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This study investigates the innovative work behavior (IWB) of marine lecturers, considering work motivation (WM), organizational culture (OC), and soft skill competence (SSC). Data from 145 respondents representing ten higher education polytechnics in Indonesia were analyzed using partial least squares-structural equation modeling (PLS-SEM). Respondents answered 54 Likert-scale questions, revealing that SSC significantly shapes IWB (estimated value: 0.504), primarily through problem-solving ability. However, WM showed no significant impact on IWB, possibly due to noninfluential dimensions like science, technology, environment, and society. Incorporating technological developments as moderating variables could enhance this relationship. Notably, SSC and OC exhibit crucial relationships with IWB, highlighting their importance over WM. These findings shed light on the complex dynamics influencing IWB among marine lecturers, emphasizing the significance of SSC and OC in fostering innovation in the maritime education sector. [ABSTRACT FROM AUTHOR]

Lecturers' academic careers as professional workers have a different process from other workers. Understanding career insights is important for lecturers in carrying out their profession. this research aims to test the moderating effect of managerial support on the influence of career motivation and self-concept on career insight. this research uses quantitative methods, data collection uses instruments with a 1-5 Likert scale. Respondents were 499 lecturers in Jakarta, Indonesia. The data analysis technique uses SEM PLS. The research results show that career motivation and self concept have a positive effect on lecturers' career insight. meanwhile, managerial support does not have a significant moderating effect on the influence of career motivation and self concept on career insight. this research recommends the need for efforts to increase the role of managerial support in increasing lecturers' career insight. this is an opportunity for further research with different theoretical and methodological aspects. [ABSTRACT FROM AUTHOR]

This article reflects on a longitudinal study that sought to assess if the expressed lecturers' beliefs matched their behaviour towards a teaching material developed on the principles of bi/-multilingual education. A mixed method approach consisting of a review of the earlier reported language attitudes of English lecturers and a comparative document analysis of the developed dual language instruction (DLI) (isiZulu-English) teaching material of 2011, 2014 and 2018 was employed. The study found that the earlier expressed attitudes were positive towards the new teaching approach. However, throughout the years, the 2011 DLI material had been gradually reversed to almost its original monolingual form, in which English was the dominant language. The findings contradict what a group of the remaining lecturers from the 2011 cohort responsible for revision and use of the teaching material earlier expressed as their beliefs towards multilingual education. This shows that English lecturers from the selected institution are not consistent in their support of the Language Policy in Higher Education (2002 & 2020), the Institutional Language Policy and interventions designed to disrupt the status quo in language usage to improve access and excellence in the education of African students. [ABSTRACT FROM AUTHOR]

This piece captures a mutual growth experience between David Smith and a student in his graduate class, Joyce Azaki. They share the transformative interaction both parties can experience as lecturer and student when teaching and learning is positioned as an opportunity for hospitality. This powerful story of faith-shaping practice calls educators to pause, reflect, and consider the shifts they can make in practice, allowing others to flourish. [ABSTRACT FROM AUTHOR]

Over the past decade, there has been an increase in government initiatives to widen Higher Education (HE) participation in the UK. Consequently, various Further Education Colleges (FECs) provide HE in order to meet that drive. In 2021, 162 FECs provided HE undergraduate degrees , yet little research has been focused on HE lecturers and their experiences of working within these settings. As the literature reveals, staffing is a consistently problematic aspect of FE and impinges on the experiences and therefore satisfaction of lecturers in those settings. Based on preliminary questionnaires, semi-structured interviews were initiated with 10 College Based Higher Education (CBHE) lecturers in one General FEC to explore their professional perspectives and to shed light on the experiences of those in CBHE environments. The most significant finding revealed that, despite the passion lecturers feel for their job and the FE sector in which they work, there is significant dissatisfaction among CBHE lecturers which predominantly stems from the demands of juggling both HE and FE professional responsibilities. Similarly, there is a feeling that there is insufficient support provided by leaders and managers in these settings and, consequently, it is commonplace for lecturers to feel undervalued and overworked. [ABSTRACT FROM AUTHOR]

This study is about a lecturer protecting herself and her teaching from the university's increasing demands on her personal and timeless time. The British university is shaped by a fundamental arrhythmia: the co-existence of digital time, that academics are encouraged to embrace working from anywhere at any time; and analogical time, the linear time of classes, deadlines, and required administrative tasks. Pressured by these competing demands on their time and responsibilities, research and surveys show that academics feel alienated as university time arrhythmia 'devours' both their thinking and personal time and can compromise their wellbeing. This case study aims at uncovering the connection between the lecturer's practices of teaching excellence, her administrative work and university time. Qualitative content analysis of semi-structured interviews illustrates how university time and teaching excellence are related, and university arrhythmia can actually be used to protect good teaching. This lecturer skilfully managed university time-devouring arrhythmia: when the university used an analogical logic of time, she used digital time, and vice versa. By doing this, she protected her personal and timeless time as well as her own teaching from mounting demands of teacher excellence, measured by the university's simultaneous and conflicting digital and analogical logics of time. [ABSTRACT FROM AUTHOR]

