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ONLINE EDUCATION (42 journals)

Showing 1 - 41 of 41 Journals sorted alphabetically
Aprendo con NooJ     Open Access   (Followers: 1)
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
Asian Journal of Distance Education     Open Access   (Followers: 2)
Campus Virtuales     Open Access   (Followers: 3)
Current Issues in Emerging eLearning     Open Access   (Followers: 11)
Designs for Learning     Open Access   (Followers: 12)
Digital Education Review     Open Access   (Followers: 7)
Edu Komputika Journal     Open Access   (Followers: 1)
Edutec : Revista Electrónica de Tecnología Educativa     Open Access  
European Journal of Open, Distance and E-Learning     Open Access   (Followers: 4)
ICT Learning     Open Access   (Followers: 4)
IEEE Transactions on Learning Technologies     Full-text available via subscription   (Followers: 12)
International Journal of Computer-Assisted Language Learning and Teaching     Full-text available via subscription   (Followers: 14)
International Journal of Cyber Ethics in Education     Full-text available via subscription   (Followers: 2)
International Journal of Educational Technology     Open Access   (Followers: 10)
International Journal of Educational Technology in Higher Education     Open Access   (Followers: 26)
International Journal of Game-Based Learning     Hybrid Journal   (Followers: 17)
International Journal of Mobile and Blended Learning     Full-text available via subscription   (Followers: 25)
International Journal of Mobile Learning and Organisation     Hybrid Journal   (Followers: 16)
International Journal of Virtual and Personal Learning Environments     Full-text available via subscription   (Followers: 18)
International Journal of Web-Based Learning and Teaching Technologies     Hybrid Journal   (Followers: 20)
International Journal on Advances in ICT for Emerging Regions (ICTer)     Open Access   (Followers: 2)
International Review of Research in Open and Distance Learning     Open Access   (Followers: 24)
International Technology and Education Journal     Open Access   (Followers: 1)
Irish Journal of Academic Practice     Open Access   (Followers: 1)
Irish Journal of Technology Enhanced Learning     Open Access   (Followers: 2)
Journal of Computers in Education     Hybrid Journal   (Followers: 9)
Journal of Digital Learning in Teacher Education     Hybrid Journal   (Followers: 25)
Journal of Learning and Teaching in Digital Age     Open Access   (Followers: 6)
Journal of Learning for Development     Open Access   (Followers: 4)
Journal of Open, Flexible and Distance Learning     Open Access   (Followers: 29)
Journal of Research on Technology in Education     Hybrid Journal   (Followers: 16)
Journal of Teaching and Learning with Technology     Open Access   (Followers: 10)
Multicultural Education Review     Hybrid Journal   (Followers: 8)
Networks : An Online Journal for Teacher Research     Open Access   (Followers: 1)
OUSL Journal     Open Access  
Research and Practice in Technology Enhanced Learning     Open Access   (Followers: 7)
Revista Interuniversitaria de Investigación en Tecnología Educativa     Open Access  
Smart Learning Environments     Open Access   (Followers: 6)
Teknodika     Open Access  
Theory and methods of e-learning     Open Access   (Followers: 11)
Similar Journals
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Irish Journal of Academic Practice
Number of Followers: 1  

  This is an Open Access Journal Open Access journal
ISSN (Online) 2009-7387
Published by Dublin Institute of Technology Homepage  [4 journals]
  • Foundations and scaffolding: exploring literature and practice to build a
           new curriculum framework for TU Dublin

    • Authors: Claire McAvinia et al.
      Abstract: The IMPACT project at TU Dublin has been informed in part by the outcomes of the Co-CREATE project in 2019-20. Co-CREATE was a Team Teaching Fellowship project to support and underpin the building of a quality curriculum framework for the new technological university. A number of IMPACT projects (for example, NorthStar) have continued the work started within the Co-CREATE project to make it sustainable and embedded within the university. We present findings from one element of the Co-CREATE project which has informed a range of initiatives in IMPACT. This is the review of literature and practice undertaken to underpin the Co-CREATE project. The review addresses student voice and agency in curriculum design, enhancing sustainability in curriculum design, and identifies the importance of interdisciplinary approaches in the development of new programmes and provision. Curriculum in higher education has been discussed in educational literature as a fluid and contested concept. It relates to product, often described as content and syllabus, but also process, socially and politically embedded with the potential for change in positive or less positive directions. We present our findings and insights, and the recommendations we have made to stakeholders in our institution. We reflect on the purposes of higher education in the 21st century, and consider the UN Sustainable Development Goals and how they relate to TU Dublin’s mission and vision. We consider the place of graduate attributes, innovation, global citizenship and the impact of new technologies. We report on the development of curriculum frameworks and design at other technological universities, and how our experiences might be more diverse than those of traditional universities. We consider the impact of “connected” approaches to curriculum in research-intensive universities, and how these might be translated to the technological university context. We conclude with recommendations arising from the review of literature and practice which underpinned further work in Co-CREATE, and which may also be of value to others commencing this kind of work or reviewing curricula.
      PubDate: Fri, 17 Dec 2021 02:34:02 PST
       
