Online learning and teaching for the SDGs – exploring emerging university strategies

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jayden Holmes ◽  
Oli Rafael Moraes ◽  
Lauren Rickards ◽  
Wendy Steele ◽  
Mette Hotker ◽  
...  
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Total Sample ◽  
Theory And Practice ◽  
Content Type ◽  
Learning And Teaching ◽  
Institutional Leadership ◽  
Global University ◽  
Development Goals ◽  
The Impact

Purpose The purpose of this paper is to explore emerging synergies and tensions between the twin moves to the United Nations Sustainable Development Goals (UN SDGs) and online learning and teaching (L&T) in higher education institutions (HEIs). Design/methodology/approach A preliminary global exploration of universities’ SDG-based L&T initiatives was undertaken, using publicly available grey and academic literature. Across a total sample of 179 HEIs – identified through global university rankings and analysis of all 42 Australian universities – 150 SDG-based L&T initiatives were identified. These were analysed to identify common approaches to embedding the SDGs. Findings Five key approaches to embedding the SDGs into online (and offline) HEI L&T were identified: designing curricula and pedagogy to address the SDGs; orienting the student experience towards the SDGs; aligning graduate outcomes with the SDGs; institutional leadership and capability building; and participating in cross-institutional networks and initiatives. Four preliminary conclusions were drawn from subsequent analysis of these themes and their relevance to online education. Firstly, approaches to SDG L&T varied in degree of alignment between theory and practice. Secondly, many initiatives observed already involve some component of online L&T. Thirdly, questions of equity need to be carefully built into the design of online SDG education. And fourthly, more work needs to be done to ensure that both online and offline L&T are delivering the transformational changes required for and by the SDGs. Research limitations/implications The research was limited by the availability of information on university websites accessible through a desk-top review in 2019; limited HEI representation; and the scope of the 2019 THE Impact Rankings. Originality/value To date, there are no other published reviews, of this scale, of SDG L&T initiatives in universities nor analysis of the intersection between these initiatives and the move to online L&T.

scholarly journals Formalism in online education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Peter Serdyukov
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Research Literature ◽  
Original Material ◽  
Online Teaching And Learning ◽  
Content Type ◽  
Automated Learning ◽  
The Impact

PurposeWith the rapid transition of education from the traditional, classroom- or campus-based to the online format, there grows a need for not only taking advantage of online technology but also assessing actual and potential effects it can make on the learners, learning, education, and society. One of the risks inherent in online learning is its growing formalization both in the organization of the learning and in its process, which may gravely affect students’ learning, health, cognition, behavior and quality of the learning outcomes. It can also produce serious implications for the society. This article investigates the origins of formalization, its forms and stages, and discusses asynchronous, precision, and automated learning formats from this perspective. Among many issues, the impact of formalization on the learner's development and socialization is considered. The author offers a pragmatic solution for deformalization of online learning.Design/methodology/approachQualitative analysis of contemporary research literature, educational trends and practices.FindingsIt was found that formalism permeates online education in many ways. It is present in asynchronous, precise and automated learning and may produce significant impact on students, their learning, and society.Research limitations/implicationsThis is a qualitative research based on the analysis of current research literature and teaching practices.Practical implicationsWhile formalism in education is an unavoidable evil, its impact must be diminished. Critical analysis and practical recommendations offered may help improve online teaching and learning.Social implicationsFormalism affects both students' socialization in the online learning environment, and patterns of socialization in the society. It also impacts students’ cognition and behaviors. So, counteracting formalism may benefit the society's well-being.Originality/valueThe authors could not find any publications on this topic. So this is an original material which may contribute to improving online teaching and learning.

scholarly journals Academic libraries in COVID-19: a renewed mission for digital literacy

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Konstantina Martzoukou
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Academic Libraries ◽  
Digital Literacy ◽  
Online Teaching ◽  
Library Science ◽  
Academic Librarians ◽  
Content Type ◽  
The Impact