The objective of this paper is to research challenges, including key factors in the process of transitioning from a long-term asynchronous distance learning platform to a new one with enriched functionality. The main issues for reaching the goal are related to surveying the parties involved in the educational process; summarizing and analyzing the results; formulating conclusions and guidelines for taking relevant actions. Two surveys are conducted, using specially developed approaches, to establish student expectations and the attitudes of lecturers from the Faculty of Business and Management of the University of Ruse “Angel Kanchev”, regarding the use of “Moodle” instead of “e-Learning Shell 02”. The proposed guidelines can facilitate the process of migration between platforms and the preparation of documentation for assessment and accreditation of the professional fields in the Faculty. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Ahmet Kelesoglu Educational Faculty is the property of Journal of Ahmet Kelesoglu Educational Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Past studies reveal the prevalence of anxiety, coupled with low motivation and disengagement among students in English-medium instruction (EMI) programs. Given the detrimental impact these negative emotions can have on learning outcomes, it is imperative that teachers establish positive emotional rapport with their students. This study explores how experienced and highly rated EMI lecturers at a Chinese university's overseas campus use communication strategies to build rapport with their students during interactive academic activities. It identifies the strategies used by these lecturers and examines how the strategies facilitate the teaching-learning process. The data, consisting of 10 hours of tutorials and 10 hours of supervisor-student supervision meetings, is analyzed using an adapted Conversation Analysis (CA) approach. The analysis reveals three types of communication strategies (CSs) frequently used by lecturers: back-channeling, code-switching, and co-creation of messages. By employing these strategies, the lecturers established a strong rapport with the students, which created an encouraging and supportive learning environment. Consequently, this positive atmosphere facilitated students' learning of content knowledge through English. The findings of this study have implications for the training of lecturers who encounter difficulties in establishing rapport with multilingual students in the EMI setting. [ABSTRACT FROM AUTHOR]

Little is known about how the assessment modality, i. e., computer-based (CB) and paper-based (PB) tests, affects language teachers' scorings, perceptions, and preferences and, therefore, the validity and fairness of classroom writing assessments. The present mixed-methods study used Shaw and Weir's (2007) sociocognitive writing test validation framework to examine the scoring and consequential validity evidence of CB and PB writing tests in EFL classroom assessment in higher education. Original handwritten and word-processed texts of 38 EFL university students were transcribed to their opposite format and assessed by three language lecturers (N = 456 texts, 152 per teacher) to examine the scoring validity of CB and PB tests. The teachers' perceptions of text quality and preferences for assessment modality accounted for the consequential validity evidence of both tests. Findings revealed that the assessment modality impacted teachers' scorings, perceptions, and preferences. The teachers awarded higher scores to original and transcribed handwritten texts, particularly text organization and language use. The teachers' perceptions of text quality differed from their ratings, and physical, psychological, and experiential characteristics influenced their preferences for assessment modality. The results have implications for the validity and fairness of CB and PB writing tests and teachers' assessment practices. [ABSTRACT FROM AUTHOR]

Literature reflects that universities freely share their teaching materials as Open Educational Resources (OER). The primary objective of this study was to investigate the views of lecturers at faculties of education on the usefulness of OER for academic purposes at selected South African universities. This study is grounded in the Technology Acceptance Model, TAM (Davis, 1989), the Unified Theory of Technology Acceptance and Use, UTTAU (Bagozzi, 2007) and the Theory of Diffusion of Innovations, TDI (Rogers, 2003). These theories justified this investigation and explored the views of lecturers at faculties of education on the usefulness of OER for academic purposes at selected South African universities. The qualitative research approach informed the study, which employed semi-structured interviews. Four lecturers were sampled purposively from each university to participate in the research, and the data were analysed thematically. The findings of this study are that although the lecturers had an inadequate understanding and knowledge of OER, they displayed their disposition toward the usefulness of OER in applying to their pedagogical practices. What is now needed is for South African universities to ensure greater OER awareness and assist lecturers in acquiring knowledge of OER so that they can infuse and utilise it effectively in their daily teaching and learning environments. [ABSTRACT FROM AUTHOR]

