On-campus Education Research Articles

Research on Inheritance of Campus Education to Local Students Based on the Intangible Cultural Heritage of Inner Mongolia Yurts

The study focuses on creative behaviour as a determinant in the social acceptance of students, cultural identity on students' learning performance, and the mediating effect of students' happiness with on-campus education. The constructivism idea was the foundation for the current study. To gather the data for the analysis, 380 students from different Chinese universities participated in an online and in-person survey. The results of structural equation modelling (SEM) show that social acknowledgement improves student learning outcomes. The study's findings also revealed a link between cultural identification, social acceptance, student satisfaction, and academic achievement. Additional research can be carried out to keep the understanding of our model accurate. There was yet another drawback to using a quantitative, closed-ended questionnaire. The cross-sectional form of the study makes it challenging to demonstrate a cause-and-effect relationship. During class discussions and interactions with peers or teachers, students who collaborate to learn to create solid ideas and opinions. There are significant policy recommendations, requests for further research, and recommended theoretical and practical implications.

Academic Staff’s Perspective on Blended Learning Practices in Higher Education Post COVID-19: A Case Study of a Singaporean University

The COVID-19 pandemic of 2020 saw the rapid adoption of fully online higher education (HE) academic programmes across the world. With the likely post-pandemic return to on-campus education, online learning in some form is expected to continue. It is apparent also that globally, students’ mindsets about online learning have changed during the pandemic period. It is thus timely to investigate the potential of blended learning (BL), a hybrid form of online and faceto-face education, as a pedagogical approach for HE in the future worldwide. As academic staff are instrumental in implementing effective HE pedagogical approaches, this study explored the academic staff’s views and practices with BL. The study implemented the qualitative case study approach, and the in-depth interview method was applied with eight academic staff representing different departments in a Singaporean higher education institution. Thematic analysis on the qualitative data gathered in accordance with the study’s foci elicited inputs about the academic staff’s BL understandings, usage and impacts, as well as challenges and suggestions for enhancing BL in HE. The findings revealed the academic staff’s positive BL perceptions, sound understandings, and strong experience with various digital tools. From this sound foundation, the staff interviewees made suggestions for developing effective BL practices which apply for HE in the future. The study’s important implication is that the findings are relevant and valuable in the situation where, post the pandemic, HE adjusts for students return to campuses where BL is likely to replace the face-to-face education. Importantly, these suggestions form the elements of a BL ecosystem that includes policy, infrastructure, training and evaluation and demonstrates flexibility for the ecosystem’s application to both the Singaporean context and to effective HE BL design globally post the pandemic.

Closer and further away – emergency-remote teacher education, orientations and student-bodies

This paper contributes knowledge on the effects of materiality and space on teaching and equal access to teacher education. Through an intersectional analysis, with a specific focus on orientations, bodies and materiality, we show how student-bodies orientate closer to or further from various parts of teacher education as an effect of the materiality of emergencyremote vs. on-campus education. We elaborate on three different student-body orientating processes that take place during teacher education. These are all related to the emergencyremote education implemented as a consequence of the COVID-19 pandemic. We call these processes ‘remote education as relief’, ‘the embodiedness of raising the hand on Zoom’ and ‘energy-draining pre-recorded lectures’. We show how the materiality of emergency-remote education orientates the participants situated within the bodily horizons of intersectional positions of being deaf, female, racialized as non-white and not having Swedish as a first language, both closer to and further away from various parts of their teacher education. The analysis is based on both individual and group interviews with twelve teacher students. The paper contributes insights to emergency-remote education, remote education and on-campus educating.

NSW Health COVID-19 Emergency Response Priority Research program: a case study of rapid translation of research into health decision making.

