Search results

Previous students' housing studies have neglected the need to study all-inclusive student housing and quality of services delivery among students with disability. This study explores the expectations in students' housing among university students living with disabilities (SWDs) in Ghana.

The study adopted a mixed-methods approach, involving 423 SWD selected from five public and three private universities across Ghana. Grounded on the Gap Model, the study employed exploratory factor analysis to extract factors of service quality delivery and universal building design for SWD living in off-campus students' housing.

The study uncovered that, expectations of SWD regarding building design specifications hinges more on inbuilt universal design than external building environment designs. SWD are more interested in safety, health, managerial assurances and security. In all, five factors provided a huge gap in services quality delivered by off-campus students' housing.

The Gap Model technique offers a framework that provides an insight for students' housing investors, managers, researchers and local authorities that provides an insight on the needs of SWD in student housing, thus making it possible to attain satisfactions amongst SWD.

Unlike health-related studies that deals with expectations of all-inclusive buildings for persons with disability in hospitals, this study uniquely uncovered the expectations of services delivery and building design support to SWD in the Ghanaian context.

The Covid-19 period has led to defining changes in the teaching process. Therefore, it is essential to explore how teachers have approached these changes, what experiences they have gained and what they have tried to change. This study aims to elucidate how innovative practices were applied in teaching – which was influenced by emergency remote teaching (ERT) – and better understand teachers' experiences related to these practices.

The phenomenology design, a qualitative research model, was executed in the current study. Phenomenological inquiry aims to interpret people's experiences about a specific concept designated as a phenomenon. Creswell (2020) classified two types of phenomenology: interpretive and descriptive. Interpretive phenomenology was employed in the current study as researchers collected data from individuals experiencing the phenomenon, collected and interpreted the data via excluding their own experiences.

As a result of the data interpretation, four themes related to experiences of innovative teaching practices during ERT were discovered: interpretation of innovative teaching, innovative teaching practices, needs related to innovative teaching and challenges to innovative teaching. The categories related to the interpretation of innovative teaching include positive and negative interpretation. The categories related to the second theme, innovative teaching practices, consist of characteristics of innovative teachers and innovative teaching practices employed. The categories related to the third theme, needs related to innovative teaching, are the need for guidance, training and technological infrastructure. The categories related to the fourth and final theme, challenges to innovative teaching, are barriers related to the teacher, barriers related to the learner and those related to the environment.

This study discovered that for teachers to practice innovative teaching, they must develop themselves, keep up-to-date and develop lifelong learning skills. Hung and Li (2017) reached a similar conclusion to the findings of this study: teachers' professional development is positively related to innovative teaching skills at a high level. The participating teachers stated that they had to rapidly improve their technological competency. It is thought that teachers developing their technological competencies will contribute to both ERT and face-to-face education at the end of the Pandemic.

This study investigates a novel educational strategy in science, technology, engineering and mathematics (STEM) teaching that integrates the engineering design process (EDP) as a framework. The strategy aims to help teachers explain STEM concepts in a simplified way. We employed the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) methodology to enable a systematic review that evaluated the effectiveness of this approach in improving both teaching and learning in STEM subjects.

In order to fulfill the objectives of the review, key data were extracted from each of the 400 articles that were reviewed from three databases: Scopus, ProQuest Central and EBSCO. Two types of analysis were conducted, namely descriptive analysis and literature classification.

This systematic review analyzed 44 articles on the EDP, focusing on 18 detailed studies mainly from ProQuest, SCOPUS and EBSCO. It revealed a limited focus on gender’s impact on EDP and a trend toward interdisciplinary use and integrated research approaches. The study underscores the need for further exploration of demographic influences and preparation programs in EDP across various disciplines, aiming to inform future research and educational policies.

The study’s value lies in its comprehensive assessment of engineering design (ED) research over the past decade, serving as a key reference point. It highlights progress in the field, consolidates findings and provides insights into the field’s evolution, guiding future research directions in ED.

This work aligns with two of the following NAPDS Essentials: Clinical Preparation and Learning and Leading. The authors collaborated with district partners to determine how to best meet their needs. Additionally, our institution continues to develop a reciprocal relationship; pre-service teachers can hone skills during the clinical field experience, and the university will better support the professional development initiatives of districts with whom we partner. Clinical field assignments are designed with intentionality to align with the needs of our districts. Consequently, pre-service teachers will be better equipped to immerse themselves in the field experiences and effectively address the diverse needs of students. The authors will continue to engage our preservice and in-service teachers and personalize supports.

A needs assessment was conducted to determine the most appropriate supports for our district partners. A survey was disseminated, and individuals ranked their area for support. The authors followed up with in-service teachers and district leaders to discuss specific strategies that could strengthen academic achievement and social emotional development. Additionally, the data were used to determine how to better equip teacher candidates to serve in the partner districts.