The study aims to explore inadequate pedagogical training for higher education and strategies that could enhance effective teaching. The study adopted a constructivist paradigm and qualitative research design as it is qualitative in nature. Bandura's social cognitive theory forms the basis for the study. The theory holds that learning occurs in a social context, interacts with the surroundings and actions, and applies the already stored schemata to acquire new knowledge. Data were generated from the critical review of the relevant literature. It was interpreted and analyzed thematically following Castle and Amanda's five steps of thematic analysis. The results showed inadequate funding and wrong assumptions about the teaching abilities of lecturers with advanced degrees. In addition, there is also a lack of formal training programs, which contributes to the poor state of teacher training. The study revealed that enough funding and transparent lecturers' pedagogical training structures can enhance lecturers' teaching abilities. The study concludes that teacher training for higher education is insufficient. However, proper financial support for relevant and effective teacher training programmes could improve lecturers' teaching skills and thus better students' performance. The study recommends that all lecturers in higher education should go under formal teacher training. Universities should also source funds to enhance formal teacher training for novice lecturers. There should be frequent refresher courses on the latest teaching methods for gurus already in the field. [ABSTRACT FROM AUTHOR]

The effectiveness of web-based learning has garnered significant attention in the global educational landscape, with numerous studies providing invaluable insights to transform education through technology. These research endeavors have generated theoretical frameworks that underpin the implementation and utilization of technology for educational enhancement. However, despite the remarkable contributions of these studies, concerns persist regarding the adept management of web-based Learning Management Systems (LMS). Hence, this paper addresses this critical concern by conducting an analysis of LMS management at a South African University of Technology. Utilising a mixed-methods approach, this study combines qualitative interviews with lecturers and quantitative analysis involving students to comprehensively assess the management of web-based LMS. By triangulating these diverse data sources, this research offers a holistic perspective on LMS management, thereby enriching the understanding of this multifaceted field. The findings of this study indicate that the University of Technology has made significant strides in adopting and implementing web-based learning technologies via Think Learn Zone (TLZ) Moodle platform. However, certain challenges were identified. Notably, inconsistencies in lecturer training, concerns about accessibility, and the demand for enhanced technical support for students. Moreover, the study highlights that while the LMS serves as a pivotal tool for disseminating educational content, its effectiveness hinges on the synergy between administrative decisions and faculty practices. [ABSTRACT FROM AUTHOR]

The economy of Pakistan is agro-based, and rural women's livelihoods are linked to men's. In the meantime, livelihood diversification and labor mobility have impacted working men and women. This study highlights the factors influencing women's decision-making abilities to diversify livelihood strategies from on-farm to off-farm activities in Faisalabad district, Pakistan. Two textile industries were selected in Faisalabad, and 115 females participated in the study. The interview schedule was used to elicit information from women from farm families working in the textile industries. Data collected were analyzed using descriptive and inferential statistics. Most women reported that daily-based wages (85.2%), poultry (63.5%), livestock (55.7%), farming (40.9%) and casual labor (40.0%) were among the available livelihood diversification strategies in use. The foremost factors influencing the decision to engage in more sources of income were inter-role conflict (3.78±.88), family pressure (3.71±.81), and stereotypic influences (3.68±.96). It was concluded that the women who have diversified their livelihood were faced with gender-based discrimination (3.84±.67), lack of education (3.78±.73), non-cooperation of colleagues (3.77±.82), and low wages (3.69±.76) in the textile industry. The study suggested genderfriendly initiatives that will minimize conflicts and family pressures, particularly for women, as this will foster a successful livelihood diversification approach. [ABSTRACT FROM AUTHOR]

The objectives of this study are threefold: First, to highlight the importance of assessment beliefs and their contribution to the practice of assessment. Second, the current literature on assessment beliefs in different contexts should be assessed, including the relationship between lecturers' beliefs on assessment and their evaluations of student performance. Third, the content-based validity of an adapted instrument (Brown conception of Assessment III Abridged Survey) will be measured using the Lawshe content validation ratio for use among lecturers within the context of Nigeria. This psychometric study utilized a 27-item survey from Brown (2006), covering four dimensions: improvement of teaching and learning, student accountability, institutional accountability, and assessment as irrelevant. Seven experts were randomly selected to judge the relevancy of each item to the domain construct based on the defined four-point scale. The Content Validity Ratio (CVR), based on the Lawshe Validity Model (1975), is used to analyze the data collected. Results indicated that items under the "assessment as irrelevant" were deemed nonessential. As a major contribution to this study, the existing literature on content-based validity studies is expanded by applying the Lawshe content validation ratio. Based on the study result, a three-dimensional conceptual framework for analyzing lecturers' beliefs on assessment is also suggested. It calls for additional psychometric properties, particularly construct validity testing, to ensure the convergent and discriminate validity of the instrument within the context of TVET tertiary institutions in Nigeria. [ABSTRACT FROM AUTHOR]

