Education Inequality Revisited Through the Lived Experiences of Parents During Virtual Learning

2020 ◽  
Vol 7 (11) ◽  
pp. 416-433
Author(s):  
Norma Ghamrawi ◽  
Tarek Shal ◽  
Ikram Machmouchi ◽  
Najah Ghamrawi
Keyword(s):  
Lived Experiences ◽  
Primary Schools ◽  
Online Survey ◽  
Digital Technologies ◽  
Virtual Learning ◽  
Access To Education ◽  
Virtual Schooling ◽  
Focus Group Interviews ◽  
Education Inequality ◽  
Group Interviews

The purpose of this study was to investigate the lived experiences of parents who providing support for their children during virtual learning to better understand whether virtual learning was potentially exacerbating or soothing access of children of various socio-economic statuses to education.  For this purpose, an online survey was passed into all e-channels of parents of children enrolled in primary schools accessible by the researchers. A total of 87 respondents constituted the research sample. Quantitative data was analyzed using SPSS 21.0 for windows, while qualitative data was analyzed using thematic analysis. Post to this, 3 e-focus group interviews were held with a total of 18 parents who volunteered to participate to better understand their view points. Findings show that parents are highly frustrated in relation to virtual schooling offered to their children. The underlying reasons for such exasperation have been attributed to the time that it requires them to put into their children learning; the money they needed to spend on technology; the lack of proficiency they suffered from using digital technologies; the preparedness of their children’s teachers in terms of using technologies; the competency of their children using digital technologies; and the internet connectivity in the country.  It can be therefore concluded that student access to education in light of Covid-19 is getting more linked to higher levels of socio-economic statuses thus advancing education inequality even more.

Consumer Preferences for Mobile Internet: A Comparative Cross-National Mixed Methods Study

2012 ◽  
Vol 40 (10) ◽  
pp. 1695-1711 ◽  
Author(s):  
Sungbum Kim ◽  
Taeyong Yang
Keyword(s):  
Mixed Method ◽  
Online Survey ◽  
Consumer Preferences ◽  
Mobile Internet ◽  
Mixed Methods Study ◽  
Second Phase ◽  
Focus Group Interviews ◽  
Adopter Categories ◽  
Group Interviews ◽  
Cross National

We use a mixed method to clarify current consumer preferences for mobile Internet and to predict the evolution of mobile Internet. In the first phase, we collected data by conducting focus group interviews with 115 French, German, Italian, and UK individuals aged between 18 and 49 years and analyzed the data using NVivo 7. In the second phase, we collected data using an online survey and analyzed quantitative data to verify and complement the qualitative findings. Qualitative analysis revealed that consumers perceive mobile Internet as a set of 6 service categories. Quantitative analysis showed different preferences across services. Correspondence analysis showed that there were intercountry differences in service preferences, adopter categories, and consumer attitudes. Our results have implications for network operators and mobile phone developers hoping to break into these markets.

scholarly journals The Role of Digital Technologies in Learning: Expectations of First Year University Students / Le rôle des technologies numériques dans l’apprentissage : les attentes des étudiants de première année universitaire

2012 ◽  
Vol 38 (1) ◽  
Author(s):  
Martha Gabriel ◽  
Barbara Campbell ◽  
Sean Wiebe ◽  
Ronald J MacDonald ◽  
Alexander McAuley
Keyword(s):  
Focus Group ◽  
Digital Technologies ◽  
First Year ◽  
Focus Group Interviews ◽  
Student Body ◽  
First Year Students ◽  
Construction Of Knowledge ◽  
Premier Cycle ◽  
Group Interviews ◽  
First Year University

