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Open AccessArticle

Replacing Work with Study: A Sustainable Development Strategy for Economically or Culturally Disadvantaged Students

by

Yi-Chih Lee

Sustainability 2021, 13(17), 9658; https://doi.org/10.3390/su13179658 (registering DOI) - 27 Aug 2021

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Abstract

Education is one of the most effective ways to eradicate and reduce poverty, helping to eliminate it as well as to promote social mobility. Although universities have been extensively established in Taiwan, the country still faces the problem of a large difference in [...] Read more.

Education is one of the most effective ways to eradicate and reduce poverty, helping to eliminate it as well as to promote social mobility. Although universities have been extensively established in Taiwan, the country still faces the problem of a large difference in students’ academic ability and a widening gap in educational resources among families. This study mainly explored whether the strategy of encouraging learning instead of working for disadvantaged students is helpful to their learning effectiveness. The research samples were collected from the data of college students who participated in the higher education SPROUT project of Taiwan’s Ministry of Education. This study enrolled a total of 752 students categorized as disadvantaged. The results found that those students who participated in the project usually devoted more time to study and schoolwork, and so they passed more subjects in the schoolwork with better overall performance in learning. They also obtained the required licenses for employment and more student subsidies to improve their lives. Therefore, the conclusion of this study is that by participating in multiple counseling mechanisms such as schoolwork counseling, license counseling, or career counseling arranged by universities, disadvantaged students can increase their study time, which not only improves their schoolwork learning effects but also enhances their employability. Full article

(This article belongs to the Special Issue Ensuring Quality Education and Good Learning Environments for Students)

Open AccessArticle

Exploring Collaborative Problem Solving Behavioral Transition Patterns in Science of Taiwanese Students at Age 15 According to Mastering Levels

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Sustainability 2021, 13(15), 8409; https://doi.org/10.3390/su13158409 - 28 Jul 2021

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Abstract

This study analyzed the collaborative problem solving (CPS) behavioral transition patterns of 53,859 Taiwanese students in science at age 15 by using an online Taiwanese CPS assessment that was designed according to the Programme for International Student Assessment 2015 CPS framework. Because of [...] Read more.

This study analyzed the collaborative problem solving (CPS) behavioral transition patterns of 53,859 Taiwanese students in science at age 15 by using an online Taiwanese CPS assessment that was designed according to the Programme for International Student Assessment 2015 CPS framework. Because of behavioral changes over the testing period, the CPS target skills that corresponded to the assessment items can be viewed as a CPS behavioral sequence. Hence, a lag sequential analysis was applied to explore the significance of the interactions among the CPS skills. The behavioral sequence is coded according to the level of mastery (0, 1, or 2) of items. The CPS transition patterns were analyzed in three gaps, namely the gender gap, the urban–rural gap, and the achievement gap. The findings showed that “Monitoring and repairing the shared understanding” was a crucial CPS skill in science. Moreover, the female students who would follow rules of engagement effectively exhibited higher scores than male students did in monitoring the results of their actions and evaluating their success in solving the problem. No obvious differences were observed in the urban–rural gap, whereas differences were observed in the achievement gap. Full article

(This article belongs to the Special Issue Ensuring Quality Education and Good Learning Environments for Students)

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Open AccessArticle

Sustained Use of Virtual Meeting Platforms for Classes in the Post-Coronavirus Era: The Mediating Effects of Technology Readiness and Social Presence

by

Yumi Yi

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Rosemary Hyejin Moon

Sustainability 2021, 13(15), 8203; https://doi.org/10.3390/su13158203 - 22 Jul 2021

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Abstract

In response to the COVID-19 pandemic, educational institutions were forced to turn to online classes that are either recorded or taught live on virtual meeting platforms. Students could, therefore, attend classes from virtually any location using their mobile devices and Internet access. Despite [...] Read more.