The NSW Health COVID-19 Research Program was established in April 2020 to contribute to minimising the health, social and economic impacts of the coronavirus disease 2019 (COVID-19) pandemic in New South Wales (NSW). This paper describes the establishment and implemention of one element of the Program, the Emergency Response Priority Research (Emergency Response) workstream, which is focused on the rapid creation of evidence to support urgent operational work for the public health management of COVID-19 in NSW. Narrative description. As at June 2021, nine Emergency Response projects had been funded. Mechanisms used to expedite projects included: embedding academic researchers in NSW Health to work directly with routinely collected NSW Health data; adapting existing research projects to include a COVID-19 component; leveraging established research partnerships to conduct rapid pilots; and directly commissioning urgent projects with experienced and trusted local researchers. Evidence from Emergency Response projects has contributed directly to informing the NSW public health response. For example, findings from a study of COVID-19 transmission in schools and childcare settings in the early stages of the pandemic informed decisions around the resumption of on-campus education in 2020 and helped shape policy around higher risk activities to help reduce transmission in education settings. Similarly, findings from a project to validate methods for identifying SARS-CoV-2 virus fragments in wastewater were subsequently incorporated into the NSW Sewage Surveillance Program, which continues to provide NSW Health with information to support targeted messaging and testing. The approach to establishing and implementing the Emergency Response workstream highlights the importance of continuing to ensure a well-trained public health research community and actively supporting a collaborative research sector.

Student experiences of online learning due to Covid-19

Background: Five weeks into the start of a new academic year, the University of Canterbury (UC) in Christchurch, New Zealand experienced a rapid transition from traditional on-campus education to online distance learning. On-campus lectures were replaced by a combination of interactive live-streamed Zoom sessions, pre-recorded classes, compiled videos and laboratory sessions, and other activities. It was unknown how students’ learning was impacted by this sudden change to an online environment. Purpose: Our research sought to explore the main challenges perceived by students in the transition to an online learning environment in order to gain an understanding of how teaching staff can best address student needs in future emergency situations. Methods: A two part survey was electronically distributed to students enrolled in a 4-year engineering programme and a 3-year sport coaching programme at the University of Canterbury. Results: Student responses indicated a clear desire for structured, in-person delivery of tertiary education. The ability to gain rapid feedback from lecturers was missed, as was social interaction and informal learning among peers. The use of timetabled tutorials and small-stakes assessment items helped facilitate regular contact with the course material and interaction among students and between students and teaching staff. Assessment practices which constrained time to respond to questions, although useful in limiting opportunities for cheating, was unpopular with students and was associated with increased anxiety. Students preferred untimed assessments, such as written assignments and take-home tests. In addition, it was found to be important to provide practise opportunities for modified-for-online assessments prior to formal testing to help reduce stress in an already stressful environment.

“I can wait until I return home”: healthcare utilization among Korean international students in the U.S.

ObjectiveThis study aimed to understand healthcare utilization behavior among Korean international students in the U.S. Participants and methods: Seventeen Korean international students in New York City participated in in-depth personal interviews. Results: The participants passively utilized U.S. healthcare by minimizing, avoiding, or delaying needed healthcare. However, they actively utilized transnational healthcare (in Korea) as an alternative strategy. Participants’ negative perception of the U.S. healthcare system (as a predisposing factor) influenced healthcare utilization in the U.S. The enabling transnational factors influenced their transnational healthcare utilization. Low perceived need for healthcare (as a need factor) determined the country where they utilized healthcare. Conclusion: Andersen’s healthcare utilization model is applicable in explaining healthcare utilization behavior among Korean international students, who could be considered a nontraditional vulnerable population. On-campus health education and promotion may help international students receive timely healthcare, especially those who do not return to their home country routinely.

Carrots and Sticks in Online Education

This paper examines the key characteristics of online education versus the traditional ground or on-campus education. The paper aims to clarify several myths about both online and on-campus programs. By comparison, this paper provides an objective approach to help potential students to make an informative yet subjective decision on whether online or on-campus is more suitable. This personal decision would depend on one’s own circumstances, preferences, and personal strength and weakness.