  • Open Educational Resource Policy Considerations and Recommendations:
           Arguments for Library Involvement

    • Authors: Aisling Coyne et al.
      Abstract: Open Educational Resources (OER) have the potential to provide great benefit to those both in, and outside of, higher education. With financial pressure existing for both students, and libraries, OER could be uniquely positioned to alleviate some of this strain. This paper examines the role OER policy plays in the development and use of OER in the context of the 2019 UNESCO OER recommendations for Ireland as well as the impact policy, or lack thereof can have on an institutional level. Librarians and the librarian skill such as in knowledge and experience in navigating copyright, licensing issues, intellectual property, rights and discoverability, can be greatly beneficial to the creation, publishing and storing of OER but several barriers exist including awareness, staffing, skills, time and institutional culture. This paper discusses policy concerns and considerations and makes arguments for librarian involvement and illustrates areas in which librarians skills can be leveraged. Inequality, access, accessibility and the common ethics that underpin both Open Education and librarianship are key considerations, and are discussed throughout.
      PubDate: Fri, 17 Dec 2021 02:33:48 PST
       
  • ‘Papers, Please’ – Using a Video Game to explore Experiential
           Learning and Authentic Assessment in Immigration and Asylum Law

    • Authors: Gene Carolan
      Abstract: This paper presents a case-study of the author’s efforts to align Lucas Pope’s 2013 video game, ‘Papers, Please,’ with teaching, learning, and assessment strategy on the Immigration, Refugee & Citizenship Law module at TU Dublin. The author secured funding from TU Dublin IMPACT to purchase the game for the 37 students enrolled on the module in the 2020-2021 academic year. Students played the game over a five-week period, during which time they submitted reflective blog posts on their experience of the game. A more substantive written assignment followed thereafter, in which students elaborated upon their reflections with reference to the relevant scholarship and lecture materials. Following debriefing, marking, and feedback, the author evaluated this assessment strategy with reference to the students’ blog posts, their assignment submissions, and their responses to a semi-structured survey. What emerges from the data is an overwhelmingly positive response to games-based learning as a means to facilitate active, experiential learning and accommodate alternative learning styles. Role-playing as an immigration officer allowed students to apply the law in practice, and supported higher levels of cognition and knowledge retention. While the limitations of the data are noted herein, this case-study affirms the potential of video games as a supplementary resource, and the extent to which video games can be constructively aligned with course syllabi.
      PubDate: Fri, 17 Dec 2021 02:33:39 PST
       
  • Students’ Experiences Of Reflecting On Their Development Of Professional
           Skills In An Engineering Programme.

    • Authors: Una Beagon et al.
      Abstract: Engineers play a central role in addressing the challenges which face society, and recent literature highlights the need for emphasis on the development of professional skills in engineering programmes. This paper describes the outcomes of a study which investigated students’ experiences of reflecting on the development of their professional skills using an ePortfolio in a pilot project. A focus group was used to capture students’ experiences of the reflection process and the use of the ePortfolio. Transcripts were analysed thematically to draw out the key experiences and to provide feed-forward advice for the next iteration of the project. The findings show that students need support in the reflection process, and clearer signposting between each skill and the modules relevant to their development. Students also found it difficult to ascertain their competency levels and felt that industry experience was needed to help score themselves accurately. Feed-forward advice included incorporating an ePortfolio throughout all years of the programme which would track their improvement in a range of skills, and providing a rubric to help assess their competency. The outcome of this study can be used by educators who wish to incorporate a professional skills ePortfolio in their engineering programmes.
      PubDate: Fri, 17 Dec 2021 02:33:21 PST
       
