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1 – 10 of over 8000Ravit Mizrahi-Shtelman and Gili S. Drori
The study discusses the professionalization of academic leadership in Israel by analyzing and comparing two different training programs: the Hebrew University of Jerusalem’s…
Abstract
The study discusses the professionalization of academic leadership in Israel by analyzing and comparing two different training programs: the Hebrew University of Jerusalem’s (HUJI) program and the CHE-Rothschild program. The HUJI program began in 2016 to train the professoriate to take charge of leadership positions alongside a separate program for administrative staff, while the CHE-Rothschild program was launched in 2019 to train academic leaders, both professors and administrators from universities and colleges nationwide. The analysis reveals two “ideal types” of collegiality: While Model A (exemplified by the HUJI program) bifurcates between the professoriate and administrative staff, Model B (exemplified by the CHE-Rothschild program) binds administrative and academic staff members through course composition, pedagogy, and content. The study suggests a pattern of redefinition of collegiality in academia: we find that while academic hierarchies are maintained (between academic faculty and administrative staff and between universities and colleges), collegiality in academia is being redefined as extending beyond the boundaries of the professoriate and emphasizing a partnership approach to collegial ties.
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Lisa M. O’Brien, Alejandra Salinas, Kelly C. Reinhart and Jeanne R. Paratore
Purpose – To help teacher educators understand how to more fully prepare pre-service teachers (PSTs) for meaningful and effective instruction with multimodal texts and the…
Abstract
Structured Abstract
Purpose – To help teacher educators understand how to more fully prepare pre-service teachers (PSTs) for meaningful and effective instruction with multimodal texts and the underlying technologies.
Design – This mixed methods investigation employed designed-based research in that as the authors observed and gathered data on PSTs’ outcomes within the context of a literacy methods course, the authors also engaged in an iterative process of collaborative design to develop a sustainable instructional model across three academic semesters with three cohorts of PSTs. The authors analyzed pre- and post-PST surveys measuring their knowledge of, disposition toward, and self-efficacy with technology and technology in teaching as well their intent to use technology in their future teaching. The authors also coded and analyzed PST lesson plans completed across each semester for instances of meaningful integration of multimodal texts and the underlying technology, and sound literacy instruction. Finally, the authors closely examined differences in how the course was shaped and “reshaped” across all three iterations and noted any differences in PST outcomes related to these shifts.
Findings – Overall findings suggest that enrollment in the literacy methods course improved both PSTs’ self-efficacy and knowledge about teaching with technology while also supporting PSTs’ ability to develop sound literacy instructional plans. Moreover, strategic positioning of multimodal texts and technology, in which integration is seamless, can help PSTs meaningfully and effectively weave multimodal text sets into their literacy lesson plans.
Practical Implications – This chapter contributes to the literature on integrating multimodal texts and the underlying technologies into PST programs by providing explicit, research-based recommendations for how teacher educators can meaningfully and seamlessly infuse multimodal text sets into core curricula and instructional practices.
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Clement C. Chen, Keith T. Jones and Keith Moreland
This study examines the relative efficacy of groups in both virtual and traditional face-to-face courses, as well as differences in group dynamics between the two delivery…
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This study examines the relative efficacy of groups in both virtual and traditional face-to-face courses, as well as differences in group dynamics between the two delivery methods. We surveyed students in online and traditional classroom sections of the same intermediate-level cost accounting course about their perceptions of group processes, general satisfaction with group work, learning outcomes, and group communications. Traditional classroom students were more positive about their group processes and learning outcomes than were online students. They also were more likely to agree that the learning benefits of group work outweighed the costs, (e.g., uneven and inefficient work distribution.) Our findings suggest that instructors who use groups in online courses should specifically consider the potentially negative effects of such factors as workload imbalances when designing group learning activities so that learning objectives are not adversely affected.
Sagar Suresh Gupta and Jayant Mahajan
Introduction: Lending is an age-old concept, and Peer-to-Peer (P2P) lending is not new. The reduction in the issuing of loans by banks has made people switch from traditional to…
Abstract
Introduction: Lending is an age-old concept, and Peer-to-Peer (P2P) lending is not new. The reduction in the issuing of loans by banks has made people switch from traditional to online mode. The introduction of the online P2P lending industry is in its nascent stage of growth. As this industry is relatively new, understanding user experience, sentiments, and emotions would be helpful for the industry to innovate as per customer requirements.
Purpose: To explore the patterns in the sentiments expressed by users of ‘Cashkumar’ based on Google reviews.
Methodology: Sentiments have been analysed using user experience in risk, cost, ease of use, and loan processing time. Python application was used for sentiment analysis of Google reviews.
Findings: The sentiment analysis results showed that the average sentiment score was 0.7144, which indicates that the user sentiment towards ‘Cashkumar’ is positive. The reviews reflect that the users, especially borrowers were satisfied with the platform’s services and happy with loan processing time. The other factors – ease of use, cost, and risk – were not given much importance by users. Both lenders and borrowers faced a few issues, but the results of the lender’s sentiment analysis could not be generalised due to a smaller number of posted reviews.
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Charles J. Palus, John B. McGuire, Sarah Stawiski and William R. Torbert