scholarly journals The Inclusive Library: An investigation into provision for students with dyslexia within a sample group of academic libraries in England and Wales

2013 ◽  
Vol 37 (115) ◽  
pp. 7-32 ◽  
Author(s):  
Jane Belger ◽  
Jacqueline Ann Chelin
Keyword(s):  
Higher Education ◽  
Academic Libraries ◽  
Support Services ◽  
Methodological Approach ◽  
Virtual Library ◽  
England And Wales ◽  
Sample Group ◽  
Face To Face ◽  
Additional Support ◽  
Dyslexic Students

The aim of this research was to investigate how the term inclusion can be applied to the support of dyslexic students within higher education in England and Wales. It explored the additional support services offered to dyslexic students by academic libraries and whether they are moving towards a more ‘dyslexic friendly’ environment. The research investigated the following issues: 1. Whether the additional support services provided by academic libraries meet the needs of dyslexic students 2. How inclusive is dyslexia provision within academic libraries? The methodological approach was primarily qualitative with some quantitative elements - a questionnaire and face-to-face interviews. The findings demonstrated that the provision for dyslexic students varied across the sample group. The development of more inclusive practices within the physical and virtual library was uncovered but there is still a need for additional support for students with dyslexia. A series of recommendations is derived from the conclusions.

scholarly journals DEVELOPMENT OF AN EXPERIMENTAL WEB PLATFORM FOR COACHING ACTIVITIES IN UNIVERSITIES

2021 ◽  
Vol 3 (5) ◽  
pp. 96-106
Author(s):  
Elena-Ancuța SANTI ◽  
◽  
Gabriel GORGHIU ◽  
Mihai BÎZOI
Keyword(s):  
Higher Education ◽  
Methodological Approach ◽  
Educational Process ◽  
The Other ◽  
Face To Face ◽  
Support Strategy ◽  
Theoretical Perspectives ◽  
Early School ◽  
Coaching Activities ◽  
Web Platform

The classic educational process organized in universities becomes quite rigid in the current pandemic context, which claims especially online activities, with students who increasingly feel the need to be guided and helped. In this respect, the students have to be supported through tutoring and mentoring activities, dedicated mainly to 1 st -year students with a high risk of dropout. The tutoring, coaching, and mentoring activities take time and the related effort for the tutor is quite high. On the other hand, the need to benefit from such activities is certain, requiring the identification of proper ways for students to have access to counseling activities, in which the effort of the counselors is not overwhelming. A viable environment would be the setting-up and the maintaining of a dedicated web platform, specially designed for such purposes. This platform facilitates coaching activities for a larger number of users, compared to face-to-face meetings. Also, the students can be counseled on topics that do not directly involve the educational process but are associated with it. This paper aims to summarize the current theoretical perspectives concerning online coaching in higher education, as a support strategy for students who experience difficulties, to prevent early school leaving, highlighting the characteristics and effective methodological approach related to this process

Development of Innovative User Services

2016 ◽  
pp. 56-73
Author(s):  
Long Xiao ◽  
Yaqiong Liu
Keyword(s):  
Higher Education ◽  
Academic Libraries ◽  
Support Services ◽  
Environmental Changes ◽  
Scientific Research ◽  
Service Systems ◽  
Clear Trend ◽  
Models Of Teaching ◽  
Development Processes ◽  
Basic Services

Higher education is continuously progressing toward globalization and openness, and models of teaching, scientific research, and learning are rapidly changing. Due to macro-environmental changes, academic libraries must actively adjust their functional positions and explore new methods for user services. To satisfy users' increasingly diversified needs for information, academic libraries are continuously extending user service functions, and gradually evolving from libraries that provide lending services to centers of learning, teaching services, knowledge, and culture on campus. Through functional repositioning, academic libraries are constructing more systematic and diversified user service systems by improving basic services, deepening support services, extending services in teaching assistance, boosting services for cultivating humanistic literacy, developing spatial services, and expanding new technical services. Throughout the above-mentioned development processes, there has been a clear trend of change in terms of the contents, marketing, and cooperation of user services.

Development of Innovative User Services

2018 ◽  
pp. 1620-1637
Author(s):  
Long Xiao ◽  
Yaqiong Liu
Keyword(s):  
Higher Education ◽  
Academic Libraries ◽  
Support Services ◽  
Environmental Changes ◽  
Scientific Research ◽  
Service Systems ◽  
Clear Trend ◽  
Models Of Teaching ◽  
Development Processes ◽  
Basic Services

Higher education is continuously progressing toward globalization and openness, and models of teaching, scientific research, and learning are rapidly changing. Due to macro-environmental changes, academic libraries must actively adjust their functional positions and explore new methods for user services. To satisfy users' increasingly diversified needs for information, academic libraries are continuously extending user service functions, and gradually evolving from libraries that provide lending services to centers of learning, teaching services, knowledge, and culture on campus. Through functional repositioning, academic libraries are constructing more systematic and diversified user service systems by improving basic services, deepening support services, extending services in teaching assistance, boosting services for cultivating humanistic literacy, developing spatial services, and expanding new technical services. Throughout the above-mentioned development processes, there has been a clear trend of change in terms of the contents, marketing, and cooperation of user services.

scholarly journals Remote Student Support During COVID-19: Perspectives of Chief Online Officers in Higher Education

