Abstract
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The aim of the paper is to review some previous researches examining ICT efficiency and the impact of ICT on educational output/outcome as well as different conceptual and…
Abstract
Purpose
The aim of the paper is to review some previous researches examining ICT efficiency and the impact of ICT on educational output/outcome as well as different conceptual and methodological issues related to performance measurement.
Design/methodology/approach
This paper adopts a non‐parametric methodology, i.e. data envelopment analysis (DEA) technique, and applies it to selected EU‐27 and OECD countries.
Findings
The empirical results of the varying levels of (output‐oriented) efficiency (under the VRSTE framework) show that Finland, Norway, Belgium and Korea are the most efficient countries in terms of their ICT sectors. In addition, the analysis also finds evidence that most of the countries under consideration hold great potential for increased efficiency in ICT and for improving their educational outputs and outcomes.
Originality/value
This is the first paper that investigates such a wide range of countries with DEA technique when analyzing efficiency of ICT sector from an educational perspective.
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Peter Bradshaw, Sarah Younie and Sarah Jones
This paper aims to report on an externally‐funded project and forms part of its dissemination.
Abstract
Purpose
This paper aims to report on an externally‐funded project and forms part of its dissemination.
Design/methodology/approach
The objectives are achieved through a theoretical framing of the project and an alignment of these with the contexts for the project – namely the Professional Standards Framework of the HEA, its use in postgraduate programmes of Academic Practice in England and the development of teacher resources by the IT in Teacher Education association. Findings – The result of the design process is a nine‐unit course which carries 30 credits on the English Higher Education Framework at level 7. Research limitations/implications – The limitations of the paper are that it reports only on the design and production of a course of postgraduate education. It does not report on the actual implementation as this has not yet happened at the time of writing.
Practical implications
The intention is for this course to be adaptable for use in a range of different contexts. This is facilitated by its design being carried out with a community of practitioners supported by an online space for discussion and development.
Originality/value
The design of a course using a collaborative community drawn from across higher education institutions is considered to be original. The paper is of value to all those working in higher education, those working on programmes of academic practice and those interested in the use of Open Educational Resources (OERs) in such contexts.
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Alexia Georgakopoulos and Steven T. Hawkins
This study aims to present Dramatic Problem Solving Facilitation Model (DPSFM) and Interactive Management (IM) as innovative alternative dispute resolution approaches that…
Abstract
Purpose
This study aims to present Dramatic Problem Solving Facilitation Model (DPSFM) and Interactive Management (IM) as innovative alternative dispute resolution approaches that incorporate communication technologies in recording and analyzing data. DPSFM utilizes performance‐based actions with facilitation methods to help participants design action plans. Interactive Management (IM) utilizes a holistic, culturally sensitive and systemic approach to resolve complex problems. Communication technological assistance is accompanied by IM to enhance parsimony and support saliency of the ideas generated. Both approaches support action plans. This paper argues that both DPSFM and IM are theoretical frameworks that are valuable for conflict resolution, educators, and social science specialists who are interested in conducting research under the paradigm of knowing referred to as “Scholarship of Engagement”. This paradigm engages participants in research while promoting action plans and improving status quo conditions. The current paper overviews the benefits of both models and makes a strong case for application of their communication technologies across a variety of contexts. DPSFM and IM are directly involved with promoting change, and supporting actions to improve human conditions. The framework of “Scholarship of Engagement” is introduced as an integrative model for “praxis”. The purpose of this paper was to provide alternative options for working in facilitation groups.
Design/methodology/approach
The methodological approach involved the models of DPSFM and IM.
Findings
The findings of DPSFM and IM applications have been positive and they were revealed in several domestic and international settings.
Originality/value
The value of this work is that it presents an alternative perspective to traditional models in facilitation. The work has transferability in a number of community settings.
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Josephine Csete and Jennifer Evans
The paper aims to focus on institutional initiatives to embed e‐learning in a university in Hong Kong, from 2006‐12, through large‐scale funding of 43 e‐learning projects. It…
Abstract
Purpose
The paper aims to focus on institutional initiatives to embed e‐learning in a university in Hong Kong, from 2006‐12, through large‐scale funding of 43 e‐learning projects. It outlines the guiding principles behind the university's e‐learning development and discusses the significance of various procedures and practices in project planning, development and implementation.
Design/methodology/approach
This longitudinal study combines historical perspectives with process description, analysis and personal observations. Its approach is based in action research. The authors are engaged both as participants/learning designers in particular projects and in management, administration and evaluation of the projects at the institutional level.
Findings
It is proposed that e‐learning projects need careful planning, scaffolding and managing. Also that piloting, evaluation and formal reporting as well as the availability of professional, technical and instructional design support are significant factors in success.
Research limitations/implications
This paper is preliminary work. Further findings and analysis are expected at the final completion of all projects. A wealth of data is available in accumulated project documentation and reports, including individual project evaluations with quantitative and qualitative data.
