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Topic Review Peer Reviewed
Doctoral Supervision: A Best Practice Review
A “doctoral student” is the term for a student undertaking the highest level of university degree (a doctorate). “Supervisor” is the term for the academic, or academics, who act as their guide. Unlike taught classroom-based degree courses, doctoral degrees in the UK are normally only, or mainly, focused upon a single intensive research study into a specific topic. Such degree courses facilitate the development of students into highly specialist autonomous researchers capable of independent thought. Typically, a blend of support is provided to each doctoral student which consists of an elective development program of research methods learning opportunities alongside dedicated supervisor support from one or more academic members of staff called “supervisors”. It is the expectation that each supervisor will act as a guide and mentor for the doctoral student, thereby enabling them to successfully complete their program of research. This entry relates primarily to the UK model of supervising a doctoral student. Doctoral programs in other countries may differ.
  • 1.4K
  • 05 Jan 2023
Topic Review
Active Evidence-Based Learning in Engineering Education
Implementing active learning methods in engineering education is becoming the new norm and is seen as a prerequisite to prepare future engineers not only for their professional life, but also to tackle global issues. Teachers at higher education institutions are expected and encouraged to introduce their students to active learning experiences, such as problem-, project-, and more recently, challenge-based learning. 
  • 1.4K
  • 09 Nov 2022
Topic Review
Leadership for Inclusion and Inclusive School Leadership
The educational landscape in Ireland is changing at a rapid rate with an influx of pupils from different faiths, cultures and an increase of children with additional needs attending mainstream schools. In particular, special education has experienced a number of changes and reforms in recent times. With these changes comes the need for school principals to be proactive and innovative in developing their own leadership skills to respond to the rapidly changing landscape.
  • 1.4K
  • 17 Jan 2024
Topic Review
Language Learning Investment in Higher Education
Second language learning investment relates to the willingness and effort of learners to develop language competencies which will give them a good return in terms of personal or professional benefits. Investment relates to a learner’s willingness to learn something which they believe could “give them a good return on that investment”. Qualitative research findings indicate that the construct of investment is complex and interweaves different aspects of language learning, such as motivation, necessity or personal needs, engagement and agency.
  • 1.4K
  • 03 Nov 2023
Topic Review
Sustainability in Universities
It was found that universities have hardly incorporated sustainability in their academic areas, as can be seen in the evaluation systems of the global academic rankings, although some measurements were made from an institutional rather than an academic perspective. There is a need for universities to incorporate elements related to sustainability in their programs, not only in response to the new trends in the countries but also as a factor in responding to the emerging needs of the world in terms of efficient resource management, improving the education and the formation of an integral and responsible professional.
  • 1.4K
  • 20 Apr 2022
Topic Review
2021 Columbia University Strike
The 2021 Columbia University strike was a labor strike involving graduate students at Columbia University in New York City . The strike, which began on March 15, 2021, was organized by the Graduate Workers of Columbia–United Auto Workers Local 2110, a labor union representing student workers at the university. This union was formed in December 2016 and has had a contentious relationship with the university since its founding, with the university only agreeing to recognize the union in 2019. That same year, the union and university began to negotiate a labor contract, but disagreements between the two entities have prevented an agreement from being made. The main issue concerns union recognition, with the university recognizing only fully-funded doctoral students as union members, while the union also recognizes master's students and undergraduate teaching assistants as members. Additional issues include disagreements over health benefits and child care, among others. While the union voted in March 2020 to authorize strike action, these plans were postponed due to the COVID-19 pandemic. However, in February 2021, still without a labor contract, the union announced their intent to strike the following month. The strike began on March 15 as an open-ended strike action, with no set end date. The strike coincided with a tuition strike that had been coordinated by the local chapter of the Young Democratic Socialists of America. Picketing and other forms of protest were held at numerous Columbia locations throughout New York City, and multiple elected officials and politicians announced their support for the strikers. On April 19, a contract proposal was submitted for ratification by the union members, but it was rejected in a rank-and-file vote. Following this, a vote was held in early May to determine the future of the strike, with a majority of voters choosing to end the strike, which officially ended on May 13. Following the end of the strike, on July 3, new leaders for the union were elected who promised to continue to push for a labor contract with the university. Additionally, the name of the union was changed to the Student Workers of Columbia. While negotiations were set to resume on August 25, a disagreement between who should be allowed to attend the meeting caused an impasse, with Columbia pushing for a closed-door meeting with a limited number of attendees and the union wanting the negotiations open to all members. On September 15, the union initiated another strike authorization vote and filed an unfair labor practice charge against the university.
