Browsing by Subject "HIGHER-EDUCATION"

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Now showing items 21-23 of 23
  • Henritius, Eija; Löfström, Erika; Hannula, Markku S. (2019)
    This paper presents a systematic review of university students’ emotions in connection with virtual learning based on 91 articles published between 2002 and 2017 in four international journals that focus on virtual learning and educational technology or on learning in higher education. These journals were considered potential channels for research on emotions in virtual learning and higher education. The objective was to analyse the articles for concepts and theoretical background related to virtual learning and emotions, contextual focus, methodological choice, and/or results. The review showed that the most common emotion‐related concept was “satisfaction.” The most common context for the articles was a complete non‐physical learning environment (e.g. Second Life). Approximately 60% of the articles used quantitative methods. The most common design for studying emotions was an explanatory design. Students’ emotions were mainly studied through concepts related to emotion (e.g. “satisfaction”). Yet only a few of the studies focused on the fluctuation of emotions in the course of events, relying instead on post hoc data that treat students’ emotions as traits rather than states.
  • Hailikari, Telle; Sund, Reijo; Haarala-Muhonen, Anne; Lindblom-Ylänne, Sari (2020)
    Despite vast research on transitioning to higher education and student diversity, little longitudinal evidence exists of how individual differences of first-year students predict their graduation times. The present study explored the relation between first-year students' study profiles and graduation times in two different disciplines, by following the same students' (N = 65) study progress for six years using student records data. Profiling students was based on student interviews. Statistical analysis of time to degree completion was conducted using event history analysis. The results revealed that first-study-year study profiles clearly predict graduation times and degree completion. Disciplinary differences existed between graduation times, which may be explained by the different structures of the disciplines. The results imply that individual students need tailored support at different phases of their studies.
  • Yuan, Mei; Sude, Bilige; Chen, Ning; Dervin, Fred (2021)
    Using the concept and approach of superdiversity, this paper complements current studies on the internationalization of higher education by focusing on the understudied case of an ethnic-group serving institution in China. 17 international students at this superdiverse institution, where members of the 56 Chinese 'ethnic' Minzu groups live and study together, were interviewed about their experiences in Chinese and English. Considering the originality and complexity of this specific Chinese context, the authors chose Dialogic Discourse Analysis to analyse the data. This complex analytical method allows to identify and problematise the ways superdiversity seems to have influenced (or not) the students' stay in China and their engagement with Minzu. Although superdiversity is reported as a pull factor for most students, their experiences of it and encounters with members of different Minzu groups, appear to be limited. However, the students' knowledge and awareness of this important aspect of Chinese society is compelling when the students discuss what they have learnt interculturally. They also seem to have modified many of their essentialist and culturalist representations of China. The article ends with recommendations for both scholars and Ethnic group-serving institutions in China and elsewhere, for rethinking intercultural experiences in study abroad.