scholarly journals S’attaquer à la suprématie du masculin sur le féminin : le français inclusif dans les publications des universités françaises dans les réseaux sociaux

2021 ◽  
Vol 33 ◽  
pp. 1-24
Author(s):  
Paweł Golda ◽  
Natalia Żywicka ◽  
Vanessa Ferreira Vieira
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Higher Education Institutions ◽  
French Language ◽  
The Internet ◽  
Réseaux Sociaux ◽  
Point Of Interest ◽  
Gender Neutral ◽  
Reseaux Sociaux ◽  
Neutral Language

This paper aims to examine the use of inclusive French in the Internet publications of Paris universities on their social media. Three higher education institutions were selected: Paris Dauphine-PSL University, Gustave Eiffel University, and Sorbonne Paris North University. The publications were obtained from Facebook, Instagram, and LinkedIn. Firstly, the groups of people to whom the use of inclusive French referred were considered. The second question was about the practices used to make the French language inclusive. Eight practices were observed and are described in the paper. Also, the frequency of gender-neutral language was a point of interest. The research corpus is available online: https://tiny.pl/9rcdj.

Institutional Plagiarism Policy (Georgian higher education institutions’ case)

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Natela DOGHONADZE ◽  
Ekaterine PIPIA ◽  
Nikoloz PARJANADZE
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Literature Review ◽  
Foreign Language ◽  
Academic Writing ◽  
Higher Education Institutions ◽  
Survey Questionnaire ◽  
Existing Problems ◽  
Copyright Violation ◽  
University Policies

The article deals with various aspects of plagiarism: definition (discriminating it from cheating and copyright violation), types (intended / unintended), involved people, causes, prevention, detection and punishment of plagiarism. A survey (questionnaire containing 42 items to be assessed in a 5-point Likert scale and one open- ended item) was conducted in Georgia. The questionnaire developed based on the literature review was uploaded on social media in three variants (to analyze the results separately and compare them): for students, for researchers and for assessors. The obtained results revealed that the opinions of the three groups of respondents differed to a certain degree, but were quite similar, eventually. The survey disclosed the existing problems, such as: lack of academic writing (in the native and especially foreign language) and research skills, lack of training in avoiding plagiarism, insufficiently clear university policies in the area, the emphasis on punishment instead of prevention, etc. Based on the obtained results recommendations for universities are given concerning plagiarism policies. 

DISTANCE LEARNING AS AN ALTERNATIVE FORM OF CONTINUING EDUCATION: PROBLEMS AND TERMS OF REALISATION

2020 ◽  
pp. 87-92
Author(s):  
Сергей Александрович Грязнов
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Continuing Education ◽  
Higher Education Institutions ◽  
Educational Technologies ◽  
Alternative Form ◽  
The Internet ◽  
Classical Training ◽  
Teaching In Higher Education

Технологии меняют образ жизни и деятельность человека. Глобальная сеть Интернет облегчает быстрый доступ к полезной информации. Социальная, культурная и образовательная конкурентоспособность находятся под влиянием образовательных технологий, которые положительно влияют на стиль, продолжительность и метод обучения в высших учебных заведениях. Дистанционное образование возможно применять и как полноценную самодостаточную форму, и как дополнение к классическому обучению в аудиториях. Автор рассматривает в статье дистанционную форму обучения как альтернативу традиционной форме преподавания в вузах на время периодов самоизоляции (пандемии, сезонные карантины), а также как дополнение к традиционным формам обучения. Анализируются проблемные и положительные аспекты применения данной формы. Указаны возможные форматы обучения в условиях дистанционного образования. Выделены сильные и слабые стороны использования некоторых технологий. Technologies alter the way of living and work of a person. The Internet world network makes it easier to quickly access useful information. Social, cultural and educational competitiveness are influenced by educational technologies that positively influence the style, duration and method of education in higher education institutions. Distance education can be used as a full-fledged self-sufficient form, or as a Supplement to classical training in classrooms. The author considers distance learning as an alternative to the traditional form of teaching in higher education institutions during periods of self-isolation (pandemics, seasonal quarantines), as well as as an addition to traditional forms of education. The problem and positive aspects of using this form are analyzed. Possible formats of training in the conditions of distance education are specified. The strengths and weaknesses of the use of certain technologies are highlighted.

scholarly journals MOOCs as Disruptive Innovation in Higher Education

2018 ◽  
Vol 1 (1) ◽  
pp. 10-12
Author(s):  
Kamarudin Hussin
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Flipped Classroom ◽  
Higher Education Institutions ◽  
Disruptive Innovation ◽  
Virtual Learning Environment ◽  
The Internet ◽  
Free Access ◽  
Access To Higher Education ◽  
E Learning