A growing literature suggests that there is a disjuncture between the instructional practices of the education system and the student body it is expected to serve, particularly with respect to the roles of digital technologies. Based on surveys and focus group interviews of first-year students at a primarily undergraduate Canadian university and focus group interviews of professors at the same institution, this study explores the gaps and intersections between students’ uses and expectations for digital technologies while learning inside the classroom and socializing outside the classroom, and the instructional uses, expectations and concerns of their professors. It concludes with recommendations for uses of digital technologies that go beyond information transmission, the need for extended pedagogical discussions to harness the learning potentials of digital technologies, and for pedagogies that embrace the social construction of knowledge as well as individual acquisition. Des études de plus en plus nombreuses suggèrent qu’il existe un écart entre les pratiques d’enseignement dans le système de l’éducation et la population étudiante desservie, notamment en ce qui concerne le rôle des technologies numériques. La présente étude, fondée sur les résultats de sondages et d’entrevues de groupe auprès des étudiants de première année inscrits à une université canadienne principalement axée sur les études de premier cycle, ainsi que sur des entrevues de groupe auprès de professeurs du même établissement, explore les écarts et les concordances entre, d’une part, l’utilisation et les attentes des étudiants relativement aux technologies numériques dans l’apprentissage en classe et dans les relations sociales en dehors des classes, et, d’autre part, l’utilisation de ces technologies dans les pratiques d’enseignement, les préoccupation et les attentes des professeurs. L’étude se conclut par des recommandations concernant une utilisation des technologies numériques dépassant la transmission de l’information, et la nécessité de discussions pédagogiques poussées permettant d’exploiter le potentiel des technologies numériques dans le cadre de l’apprentissage ainsi que de méthodes pédagogiques adaptées à la construction sociale des connaissances et au mode individuel d’acquisition des connaissances.

scholarly journals A GIS Integrational Framework for Poorly Resourced Schools

2018 ◽  
Vol 1 ◽  
pp. 52-69
Author(s):  
Elfrieda Fleischmann ◽  
Christo van der Westhuizen
Keyword(s):  
Content Knowledge ◽  
Online Survey ◽  
Theoretical Background ◽  
Planning Model ◽  
Focus Group Interviews ◽  
Knowledge Model ◽  
Teacher Interviews ◽  
Integration Framework ◽  
Integration Planning ◽  
Group Interviews

This paper proposes an integration framework for an interactive GIS tutor (IGIST) application in poorly resourced schools. A content analysis of 35 countries, a national online survey (n=222) as well as teacher interviews (n=10) informed this study. Models such as the Technology Integration Planning model (TIP), Rogers’s diffusion model and the Technological, Pedagogical and Content Knowledge model (TPACK) provided the theoretical background. After the said framework was theoretically evaluated, a quasi-experiment was performed in nine classes. Focus group interviews (n=6), teacher interviews (n=6) and evaluation forms (n=149) evaluated the viability of the IGIST integration framework.

scholarly journals Promoting Writing Competence and Positive Attitudes among College Students in a CLIL English Course

2017 ◽  
Vol 7 (1) ◽  
pp. 58 ◽  
Author(s):  
Sulaiman Alrabah ◽  
Shu-hua Wu
Keyword(s):  
Online Survey ◽  
Writing Skills ◽  
Focus Group Interviews ◽  
Microsoft Excel ◽  
Category System ◽  
Positive Attitudes ◽  
Sentence Level ◽  
Group Interviews ◽  
Writing Competence ◽  
Academic Year

The study targeted a group of 27 students at a college in Kuwait who were enrolled in a Content and Language Integrated Learning (CLIL) English course during the academic year 2015-2016. The purpose of the study was to monitor students’ assessments of their writing competence in English and to measure their attitudes toward the CLIL course. Data collection utilized a total of five focus-group interviews with the students which were recorded and transcribed, and a category system was generated to describe the commonalities in the participants’ responses. Additionally, an online survey using Google Forms was based on the categories delineated from the interview data. The Microsoft Excel program was used for counting the means, standard deviations, and percentages for each of the survey items. The results of the study indicated that the majority of the students (80%) thought that the CLIL course enhanced their writing competence both within and beyond the sentence level. Writing skills within the sentence level included the accurate use of punctuation marks and capitalization rules. Writing skills beyond the sentence level included paragraph organization, use of proper transition words, and writing cause-and-effect paragraphs. Approximately 20% of the students did not think CLIL improved their writing competence beyond the sentence level. Furthermore, the students displayed highly positive attitudes toward all aspects of the CLIL course. Implications were drawn for specialized teacher training to cope with the demands of CLIL courses, and longitudinal studies to track students’ development of writing competence over time.