  • 1.4K
  • 15 Nov 2022
Topic Review
Konstanz Method of Dilemma Discussion
The Konstanz Method of Dilemma Discussion (KMDD®) as an educational and psycho-didactic tool that is aimed at fostering moral competence development in a course of moral and spiritual education and supporting overall personal and psychological development. The authors consider moral education to be of pedagogical importance, the task of which is to support and stimulate the individual development of the moral autonomy of an individual. Spiritual education is understood similarly, but it relates to the sphere of spiritual autonomy. Within the concept of spiritual education, a more specific area of religious education can be distinguished from the perspective of a specific religion. Given that a contemporary spiritual and moral crisis translates into an increase in ideological, moral, and religious conflicts (Agrimson and Taft 2009), the spiritual and moral education of the next generation, the development of respect for other cultures, religious tolerance, and the development of readiness for cooperation are the most urgent challenges facing today’s education. Moral and religious education in eastern Europe is underestimated in schools and is treated as indoctrination entities in which moral educators tell people what to do and religious educators what to believe. The aim of both should be to help sensitize students to ethical issues and help them to form their own judgments and beliefs within the context of a broader social perspective. Therefore, fostering personal development is one of the most important, as well as one of the most demanding, tasks of education at all levels.
  • 1.4K
  • 09 Sep 2021
Topic Review
Social Networks among University Youth
This article addresses the design and validation of an updated questionnaire that makes it possible to understand the use patterns and attitudes of university youth on social networks. The authors utilized a panel of 20 judges who were social media experts and a sample of 640 university students. The exploratory factor analysis (EFA) explained 66.523% of the total variance. The confirmatory factor analysis (CFA), carried out to verify the dimensional structure of the instrument, reflected the appropriate parameters. The reliability study showed a Cronbach’s alpha of 0.864. These data corroborated the development of a robust and reliable questionnaire. The resulting instrument did not contain items alluding to specific social networks (Facebook, Twitter, Instagram, or LinkedIn), but rather students’ usage patterns of them. The exclusion of items that referred to particular social networks during the research demonstrated a convergence in behavior on social media regardless of the nuances of each platform. This fact suggested that the platform was of secondary importance in the context of a new paradigm in which the type of use (viewing, posting, participating, or interacting) took precedence over the name of the network itself.
  • 1.4K
  • 29 Oct 2020
Topic Review
English as a Foreign Language
In English as a Foreign Language (EFL) learning, in addition to the knowledge of the language, students should be provided with the features of pragmalinguistics and socio pragmatics in order to enable them to communicate effectively in English, as they need to communicate in a social context.
  • 1.4K
  • 16 Jan 2024
Topic Review
Sustainability Education in China’s Junior Geography Curriculum
Sustainability education (SE), also known as education for sustainability (EfS) or education for SD (ESD), is recognized as an internal element of the fourth (i.e., quality education) of the seventeen United Nations’ (UN) SD goals and has been incorporated into school curricula around the world. China is no exception. As one of the pioneer countries in advocating environmental protection, the Chinese government has called for a paradigm shift in pedagogies that should be problem-solving-based and sustainability-centered.
  • 1.4K
  • 28 Feb 2022
Topic Review
Multi-Method Approach to Measuring Self-Regulated Learning
Self-regulated learning (SRL) is an active process in which individuals set goals, monitor their learning process, and regulate it according to goals and contextual demands. Most models of self-regulated learning assume that the purposeful use of specific processes, strategies, or responses is directed toward improving academic performance. They also assume that SRL involves cognitive, metacognitive, and motivational/affective processes, knowledge about these processes, and strategies for carrying them out. It is challenging to measure the (meta)cognitive and motivational/affective process and its components in SRL. No existing measure alone can capture the full complexity of this dynamic process and its contents. In general, SRL measures can be divided into offline and online measures. Offline measures, e.g., self-report questionnaires and interviews, attempt to capture self-regulation before or after the completion of the learning process, while online measures attempt to capture self-regulation in real time while learning is in progress.
  • 1.4K
  • 31 Aug 2022
Topic Review
Procedures in Mathematical Problems and Video Games
Video game use is widespread among all age groups, from young children to older adults. The wide variety of video game genres, which are adapted to all tastes and needs, is one of the factors that makes them so attractive. In many cases, video games function as an outlet for stress associated with everyday life by providing an escape from reality. The recreational aspect of video games is more important than the educational aspect. However, the students were not aware of using the problem-solving procedures they learned at school to solve different challenges in the video games. Furthermore, overcoming video game challenges stimulates positive emotions as opposed to the negative emotions generated when solving mathematical problems. 
  • 1.4K
  • 24 Mar 2022
Topic Review
Models of Instructional Design in Gamification
Gamification allows for the implementation of experiences that simulate the design of (video) games, giving individuals the opportunity to be the protagonists in them. Its inclusion in the educational environment responds to the need to adapt teaching–learning processes to the characteristics of homo videoludens, placing value once again on the role of playful action in the personal development of individuals. 
  • 1.4K
  • 02 Mar 2022
Topic Review
The Guided Reading Teaching Approach
The guided reading teaching approach is a commonly utilised practice that teachers have employed for over 20 years, both in Australia and abroad. What the approach entails, can be open to interpretation—an outcome that highlights the challenge of describing the approach in clear and unambiguous terms. 
