A Virtual Learning Environment for Part-Time MASW Students: An Evaluation of the WebCT

This study aims to evaluate the perception of a cohort of social workers studying for a part-time master's program in social work in using the popular Web-based learning platform-World Wide Web Course Tools (WebCT) as a complimentary method of teaching and learning. It was noted that social work profession began incorporating computer technology in its practice long after other professions. Its incorporation into social work teaching came even later. Questionnaires were used to collect views on computer-assisted learning (CAL) and the WebCT. Follow-up, individual in-depth interviews were conducted to obtain further qualitative data to understand the specific conditions under which a virtual learning environment becomes facilitative. It was found that in general students have a positive towards CAL and the WebCT, but they do not think that their education should be entirely Web-based. Teacher-student interactions were still essential to achieve the educational objectives. Nonetheless, the complementary value of the virtual learning environment, that is, a good measure of independence and productivity in their study depends on the students' level of competence and familiarity with the WebCT platform.     

A Community of Practice Approach to Delivering Research Support Services in a Post-92 Higher Education Institution: A Reflective Case Study

ABSTRACT

The need for research support in U.K. universities is growing at a fast pace and a number of different professional and academic units within universities are involved in the process. This case study takes place in a post-92 higher education institution and discusses the benefit of utilizing a cross-university Community of Practice (CoP) approach to delivering research support services. It takes a qualitative approach, using semi-structured interviews to ascertain the personal experiences of community members. The article's key findings for successful implementation include a common sense of purpose; a shared concern or passion about the research agenda; a sense of community and belonging; trust; a safe environment; and senior management support. Added benefit is demonstrated by enhanced staff knowledge, increased job satisfaction, and profile-raising of the Library and Learning Service. The findings can help libraries in similar positions to use collaborative initiatives to develop research support services.     

Sixth form religion in Northern Ireland: the Protestant profile 1968–1998

The aim of the present study was to build on John Greer’s systematic set of studies concerned with teenage beliefs and values conducted among samples of sixth form students attending County and Protestant voluntary schools in Northern Ireland in 1968, 1978 and 1988. The present study replicated the earlier surveys for a further time in 1998. The results provide a unique snapshot of the persistence of religious affiliation, belief and practice across the latter part of the twentieth century in a nation which has continued to resist the secularisation process so eroding the place of religion in the neighbouring nations of England, Wales and Scotland.     

A Pedagogy of the Parochial: Pedagogical Imperialism and Mutual Accompaniment in Christian Higher Education

Historically, many North American educational engagements abroad have been entangled with colonialist logics that objectify and oppress those who live in Asia, Africa, Latin America, the Middle East, and Eastern Europe (Ogden, 2008 Ogden, A. (2008). The view from the veranda: Understanding today’s colonial student. Frontiers: The Interdisciplinary Journal of Study Abroad, 15, 35–55. [Google Scholar]). How does contemporary Christian higher education (CHE) programming such as study abroad and international engagement navigate the history of colonialism with present desires to expand and grow into international territories? This article explores this question through the theme of mutual accompaniment, resulting from a study of more than 250 interviews that students from a U.S. college on study abroad conducted with Majority World church pastors or other congregational leaders in communities where students lived. Interviews included a series of nine questions, including, “What would you like to say to the church in North America or the West?” Church leader responses pointed to the concept of mutual accompaniment we explore in this paper. After briefly delineating this concept, the article explores various ways CHE rationalizes its global engagements, highlighting especially the metaphor of cosmopolitanism. The ancient idea of a world citizen used today needs further articulation and analysis within CHE because of how the term can be conflated with practices of consumption and appropriation. Alternatively, as we explore in the concluding section, CHE can seek to advance a critical global citizenship with practices and habits that foster intercultural humility of the world citizen. By unraveling the colonialist logics embedded in cosmopolitanism, the article invites readers to consider how CHE students and programs can construct our positionality through embodied practices, in what we call “a pedagogy of the parochial.”     

The relational value of professional dialogue for academics pursuing HEA fellowship

The question of how academics in higher education institutions demonstrate they have the ability to teach and provide a high quality learning experience challenges the sector. Within this context, the use of professional dialogue for recognising teaching expertise is growing. This qualitative research explored how 16 academics valued their engagement in professional dialogue, and its impact as a developmental opportunity. The findings underline the importance of the relational and social aspects and value of this type of professional learning.     

Attitude toward Christianity among secondary school pupils in Northern Ireland: shifts in denominational differences

Background Northern Ireland is a province that remains deeply divided between Protestants and Catholics and maintains a segregated system of schools.

Purpose The research builds on a series of studies conducted in the 1960s, 1970s and 1980s to monitor the attitude toward Christianity of males and females educated in Protestant and Catholic schools.

Sample A sample of 2359 16- to 18-year-old pupils attending Catholic and Protestant schools in Northern Ireland.

Design and methods A random sample of seven Protestant and nine Catholic schools invited all pupils attending their lower and upper sixth-form classes to participate in the survey and to complete the Francis scale of attitude toward Christianity.

Results The data demonstrate that, while males attending Catholic schools maintained a more positive attitude towards Christianity than males attending Protestant schools, females attending Catholic schools reported a less positive attitude toward Christianity than females attending Protestant schools. These findings are compared with studies conducted during the 1970s and 1980s when both males and females attending Catholic schools recorded a more positive attitude toward Christianity than their peers attending Protestant schools.

Conclusions Repeated cross-sectional studies of this nature help to profile the changing religious climate of Northern Ireland.