scholarly journals The Use of WhatsApp as An Educational Communication Tool in Higher Education: Experiences of Nursing Students in Kavango East, Namibia

2020 ◽  
Vol 9 (5) ◽  
pp. 105
Author(s):  
Vistolina Nuuyoma ◽  
Nkosenhle Jermaine Mhlope ◽  
Leonard Chihururu
Keyword(s):  
Higher Education ◽  
Nursing Students ◽  
University Students ◽  
Teaching And Learning ◽  
Qualitative Content Analysis ◽  
Educational Communication ◽  
Communication Tool ◽  
Negative Effects ◽  
Descriptive Phenomenology ◽  
School Of Nursing

WhatsApp is the most popular networking site used by most university students for general purposes, and as a communication, collaborative and transactional tool in the teaching and learning process. However, experiences of its use among university students as an educational communication tool in low and resource-constrained settings have not been explored. Following a qualitative, descriptive, phenomenology approach, this study described and explored nursing students’ experiences of the use of WhatsApp as an educational communication tool. Data were collected from 24 university nursing students who were conveniently sampled to participate in the focus group discussions; thereafter, data were analysed using qualitative content analysis. Whittemore, Chase and Mandle’s primary criteria of validity in qualitative research, which include credibility, authenticity, criticality and integrity, were used to ensure the quality of the study. Ethical approval and permission were granted by the School of Nursing Research Ethics Committee. Informed consent was obtained from participants, and their anonymity and confidentiality were ensured. The findings revealed that WhatsApp is a beneficial communication tool but has effects on human behaviour. Moreover, connectivity and handset-related challenges were experienced by the students. Following these findings, it is concluded that WhatsApp is a suitable communication tool in higher education and in maintaining communities of practice among students and lecturers. Conversely, there is a need to educate students on mechanisms to mitigate its negative effects on human behaviours, such as disturbances, addiction, and lack of responses. Lastly, universities should consider partnering with network providers to improve connectivity among students and lecturers, as well as accessibility to affordable smartphones.

scholarly journals Assessing International Opportunities in Higher Education: A Matrix-based Assessment Tool

2006 ◽  
Vol 13 (1) ◽  
pp. 23-42
Author(s):  
Sophie R. Kaufman ◽  
David N. Ekstrom ◽  
Lillie M. Shortridge-Baggett
Keyword(s):  
Higher Education ◽  
Nursing Students ◽  
Study Abroad ◽  
Business Model ◽  
Program Development ◽  
Assessment Tool ◽  
Product Portfolio ◽  
Matrix Approach ◽  
School Of Nursing ◽  
Nursing Course

Faced with a growing number of international opportunities, the Lienhard School of Nursing at Pace University adapted a business model to assess which opportunities to pursue. Employing a product portfolio matrix approach, the International Opportunities Assessment (IOA) Tool was developed to assess new international ventures using the parameters of Market Attractiveness and Institutional Resources. The tool was piloted on a study abroad nursing course featuring a trip to Iceland. The tool assisted in prioritizing program development for international opportunities.  In this article, we will describe the development of this tool and, in order to demonstrate its use, we will provide an example of its application in the assessment of a study abroad course for nursing students at the Lienhard School of Nursing, Pace University.

A Ranking Framework for Higher Education Institutions

2021 ◽  
pp. 40-61
Author(s):  
Andre Paul Calitz ◽  
Margaret Diane Cullen ◽  
Teresia Watiri Kanyutu
Keyword(s):  
Higher Education ◽  
South Africa ◽  
University Students ◽  
Teaching And Learning ◽  
Research Output ◽  
Higher Education Institutions ◽  
University Ranking ◽  
International Orientation ◽  
League Tables ◽  
Ranking Criteria

The use of league tables and rankings (LTRs) as a tool to rank or measure the performance of higher education institutions (HEIs) has grown in popularity. Research indicates that these ranking criteria are often discussed from the standpoint of governments, the HEI management, and the ranking institutions producing these LTR publications. The opinions of the students on the suitable ranking criteria used by ranking institutions are generally omitted. This chapter investigates the applicable criteria for ranking HEIs in South Africa, from the perspective of students. A survey was conducted to determine the most relevant university ranking criteria considered by university students. The results indicate that the students perceive resources and infrastructure, accreditation, international orientation, research output, faculty quality, and teaching and learning as the most relevant criteria for ranking HEIs. Managerial recommendations are provided for HEIs to address the ranking criteria rated important by students.

