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Editorial: Special Issue “Protein Modeling and Simulation: Selected Articles from the Computational Structural Bioinformatics Workshop 2021”
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Saudi Arabian Elementary Teachers’ Perceptions of ELearn Technology During COVID-19 Pandemic
No full textThe purpose of this qualitative study was to investigate the perceptions of primary school teachers in public education schools towards eLearn Technology during the COVID-19 pandemic. The researcher relied on comprehensive and follow-up questions through the qualitative approach. The interviews were conducted by the researcher who relied on both face-to-face and video interviews. The recordings were used for the documentation for qualitative research and then analyzed by the researcher. The researcher highlighted the results of the study by classifying teachers\u27 perceptions about the mechanisms of eLearn technology and its uses through the study questions. The study concluded with a set of suggestions from participants after determining their perceptions of eLearn technology. Considering the interview responses of the study participants, we can see patterns related to the reasons that encourage primary school teachers to prefer eLearn technology. In practice, the participants were aware while using eLearn technology that they were not prepared to use eLearn technology platforms, and they were forced to develop themselves through independent courses, reading and research
HBCU Student Characteristics and Experiences Influencing and Predicting Socially Responsible Leadership Behavior
No full textThe purpose of this study was to assess the level of student socially responsible leadership behavior (SRLB) within one urban Historically Black College/University (HBCU) through the lens of the Social Change Model of leadership development of college students. A secondary purpose of the study was to investigate the influence of student involvement in collegiate leadership experiences—on levels of SRLB— Individual, Group, Community, and Overall. Finally, contextual variables (i.e., gender, parents’ educational level, etc.) were examined to assess if these demographic factors had any impact on level of SRLB. This study was guided by the principles referenced as the Social Change Model (SCM). This theory of social change has at its core both aspects of leadership development and leadership process as they relate to the college student. The instrument utilized in this study was the Socially Responsible Leadership Scale (SRLS) (Dugan 2006). The target population was undergraduate students at HBCUs in the Southeast; a sample of 101 students from one HBCU in the Southeast was selected. Among the major findings of this study included: (a) when compared to the Multi-Institutional Study (MSL) (Dugan, et al, 2007), this study revealed leadership capacity to be fairly consistent with the national study; (b) Individual Socially Responsible Leadership Behavior (SRLB) and Community Service showed a slight negative statistically significant relationship; (c) Group SRLB capacity and Faculty Mentor Experience showed a slight negative statistically significant relationship; and, (d) none of the contextual factors had any statistically significant correlation with Individual, Group, Community, or Overall SRLB
Libyan University Students’ Perceptions of Learning Academic English in a U.S. Institution
No full textLibyan students who attend U.S. universities, enter with languages, educational and environmental backgrounds that are different than their American counterparts. Cummins (1979) theory of second language acquisition, including concepts that differentiate between social and academic language, such as Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP) were used to understand Libyan students’ university experiences. The purpose of this qualitative research was to understand first-semester Libyan university students’ experiences with using the English language. Findings showed that because Libya is a country whose citizens primarily use Arabic, Libyan students who studied in a U.S. higher education institution in Tennessee had limited English proficiency and faced culture shock in a U.S. university
Customer Satisfaction and the Impact on Retention at an HBCU
No full textThis study examines the relationship between retention and customer satisfaction at a historically black college and university (HBCU). Using a mix-methods approach, which includes surveys, interviews, and focus groups with first year college students, we analyze the factors that contribute to student satisfaction and the extent to which satisfaction affects their decision-making to remain enrolled at the at the institution. The findings in this study suggest that enrollment services, housing, campus community, campus facilities and resources, and effective communication are significant factors in student satisfaction and retention rates. This study contributes to the literature on student retention and satisfaction, particularly in the context of HBCUs, and supplies insights that can inform practices and policies to improve student success and institutional viability