The Influence of Demographical Differences on the Work Adjustment of Academic Expatriates: The Case of an ODeL Higher Education Institution | Chapter 4 | Managing Higher Education and Enterprises in Developing Countries Beyond COVID-19: Proceedings of the 9th International Conference on Business and Management Dynamics

 Work adjustment of academic expatriates is crucial for properly integrating into the work environment of the host institution. Academic expatriates who find it challenging to integrate are likely to feel alienated and experience low job satisfaction, which could lead to them resigning from their jobs. The study intended to determine whether demographical differences among academic expatriates (based in an open and distance higher education institution) influenced how they adapt at work. The study adopted a positivist research approach, which quantitatively studied a sample of 125 academic expatriates via an online survey.  A 5-point Likert scale questionnaire was utilised to collect the data. The findings revealed that differences existed between the work adjustment of those employed permanently and those employed on fixed-term contracts. Moreover, females and males experienced work adjustment differently. Furthermore, demographical factors such as occupation, age, tenure, qualification, and length of time in South Africa also seemed to influence their work adjustment. Subsequently, the study highlighted the need for organisational support from the host institution. Hence, relevant and appropriate in-house tailored adjustment programmes should be made available to facilitate a swift adaptation.

Author(s) Details:

Thulile L. Ngonyama-Ndou,
Tshwane University of Technology, South Africa.

Please see the link here: https://stm.bookpi.org/MHEEDCBCPICBMD/article/view/13195

Motivating MOOC Participants through the Educational Material | Chapter 5 | Research Aspects in Arts and Social Studies Vol. 7

 MOOCs have the potential to experience a large number of family in a specific field of information. Despite the great interest originally shown by those curious in attending bureaucracy, in the end, a miniature percentage control to complete them. Among the determinants that positively influence alive participation and finishing of the course are the motivation bestowed by each participant. This research aims to explore the extent at which point participants in the “Violence and domineering in schools” study were motivated for one course educational material. The instructional material was created following the instructional design model of Dick et al. [1], and the IMMS inquiry was used as the research form. Findings showed that the players were highly stimulated for one educational material, reaching a high accomplishment rate of the program of 80.2%. These findings maybe considered in the design of future MOOC programs.

Author(s) Details:

Giasiranis Stefanos,
University of the Aegean, Greece.

Please see the link here: https://stm.bookpi.org/RAASS-V7/article/view/9729

Distance Technologies of the Creative Abilities’ Development as the Component of the Process of Formation Soft Skills| Chapter 2 | Current Overview on Science and Technology Research Vol. 8

 The work is hard-working to the problem of evolving the creative talents of students as a component of delicate skills. The model of composition of the creative professional potential of future scholars is proposed. To describe the abstract model, the methodology of working modeling inside the graphical notation IDEF0 is secondhand. For the construction of imaginative abilities all along distance learning, it is wise to use systems of instruction management, to use cloud-sciences, systems of videoconferences’ institution, and messengers. The experience of the formation of the imaginative professional potential of students of Berdiansk State Pedagogical University by way of distance learning is depicted.

Author(s) Details:

Hanna Alieksieieva,
Berdyansk State Pedagogical University, Berdyansk, Ukraine.

Nataliia Kravchenko,
Berdyansk State Pedagogical University, Berdyansk, Ukraine.

Larysa Horbatiuk,
Berdyansk State Pedagogical University, Berdyansk, Ukraine.

Viktoriia Zhyhir,
Faculty of Physical, Mathematical, Computer and Technological Education, Doctor of Pedagogical Sciences, Berdiansk State Pedagogical University, Berdiansk, Ukraine.

Olena Chernieha,
Berdyansk State Pedagogical University, Berdyansk, Ukraine.

Please see the link here: https://stm.bookpi.org/COSTR-V8/article/view/8658

An Assessment of Incorporating Online Learning in Higher Education | Chapter 7 | Modern Perspectives in Language, Literature and Education Vol. 5

 In educational settings, learning and teaching have traditionally been viewed as a direct interpersonal classroom activity. As a result of technological advancements, new forms of teaching and evaluation have emerged, and they have gradually become a more prevalent aspect of education. With the advancement of information technology in general, and the Internet and online technologies in particular, there has been a growing emphasis on the development of distance learning methods, allowing students to extend their learning beyond the constraints of space and time. The goal of this paper is to present the results of a case study investigation into student perceptions of the as part of their experience of an M.A. programme in Catholic School Leadership at St Mary's University, Twickenham, the addition of an e-learning component Students were able to participate in a "virtual classroom" by engaging in online learning and sharing discussions sparked by online questions. As a result, the introduction of online learning represents a significant step forward that has the potential to influence pedagogy and assessment. As a result of this investigation, the following conclusion can be reached: While some students had reservations about the facility's implementation, they all agreed that online activities improved the quality of their education.

