University of Windsor, Ontario: Open Journal Systems
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Data Risks in Online Classroom Platforms: A Comparative Analysis of Policy Documents
No full textOnline video conferencing platforms are now key classroom tools worldwide, following the emergency remote teaching (ERT) response to COVID-19. However, the data risks and privacy issues these tools pose continue to be addressed only minimally by researchers, educators, and students. Moreover, while the ERT online pivot experience was generally global, digital classroom tools and their provenance vary. Many are developed in the United States and used in other countries and jurisdictions. Yet alternate educational technology markets exist in the contemporary world, though Western claims about educational technologies and privacy tend to centre American technologies. This paper seeks to disrupt the trend of global claims based on regional realities and, instead, to provide a direct comparison of privacy policies of two tools from separate markets: Zoom, developed in the United States, and ClassIn, developed in China. The paper compares the terms of service (ToS) and data risks associated with these two online classroom platforms. The findings ultimately suggest that although distinctions exist between the two in terms of data transparency, safety, security, protection, rights, and contexts, the data privacy implications of Zoom and ClassIn are more similar than different. Implications for educational technology companies, institutions, and educators’ teaching and learning practices are discussed
Teachers’ Emotional and Occupational Well-being Amid National Lockdown
No full textTeachers\u27 well-being affects the quality of education. The pandemic-related national lockdown and social isolation in South Africa, lasting for two and a half years, harmed teachers and the education sector. Teachers\u27 emotional and occupational well-being changed with online and rotational instruction. This was because they were expected to support students and parents and acquire essential competencies and skills for online technology-based teaching and learning. This paper discusses a study on secondary school teachers\u27 struggles during school closures. Ten teachers from Gauteng, South Africa, were purposively recruited, five from each public and private school, using a qualitative research approach and exploratory case study design. The Teacher Well-being conceptual framework provided a theoretical framework for well-being. The findings illuminate the mental, physical, and social well-being issues of the 10 secondary school instructors, their transition to online teaching, and their intrinsic and extrinsic coping techniques, such as social media and faith. The study showed why school governing bodies should focus on coping methods to promote teachers\u27 well-being. In Gauteng, South Africa, there is little research on teachers\u27 well-being during school closures. More research is needed to address teachers\u27 emotional and occupational well-being and discover professional development support.
Assessing the Influence of Mobile-Assisted Language Learning on English Proficiency Among ELT Students
No full textThis study investigates the impact of mobile-assisted language learning (MALL) on the English proficiency of English language teaching (ELT) students, comparing its effectiveness to traditional classroom-based instruction. A quasi-experimental design was employed, with 32 ELT students assigned to either an experimental group using commercial learning platforms (CLPs) or a control group receiving traditional instruction over the semester. The results indicated that, based on pre- and post-test scores, the experimental group achieved significantly greater improvements in overall English proficiency compared to the control group. Specifically, the experimental group exhibited greater improvements across all language skills, including vocabulary, listening, speaking, and reading. In addition, students in the MALL group expressed positive perceptions of the platforms, emphasizing increased engagement, flexibility, and motivation, which contributed to enhanced learning experiences. Students also highlighted challenges, such as technical issues and repetitive exercises, but overall, they favoured integrating MALL into their learning routines. These findings suggest that MALL can effectively enhance comprehensive language proficiency and that ELT students view it as a valuable tool for language learning. This study underscores the potential of MALL to improve language outcomes and provides insights into students’ attitudes towards its integration into language education
Effect of Types of Family on Learner Drug Abuse in Selected High Schools in Soweto, South Africa
No full textThis study examined the effect of the types of family on learner drug abuse in selected high schools in Soweto, South Africa. The study adopted a correlational survey research design. The sample size comprised 80 students obtained using census sampling. Data from the learners was gathered using the learner drug abuse and family drug abuse scales. Data was analyzed using inferential statistics such as Analysis of Variance (ANOVA) and Tukey HSD test. The study findings established that the type of family has statistically significant relationship with (F=3.972; P=.011) the level of drug abuse among the secondary school learners, with learners living in well-organized type of family, like nuclear, are likely to indulge less in drug abuse than their counterparts who live in a single-parent family, child headed family, and extended family. The study recommends that school counsellors should adopt holistic therapy techniques to support learners who abuse drugs
Can Scientific-Based Learning Close the Gap in Understanding Science Concepts Between Underachiever and High-Achiever Students?
