Social Support (or lack thereof) and Internal Drive: Factors that Connect Online Learners, Females, and First Generation College Students

As more female and first generation college students (FGN) embrace higher-education – business in particular, and also as online learning gains more traction there is a need to explore the factors that drive the academic success of these learners. Online learners, female students and FGN all share a common bond, i.e. reduced social support. This study examines whether reduced social support – caused by technical (Internet/Online), cultural (females) and social (FGN) factors could have a parallel dampening, or other, influence on the impact of learning processes on learning outcomes for these students. The study relies on the 3P model of student learning to integrate diverse theories which substantiate reduced social support for these demographics, such as Media Richness for online learners, Stereotypes for females, and Social and Cultural Capital theories for FGN students. Data were collected from students enrolled in various business courses in a Midwestern University and analyzed using the Structural Equation Modeling approach

Corporatisation of universities deepens inequalities by ignoring social injustices and restricting access to higher education

There has been an unprecedented demand for equitable access to post-secondary education post 1994, perhaps because of the change in policies broadening participation of black people in traditional institutions of higher learning in South Africa. The dramatic increase of people of colour attending institutions of higher learning coincided with shrinking government subsidies, which led to universities redesigning their identity according to corporate culture. Thus, they turned to double digit fee increases and persistent long-term outsourcing of services to overcome the problem of funding insecurities. However, it is not clear how corporatization of institutions of higher education enables equitable access and efficient delivery of higher education to the majority of blacks who were previously disadvantaged by apartheid policies. The primary objective of this paper is to conduct a meta-synthesis of a systematically retrieved sample of empirical academic literature to present an argument on the systemic deficits in corporatization of higher education and the corporate identity which distort the ideal university. The PRISMA statement is followed to ensure transparent and complete synthesis of the literature reviewed to maintain the integrity of individual studies. Thereafter, the paper presents a detailed account of how corporatization of universities deepens inequalities; ignores social injustices and restricts access to higher education. In addition, the paper makes a claim that corporatization of universities impairs the academic quality and freedom of the university as well as portrays education as ‘private good’ for self-actualization

Implications of the University of South Africa\u27s (UNISA) shift to Open Distance e-Learning on Teacher Education

This conceptual and exploratory article seeks to explore the implications of the University of South Africa’s (Unisa) shift from open distance learning (ODL) to open distance e-learning (ODeL) on Teacher Education. In addition, the article problematizes the shift as a policy imperative. Unisa’s mandate to provide teacher education opportunities to previously disadvantaged African students who were excluded from higher education opportunities by apartheid policies and legislation is considered. With this in mind, the blind spot is that the intended shift from ODL to ODeL presumes existence of a culture of use, and reliance on modern electronic technologies. Put simply, the shift has unintended consequences of perpetuating socio-economic inequalities. In this paper, I shall argue that the promise of global e-learning can only be realized if Unisa was to strive for a better understanding of teaching and learning in the context of previously disadvantaged space(s)

Pre-service Visual Art Teachers’ Perceptions of Assessment in Online Learning

Abstract: This paper reports on a study conducted into how one cohort of Master of Teaching pre-service visual art teachers perceived their learning in a fully online learning environment. Located in an Australian urban university, this qualitative study provided insights into a number of areas associated with higher education online learning, including that of assessment, the focus of this paper. Authentic assessment tasks were designed within the University’s learning and teaching framework of constructive alignment and were sequenced across the three semesters of the visual art program. Analysis of data collected through a questionnaire and semi-structured interviews revealed that participants largely held very positive attitudes about the suite of online assessment tasks, particularly in light of (a) the collaborative learning that took place, (b) the nature, structure and sequence of the tasks, and (c) the ways in which the tasks contributed to their workplace readiness

Social work education: current trends and future directions

This chapter deals with changing patterns of social work education in a rapidly globalising world. Neoliberalism and advances in information technology are creating spaces for cross-border, virtual education as never before. The chapter interrogates the impact of neocolonial, capitalist expansion of higher education as a tradable commodity, and reviews some of the debates around the universal and the particular with regard to cross border virtual education. The universal-particular debate is further probed by reviewing global initiatives of the International Association of Schools of Social Work (IASSW) and International Federation of Social Workers (IFSW), such as the Global Definition, program consultations linked to the Global Standards, and the proposal to form regional centres of excellence. While well-intentioned, neither the processes nor the outcomes of these initiatives are neutral, often reflecting geo-political power, the project of legitimation, hegemonic discourses and neoliberal and new managerialist thrusts towards standard setting, performance appraisals and external reviews within modernist notions of progress and development