  • Every Day is a School Day: Educators Experiences of Utilising an
           Integrative Framework within Social Care Education in Ireland

    • Authors: Jennifer McGarr et al.
      Abstract: Within an evolving regulatory context, this paper identifies some of the emergent challenges and opportunities for social care education in Ireland. The paper discusses the potential offered by the Integrative Framework for Practice Teaching to address some of these contextual demands and examines the pedagogy underpinning this approach. A number of educators’ experiences of using this framework are provided, demonstrating how they innovatively integrated the framework with commonly used teaching and assessment strategies within social care education, such as mind-mapping, problem-based learning and the use of creative media. These experiences are offered to other educators who may wish to utilise authentic assessment and create space for integrated thinking within the classroom. Based on the learning gleaned from the above experiences, a number of key points were identified, including: (i) the role of community of practices in supporting innovation within the classroom; (ii) the value of an integrated pedagogical approach in developing core graduate attributes for social care; (iii) opportunities offered by authentic assessment to build, refine and integrate skills and knowledge, and (iv) the importance of self in working reflexively within a dynamic and sometimes challenging environment. This paper contributes to the wider discussion on social care identity formation and explores the possibilities to reframe and reimagine social care education from a practice position.
      PubDate: Fri, 17 Dec 2021 02:33:01 PST
       
  • Building MultiStories: Embedding the library services for inclusive
           teaching and learning in a diverse curriculum.

    • Authors: Fionnuala Darby et al.
      Abstract: There is an expanding shift in the academy to pedagogical developments that aim to address the shortage of custodians of knowledge from Black and ethnic minorities as a contributing factor in sustaining systemic racism and stereotypes in higher education. Further to this, Appleton states that decolonising will only take place and be successful if there are real structural changes in the module, programme, inside the classroom and across the university to create equity and fairness of experience and outcome for every student irrespective of their background. Building MultiStories is constructed as a process whereby staff and students, together, work to identify changes to their curricula, to resources and to assessments that consider alternative epistemologies. The initial pilot took the approach of embedding information literacy teaching from the library services into a business module, 'Diversity in the Workplace’, to develop the skillset of the students, to search for, discover, and critically analyse resources through the lens of diversification. This enabled them to interact with potentially new materials and knowledges and to reflect on this. A ‘Discover Diversity’ library collection, will be further expanded based on the students' recommendations.
      PubDate: Fri, 17 Dec 2021 02:32:48 PST
       
  • Exploring the impact of authentic assessment on sustainability literacy
           through reflective and action-oriented tasks: A roundtable podcast

    • Authors: Olivia Freeman et al.
      Abstract: Business schools must engage in fundamental change to retain their legitimacy and position themselves as providers of solutions to urgent economic, social, and environmental crises. To this end, we need pedagogy that enables students to become sustainability literate graduates and thus develop appropriate knowledge, skills, and mind-sets. This roundtable discussion podcast comprises six colleagues engaged in conversation and reflection around a pedagogical initiative designed with the broad aim of enhancing sustainability literacy among business students using innovative digital tools as part of an authentic assessment strategy. The pedagogical approaches we discuss engage students with learning across several different modes and in a ‘deep’ reflective manner (Meyers & Nulty, 2009).  We discuss our use of the UN supported Sulitest platform, specifically our use of the Sulitest quiz tool. The podcast transcript has been annotated through footnotes to direct the listener/reader to further reading on the various topics that emerge in our discussion.
      PubDate: Fri, 17 Dec 2021 02:32:30 PST
       
  • Authentic Assessments: Preparing Undergraduate Computing Students for a
           New Future of Remote Internships

    • Authors: Farrah Higgins
      Abstract: It is accepted practice now in higher education that assessments should be designed to assess the learning outcomes of a module and the skills needed for professional practice. Due to the current demands and challenges of remote working, employers are looking for a new set of employability skills where graduates can work autonomously and network remotely. Authentic assessments are an opportunity to produce 'remote work ready' graduates for this new working environment. However, authentic assessments can be decontextualised if not designed through both an academic and industry lens. The following practitioner case study reviews the research literature on authentic assessments. An industry-framed model of authentic assessment design is outlined to bridge the gap between learning and teaching outcomes and industry expectations. This paper describes the redesign of an assessment practice at TU Dublin following the proposed authentic assessment design model. It discusses how the proposed model can help practitioners design authentic assessments to enable computing students to develop and articulate their transversal skills, while preparing them for a future of remote working. Recommendations from this case study can inform and shape the current TU Dublin assessment culture and the IMPACT community of practice as a sustainable, authentic assessment practice.
      PubDate: Fri, 17 Dec 2021 02:32:17 PST
       
