Impact of Virtual Learning on Foundation Mathematics Students in a Higher Education Institution in the Gulf during the COVID-19 Era

2021 ◽  
Vol 09 (02) ◽  
pp. 81-93
Author(s):  
Maitham AlMuharraqi ◽  
George Toworfe ◽  
◽  
◽  
Keyword(s):  
Higher Education ◽  
Virtual Learning ◽  
Education Institution ◽  
Mathematics Students ◽  
Higher Education Institution

Strategies for Virtual Learning and E-Entrepreneurship in Higher Education

2009 ◽  
pp. 1590-1602
Author(s):  
Juha Kettunen ◽  
Mauri Kantola
Keyword(s):  
Higher Education ◽  
Balanced Scorecard ◽  
Graphical Representation ◽  
Higher Education Institutions ◽  
Virtual Learning ◽  
Education Institution ◽  
Higher Education Institution ◽  
Strategy Maps ◽  
The Balanced Scorecard ◽  
Educational Administrators

This chapter presents the strategies of higher education institutions and how they can be described using the balanced scorecard approach. The pedagogical ICT strategy describes the virtual learning and e-entrepreneurship in higher education. Strategic themes are presented to describe what management believes must be done to succeed and achieve the desired outcomes in virtual learning and e-entrepreneurship. Strategy maps are used to describe the strategy in a graphical representation. In addition, the study presents an example of the cooperation between a higher education institution and a spin-off company. This chapter helps the educational administrators to better describe and implement strategies for virtual learning and e-entrepreneurship.

Strategies for Virtual Learning and E-Entrepreneurship in Higher Education

2011 ◽  
pp. 107-123 ◽  
Author(s):  
J. Kettunen
Keyword(s):  
Higher Education ◽  
Balanced Scorecard ◽  
Graphical Representation ◽  
Higher Education Institutions ◽  
Virtual Learning ◽  
Education Institution ◽  
Higher Education Institution ◽  
Strategy Maps ◽  
The Balanced Scorecard ◽  
Educational Administrators

This chapter presents the strategies of higher education institutions and how they can be described using the balanced scorecard approach. The pedagogical ICT strategy describes the virtual learning and e-entrepreneurship in higher education. Strategic themes are presented to describe what management believes must be done to succeed and achieve the desired outcomes in virtual learning and e-entrepreneurship. Strategy maps are used to describe the strategy in a graphical representation. In addition, the study presents an example of the cooperation between a higher education institution and a spin-off company. This chapter helps the educational administrators to better describe and implement strategies for virtual learning and e-entrepreneurship.

Strategies for Virtual Learning and E-Entrepreneurship in Higher Education

2011 ◽  
pp. 165-176
Author(s):  
Juha Kettunen
Keyword(s):  
Higher Education ◽  
Balanced Scorecard ◽  
Graphical Representation ◽  
Higher Education Institutions ◽  
Virtual Learning ◽  
Education Institution ◽  
Higher Education Institution ◽  
Strategy Maps ◽  
The Balanced Scorecard ◽  
Educational Administrators

This chapter presents the strategies of higher education institutions and how they can be described using the balanced scorecard approach. The pedagogical ICT strategy describes the virtual learning and e-entrepreneurship in higher education. Strategic themes are presented to describe what management believes must be done to succeed and achieve the desired outcomes in virtual learning and e-entrepreneurship. Strategy maps are used to describe the strategy in a graphical representation. In addition, the study presents an example of the cooperation between a higher education institution and a spin-off company. This chapter helps the educational administrators to better describe and implement strategies for virtual learning and e-entrepreneurship.

scholarly journals Enhancing Virtual Learning during the Crisis of COVID-19 Lockdown - A Case Study of a Higher Education Institution in Maldives

2021 ◽  
Vol 20 (11) ◽  
pp. 476-493
Author(s):  
Mariyam Shareefa ◽  
Mohamed Muneez ◽  
Aaidha Hammad ◽  
Mariyam Shihamaa
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Virtual Learning ◽  
Education Institution ◽  
Educational Institutions ◽  
Delivery Mode ◽  
Higher Education Institution ◽  
Semistructured Interviews ◽  
Negative Impacts