Framing Teacher Educator Engagement in an Online Environment

In this conceptual paper, we draw upon Pittaway’s (2012) Engagement Framework, using it as a lens through which to examine the personal, professional, academic, intellectual and social dimensions of teacher educators’ engagement within an online teaching environment. We reflect on findings from our pilot study (Downing & Dyment, 2013) and draw on key literatures in the fields of higher education, teacher education and online teaching to explore the various dimensions of the Engagement Framework, particularly as they relate to teacher educators’ engagement. We offer recommendations for teacher educators to consider as they contemplate the move to online preparation of pre-service teachers. Our paper concludes with the recognition that for teacher educators to feel engaged in the online learning environment, they must be confident that it offers an engaging and effective form of learning for pre-service teachers. This paper will help teacher educators to better understand how to engage with the growing phenomenon of online preparation of pre-service teacher

American Marketing Students’ Attitudes towards Online Classes

A sample of 304 American marketing students from four regionally diverse universities provided insight regarding their attitudes towards online education. Positives included scheduling flexibility, opportunities to take more classes offered by their own and by other universities, and the elimination of time and cost constraints. Most disconcerting was the absence of studentteacher interaction. Traditional and hybrid offerings were generally deemed to be superior to those courses using the “delivered entirely online (DEO)” format. Students need to be made more aware of the advantages of online education from both an educational and a temporal perspective. A meaningful segment is comprised of those students who have yet to take an online course and tend to exhibit more reluctance towards online education. Another constituency that needs to be targeted so as to change the existing negative perceptions is the employers who look to higher education institutions for students with the skills needed to help their organizations achieve their own goals. Another key group comprises prospective faculty, many of whom have yet to fully embrace this evolving paradigm germane to the delivery of the educational product

Business Viability & Communication Potential of Modern Education Models

The COVID-19 pandemic has impacted the education sector at large. This study aims to investigate which current education model best balances the sub-criteria of business viability and communication efficacy in the milieu of our modern context. In this study, five education models have been studied in order to uncover their performance in these two sub-criteria. Each model is analyzed in terms of its objective performance. The results reveal that in-person education provides slightly better scores for communication efficacy as well as much higher student and faculty satisfaction, while online education is incredibly economically viable. While the data is unclear, in ideal circumstances, the model that best balances the sub-criteria is the hybrid education model

Examining the Meaning of Course Evaluation

Teaching evaluations significantly influence faculty members’ annual evaluations and progress toward tenure and promotion within academic programs in higher education. Those with consistently strong, positive, teaching evaluations have been deemed effective instructors and often validated with increases in salary, teaching awards, and promotion and tenure. This is especially the case when strong course evaluations are received in addition to documented scholarship and research activities and positively evaluated professional service. However, questions are being raised about the meaningfulness of students\u27 ratings of course instruction. Do these measures effectively assess competence as instructors or do they measure other unknown processes in the perceptions of students that should not be considered relevant in the annual review process for academicians or validated with promotion and secured employment longevity. Some argue that teaching evaluations primarily reflect the likability of the faculty. It is purported that students rate more positively those faculty who grade less rigorously, who are more lenient, accessible and friendly; while faculty who have high standards and focus on the content and information delivery are penalized in the process. On the other hand, advocates of the current tradition argue that the measures are accurate reflection of both teaching efficacy and effectiveness. The topic has become somewhat controversial in blogs, promotion and tenure committees, and in the Chronicles of Higher Education, however, the practice of including course evaluations in faculty evaluations persists. The purpose of this study is to add to the literature by providing a more in-depth examination of the meaning of course evaluations. Analyses were performed to address the following research question: “To what degree do faculty demographics, academic background, academic status, professional engagement, course grading patterns, and course characteristics predict the variance in overall course evaluation, standard deviation, and response rates?” Collected data consisted of course evaluations of 286 Human Services-related courses, information collected from curriculum vitae of 55 faculty members, during one academic year in an independent, regional institution with a student population of ~ 13,000 located in the southwestern region of the USA. Analysis of this data indicated that faculty academic background significantly predicted the variance in overall course evaluations and standard deviations. Results from this study may assist with policy development regarding promotion and tenure and more effective procedures for the evaluation of course instruction

Engaging student teachers in an online teaching pedagogies module during COVID-19

COVID 19 represented a major challenge for many educators, with teachers needing to pivot rapidly to using online learning tools in order to stay connected with their students. This was particularly relevant for teachers in the process of completing their Initial Teacher Education (ITE), whose programmes of study did not include online teaching components. The objective of this study was to develop and evaluate a module for teaching in online and blended learning environments for 244 post-primary teachers in ITE. This study begins by examining the impact of COVID-19 and the resulting pivot to online learning, this includes an overview of the challenges associated with online teaching. Next, the authors explain the module in detail, outlining the tools, strategies and activities provided for student teachers. This included peer-evaluated online micro-teaching components - which formed a major part of the learning. Data collection involved a questionnaire which gathered student teachers‟ perceptions of the module and its approaches, the impact it had on their ability to teach during the COVID-19 pandemic, and the knowledge and skills useful for future practice. Findings suggested that the implementation of the developed module was successful in preparing student teachers to teach online, providing them with the tools and confidence necessary for success. Improvements suggested the development of differentiated pathways for student teachers who are more experienced with online teaching