Two programs that have been highly successful have been the Teacher Assistant to Teaching Professional program which is a specialized grow your own and bringing high school students to campus that are interested in becoming educators their junior year, lastly, the use of Mixed Reality Simulations to strengthen educator preparation. Creating diverse partnerships is not a one-size-fits-all approach in every district. Needs assessment and ongoing conversations are needed to ensure both the district and the Educator Preparation Program are able to support pre-service and in-service teachers along with the needs of PreK–12 students.

This paper highlights diverse approaches to strengthening partnerships and the teacher pipeline.

The lecture method has been compared with teaching methods such as flip learning, cooperative learning and simulations to establish which holds the key to students' understanding of concepts. What is bereft in the education literature is its comparative efficiency with the culturo-techno contextual approach (CTCA) in the teaching of computer science education.

This study adopted the quasi-experimental design to determine the efficacy of the CTCA in breaking difficulties related to the study of spreadsheets as a difficult concept in the Nigerian computer science education curriculum. Junior high school students studying computer science education participated in the study. The control group had 30 students, with 35 students in the experimental group. The experimental group was taught using CTCA, while the control group used the lecture method. The spread sheet achievement test, which had 40 items on spreadsheet, was used to collect data.

The results showed that the experimental group significantly outperformed the control group [F (1,60) = 41.89; p < 0.05]. The findings showed the potential of CTCA in improving students' performance in spreadsheets in the computer science education curriculum.

The originality of this study is hinged on its ground-breaking test of the CTCA to the study of the spreadsheet. The findings of this study indicate its efficacy in improving students' understanding of spreadsheet and computer science education.

The paper aims to address the increasing issue of teacher shortages and the lack of diversity in America’s educators. Highly diverse communities need ways to support community members interested in careers as teachers. This article explores one promising approach to reach and inspire high school students considering the teaching profession. Camp ExCEL (Exploring Careers in Education and Leadership) provided a pathway allowing rising high school seniors an opportunity to explore the teaching profession. This pathway utilized the Grow Your Own framework, recruiting students from a diverse community and providing them resources and information that would further efforts to become an educator within their community.

The current study examined outcomes from an education summer camp, using qualitative thematic analysis to reflexively interpret participants’ (n = 29) feelings and beliefs about effective teaching, culturally responsive teaching (CRT), project-based learning (PBL) and their camp experience. Data were collected using Google documents and surveys. The four connected themes that emerged were obstacles and barriers to teaching, qualities of an effective teacher, the impact of culturally responsive teaching and project-based learning on classrooms, and the importance of mentorships within education.

The paper provides insight about how an education camp can support high school students as they explore a career in education. Results suggest that focus on high-quality pedagogy can support student understanding of the career. Students also suggested their perception of effective teaching that includes acknowledging the needs of the whole student, modeling high-quality teaching practices and displaying positive professional dispositions.

Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to conduct and examine education camps further.

The paper includes implications for the development of other education camps, especially in areas with highly diverse populations.

This paper fulfills an identified need to increase the number of persons pursuing a career in education. The focus on a highly diverse community is also an area of need in education. This article details the description of an education camp and the curriculum used, along with findings from data collected during the first year.

This study aims to predict the effect of cultural distance, perceived risk and electronic word of mouth (eWOM) on higher education institutes' students' destination image. In addition, it examines the mediating role of destination image in relation to students' travel intentions.

An online survey was employed to collect data from 200 graduate and postgraduate students. The partial least squares was employed to analyse the hypothesised relationships.

The results of this study found support for the positive effect of cultural distance and eWOM on destination image. Additionally, the mediating effect of destination image was also supported.

This research confirms the vital role of destination image as an antecedent of students' future intention to visit the destination. Moreover, this study contributes to marketing theory by predicting the critical drivers of higher education students' destination image and discussing their applications in the education sector.

This study examines the dualities of digital services – that is, how customers’ favorite everyday digital services can positively and negatively contribute to their well-being. Thus, the study describes the meanings of favorite digital services as part of customers’ everyday lives and the types of well-being to which such services can contribute.

We used a qualitative research approach through semi-structured interviews conducted in 2021 to collect data from 14 young adults (22–31 years old) who actively used digital services in their daily lives.

Our findings revealed that customers’ favorite everyday digital services can contribute to their mental well-being, social well-being, and intellectual well-being. Within these three dimensions of well-being, we identified nine dualities of digital services that describe their positive and negative contributions: (1) digital escapism versus digital disruption, (2) digital relaxation versus digital stress, (3) digital empowerment versus digital subjugation, (4) digital augmentation versus digital emptiness, (5) digital socialization versus digital isolation, (6) digital togetherness versus digital exclusion, (7) digital self-expression versus digital pressure, (8) digital learning versus digital dependence, and (9) digital inspiration versus digital stagnation.

