Статті в журналах: "African Virtual University (AVU)"

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Wright, Clayton R., and Sunday Reju. "Developing and deploying OERs in sub-Saharan Africa: Building on the present." International Review of Research in Open and Distributed Learning 13, no. 2 (April 13, 2012): 181. http://dx.doi.org/10.19173/irrodl.v13i2.1185.

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Open educational resources (OERs) have the potential to reduce costs, improve quality, and increase access to educational opportunities. OER development and deployment is one path that could contribute to achieving education for all. This article builds on existing information and communication technology (ICT) implementation plans in Africa and on the experiences of organizations and initiatives such as the African Virtual University (AVU), OER Africa, the South African Institute of Distance Education (SAIDE), and the Teacher Education in Sub-Saharan Africa (TESSA) Project, to present one view of the benefits, challenges, and steps that could be taken to realize the potential of OERs in sub-Saharan Africa. Thus, the article focuses on the factors necessary for creating and sustaining a vision for OER development and deployment; developing and distributing resources with an open license; improving technology infrastructure and reducing the cost of Internet access; establishing communities of educational collaborators; sustaining involvement in the OER initiative; producing resources in interoperable and open formats; establishing and maintaining the quality of OERs; providing local context to address national and regional needs and conditions; informing the public about OERs; and taking the initiative to build on the knowledge, skills, and experiences of others. In order to assist educators and decision makers, links to a variety of resources are provided.

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Amutabi, M. N., and M. O. Oketch. "Experimenting in distance education: the African Virtual University (AVU) and the paradox of the World Bank in Kenya." International Journal of Educational Development 23, no. 1 (January 2003): 57–73. http://dx.doi.org/10.1016/s0738-0593(01)00052-9.

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Munene, Ishmael I. "Experimenting in distance education: The African virtual university (AVU) and the paradox of the World Bank in Kenya—A rejoinder." International Journal of Educational Development 27, no. 1 (January 2007): 77–85. http://dx.doi.org/10.1016/j.ijedudev.2006.05.002.

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KAVANAGH, BOB. "AFRICAN VIRTUAL UNIVERSITY - IRELAND'S INVOLVEMENT." International Journal of Modern Physics C 12, no. 04 (May 2001): 601–6. http://dx.doi.org/10.1142/s0129183101002619.

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Bwalya, Kelvin Joseph. "Virtual Reality and Learning in an African University Environment." International Journal of Art, Culture and Design Technologies 1, no. 1 (January 2011): 36–49. http://dx.doi.org/10.4018/ijacdt.2011010104.

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Incorporating Virtual Reality aesthetics and semantics can contribute towards transforming the education landscape in both the developed and developing world. This can be realized by VR’s capacity to enable the design of more vibrant and dynamic/interactive multimedia applications that are user centric. VR has a positive impact on e-Learning, which is an emerging education model in Africa. This paper uproots the different initiatives, experiences, and challenges that have been met by various endeavors to employ VR as a tool for education, especially in African universities. Using exploratory approaches, two universities in South Africa and Botswana are reviewed as case studies in order to ascertain the status of VR use in higher education in Africa. The paper finds that the potential of VR education is evident in Africa but needs to be unearthed.

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Donat, Bruno N. P. "International Initiatives of the Virtual University and Other Forms of Distance Learning: The Case of the African Virtual University." Higher Education in Europe 26, no. 4 (December 2001): 577–88. http://dx.doi.org/10.1080/03797720220141915.

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Muir, A., and E. Ondari-Okemwa/snm>. "Challenges of harnessing virtual information resources in Kenya: the case of the African Virtual University." Journal of Information Science 28, no. 4 (August 1, 2002): 321–30. http://dx.doi.org/10.1177/016555102320387471.

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Ondari-Okemwa, Ezra. "Challenges of harnessing virtual information resources in Kenya: the case of the African Virtual University." Journal of Information Science 28, no. 4 (August 2002): 321–29. http://dx.doi.org/10.1177/016555150202800406.

