Rural undergraduate university students’ learning challenges in Africa: case study of Nigeria and South Africa

2020 ◽  
pp. 1-29
Author(s):  
Chinaza Uleanya
Keyword(s):  
South Africa ◽  
University Students ◽  
Learning Challenges ◽  
Undergraduate University Students

Distance nexus learning challenges among rural undergraduate university students

2019 ◽  
Vol 8 (1) ◽  
pp. 129-144
Author(s):  
Chinaza Uleanya ◽  
Bongani Thulani Gamede ◽  
Mofoluwake Oluwadamilola Uleanya
Keyword(s):  
University Students ◽  
Learning Challenges ◽  
Undergraduate University Students

scholarly journals Investigating Nonnative TEFL Students’ Self-Regulation in an Online Learning Environment

2020 ◽  
Vol 11 (1) ◽  
pp. 125
Author(s):  
Safaa M. Khalil
Keyword(s):  
University Students ◽  
Self Regulation ◽  
Educational Process ◽  
Online Questionnaire ◽  
Virtual Classrooms ◽  
Regulatory Strategies ◽  
Undergraduate University Students ◽  
Group Interviews ◽  
High Level

Coping with technological revolution has become unavoidable in the educational process. In addition to the various advantages of integrating technology into the traditional classroom, utilizing it has been compulsory as an inevitable solution to a global crisis such as the Coronavirus pandemic that we face these days. The present study, using a case study design, aims at exploring self-regulatory strategies that undergraduate university students practice while engaging in virtual classrooms. Participants of the study were 187 university students from all levels. They are all majoring in Teaching English as a Foreign Language (TEFL). Data were collected using mixed method approach in which two tools of measurement were used in the research. An online questionnaire was administered to the participants, then online focus group interviews were conducted. Data gathered were analyzed statistically and findings revealed that non-native TEFL students are high-level self-regulatory learners with no significant effect of university level on students’ self-regulation. In addition, pedagogical recommendations were displayed.

scholarly journals Framing Xenophobia on Social Media: An Analysis of Xenophobic Attacks on Nigerians Living in South Africa

2020 ◽  
Author(s):  
Emeka Umejei
Keyword(s):  
South Africa ◽  
Social Media ◽  
Content Analysis ◽  
Focus Group ◽  
University Students ◽  
Group Discussions ◽  
Thematic Content Analysis ◽  
Thematic Content ◽  
Undergraduate University Students ◽  
National Solidarity

This study examines mis-and disinformation concerning xenophobic attacks on Nigerians living in South Africa in 2017 and 2019. The study uses narrative theories and netnograhpy involving thematic content analysis and focus group discussions with undergraduate university students, youths and adults across the three dominant regions of Nigeria. The study answers the question: what motivates Nigerians to share mis-and disinformation concerning xenophobic attacks against Nigerians living in South Africa on social media? The findings of this study suggest that national solidarity is an overriding motivation for sharing mis-and disinformation about xenophobic attacks on Nigerians living in South Africa on social media.

Contamination Lab of Turin (CLabTo)

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Eleonora FIORE ◽  
Giuliano SANSONE ◽  
Chiara Lorenza REMONDINO ◽  
Paolo Marco TAMBORRINI
Keyword(s):  
University Students ◽  
Single Case ◽  
Real Life ◽  
Learning By Doing ◽  
Assessment Data ◽  
Entrepreneurial Skills ◽  
Fields Of Study ◽  
Education Levels ◽  
Positive Effect

Interest in offering Entrepreneurship Education (EE) to all kinds of university students is increasing. Therefore, universities are increasing the number of entrepreneurship courses intended for students from different fields of study and with different education levels. Through a single case study of the Contamination Lab of Turin (CLabTo), we suggest how EE may be taught to all kinds of university students. We have combined design methods with EE to create a practical-oriented entrepreneurship course which allows students to work in transdisciplinary teams through a learning-by-doing approach on real-life projects. Professors from different departments have been included to create a multidisciplinary environment. We have drawn on programme assessment data, including pre- and post-surveys. Overall, we have found a positive effect of the programme on the students’ entrepreneurial skills. However, when the data was broken down according to the students’ fields of study and education levels, mixed results emerged.

Social Design for Services Framework

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Melanie SARANTOU ◽  
Satu MIETTINEN
Keyword(s):  
South Africa ◽  
Sustainable Development ◽  
Research Group ◽  
Design Research ◽  
Service Design ◽  
Social Design ◽  
Practical Action ◽  
The Social ◽  
The World

This paper addresses the fields of social and service design in development contexts, practice-based and constructive design research. A framework for social design for services will be explored through the survey of existing literature, specifically by drawing on eight doctoral theses that were produced by the World Design research group. The work of World Design researcher-designers was guided by a strong ethos of social and service design for development in marginalised communities. The paper also draws on a case study in Namibia and South Africa titled ‘My Dream World’. This case study presents a good example of how the social design for services framework functions in practice during experimentation and research in the field. The social design for services framework transfers the World Design group’s research results into practical action, providing a tool for the facilitation of design and research processes for sustainable development in marginal contexts.

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