Despite the outstanding benefits of education to the individual and society, some students in Nigeria are saying education/schooling is a scam. No study has been undertaken to determine why students say education/school is a scam. This study aims to provide empirical evidence on the meaning of the slogan ‘education/school is a scam’, why the students are using the slogan and the way out. A semi-structured questionnaire was used to elicit information from students in public schools/institutions in two states in Nigeria. The findings show that the slogan means that uneducated people are doing better financially, and many graduates are unemployed. They also show that the students are unsatisfied with the Nigerian educational system. Poor societal values, unemployment, and poor curriculum were reasons the students gave for using the slogan. They suggested that government should provide work for graduates and that the curriculum should be more practically oriented toward skills acquisition. The implications of this study’s findings include an update of existing theories on the factors that influence students’ attitudes and beliefs about education and the need to tailor education policy, teaching methods and curriculum to meet the needs of students. This study provides empirical evidence for the slogan ‘education/school is a scam’. Further studies are needed to confirm this empirical evidence in other states in Nigeria using in-depth interviews.
{"title":"Investigating why students in Nigeria perceive education as a scam","authors":"Article Info, Florence Omumu, Kaizar Victoria, Omenebele","doi":"10.37074/jalt.2023.6.1.31","DOIUrl":"https://doi.org/10.37074/jalt.2023.6.1.31","url":null,"abstract":"Despite the outstanding benefits of education to the individual and society, some students in Nigeria are saying education/schooling is a scam. No study has been undertaken to determine why students say education/school is a scam. This study aims to provide empirical evidence on the meaning of the slogan ‘education/school is a scam’, why the students are using the slogan and the way out. A semi-structured questionnaire was used to elicit information from students in public schools/institutions in two states in Nigeria. The findings show that the slogan means that uneducated people are doing better financially, and many graduates are unemployed. They also show that the students are unsatisfied with the Nigerian educational system. Poor societal values, unemployment, and poor curriculum were reasons the students gave for using the slogan. They suggested that government should provide work for graduates and that the curriculum should be more practically oriented toward skills acquisition. The implications of this study’s findings include an update of existing theories on the factors that influence students’ attitudes and beliefs about education and the need to tailor education policy, teaching methods and curriculum to meet the needs of students. This study provides empirical evidence for the slogan ‘education/school is a scam’. Further studies are needed to confirm this empirical evidence in other states in Nigeria using in-depth interviews.","PeriodicalId":6298,"journal":{"name":"1","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87714986","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 : 2023-05-22DOI: 10.37074/jalt.2023.6.1.30
{"title":"Development and operationalisation of a mixed reality interactive virtual patient application for online nursing Objective Clinical Examinations","authors":"","doi":"10.37074/jalt.2023.6.1.30","DOIUrl":"https://doi.org/10.37074/jalt.2023.6.1.30","url":null,"abstract":"","PeriodicalId":6298,"journal":{"name":"1","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85684981","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 : 2023-05-12DOI: 10.37074/jalt.2023.6.1.26
{"title":"Student appraisals of collaborative team teaching: A quest for student engagement","authors":"","doi":"10.37074/jalt.2023.6.1.26","DOIUrl":"https://doi.org/10.37074/jalt.2023.6.1.26","url":null,"abstract":"","PeriodicalId":6298,"journal":{"name":"1","volume":"211 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80865133","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 : 2023-05-11DOI: 10.37074/jalt.2023.6.1.29
Article Info, Sumesh Nair, D. Kalendra, Mulyadi Robin, Fernando de, Oliveira Santini, W. Ladeira, Mingwei Sun, Ingrid Day, R. Rather, Liz Heathcote
Abstract
摘要
{"title":"The role of ChatGPT in higher education: Benefits, challenges, and future research directions","authors":"Article Info, Sumesh Nair, D. Kalendra, Mulyadi Robin, Fernando de, Oliveira Santini, W. Ladeira, Mingwei Sun, Ingrid Day, R. Rather, Liz Heathcote","doi":"10.37074/jalt.2023.6.1.29","DOIUrl":"https://doi.org/10.37074/jalt.2023.6.1.29","url":null,"abstract":"Abstract","PeriodicalId":6298,"journal":{"name":"1","volume":"146 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87572508","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 : 2023-05-02DOI: 10.37074/jalt.2023.6.1.24
{"title":"Book review. Dey, S. (2022). Green academia: Towards eco-friendly education systems, Routledge India.","authors":"","doi":"10.37074/jalt.2023.6.1.24","DOIUrl":"https://doi.org/10.37074/jalt.2023.6.1.24","url":null,"abstract":"","PeriodicalId":6298,"journal":{"name":"1","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81025126","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 : 2023-04-25DOI: 10.37074/jalt.2023.6.1.23
J. Rudolph, Samson Tan, Shannon Tan
Developments in the chatbot space have been accelerating at breakneck speed since late November 2022. Every day, there appears to be a plethora of news. A war of competitor chatbots is raging amidst an AI arms race and gold rush. These rapid developments impact higher education, as millions of students and academics have started using bots like ChatGPT, Bing Chat, Bard, Ernie and others for a large variety of purposes. In this article, we select some of the most promising chatbots in the English and Chinese-language spaces and provide their corporate backgrounds and brief histories. Following an up-to-date review of the Chinese and English-language academic literature, we describe our comparative method and systematically compare selected chatbots across a multi-disciplinary test relevant to higher education. The results of our test show that there are currently no A-students and no B-students in this bot cohort, despite all publicised and sensationalist claims to the contrary. The much-vaunted AI is not yet that intelligent, it would appear. GPT-4 and its predecessor did best, whilst Bing Chat and Bard were akin to at-risk students with F-grade averages. We conclude our article with four types of recommendations for key stakeholders in higher education: (1) faculty in terms of assessment and (2) teaching & learning, (3) students and (4) higher education institutions.