The online student experience: A MAC-ICE thematic structure

Attracting and retaining students in a COVID-distanced online higher education market is more important than ever. With limited access to campus, extensive student choice, and precarious institutional revenue, understanding what makes a positive online student experience in the eyes of students themselves, is vital for institutional survival. Through an in-depth case study of online first-year university students, this research identified six themes that describe students’ lived experiences of online education (OE), summarised as a motivation, ability, circumstances – interaction, curriculum, environment, or MAC-ICE, thematic structure of the online student experience (OSE). Where online students are deeply motivated, possess the skills to participate effectively in online university education, and are situated in conducive circumstances, they may be well placed for a positive student experience. Supplementing this, universities may facilitate a quality OSE through meaningful interaction with instructors, peers, and course content; flexible, challenging, and relevant curricula; and a reliable, innovative learning environment commensurate with the on-campus student experience. The rich description provided by this research enables generation of propositions about students’ experiences of OE, and suggests opportunities to enhance the OSE through consideration of identified themes.
 
 Implications for practice or policy:
 
 The OSE can be described by students’ motivation, ability, and circumstances, alongside institutional interaction, curriculum, and environment.
 OE may be perceived to involve more work, greater concentration, better time management, more self-regulation, and a heavier reliance on technology, than on-campus education.
 OE research may be confounded, where particular MAC-ICE themes are insufficiently considered.
 Online student outcomes may be increased through purposeful consideration of all MAC-ICE themes.

What Do CS Students Value in Industry Internships?

Summer internships present an opportunity for Computer Science (CS) students to expand and test their skills in “the real world.” These multi-faceted experiences call on students to use technical tools and critical thinking in collaboration with others to solve problems. There are many opportunities for learning and growth: which of these do students find most valuable? In this project, we collect and analyze open-ended reflections by undergraduate CS students at the conclusion of a summer internship. We see that students focus on technical skills, expanding professional networks, and the satisfaction of completing a product that will be of use to others. These insights help inform academic programs that support Computer Science students engaging in these internships and strengthen their connection to on-campus education.

Knowledge, attitudes and practices towards COVID-19 guidelines among students in Bangladesh.

This paper explores the level of knowledge, attitudes and practices towards COVID-19 guidelines among the students in Bangladesh. In achieving this objective, this paper used primary data collected from 1822 students wherein three different Likert scales and a one-way ANOVA test were used to assess knowledge, attitudes, and practices (KAP) scores as well as mean differences with respect to different variables. This research reveals that the majority of students had a higher level of knowledge and a positive attitudes towards the COVID-19 guidelines. Contrarily, only 0.22 percent of students showed a strong compliance towards COVID-19 guidelines while the majority of students (60.54 percent) had rather poor adherence which is an alarming finding. Hence, reopening the educational institutions in Bangladesh amid this second wave of the pandemic is not advisable yet. Nevertheless, reinforcing the preventive measures through campaigns or online discussion is crucial to persuade people to follow the preventive guidelines. In addition to this, urgent vaccination of all students and teachers is highly recommended to contain this global disease in an attempt to reopen the on-campus education system as soon as possible.

Transição para o ensino remoto de emergência no ensino superior em Portugal – um estudo exploratório

A pandemia de Covid-19 teve impactos profundos no ensino superior. Em Portugal, afetou cerca de 350000 estudantes, envolvidos num processo de transição de emergência para práticas de ensino remoto. Consideramos fundamental identificar práticas adotadas pelas instituições de ensino superior nesse contexto, assim como a forma como têm sido reajustadas ao longo do tempo, e como o processo foi percecionado, quer por professores, quer por estudantes. Para tal, foi aplicado um questionário online dirigido a professores e estudantes do ensino superior presencial entre os dias 22 de abril e 12 de maio de 2020. Os resultados apontam para a adoção de uma pluralidade de estratégias de ensino, com destaque para práticas síncronas, e revistas ao longo do processo. Apesar de aspetos sensíveis como a avaliação, o envolvimento dos estudantes, as atividades práticas ou a gestão do tempo, são reconhecidas potencialidades e limitações ao processo.

Challenging assumptions about "moving online" in response to COVID-19, and some practical advice.