In response to the COVID-19 pandemic, educational institutions were forced to turn to online classes that are either recorded or taught live on virtual meeting platforms. Students could, therefore, attend classes from virtually any location using their mobile devices and Internet access. Despite the prolonged pandemic, little attention has been paid to whether offering courses on a virtual meeting platform is sustainable. This study, therefore, explores the antecedents of students’ intentions regarding the sustained use of virtual meeting platforms for academic courses. We investigated the relationship between technology readiness (TR) and perceived social presence (SP) within a virtual communication setting with course satisfaction and sustained use intention. Data were collected via a survey from 525 college students in South Korea who had attended classes using a virtual meeting platform. Serial mediation analysis revealed a pathway in which SP and course satisfaction in series fully mediate the positive relationship between technology readiness and sustainability. This study discusses the implications in relation to the sustainability of virtual technology-based courses as a replacement of live classroom-based courses from a user perspective. Further research is needed to understand users’ negative experiences of attending courses on virtual meeting platforms. Full article

(This article belongs to the Special Issue Ensuring Quality Education and Good Learning Environments for Students)

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Open AccessFeature PaperArticle

The Effects of European Recommendations on the Validation of Lifelong Learning: A Quality Assurance Model for VET in Spain

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Sustainability 2021, 13(13), 7283; https://doi.org/10.3390/su13137283 - 29 Jun 2021

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Abstract

Validation is an effective procedure for recognising the skills and knowledge acquired by individuals. However, the validation mechanisms in each country are not always easy to understand, especially due to a lack of information/data. The aim of this paper is to design a [...] Read more.

Validation is an effective procedure for recognising the skills and knowledge acquired by individuals. However, the validation mechanisms in each country are not always easy to understand, especially due to a lack of information/data. The aim of this paper is to design a management system based on processes for the accreditation of professional competences acquired by work experience in Spain, considering European regulations. This is carried out through a contextualization of both regulatory frameworks through a bibliographic review, as well as the analysis of the quantitative and qualitative outcomes of the surveys that groups of experts involved in these tasks/procedures completed in Spain. All this has made it possible to design a model for the validation of learning acquired through professional experience as well as non-formal and informal channels in Europe and Spain, which facilitates the process of accreditation of competences. Full article

(This article belongs to the Special Issue Ensuring Quality Education and Good Learning Environments for Students)

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Open AccessArticle

Active Learning as a Beyond-the-Classroom Strategy to Improve University Students’ Career Adaptability

by

Tracy Hui

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Sam S. S. Lau

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Mantak Yuen

Sustainability 2021, 13(11), 6246; https://doi.org/10.3390/su13116246 - 01 Jun 2021

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Abstract

Geopolitical changes worldwide, together with rapid advances in technology, have created a situation where an individual’s working life can present many new challenges. Helping students develop the attitudes and skills necessary to adapt to constant change along a career path has become a [...] Read more.

Geopolitical changes worldwide, together with rapid advances in technology, have created a situation where an individual’s working life can present many new challenges. Helping students develop the attitudes and skills necessary to adapt to constant change along a career path has become a priority in education. Developing this career adaptability is becoming increasingly important to the sustainability of democracy, the economy, justice, human values, and equality. The authors of this paper argue that to improve the quality of our education system in universities, active learning should play a more important role to enrich the typical lecturing–learning processes. The aim of the study reported here was to examine the impact from implementing a 3-month active learning program that took university students beyond the classroom to increase their career adaptability and self-esteem and to strengthen their meaning in life. A mixed-method approach was adopted and conducted in two phases with 119 undergraduate students in human resources management at a university in Hong Kong. Findings suggested a significant improvement in career adaptability of the students after participating in the program when compared to a control group. However, data did not indicate any significant change in self-esteem and meaning in life in the training group. The findings support the valuable role of active learning as a strategy to enhance students’ career adaptability in a changing but sustainable world of employment. Full article

(This article belongs to the Special Issue Ensuring Quality Education and Good Learning Environments for Students)

Open AccessArticle

Unveiling the International Students’ Perspective of Service Quality in Chinese Higher Education Institutions

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Sustainability 2021, 13(11), 6008; https://doi.org/10.3390/su13116008 - 26 May 2021

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Abstract

Foreign students’ satisfaction with the service quality of Chinese universities is essential for the sustainable internationalization of China’s higher education system. The present study employs a survey research method to bring in the foreign students’ perspective of the various aspects of service quality [...] Read more.