{"title":"War of the chatbots: Bard, Bing Chat, ChatGPT, Ernie and beyond. The new AI gold rush and its impact on higher education","authors":"J. Rudolph, Samson Tan, Shannon Tan","doi":"10.37074/jalt.2023.6.1.23","DOIUrl":"https://doi.org/10.37074/jalt.2023.6.1.23","url":null,"abstract":"Developments in the chatbot space have been accelerating at breakneck speed since late November 2022. Every day, there appears to be a plethora of news. A war of competitor chatbots is raging amidst an AI arms race and gold rush. These rapid developments impact higher education, as millions of students and academics have started using bots like ChatGPT, Bing Chat, Bard, Ernie and others for a large variety of purposes. In this article, we select some of the most promising chatbots in the English and Chinese-language spaces and provide their corporate backgrounds and brief histories. Following an up-to-date review of the Chinese and English-language academic literature, we describe our comparative method and systematically compare selected chatbots across a multi-disciplinary test relevant to higher education. The results of our test show that there are currently no A-students and no B-students in this bot cohort, despite all publicised and sensationalist claims to the contrary. The much-vaunted AI is not yet that intelligent, it would appear. GPT-4 and its predecessor did best, whilst Bing Chat and Bard were akin to at-risk students with F-grade averages. We conclude our article with four types of recommendations for key stakeholders in higher education: (1) faculty in terms of assessment and (2) teaching & learning, (3) students and (4) higher education institutions.","PeriodicalId":6298,"journal":{"name":"1","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87951103","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 : 2023-04-19DOI: 10.37074/jalt.2023.6.1.22
Mehmet Fırat
This study investigates the implications of ChatGPT, an AI-powered language model, for students and universities by examining the perceptions of scholars and students. The responses of seven scholars and 14 PhD students from four countries – Turkey, Sweden, Canada and Australia – are analysed using a thematic content analysis approach. Nine key themes emerge from the findings. According to their frequency of recurrence, these themes are: “Evolution of learning and education systems”, “changing role of educators”, “impact on assessment and evaluation”, “ethical and social considerations”, “future of work and employability”, “personalized learning”, “digital literacy and AI integration”, “AI as an extension of the human brain”, and “importance of human characteristics”. The potential benefits of AI in education as well as the challenges and barriers that may arise from its integration are discussed in the context of existing literature. Based on these findings, suggestions for future research include further exploration of the ethical implications of AI for education, the development of strategies to manage privacy concerns, and the investigation of how educational institutions can best prepare for the integration of AI technologies. The paper concludes by emphasizing the importance of understanding the potential opportunities and challenges associated with AI in higher education and the need for continued research in this area.
{"title":"What ChatGPT means for universities: Perceptions of scholars and students","authors":"Mehmet Fırat","doi":"10.37074/jalt.2023.6.1.22","DOIUrl":"https://doi.org/10.37074/jalt.2023.6.1.22","url":null,"abstract":"This study investigates the implications of ChatGPT, an AI-powered language model, for students and universities by examining the perceptions of scholars and students. The responses of seven scholars and 14 PhD students from four countries – Turkey, Sweden, Canada and Australia – are analysed using a thematic content analysis approach. Nine key themes emerge from the findings. According to their frequency of recurrence, these themes are: “Evolution of learning and education systems”, “changing role of educators”, “impact on assessment and evaluation”, “ethical and social considerations”, “future of work and employability”, “personalized learning”, “digital literacy and AI integration”, “AI as an extension of the human brain”, and “importance of human characteristics”. The potential benefits of AI in education as well as the challenges and barriers that may arise from its integration are discussed in the context of existing literature. Based on these findings, suggestions for future research include further exploration of the ethical implications of AI for education, the development of strategies to manage privacy concerns, and the investigation of how educational institutions can best prepare for the integration of AI technologies. The paper concludes by emphasizing the importance of understanding the potential opportunities and challenges associated with AI in higher education and the need for continued research in this area.","PeriodicalId":6298,"journal":{"name":"1","volume":"88 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81259338","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 : 2023-04-17DOI: 10.37074/jalt.2023.6.1.21
{"title":"Refugees’ experiences with online higher education: Impact and implications through the pandemic","authors":"","doi":"10.37074/jalt.2023.6.1.21","DOIUrl":"https://doi.org/10.37074/jalt.2023.6.1.21","url":null,"abstract":"","PeriodicalId":6298,"journal":{"name":"1","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85545273","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 : 2023-04-14DOI: 10.37074/jalt.2023.6.1.ss5
{"title":"Narrating future(s) with others: teaching strategic sustainability management in a relational key","authors":"","doi":"10.37074/jalt.2023.6.1.ss5","DOIUrl":"https://doi.org/10.37074/jalt.2023.6.1.ss5","url":null,"abstract":"","PeriodicalId":6298,"journal":{"name":"1","volume":"115 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89851704","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 : 2023-04-13DOI: 10.37074/jalt.2023.6.1.ss4
{"title":"Ecopedagogy as an educational approach for vulnerable rural communities","authors":"","doi":"10.37074/jalt.2023.6.1.ss4","DOIUrl":"https://doi.org/10.37074/jalt.2023.6.1.ss4","url":null,"abstract":"","PeriodicalId":6298,"journal":{"name":"1","volume":"80 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84013378","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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