Tag: Higher Education

Now Published: Volume 9 – Issue 5 – IAFOR Journal of Education – Undergraduate Education

Welcome to the Undergraduate Education Issue IAFOR Journal of Education: Volume 9 – Issue 5 – Undergraduate Education Editor: Joseph (José) McClanahan Associate Editor: Huiyuan Ye Editor-in-Chief: Joseph Haldane Published: October 22, 2021 ISSN: 2187-0594 https://doi.org/10.22492/ije.9.5 As we complete our second issue of Undergraduate Education for the IAFOR Journal of Education, I am acutely aware

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Do Cognitive Dispositions and Gender Matter in Applications of Culturally Relevant Pedagogy? A Pilot Study at an Iraqi University

Authors: Maura Pilotti, Prince Mohammad Bin Fahd University, Saudi Arabia Khadija El Alaoui, American University of Iraq Sulaimani, Iraq Yalda Razmahang, American University of Iraq Sulaimani, Iraq Zaynab El Bernoussi, International University of Rabat, Morocco Saya Abdulrahman, University of Iraq Sulaimani, Iraq Email: [email protected] Published: October 22, 2021 https://doi.org/10.22492/ije.9.5.02 Citation: Pilotti, M., Alaoui, K. E.,

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IAFOR Journal of Education: Volume 9 – Issue 5 – Undergraduate Education

IAFOR Journal of Education: Volume 9 – Issue 5 – Undergraduate Education Editor: Joseph (José) McClanahan Associate Editor: Huiyuan Ye Editor-in-Chief: Joseph Haldane Published: October 22, 2021 ISSN: 2187-0594 https://doi.org/10.22492/ije.9.5 Editor’s Introduction Welcome to Volume 9 – Issue 5 – IAFOR Journal of Education: Undergraduate Education Dr Joseph (José) McClanahan, Editor Articles Gender Discrepancies in

Now Published: Volume 9 – Issue 4 – IAFOR Journal of Education – Technology in Education

Welcome to the Technology in Education Issue IAFOR Journal of Education: Volume 9 – Issue 4 – Technology in Education Editor: Michael P. Menchaca Associate Editor: Daniel L. Hoffman Editor-in-Chief: Joseph Haldane Published: August 27, 2021 ISSN: 2187-0594 https://doi.org/10.22492/ije.9.4 We are delighted to announce that the IAFOR Journal of Education: Technology in Education issue is

Welcome to Volume 9 – Issue 4 – IAFOR Journal of Education: Technology in Education

Thank you for perusing this latest IAFOR Journal of Education: Technology in Education issue. This is the Journal’s second offering in the specialized area of educational technology. The Journal overall remains committed to inter-disciplinary, international, diverse articles and this issue is no exception. The seven articles included represent: (a) research in both higher education and

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Artificial Intelligence for Career Guidance – Current Requirements and Prospects for the Future

Authors: Stina Westman, South-Eastern Finland University of Applied Sciences, Finland Janne Kauttonen, Haaga-Helia University of Applied Sciences, Finland Aarne Klemetti, Metropolia University of Applied Sciences, Finland Niilo Korhonen, Häme University of Applied Sciences, Finland Milja Manninen, South-Eastern Finland University of Applied Sciences, Finland Asko Mononen, Laurea University of Applied Sciences, Finland Salla Niittymäki, Häme University

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IAFOR Journal of Education: Volume 9 – Issue 4 – Technology in Education

IAFOR Journal of Education: Volume 9 – Issue 4 – Technology in Education Editor: Michael P. Menchaca Associate Editor: Daniel L. Hoffman Editor-in-Chief: Joseph Haldane Published: August 27, 2021 ISSN: 2187-0594 https://doi.org/10.22492/ije.9.4 Editor’s Introduction Welcome to Volume 9 – Issue 4 – IAFOR Journal of Education: Technology in Education Dr Michael P. Menchaca, Editor, and

IAFOR Partners with RECSIE on the Summer Institute on International Education, Japan

IAFOR Partners with RECSIE on the Summer Institute on International Education, Japan (SIIEJ2021)