Regardless of whether educational institutions had experience of using online teaching, the COVID-19 pandemic forced a sudden switch to fully virtual delivery mode, which presented challenges at both institutional and instructional levels. At the time, not much information about these experiences was available to guide education during lockdown. This study, therefore, explored the virtual learning experiences of a Maldivian higher education institution that had practiced virtual learning before and during the pandemic. Data was collected from 52 participants – a senior management member, four lecturers, and 47 students - through conducting semistructured interviews, studying students’ reflection journals, doing lesson observations, and reviewing documents. Thematic analysis of the data revealed several changes had occurred in the teaching process of the college. Significant modification of the instructional setup, structural arrangements, and the psychological readiness of students had both positive and negative impacts. This study endeavors to be of value to other higher education institutions who adopt virtual learning.

How (Not) to Lead Academia

2019 ◽  
Author(s):  
Miguel Abambres
Keyword(s):  
Higher Education ◽  
Time Management ◽  
Social Engagement ◽  
Student Assessment ◽  
Education Institution ◽  
Academic Leadership ◽  
Academic Department ◽  
Higher Education Institution ◽  
Role Assignment ◽  
Professional Career

This work reports several issues found by the author throughout his professional career, concerning academic leadership. Topics like (i) out-of-field teaching/researching, and (ii) time management in faculty hiring or new role assignment, are addressed. Besides, the author describes which fundamental decisions he´d take if he could manage a higher education institution or academic department. The topics covered are crucial for the success of any higher education institution, such as (a) hiring, (b) social engagement, (c) student assessment, (d) open mindedness, (e) prompt communication, (f) passion in work, and (g) freedom / trust.

Students’ and Applicants’ Social Perceptions of the Risks of Educational Environment at Higher Education Institution

2019 ◽  
Vol 28 (11) ◽  
pp. 56-67 ◽  
Author(s):  
A. V. Lyalyuk ◽  
O. R. Tuchina
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Well Being ◽  
Social Institution ◽  
Educational Environment ◽  
Expert Assessment ◽  
Risk Category ◽  
Subjective Well Being ◽  
Higher Education Institution ◽  
Investigation Methods

Educational system is the most important social institution, which provides the development of a personality and frames his/her worldview and the conception of subjective well-being. Despite the large number of studies on the issue of psychological and pedagogical security of educational environment, the sphere of higher education still remains underexplored. The available empiric material has not received sufficient methodological justification and conceptualization. This article aims to provide the conceptualization of the risk category as applied to the educational environment of a higher education institution, as well as empiric investigation of the risks within the educational environment as viewed by applicants and students.Materials and methods. 213 applicants and 547 students of the Kuban State Technological University took part in the survey. The following investigation methods were used: expert assessment, interview, questioning, content analysis, analysis of means method, cluster analysis and factor analysis.Investigation results. Comparative examination of the manifestation degree of risks within the educational environment as viewed by applicants and students of higher education institution showed significant differences in the assessment of risk by these groups of respondents. From the point of view of applicants, the main risks are connected with social and psychological aspects of the educational environment of a higher education institution, relations within student groups and interaction with teachers, as well as with the issues related to the educational management and leisure arrangement. As viewed by the students, the risks within the educational environment include external and social and psychological risk factors, motivating risks and risks arising from the learning process organization and management and the related issues. Applicants’ notion of the risks within the educational environment of a higher education institution was mainly influenced by information they received from media and by the opinion of their relatives and age mates.Consideration and conclusions. It was proved that the applicants’ idea of the risks within the educational environment of a higher education institution is determined by the opinion of people they know personally, however it changes during the process of studying in higher education institution and acquiring their own experience of being within the environment. The investigation results allow creating a model of psychological and pedagogical security within the educational environment of a higher education institution. This model makes it possible to forecast main risks of the educational environment, their development, and evolvement and find solution to them. 

Sign in / Sign up

Export Citation Format

Share Document