Non-Traditional Students, University Trajectories, and Higher Education Institutions: A Comparative Analysis of Face-to-Face and Online Universities

We provide an analysis of some recent widening participation literature concerning the barriers preventing non-traditional students accessing higher education. This literature criticizes higher education institutions and staff, opening up the academics' attitudes and skills to inquiry. We follow the genesis of four themes in the literature and these are visited in turn to provide substantive arguments. Students' accounts of their experiences are taken as if they were a systematic analysis of higher education institutions and result in an individualistic analysis of the problems related to access and progression. Beck described such assumptions and devices as individualization. We question the use of such pervasive individualism in the widening participation debate.

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Listening to the Student Voice – Student Engagement in Professional Higher Education

EDEN Conference Proceedings ◽

10.38069/edenconf-2021-ac0033 ◽

2021 ◽

pp. 342-352

Author(s):

Marina Brunner ◽

Ulf-Daniel Ehlers

Keyword(s):

Higher Education ◽

Student Engagement ◽

Extracurricular Activities ◽

Higher Education Institutions ◽

Traditional Students ◽

Lecture Hall ◽

Student Body ◽

University Environment ◽

Non Traditional Students ◽

Barriers And Challenges

The practical orientated education and training of professional higher education institutions attract a very diverse student body and more and more non-traditional students are finding their way to higher education institutions in Europe. In order to sufficiently address the different needs of this group, non-traditional students must be given opportunities for student engagement in student organisations and extracurricular activities outside of lectures. Furthermore, the diversity characteristics of non-traditional students within professional higher education institutions need to be analysed, as well as the barriers and challenges to student engagement. With the help of qualitative expert interviews and focus groups, five problem areas were defined and an outlook on possible improvements was given in order to sharpen the view of an inclusive university environment outside of the lecture hall.

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“New Normal”: Analisis Penerimaan Menggunakan Balance Score Card

JARTIKA : Jurnal Riset Teknologi dan Inovasi Pendidikan ◽

10.36765/jartika.v3i2.303 ◽

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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Emergency remote education and smart working at three European higher education institutions

International Journal of Web-Based Learning and Teaching Technologies ◽

10.4018/ijwltt.287553 ◽

2022 ◽

Vol 17 (6) ◽

pp. 0-0

Keyword(s):

Higher Education ◽

Digital Technology ◽

Online Courses ◽

Higher Education Institutions ◽

Remote Education ◽

Face To Face ◽

The World ◽

Administrative Procedures ◽

European Higher Education ◽

Smart Working

Due to the threat posed by COVID-19, many colleges and universities around the world opted to switch to online courses and smart working to keep their students, professors, and staff safe during the pandemic emergency. Face-to-face classes, including labs and workshops, have been canceled and substituted with online activities. New administrative procedures have also been established to support the emergency remote education. This article analyzes these changes in light of the experiences of three higher education institutions in different countries, namely Latvia, Poland, and Italy. From this analysis, some aspects have emerged that have stimulated a deeper reflection on the use of digital technology in higher education. .

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