The 4th Summer Institute on International Education, Japan (SIIEJ2021) is an online event organised by the Research Consortium for the Sustainable Promotion of International Education (RECSIE), in association with the Institute for Innovative Global Education at Kansai University and Toyo University, and supported by the Ministry of Education, Culture, Sports, Science and Technology (MEXT), The

Now Published: Volume 9 – Issue 2 – IAFOR Journal of Education – COVID-19: Education Responses to a Pandemic

When we first decided to run with a special issue on educational responses to COVID-19, little did we know that we would still be in the midst of lockdowns, emerging variants, and scary rising statistics as we reach publication. We knew that it would take time to return to some kind of normal, but not

Welcome to Volume 9 – Issue 2 – IAFOR Journal of Education: COVID-19: Education Responses to a Pandemic

When we first decided to run with a special issue on educational responses to COVID-19, little did we know that we would still be in the midst of lockdowns, emerging variants, and scary rising statistics as we reach publication. We knew that it would take time to return to some kind of normal, but not

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Online University Teaching at the time of COVID-19 (2020): An Australian Perspective

Authors: Erika K. Smith, Western Sydney University, Australia Ece Kaya, University of Technology Sydney, Australia Email: [email protected] Published: April 2, 2021 https://doi.org/10.22492/ije.9.2.11 Citation: Smith, E. K., & Kaya, E. (2021). Online University Teaching at the time of COVID-19 (2020): An Australian Perspective, 9(2). https://doi.org/10.22492/ije.9.2.11 Abstract The impacts of COVID-19 have been widespread, and the education

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IAFOR Journal of Education: Volume 9 – Issue 2 – COVID-19: Education Responses to a Pandemic

IAFOR Journal of Education: Volume 9 – Issue 2 – COVID-19: Education Responses to a Pandemic Editor-in-Chief: Yvonne Masters Published: April 2, 2021 ISSN: 2187-0594 https://doi.org/10.22492/ije.9.2 Editor’s Introduction Welcome to Volume 9 – Issue 2 – IAFOR Journal of Education: COVID-19: Education Responses to a Pandemic Yvonne Masters, Editor-in-Chief, IAFOR Journal of Education Articles The

Now Published: Volume 9 – Issue 1 – IAFOR Journal of Education – Inclusive Education

IAFOR Journal of Education: Volume 9 – Issue 1– Inclusive Education Editor: Tamsin Hinton-Smith Editor-in-Chief: Yvonne Masters Published: February 19, 2021 ISSN: 2187-0594 https://doi.org/10.22492/ije.9.1 Editor’s Introduction Welcome to the IAFOR Journal of Education: Inclusive Education. What a journey it has been. It has been an immense privilege to work with a team of international colleagues

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Employability and Inclusion of Non-traditional University Students: Limitations and Challenges

Authors: María Aurora Tenorio Rodríguez, University of Seville, Spain José González-Monteagudo, University of Seville, Spain Teresa Padilla-Carmona, University of Seville, Spain Email: [email protected] https://doi.org/10.22492/ije.9.1.08 Citation: Rodríguez, M. A., González-Monteagudo, J., & Padilla-Carmona, T. (2021). Employability and Inclusion of Non-traditional University Students: Limitations and Challenges, IAFOR Journal of Education: Inclusive Education, 9(1). https://doi.org/10.22492/ije.9.1.08 Abstract In recent

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IAFOR Journal of Education: Volume 9 – Issue 1 – Inclusive Education

IAFOR Journal of Education: Volume 9 – Issue 1 – Inclusive Education Editor: Tamsin Hinton-Smith Editor-in-Chief: Yvonne Masters Published: February 19, 2021 ISSN: 2187-0594 https://doi.org/10.22492/ije.9.1 Editor’s Introduction Welcome to Volume 9 – Issue 1 – IAFOR Journal of Education: Inclusive Education Tamsin Hinton-Smith, University of Sussex, UK Articles School’s Perspectives on Educational Programmes under Corporate

Welcome to Volume 8 – Issue 2 – IAFOR Journal of Education:Technology in Education

