Publisher: Macrothink Institute   (Total: 47 journals)   [Sort by number of followers]

Showing 1 - 47 of 47 Journals sorted alphabetically
Aquatic Science and Technology     Open Access   (Followers: 4)
Asian J. of Finance & Accounting     Open Access   (Followers: 16)
Business and Economic Research     Open Access   (Followers: 12)
Business and Management Horizons     Open Access   (Followers: 14)
Business Management and Strategy     Open Access   (Followers: 48)
Case Studies in Business and Management     Open Access   (Followers: 15)
Education and Linguistics Research     Open Access   (Followers: 6)
Environmental Management and Sustainable Development     Open Access   (Followers: 11)
Global J. of Educational Studies     Open Access  
Human Resource Research     Open Access   (Followers: 1)
Intl. Finance and Banking     Open Access   (Followers: 3)
Intl. J. of Accounting and Financial Reporting     Open Access   (Followers: 17)
Intl. J. of Culture and History     Open Access   (Followers: 14)
Intl. J. of Education     Open Access   (Followers: 17)
Intl. J. of English Language Education     Open Access   (Followers: 14)
Intl. J. of Global Sustainability     Open Access   (Followers: 4)
Intl. J. of Human Resource Studies     Open Access   (Followers: 17)
Intl. J. of Industrial Marketing     Open Access   (Followers: 6)
Intl. J. of Learning and Development     Open Access   (Followers: 5)
Intl. J. of Linguistics     Open Access   (Followers: 12)
Intl. J. of Management Innovation Systems     Open Access  
Intl. J. of Regional Development     Open Access   (Followers: 1)
Intl. J. of Social Science Research     Open Access   (Followers: 14)
Intl. J. of Social Work     Open Access   (Followers: 25)
Intl. Research in Education     Open Access   (Followers: 6)
Issues in Economics and Business     Open Access  
Issues in Social Science     Open Access   (Followers: 5)
J. for the Study of English Linguistics     Open Access   (Followers: 6)
J. of Agricultural Studies     Open Access   (Followers: 5)
J. of Applied Biotechnology     Open Access   (Followers: 2)
J. of Asian Development     Open Access   (Followers: 2)
J. of Biology and Life Science     Open Access   (Followers: 2)
J. of Corporate Governance Research     Open Access  
J. of Education and Training     Open Access   (Followers: 4)
J. of Educational Issues     Open Access  
J. of Entrepreneurship and Business Innovation     Open Access   (Followers: 8)
J. of Environment and Ecology     Open Access   (Followers: 10)
J. of Food Industry     Open Access   (Followers: 2)
J. of Food Studies     Open Access   (Followers: 6)
J. of Management Research     Open Access   (Followers: 5)
J. of Public Administration and Governance     Open Access   (Followers: 29)
J. of Safety Studies     Open Access   (Followers: 1)
J. of Social Science Studies     Open Access   (Followers: 13)
J. of Studies in Education     Open Access   (Followers: 4)
Research in Applied Economics     Open Access   (Followers: 3)
Research in Business and Management     Open Access   (Followers: 2)
World J. of Business and Management     Open Access   (Followers: 2)
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International Journal of Education
Number of Followers: 17  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1948-5476
Published by Macrothink Institute Homepage  [47 journals]
  • Distance Learning Approach in Interprofessional Higher Education

    • Authors: Luísa Schubach da Costa Barreto, Guido Artemio Marañón-Vásquez, Rodrigo Lopes de Lima, Ana Maria Bolognese, Margareth Maria Gomes De Souza
      Pages: 93 - 106
      Abstract: Literature seeks to provide a new methodological education approach in health professions, but none consider evaluate student’s ideal preferences. The aim of this study is to understand what the preferences of distance learning in higher education are. The study has assessed online resources, the primary objective was to provide information about the types of teaching tools. The secondary objective was to integrate technological advances in the Medical School of Speech Therapy. The outcomes have been further discussed under measurements of an observational protocol, testing the effectiveness of these resources on the qualifications of undergraduate Orthodontics students at Federal University of Rio de Janeiro. Summarizing the preferences, an online form was applied in Brazilian Institutions. Based on the 533 evaluations, a distance learning platform was developed to assist the daily study process, containing educational videos, a discussion forum, questionnaires for the increased learning activity, and individual feedback reports. Overall, 88 undergraduate Speech Therapy students at Federal University of Rio de Janeiro were recruited, eventually, 34 fully participated. They were randomly allocated into two groups to perform a face-to-face test: (A) without and (B) with access to the platform. The data were analyzed using the t-test, Chi-square, and Fisher's exact test. The parameter of educational videos had the highest frequency of all responses. After the interactive experience of a platform, group B had a higher average (6.45) beyond group A (5.44). At the end of the research, it was possible to state that the distance learning approach was effective as a method to enhance teaching and gain technological knowledge.
      PubDate: 2021-12-20
      DOI: 10.5296/ije.v12i4.17821
      Issue No: Vol. 12, No. 4 (2021)
       