PurposeThe COVID-19 pandemic has placed online learning, blended or hybrid provision as the “new normal” in Higher Education. For most universities and their academic libraries, especially those with a less strong online presence, the pandemic has caused numerous challenges. However, it has also been a catalyst for change and resifting of priorities. For academic librarians involved in the delivery of information skills/literacy training, a renewed mission is emerging, addressing access and connectivity to resources, designing for online education and fostering the development of digital literacy of students.Design/methodology/approachThis is a conceptual paper based on the author's personal experiences and subjective opinion as a Library and Information Science educator with considerable expertise in online distance learning in the UK. Reflecting critically on the impact of the pandemic from an educational point of view and on key changes experienced, the paper centres on the argument that academic librarians could emerge as strategic partners in Higher Education, towards the direction of enhancing students' digital competences development.FindingsThe complete and involuntary shift to online learning due to COVID-19 restrictions has opened the door to multiple challenges in Higher Education, which are complex and ongoing: the implementation of remote tools and practices en masse in online teaching and learning in a way that ensures accessibility and equity for all, issues connecting to online pedagogy and how to prepare students with the information and digital literacy competences required for the new online learning “normal”. As academic libraries move forward, they have a renewed mission to help learners in the online space to become both information rich and digitally competent. There is an opportunity to act as the connecting link that will help to move a step forward a strategic vision that places design for equity at the centre of education.Originality/valueThe impact of COVID-19 within Higher Education and academic libraries more specifically, is a theme that has not been yet sufficiently discussed, researched or critically debated as the world is still currently going through the pandemic crisis. This paper aims to initiate some early thoughts and conversation, as well as put forward the author's personal critical positioning on the issues, challenges and potential opportunities, emerging in the current educational climate for academic librarians, and to highlight areas of importance for the design and direction of information and library science curricula.

Moderating role of patriotism on sales tax compliance among Jordanian SMEs

2020 ◽  
Vol 13 (3) ◽  
pp. 389-415 ◽  
Author(s):  
Ahmad Farhan Alshira'h ◽  
Hijattulah Abdul-Jabbar
Keyword(s):  
Tax Compliance ◽  
Arab Countries ◽  
Moderating Effect ◽  
Theory And Practice ◽  
Sales Tax ◽  
Deterrence Theory ◽  
Content Type ◽  
Tax Rate ◽  
Tax Audit ◽  
The Impact

Purpose The purpose of this paper is to investigate the impact of tax audit, tax rate and tax penalty on sales tax compliance and examine the moderating effect of patriotism on the associations between tax audit, tax rate and tax penalty with sales tax compliance among Jordanian manufacturing small- and medium-sized enterprises (SMEs). Design/methodology/approach In this study, 660 questionnaires were distributed by using systematic random sampling to manufacturing SMEs in Jordan, after which a total of 385 useable questionnaires were deemed suitable for analysis. Partial least squares structural equation modelling (PLS-SEM) was used to validate the measurement model and structural model and the predictive relevance of the study’s model. Findings The findings showed that tax audit and tax penalty were positively associated with the level of sales tax compliance, whereas tax rate was insignificantly associated with sales tax compliance. They also demonstrated the moderating significant effect of patriotism on the relationship between tax penalty, tax audit and tax rate with sales tax compliance. Research limitations/implications Tax authorities and policymakers in developing majority societies in developing countries and in other Arab countries, especially in Jordan may use the results to focus their interest on the formulation of policies founded on the outcomes of the study to strengthen eligible SMEs to comply to further boost their sales collections. Originality/value This study extends the deterrence theory in the context of sales tax compliance by proposing the moderating effect of patriotism in the deterrence theory on sales tax compliance among SMEs. Moreover, the suitability for the use of PLS-SEM as a statistical tool in investigating the extended deterrence theory with patriotism as a moderating variable as well as its implications for theory and practice was also discussed.

