Search results

The COVID-19 pandemic has compelled higher educational institutions to implement alternative educational strategies that rely heavily on internet accessibility and utilisation to monitor and evaluate students. This study aims to find certain indicators for planning and designing future courses of inclusive online education in the domain of disaster risk reduction (DRR).

The study reviews and analyses online teaching and learning experiences of DRR courses. It uses online surveys and interviews to derive the perspectives of selected students and educators in universities in Asia and the Pacific region.

Active engagement is considered to be achieved when students are active in chat boxes, through presentations, through assignments and when the video cameras of students are turned on. On the contrary, students perceive active engagement differently because they face emotional disturbances and health issues due to prolonged screen/digital device use, have inadequate information and communications technology infrastructure or have digital literacy deficiencies among others. The study finds that online courses have many sets of strengths, weaknesses, opportunities and threats, when they are balanced, they can improve DRR courses in the future.

The study is based on the outcome of interviews with 10 experienced educators in DRR courses as well as students from different schools taking courses in DRR education. However, the students are not necessarily taking the courses of the educators interviewed due to the inability of some educators to avail themselves and the challenge of contacting the students. This notwithstanding, the results of this study give a general overview of the situation to be considered in the planning and design of online and distance education.

The results do not reflect the reaction of students and tutors of the same course. Future studies of collecting and analyzing the responses from the students and the educators with the same course could provide tailored solutions.

This study attempts to find solutions to bridging two different perspectives on teaching and learning. The results would be important to strengthening and designing future online courses.

This paper aims to quantitively assess the resilience of residential properties to urban flooding in Port Harcourt, Nigeria, and assess whether they vary at spatially aggregated scales relative to the level of flood exposure.

The study synthesizes theoretical constructs/indicators for quantifying property level resilience, as a basis for measuring resilience. Using a two-stage purposive/stratified randomized sampling approach, 407 questionnaires were sent out to residents of 25 flood-prone areas, to solicit information on the resilience constructs as indicated by the adaptation behaviors of individual households and their property attributes. A principal component analysis approach is used as a mechanism for weighting the indicators, based on which aggregated spatial-scale resilience indices were computed for the 25 sampled areas relative to their levels of flood exposure.

Area 11 located in the moderate flood zone has the lowest resilience index, while Area 20 located in the high flood zone has the highest resilience index. The resilience indices for the low, moderate and high flood zone show only minimal and statistically insignificant differences indicating maladaptation even with incremental levels of flood exposure.

The approach to resilience measurement exemplifies a reproducible lens through which the concept of “living with floods” can be holistically assessed at the property level while highlighting the nexus of the social and technical dimensions.

The study moves beyond theoretical conceptualization, to empirically quantify the complex concept of property-level flood resilience.