Originality/value
Given the commonly acknowledged difficulties in helping e‐learning projects continue to completion and actually be implemented, this study can offer strategies that may be widely applied in different contexts. The scale and timeframe of the study and the amount of funding available in one institution are unusual so emerging implications are potentially significant.
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Pasi Virtanen, Jussi Myllärniemi and Heini Wallander
This paper aims to demonstrate how higher education in Finland can benefit from using methods such as Web 2.0 technologies.
Abstract
Purpose
This paper aims to demonstrate how higher education in Finland can benefit from using methods such as Web 2.0 technologies.
Design/methodology/approach
The paper describes how different types of learners (auditory, visual, kinaesthetic) benefit from being exposed to new methods and tools in the tuition process (traditional teaching settings). The strengths and weaknesses of these alternative teaching methods and tools are assessed. The paper is based on a case study – a pilot project – where the Prezi presentation tool and Twitter were tested and used in a university teaching setting. Findings – The results of the study show that both students and faculty found the utilization of Prezi and Twitter in teaching improved the learning and teaching experience.
Originality/value
In Finland, the use of Prezi and Twitter in the classroom is not common. The results of this study should help encourage other teachers in Finland to implement new methods and tools in the tuition process.
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This article aims at presenting a conceptual framework which, theoretically grounded on complexity, provides the basis to conceive of online language courses that intend to…
Abstract
Purpose
This article aims at presenting a conceptual framework which, theoretically grounded on complexity, provides the basis to conceive of online language courses that intend to respond to the needs of students and society.
Design/methodology/approach
This paper is introduced by reflections on distance education and on the paradigmatic view underlying a large component of language courses in Brazil. From these considerations, it is reasoned that the complex paradigm offers a foundation to conceive a unique design concept. The complex educational design is then described in its constructs and features. To conclude, reflections and implications of this original, conceptual model are taken into account.
Findings
An online language course design – although aiming at schematizing a series of learning situations and defining target teaching contents – needs to contemplate unpredictability and instability which prevent it from having a pre‐established fixed design. Instead, it should be based on an open syllabus, structured according to learning situations that, suggested/selected by students, respond to their interests, and through which linguistic items will be introduced and discussed.
Originality/value
This paper presents a conceptual framework which, theoretically grounded on complexity, provides the basis to conceive of online language courses that are responsive to the needs of students and society. While the complex paradigm is emerging and winning followers and complex thinkers over, we have the continuing education segment to open up trial areas and spread out the paradigmatic novelty. The conceptual framework presented and theoretically articulated is now open to be operationalized and interpreted in its potentiality.
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Steven Wdowik and Kathy Michael
The main aim of this study is to gauge international offshore students’ perceptions of virtual office hours (VOH) to consult with their offshore unit coordinators in Australia.
Abstract
Purpose
The main aim of this study is to gauge international offshore students’ perceptions of virtual office hours (VOH) to consult with their offshore unit coordinators in Australia.
Design/methodology/approach
This paper employs a quantitative and qualitative approach where data was sourced from three offshore campuses over a 12‐month period using a survey instrument. SPSS v20 was used to perform basic descriptive analysis, cross tabulations and chi‐square statistics.
Findings
The study revealed that 81 per cent of respondents indicated a willingness to use VOH. A number of perceived benefits of VOH were also identified, including support my learning, instant feedback, feeling valued and convenience.
Research limitations/implications
Participants may have inaccurate perceptions which can manifest in misguided data being presented. The willingness by the majority of undergraduate offshore students to use computer‐mediated communication to conduct VOH provides a platform to explore new ways to promote out‐of‐classroom communication. Students may become more engaged in the teaching and learning process and ultimately provide a more enriched and quality experience.
Originality/value
This study addresses a distinctive gap in the existing literature relating to gauging international offshore students’ perceptions of VOH. Furthermore, the study adds richness to a relatively new trend amongst educators in exploring students’ perceptions of VOH.
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Much discussion has taken place in real life and in cyber space about the future of Henry Archer. He has been the subject of gossip, with the nature of his conception, and then…
Abstract
Much discussion has taken place in real life and in cyber space about the future of Henry Archer. He has been the subject of gossip, with the nature of his conception, and then gained a stepfather, seemingly a gentleman, who cared for both Henry and his mother. Coercive control came to dominate the relation between Rob Titchener and Helen Archer, giving an outward appearance of perfection in all aspects of family life. Henry experienced the gaslighting along with Helen and having seen his mum stab his new adoptive father, Henry was left without his mum, and in the care of evil Rob, effectively prevented from contact with his staid, and consistently caring grandparents. This paper will consider the impact of the trauma on Henry's potential psychological self as an older child and adolescent, looking at the impact of attachment, disparate parenting styles, social learning theory and domestic violence. There is also a comparison to a case study which could illustrate Henry's future, should he decide to begin a career in serial killing.