This article was migrated. The article was marked as recommended. COVID-19 is forcing many Universities to close for some time and programmes for medical, allied health, and nursing students are moving online. Based on our extensive collective experience teaching a variety of health professionals in clinical and academic settings, and of online learning, we want to question assumptions that seem apparent to us in some of the discourse around "moving teaching online". We write from the perspective of a team delivering a postgraduate programme for professionals working full time (in most cases) from around the world and different professions; however, we believe the issues raised are applicable to online education in general. There is a practical purpose to confronting these assumptions. It is our aim to help those delivering health professions education avoid some pitfalls that we think would result in poor quality experiences for all concerned. We do not believe that online education is inherently poorer nor, indeed, fundamentally distinct from on-campus education. However, there are certainly important considerations for learning to teach online, and we attempt to highlight some of these. We also provide some advice to those new to teaching online based on our experience, research, and the literature.

What influences the dynamics of technology licensing in academia The case of Spanish universities

University licensing, a technology transfer mechanism that has received less attention in the literature despite its relevance, was examined. Specifically, we explored the combined effect of human capital, research experience, and knowledge stock on licensing. We assumed that universities follow different patterns according to their internal strategy and resources. In order to deeper explore our results, we also investigated which combinations of the above factors led to the absence of licensing. To do so we used qualitative comparative analysis (QCA). Sample included 39 Spanish public universities with on-campus education. Our results suggest that universities should strive to achieve a good mix of quality and quantity in terms of human capital and research experience in order to be active in licensing. Surprisingly, knowledge stock is rather irrelevant. We observe that subject-mix plays a role, as technical universities are more prone to generate licences.

What influences the dynamics of technology licensing in academia The case of Spanish universities

University licensing, a technology transfer mechanism that has received less attention in the literature despite its relevance, was examined. Specifically, we explored the combined effect of human capital, research experience, and knowledge stock on licensing. We assumed that universities follow different patterns according to their internal strategy and resources. In order to deeper explore our results, we also investigated which combinations of the above factors led to the absence of licensing. To do so we used qualitative comparative analysis (QCA). Sample included 39 Spanish public universities with on-campus education. Our results suggest that universities should strive to achieve a good mix of quality and quantity in terms of human capital and research experience in order to be active in licensing. Surprisingly, knowledge stock is rather irrelevant. We observe that subject-mix plays a role, as technical universities are more prone to generate licences.

Online Distance Learning in Biomedical Sciences: Community, Belonging and Presence.

In higher education (HE), distance learning (DL) has increased worldwide. Many educational establishments have embraced online distance learning (ODL), with online courses being delivered by a great number of institutions, ranging from community colleges to major universities world-wide. Distance learning (DL) is not a new concept (Keegan D. Theoretical principles of distance education, London, Routledge, 1993), it dates as far back as the eighteenth century as a means of providing access to those who would otherwise not be able to participate in face-to-face educational courses. Traditional DL courses lacked interactivity and the emergence of computers and the internet provided the opportunity for learners to undertake online distance learning (ODL). Many ODL students are biomedical professionals juggling work and family commitments, and therefore the ability to study at a time and place that suits them allows them to engage in learning that they otherwise would not be able to do without relocating. However, whilst ODL offers greater learning opportunities, the lack of campus time and face-to-face learning contact can result in learners feeling isolated.Knowledge is constructed in the midst of interactions with others and is shaped by the skills and abilities valued in a particular culture. Thus, the teacher plays a key role in this learning process in shaping the leaning activities and supporting the development of knowledge and understanding. Therefore, it can be said that the role of the ODL instructor differs from that associated with traditional on-campus education. The instructor becomes the facilitator to support student learning, whilst the student actively participates in what and how knowledge is imparted. Consequently, students studying online are often required to take on a greater responsibility for their own learning. They learn more independently than the on-campus students, as they cannot just simply follow what the other students are doing, they must log into the VLE as a solitary initiative and interact with fellow students and their tutor of their own accords, this chapter looks at how presence and belonging can be supported in ODL as well as supporting staff and students to transition to ODL.