No full textTeachers commonly employ inquiry learning, discovery, and group investigation in science education. However, there is limited research on the efficacy of these learning methods in reducing the disparity in students\u27 scientific conceptual understanding between underachievers (UA) and high achievers (HA). The primary objective of this research was to assess the effectiveness of these learning methods in closing the disparity in scientific conceptual understanding among students. This research involved 192 twelfth-grade students (96 UA and 96 HA). Students were randomly assigned to four learning treatments: inquiry, discovery, group investigation, and varied lecture. Students took an essay test to measure their scientific conceptual understanding before and after the treatment. The gap in students’ scientific conceptual understanding was analyzed by examining the interaction between the learning methods and their academic abilities. The outcomes indicated no distinction in scientific conceptual understanding among the three treatment groups (inquiry, discovery, and group investigation). Nonetheless, variations in students\u27 scientific conceptual understanding were observed in varied lecture learning settings. The study affirmed disparities in the comprehension of scientific concepts between UA and HA students across inquiry, discovery, and varied lecture learning. Interestingly, no variation in the understanding of scientific concepts was identified between UA and HA students in the context of group-investigation learning
The Effectiveness of Ethnomathematics-Based Learning on Students’ Mathematical Representation in Indonesia: A Meta-Analysis Study
No full textThis meta-analysis aims to examine the extent to which ethnomathematics-based learning improves students\u27 mathematical representation abilities and to identify moderator variables that influence its effectiveness. The results of the literature review in the Google Scholar database yielded 11 studies that met the inclusion criteria. Furthermore, the effect sizes were combined according to the Random Effects Model (REM). Data analysis was performed using CMA v3 and R Studio (Meta Package). The results of the study showed that ethnomathematics learning had a significant effect, with an effect size of . This value indicates that the ethnomathematics approach has a strong positive impact on students\u27 mathematical representation abilities. In addition, the effectiveness of ethnomathematics-based learning is influenced by several moderator variables, including education level, cultural background, independent variables, experimental design, and type of publication. However, other variables such as duration of learning, subject matter, and number of students were not proven to moderate the relationship between ethnomathematics-based learning and students’ mathematical representation. It is also hoped that the results of this study can be the basis for policy making for stakeholders in the world of education (in this case teachers/schools/education offices) so that the quality of mathematics learning in the classroom can be more optimal
Failing Better: Understanding and Supporting Students Through Failure in Higher Education
No full textThis study explores how failure is understood and within higher education through the perspectives of university administrators at a mid-sized research-intensive institution in Ontario. Using in-depth interviews, the study reveals that failure in higher education exists at the intersection of individual student experiences, institutional structures, and pedagogical approaches. Themes in the discourse surrounding student failure include the fear of failing for the first time, a lack of preparedness for university study, impacts of imposter syndrome, challenges in taking ownership of academic journeys, unique barriers faced by non-traditional students, and institutional barriers that reinforce failure. While failure is promoted as a learning opportunity in higher education, institutional structures and practices often contradict this view with punitive measures that can impact students\u27 academic careers. Building on Carr\u27s pedagogy of failure, this research emphasizes the need for approaches that prioritize emotional well-being, open dialogue, and structured support through failure. One recommendation is to use co-curricular activities, such as Living Learning Communities, as safe spaces for students to experiment with and learn from failure without academic consequences. Overall, institutions need to better support student learning through failure while also highlighting the need to address systemic barriers and provide equitable support for diverse student populations
Educational Leadership and Asian Culture: Culturally Sensitive Leadership Practice
No full textProviding a window on educational leadership from an Asian cultural perspective, Liu and Thien\u27s edited collection explains how educational leadership is linked to national culture in the context of various Asian countries. While most studies on this topic are built on the Western paradigm, this book examines the measurement of school leadership from diverse perspectives by considering the cultural context when studying educational leadership. With reference to cross-cultural perspectives, the authors investigate the relationship between leadership for learning and community culture, in addition to the relationship between leadership style and culture. The text provides a theoretical basis for understanding leadership in the context of Asian countries, and offers practical suggestions for identifying effective and culturally sensitive leadership practices in similar cultural contexts
Communication Research Into the Digital Society: Fundamental Insights from the Amsterdam School of Communication Research
No full textCommunication Research into the Digital Society: Fundamental Insights from the Amsterdam School of Communication Research, edited by Theo Araujo and Peter Neijens, represents a timely, carefully crafted and ambitiously executed volume that seeks to both synthesise 25 years of work at ASCoR (the Amsterdam School of Communication Research) and locate communicat ion science within the proliferating dynamics of a datafied society. The bifurcated structure of the book – historical-institutional reflection on the one hand and emprically founded thematic chapters on the other – brings these saints together in a single narrative that conjoins scholarly traditions, methodological pluralism and current challenges including algorithmic curation, personalization, and AI-enabled persuasion. The editorial choice is an emphasis on promoting ASCoR’s mission of empirically anchored, socially responsive and theoretically generative research — a focus that gives the volume coherence across a variety of topics from political communication to youth media and entertainment, corporate communication, persuasive communication as well as cross-cutting developments in human–machine communication, computational methods, person-specific media effects and systems-theoretical perspectives. The result is a book that provides both a look back at how the field has developed into a more professionalized discipline and an advisory statement identifying key areas for future communication science research in the digital era
Borderland Criminal Law: Judicial and Police Cooperation in German-French Borderlands as a Laboratory of Transnational Criminal Law?
No full textThis article reflects upon regions similar to the one where the first Transnational Criminal Law Review (TCLR) Conference ‘The Borderlands of Criminal Law’ in Windsor (Canada) took place: regions at the border between jurisdictions. According to its preamble, the Mondorf Agreement signed by France and Germany in 1997 follows the goal to strengthen the cooperation of law enforcement authorities in the border regions. It contains provisions which are not applicable throughout France’s and Germany’s territories, but are territorially limited in scope to these border regions. Considering that the two signatories consider themselves to be motors of European integration, this article analyses whether these borderland-specific provisions have been prototypical for the evolution of the European law on police cooperation. Even though the legal effects of the Mondorf Agreement turn out to be limited, its practical effects may cause borderlands to become laboratories of transnational criminal law