  • Exploring Enablers and Barriers to Educator Engagement in Teaching
           Innovation

    • Authors: Linda Moore et al.
      Abstract: This paper explores the literature related to educator engagement in teaching, learning, assessment and feedback innovation (further referred to here as ‘teaching innovation’) in higher education institutions, describing the main enablers and barriers to innovation. These include consideration of formal and informal learning opportunities for educators, the role of management and leadership, as well as recognition and reward systems, teaching-research conflict, workload and time demands, and policies and procedures. These are examined within the Job Demands-Resources (JD-R) model as job resources and job demands to facilitate understanding of how these may influence educator engagement in teaching innovation in interaction with each other, as well as the educator’s personal resources. Literature-informed recommendations are also made on how higher education institutions can create an organisational climate conducive to educator engagement in teaching innovation.
      PubDate: Fri, 17 Dec 2021 02:32:03 PST
       
  • The Design of Student Training Resources to Enhance the Student Voice in
           Academic Quality Assurance and Quality Enhancement Processes

    • Authors: Ciaran O'Leary et al.
      Abstract: Without appropriate training and recognition, students – in particular Class Representatives – often struggle to engage fully with a University’s quality assurance and quality enhancement processes. Through the “Our Student Voice” project in Technological University Dublin (TU Dublin), a suite of digital training resources were designed to provide training for students to help develop the requisite knowledge and skills for effective participation there processes, thus strengthening student engagement and enhancing the student voice. The resources are organised into thirteen accessible episodes that each commence with an animated scenario that sets out key messages. The remainder of the episode provides detailed guidance for students and learning activities to help students develop their skillset. Upon completion of the learning activities, and having satisfactorily undertaken one of three specific student role in the quality processes, students can apply for recognition through a digital badge. The training resources and digital badges have been co-designed by a project team comprised of staff and students from across the University guided by best practice internationally. This paper describes the co-design process and presents a set of lessons learned that may assist other higher education institutions in enabling impactful student engagement in their academic quality assurance and quality enhancement processes.
      PubDate: Fri, 17 Dec 2021 02:31:37 PST
       
  • Cultivating a Community of Practice model to support and encourage
           innovative T&L practices to engage practitioners and enhance student
           success

    • Authors: Jen Harvey et al.
      Abstract: Communities of Practice (CoPs) are naturally forming groups of individuals who come together through a shared passion or goal and learn collectively by reciprocating knowledge and experiences. With competing demands of faculty, universities are increasingly challenged to provide professional development opportunities that actively encourage innovative pedagogical practices to enhance student success and quality of the learner experience. We report on four embryonic CoPs, based on collaborative processes, supporting institutional transformation and the formation of a new education model at Ireland’s first Technological University (TU). Juxtaposing a series of planned learning innovations with spontaneous interactions and actions of CoP members, we draw out common themes with respect to how these members developed as professional educators, how they accelerated the adoption of new innovations and their perceived factors for CoP success. Findings from this funded initiative are first reported as separate case-studies each covering a six-month period. The CoP model is then evaluated as a professional development strategy to initiate and sustain practice-based change. Finally, a thematic analysis of our shared perceptions across the four CoPs is undertaken. Whilst selection bias is inherent in these perceptions, we nevertheless conclude from our shared experiences that CoPs are particularly attuned to rapid and extensive adoption of teaching and learning practice innovations and organisational transformation in Higher Education (HE). Consequently, CoPs can serve as vehicles for sustainable professional development in teaching and learning practice. Based on our findings, we offer recommendations for fostering CoPs in supporting strategy-as-practice in the technological university sector.
      PubDate: Fri, 17 Dec 2021 02:31:19 PST
       
  • Introduction to the IMPACT Special Issue

    • Authors: Barry J. Ryan
      Abstract: In this Introduction, an overview of the IMPACT Special Issue is presented. The context of the IMPACT project is described and explained. A short summary is given for each of the papers that follow. Readers are invited to read the Special Issue, access the IMPACT project website, and connect with authors and project leads.
      PubDate: Fri, 17 Dec 2021 02:31:11 PST
       