The experience of international postgraduate students on a distance-learning programme

ABSTRACTOnline distance-learning (ODL) programmes in higher education enable students to remain in their domicile country to study with institutions based in other countries. ODL students can find themselves studying with others from many different countries, adding greater heterogeneity of personal, environmental and cultural perspectives compared with on-campus education. This is likely to impact the learners’ experience in different ways. The current research examined the experience of students living outside of the European Union, who were registered with an ODL programme with a higher education institution based in the European Union. The research identified a number of important factors that influenced the students’ experience in different ways. The results emphasise the need for ODL programmes to fully consider individual students’ contexts, regardless of where they are in the world, and for these needing to be embedded in a pedagogical framework that gives due consideration to globally diverse cohorts of students.

Preventing Sexual Violence on Campus in the U.S.: Four Thought Experiments

This article proposes new approaches to sexual violence prevention on college and university campuses in the United States. The author conducted four thought experiments about possible college sexual assault prevention strategies based on personal experience with campus administrators and sexual assault prevention specialists, review of existing research, and conversation with undergraduates and graduate students engaged in sexual assault prevention. Both advantages and drawbacks of each potential new strategy were contemplated. The four thought experiments were: (1) What if campuses stopped investing in sexual assault prevention and invested in fighting structural oppression instead?; (2) What if the mission to change social norms was not limited to campus, but aimed at the macro level?; (3) What if sexual assault prevention experts were trained in consent and pleasure related to kink, anal sex, and group sex?; and (4) What if colleges and universities provided on-campus education and counseling options for people who perpetrate sexual assault? First, encouraging a “root cause” perspective on sexual assault prevention would be strategic and socially responsible, but might be difficult to enact. Second, social norms change strategies that are global, not local, might be effective but might require an unrealistic level of cooperation between schools. Third, more information about consent as it pertains to kink, anal sex, and group sex may be useful components of sexual assault prevention education. Finally, there are too few evidence-based programs for people who have perpetrated sexual assault on campuses. Thought experiments are inexpensive to conduct and may invigorate the field.

Twelve tips for developing and delivering a massive open online course in medical education

Massive open online courses (MOOCs) are a novel mode of online learning. They are typically based on higher education courses and can attract a high number of learners, often in the thousands. They are distinct from on-campus education and deliver the learning objectives through a series of short videos, recommended readings and discussion fora, alongside automated assessments. Within medical education the role of MOOCs remains unclear, with recent proposals including continuing professional development, interprofessional education or integration into campus-based blended learning curricula. In this twelve tips article, we aim to provide a framework for readers to use when developing, delivering and evaluating a MOOC within medical education based on the literature and our own experience. Practical advice is provided on how to design the appropriate curriculum, engage with learners on the platform, select suitable assessments, and comprehensively evaluate the impact of your course.

Asynchronous, E-Learning in Legal Education: A Comparative Study

The recent survey from Wolters Kluwer showed that only 14% of respondents were aggressively planning for online legal education, while 19% did not plan to ever offer online education, with the rest of the responses falling into the proceeding-with-caution category. The authors attribute two major factors to this state of affairs — first, the limited number of hours allowed for online courses by ABA; and second, the technological difficulties and the reluctance of professors to learn the technology necessary to offer online courses. In addition, what the report calls a “greater barrier over time” was the general “wide-scale perception that online education is worth less than on-campus education.”The question of whether online, or e-learning, education is “worth less” than the traditional classroom experience has not been empirically tested, but remains a kind of folk wisdom among legal educators. There does not appear to be any data or empirical research on this question, probably because of the small number of asynchronous law e-learning courses and opportunities to study them. Perhaps the right question is not whether online legal education is better or worse; but simply how specific parts of the course compare to traditional law course experiences. This goal of this article is to help fill the empirical gap and provide an overview of how one law school’s first completely asynchronous doctrinal course compares to “traditional” law courses.

From Reluctant Online Contributor to Mentor: Facilitating Student Peer-to-Peer Mentoring Online

From Reluctant Online Contributor to Mentor: Facilitating Student Peer-to-Peer Mentoring Online