Collections in this community

Recent Submissions

  • Tim Dowley. Defying the Holocaust: Ten Courageous Christians who Supported Jews

    Carter-Chand, Rebecca (Center for Christian-Jewish Learning at Boston College, 2021-10-04)
    No abstract is available.
  • Maria Chiara Rioli. A Liminal Church: Refugees, Conversions and the Latin Diocese of Jerusalem, 1946-1956

    Frizzell, Lawrence E. (Center for Christian-Jewish Learning at Boston College, 2021-10-07)
    No abstract is available.
  • Revisiting the Parable of the Good Samaritan

    Ryan, Maurice (Center for Christian-Jewish Learning at Boston College, 2021-10-04)
    The parable of the Good Samaritan (Luke 10:25-37) is among the best-known Gospel texts. It may also be one of the most mis-interpreted texts in the Gospels. The story of a traveler who comes to the aid of a victim of crime has inspired Christians for centuries to establish agencies to render assistance to those in need. The popular acclaim for the parable can cloud the meaning and significance of the story recounted in Luke’s Gospel. The ways the parable has been presented to and read by Christians represents a stumbling block in relations between Christians and Jews. This article surveys contemporary scholarly literature published for an English-speaking audience to determine what limitations and possibilities exist for understanding this parable. A close and careful reading of Luke’s text can reveal story elements that challenge traditional interpretations of this significant parable.
  • Academic integrity of university students during emergency remote online assessment: An exploration of student voices

    Anne H. Verhoef; Yolandi M. Coetser (AOSIS, 2021-09-01)
    Background: This article examines the phenomenon of academic integrity during the coronavirus disease 2019 (COVID-19) pandemic, with particular reference to emergency online assessments in 2020. Aim: It explores academic dishonesty, cheating and plagiarism of university students during emergency remote online assessment, from the perspective of South African students. Setting and Methodology: The authors explore the approaches of different universities worldwide, as well as the extant literature on the topic. An examination of the current literature related explicitly to the COVID-19 online assessments reveals a dearth of engagement by researchers in the South African context. In order to address this lacuna, the authors rely on data generated from an institutional forum on academic dishonesty at a University in South Africa. It focuses specifically on the voices of students presented during the forum, which explained both why students are dishonest and ways to curb dishonesty. Results and Conclusion: The data generated show whilst some students were dishonest due to pandemic-related issues (like lack of monitoring), there are also other reasons, such as lack of time management, feeling overwhelmed and stressed and struggling with technology that contributes to student dishonesty. Students suggest that assessments be approached differently online to curb academic dishonesty. The paper concludes by providing some fundamental changes needed to address academic dishonesty.
  • Existential Realities of Out- of - School Children in Kano Metropolis: Implications for Policy Implementation in Nigeria

    Jabaar, PhD, Saheed Olanrewaju (Scholink Co., LTD, 2021-10-05)
    This study is an exploration of the menace of out-of-school children in Kano metropolis. The study used qualitative method of investigation to investigate the social economic conditions of the children, factors that keep them on the street and possible ways of taking them off the street back to school. Data revealed a harsh and deplorable living conditions of the children. It was also revealed that poverty, negligence by parents, high rate of divorce and ignorance on the part of parents are the major reasons why the children remain on the street. Taking the children out of the street would require effective implementation of social policies on family life, poverty reduction and the universal basic education act of 2004.
  • Examining Systemic Racism in K-12 Education through a Decolonizing, Anti-Racist and Human Rights Lens

    Khushal, Shezadi (Scholink Co., LTD, 2021-09-27)
    This paper seeks to explore how human rights, decolonizing and anti-racist education converge in combatting systemic racism, bias and discrimination in K-12 schooling and education. Colonization is a major part of our country’s history. Because colonization is present in day-to-day attitudes, actions, systems and institutions, not addressing it hinders the ability to make change and further perpetuates marginalization, which then becomes normalized. Understanding human rights is important because acknowledging and respecting one another is fundamental. Human rights are a set of principles concerned with equality, fairness, dignity and respect. Key elements of human rights are freedom, choice, power and voice. I do not propose to embed human rights as a standalone framework, but rather, to align human rights principles with ongoing decolonizing and anti-racist work.
  • Massive open online courses for professional certificate programs? Perspectives on professional learners’ longitudinal participation patterns

    Tang, Hengtao; Xing, Wanli (ASCILITE, 2021-10-06)
    Massive open online courses (MOOCs) have been integrated into higher education systems as an option for delivering online professional degree and certificate programs; however, concerns about whether employed professionals actively participate in MOOCs remain unresolved. Some researchers have described learners’ employment as the major cause of attrition from MOOCs, but research has not addressed how employed learners interact with MOOCs over time. Understanding employed professionals’ trajectory of participation patterns across course time is thus essential to improving the effectiveness of MOOCs. This study investigated the log data of learner participation to explore how attrition occurs in a professional MOOC, focusing on whether students’ employment status was associated with learner participation. The results revealed learners’ longitudinal participation patterns and confirmed the impact of sustained engagement on course performance. The study also found that employed learners were more likely than their peers without jobs to become cramming learners with initially infrequent engagement in a course but investing intensive time at the end for certificates. We discuss practical implications for designing and facilitating large-scale professional degree and certificate programs in higher education institutions. Implications for practice or policy: Educators can apply MOOCs with a lower weekly workload and a slower pace to support employees’ professional development. Educators should develop professional learners’ interests in the course topic to avoid only cramming for the course certificates. Educators may consider longitudinal patterns of learner participation when assessing learner performance.
  • Remodelling the role of facilitating conditions for Google Classroom acceptance: A revision of UTAUT2