Evaluation of teachers’ information literacy based on information of behavioral data in online learning and teaching platforms: an empirical study of China

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yating Li ◽  
Chi Zhou ◽  
Di Wu ◽  
Min Chen
Keyword(s):  
Online Learning ◽  
Information Literacy ◽  
High Performance ◽  
Behavioral Data ◽  
Online Information ◽  
Process Data ◽  
Content Type ◽  
Information Behaviors ◽  
Learning And Teaching ◽  
Performance Group

PurposeAdvances in information technology now permit the recording of massive and diverse process data, thereby making data-driven evaluations possible. This study discusses whether teachers’ information literacy can be evaluated based on their online information behaviors on online learning and teaching platforms (OLTPs).Design/methodology/approachFirst, to evaluate teachers’ information literacy, the process data were combined from teachers on OLTP to describe nine third-level indicators from the richness, diversity, usefulness and timeliness analysis dimensions. Second, propensity score matching (PSM) and difference tests were used to analyze the differences between the performance groups with reduced selection bias. Third, to effectively predict the information literacy score of each teacher, four sets of input variables were used for prediction using supervised learning models.FindingsThe results show that the high-performance group performs better than the low-performance group in 6 indicators. In addition, information-based teaching and behavioral research data can best reflect the level of information literacy. In the future, greater in-depth explorations are needed with richer online information behavioral data and a more effective evaluation model to increase evaluation accuracy.Originality/valueThe evaluation based on online information behaviors has concrete application scenarios, positively correlated results and prediction interpretability. Therefore, information literacy evaluations based on behaviors have great potential and favorable prospects.

Understanding Learning Environments, Personality, and Proctoring During Mandatory Remote Delivery

2021 ◽  
Vol 65 (1) ◽  
pp. 767-770
Author(s):  
Nancy J. Stone
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environments ◽  
Online Survey ◽  
Campus Housing ◽  
Learning Success ◽  
Time Required ◽  
Relationship Of ◽  
The Impact ◽  
The Relationship

To evaluate students’ online learning environments, the relationship between personality and online learning success, and students’ perceptions about online proctoring during mandatory remote delivery due to the pandemic, students responded to an online survey. Learning environments generally included houses and rarely included on-campus housing. The specific room type was predominantly the bedroom. Only conscientiousness was related positively to anticipated semester GPA. The positive relationship between anticipated and overall GPA supports the notion that more conscientious students tend to be successful in online learning situations, as online education was rated as slightly ineffective. A majority of students did not see a need for online proctoring due to the inability or time required to search for materials, which would only harm one’s performance. There is a need to research further the impact of the study environment, relationship of the students’ personality to learning success, and consequences of online proctoring during remote learning.

Social media activity: its impact on career-related perceptions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kimberly W. O'Connor ◽  
Kimberly S. McDonald ◽  
Brandon T. McDaniel ◽  
Gordon B. Schmidt
Keyword(s):  
Social Media ◽  
Online Learning ◽  
Career Satisfaction ◽  
Media Use ◽  
Positive Impact ◽  
Amazon Mechanical Turk ◽  
Social Media Use ◽  
Content Type ◽  
The Impact ◽  
Career Benefits

Purpose The purpose of this exploratory study is to examine individual perceptions about the impact that social media use has on career satisfaction and perceived career benefits. We examined whether informal online learning through “typical” types of social media behaviors (e.g. liking a post or messaging another user) and “networking” types of social media behaviors (e.g. endorsing another user, writing recommendations, going “live,” or looking for a job) impacted career-related perceptions. Design/methodology/approach In this study, we analyzed Amazon Mechanical Turk survey data gathered from adult participants (n = 475). We focused our inquiry specifically on two social media sites, Facebook and LinkedIn. We asked participants about their social media use and behaviors, as well as their perceptions of career satisfaction and career benefits related to social media. Findings We found that both typical and networking types of social media behaviors positively predicted the “knowing whom” career competency (defined as career relevant networks and contacts that individuals use to develop their careers) and career satisfaction. Only networking behaviors were positively associated with perceived career benefits of social media use. We further found that LinkedIn users’ career satisfaction was lower compared to non-LinkedIn users. Originality/value This study adds to the small, but growing body of career research focusing on social capital and social media. Our results suggest that informal online learning via social media may have a positive impact on employees’ career-related perceptions.