In most university settings, lecturers have diverse activities which require an enabling environment for optimum and sustainable performance. The absence of this working climate could lead to an emotional outburst known as burnout, a critical health concern that manifests in different ways. Burnout as a psychological impediment is most often overlooked when discussing the range of factors that usually affect the quality of lecturers' professional output. This is because most academics hardly notice they are emotionally unhealthy until this burnout starts manifesting in other aspects of their lives like physical health, social interactions, work and family. It is on this premise that this paper focuses on the indicators, causes of and strategies that can be put in place to curb burnout among university lecturers. The research design used in this study was a cross-sectional survey where an online questionnaire was used to collect both quantitative and qualitative data from 89 lecturers (47.1% Males, 52.9 Females), age range 30-65 years, of the Universities of Bamenda, Buea and Dschang. Quantitative data obtained from the questionnaire was coded and entered into the Statistical Package for Social Sciences (SPSS) version 26.0 while qualitative data was analysed using thematic analysis. The findings revealed that some of the indicators of burnout often exhibited by lecturers are feeling emotionally and physically drained, irritation at minor issues, feeling misunderstood by colleagues and administrators, being frustrated with part of the job and unpleasant level of pressure. The majority of respondents reported that burnout is often caused by constant criticism, overwork, inadequate compensation and poor working social climate. To reduce this emotional/mental challenge, the respondents suggested that there is a need to set up stress management, self -care and work-life balance programmes, and to promote a positive social climate and adequate motivation at the workplace. [ABSTRACT FROM AUTHOR]

Background: Clinical education is considered a vital aspect of education of health science students. Attributes of clinical educators play a crucial role in determining the outcome of clinical teaching and learning. A good clinical educator ensures that students get maximum benefits of the clinical learning experience. Objective: To determine the ratings of physiotherapy students on clinical education attributes of lecturers and clinical supervisors. Methods: The study was conducted with 81 clinical physiotherapy students from two universities in Ghana. Two copies of McGill clinical teachers’ evaluation (CTE) tool were used to obtain students’ ratings on their clinical supervisors’ and lecturers’ clinical education attributes. Independent t-test was used to compare the means of students’ level of study and ratings regarding the clinical education attributes of clinical supervisors and lecturers. Results: Students had a high rating on their clinical education attributes of supervisors and lecturers with a mean score of ([Formula: see text]) and ([Formula: see text]), respectively. Rating on clinical education attributes of supervisors ([Formula: see text]) and lecturers ([Formula: see text]) did not differ significantly between the different levels of study. Conclusion: Clinical physiotherapy students rated the clinical education attributes of their lecturers and supervisors high.

This paper presents findings from a research project that investigated the aspects of inquiry-based learning (IBL), specifically experiences of teacher inquiry, within initial teacher education (ITE) programmes. The participants in the project were four teacher educators and 127 student teachers with the teacher educators being the research team. The inspiration for the research was an interest in features of IBL in ITE. Firstly, opportunities for teacher inquiry, conceptualised by the team as 'intrinsic inquiry', where student teachers carried out inquiries as reflections on their practice. Secondly, student teachers experiencing, planning and reflecting on classroom inquiry, conceptualised as 'modelled inquiry'. We hoped our research would be informative for colleagues in ITE, as we knew from experience in ITE that providing opportunities for inquiry meant reflection, and acting on reflection was more likely to occur. Findings revealed many 'multiplicities of inquiry' between intrinsic and modelled enquiry, which participants had a range of views of. This paper focuses primarily on the aspects of intrinsic inquiry in teacher education, which included teacher inquiry and many other types of aspects of inquiry as outlined. However, throughout the findings reported students refer to both intrinsic and modelled inquiry. [ABSTRACT FROM AUTHOR]

During the last decades, several students who are deaf or hard of hearing (SDHH) attend higher education institutions. The level of lecturers' awareness regarding accessible practices and the provision of such practices or accommodations during lectures play a major role in students' access. The purpose of this study was to investigate the educational practices and accommodations that lecturers used during lectures to enhance academic access to SDHH. In total, 51 lecturers were interviewed. The interviews were analysed using a thematic analysis and a three-stage coding procedure. Lecturers adopted various practices and accommodations that enhanced the access of SDHH during lectures, such as using visual educational tools, explaining difficult terms, monitoring comprehension, maintaining visual contact, repeating and providing environmental accommodations. Lecturers pointed out the importance of accessible educational practices for all students. The study indicates the need to make lecturers aware of the use of flexible teaching approaches and accommodations that benefit SDHH and other students promoting a culture of inclusion. [ABSTRACT FROM AUTHOR]