Welcome to the IAFOR Journal of Education’s inaugural Technology in Education issue. While the Journal structure may be slightly altered at times, our commitment to interdisciplinary, international, intercultural, quality manuscripts remains. As editor, I rely heavily on an extensive group including the editor-in-chief, two associate editors, and an incredible team of reviewers. I am truly

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Learning Management System Adoption in Higher Education Using the Extended Technology Acceptance Model

Authors: Marissa R. Fearnley, De La Salle-College of Saint Benilde Manila, Philippines Johnny T. Amora, De La Salle-College of Saint Benilde Manila, Philippines Email: [email protected] Published: July 17, 2020 https://doi.org/10.22492/ije.8.2.05 Citation: Fearnley, M. R., & Amora, J. T. (2020). Learning Management System Adoption in Higher Education Using the Extended Technology Acceptance Model. IAFOR Journal of

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IAFOR Journal of Education: Volume 8 – Issue 2 – Technology in Education

IAFOR Journal of Education: Volume 8 – Issue 2 – Technology in Education Editor: Michael P. Menchaca Editor-in-Chief: Yvonne Masters Published: July 17, 2020 ISSN: 2187-0594 https://doi.org/10.22492/ije.8.2 Editor’s Introduction Welcome to Volume 8 – Issue 2 – IAFOR Journal of Education: Technology in Education Dr Michael P. Menchaca Articles Facilitating Online Reading Comprehension in Enhanced

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Evaluation of Self and Peer Assessments in a Second Year Engineering Module

Authors: David Hassell, University of Bath, United Kingdom Kok Yueh Lee, Universiti Teknologi Brunei, Brunei Darussalam Email: [email protected] Published: December 1, 2019 https://doi.org/10.22492/ije.7.2.06 Citation: Hasell, D., & Lee, K. Y. (2019). Evaluation of Self and Peer Assessments in a Second Year Engineering Module. IAFOR Journal of Education, 7(2). https://doi.org/10.22492/ije.7.2.06 Abstract This paper evaluates the use

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Role of Educational Technologies Utilizing the TPACK Framework and 21st Century Pedagogies: Academics’ Perspectives

Author: Tirtha Goradia, Endeavour College of Natural Health, Australia Email: [email protected] Published: December 1, 2018 https://doi.org/10.22492/ije.6.3.03 Citation: Goradia, T. (2018). Role of Educational Technologies Utilizing the TPACK Framework and 21st Century Pedagogies: Academics’ Perspectives. IAFOR Journal of Education, 6(3). https://doi.org/10.22492/ije.6.3.03 Abstract With the rapid development in information technology and the need to acquire 21st century

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Artificial Intelligence and the Student Experience: An Institutional Perspective

Authors: Kriti Khare, University of Alberta, Canada Brian Stewart, University of Eastern Finland, Finland Anshuman Khare, Athabasca University, Canada Email: [email protected] Published: December 1, 2018 https://doi.org/10.22492/ije.6.3.04 Citation: Khare, R., Stewart, B., & Khare, A. (2018). Artificial Intelligence and the Student Experience: An Institutional Perspective. IAFOR Journal of Education, 6(3). https://doi.org/10.22492/ije.6.3.04 Abstract The paper outlines the

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IAFOR Journal of Education: Volume 6 – Issue 3

IAFOR Journal of Education: Volume 6 – Issue 3 – Winter 2018 Editor: Yvonne Masters, University of New England, Australia Published: December 1, 2018 ISSN: 2187-0594 https://doi.org/10.22492/ije.6.3 Articles Mentoring Experiences, Issues, and Concerns in the Student-Teaching Program: Towards a Proposed Mentoring Program in Teacher Education Susan Galamay-Cachola, Saint Mary’s University, Philippines Ma. Cristeta M. Aduca,

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The Implicit Role of First-Years’ Higher Education Faculties

Author: Maurice Abi-Raad, Rabdan Academy, United Arab Emirates Email: [email protected] Published: February 28, 2018 https://doi.org/10.22492/ije.6.1.01 Citation: Abi-Raad, M. (2018). The Implicit Role of First-Years’ Higher Education Faculties. IAFOR Journal of Education, 6(1). https://doi.org/10.22492/ije.6.1.01 Abstract The higher education experience is a challenge for first-year students. One of the challenges facing a generation of youth is attaining