Foreign students’ satisfaction with the service quality of Chinese universities is essential for the sustainable internationalization of China’s higher education system. The present study employs a survey research method to bring in the foreign students’ perspective of the various aspects of service quality in seven key Chinese universities. Accordingly, 618 valid questionnaires were analyzed using descriptive statistics, principal component analysis (PCA), and analysis of variance (ANOVA). The study findings posit that, although foreign students affirm that teachers are supportive and well qualified, they have concerns about the English proficiency of instructors. Likewise, foreign students were not satisfied with the frequency of formal research meetings with their advisers and the assistance with research techniques and relevant literature sources. Overall, female foreign students were less satisfied than their male counterparts. Moreover, foreign students reported higher satisfaction from teaching services and learning resources, moderate satisfaction from advisory services, and meager satisfaction from the administrative and support services of their respective Chinese institutions. Besides, we found significant differences between sample Chinese universities on various constructs of service quality. Likewise, arts and social sciences students were less satisfied with the service quality of the institution as compared to their natural sciences and engineering counterparts. The policy implications of this research for various stakeholders are discussed. Full article

(This article belongs to the Special Issue Ensuring Quality Education and Good Learning Environments for Students)

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Open AccessArticle

Technological Platforms for Inclusive Practice at University: A Qualitative Analysis from the Perspective of Spanish Faculty Members

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Víctor H. Perera

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Anabel Moriña

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Nieves Sánchez-Díaz

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Yolanda Spinola-Elias

Sustainability 2021, 13(9), 4755; https://doi.org/10.3390/su13094755 - 23 Apr 2021

Viewed by 487

Abstract

Currently, the development of new virtual environments as a complementary tool to face-to-face teaching and the increased presence of students with disabilities at university classrooms are changing the landscape of university teaching. This article analyses the actions of faculty members who carry out [...] Read more.

Currently, the development of new virtual environments as a complementary tool to face-to-face teaching and the increased presence of students with disabilities at university classrooms are changing the landscape of university teaching. This article analyses the actions of faculty members who carry out inclusive practices in the context of technological platforms. The research was based on the assumptions of the qualitative paradigm, using individual semi-structured interviews with 119 faculty members from 10 Spanish public universities. The results show the reasons for inclusive learning with technological platforms, the use that faculty members make of these platforms in their inclusive educational practices, and the influence of these on the learning of students, especially students with disabilities. The conclusions give a good account of the conditions that determine the pedagogical use that faculty members make of virtual environments to facilitate the inclusion of students. Full article

(This article belongs to the Special Issue Ensuring Quality Education and Good Learning Environments for Students)

Other

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Open AccessSystematic Review

Sustainable Learning Environment by Mobile-Assisted Language Learning Methods on the Improvement of Productive and Receptive Foreign Language Skills: A Comparative Study for Asian Universities

by

Mohsen Mortazavi

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Mahyuddin K. M. Nasution

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Foad Abdolahzadeh

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Mojtaba Behroozi

and

Afshin Davarpanah

Sustainability 2021, 13(11), 6328; https://doi.org/10.3390/su13116328 - 02 Jun 2021

Cited by 1 | Viewed by 829

Abstract

In this comparative study, we investigated different influential factors of mobile-assisted language learning (MALL) for improving productive and receptive language learning skills. To do this, 100 scientific research papers were selected from the top and high-quality journals based on the implications of MALL [...] Read more.

In this comparative study, we investigated different influential factors of mobile-assisted language learning (MALL) for improving productive and receptive language learning skills. To do this, 100 scientific research papers were selected from the top and high-quality journals based on the implications of MALL in higher education language learning. Eight papers were selected according to the specific criteria to categorize the results based on language skills interpretation and technological concepts. Therefore, after thoroughly understanding proposed methodologies and comparing them properly, underlying assumptions about this phenomenon are elaborated, and holistic and sustainable solutions are provided to address this idea. The results of this analysis indicated that Mobile devices are being utilized extensively in developing countries, with vocabulary being the primary language learning area assisted by technology and yielding satisfactory results. According to the findings of this comparative study, LINE and WhatsApp would be of interest among university students to improve receptively (listening and reading) and productivity (writing and speaking), respectively. Moreover, the technology acceptance model (TAM) would be a prominent option for teachers to adapt their current and future educational programs instead of only in-person teaching to improve students’ learning quality. Full article

(This article belongs to the Special Issue Ensuring Quality Education and Good Learning Environments for Students)

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