scholarly journals Faculty’s and Students’ Perceptions of Online Learning During COVID-19

2021 ◽  
Vol 6 ◽  
Author(s):  
Zakaryia Almahasees ◽  
Khaled Mohsen ◽  
Mohammad Omar Amin
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Data Privacy ◽  
Privacy And Security ◽  
Learning And Teaching ◽  
Face To Face ◽  
Learning Challenges ◽  
Face To Face Learning ◽  
Method Of Instruction ◽  
Self Learning

COVID-19 pandemic has disrupted teaching in a vriety of institutions. It has tested the readiness of academic institutions to deal with such abrupt crisis. Online learning has become the main method of instruction during the pandemic in Jordan. After 4 months of online education, two online surveys were distributed to investigate faculty’s and Students’ perception of the learning process that took place over that period of time with no face to face education. In this regard, the study aimed to identify both faculty’s and students’ perceptions of online learning, utilizing two surveys one distributed to 50 faculty members and another 280 students were selected randomly to explore the effectiveness, challenges, and advantages of online education in Jordan. The analysis showed that the common online platforms in Jordan were Zoom, Microsoft Teams offering online interactive classes, and WhatsApp in communication with students outside the class. The study found that both faculty and students agreed that online education is useful during the current pandemic. At the same time, its efficacy is less effective than face-to-face learning and teaching. Faculty and students indicated that online learning challenges lie in adapting to online education, especially for deaf and hard of hearing students, lack of interaction and motivation, technical and Internet issues, data privacy, and security. They also agreed on the advantages of online learning. The benefits were mainly self-learning, low costs, convenience, and flexibility. Even though online learning works as a temporary alternative due to COVID-19, it could not substitute face-to-face learning. The study recommends that blended learning would help in providing a rigorous learning environment.

A quality system’s impact on the service experience

2017 ◽  
Vol 37 (12) ◽  
pp. 1817-1839 ◽  
Author(s):  
Jeffery Smith ◽  
Sidney Anderson ◽  
Gavin Fox
Keyword(s):  
Service Quality ◽  
Social Systems ◽  
Theory And Practice ◽  
Service Experience ◽  
Content Type ◽  
Proposed Model ◽  
The Social ◽  
Two Samples ◽  
The Impact ◽  
Integrated Service

Purpose The purpose of this paper is to examine the interplay between technical and social systems within an organization that potentially affect the service experience, as perceived by end customers. Design/methodology/approach The paper explores the potential impact of an integrated service quality system on the service experience. A conceptual model is presented, accompanied by a detailed development of the hypotheses. Two samples (Study 1: n=474, Study 2: n=225) of consumers are used to empirically test the proposed model. Findings The analysis reveals the impact a technical system has on employees’ inherent abilities (i.e. the social system), which, in turn, affect the overall assessment by customers. Additionally, the situation in which an employee works (i.e. operating environmental conditions) results in differences in the model. Research limitations/implications This paper’s main implication is this paper employs established theory to develop a model that is empirically tested to show that implementing and maintaining a quality-oriented service system can positively influence the overall customer experience. The limitations are based primarily on the methodology in which individual employees assessed all aspects of both the social and technical systems. Practical implications Managers should be diligent in their design and implementation of the quality components as these affect the work setting in which employees operate. Originality/value Prior research has neither explored an integrated service quality system’s impact on the service experience nor employed an established theoretical framework. This work accomplishes both with the results providing contributions to both theory and practice.