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IAFOR Journal of Education: Volume 6 – Issue 1

IAFOR Journal of Education: Volume 6 – Issue 1 – Spring 2018 Editor: Yvonne Masters, University of New England, Australia Published: February 28, 2018 ISSN: 2187-0594 https://doi.org/10.22492/ije.6.1 Articles The Implicit Role of First-Years’ Higher Education Faculties Maurice Abi-Raad, Rabdan Academy, United Arab Emirates Pre-Service Elementary Teachers’ Scientific Literacy and Self-Efficacy in Teaching Science Adam Al

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Linguistic Error Analysis on Students’ Thesis Proposals

Authors: Mary Ann Pescante-Malimas and Sonrisa C. Samson University of San Carlos, Philippines Email: [email protected] Published: January 19, 2018 https://doi.org/10.22492/ijll.3.2.09 Citation: Pescante-Malimas, M. A., & Samson, S. C. (2018). Linguistic Error Analysis on Students’ Thesis Proposals. IAFOR Journal of Language Learning, 3(2). https://doi.org/10.22492/ijll.3.2.09 Abstract This study identified and analyzed the common linguistic errors encountered by

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IAFOR Journal of Language Learning: Volume 3 – Issue 2

IAFOR Journal of Language Learning: Volume 3 – Issue 2 Editor: Dr Bernard Montoneri Published: January 19, 2018 ISSN: 2188-9554 https://doi.org/10.22492/ijll.3.2 Articles Multilingualism in Action: A Conversation Analytic View on How Children are Re-Voicing a Story in a French Second Language Learning Lesson Béatrice Arend and Patrick Sunnen, University of Luxembourg, Luxembourg Written Corrective Feedback:

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Peer Support of Students with Autism Spectrum Disorders in Higher Education Institutions by Typical Students

Authors: Kai Nagase, Yamaguchi Prefectural University, Japan Email: [email protected] Published: December 14, 2017 https://doi.org/10.22492/ijpbs.3.2.06 Citation: Nagase, K (2017). Peer Support of Students with Autism Spectrum Disorders in Higher Education Institutions by Typical Students. IAFOR Journal of Psychology & the Behavioral Sciences, 3(2). https://doi.org/10.22492/ijpbs.3.2.06 Abstract In recent times, the number of students with autism spectrum disorders

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IAFOR Journal of Psychology & the Behavioral Sciences: Volume 3 – Issue 2

IAFOR Journal of Psychology & the Behavioral Sciences: Volume 3 – Issue 2 Editors: Dr Sharo Shafaie & Dr Deborah G. Wooldridge Published: December 14, 2017 ISSN: 2187-0675 https://doi.org/10.22492/ijpbs.3.2 Articles Alexithymia, Attachment and Fear of Intimacy in Young Adults Michael Lyvers, Bond University, Australia Siobhan Davis, Bond University, Australia Mark S. Edwards, York St. John

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IAFOR Journal of Education: Volume 5 – Issue 2

IAFOR Journal of Education: Volume 5 – Issue 2 – Summer 2017 Editor: Bernard Montoneri, National Chengchi University, Taiwan Published: September 1, 2017 ISSN: 2187-0594 https://doi.org/10.22492/ije.5.2 Articles Measurement and Analysis of Student (Dis)engagement in Higher Education: A Preliminary Study Akihiro Saito, Hakuoh University, Japan Michael E. Smith, Aomori University of Health and Welfare, Japan Discourses

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Ethics Issues of Digital Contents for Pre-Service Primary Teachers: A Gamification Experience for Self-Assessment with Socrative

Authors: Adolfina Pérez Garcias & Victoria I. Marín, Universitat de les Illes Balears, Spain Email: [email protected] Published: September 1, 2016 https://doi.org/10.22492/ije.4.2.05 Citation: Garcias, A. P., & Marín, V. I. (2016). Ethics Issues of Digital Contents for Pre-Service Primary Teachers: A Gamification Experience for Self-Assessment with Socrative. IAFOR Journal of Education, 4(2). https://doi.org/10.22492/ije.4.2.05 Abstract The knowledge