Incivility experiences of nursing students in South Korea

2016 ◽  
Vol 25 (2) ◽  
pp. 186-198 ◽  
Author(s):  
Myung Sun Hyun ◽  
Jennie C De Gagne ◽  
Jeonghwa Park ◽  
Hee Sun Kang
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Environment ◽  
South Korea ◽  
Technology Use ◽  
Teaching And Learning ◽  
Qualitative Methodology ◽  
Academic Motivation ◽  
Qualitative Content Analysis ◽  
Research Question

Background: Incivility behaviors are negative social behaviors that can create conflict and disrespect among the persons involved. In a learning environment, incivility negatively affects learning by reducing academic motivation, lowering satisfaction with the education program, and interrupting the learning process. In addition, incivility causes those involved to feel negative emotions, such as anger, depression, and anxiety. Research question: What are the incivility experiences of nursing students during their nursing education? In what context do nursing students experience incivility during their education? Research design: This study used an exploratory qualitative methodology. Participants and research context: Participants (n = 34) were nursing students at three universities in South Korea. Data were collected during focus group interviews of 34 participants between 20 March and 26 June 2015 and were examined using a qualitative content analysis. Ethical consideration: The institutional review board approved this study. Findings: The analysis revealed four learning contexts in which participants experienced incivility: (a) in the classroom, (b) outside the classroom, (c) clinical settings, and (d) related to technology use. Five themes were identified: student non-adherence to classroom standards, faculty non-adherence to classroom standards, lack of helping-trusting relationships with peers, lack of dedication to teaching and learning in a clinical setting, and inappropriate use of technology. Conclusion: Nursing students experience incivility in a variety of situations and settings and expect a safer, more positive learning environment. The incivility experienced by nursing students during their education affects their goal of becoming professional nurses.

scholarly journals Codes of conduct for Nursing students: bioethical commitment to higher education in Spain

2015 ◽  
Author(s):  
Jacobo Cambil-Martin
Keyword(s):  
Higher Education ◽  
Nursing Students ◽  
Literature Review ◽  
Teaching And Learning ◽  
Code Of Ethics ◽  
Codes Of Conduct ◽  
Code Of Conduct ◽  
White Paper ◽  
Professional Conduct ◽  
Standards Of Conduct

Background: As a profession, Nursing has its own code of ethics and codes of conduct which establish personal and professional behavior expected on Nursing professionals and students to be competent in their practice, learning and development. The Nursing and Midwifery Council has a Code of Professional Conduct for students of Nursing and Midwife. Considering that the diversity of values is a fact in the university community, it is necessary to explore the validity and meaning to implement Codes of Professional Conduct for Nursing students in the teaching and learning process. Objective: To identify and assess codes of conduct aimed at Nursing students to understand the commitment to Bioethics training of higher education in Spain. Methods: A literature review was conducted. Main elements of ethical codes and the dimensions of the attitudinal assessment template for Nursing students in clinical practice with the code of conduct of the English Council were compared. Results: The literature review brings two articles in Spanish language and according to the selection criteria. The journal “Etica de los cuidados” -indexed in “Cuiden” database- collects these studies reporting that both professionals and students know the Spanish Code of Ethics for Nursing and there is a need to establish a new teaching and learning framework in Bioethics; however, no specific articles provide knowledge about codes of conduct for Nursing students in Spain. Conclusion: In general, the standards of conduct for students of the Nursing and Midwifery Council are already implicit in the ethical rules, rights and duties of the Spanish code of professional ethics. So it is still necessary to consider the Code of Conduct of the Spanish Nursing Council and the White Paper of the Nursing Degree to understand the commitment to Bioethics training on Nursing.

scholarly journals First year students' experiences with technology: Are they really digital natives?