Higher education institutions, PRME and partnerships for the goals: retrofit labeling or driving force for change?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Christian Hauser ◽  
Annmarie Ryan
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Three Dimensional ◽  
Current Mode ◽  
Theory And Practice ◽  
University Partnerships ◽  
Content Type ◽  
Important Variation ◽  
Multi Stakeholder ◽  
The Impact

Purpose This paper aims to propose a framework to map partnerships as practiced in higher education institutions (HEIs) and trace the current mode of engagement between HEIs and their partners. This paper reflects on the alignment between current practices and what is understood in the literature as “true” partnerships. We are interested in the different modes of engagement that are labeled by the HEIs as partnerships and consider the plasticity of the term. The interest is in how the term is operationalized by HEIs and how variations in approach can be accounted for while still maintaining some stability and common understanding of the term partnership. Design/methodology/approach Drawing on extant literature in the field of cross-sector partnerships, a three-dimensional framework is proposed to map partnerships as practiced in HEIs. Furthermore, this paper draws on insights gained from the partnership stories of 13 leading principles of responsible management education (PRME) signatories to evidence examples of how this framework can help us to categorize the different types of engagement that the HEIs call partnerships. These case stories were gathered in the fall of 2019, based on a brief inquiry form sent to the 39 PRME signatories who were part of the PRME Champions Cycle 2018–2019. Findings This paper sees cases where faculty drive interaction on sustainable development goal-related issues with external stakeholders, but where the impact of these interactions seems to reside within the main business of the HEI (teaching and research). In contrast, much partnering work addresses broader social impacts. Of particular, interest in partnerships that seek to address a specific local issue, first and foremost and doing so in such a way as to apply the unique resources of the HEI working in multi-stakeholder networks. This paper also notes important variation between individual faculty-driven initiatives and initiatives where the school provides a strategic framework to support these efforts. Research limitations/implications By focusing on the academic sector and its stakeholder partnerships, this paper contributes to the literature on cross-sector partnerships. In particular, the specifics of this context and the importance of, for example, academic freedom have been under-researched in this field. Furthermore, the framework presented is novel in that it helps us to grasp the nuances of external university partnerships that can form out of individual, programmatic and other institutional levels. Practical implications From a practice perspective, the framework offers a useable tool for HEI partnership managers to position themselves and their activities and reflect more on how they organize external partnerships. Further, this tool offers a more precise framework for the discussion on partnerships within the PRME to sharpen the partnership instrument and bring more clarity about what is meant by the partnership for the goals. Originality/value The paper offers a novel partnership portfolio framework that contributes both to theory and practice. The framework aids in mapping the locus of benefits/outcomes and the material and affective commitments made by the HEI to bring these collaborations about. In dimensionalizing partnerships in this way, this paper can conceptualize a balanced portfolio in an HEI’s partnerships for the goals.

The contribution of tourism towards a more sustainable and inclusive society: key guiding principles in times of crisis

2020 ◽  
Vol 12 (6) ◽  
pp. 679-689
Author(s):  
Carla Cardoso
Keyword(s):  
Sustainable Development Goals ◽  
Business Practices ◽  
International Organisations ◽  
Content Type ◽  
The Sustainable Development ◽  
Development Goals ◽  
Guiding Principles ◽  
Inclusive Society ◽  
The Impact ◽  
Practical Implications

Purpose At a time when tourism is embarking on the path to recovery from the COVID-19 crisis, this paper aims to put forward a set of principles guiding the development of tourism to enable global society to become more inclusive and sustainable. Design/methodology/approach This paper adopted a descriptive design using views and data mainly published by 11 international organisations and specialised agencies between March and mid-June 2020. Content analysis was carried out to enable the research to identify features and the presence of challenges for tourism within international organisations’ documents and leaders’ speeches to compare them. Findings The results revealed that there are five key principles that may have a significant impact on tourism development, suggesting that these could be adopted for building a more inclusive and sustainable economy, while mitigating the impact of the COVID-19 crisis. Practical implications Adopting the five key principles recommended in this paper can help tourism to emerge stronger and in a more sustainable way from COVID-19 or other future crises. Equally, this can incite changes in policies, business practices and consumers’ and locals’ behaviours with a view to building a truly sustainable sector. Originality/value This study helps to reconfirm existing knowledge in the COVID-19 context by highlighting five guiding principles that can help tourism players to respond to this crisis disruption and future ones via transformative innovation. In doing so, these will also be contributing to the achievement of the ideals and aims of the Sustainable Development Goals.

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