The Role of E-Transformational Leadership in Intergenerational Cooperation for School Culture

In transforming society and the new education system, there is significant need to know more about new generation expectations and the characteristics in order to form future actions. This study aims to reveal the role of e-transformational leadership in intergenerational cooperation for the better school practice and culture. The literature pays attention on transformation in education however literature needs to put forward to expanding practical knowledge on entrepreneurship, cooperation and transformational leadership by concentrating on intergenerational learning and exchange of knowledge in school culture. The study has qualitative nature that self-reports of headmaster and teachers in school context provided qualitative data in order to discover emic perspective on e-transformational leadership and intergenerational cooperation. Thematic analysis was employed to reveal the perceptions and experiences of headmasters and teachers in respect to research focus. The findings showed that the situation of transformational leadership of headmasters, intergenerational cooperation on school culture and efficient use of information technology are key terms to be considered for the development of school culture

Educación a distancia para estudiantes con necesidades especiales en escuelas primarias en el período de epidemia CoVid-19

This study aims to determine what had been done in distance learning applications to enable special education students to continue their education during the Covid-19 epidemic period and how students and their families could benefit from these applications. The research was prepared using a qualitative method and semi-structured interview questions were used to collect the data. In the research ten special education teachers affiliated to MNE (Ministry of National Education), the sample group was analyzed by using content analysis method. The research results   revealed that distance education and face to face education were not provided and family education is not given importance; special education teachers expressed both positive and negative opinions about distance education practices in primary education; there is not a sufficient distance education application for students with special needs and no IEP(Individual Education Program) applications in distance education for students with different developmental characteristics; the use of materials suitable for students' needs is inadequate.Este estudio tiene como objetivo determinar qué se había hecho en las aplicaciones de aprendizaje a distancia para permitir que los estudiantes de educación especial continúen su educación durante el período epidémico Covid-19 y cómo los estudiantes y sus familias podrían beneficiarse de estas aplicaciones. La investigación se preparó utilizando un método cualitativo y se utilizaron preguntas de entrevista semiestructuradas para recopilar los datos. En la investigación, diez maestros de educación especial afiliados a MNE (Ministerio de Educación Nacional), el grupo de muestra se analizó mediante el método de análisis de contenido. Los resultados de la investigación revelaron que la educación a distancia y la educación cara a cara no se impartían y que no se le da importancia a la educación familiar; los maestros de educación especial expresaron opiniones positivas y negativas sobre las prácticas de educación a distancia en educación primaria; no hay una aplicación de educación a distancia suficiente para estudiantes con necesidades especiales y no hay aplicaciones de IEP (Programa de Educación Individual) en educación a distancia para estudiantes con diferentes características de desarrollo. El uso de materiales adecuados para las necesidades de los estudiantes es inadecuado

Educación a distancia para estudiantes con necesidades especiales en escuelas primarias en el período de epidemia CoVid-19

This study aims to determine what had been done in distance learning applications to enable special education students to continue their education during the Covid-19 epidemic period and how students and their families could benefit from these applications. The research was prepared using a qualitative method and semi-structured interview questions were used to collect the data. In the research ten special education teachers affiliated to MNE (Ministry of National Education), the sample group was analyzed by using content analysis method. The research results   revealed that distance education and face to face education were not provided and family education is not given importance; special education teachers expressed both positive and negative opinions about distance education practices in primary education; there is not a sufficient distance education application for students with special needs and no IEP(Individual Education Program) applications in distance education for students with different developmental characteristics; the use of materials suitable for students' needs is inadequate.Este estudio tiene como objetivo determinar qué se había hecho en las aplicaciones de aprendizaje a distancia para permitir que los estudiantes de educación especial continúen su educación durante el período epidémico Covid-19 y cómo los estudiantes y sus familias podrían beneficiarse de estas aplicaciones. La investigación se preparó utilizando un método cualitativo y se utilizaron preguntas de entrevista semiestructuradas para recopilar los datos. En la investigación, diez maestros de educación especial afiliados a MNE (Ministerio de Educación Nacional), el grupo de muestra se analizó mediante el método de análisis de contenido. Los resultados de la investigación revelaron que la educación a distancia y la educación cara a cara no se impartían y que no se le da importancia a la educación familiar; los maestros de educación especial expresaron opiniones positivas y negativas sobre las prácticas de educación a distancia en educación primaria; no hay una aplicación de educación a distancia suficiente para estudiantes con necesidades especiales y no hay aplicaciones de IEP (Programa de Educación Individual) en educación a distancia para estudiantes con diferentes características de desarrollo. El uso de materiales adecuados para las necesidades de los estudiantes es inadecuado

Behavioural intentions of disabled tourists for the use of peer-to-peer accommodations: An application of fsQCA