  • Examining the Sequence of Factors Affecting Student’ Tendency to
           Dropout: a Case Study in Greece

    • Authors: George S. Androulakis, Dimitra Ap. Georgiou, Pantelis Kiprianos, George Stamelos
      Pages: 107 - 131
      Abstract: Speaking of the causal spectrum of dropout we are referring to something not simple but highly complex. In this context, the issue of dropping out of studies is considered critical within the area of higher education due to its impact on the individual, the university and the society as a whole. In this study, an effort was made to investigate students’ tendency to dropout and to identify the sequence of factors that influence it, as well as its configuration per School. For this purpose, hierarchical regression trees were applied for the factors that compose the dropout index, holistically and separately per school, while for each factor the corresponding hierarchical tree with its items has been analyzed further. The responses of 696 students who have not definitely dropped out of their studies at University of Patras were analyzed. The findings indicate that the factors related to students’ academic performance have the greatest impact compared to personal, economical, institutional and social set of factors, on the tendency to dropout. In particular, the perceived level of education, the provision of knowledge as the basis of solving complex real-world problems and student’s academic efficacy emerge as the most crucial issues of the academic factorial category in regards to student’s tendency to dropout.
      PubDate: 2021-01-24
      DOI: 10.5296/ije.v12i4.17835
      Issue No: Vol. 12, No. 4 (2021)
       
  • “I’m a Teacher.” –Preschool Teachers’
           Perception of Professional Self

    • Authors: Sylvia Chong, Theresa Lu
      Pages: 132 - 150
      Abstract: Preschool education requires articulate, reflective and highly qualified teachers. However, within the teaching field, it is claimed that preschool teachers have the lowest perception of their own professional status. Determining the preschool teachers’ professional standing is problematic and begins with preschool teachers’ sense of professionals self. Using a mixed methods research methodology, the study garnered quantitative as well as personal insights into preschool teachers’ perception of professional self. The findings showed that the preschool teachers have an emerging perception of professionalism. The study also highlighted the importance in providing opportunities as well as space for teamwork within supportive professional communities. To further enhance professional learning, the study findings also highlighted the role of supportive mentors. Teacher education and professional development programs, together with statutory and professional institutions have to take the lead to improve the profession. Importantly, the preschool community must continue to develop leaders in a landscape that is evolving quickly.
      PubDate: 2021-01-26
      DOI: 10.5296/ije.v12i4.18053
      Issue No: Vol. 12, No. 4 (2021)
       
  • Developing Productive Skills through an Interactive Approach: Present to
           Learn

    • Authors: Marine Milad
      Pages: 1 - 11
      Abstract: This paper aims at presenting an interactive approach that was implemented on Arab Open University (AOU) students to enrich their productive skills namely speaking, oral presentation and writing skills. The researcher aimed at establishing a community of practice through a blended learning environment which considers non-traditional multicultural leaner. This community of practice presents a combination of face-to-face facilitated learning, e-learning and self-study. The researcher applied “Present to Learn” approach on AOU students employing Johari Windows Model to develop the identified productive skills and break the students’ stage fright through collaboration in groups. An observation checklist was developed to check the students’ oral presentation and writing prompts. In addition, a questionnaire was developed to measure the students’ satisfaction towards the applied interactive approach and their assessment of the whole experiment. It was observed that cooperative work especially with having critical partners has improved the students’ performance achievement through learning from each other in one group and competing with other groups. The collected feedback from the questionnaire was in favour of applying this approach on more groups which was implemented across three consecutive academic semesters. Moreover, the students’ end results were statistically analysed and a correlation between high performance achievement and active participation inside and outside the class was drawn. The results have shown that students who participated by giving presentations reflecting their group work obtained higher grades than those who failed to work with others or did not give any presentations.
      PubDate: 2020-11-01
      DOI: 10.5296/ije.v12i4.17898
      Issue No: Vol. 12, No. 4 (2020)
       