2021 ◽  
Vol 25 (1) ◽  
Author(s):  
Bettyjo Bouchey ◽  
Erin Gratz ◽  
Shelley Kurland
Keyword(s):  
Higher Education ◽  
Support Services ◽  
Student Support Services ◽  
Student Support ◽  
Rapid Expansion ◽  
Institutions Of Higher Education ◽  
Online Student ◽  
Face To Face ◽  
Remote Operations

In order to understand the nature of online student support services during the COVID-19 pandemic, 31 chief online officers representing a range of colleges and universities were interviewed in late Spring 2020. Findings highlighted issues of access and equity in online student support services, the rapid expansion of student services due to the pandemic, and how strength in online programming enabled a more seamless pivot to emergency remote operations.  This study adds texture to the literature on the gaps between support services offered to face-to-face versus online students, and also provides a foundation for important questions regarding the future of online student support after COVID-19.  The study also begins a dialog into the long-term ramifications of siloing online organizational units at institutions of higher education.  

No Significant Difference in Service Learninng Online

2012 ◽  
Vol 16 (4) ◽  
Author(s):  
Sue Y. McGorry
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Institutions Of Higher Education ◽  
Management Skills ◽  
Program Outcomes ◽  
Online Delivery ◽  
Leadership And Management ◽  
Business Programs ◽  
Face To Face ◽  
Significant Difference

Institutions of higher education are realizing the importance of service learning initiatives in developing awareness of students’ civic responsibilities, leadership and management skills, and social responsibility. These skills and responsibilities are the foundation of program outcomes in accredited higher education business programs at undergraduate and graduate levels. In an attempt to meet the needs of the student market, these institutions of higher education are delivering more courses online. This study addresses a comparison of traditional and online delivery of service learning experiences. Results demonstrate no significant difference in outcomes between the online and face-to-face models.

Student Perceptions of Face-to-Face and Online Discussions: The Advantage Goes To . . .

2008 ◽  
Vol 11 (4) ◽  
Author(s):  
Katrina A. Meyer
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Student Perceptions ◽  
Online Discussions ◽  
Political Tolerance ◽  
Self Assessment ◽  
Face To Face ◽  
The Face ◽  
Online Setting ◽  
And Gender

Thirteen students in a graduate-level course on Historical and Policy Perspectives in Higher Education held face-to-face and online discussions on five controversial topics: Diversity, Academic Freedom, Political Tolerance, Affirmative Action, and Gender. Students read materials on each topic and generated questions for discussion that were categorized by Bloom’s taxonomy so that the level of questions in the two discussion settings would be closely parallel. Upon completion of each discussion, they answered questions that addressed depth and length of the discussion, ability to remember, and a self-assessment of how the student learned. Students’ assessments show a consistent preference for the face-to-face discussion but a small number of students preferred the online setting. However, what is perhaps more interesting is a minority of approximately one-third of the students who perceived no difference between the settings, or that the two settings were perhaps complementary.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

“New Normal”: Analisis Penerimaan Menggunakan Balance Score Card

2020 ◽  
Vol 3 (2) ◽  
pp. 396-402
Author(s):  
Maria Florentina Rumba ◽  
Margaretha P.N Rozady ◽  
Theresia W. Mado
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Normal Phase ◽  
Physical Contact ◽  
New Normal ◽  
Face To Face ◽  
Balance Score Card ◽  
Score Card ◽  
Pros And Cons ◽  
The Impact

Abstrak: Kebiasaan manusia berubah karena adanya wabah COVID-19, hal ini berpengaruh ketika manusia masuk ke dalam fase new normal. New normal diartikan sebagai keadaan yang tidak biasa dilakukan sebelumnya, yang kemudian dijadikan sebagai standar atau kebiasaan baru yang mesti dilakukan manusia untuk dirinya sendiri maupun untuk bersosialisasi dengan orang lain. Kebiasaan baru ini pun menimbulkan pro dan kontra seiring dengan dampak yang timbul. Lembaga pendidikan tinggi merupakan salah satu yang merasakan dampak penerapan new normal. Perkuliahan yang selama ini dilakukan secara online/daring, akan kembali dilakukan secara luring/tatap muka, dengan tetap menerapkan protokol COVID-19 seperti mengenakan masker, menjaga jarak, mengenakan sarung tangan, serta tidak melakukan kontak fisik seperti berjabat tangan. Masalah yang muncul bukan hanya kecemasan orang tua terhadap anak – anaknya, tetapi bagaimana lembaga pendidikan tinggi mengatur segala sumber daya yang dimiliki agar memenuhi standar penerapan new normal. penelitian ini bertujuan untuk mengetahui penerimaan  terhadap kondisi normal yang baru menggunakan Perspektif balance score card. Abstract: Human habits change because of the COVID-19 outbreak, this affects when humans enter the new normal phase. New normal is defined as a condition that is not normally done before, which is then used as a standard or new habits that must be done by humans for themselves or to socialize with others. This new habit also raises the pros and cons along with the impact arising with the new normal. Higher education institutions are the ones who feel the impact of implementing new normal. Lectures that have been conducted online / online will be re-done offline / face to face, while still applying the COVID-19 protocol such as wearing a mask, keeping a distance, wearing gloves, and not making physical contact such as shaking hands. The problem that arises is not only parents' anxiety about their children, but how higher education institutions regulate all available resources to meet new normal implementation standards. This study aims to determine acceptance of new normal conditions using the balance score card Perspective.

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