  • 1.3K
  • 21 Jun 2022
Topic Review
Intelligent Tutoring for Student-Athletes Based on Self-Determination Theory
Student-athletes frequently struggle to strike a balance between their academic and athletic responsibilities. Various factors, such as age and competitive level, contribute to differences in their academic motivation and identity, showcasing the multifaceted needs they possess. While self-determination theory (SDT) has been proven effective for explaining student-athletes academic needs, its integration into learning design for this group remains limited. The developing AI technology, especially the Intelligent Tutoring System (ITS), offers the potential for creating personalized learning environments that can cater to the varying levels of motivation among student-athletes within the framework of SDT.
  • 1.3K
  • 20 Oct 2023
Topic Review
Common Room (University)
In some universities in the United Kingdom and Ireland — particularly collegiate universities such as Oxford, Cambridge, Dublin, Durham, York, Kent and Lancaster— students and the academic body are organised into a common room, or at Cambridge a combination room. These groups exist to provide representation in the organisation of college or residential hall life, to operate certain services within these institutions such as laundry or recreation, and to provide opportunities for socialising. Typically, though there are variations based on institutional tradition and needs, the following common rooms will exist in a college or hall: In addition to this, each of the above phrases may also refer to an actual room designated for the use of these groups. At the University of Cambridge, the term combination room (e.g., "Junior Combination Room") is also used, with the same abbreviations. As a generalisation, JCRs are associations of undergraduates and SCRs an association of tutors and academics associated with a college. Postgraduates are sometimes given their own MCR, or placed in with either of the other groups. This terminology has, in addition, been taken up in some universities in other English speaking nations.
  • 1.3K
  • 24 Oct 2022
Topic Review
Enhance Learning Experience with Mobile-Assisted Language Learning
With the growth of information and communication technology, technology-enhanced language learning has been increasingly regarded as a successful way to support learners with more interconnecting and collaborative language learning environments. Since smartphones have recently become an indispensable item in modern society, mobile-assisted language learning (m-learning) has been introduced to assist students’ language learning with the convenient features of digital devices and mobile technologies.
  • 1.3K
  • 22 Mar 2022
Topic Review
Entrepreneurship Education in Higher Education
Entrepreneurship education, as an emerging scientific field, has undergone significant evolution at the conceptual and praxis levels. The concept of entrepreneurship was considered from a broad perspective as the capacity to act upon opportunities and ideas, thereby creating social, cultural, or financial value in diverse contexts. The study and cultivation of this competence are highly relevant to enhancing employability and equipping young people with the skills, knowledge, and attitudes necessary within an entrepreneurial culture for the exercise of active citizenship. 
  • 1.3K
  • 20 Sep 2023
Topic Review Peer Reviewed
Co-Creating Interdisciplinary Integrated Powerful Knowledge
Interdisciplinary and integrated powerful knowledge (IIPK) is the outcome of integrating multiple disciplinary perspectives and approaches to tackle challenging real-world issues. Using many disciplinary fields, IIPK is essential for problem solving, innovation, and technical breakthroughs that require careful, imaginative, and innovative application of a wide range of disciplinary knowledge. It is especially relevant when addressing socio-scientific issues, which require a comprehensive understanding of scientific, social, and ethical dimensions. Collaborative and interdisciplinary work among people with diverse backgrounds and expertise is necessary to advance IIPK, including professionals from different academic fields, policymakers, stakeholders, and community members who bring various perspectives and values to the table. The co-creation of IIPK could inform policy making, support informed decision making, and lead to more comprehensive, effective, and sustainable solutions. Theoretical underpinnings and practical applications of co-creating IIPK are discussed here based on several principles with the potential to impact current practices. The co-creation and dissemination of IIPK could use multiple platforms, such as scholarly articles, encyclopedias, and media, including social media. These platforms provide scope for co-creating powerful knowledge through a people participatory approach, which would lead to changes in practices.
  • 1.3K
  • 17 Oct 2023
Topic Review
Distance Education in Europe
During the first phase of the COVID-19 pandemic, teaching and learning changed massively. Instead of learning in a common place—the classroom—at a common time, the pandemic situation led to a spatial and temporal separation of students and teachers. This unforeseen and unprepared phase of distance education that occurred in spring 2020 is termed emergency remote teaching . The term ERT describes the temporary shift of instruction to distance and the rapid establishment of alternative ways to teach in order to maintain some form of school education. Teaching during ERT was mostly achieved by the means of digital media and the internet. This reorganization of the teaching “shocked teachers at all levels and at the same time inspired them to find solutions to problems they have not encountered before”. As part of the urgent search for new teaching methods and the need to find creative solutions to the problems they faced, teachers all over the world aimed to develop a new form of continuity in education: the implementation of online education as the “new normal”.
  • 1.3K
  • 17 Jun 2022
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