Abstract Background Health professionals and health professions educators (HPEs) worldwide were confronted by the COVID-19 pandemic, which disrupted standard practice and forced HPEs to develop creative, alternative modes of training and education. The ability of people to work successfully and efficiently in non-standard situations can be called adaptive expertise in which people quickly overcome changes in work requirements using their expert knowledge in novel ways. The objectives of the current study were to investigate how the adaptive expertise of a group of HPEs influenced perceived work performance in a non-standard situation and to see whether there were relationships between the level of adaptive expertise and academic ranking and work experience of HPEs. Methods A descriptive, cross-sectional, single-site study was conducted using a self-reported study tool about adaptive expertise developed by Carbonell et al. (2016), and three questions were asked about participants’ perceptions of work performance, amount of work done, and teaching quality. The sample consisted of HPEs from the University of Twente, Netherlands. Results Among 123 eligible participants, 40 individuals completed the survey. Kaiser-Meyer-Olkin and Bartlett’s Test of Sphericity indicated the adequacy of the sample size (KMO = 0.633, P

The development of science and technology as a digital world provides opportunities and challenges, one of which is the moral crisis for the younger generation, especially students who are agents of change, which means changing from bad things to good. This, of course, cannot be separated from the role and contribution of lecturers in instilling character in their students. So the purpose of this study is to describe the Contribution of Lecturers in Improving Student Ethics and Morals in the Digital Age According to an Axiological Perspective. The method used was a literature review, while the data was collected using careful observation techniques and then the contents were analyzed and finally concluded. The results of the study show that the Contribution of Lecturers in Improving Student Ethics and Morale in the Digital Age According to an Axiological Perspective includes instilling ethical and moral values, providing good examples and role models, implementing an integrated curriculum, wise use of technology, providing opportunities for discussion and reflection, providing feedback behind that builds, becomes a place for stories for students, and finally supports social activities.

The study sought to investigate the level of the knowledge possessed by Home Economics lecturers and students on the objectives of Patchwork and Quilting Craft. The design of the study was a descriptive survey. The study was carried out in Colleges of Education in South-East zone of Nigeria. The population of the study comprised of all the Home Economics lecturers and final year students in Colleges of Education. A census sampling approach was used in selecting all the lecturers and students for the study. A researcher-developed questionnaire titled, “Level of knowledge on the Objectives of Patchwork and Quilting Craft Questionnaire” was used for data collection. The instrument was validated by experts in Home Economics and Measurement and Evaluation in Universities and Colleges of Education. The reliability of the instrument was determined using Cronbach’s alpha procedure and an index of 0.84 was obtained. The instrument was administered and collected back by five research assistants. Mean and standard deviation were used for data analysis. Findings show that twenty-four possible specific objectives of teaching patchwork and quilting craft in colleges of education were identified. There was a significant difference at p < 0.05 between the mean ratings of Home Economics lecturers and students on the objectives of teaching patchwork and quilting craft. Based on the findings, it was recommended that lecturers and students of Home Economics should be adequately retrained to gain more knowledge of the objectives of patchwork and quilting craft in colleges of Education.

