students in the context of the UK HE system. These issues are then analysed within a theoretical framework to argue that single-parent students occupied a simultaneous position of agency and mastery in the context of HE. The article concludes with three key recommendations for change: (1) Universities should collect data on student parents and use this data to enable tailored support via student support services; (2) Universities should work with Student Unions to ensure parent-friendly freshers activities and ongoing social/support groups for student parents; and (3) Universities should make concrete changes to campus space, including the introduction of accessible, flexible, discounted childcare on campus, parent and baby rooms, and baby-changing facilities. These three changes would significantly improve the experiences of single-parent students studying at university in the UK.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"1042 - 1053"},"PeriodicalIF":2.3,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41685850","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 : 2023-05-15DOI: 10.1080/0309877X.2023.2209777
R. Stores, Skaiste Linceviciute, K. Pilkington, D. Ridge
ABSTRACT Sleep disturbance has harmful psychological and physical effects and due to a range of biopsychosocial and environmental factors, university students are at an increased risk. Despite the importance of this topic, it is under-researched, especially in the UK. The objectives of this study were (1) to investigate the occurrence and nature of sleep disturbance in a sample of UK undergraduate university students, (2) to compare the incidence of sleep disturbance in first- and third-year students, (3) to explore associations between sleep disturbance, daytime sleepiness, mental health and wellbeing and (4) to obtain details on how participants felt their sleep habits affected both their health and wellbeing and their education and learning. A mixed methods approach was used to collect and analyse both quantitative and qualitative data using an online survey of widely used scales (quantitative) and free text open-ended questions (qualitative). Responses were obtained from 153 undergraduate students. Quantitative findings revealed relatively high levels of disturbed sleep, daytime sleepiness, depression, anxiety and reduced wellbeing in the sample studied. Significant associations were found between all these dimensions. Qualitative findings provided insight into how students felt sleep disruption affected their health and wellbeing and their education and learning, and the serious impact this had in many cases. Insights were also obtained on strategies they used to improve sleep quality. Effective treatments for sleep problems could have beneficial effects on associated mental health and wellbeing problems and educational attainment. Student mental health services and interventions should be aware of this possibility.
{"title":"Sleep disturbance, mental health, wellbeing and educational impact in UK university students: a mixed methods study","authors":"R. Stores, Skaiste Linceviciute, K. Pilkington, D. Ridge","doi":"10.1080/0309877X.2023.2209777","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2209777","url":null,"abstract":"ABSTRACT Sleep disturbance has harmful psychological and physical effects and due to a range of biopsychosocial and environmental factors, university students are at an increased risk. Despite the importance of this topic, it is under-researched, especially in the UK. The objectives of this study were (1) to investigate the occurrence and nature of sleep disturbance in a sample of UK undergraduate university students, (2) to compare the incidence of sleep disturbance in first- and third-year students, (3) to explore associations between sleep disturbance, daytime sleepiness, mental health and wellbeing and (4) to obtain details on how participants felt their sleep habits affected both their health and wellbeing and their education and learning. A mixed methods approach was used to collect and analyse both quantitative and qualitative data using an online survey of widely used scales (quantitative) and free text open-ended questions (qualitative). Responses were obtained from 153 undergraduate students. Quantitative findings revealed relatively high levels of disturbed sleep, daytime sleepiness, depression, anxiety and reduced wellbeing in the sample studied. Significant associations were found between all these dimensions. Qualitative findings provided insight into how students felt sleep disruption affected their health and wellbeing and their education and learning, and the serious impact this had in many cases. Insights were also obtained on strategies they used to improve sleep quality. Effective treatments for sleep problems could have beneficial effects on associated mental health and wellbeing problems and educational attainment. Student mental health services and interventions should be aware of this possibility.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"995 - 1008"},"PeriodicalIF":2.3,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48345738","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 : 2023-05-09DOI: 10.1080/0309877X.2023.2203317
Pankhuri Bhatia, A. Joseph
ABSTRACT Pedagogical research during the Covid-19 pandemic initially focused on emergency remote teaching and subsequently shifted its focus to instructional design, student engagement, and teacher competencies. Existing research in the area highlights the need to go beyond an instrumental approach for e-learning to be truly effective. This includes examining critical factors such as power and control, the rationale behind decision-making processes, and accountability in educational policies in the context of e-learning. In an attempt to understand the mechanisms through which these critical factors influence remote teaching, the current paper employs an interpretative phenomenological lens to analyse subjective experiences of teaching online during the pandemic. Experiences particular to pre-pandemic teaching, transitioning to online teaching, and adapting to the new “normal” were explored. The overarching themes included the role of training/technical support, the need for enhancing student engagement, grading and assessment policies, the validity of online assessments, and optimal work-life balance. The uncertainty that the pandemic brought is far from resolved and there are still speculations regarding the resurgence of newer variants of COVID-19 and its repercussions on the education sector. The results of the study emphasise the fact that academicians are not just service providers but also end-users in online education. The findings will enable policymakers to reformulate decisions and guidelines in light of these dual roles, thereby addressing the needs and concerns of academicians more efficiently.