Purpose. This empirical study aims to examine the causal models that predict disabled tourists’ behavioral intentions to use peer-to-peer (p2p) accommodations. This study also explores the causal models through complex combinations of demographic factors, host attributes, and the levels of perceived charm, convenience, and other service features of the accommodations as a means of describing disabled tourists’ behavioral outcomes. Design/methodology/approach. A questionnaire was administrated to measure the study variables. Using the convenience sampling technique, the questionnaires were distributed among disabled individuals with orthopedic disorders who reside in North Cyprus in May 2016. The five respondents were later interviewed about their needs and expectations from p2p accommodations. A set of preliminary tests (for both reliability and validity) were conducted, and descriptive statistics were used based on the scale items. Fuzzy set qualitative comparative analysis (fsQCA) was used to test the proposed research model, which revealed sufficient and consistent conditions leading to behavioral intentions of disabled tourists in their use of p2p accommodations. The predictive validity of the model was then tested. Finally, the results of the fsQCA were evaluated based on the key tenets of complexity theory. Findings. The findings reveal under which conditions disabled tourists tend to use p2p accommodations. This empirical study has relied upon the use of causal models integrating combinations of demographic variables and host and accommodation place attributes (i.e., charm, convenience, and service features) which were put forth as sufficient predictive configurations of the behavioral outcomes of disabled tourists within the context of a sharing economy. Ultimately, this study find that p2p customers are not limited to travelers with low income levels. Research limitations/implications. The views of people with orthopedic problems in North Cyprus were obtained for testing the configurational model, which means that the results do not necessarily represent a large range of customers’ perspectives. Although this limitation was addressed through the application of a powerful compensatory analytical approach (fsQCA), it is advised that data from tourists with various types of disabilities in other countries be collected for future studies. Practical implications. The results of this study provide practical implications for hosts on how to combine accommodation place characteristics (e.g., charm, convenience, and service) with their own personal attributes (e.g., knowledge and eagerness) to bolster the disabled tourists’ intentions to use p2p accommodations. It is hoped that the results of the fsQCA using the demographic variables presented here will guide businesses toward performing target marketing. This is useful for hosts who wish to attract more disabled tourists, a profitable segment of the market. Originality/value. To the best knowledge of authors, this is the first empirical study that investigates the indicators of disabled tourists’ intentions to use p2p accommodations. This study also adds to the current literature by modeling the behavioral intentions of disabled tourists within a sharing economy using a pragmatic and set-theoretic approach (i.e., fsQCA in conjunction with complexity theory)

Impact of personality on educator attitudes towards open educational resources

The emergence of open educational resources (OER) represents one of the most significant educational developments in the 21st century. Given their capacity to be freely adapted, re-used, and shared in different contexts, OER expand the options for educators. This paper reports on an initial study concerning such choices in which educators’ personalities are investigated in relation to the OER adoption. Choosing open approaches has been shown to correlate with personal attitudes and several studies have highlighted the potential and need for investigating how personality might affect OER adoption. To address this gap, this study investigates the impact of educators’ personality differences in relation to OER adoption. The analysis focuses specifically on the perception towards OER and the intention to use OER using the Five-Factor Model (FFM) to identify educators’ personalities. Following a mixed methods approach, data collected from university educators using questionnaires (57 respondents) and interviews (15 respondents) are discussed in a two-stage hierarchical regression analysis. Demographic variables (age and gender) do not show any significant relationship. Findings reveal that while the explored five personality dimensions do not have an impact on the educator attitudes towards OER, they seem to have a significant impact on their intention to use OER. Specifically, only three personality dimensions – namely, extraversion, agreeableness, and openness – have a significant impact on the intention to use OER. This shows that ‘open attitude’ (mixing extraversion, and agreeableness, and openness) may be a fundamental prerequisite for educators to engage in open teaching practices, including the use of OER

A Comprehensive Framework for Comparing Textbooks: Insights from the Literature and Experts

Textbooks are essential components in the learning process. They assist in achieving educational learning outcomes and developing social and cultural values. However, limited studies provide comprehensive frameworks for comparing textbooks. Most have focused on a specific textbook perspective within a particular discipline. Therefore, this study used a triangulation method to develop a comprehensive framework for textbook comparison. Through a systematic literature review and a two-round Fuzzy Delphi method with 155 textbook experts, a textbook comparison framework with four indicators (structure, content, expectations, and language) was developed. Additionally, some of the developed framework indicators and sub-indicators could be relevant for comparing textbooks in a particular discipline. For example, the page count sub-indicator was proven to be useful for comparing humanities and social science textbooks but not natural science textbooks. The findings of this study could facilitate the process of comparing textbooks, hence promoting the understanding of knowledge design and acquisition in different contexts, such as when comparing textbooks from different countries

Is Metaverse in education a blessing or a curse: a combined content and bibliometric analysis

The Metaverse has been the centre of attraction for educationists for quite some time. This field got renewed interest with the announcement of social media giant Facebook as it rebranding and positioning it as Meta. While several studies conducted literature reviews to summarize the findings related to the Metaverse in general, no study to the best of our knowledge focused on systematically summarizing the finding related to the Metaverse in education. To cover this gap, this study conducts a systematic literature review of the Metaverse in education. It then applies both content and bibliometric analysis to reveal the research trends, focus, and limitations of this research topic. The obtained findings reveal the research gap in lifelogging applications in educational Metaverse. The findings also show that the design of Metaverse in education has evolved over generations, where generation Z is more targeted with artificial intelligence technologies compared to generation X or Y. In terms of learning scenarios, there have been very few studies focusing on mobile learning, hybrid learning, and micro learning. Additionally, no study focused on using the Metaverse in education for students with disabilities. The findings of this study provide a roadmap of future research directions to be taken into consideration and investigated to enhance the adoption of the Metaverse in education worldwide, as well as to enhance the learning and teaching experiences in the Metaverse