The adoption and full use of the Fourth Industrial Revolution (4IR) by South Africa is a worrying national economic issue. Hence, using the World Economic Forum's benchmarking framework, South Africa's readiness for the 4IR has been found wanting as it is still in the nascent quadrant and has not gone beyond the rudimentary stage yet. The aim of this study is to establish the impact of the Industrial Revolutions with special emphasis on the 4IR in Higher Education. The study employed a qualitative research method. Structured and semi-structured interviews were conducted with 6 university lecturers in the province of KwaZulu-Natal, South Africa. Only lecturers in the field of Accounting Education were interviewed, based on the assumptions that the accounting lecturers have the knowledge, experience and skills that would enrich the study. The empirical findings reveal that 4IR has a significant influence and therefore compels the Higher Education institutions to adapt to the new changes to fit into the new era of advancement. The study also demonstrate that the Higher Education institutions need to recognize the necessity of adapting and scaling up the new 4IR forms of education rapidly to assure the sustainability of the environment and economy, as well as to sustain the relevance of Higher Education as a responsive and vital component of the society. The study recommends that universities should develop a plan that will ensure that student graduates are ready for the advancing working world as propelled by the Fourth Industrial Revolution. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Health professionals and health professions educators (HPEs) worldwide were confronted by the COVID-19 pandemic, which disrupted standard practice and forced HPEs to develop creative, alternative modes of training and education. The ability of people to work successfully and efficiently in non-standard situations can be called adaptive expertise in which people quickly overcome changes in work requirements using their expert knowledge in novel ways. The objectives of the current study were to investigate how the adaptive expertise of a group of HPEs influenced perceived work performance in a non-standard situation and to see whether there were relationships between the level of adaptive expertise and academic ranking and work experience of HPEs. Methods: A descriptive, cross-sectional, single-site study was conducted using a self-reported study tool about adaptive expertise developed by Carbonell et al. (2016), and three questions were asked about participants' perceptions of work performance, amount of work done, and teaching quality. The sample consisted of HPEs from the University of Twente, Netherlands. Results: Among 123 eligible participants, 40 individuals completed the survey. Kaiser-Meyer-Olkin and Bartlett's Test of Sphericity indicated the adequacy of the sample size (KMO = 0.633, P < 0.0001). Participants were lecturers, senior lecturers, assistant professors, associate professors and full professors. The average adaptive expertise score of the sample was 4.18 ± 0.57 on a scale from 1 (low) to 5 (high). The domain and innovative skills are the principal distinct dimensions of adaptive expertise among HPEs. Professors showed higher adaptive expertise scores than the other ranks. Statistically significant correlations were found between scores of adaptive expertise and perceived work performance (r = 0.41, p < 0.05 and academic ranking (r = 0.42, p < 0.05). Adaptive expertise scores were not associated with work experience or HPEs' age. Conclusions: Our finding of a lack of relationships between self-reported level of adaptive expertise and experience and age but significant relationships with work performance and academic ranking of HPEs suggests that adaptive expertise is not auto-generated or acquired with seniority and experience but is a 'mastery' that should be developed deliberately. [ABSTRACT FROM AUTHOR]

Despite the importance of initial teacher training, no primary education courses in South Korean universities provide a compulsory course in gifted education and elective courses are limited. Individual in-depth interviews with seven lecturers of gifted education courses were conducted to elicit their opinions about initial teacher education in gifted education. The lecturer interviewees suggested that there should be more of an emphasis on gifted education in initial teacher education programs. They also emphasized the importance of practical teaching experience with gifted students. The expansion of initial teacher education in gifted education in South Korea has the potential to improve preservice teachers' understanding gifted students, ultimately improving the outcomes of this population. [ABSTRACT FROM AUTHOR]

Knowledge required to teach mathematics at the university level is a current and relevant research topic in Mathematics Education. Thus, the case study presented in this article pertains to one mathematics lecturer whose knowledge is examined focusing on his delivery of a Multivariable Calculus course. The data required were gathered via classroom observations and a semi-structured interview and were subsequently analyzed through the lens of the Mathematics Teacher's Specialized Knowledge model. The interactions among different components of the lecturer's specialized knowledge that were identified in terms of intra-domain and inter-domain relationships provide empirical support for the complex and integrated nature of the mathematics lecturer's knowledge. [ABSTRACT FROM AUTHOR]

The adoption of information and communication technology is not encouraging in many developing countries and a better understanding of the factors that influence their integration is expected to promote their effective utilization. The study employed the use of the Universal Theory of Acceptance and Use of Technology (UTAUT) to identify the factors that influence the use of ICT. The study is anchored on a survey research design. Data were collected using a structured online questionnaire (google form). Findings from the study reveal that effort expectancy was related to behavioral intention to use ICT. Performance expectancy was related to behavioral intention to use ICT. The study, therefore, recommends that the universities management should create a conducive environment that will promote the effective use of ICT tools and organize training programmes for the effective use of the tools. [ABSTRACT FROM AUTHOR]

The aim of this study is to understand how lecturers interpret pedagogical innovations when describing and thinking about their practices. In this study we analysed the project proposals of a large call for proposals in a French university and questioned the managers of funded projects about their conceptions of pedagogical innovations. Results show little theoretical guidance in designing innovations suggesting that practical objectives are the more important. Projects can be underpinned by one or more theoretical views; the most represented theorical view was constructivism. [ABSTRACT FROM AUTHOR]

This study explored the impact of gradeless assessment on student holistic development in higher education. By examining its influence on learning, motivation and engagement, the research addressed a gap in the literature and aligned with holistic education principles encompassing intellectual, emotional, social and physical well-being. Data from six students and four lecturers in focus groups informed the study, revealing that gradeless assessment could enhance student motivation, engagement, and learning by prioritizing feedback and growth. This highlighted how such an approach fosters deeper learning, risk-taking, innovation, ownership, reflection, collaboration, and creativity. The study proposed strategies for integrating gradeless assessment into current educational systems and practices, offering insights to improve educational practice and policy in higher education and support student learning outcomes and holistic development. [ABSTRACT FROM AUTHOR]

