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Learning technology professors’ experiences with National Science Foundation (NSF) external grant funding in higher education
Get PDFThis qualitative study investigated the experiences of learning technology professors with National Science Foundation (NSF) external grant funding focused on education. The study investigated stories related to using NSF grants by learning technology professors across the United States, Europe, Africa, the Middle East, and Asia. It enumerated the need for collaboration between industry, government, and higher education institutions (HEIs). The study aimed to establish how more grants lead to increased opportunities for learning technology professors to pursue academic research and impact society. The research questions were: What outlier stories emerge from learning technology professors by securing NSF grant funding? How do learning technology professors utilize NSF grants to contribute to academic research? How do learning technology professors with NSF grants contribute to collaboration between universities, industry, and government? The qualitative method was appropriate for investigating these questions. The study employed a qualitative design for data collection and thematic analysis to identify dominant themes. Future research includes expanding the scope to compare experiences across different disciplines and evaluating the impact of NSF grants on students, institutions, and the technology industry in Silicon Valley. Clarke and Braun’s (2013) six thematic steps were used as the data analysis method. Several themes were expected to arise during thematic analysis to describe the essence of learning technology professors’ experiences and how they leveraged NSF grant funding. The NSF propels partnerships, innovations, infrastructure, and education, and is a beacon of opportunity for research studies due to its unwavering dedication to catalyzing groundbreaking discoveries and advancing knowledge across diverse fields. NSF offers a unique platform to explore transformative funding in driving scientific breakthroughs and fostering societal progress on a global scale. Preliminary research has shown an apparent gap in funding xvi HEIs. Without a robust funding model, overreliance on governments by HEIs limits learning opportunities. Promoting collaboration between governments, industry, and universities would increase funds to HEIs. Subsequently, the number of learners joining HEIs would increase, fostering more research and development across different sectors
Exploring the perceived effects of online and hybrid learning on the experiences of students in Nigerian universities
Get PDFRecent years have seen an apparent increase in the popularity and acceptance of online and hybrid learning as alternative models of learning at universities and other institutions of higher education in Nigeria. However, there is doubt whether the increase in popularity and acceptance of online and hybrid learning has translated to better learning conditions or satisfaction for students and graduates of higher education. These issues among others have made online and hybrid learning models to represent an area of growing academic interest by scholars. The main purpose of this study was to explore the perceived effects of online and hybrid learning on the experiences of students in Nigerian universities. Four research questions, which explored some aspects of learning such as experience, participation, technology, and satisfaction, were employed in the study. Further, the study utilized an embedded mixed method with a sample population of 211, which was sourced from 12 universities in Nigeria using a self-administered survey through Qualtrics. A Robust Panel Least Square Regression was carried out using STATA 16 statistical software package. The result from the analysis carried out showed that students’ experience (EXP), participation of students (PAR), and technological components impact (TECH) were positively and significantly related to satisfaction of students (SAT). This implied that the targeted population was satisfied with their perceived experiences of learning engagements and procedures carried out during the cause of their program of learning in the sampled Nigerian universities. But the findings did not preclude the need for further improvements in communication technology, particularly poor Internet networks. Thus, the study concluded that the practices of online and hybrid learning in Nigerian institutions have improved from the outcome of students who participated by exploring their satisfaction. It was recommended that there should be a greater improvement in the introduction of policy and development of online and hybrid courses by creating new ideas that will enhance the sustainability of the online and hybrid programs in Nigerian universities
Race and Religion: Gen Z’s Religious Participation Along Racial Lines
Get PDFIn a time of widespread religious decline, Generation Z students on college campuses continue to engage in evangelical campus ministries. Building on the Landscape Study of Chaplaincy and Campus Ministry (LSCCM 2019-2022), this study examines the motivations behind the religious engagement of BIPOC students within the secular environment at a university on the East Coast, specifically within the Asian American community. Data was collected through a series of structured interviews with university campus ministers and students from various racial and ethnic backgrounds, along with a content analysis of campus ministries’ online content. Findings from this study affirm that a common desire for a sense of belonging, which requires a racial dimension for students of color, drives Gen Z religious participation. Students engaged in campus ministries that offered the most comfort, leading students of color to coalesce in ethnic-specific groups. The university\u27s Asian American community in particular utilized vast social networks to find belonging in ethnic-specific campus ministries