Author (S) Details

Dr. David Fincham
St Mary’s University College, London, UK.

View Book :- https://stm.bookpi.org/MPLLE-V5/article/view/1636

Teamwork Assessment with Several Levels of Hierarchy in Education: The Hierarchical Aggregate Assessment (HAA) Process | Chapter 11 | New Horizons in Education and Social Studies Vol. 7

 Although the evaluation of teams with multiple levels of hierarchy has been carried out over the years, this method has never been formalised and published with theoretical models until this actual research project and has not been taught at university and college levels, except for the work of Professor Nance[1]. Both individuals have the same evaluation in the traditional evaluation model, in contrast to the Hierarchical Aggregate Assessment (HAA), where the evaluation varies with the team member's hierarchical rank. This type of evaluation provides ratings on the role to be completed and on soft skills for leadership. This brings improvements to the traditional appraisal theories and paradigms. In the outcomes, the roles assigned to the participants and the evaluation tasks, a hierarchy is found. Hierarchical Aggregate Assessment (HAA) thus means a hierarchy of team members, tasks for evaluation and outcomes for evaluation. A description, a method, hypotheses, two software applications that computerised the aggregation process and four experiments are included in the actual analysis. For a long time, the computerised evaluation of teams at many hierarchical levels has existed, albeit in the area of information systems management (MIS). In the field of education, however, little research has been conducted. The theory of HAA is based on the evaluation of classes with many levels of hierarchy in education. This evaluation process is carried out in a tree-like organisation similar to those in information systems management systems (MIS). The process is carried out in three stages, the first step consists of team forming and the attribution to team members of hierarchical ranks, which is the aggregation process, the second phase is the presentation to the student of a test or evaluation assignment performed in team and the third phase is the dislocation of the team and the return to the initial phase until the course is completed. The curriculum management of the course consists of this iterative process. As the process iterates, evaluation data is gathered as summative (marks and scores) and formative evaluation (self-assessment and peer evaluation) data through the process that can be used to evaluate the progress of the course or to direct students for change, further study would be done for growth. Teamwork via computer applications that could be applied in parallel programming, cloud computing and distributed computing paradigms with multiple hierarchy level evaluation tasks in the Hierarchical Aggregate Assessment (HAA) area. Software software for Hierarchical Aggregate Assessment (HAA) may also be seen as a broad electronic portfolio of teamwork recording team work, results, outcomes, ratings, marks, and even self-assessment of team members and peer review for the entire length of the course. It may also be useful to research group dynamics, soft skills, soft skills leadership ability, resistance to change and impact on work environments in computer applications for teamwork evaluation.

Author(s) Details

Dr. Martin Lesage
Département d'éducation et pédagogie, Faculté des sciences de l'éducation, Université du Québec à Montréal (UQÀM), Montréal, QC, Canada.

Pr. Gilles Raîche
Département d'éducation et pédagogie, Faculté des sciences de l'éducation, Université du Québec à Montréal (UQÀM), Montréal, QC, Canada.

Pr. Martin Riopel
Département d'éducation et pédagogie, Faculté des sciences de l'éducation, Université du Québec à Montréal (UQÀM), Montréal, QC, Canada.

Mr. Frédérick Fortin
Département d'éducation et pédagogie, Faculté des sciences de l'éducation, Université du Québec à Montréal (UQÀM), Montréal, QC, Canada.

Mrs. Dalila Sebkhi
Département d'éducation et pédagogie, Faculté des sciences de l'éducation, Université du Québec à Montréal (UQÀM), Montréal, QC, Canada.

Mr. Yves Otis
Département d'éducation et pédagogie, Faculté des sciences de l'éducation, Université du Québec à Montréal (UQÀM), Montréal, QC, Canada.

View Book :- https://bp.bookpi.org/index.php/bpi/catalog/book/357