These findings suggest that everyday digital services have the potential to contribute to customer well-being in various aspects – both positively and negatively – accentuating the need for service providers to decipher the impacts of their offerings on well-being. Indeed, understanding the relationship between digital services and customer well-being can help companies tailor their services to customers’ needs. Companies that prioritize customer well-being not only benefit their customers but also create sustainable growth opportunities in the long run. Further, companies can use the derived information in service design to develop marketing strategies that emphasize the positive impacts of their digital services on customer well-being.

Although prior transformative service studies have investigated the well-being of multiple stakeholders, such studies have focused on services related to the physical and healthcare domains. Consequently, the role of everyday digital services as contributors to customer well-being is an under-researched topic. In addition, the concept of well-being and its various dimensions has received limited attention in previous service research. By investigating everyday digital services and their multidimensional contribution to customer well-being, this study broadens the perspective on well-being within TSR and aids in refining a more precise conceptualization.

Many students are found facing difficulties in learning English due to plenty of reasons: known and unknown ones. In order to overcome such an issue, the instructors have to explore for effective techniques of teaching English to motivate learners by any means. Technology in general and informatics in particular can be thought of as innovative tool of pedagogy in the current teaching-learning environment. The present proposal of research aims at creating innovative approaches, which attract learners' interest and catch their attention for better outputs.

Following subsections have been discussed keeping the significance in view. Setting of the study: The present study was conducted at King Abdulaziz University, Jeddah-Saudi Arabia, which is one of the Saudi Arabian universities; however, it has opened up new avenues for the pedagogues, teachers of English and researchers to conduct studies in various allied fields. In order to have a representative sample of students' population, the participants were chosen from the “preparatory year”. Material and tools: This study used a questionnaire (Appendix) and a test to evaluate performances of the two groups: controlled and experimental. In order to further strengthen the findings, semi structured interview was conducted for a few select students from the student-sample. Since the questionnaire was adapted, the statistical validity and reliability was not considered to be essential; however, content/face validity was ensured by consulting 10 experts in the field of education/methods of teaching.

Based on the analysis of data gathered from the test performances of the two groups of students, it was found that there existed a significant difference in the test scores. The questionnaire responses also proved that infographics can be proved to be an interesting tool of education in general and English language teaching in particular. However, it has been noticed from the gathered data that not many teachers are comfortable using multimedia or infographics for different reasons. The results of the present study are in line with the study by Rezaei and Sayadian (2015) that support the idea of infographics that would help English teachers to develop understanding and insights to design among the learners. They further contend that the infographic instruction offers choices for the utilization of collaborative activities. In addition, the infographics enhance students' performance as a whole as also supported by Alrwele (2017).

The study was conducted on a small sample which might affect the generalization of the outcomes. It was carried out with special reference to teaching of vocabulary and reading.

There can be many recommendations for different stakeholders. For teachers, it is recommended that they should know about the significance of infographs for catching the attention of students. They should know how to design interesting and colorful infographs. The administration/management should facilitate the teachers with the required software or platform to create infographics and integrate in an English language class. In addition, teachers should attend workshops and training courses organized for topics related to the infographs.

The author checked the study for plagiarism (excluding references) and found it to be 93% plagiarism free.

The different dimensions and contexts within which value is co-created has generated varied views of how value is understood or formed. This study aims to examine employee-guest perceived value as important factors for the successful implementation of value co-creation (VCC).

The study employs an interpretive paradigm, using in-depth interviews, focus group discussions and participant observation in a qualitative design to increase understanding of employee-guest perceived value to aid the implementation of VCC at the dyadic level.

Findings highlight eight value perceptions including value for money, hotel location, physical evidence, mutual respect, appreciation, safety & security, quality & varieties of food and technological characteristics of service as important factors for the successful implementation of VCC at the dyadic level.

Generalisability of the findings is a limitation not only due to the smaller sample size but also due to industry-specific context. The study follows rigorous procedures to minimise biases, yet research limitation is acknowledged from the researcher’s participation in the research process.

The notion that actor’s assess value differently from the same service suggests that diverse service elements might be experienced differently. This study provides insights for hotel managers to recognise not only individuals’ value preferences but also service types that reflect employee-guest collective service preferences for sustainability.

This study integrates and extends extant literature by examining employees’ and guests’ individual and collective views at distinct hotel contexts to gain useful insights into value and VCC. The study proposes a framework that hospitality firms can use to address service failure and competition-related issues.