MOOCs for Development? A Study of Indian Learners and their Experiences in Massive Open Online Courses

The study outlined in this thesis provides an account of the demographics, motivations and experiences of Indian learners in Massive Open Online Courses (MOOCs) comparing the UK-based platform FutureLearn and the Indian platform NPTEL (The National Programme on Technology Enhanced Learning). A sequential mixed-methods approach was adopted. A web-based survey (n=2373) was used to collect demographical data and evidence of respondents’ perceptions about their motivations for taking a MOOC, their learning experiences, and any challenges they may have faced while taking a MOOC. The survey phase was followed by 30 semi-structured interviews with learners from both platforms, adding a rich level of qualitative data to the study, revealing the varied experiences and backgrounds of MOOC learners from India. Analysis of the collected data suggests that learners from India tend to be male, younger, more likely to be in formal education, and more educated than participants featured in many existing studies on MOOC learner demographics. Further, the current study outlined several demographic and motivational differences between learners on FutureLearn and NPTEL, likely to be attributable to the distinct objectives of the two platforms. A more in-depth exploration of learners’ experiences suggested that a diverse group of people, particularly on the FutureLearn platform, are using MOOCs to learn more about areas of personal interest, and, in some cases, using FutureLearn resources to assist in their teaching practice. Conversely, learners on the NPTEL platform, who tended to experience more technical challenges such as connectivity issues, were using MOOCs as a supplement to their formal studies, to make up for some of the systemic lack of quality education in many Indian universities. This thesis suggests that educational technology, in the form of MOOCs, might not necessarily be widening participation in education in a Global South context like India. However, it offers a unique insight into the experiences of learners from India, and provides practical recommendations on how best to serve the needs of the varied Indian learners that make use of MOOCs

IMPLEMENTATION OF ALTERNATIVE LEARNING SYSTEM (ALS) AND THE 21ST CENTURY LIFE SKILLS OF SENIOR HIGH SCHOOL IN REGION XII: BASIS FOR CONTEXTUALIZED POLICY

This study evaluated the implementation of the Alternative Learning System (ALS) and the 21st-century life skills of Region XII senior high schools with an end view of proposing a contextualized policy recommendation. The study was conducted in the Department of Education across the region, specifically in Sultan Kudarat, North Cotabato, General Santos City, and Sarangani Province. It sought to answer problems on learning resources materials, learning environment, learning assessment, distance learning modalities, flexible learning programs, partnership with stakeholders, and learning facilities, and the 21st-century life skills focused on the information, media, and technology skills, learning and innovation skills, communication skills, and life and career skills of senior high school. This research employed the explanatory sequential mixed methods design, delving into implementing the Alternative Learning System (ALS). An in-depth interview was employed to explore the study's qualitative aspects and unveil the perceptions of the selected senior high school teachers. Results showed that the level of implementation and level of effectiveness in 21st-century life skills of the Alternative Learning System (ALS) was rated High by SHS teachers. There was a significant positive relationship between these variables, which means that high implementation would significantly affect the effectiveness of the 21st-century life skills of ALS. The results of the quantitative and qualitative data served as a basis for crafting the policy guidelines on specialization, hiring, deployment, promotions, and benefits of ALS teachers must be implemented. Results also revealed that financial or government subsidies to ALS learners to support their learning needs must be available, and the partnership of industry partners and possible work opportunities must be strengthened.  Article visualizations

Global Perspectives on Educational Innovations for Emergency Situations

This open access book focuses on making the transition from in-person, classroom education to other feasible alternative modes and methodologies to deliver education at all levels. The book presents and analyzes research questions to explore in this arena, including pedagogical issues relating to technological and infrastructure challenges, teacher professional development, issues of disparity, access and equity, and impact of government policies on education. It also provides unique opportunities and vehicles for generating scholarship that helps explain the varied educational needs, perspectives and solutions that arise during an emergency and the different roles educational institutions and educators may play during this time. Developed from a highly successful Presidential Session at the annual meeting of the Association for Educational Communications and Technology (AECT), this edited volume presents AECT and its membership as the premier organization focusing on the provision of educational communications and technology leadership. In addition, it functions as a contemporary document of this global crisis as well as a rich resource for possible future emergency scenarios in the educational arena