    Brandford Bervell , Brandford; Kumar, Jeya Amantha; Arkorful , Valentina; Agyapong, Emmanuel Manu; Osman , Sharifah (ASCILITE, 2021-10-06)
    Online learning environments have become a contemporary component of global tertiary education due to their affordances. These environments are hinged on internet-based learning management systems and one such tool is Google Classroom. However, empirical studies have indicated that gaps exist in determining how Google Classroom influences students’ behavioural intention to use it for online learning. Accordingly, this study defines a model based on the unified theory of acceptance and technology 2 (UTAUT2) to examine the relationship between facilitating conditions and other variables towards intention formation for Google Classroom usage. Based on a mixed method using the explanatory sequential design, survey data from 163 students were initially analysed using partial least squares structural equation modelling followed by a qualitative approach based on open-ended questions for thematic analysis. Results from the partial least squares structural equation modelling approach validated the hypothesised model confirming the significant predictive relationship of facilitating conditions with effort expectancy, hedonic motivation, habit and social influence but had an insignificant relationship with behavioural intention. Furthermore, hedonic motivation and habit were the main predictors of behavioural intention by masking the role of facilitating conditions. Subsequently, the qualitative outcome indicated that habit and perceived control of using Google applications influence hedonic motivation. Finally, recommendations were made to universities towards policy formation and practice of virtual learning using Google Classroom. Implications for practice or policy: Higher education institutions should create an environment for students to be motivated and enjoy Google Classroom use. Universities should provide Internet, technical and pedagogical support for students’ Google Classroom use. Universities should explain to students the affordances of using Google Classroom. Universities should encourage students to acquire access gadgets (smartphones or tablets) for Google Classroom use.
  • Unfolding knowledge co-construction processes through social annotation and online collaborative writing with text mining techniques

    Li, Sandy C; Lai, Tony K. H. (ASCILITE, 2021-10-06)
    Despite the positive claims on the pedagogical use of social annotation and online collaborative writing tools discussed in the literature, most of the findings are derived from interviews or self-reported survey data. Very few studies probed deep into the learning processes and examined students’ digital traces and the artefacts they co-construct. In this study, we employed semantic network analysis techniques to examine how the use of a social annotation tool (Diigo) coupled with an online collaborative writing (Google Docs) affects students’ learning outcomes. The results indicate that the use of Diigo coupled with Google Docs helps enhance student engagement in the collaborative process and that the concept connectivity and quality of the text co-constructed by each group using Diigo coupled with Google Docs is significantly higher than those using Moodle’s forum. In addition, the level of collaboration within a group correlates positively with the number of vertices with high lexical relevancy identified in the semantic network of the text co-constructed by each group. Implications for practice and policy: Undergraduate students can use Diigo coupled with Google Docs to enhance their collaborative work. Course leaders could use Diigo coupled with Google Docs to support learning activities, such as flipped learning or collaborative inquiry learning, in which students are required to engage in close reading and the co-construction of artefacts. Course instructors could consider using semantic measures such as the number of clusters and betweenness centrality to assess the quality of students’ co-constructed artefacts.
  • Effects of complexity-determined system pausing on learning from multimedia presentations

    Liu, Tzu-Chien; Lin, Yi-Chun; Kalyuga, Slava (ASCILITE, 2021-10-05)
    System pausing at pre-determined positions during multimedia presentations can enhance multimedia learning. However, the pause positions are usually set up based on the structure of the learning material (e.g., segmentation principle) rather than on the complexity of its different sections (as determined by levels of element interactivity, according to cognitive load theory). This study investigated the effectiveness of complexity-determined system pauses positioned either before or after complex (high element interactivity) sections of a slideshow multimedia presentation. The study adopted a single-factor between-subjects design and randomly assigned 128 undergraduates to four experimental conditions, namely (1) pausing before high element interactivity, (2) pausing after high element interactivity, (3) learner pausing and (4) no pausing. The research results revealed that complexity-determined system pausing approaches and learner pausing resulted in better test performance and instructional efficiency than the continuous presentation without pausing. The findings suggest that pauses allow students more time to deal with learning contents with high element interactivity, thus reducing potential cognitive overload and resulting in better performance compared with continuous presentation. However, no significant difference was found between the two types of system pausing and learner pausing in all measures.
  • Reisinger, Christa-Monika (2007). Unterrichtsdifferenzierung.