  • We're All In This Together: Students as Partners in Teaching and
           Learning

    • Authors: Angela Short
      PubDate: Mon, 18 Jan 2021 04:16:47 PST
       
  • Teaching Strategic Decision Making: Business Management Simulations as a
           Tool for Generative Learning

    • Authors: Donal O'Brien
      Abstract: This paper takes a generative learning perspective to study the pedagogical benefits of employing simulated virtual learning environments to replicate real world business decision making. Simulated business games have been growing in importance on many business programmes over the last twenty years, and the increase in online delivery due the Covid 19 pandemic has heightened the focus on this type of virtual delivery. As members of a management students take part in running a simulated business gaining real management experience. Students make weekly strategic decisions for their company, market results are then released for the company each week and the students need to react. The students compete against each other bringing a real element of competition to the experience. This investigation focuses on the student’s perspective of their learning experience through a generative learning analysis of their individual reflections. The findings highlight the development of crucial management skills in the areas of analysis, teamwork, presentations and decision making. The main contribution of the paper is the confirmation of a generative learning cycle between course content, engagement in the simulation and skills development. These findings provide a framework for educators integrating a simulation of this type into their programmes.
      PubDate: Mon, 18 Jan 2021 04:16:42 PST
       
  • Social Supports in HE: a Social Network Analysis (SNA) Approach to
           Understanding Learning Experience

    • Authors: Bernadette Brereton et al.
      Abstract: In this study, we combined social network analysis with mixed methods approaches to examine social roles and network patterns in social network data gathered from one complete class group of learners in a higher education setting. We investigated the strength of social ties to examine the support activity of this learner sub-group, with a particular comparison between mature learners and other learners, and female and male learners. We also interrogated the meaning of online social relationships, the social strength of online ties and the relation between the existence of a tie to the expectation that the associated individuals have about the implied relationship. We used these analyses to draw inferences about support networks on which these learners rely, considering how learners in an education setting access (or not) the supports which they require. We also considered whether successful access to such supports is influenced by a learner's position in the social structure and whether accessing such supports is considered by the learners themselves to have a significant impact on their experience in HE. A central methodology included the use of a clustering algorithm to carry out a role analysis that categorised the learners into groups, according to the structure of their support networks. Our study considered both age and gender as defining characteristics and discovered social isolation within the network but also social integrators, that is, individuals, or networks of individuals, who are key to functioning support networks. We hope that the findings of this study will help in the understanding of the role of socials supports and provide insights into the learner experience in HE.
      PubDate: Mon, 18 Jan 2021 04:16:36 PST
       
  • Reflections on the Formation and Growth of the SURE Network: a National
           Disciplinary Network to Enhance Undergraduate Research in the Sciences

    • Authors: Ciaran O'Leary et al.
      Abstract: The Science Undergraduate Research Experience (SURE) Network is an academic network comprised of nine Higher Education Institutions (HEI) in Ireland that seeks to enhance the profile of, and practices in, undergraduate research in the Sciences within the Technological Higher Education Sector. This paper presents the reflections of the network's leaders on the formation and growth of the network over the period from 2015, just prior to its establishment, to 2020 when the network hosted its seventh undergraduate research conference, published its second undergraduate journal issue, and initiated a coordinated community of practice in response to the Covid-19 crisis. The paper presents the motivations of the leaders for establishing and joining the SURE network, their interpretation of how involvement in the network enhances practice in their own HEI, their reflections on how their own personal development was enhanced, their interpretation of the factors that have contributed to the success of the network, and the direction in which they see the network going in the future. The collective reflections of the leaders of the SURE Network, as presented in this paper, provide importance guidance for those seeking to establish similar academic networks, both in the area of undergraduate research and elsewhere.
      PubDate: Mon, 18 Jan 2021 04:16:30 PST
       
  • Partnering in a Pandemic: a Case Study on Designing Teaching and Learning
           Tools by Undergraduate and Graduate Medical Students with Academic Support
           