2008 ◽  
Vol 24 (1) ◽  
Author(s):  
Gregor E. Kennedy ◽  
Terry S. Judd ◽  
Anna Churchward ◽  
Kathleen Gray ◽  
Kerri-Lee Krause
Keyword(s):  
Higher Education ◽  
University Students ◽  
Mobile Phones ◽  
Teaching And Learning ◽  
Emerging Technologies ◽  
Digital Natives ◽  
First Year ◽  
First Year Students

<span>This paper reports on a study conducted in 2006 with more than 2,000 incoming first-year Australian university students. Students were asked about their access to, use of and preferences for an array of established and emerging technologies and technology based tools. The results show that many first year students are highly tech-savvy. However, when one moves beyond entrenched technologies and tools (e.g. computers, mobile phones, email), the patterns of access and use of a range of other technologies show considerable variation. The findings are discussed in light of Prensky's (2001a) notions of the 'Digital Natives' and the implications for using technology to support teaching and learning in higher education.</span>

scholarly journals Digitalizing Higher Education in Light of Sustainability and Rebound Effects—Surveys in Times of the COVID-19 Pandemic

2021 ◽  
Vol 13 (22) ◽  
pp. 12912
Author(s):  
Marlen Gabriele Arnold ◽  
Alina Vogel ◽  
Martin Ulber
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Social Issues ◽  
Qualitative Content Analysis ◽  
Digital Transformation ◽  
Advantages And Disadvantages ◽  
University Of Technology ◽  
University Life ◽  
Multiple Challenges ◽  
Digital Formats

The COVID-19 pandemic has focused attention not only on health and social issues, but on the issue of digital transformation as well. Within a very short time, universities had to convert their courses to digital formats and university life was reduced to a minimum. To shed light on how the COVID-19 pandemic has affected universities, we investigated the following questions: How was this transformation accomplished? What advantages and disadvantages did it bring with it? How sustainable was this transformation? and What can the future of higher education look like? This study is based on the responses to two questionnaires for university staff and students conducted at the Chemnitz University of Technology between mid-July and September, 2020 (n = 369), and between February and March, 2021 (n = 252). Both questionnaires were analysed using descriptive statistics and qualitative content analysis. The results show wide variations in response to digital teaching and learning. Digital teaching and working/learning from home have brought both multiple benefits and multiple challenges at the same time. Working and learning from home was perceived as both enriching and overwhelming—even for the same individual. Respondents appreciated the flexibility associated with digital teaching, even though digital teaching was perceived as imposing excessive demands. This study reveals striking gaps in our knowledge and our actions linking digital transformation and sustainability and highlights how digital teaching can be further developed.

scholarly journals Voices of Future Educators: Graduate Students’ Conceptions about Teaching and Learning in Higher Education

2021 ◽  
Vol 11 (5) ◽  
pp. 160
Author(s):  
Philline M. Deraney
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Teaching And Learning ◽  
Qualitative Content Analysis ◽  
Graduate Level ◽  
Student Centered ◽  
Student Centered Learning ◽  
Practical Applications ◽  
Written Responses ◽  
Higher Education Experiences

Teaching and learning as a process and concept is often researched through the viewpoint of graduate students as future educators in their respective fields. The aim of this study was to explore graduate students’ conceptions, experiences, and advice about teaching and learning as they embark on their journey as educators. Through purposive sampling, data were collected from students in the final year of their master’s program in education at a large university in Saudi Arabia. A qualitative content analysis of students’ written responses revealed three main themes: 1) definitions of teaching and learning were either teacher-led (predominant) or student-focused; 2) practical activities and assignments framed students’ memorable experiences; and, 3) updated, diverse methodologies including practical applications formed the main advice for educators. Student conceptions of teaching and learning, while predominantly teacher-led, illustrated elements of student-centered learning.  An underlying trend throughout the data was an awareness and description of the ongoing transition from teacher-centered/led to student-centered classrooms in their higher education experiences. Implications of this study include reflection on teaching and student-centered learning as a concept and process in graduate-level education programs and faculty academic development and reconsideration of the traditional faculty-student relationship to a more cooperative and involved one, particularly at the graduate level.   Received: 12 July 2021 / Accepted: 20 August 2021 / Published: 5 September 2021

scholarly journals Ensuring the Quality of Higher Education Under Current Conditions