Digitizing the story-writing process for EFL primary learners: An exploratory study

2021 ◽  
pp. 136216882110277
Author(s):  
Anisa Cheung
Keyword(s):  
Primary Schools ◽  
Second Language Writing ◽  
Process Approach ◽  
Successful Implementation ◽  
Focus Group Interviews ◽  
Young Learners ◽  
Digital Story ◽  
Language Writing ◽  
Story Writing ◽  
Group Interviews

The benefits of using digital storytelling are well documented in the literature. Whether and how these advantages can be extended to digital story-writing, especially for young learners, remains underexplored. Recent advancement in technology has the potential of streamlining the stages of planning and revising in a process approach to second language writing. The present study examined how English teachers in two Hong Kong primary schools adopted a process approach to teach digital story-writing. They planned eight writing lessons for 10 Primary 3–4 classes. Students were taught to use Google Slides to write their stories on iPads and complete a recording in small groups, which were then published on an online platform. Findings from focus-group interviews, lesson observations and student writings revealed that students were highly engaged in the lessons, and their writings also had fewer grammatical mistakes. However, they rarely engaged in meaningful dialogues during group work, whilst some teachers also expressed concerns about time constraints and their own readiness to use digital story-writing, which may hinder successful implementation of this innovative approach in classroom settings. Implications of how digital story-writing can be effectively deployed on young learners are discussed.

scholarly journals Interprofessional global health competencies of South Korean health professional students: educational needs and strategies

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Junghee Kim ◽  
Hyeonkyeong Lee ◽  
In Sook Kim ◽  
Tae Wha Lee ◽  
Gwang Suk Kim ◽  
...  
Keyword(s):  
Global Health ◽  
Health Professional ◽  
Online Survey ◽  
Educational Needs ◽  
Learning Activities ◽  
Focus Group Interviews ◽  
Professional Students ◽  
Health Related ◽  
Health Professional Students ◽  
Group Interviews

Abstract Background There is growing recognition of the importance of educating health professional students to enhance their competence in collaborating with individuals from other health professions in the area of global health. This study aimed to identify the performance levels in interprofessional global health competencies (IGHC) of health professional students, their educational needs, and the strategies for successfully developing IGHC. Methods This study used a mixed methods design involving an online survey followed by focus group interviews. A sample of 325 fourth-year undergraduate students from 14 health-related majors completed a self-report online survey (38.8% response rate). The performance of IGHC was measured on a five-point Likert scale using the IGHC items developed by the Consortium of Universities for Global Health. Additionally, 12 senior students and five professors in global health-related majors participated in focus group interviews. The students’ educational needs and priorities were analysed using the Borich needs assessment and the Locus for Focus model. Results The participants’ IGHC mean score was 3.11 (SD = 0.55) and differed by previous global health activity experiences (t = − 2.10, p = .037). Nine competencies in six domains using the Locus for Focus model were identified as a priority for global health education. Suggested strategies to enhance IGHC included establishing IGHC education in formal curricula, developing value-based content and outcomes, and engaging students in learning activities. Conclusions It is necessary to design an interprofessional pre-departure course to achieve the priority IGHC and to organise learning activities where there is cooperation in problem solving while applying the expertise of each major within resource-limited settings. This study supports future health professional education that should foster enhanced roles and scopes of practice as changing agents to assure the achievement of sustainable development goals.

The implementation of the school feeding scheme (SFS) in South African Public primary schools

2019 ◽  
Vol 41 (2) ◽  
pp. 25-42
Author(s):  
Paul N. Munje ◽  
Loyiso C. Jita
Keyword(s):  
South Africa ◽  
South African ◽  
Primary Schools ◽  
Professional Ethics ◽  
Monitoring And Evaluation ◽  
Qualitative Approach ◽  
Focus Group Interviews ◽  
School Feeding ◽  
Feeding Process ◽  
Group Interviews

In this paper the authors use the collaboration framework to explore the implementation of the School Feeding Scheme (SFS) in two primary schools within South Africa. The authors use a qualitative approach to gather data through individual and focus group interviews with two principals and eight teachers respectively. The feeding process was also observed. The authors found that despite recorded achievements, smooth implementation of the scheme was stifled by varied challenges. However, the current situation can be improved if principals initiate strategies that promote collaboration, while caterers and teachers are trained on collaboration and professional ethics. Monitoring and evaluation is encouraged to identify and resolve impending challenges.

scholarly journals Research on the Implementation of ICT Subject in Public Primary Schools in Zambia: The Case Study on Chawama Township

