Analysis of MOOCs practices from the perspective of learner experiences and quality culture

This explanatory analysis of the relevant literature seeks to identify factors affecting quality in massive open online courses (MOOCs). The paper highlights sub-dimensions of quality in MOOCs using the ladder of analytical abstraction. Communication, trust, collaboration, inclusiveness, innovation, and commitment are identified as key elements in developing a quality culture in online education. In seeking to merge the organizational and pedagogical aspects of online education, MOOCs raise new questions concerning personalization, widening recruitment, internationalization or globalization, and lifelong learning. However, the pedagogical aspects of MOOCs remain insufficiently described and explored. As MOOCs are now a significant presence in digital education, it is essential to understand learners’ experiences and participation in such courses.     

Comparative analysis of students and faculty level of awareness and knowledge of digital citizenship practices in a distance learning environment: case study

Education and Information Technologies - The COVID-19 pandemic increase the use of distance learning while studies have shown that there is insufficient digital knowledge among students in distance...     

Evaluation by Teachers of “Use of Influence in Agile Management” by School Administration

ABSTRACT

The main aim of this research is to evaluate the use of Influence in Agile Management at schools by the school administration, which is used with the purpose of increasing success and quality of schools. It is evaluated, within this context, that obtaining opinions of teachers from two different educational institutions would contribute to the improvement of the educational sector. This research aims at underlining which type of influence method used by the school administration would be more beneficial. Semi-structured interview, which is one of the types of qualitative approach, has been used in this research and 18 teachers were interviewed from two different educational institutions. According to the results of the semi-structured interview, teachers have expressed that they do not undertake the desired role in the decision-making process on the changes to be made at schools. They added that they are taking part in the decision-making process at low profiles, but they would like to take more active roles. Moreover, it has been observed that there is no initiative or plan to include teachers to the decision-making process and there is no training to the teachers on this issue even in universal values and disability.     

Opinions of Teachers and School Administrators about Organizational Citizenship Behaviors and Disability Services

ABSTRACT

The aim of this study was to determine primary school administrators’ and teachers’ views about the organisational citizenship behaviours in their schools. Qualitative research method was employed. The participants consisted of 15 teachers and 5 school administrators working in primary schools in North Cyprus, which were selected through maximum sampling method. Content analysis was done to analyse the data. The findings indicate that the majority of teachers report that the number of teachers who are eager to help is unsatisfactory, and that the participants do not have positive opinions about the reactions they face when they encounter a problem in school. Attention was paid to issues pertaining to disabled students. Since disabled students need extra attention and care, teachers and school administrators expressed the view that to interact with disabled students, organisational citizenship behaviour is necessary. Results further show that organisational citizens are eager to guide, to make extra effort and to empower themselves in order to be more useful and efficient. This study recommends that organising in-service training to improve organisational citizenship behaviour may be effective in improving schools and contribute to the awareness of the importance of the organisational citizenship in terms of disabled students.