    • Authors: Leon Le Blanc et al.
      Abstract: This case study reflects on the concept of student's-as-partners in a project that took place during the Summer 2020, during the COVID-19 pandemic, involving nine students from two medical schools in Ireland (University College Dublin (UCD) and the Royal College of Surgeons in Ireland (RCSI) and makes a pedagogical case for partnership in learning and teaching in medical education. This virtual partnership project lasted three weeks under the supervision of practitioners from the National Maternity Hospital (NMH). The focus of this paper on one output from the project: designing and developing Multiple Choice Questions (MCQ) bank. This bank of MCQ questions were written by the students, based on national and international guidelines, then peer reviewed by the students before final review by academic staff and then integrated into the online teaching for the next iteration of the Obstetrics and Gynaecology module in September 2020. The reflections on this MCQ development work provides valuable insights on challenges and opportunities for medical students at both undergraduate and graduate level who are planning for collaborative partnerships as a component of their medical education, as well as academic-practitioners in medical education who are initiating student-staff partnerships
      PubDate: Mon, 18 Jan 2021 04:16:24 PST
       
  • Practical Lessons in Andragogy and Constructivism: an Exploratory Study of
           Mature, Part-time Undergraduate Engineering Learner Experiences of Digital
           Learning Objects

    • Authors: Audrey McCann et al.
      Abstract: As higher education pivots towards a digital provision, there is growing recognition of the potential for technology to enhance learning, teaching and assessment, particularly so in engineering education where technologies manifest as physical artefacts of learning, embedded in its epistemological underpinnings. Yet, the literature on mature learners suggests a technological gap associated with age can impede learning. We examine this anomaly with a specific subset of mature learners. We explore, through lenses of andragogy and constructivism, the experiences of mature, part-time engineering students in using technology to enhance learning. A cohort with limited computing skills or familiarity with digital learning were provided with co-created digital learning objects to assist in learning complex engineering software. A thematic analysis of student feedback implied that they perceived their experiences of using these supports with an authentic assessment to be positive. The students reported that co-creation of these supports with an authentic assessment to be positive. The students reported that co-creation of these supports with faculty encouraged engagement. Furthermore, they felt that the approach taken enhanced achievement of learning outcomes, digital literacy, professional confidence, self-direction and likelihood of engaging further in their education.
      PubDate: Mon, 18 Jan 2021 04:16:18 PST
       
  • Technology Enhancement for Quality Assurance and Management of Tailored
           Industry Work Placements

    • Authors: Julie Dunne
      Abstract: This practice-sharing paper describes the development of an effective process to address various challenges to implementing quality driven, administratively sustainable and pedagogically appropriate work-placement, particularly where career options are broad and appropriate industry opportunities diverse, such that success involves tailoring to be mutually beneficial to all stakeholders. Effectiveness leveraged technology, firstly to manage the complex process of placing individuals in an appropriate role within a suitable organisation; secondly to quality assure the learning outcomes in diverse industry-based learning environments; and thirdly to enhance assessment and feedback of core competencies and graduate attributes. Whilst transferable across various sectors and technology solutions, the context involved food industry placements, and use of Google Apps and blog tool in the Blackboard VLE. Technology has improve the management of the work-placement process, from generating ample high-quality and relevant opportunities, increasing productivity through better communication whilst simultaneously guaranteeing quality by collaboration for defining suitable learning activities, and the creation of individualised placement Learning Agreements. Meanwhile, online blog assessments support students' reflection on learning and foster a community of learning amongst peers. This paper aims to provide guidance to those involved in engagement at the interface between industry and the university for similar work-based learning.
      PubDate: Mon, 18 Jan 2021 04:16:12 PST
       
  • Higher Education and Desistance From Crime

    • Authors: Nicola Hughes
      Abstract: Prisoners are one of the most socially and economically disadvantaged groups in society, with low levels of educational attainment and involvement in higher education. This paper reviews the literature on prisoners and higher education to consider the link between higher education and desistance from crime, utilising Giordano et al's, (2002) theory of cognitive transformation and Mazirow's theory of transformative learning. Higher Education has many advantages for prisoners and former prisoners, providing opportunities to develop new skills, self-respect, resilience and it can also assist in the development of a new identity as a non-offender, and the sense of a new life and how it can be realised. This new identity is an essential feature in desistance from crime and developing a life that is crime free, with new opportunities based on educational achievements, rather than criminal opportunities. Education and learning is, thus, transformational, for the individual prisoner or former prisoner as they desist from crime. There are also many benefits for society in general through a reduction in crime rates, and new sources of social and human capital. This paper will consider the links between higher education as transformative for the individual and desistance from crime.
      PubDate: Mon, 18 Jan 2021 04:16:07 PST
       
 
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