2021 ◽  
pp. 178-189
Author(s):  
Kulena Sakuwunda ◽  
Feng Dian ◽  
Feng Dian ◽  
Samuel Akowuah ◽  
Isaac Newton Akowuah ◽  
...  
Keyword(s):  
Communication Technology ◽  
Primary Schools ◽  
Subject Area ◽  
Information Communication ◽  
Education Curriculum ◽  
Structured Interviews ◽  
Focus Group Interviews ◽  
Qualitative Research Design ◽  
Group Interviews

This paper highlights the effects brought about by the implementation of the Information Communication Technology (ICT) subject in the Zambian primary education curriculum, in Chawama’s, Twatasha and Chimwemwe public primary schools in Lusaka district. This paper used qualitative research design. The three public primary schools of Chawama township in Lusaka district were targeted and were mainly the focus of this study. Both convenience and non-probability sampling techniques were employed. Three research instruments were used in collecting data, namely: semi- structured interviews, focus group interviews, observations and document digging. Data was transcribed, summarized, categorized and interpreted accordingly. Our paper will contribute to the literature within this subject area and will help future researchers to gain insight of the on goings of these issues.

scholarly journals “We Took Pictures”: Children’s Meaning-Making in Physical Education

2020 ◽  
Vol 39 (2) ◽  
pp. 216-226
Author(s):  
Déirdre Ní Chróinín ◽  
Maura Coulter ◽  
Melissa Parker
Keyword(s):  
Physical Education ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Meaning Making ◽  
The Body ◽  
Primary School Children ◽  
Photo Elicitation ◽  
Focus Group Interviews ◽  
Group Interviews ◽  
Lesson Context

Purpose: Studying learning in primary physical education is complex and largely practical and embodied; not only involving the child, but also closely linking the lesson context. The aim of this paper is to understand teaching and learning in primary physical education through the use of photo-diaries. Method: Participants were children (n = 38) and their teachers (n = 2)  from two Irish primary schools across a 6-week period. Data included children’s photo-diaries, photo-elicitation focus group interviews with the children, and interviews with their teachers. Results: Results highlight that photo-diaries supported children’s meaning-making processes about their learning, highlighting a variety of meanings grounded in the centrality of the body as performance of learning. Discussion and Conclusion: The value of photo-based approaches with primary school children to access their meaning-making and influences on their understandings is highlighted.

scholarly journals Mental and Behavioural Responses to Bahá’í Fasting: Looking Behind the Scenes of a Religiously Motivated Intermittent Dry Fast Using a Mixed Methods Approach

2022 ◽  
Author(s):  
Daniela Artemis Koppold-Liebscher ◽  
Raphaela Maria Ring ◽  
Clemens Eisenmann ◽  
Nico Steckhan ◽  
Sarah Demmrich ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Online Survey ◽  
Well Being ◽  
Subjective Health ◽  
Structured Interviews ◽  
Focus Group Interviews ◽  
Fasting Period ◽  
Social Belonging ◽  
Group Interviews ◽  
Religious Reasons

Background / Objective: Historically, fasting has not only been practiced for medical but also for religious reasons. Bahá’ís follow an annual religious fast of 19 days. We assessed motivation behind and subjective health impacts of Bahá’í fasting. Methods: A convergent parallel mixed methods design was embedded in a clinical single arm observational study. Semi-structured interviews were conducted with six fasters before, during and after fasting. Three months after the fasting period, two focus group interviews were conducted. 146 Bahá’í volunteers answered an online survey at five time points before, during and after fasting. Results: Interviews: Fasting was found to play a central role for the religiosity of interviewees, implying changes in daily structures, spending time alone, engaging in religious practices, and experiencing social belonging. Results show an increase in mindfulness and well-being, accompanied by behavioural changes and experiences of self-efficacy and inner freedom. Survey: Scores point to an increase in mindfulness and well-being during fasting, while stress, anxiety and fatigue decreased. Mindfulness remained elevated even three months after the fast. Conclusion: Bahá'í intermittent dry fast seems to enhance participants’ mindfulness and well-being, lowering stress levels and reducing fatigue. Some of these effects lasted more than three months after fasting.

Sign in / Sign up

Export Citation Format

Share Document