  • Effectiveness of Social Stories on Social Skills for Elementary-Aged
           Students with Autism: A Literature Review

    • Authors: Alexandra Christiane Daub, Tonya Huber
      Pages: 12 - 37
      Abstract: Deficits in social interactions is one of the characteristics of individuals with Autism Spectrum Disorder (ASD). There are numerous interventions that aim at establishing social skills--social stories being one of them. This review of professional literature focuses on the effectiveness of social stories on social skills of elementary-aged students with ASD. The authors identified nine peer-reviewed journal articles from the systemic review of three search engines and analyzed them through different categorizations that provide information on the methodologies used, effectiveness of social stories, the implementation of social stories, and demographic information provided on participants. Effectiveness and implementation of social stories were characterized by a large variability of findings. Effectiveness ranged from lasting behavior changes to no measurable change at all. Implementation differed regarding the mode of presentation, the use of guidelines for developing the stories, setting and reader, and other intervention strategies implemented alongside. The authors identified disparities regarding gender and racial/ethnic identity across studies, with a majority of participants being male and a lack of information concerning the racial/ethnic identity of participants. The potential gender and racial/ethnic/cultural bias needs to be addressed in further research to ensure that findings can be generalized to a larger and representative population.
      PubDate: 2020-11-12
      DOI: 10.5296/ije.v12i4.17759
      Issue No: Vol. 12, No. 4 (2020)
       
  • Causes of Paradigm Shift from EFL to ESL in Higher Education in Saudi
           Arabia

    • Authors: Nesreen Alzhrani, Miriam Alkubaidi
      Pages: 38 - 48
      Abstract: The use of English as a Foreign Language (EFL) in Saudi Arabia does not appear to continue in the coming years on account of its strong commitment towards the 2030 vision that aims to reformulate and restructure the foundations of the social and economic fabric of the Saudi society. The Arabic language holds its significance in the society due to being a religious language. The current review has analyzed the paradigm shifts from EFL to ESL in higher education in The Kingdom of Saudi Arabia and predicted the future of English in Saudi Arabia. The major challenge that policymakers may encounter would be how to localize education of English language to meet the Saudi norms and standards of learning while at the same time modernize and internationalize the higher education through western theoretical knowledge and the English language. Suggestions regarding these aspects may direct individuals involved in language planning in Saudi Arabia.
      PubDate: 2020-11-13
      DOI: 10.5296/ije.v12i4.17652
      Issue No: Vol. 12, No. 4 (2020)
       
  • Black and Ethnic Minority Academics’ Perspectives on Intercultural
           Interaction in UK Universities: Beyond Racialization

    • Authors: Christian Atabong Nchindia
      Pages: 49 - 72
      Abstract: Underpinned by frameworks of intercultural interaction, representation and discourse analysis, this research aimed to explore ambiguities and examine salient factors in intercultural interaction in UK universities, from the perspectives of four BAME lecturers and a lecturer from mainstream British culture. Informed by interpretive qualitative methodology and convenient sampling, data was collected through individual semi-structured interviews and the Nvivo software was used for analysis. Findings revealed that the experiences of academics in intercultural interaction with students were homogeneous across the board irrespective of their racial backgrounds. Despite a high level of intercultural awareness, some students and academics were unable to deconstruct stereotypes in cultural representation. It seems that universities do little to help academics and students develop and sustain intercultural awareness. There is hardly any systemic, structural, and coordinated approach in addressing cultural issues that may emerge in the classroom, as academics are left to figure it out by themselves. Some implications for policy in the higher education contexts were identified and recommendations made.
      PubDate: 2020-11-13
      DOI: 10.5296/ije.v12i4.17790
      Issue No: Vol. 12, No. 4 (2020)
       
  • Habits of Mind and Their Relationship with Creativity among Students of
           Excellent Academic Achievement at Qatar University during the COVID 19
           Crisis

