3 research outputs found
Innovation and social learning in higher education institutions
Considering the existing experiences and the concrete needs of the hearing - impaired and visually - impaired groups for accessing HEI programmes, this handboook brings some important innovations:
1. A functional approach, proposing the methods and procedures to be used for developing and delivering ICT based learning offer valid also for these target group (not specially done for them, but designed in such a way that correspond also to their specific needs). This is that will support the target groups in their education and also social inclusion.
2. A subsequent proposal of a kind of “Quality Label”, to establish quality standards and assessment procedures and instruments to be used for evaluating whether Higher Educational Institutions’ offers and training programmes correspond to the ISOLearn standards regarding the accessibility of these groups to their learning offer.
3. Both the Handbook and the “Quality Label” should be tested on a specific qualification which should become a benchmark for the HEI ICT based learning programmes. The concrete experience will demonstrate the benefits for all the stakeholders (e.g. HEI and disadvantaged groups) of promoting social learning approach in HEI.info:eu-repo/semantics/publishedVersio
Intergenerational solidarity and ICT usage : empirical insights from Finnish and Slovenian families
The promotion of students’ engagement with school is an internationally acknowledged challenge
in education. There is a need to examine the structure of the concept of student engagement and to
discover the best practices for fostering it across societies. That is why the cross-cultural invariance
testing of students’ engagement measures is highly needed. This study aimed, first, to find the
reduced set of theoretically valid items to represent students’ affective and cognitive engagement
forming the Brief-SEI (brief version of the Student Engagement Instrument; SEI; Appleton,
Christenson, Kim, & Reschly, 2006). The second aim was to test the measurement invariance of the
Brief-SEI across three countries (Denmark, Finland, and Portugal). A total of 4,437 seventh-grade
students completed the SEI questionnaires in the three countries. The analyses revealed that of the
total 33 original instrument items, 15 items indicated acceptable psychometric properties of the
Brief-SEI. With these 15 items, cross-national factorial validity and invariances across genders and
students with different levels of academic performance (samples from Finland and Portugal) were
demonstrated. This article discusses the utility of the Brief-SEI in cross-cultural research and its
applicability in different national school contexts.peerReviewe