WhatsApp use among African international distance education (IDE) students: transferring,translating and transforming educational experiences

ABSTRACT

Much of the research on how social media is embedded into the educational practices of higher education students has a Western orientation. In concentrating on a case study of the varied ways in which African International Distance Education (IDE) students actively use social media to shape their learning experiences, we discuss an under-researched group. The paper draws on analysis of 1295 online questionnaires and 165 in-depth interviews with IDE students at UNISA, South Africa, one of the largest providers of IDE globally. WhatsApp emerges as ‘the’ key social media tool that opens up opportunities for IDE students to transfer, translate and transform their educational journey when studying ‘at a distance’. Although WhatsApp does provide a ‘space of opportunity’ for some students, this is framed through socio-technical marginalisation, itself a reflection of demographic legacies of inequality. Exploring social media practices though the case of African IDE students places these students centre stage and adds to the awareness of the multiple centres from which international education is practiced.     

Index of science reading awareness: An interactive-constructive model,test verification,and grades 4–8 results

The purpose of this study was to develop and verify the Index of Science Reading Awareness (ISRA) based on a model of an efficient, successful interactive-constructive science reader and three independent metacognitive awareness domains. Several researchers have noted the need for efficient, reliable, and valid measures of metacognition. ISRA data collected on 532 students (Grades 4–8) were analyzed using factor analyses, linear structural modeling, and analyses of variance (ANOVAs) to help verify the model and the test. The factor analyses and linear structural modeling indicated that these data did not support the assumption about the three independent metacognitive awareness domains, but suggested that the model and the test were structured around the design features of science reading, science text, and science reading strategies. One-way ANOVAs indicated significant, predicted reading ability and gender differences but unexpected grade-level differences. The composite metacognitive awareness data indicated that most Grade 4–8 students have surface knowledge about science reading, science text, and science reading strategies, and indicated specific targets for explicit science reading instruction. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 27-51, 1998.     

Age Differences in use of Strategy for Recall of Movement in a Large Scale Environment

Abstract

In order to investigate how children remember distance (route) and location (landmark) information, two experiments were conducted in a large scale environment using jogging as the means of locomotion. In Experiment 1, thirty 4-year-old and thirty 9-year-old children were randomly assigned within age to three groups which were cued prior to the jog to remember the event, location of the event or distance to the event. Results indicated that older children reproduced the location and distance better than younger children. Cueing children to remember the location resulted in more accurate estimates than the other conditions. In Experiment 2, 5-year-old, 9-year-old, and 12-year-old children (24 children of each age) were randomly divided into step counting strategy and control groups, and asked to reproduce a criterion distance jogged. Results indicated that the three strategy groups and the 12-year-old controls estimated distance with similar accuracy, but the 9- and 5-year-old controls were different, as their error was inversely related to age.     

Value Orientations of Preservice Teachers

Abstract

Curriculum theorists have acknowledged, the critical role that beliefs and values play in the decisions that teachers make, but very little is known about how teachers' value profiles develop. The purpose of this investigation was to examine the educational value orientations of a group of physical education preservice teachers (N = 16) enrolled in an elementary methods course and to investigate the link between value profiles and teacher behaviors. Value profiles were assessed using the Value Orientation Inventory (Ennis & Hooper, 1988). The results indicated that teachers in training entered field-based experiences with defined value profiles, but that these profiles were not stable constructs. Priorities within competing value orientations fluctuated over the course of a semester. Possible explanations for the changes that occurred and implications for teacher education programs are discussed.     

Becoming Qualitative Researchers: A Collaborative Approach to Faculty Development

Five junior scholars, representing two departments and four program areas in the College of Education at the University of North Texas, committed themselves to a long-term, systematic, research-based learning program in order to further their knowledge and skills as qualitative researchers. In this essay, this community of learners describes their collaborative efforts to develop more effective skills in one method of qualitative research, in-depth, oral history interviewing. Through their cross-discipline, research-based, faculty development model, the authors offer helpful direction to other higher education faculty who seek to improve their ability to conduct and also to guide students in qualitative investigations.     

The increasing globalization of health librarianship: a brief survey of international trends and activities

Background and purpose: Throughout his career, Leslie Morton was interested in international developments in health librarianship. In memory of the work he did in this field, the authors examine current developments in international health librarianship and describe some current themes. Procedures: The authors draw from their combined experience in international activities and the published information available from selected library associations and related organizations. Findings: Although many of the major health library associations around the world are tackling agendas specific to their own country, issues of international concern are emerging in common. These are grouped around globalization, partnerships and co‐operation, electronic access, especially open access, and working with the developing world in a number of different ways. Of course, the basis of all of these initiatives is to improve the health of the population by providing the best possible access to materials. Conclusions: Professional associations can provide a useful institutional infrastructure for addressing issues of international interest. Librarians should encourage their associations to develop these international initiatives and to seek out new and innovative ways to work together across international boundaries.     

Social effects of integrated classrooms and resource room/regular class placements on elementary students with learning disabilities

The social status of elementary students with learning disabilities (LD) served by the Integrated Classroom Model (ICM) was compared to the social status of elementary students with learning disabilities served in a regular class with resource room support. The ICM serves elementary special education and non-special-education students (1:2) together as one class. The comparison group was composed of students with learning disabilities who received special education services outside of their regular classroom for a portion of their school day. Social status was determined by assessing interpersonal relationships among students, using a peer rating method. The results of analyses of various dimensions suggest that while special education students in both programs have significantly lower social status on average than their non-special-education peers, the children in the ICM have a better opportunity to blend successfully into the classroom than the children who go out to a resource room.     

Effect of the Menstrual Cycle on Pulse Rate and Blood Pressure before and after Exercise

Abstract

A random group of 24 college women was tested during four phases of the menstrual cycle to determine if the cycle had an effect on pulse rate and blood pressure before and after exercise. Analysis of variance data indicated that fluctuations in pulse rate and blood pressure before and after exercise could not be attributed to the menstrual cycle.