    Martin Keller (Bern Open Publishing, 2008-06-01)
  • Éduquer à l’environnement sans savoir sur la société: le cas des manuels scolaires québécois du primaire en sciences et technologies

    Johanne Lebrun; Abdelkrim Hasni (Bern Open Publishing, 2010-09-01)
    Le texte présente une analyse de 69 situations d’enseignement-apprentissage (SEA) en sciences et technologies intégrant le domaine général de formation «Environnement et consommation». Les SEA analysées proviennent de manuels scolaires québécois du primaire. L’analyse vise à dégager les dynamiques sociospatiales prises en considération lors du traitement des problématiques environnementales. Les résultats démontrent que malgré l’articulation annoncée du domaine général de formation «Environnement et consommation» aux SEA en sciences et technologies, celles-ci demeurent pour l’essentiel disciplinaires et sollicitent fort peu de savoirs en lien avec les dynamiques sociospatiales. Ainsi, les dimensions territoriales, politiques et économiques sont largement évacuées des réflexions environnementales.
  • Lerngelegenheiten und Grundbildung: Sekundäranalyse der Schweizer PISA-Daten und Implikationen für die Überprüfung von Bildungsstandards

    Urs Moser (Bern Open Publishing, 2005-06-01)
    Der internationale Schulleistungsvergleich PISA wurde anhand der alltagsbezogenen Grundbildung in Lesen, Mathematik und Naturwissenschaften durchgeführt, die auf den Nutzen im täglichen Leben ausgerichtet ist. Inwieweit diese alltagsbezogene Grundbildung zu den Lerngelegenheiten im Unterricht gehört, wurde nicht berücksichtig. In einer Sekundäranalyse wurde deshalb überprüft, welche der PISA-Testaufgaben von Expertinnen und Experten sowie von Lehrpersonen als curricular valide bezeichnet wurden und wie sich das Ergebnis der Schweiz verändert, wenn die Parameter ausschliesslich anhand curricular valider Testaufgaben geschätzt werden. Die Ergebnisse sind für das geplante Bildungsmonitoring insofern von Bedeutung, als sie zeigen, dass die Einführung von Bildungsstandards – durch die Bildungsziele in Form von Kompetenzanforderungen konkretisiert werden und dabei festgelegt wird, welche Kompetenzen Kinder oder Jugendliche bis zu einer bestimmten Jahrgangsstufe mindestens erworben haben sollen (EDK, 2004, S.10; Klieme et al., 2003, S. 9) – kaum ohne Anpassung von Lehrplänen und Lehrmitteln erfolgreich sein wird.
  • Open Access Zeitschriften in den Bildungs- und Erziehungswissenschaften.

    Klaus Rummler (Bern Open Publishing, 2021-04-01)
    Anhand illustrativer Beispiele betrachtet der vorliegende Beitrag ausgewählte Aspekte des Betriebs von Open Access Zeitschriften in den Bildungs- und Erziehungswissenschaften. Ausgehend vom Versuch, das Publikationsaufkommen der (schweizerischen) Bildungs- und Erziehungswissenschaften zu erschliessen, richtet sich der Blick auf die veränderte Rolle von Bibliothekskatalogen und auf den offenen Zugang zu wissenschaftlichen Inhalten, insbesondere auf Open Access Zeitschriften. Auf die Frage, durch welche Merkmale sich eine Zeitschrift als solche auszeichnet stellt sich zunehmend heraus, dass offene Metadaten eines der zentralen Mittel für die Verbreitung und Auffindbarkeit sind. Ein Blick auf vergleichbare Zeitschriften innerhalb Europas offenbart dann auch Herausforderungen für Qualitätssicherung. Die abschliessende Diskussion stellt nochmals Machtverschiebungen heraus, die Open Access Zeitschriften implizieren, stellt den weltweit hohen Publikationsoutput in Frage und fordert letztlich Nachhaltigkeit und Verlässlichkeit sowohl in Bezug auf Datenstrukturen als auch in Bezug auf die Unterstützung der Hochschulen.
  • Heterogenität – Zum differenzierten Umgang mit einem komplexen Phänomen

    Greta Pelgrims; Alois Buholzer (Bern Open Publishing, 2013-07-01)
  • Enjeux autour de l’implémentation de l’éducation aux droits de l’enfant en Suisse romande

    Maude Louviot (Bern Open Publishing, 2020-06-01)
    Depuis une quarantaine d’années, les « éducations à » se multiplient dans les plans d’études francophones et s’y font une place en parallèle des objectifs disciplinaires. Néanmoins, cette intégration ne se fait pas sans susciter débats et difficultés de mise en œuvre au sein de l’école traditionnelle. Cet article s’organise autour de l’exemple de l’éducation aux droits de l’enfant et s’appuie sur des données empiriques afin de conceptualiser la tension qui oppose les caractéristiques des « éducations à » et celles de la forme scolaire propre au système scolaire traditionnel. Cette démarche permet d’identifier les difficultés inhérentes à la mise en place des “« éducations à » et plus particulièrement de l’éducation aux droits de l’enfant dans l’école primaire traditionnelle en Suisse romande.

View more