    • Authors: Abdulnaser A. Fakhrou, Sara A. Ghareeb
      Pages: 73 - 92
      Abstract: The present study aimed to explore the relationship between the extent of having habits of mind and creativity among students of excellent academic achievement at Qatar University during the COVID 19 crisis. The researchers adopted a descriptive analytical approach. The researchers selected a sample that consists from 12 male students and 250 female students of excellent academic achievement. They were enrolled at the College of Education at Qatar University. They were selected through using the random stratified sampling method was used. Questionnaire forms were distributed to those students through using e-mail. However, 5 questionnaire forms were excluded due to having missing data and 7 questionnaire forms weren’t retrieved. Thus, the final sample consists from 250 female students. SPSS program was used to analyze data. It was found that extent of having habits of mind by students of excellent academic achievement at Qatar University is moderate. It was found that the creativity level of the students of excellent academic achievement at Qatar University is moderate. It was found that there is a statistically significant positive relationship between that extent of having habits of mind and creativity level at Qatar University during the COVID 19 crisis. The researchers recommend adding activities that requires using habits of mind to university curricula in Qatar.
      PubDate: 2020-12-07
      DOI: 10.5296/ije.v12i4.18047
      Issue No: Vol. 12, No. 4 (2020)
       
  • Smartphone + Teaching: Delivery of an Undergraduate Surveying Course Using
           Rain Classroom

    • Authors: Weifang Yang, Haowen Yan
      Pages: 151 - 162
      Abstract: Traditional teaching methods using a blackboard, PowerPoint presentations and resources available through the Internet still play a leading role in university education. The popularity of smartphones and the use of We-Media and other information communication technologies have introduced the possibility of new teaching methods. This new technology combined with a constant endeavor at institutions of higher education to find more efficient teaching and learning tools brings us to a new teaching mode named "smartphone+". This represents an integration of traditional teaching tools and smartphones and can be realized using currently-available smartphone-based APPs. A practical application of the smartphone+ teaching mode has been implemented using the Rain Classroom APP in a surveying course for undergraduates majoring in Geomatics at Lanzhou Jiaotong University. The experiment has shown that the Rain Classroom-based smartphone+ teaching mode is an efficient method of conveying subject matter and is a valuable supplement to traditional teaching modes. It has a number of advantages over traditional teaching methods including online quizzes and tests, real time assessments, fast interaction, before-class preview and after-class online assessments.
      PubDate: 2020-12-20
      DOI: 10.5296/ije.v12i4.18252
      Issue No: Vol. 12, No. 4 (2020)
       
  • Face-to-Face and Online Instructional Delivery Formats: a Mixed-Methods
           Study of Teacher Self-Efficacy in Higher Education

    • Authors: Colin William Campbell
      Pages: 163 - 184
      Abstract: The COVID-19 pandemic forced higher education institutions in South Korea to administer Spring 2020 semesters online. This mixed-methods study examined instructor/professor competence for the instructional delivery formats of Face-to-Face and online teaching. Quantitatively, the researcher measured teacher competence for Face-to-Face and online instruction by measuring the Teacher Self-Efficacy levels of non-Korean instructors/professors in South Korean higher education institutions. The qualitative questions assessed the advantages and drawbacks of each instructional delivery format. Findings indicate that instructors/professors are significantly more effective teaching Face-to-Face courses than online courses. However, instructors/professors with online learning experience were significantly more effective teaching online courses than those without online learning experience. It is recommended that all instructors/professors engage in professional development geared towards equipping educators with the tools needed to succeed in the online education environment.
      PubDate: 2020-12-20
      DOI: 10.5296/ije.v12i4.17853
      Issue No: Vol. 12, No. 4 (2020)
       
  • Gratitude is Related to the Identity of the Benefactor

    • Authors: Shueh-Chin Ting
      Pages: 185 - 198
      Abstract: In the past, there has been a dearth of research exploring related factors regarding the benefactor in the research of gratitude. The focus of this study is to investigate whether different benefactors elicit different levels of gratitude in beneficiaries after conferring a favor. Using college students as the research subjects, questionnaires were conducted after subjects read the experimental text to explore whether college students’ gratitude is different when two types of benefactors (friends and parents) give the same help. This study found that when the benefactor makes a big effort to confer a favor and the favor is very important to the beneficiary, there is no significant difference in the gratitude toward their parents and friends among college students and the level of gratitude for both is very high. However, when the favor only is conferred through an ordinary amount of effort and the favor is of ordinary importance to the beneficiary, college students have a higher level of gratitude to their friends, but a lower level of gratitude to their parents. Therefore, college students do not necessarily have higher gratitude to their friends than to their parents; the amount of effort exerted by the benefactor and the importance of the favor to the beneficiary are two key factors.
      PubDate: 2020-12-20
      DOI: 10.5296/ije.v12i4.17640
      Issue No: Vol. 12, No. 4 (2020)
       
 
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