Among students and lecturers of Computer Science (CS)-related subjects, there is often anecdotal talk that Frustration Tolerance (FT) is a requirement for success in CS studies or that students would learn it during their studies. In order to relate the anecdotal perception and the psychological concept of FT and to explore the anecdotal narratives, the Frustration Discomfort Scale (FDS) and self-assessment among other factors were conducted with students from a university CS1 course at two times. There seems to be no effect from one semester of CS on FT and no actual differences in prerequisites, although further studies will be needed. Students with extensive prior knowledge, male students and students in low CS-related majors rate their FT as higher than the opposite groups at the beginning of the course. Lecturers should reconsider the use of the term as it may support negative feelings related to Imposter Syndrome. [ABSTRACT FROM AUTHOR]

The outbreak of the Covid-19 pandemic and subsequent lock-down restrictions forced higher education institutions to move towards a fully online mode of delivery. The study explored the teaching and learning experiences of both students and lecturers within such a digitally transformed higher education space. Concerns have however been raised about this sudden move towards the fourth industrial revolution due to the levels of readiness of higher education institutions. A qualitative research approach was followed, and I purposeful selected ten masters' course work students and two lecturers. One-on-one interviews and a focus group discussion were utilised for data generation. The Saldana's thematic method was employed to analyse data. The findings of my research point to both positive and negative experiences of students and lecturers, following the shift to online teaching and learning. Negative experiences highlight the need for support systems to be put in place in a digitally transformed educational milieu. [ABSTRACT FROM AUTHOR]

Copyright of Izdihar: Journal of Arabic Language Teaching, Linguistics & Literature is the property of Universitas Muhammadiyah Malang and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Recent literature underlines the increasing use of online platforms in learning undergraduate mathematics, where students refer to these as supplementary resources to develop their mathematical understanding. Through an intrinsic case study, we focus on a highly viewed YouTube learning resource for learning derivative. The selected case is from 3Blue1Brown, a YouTube channel whose founder has received an award from the American Mathematical Society. The video has garnered more than 3.3 million views in the past couple of years. Reflecting on the relevant literature, a realization tree for derivative is developed and then used as an analytical tool to analyze this resource to explore what realizations have been used in it to facilitate students' understanding of derivative. The findings indicate that the analyzed YouTube resource discusses various realizations of derivative, including all its five main realizations, and effectively utilizes new digital technology for discussing these realizations. Such an exceptional resource for learning mathematics leads us to suggest that mathematics lecturers raise their awareness about such online free resources and incorporate them into their teaching packages when appropriate to facilitate student learning. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Community Service & Empowerment is the property of Journal of Community Service & Empowerment and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Next-speaker selection refers to the practices conversationalists rely on to designate who should speak next. Speakers have various methods available to them to select a next speaker. Certain actions, however, systematically coselect more than one particular participant to respond. These actions include asking "open-floor" questions, which are addressed to more than one recipient and that more than one recipient are eligible to answer. Here, next-speaker selection is inclusive. How are these questions multimodally designed? How does their multimodal design differ from the design of "closed-floor" questions, in which just one participant is selected as next speaker and where next-speaker selection is exclusive? Based on eyetracking data collected in naturalistic conversation, this study demonstrates that unlike closed-floor questions, openfloor questions can be predicted based on the speaker's gaze alternation during the question. The discussion highlights cases of gaze alternation in open-floor questions and exhaustively explores deviant cases in closed-floor questions. It also addresses the functional relation of gaze alternation and gaze selection, arguing that the two selection techniques may collide, creating disorderly turntaking due to a fundamental change in participation framework from focally dyadic to inclusive. Data are in British and American English. [ABSTRACT FROM AUTHOR]

This paper concerns sock puppetry, a practice which involves an individual communicating under multiple pseudonymous identities in a manner that makes it seem as though these personas are distinct conversational participants. I provide a definition of sock puppetry that is more narrow than other definitions, allowing it to be distinguished from related phenomena. I then analyse some of the ways in which sock puppetry can interfere with social tools we use for establishing trust within an online community, evaluating a speaker's credibility, and generally deciding who and what to believe. [ABSTRACT FROM AUTHOR]

Linguistic diversity emerging from international student mobility, in non-anglophone universities, is typically eclipsed by the existing tensions between the national language(s) and English as 'Lingua franca'. Through a series of semi-structured interviews with university lecturers, this study highlights the tensions surrounding national languages and English and the attention paid to international student languages as resources for learning. Furthermore, using enunciation theory it seeks to show what shapes lecturers' attitudes to language use at university. It concludes that while there is some evidence that international student languages are recognised in teaching practices, there are also real concerns over maintaining the national language(s). This obscures the role that international student languages could play in teaching and learning. [ABSTRACT FROM AUTHOR]