{"title":"Teaching during COVID- 19 pandemic in India: an interpretive phenomenological analysis of faculty’s perceptions and experiences","authors":"Pankhuri Bhatia, A. Joseph","doi":"10.1080/0309877X.2023.2203317","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2203317","url":null,"abstract":"ABSTRACT Pedagogical research during the Covid-19 pandemic initially focused on emergency remote teaching and subsequently shifted its focus to instructional design, student engagement, and teacher competencies. Existing research in the area highlights the need to go beyond an instrumental approach for e-learning to be truly effective. This includes examining critical factors such as power and control, the rationale behind decision-making processes, and accountability in educational policies in the context of e-learning. In an attempt to understand the mechanisms through which these critical factors influence remote teaching, the current paper employs an interpretative phenomenological lens to analyse subjective experiences of teaching online during the pandemic. Experiences particular to pre-pandemic teaching, transitioning to online teaching, and adapting to the new “normal” were explored. The overarching themes included the role of training/technical support, the need for enhancing student engagement, grading and assessment policies, the validity of online assessments, and optimal work-life balance. The uncertainty that the pandemic brought is far from resolved and there are still speculations regarding the resurgence of newer variants of COVID-19 and its repercussions on the education sector. The results of the study emphasise the fact that academicians are not just service providers but also end-users in online education. The findings will enable policymakers to reformulate decisions and guidelines in light of these dual roles, thereby addressing the needs and concerns of academicians more efficiently.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"925 - 940"},"PeriodicalIF":2.3,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45836474","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 : 2023-05-03DOI: 10.1080/0309877X.2023.2200136
Rania Salama, T. Hinton
ABSTRACT This critical review and perspective of the literature features the current landscape of online learning in higher education institutions (HEIs). The review starts by exploring the changing nature of student needs and staff and institutional roles in the face of online learning, and how digital transformation is shaping the culture and ways of learning. The aim is to better understand the challenges faced by higher education leaders to adopt online offerings and the factors affecting their decision-making. Emergence and fast evolution of third-party online programme management providers (OPMs) and forces which encourage or oppose their partnership with HEIs are critically discussed. The review also highlights the impact of COVID-19 emergency online learning on institutional practices and future adoption of online offerings.
{"title":"Online higher education: current landscape and future trends","authors":"Rania Salama, T. Hinton","doi":"10.1080/0309877X.2023.2200136","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2200136","url":null,"abstract":"ABSTRACT This critical review and perspective of the literature features the current landscape of online learning in higher education institutions (HEIs). The review starts by exploring the changing nature of student needs and staff and institutional roles in the face of online learning, and how digital transformation is shaping the culture and ways of learning. The aim is to better understand the challenges faced by higher education leaders to adopt online offerings and the factors affecting their decision-making. Emergence and fast evolution of third-party online programme management providers (OPMs) and forces which encourage or oppose their partnership with HEIs are critically discussed. The review also highlights the impact of COVID-19 emergency online learning on institutional practices and future adoption of online offerings.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"913 - 924"},"PeriodicalIF":2.3,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44809456","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}
ABSTRACT Working from home as a preventive measure against the spread of COVID-19 has extensively impacted the mental health of academics worldwide. Interviewing 73 Indonesian academics who are also mothers, the current article investigates key impacts of mental distress among them during enforced remote working in the country, and how they encountered sociocultural stressors at home. This study found that the primary triggers for their mental distress included a problematic transition from office-based to home-based work, feelings of helplessness at home, and the use of multiple learning technologies at home. This paper discusses recommendations to aid problem-solving in this area.
{"title":"Mental distress among Indonesian academic mothers during enforced remote working","authors":"Meredian Alam, Salwa Mahalle, Dyna Herlina Suwarto","doi":"10.1080/0309877X.2023.2203802","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2203802","url":null,"abstract":"ABSTRACT Working from home as a preventive measure against the spread of COVID-19 has extensively impacted the mental health of academics worldwide. Interviewing 73 Indonesian academics who are also mothers, the current article investigates key impacts of mental distress among them during enforced remote working in the country, and how they encountered sociocultural stressors at home. This study found that the primary triggers for their mental distress included a problematic transition from office-based to home-based work, feelings of helplessness at home, and the use of multiple learning technologies at home. This paper discusses recommendations to aid problem-solving in this area.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"941 - 953"},"PeriodicalIF":2.3,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45536008","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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