The advancement of technology in higher education is always perceived as a valuable innovation that create better impact to the society. The advent of the Internet for instance, has magnificently created important features in learning environment globally. Higher education community optimizes the Internet as an essential resource, communication platforms and dynamic tools in their core teaching-learning, research, consultation activities, entertainment and many others. Moreover, innovations such as mobile technology has successfully broadened access to the Internet and related online services and facilities. Higher education institutions as the hub for technology development and innovation have invested in virtual learning environment to support current needs of global population. Related to this fact, e- learning modules and contents are offered across universities, and interested learners in public communities are benefited by this opportunity. Educators and experts in higher education institutions are delivering their knowledge, discoveries and expertise via e-learning platforms and other supported technology. Equally important, e-learning has successfully expanded opportunities for lifelong and flexible learning, and offered a solution for practical issues and increasing student numbers. As a matter of fact, e-learning has been proposed as a promising way out for many complex issues such asfunding constraints, increasing demand and access to higher education while improving quality and high impact educational provisions in many countries. While addressing these issues, higher education administrators, educators, researchers and policy makers have developed responses in various frameworks. Initiatives such as Competency-Based Online Programs, development of open source materials, flipped classroom and Massive Open Online Courses (MOOCs) have contributed towards reducing cost of higher education as well as increasing access to higher education. MOOCs technology has proven its capability to reach massive audienceof about 30,000 students at a time. Across the globe, MOOCs offer free access to online course lectures, self- paced lessons, readings, problem sets, blogs, discussion boards, peer assessment and even online discussion group platforms for global students (Leon and Price, 2016). In 2017, MOOCs offered more than 9,400 courses with more than 500 MOOC based credentials according to data gathered by Class Central. Excitingly, MOOC platforms have recorded more than 81 million learners to date (Class Central, 2017).  

Using enterprise social networks as a knowledge management tool in higher education

2017 ◽  
Vol 47 (4) ◽  
pp. 555-570 ◽  
Author(s):  
Niall Corcoran ◽  
Aidan Duane
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Social Media ◽  
Knowledge Sharing ◽  
Conceptual Model ◽  
Higher Education Institutions ◽  
Management Tool ◽  
Content Type ◽  
Enterprise Social Networks ◽  
Practical Implications

Purpose The management of organisational knowledge and the promotion of staff knowledge sharing are largely neglected in higher education institutions. The purpose of this study is to examine how enterprise social networks can enable staff knowledge sharing in communities of practice in that context. Design/methodology/approach The study is framed as an Action Research project, covering three cycles over a 12-month period. During the Diagnosing phase, a conceptual model was developed for empirical testing. Data were collected through 30 semi-structured interviews and a number of focus groups. This was supplemented by content analysis and reflective journaling. Findings The findings support the conceptual model and provide insight into the antecedents necessary for the creation of an enterprise social network-enabled knowledge-sharing environment, the motivators for and barriers to participation, and the perceived organisational and individual benefits of increased staff knowledge-sharing activity. Research limitations/implications As the study has a higher education focus, all of the findings may not be generalizable to other types of organisation. Further development of the conceptual model and testing in other contextual settings will yield greater generalizability. Practical implications A number of findings have practical implications for the management of higher education institutions, such as the evidence of a divide between faculty and other staff. In general, the study findings provide an opportunity for educationalists to better understand the scope and impact of employing social media platforms for knowledge sharing. Originality/value This paper adds to the growing body of work on organisational implementations of social media, and should be of interest to practitioners and researchers undertaking similar projects.

Using Social Media to Facilitate Instruction and Increase Marketing in Global Higher Education

2018 ◽  
pp. 226-245 ◽  
Author(s):  
Michael D. Richardson ◽  
Sarah G. Brinson ◽  
Pamela A. Lemoine
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Media Use ◽  
Higher Education Institutions ◽  
Education Students ◽  
Technology Proficiency ◽  
Technological Revolution ◽  
Marketing Social ◽  
Higher Education Instruction ◽  
The Impact

The technological revolution of the past two decades has changed global higher education, particularly with the impact of social media. There are two primary functions of social media in higher education: instruction and marketing. Social media offers higher education students an array of options to socialize, network, stay informed, and connected, but technology proficiency may not be the same for instructors. As social media use by students becomes more established, educators in higher education pursue methods to parlay expertise in instruction into increased opportunities to advertise and market higher education institutions. Social media's impact of instruction in higher education is undeniable. The next major focus is on social media as a robust recruiting instrument to increase enrollment in global higher education.

A Preliminary Look at the Development on Websites of Higher Education Institutions

2011 ◽  
pp. 414-429
Author(s):  
Harrison Hao Yang ◽  
Na Yao ◽  
Pinde Chen
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Web 2.0 ◽  
Higher Education Institutions ◽  
Online Communication ◽  
Digital Citizenship ◽  
Multimedia Resources ◽  
Self Service ◽  
The Impact ◽  
Social Networking Tools

This chapter provides an overview of websites of higher education institutions. It then discusses the impact of emergent Web 2.0 technologies and social media on the online communication and society, and presents a study focusing on trends and issues of the development on websites of higher education institutions. The results of the study in this chapter indicates that under the influence of Web 2.0 and social media, websites of higher education institutions have been developed on: building a strong sense of community via embedding social networking tools, endorsing open education via sharing multimedia resources, and enriching users’ experience via offering self-service. The study also indicates that in order to develop effective websites, authenticity and digital citizenship should be considered and managed by administrators and technologists of higher education institutions.

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