The ideology of native speakerism and its effects on the professional lives of 'native' and 'non-native speakers' in English language teaching (ELT) have been widely documented. Nevertheless, little is known about the impact native speakerism might have on the selection of plenary speakers for ELT conferences. Hence, through the analysis of plenary line-ups of seven conferences in the EU and interviews with their organisers, this study aimed to explore whether 'native' and 'non-native speakers' were represented equally as plenary speakers. The results show that overall only 25 per cent of the 416 analysed plenary speaker line-ups were given by 'non-native speakers'. At some conferences, over 80 per cent of all plenary speakers were 'native speakers'. Apart from one conference organiser who highlighted that steps had been taken to ensure a more equal balance of speakers, the other organisers seemed not to place much importance on equal balance of 'native' and 'non-native speakers' when inviting plenary speakers, preferring a 'colourblind' approach. This study suggests native-speakerism impacts the choice of plenary speakers at certain ELT conferences, and that conscious efforts must be made to alter this balance. [ABSTRACT FROM AUTHOR]

Numbers of online postgraduate coursework students are increasing within higher education and this raises questions of identity – what being a student means to this more mature cohort. This in-depth qualitative investigation explores postgraduate student identities within online learning. We conducted interviews (14) and collected completed longitudinal audio diaries from students (3) enrolled in a range of postgraduate programs. We interpreted two social imaginaries or 'figured worlds' that describe participants' sense of who they ought to be. The life-on-campus figured world projected a 'traditional' student who read textbooks, inhabits classrooms and talks with lecturers. Alternatively, my-time-and-screen figured world projected a technologically-enabled student whose world is mediated by software, devices, their own spaces and a sense of self-sufficiency. These insights afford new ways of thinking about the diversity of the student cohort and how course designs might accommodate the multiplicity of ways online postgraduate students view themselves and their studies. [ABSTRACT FROM AUTHOR]

Feedback is identified in the works of researchers as an essential element for improving the learning process of students. Research shows that lecturer's feedback creates value when it provides not only appraisal information but also links to further learning. This type of feedback affects the learner's information behaviour, i.e., encourages searching for additional information and using it in the learning process. The paper aims to analyze the peculiarities of students' information behaviour during feedback. The research object is investigated from an information science perspective, using theories of information behaviour. An exploratory quantitative survey of 111 Communication BA students from Vilnius University, Lithuania, was conducted. The results of the study revealed the characteristics of feedback inspired by information behaviour: the feedback provided by the lecture is the primary source of information; feedback promotes individual information search; timely feedback encourages proactive information behaviour. [ABSTRACT FROM AUTHOR]

Purpose: There is a lack of clarity about how lecturer collaboration in light of learning and (professional) development fits within the framework of a quality culture in higher education institutions (HEIs). More specifically, it is unclear how collaboration is present or stimulated in the organisational context, triggering working mechanisms leading to quality-related outcomes. Therefore, the purpose of this study is to relate HEIs' quality culture to lecturer collaboration. Design/methodology/approach: This exploratory study relates institutions' quality culture to lecturer collaboration via semi-structured interviews and document analysis at the institutional level in four Flemish HEIs. Findings: The results demonstrate collaboration as a working mechanism driven by the institutional strategy. In this way, lecturers' professional development (PD) is stimulated. The results also indicate that collaboration is present within lecturers' PD: working together during or sharing experiences after PD initiatives is considered useful for quality teaching and learning. Originality/value: Following the growing attention in research and practice to lecturer collaboration, this study incorporates lecturer collaboration in the framework of quality culture within HEIs. [ABSTRACT FROM AUTHOR]

The paper reports on a study that explored selected lecturers' perspectives and discourses on a university's Student Evaluation of Teaching (SET) policy in South Africa; particularly what the policy prioritised in terms of purpose and evaluation processes. It also reports on the lecturers' reflections on the additional questions they included in the self-designed evaluation tools. A questionnaire, informal group conversations, and extended observations were used to collect data, and Latour (2005). Reassembling the Social: An Introduction to Actor-Network Theory. Oxford University Press and Latour (2013). An Inquiry Into Modes of Existence. Translated by C. Porter. London: Harvard University Press works helped make sense of the lecturers' perspectives and discourses. Findings indicate a partial grasp of what the SET policy promotes. Lecturers' understanding seemed to emphasise teaching evaluations' professional development and accountability functions. Little attention was paid to the context in which teaching and learning occurred. The conclusion suggests ways in which the guidance given to lecturers could be improved to help them understand and work more effectively with their university's SET policy. [ABSTRACT FROM AUTHOR]