MOOCs: Expectations and Reality

This comprehensive study of MOOCs from the perspective of institutions of higher education includes an investigation of definitions and characteristics of MOOCs, their origins, institutional goals for developing and delivering MOOCs, how MOOC data is being used, a review of MOOC resource requirements and costs, and a compilation of ideas from 83 interviewees about MOOCs and the future of higher education. We identify six major goals for MOOC initiatives and assess the evidence regarding whether these goals are being met, or are likely to be in the future

Virtual Internationalization in Higher Education

Digital media and information and communication technology (ICT) are being used more and more in international contexts at universities. In her English-language dissertation, the author examines how this technological potential can be used strategically to expand internationalization. The data basis of the thesis is a content analysis of contributions to international conferences on university internationalization, online and distance learning, university management and research, and ICT and internationalization. The selected abstracts were analyzed based on the model of "Comprehensive Internationalization" (CI). From the results, the author outlines a model for Virtual Internationalization (VI) that considers curricula, international cooperation, and distance learning as well as the roles of university strategy, administration, management, and teaching staff. The highly topical dissertation closes a gap in university research and offers universities valuable starting points in research and practice of internationalization.Digitale Medien und Informations- und Kommunikationstechnologie (IKT) werden mehr und mehr in internationalen Kontexten an Hochschulen eingesetzt. Wie dieses technologische Potenzial strategisch für den Ausbau von Internationalisierung eingesetzt werden kann, untersucht die Autorin in ihrer englischsprachigen Dissertation. Die Datenbasis der Arbeit bildet eine Inhaltsanalyse von Beiträgen zu internationalen Konferenzen zur Hochschul-Internationalisierung, zu Online- und Fernstudium, Hochschulmanagement und -forschung sowie zu den Themen IKT und Internationalisierung. Die ausgewählten Abstracts wurden auf Grundlage des Modells der "Comprehensive Internationalization" (CI) analysiert. Aus den Ergebnissen skizziert die Autorin ein Modell für Virtuelle Internationalisierung (VI), das Curricula, internationale Kooperationen und den Bereich Fernstudium ebenso berücksichtigt wie die Rollen von Hochschulstrategie, Administration, Management und Lehrpersonal. Die hochaktuelle Dissertation schließt eine Lücke in der Hochschulforschung und bietet Hochschulen wertvolle Ansatzpunkte in Forschung und Praxis der Internationalisierung

An Investigation into the Determinants and Characteristics of the Entrepreneurial University:Evidence from Entrepreneurial Universities in the UK