2020 ◽  
Vol 26 (2) ◽  
Author(s):  
Andriy Kostyshyn
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Freedom Of Expression ◽  
Academic Staff ◽  
Educational Communication ◽  
Educational Process ◽  
Point Of View ◽  
Academic Disciplines ◽  
Mutual Knowledge ◽  
Innovative Methods

Abstract. In the present conditions, especially during a pandemic, higher education requires academic staff to master and implement innovative methods of teaching and learning based on information programs, knowledge transfer systems. The tasks of interactive educational forms are as follows: awakening students’ interest; motivating students to solve the problem under study; effective mastering educational material; independent searching for the methods and options how to solve the educational task; interactions between students; teamwork skills; tolerance for any point of view; forming students’ own opinion, life and professional skills; reaching the level of student’s conscious competence. After analyzing our research, we can state that interactive learning creates an environment of educational communication, which is characterized by openness, equal-footing interaction of participants, accumulation of mutual knowledge, that provides high motivation, strength of knowledge, creativity, sociability, active life position, preservation of individuality, freedom of expression, mutual respect.           This paper examined the current problems of innovative technologies and teaching methods in modern higher education, as the tendency to humanization and humanitarization of the content of medical education has intensified, new academic disciplines have been introduced and, consequently, the need for academic staff, who could provide an innovative approach to implementing these trends during the educational process, has been increased. It is significant that today teachers are able to create and implement their own innovative methods. In addition, the paper focused on the safety of the educational environment of higher education. Information security is especially important, as nowadays the information media have an extremely big impact on the student environment.

scholarly journals Interactive Video Technology as A Mode of Teaching: A Qualitative Analysis of Nursing Students’ Experiences at A Higher Education Institution in Namibia

2020 ◽  
Vol 10 (2) ◽  
pp. 83
Author(s):  
Medusalem Hangula Joel ◽  
Daniel Opotamutale Ashipala ◽  
Esther Kamenye
Keyword(s):  
Higher Education ◽  
Nursing Students ◽  
Interactive Video ◽  
Education Institution ◽  
Study Data ◽  
Student Experiences ◽  
Video Technology ◽  
Structured Interviews ◽  
School Of Nursing ◽  
North Eastern

Interactive video technology (IVT) remains one of the common modes of teaching utilised by various higher education institutions (HEIs) across the globe with an aim of catering to ever-increasing educational demands. The objectives of this study were to explore and describe the experiences of nursing students on the use of IVT as a mode of teaching General Nursing Science with a view to describing the aspects that affect their learning. The study was conducted at one of the satellite campuses of an HEI located in north-eastern Namibia. In this study, a qualitative, exploratory and descriptive design was used. A total of fifteen nursing students from the Faculty of Health Sciences in the School of Nursing, purposively selected from the population of fourth-year nursing students who were taught via IVT, participated in the study. Data were collected using semi-structured interviews and analysed by means of content analysis. Three main themes subsequently emerged: nursing students experienced the IVT as a beneficial mode of teaching; the use of IVT as a mode of teaching resulted in certain negative experiences for nursing students; and the presence of certain strategies that strengthen IVT as a teaching mode. The study identified both positive and negative student experiences resulting from the use IVT as a mode of teaching. It was therefore concluded that the School of Nursing should continue to use IVT as a mode of teaching, but should put certain interventions in place to strengthen it and to make the learning environment more favourable for students.

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