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Article
Publication date: 18 August 2023

Dima Yousef, Aseel A. Takshe and Davide Contu

The Covid-19 pandemic forced educational institution to rapidly switch to online delivery. Even if the pandemic seems to be over, online learning will continue to constitute at…

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Abstract

Purpose

The Covid-19 pandemic forced educational institution to rapidly switch to online delivery. Even if the pandemic seems to be over, online learning will continue to constitute at least a part of the course’s delivery in the future. With that in mind, this study aims to explore the factors that influence teaching presence online and how these perceptions will guide teachers to adopt practices that will impact their presence accordingly. Given the changes implemented due to the pandemic, this study is essential to identify the significance of teaching and social presence in online classes.

Design/methodology/approach

Semi-structured interviews were used to find answers to the posed research questions. Exploring the perceptions and experiences of four university teachers, this study, informed by the community of inquiry (CoI) model, investigated the impact of teaching and social presence on the online learning experience in higher education.

Findings

The findings indicate that teachers acknowledged the importance of these two elements in teaching online. Moreover, the study investigates how teachers could establish teaching and social presence to enhance the online learning experience.

Originality/value

The study explores teachers’ views on the importance of presence, their practices to achieve in an online learning environment and addresses a gap in the literature on “teaching presence from the educator’s perspective, [since] most studies exploring the student’s perspective” (Gurley, 2018, p. 200).

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Article
Publication date: 13 January 2023

Dima Yousef

The purpose of this study is to explore through the author’s personal experience the impact rebuilding the author’s well-being had on the author’s identity and efficacy as a…

98

Abstract

Purpose

The purpose of this study is to explore through the author’s personal experience the impact rebuilding the author’s well-being had on the author’s identity and efficacy as a teacher. This describes the author’s experiences after the death of the author’s father and the effect of the author’s emotional state on the author’s personal and professional identity. It also explores how the author developed sustainable habits to cope with daily challenges.

Design/methodology/approach

The study adopts an auto-ethnographic approach utilizing journal entries and reflections collected over the years as part of the healing process. These will provide a descriptive view of the author’s emotional state in the years after the author’s father's death. The author employed this method to explore the author’s personal experiences and provide a better understanding of the connections between the reconstruction of the professional identity and the importance of well-being and mental health in light of a significant or transformative event.

Findings

The paper provides insights about the significance of a positive mind-set on the efficacy and performance of teachers. This suggests that there is a connection between the impact of improving the author’s well-being on a personal and professional level.

Originality/value

There is little research on how self-efficacy or coping strategies could have an impact on teachers. The paper offers a unique insight into teachers' emotional and academic identities.

Details

Qualitative Research Journal, vol. 23 no. 2
Type: Research Article
ISSN: 1443-9883

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Article
Publication date: 6 July 2012

S.V. Raghavan and V. Balasubramaniyan

The purpose of this paper is to study the financial facilitators who provide financial muscle to terrorists.

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Abstract

Purpose

The purpose of this paper is to study the financial facilitators who provide financial muscle to terrorists.

Design/methodology/approach

The methodology adopted is based on the available materials on two major terrorists groups: Al Qaeda and LTTE, who have terrorized the global community in the last two decades.

Findings

The key findings are that most financial facilitators are knowledgeable, literate and suave and who are kin of the top leadership or part of the clan/sect. Kinship is an important factor for trust worthiness, which leads to their association with the top level leadership for a decade or so, to handle aspects related to a terror group. Also, illegal fund raising/moving aspects are controlled by financial/operational heads of groups, while legal fund raising methods are handled by sympathizers.

Research limitations/implications

The methodology is based on descriptive analysis of existing materials gathered from different writings of different persons in different places, as none of the traditional approaches to the study is possible. The only possible method for analysis is a behavioural approach, and that too on a selective basis, not in total.

Practical implications

Government intelligence agencies need to strive to identify such facilitators, who in turn may lead them to the top leadership, as happened in the cases of Osama bin laden and Hambali.

Originality/value

There is no previous systematic approach which has attempted to study the financial facilitators who provide financial muscle to terrorists. The value of this paper lies in its originality of presentation of facts in a systematic fashion.

Details

Journal of Money Laundering Control, vol. 15 no. 3
Type: Research Article
ISSN: 1368-5201

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Article
Publication date: 28 October 2024

Heba Atef El-Akhras, Marwa Ali Abd El-Wahab, Elham Gharib Saghier and Kareem M. Selem

Despite ChatGPT usage advantages to complete assignments as quickly as possible with detailed information, its adoption risks are crucial factors that may significantly influence…

99

Abstract

Purpose

Despite ChatGPT usage advantages to complete assignments as quickly as possible with detailed information, its adoption risks are crucial factors that may significantly influence student outcomes, like creative skills and achievement levels. Hence, this paper examines the potential effects of ChatGPT adoption risks on students’ cognitive achievement, underpinned by perceived risk theory (PRT). Further, this paper examines the mediating role of creative thinking levels among hospitality college students.

Design/methodology/approach

This paper employed a quantitative approach to collect data. Using an online survey, simple random sampling was employed to ensure bias. Hence, 267 faculty members at tourism and hospitality colleges affiliated with Egyptian public universities responded, and their responses were tested using SmartPLS v.4.

Findings

Creative thinking partially mediated five potential risks of students’ ChatGPT adoption effects on their cognitive achievement. More specifically, psychological risks of ChatGPT adoption among students are considered one of the most likely to reduce their levels of creative thinking and their ability to achieve achievement.

Practical implications

This paper provides insights for policymakers aimed at enhancing higher education quality in tourism and hospitality colleges. Accordingly, this paper concludes by highlighting the importance of addressing ChatGPT adoption’s psychological risks, integrating strategies to promote creative thinking among students and fostering responsible artificial intelligence usage in higher education.

Originality/value

This paper underscores the critical role of faculty members in navigating and mitigating these risks, fostering a more conducive learning environment for responsible ChatGPT usage.

Details

Journal of Hospitality and Tourism Insights, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2514-9792

Keywords

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