My first major contribution to knowledge is that practically, I modified the European (EU) framework (2012) by introducing a 3x3 best practice model to advance policy and strategy of entrepreneurship in the higher education sectors. My second major contribution is that theoretically, I used evolutionary resource-based view (RBV) theory to analyse all encompassing factors influencing how universities co-evolve with their external environment to become more entrepreneurial which has been predominantly utilised as an internal analysis only. An evolutionary view of resource-based theory argues that variation in university's approaches towards entrepreneurialism is underpinned by their resources and capabilities. Therefore, this research draws on the evolutionary perspective of RBV to explore both internal and external factors. Thereby extending RBV with a taxonomy of factors. My third major contribution is that conceptually, I utilised the strategic corporate entrepreneurship (CE) as a complementary concept to explore how entrepreneurial practices are configured in university settings. This is essential because CE has widely been used to advance the understanding of entrepreneurial activities within established and large private firms only. The strategic view of CE argues that an organisation might not have developed a new business but understand how to explore opportunities in a highly turbulent environment involving multiple actors. In doing so, it provides a comprehensive analysis into the classification of and strategy types behind why some universities are high in entrepreneurial activities than others and how coordination of such activities results in heightening entrepreneurial edge. While branding the activities into classifications, I extend CE with local, national, EU, and international levels of impacts of the entrepreneurial engagement and strategy types. Therefore, the integration of RBV with CE is important to advance our understanding of why and how some pre-1992 (established/old) and post-1992 (new) or the 'self defined' - universities are considered 'entrepreneurial'. Thus, have implications for strategy and management practices.The study develops a 3x3 practical model that can shape strategy, practice, and policy of entrepreneurship in university settings. This is essential because there is a lack of clarity in terms of how the seven components of the entrepreneurial university identified in the EU framework applies to the UK context. Therefore, this qualitative case study research is underpinned by an integrated lens of both RBV theory and CE concept to explore how fifteen (15) UK self-defined entrepreneurial universities are responding to the policy Imperative 'becoming more entrepreneurial'. Through the combination of qualitative methods, thirty-two (32) key informant interviews were complemented with document analysis and participant-led visual methods. In contrast to the findings of the EU framework, my analysis generated three taxonomies of factors, three classifications of characteristics, and three typologies of the entrepreneurial university. In doing so, it highlights some policy and practice implications including having a cohesive and coherent strategy and how well-coordinated entrepreneurial activities enhance competitive position in today's higher education marketplace. Consequently, it offers valuable experience for university leaders and managers to deliberate on their strategies and management practices for entrepreneurialism. As such, the primary beneficiaries of the research contributions are universities and the secondary include funding councils, higher education policy planners, small and medium enterprises (SMEs), practitioners, and researchers

Virtual Internationalization in Higher Education

Digital media and information and communication technology (ICT) are being used more and more in international contexts at universities. In her English-language dissertation, Elisa Bruhn examines how this technological potential can be used strategically to expand internationalization. The data basis of the thesis is a content analysis of contributions to international conferences on university internationalization, online and distance learning, university management and research, and ICT and internationalization. The selected abstracts were analyzed based on the model of "Comprehensive Internationalization" (CI). From the results, Bruhn outlines a model for Virtual Internationalization (VI) that considers curricula, international cooperation, and distance learning as well as the roles of university strategy, administration, management, and teaching staff. The highly topical dissertation closes a gap in university research and offers universities valuable starting points in research and practice of internationalization. Digitale Medien und Informations- und Kommunikationstechnologie (IKT) werden mehr und mehr in internationalen Kontexten an Hochschulen eingesetzt. Wie dieses technologische Potenzial strategisch für den Ausbau von Internationalisierung eingesetzt werden kann, untersucht Elisa Bruhn in ihrer englischsprachigen Dissertation. Die Datenbasis der Arbeit bildet eine Inhaltsanalyse von Beiträgen zu internationalen Konferenzen zur Hochschul-Internationalisierung, zu Online- und Fernstudium, Hochschulmanagement und -forschung sowie zu den Themen IKT und Internationalisierung. Die ausgewählten Abstracts wurden auf Grundlage des Modells der "Comprehensive Internationalization" (CI) analysiert. Aus den Ergebnissen skizziert Bruhn ein Modell für Virtuelle Internationalisierung (VI), das Curricula, internationale Kooperationen und den Bereich Fernstudium ebenso berücksichtigt wie die Rollen von Hochschulstrategie, Administration, Management und Lehrpersonal. Die hochaktuelle Dissertation schließt eine Lücke in der Hochschulforschung und bietet Hochschulen wertvolle Ansatzpunkte in Forschung und Praxis der Internationalisierung

A COMPARISON BETWEEN MOTIVATIONS AND PERSONALITY TRAITS IN RELIGIOUS TOURISTS AND CRUISE SHIP TOURISTS

The purpose of this paper is to analyze the motivations and the personality traits that characterize tourists who choose religious travels versus cruises. Participating in the research were 683 Italian tourists (345 males and 338 females, age range 18–63 years); 483 who went to a pilgrimage travel and 200 who chose a cruise ship in the Mediterranean Sea. Both groups of tourists completed the Travel Motivation Scale and the Big Five Questionnaire. Results show that different motivations and personality traits characterize the different types of tourists and, further, that motivations for traveling are predicted by specific —some similar, other divergent— personality trait