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Martins, Nico, and Leona M. Ungerer. "Virtual Teaching Dispositions at a South African Open Distance Learning University." Procedia - Social and Behavioral Sciences 171 (January 2015): 929–36. http://dx.doi.org/10.1016/j.sbspro.2015.01.211.

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Hicks, Esther K. "Can the African Virtual University Transform Higher Education in Sub-Saharan Africa?" Comparative Technology Transfer and Society 5, no. 2 (2007): 156–77. http://dx.doi.org/10.1353/ctt.2007.0022.

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Graber, Mark, and Susan Bolt. "The delivery of business courses via the African Virtual University: a case study." Open Learning: The Journal of Open, Distance and e-Learning 26, no. 1 (January 15, 2011): 79–86. http://dx.doi.org/10.1080/02680513.2011.538566.

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Newell, Sasha. "Decolonizing Science, Digitizing the Occult: Theory from the Virtual South." African Studies Review 64, no. 1 (March 2021): 86–104. http://dx.doi.org/10.1017/asr.2020.87.

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AbstractIn this article Newell uses two case studies to explore one of the central threads of Mbembe’s Abiola lecture, the idea that there is a relationship between the plasticity of digital technology and African cosmologies of the deuxième monde. One case concerns the viral YouTube video #sciencemustfall, in which students at the University of Cape Town criticize “Western” science and demand that African forms of knowledge such as witchcraft be incorporated into the meaning of science. The second case considers fieldwork among the brouteurs of Côte d’Ivoire, internet scammers who build intimate relationships on false premises using social media. They acquire shocking amounts of wealth in this way which they display on their own social media accounts. However, they are said to use occult means to seduce and persuade their virtual lovers, trapping their prey in the sticky allure of the world wide web. Newell uses both examples to highlight the overlaps between the transformational efficacies embedded in both occult ontologies and digital worldings, calling for the possibility of using African cosmologies of the second world to produce a ‘theory from the south’ of virtual sociality.

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Kelly, Jill E., and Omar Badsha. "Teaching South African History in the Digital Age: Collaboration, Pedagogy, and Popularizing History." History in Africa 47 (March 23, 2020): 297–325. http://dx.doi.org/10.1017/hia.2020.6.

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AbstractThe digitization of African materials has made it easier than ever for students to engage with primary source documentation and undertake original research. Digitizing sources and using digital sources to teach African history has great pedagogical value, but must be done ethically. This article suggests a model for collaborative and publicly-engaged scholarship, demonstrating the potential of transnational projects and shared knowledge production while maintaining sensitivity towards questions of the hegemony of the North. The study draws on experience of a virtual internship project between North American-based university students and the South African non-profit South African History Online (SAHO).

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Penn, Mafor, and Umesh Ramnarain. "South African university students’ attitudes towards chemistry learning in a virtually simulated learning environment." Chemistry Education Research and Practice 20, no. 4 (2019): 699–709. http://dx.doi.org/10.1039/c9rp00014c.

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This mixed method study investigated changes in 3rd year Bachelor of Education students’ attitudes towards chemistry after learning interventions with virtual chemistry simulations. After participant students identified certain concepts from their 3rd year chemistry module as being abstract and not easily comprehensible, these concepts were facilitated during a 5 week learning intervention using PhET simulations as an alternative to traditional laboratory experimentation. In the first quantitative phase of the study, a 30-item pre-attitude test was administered to assess students’ attitudes towards chemistry, followed by PhET chemistry simulation learning interventions. Thereafter, students wrote a post-attitude test. Findings of this phase revealed a significantly higher mean post-attitude test score, with students showing a positive attitude towards chemistry learning, post-intervention. The quantitative phase was followed by a qualitative phase which examined students’ experiences on the use of simulations through semi-structured interviews. Findings from the qualitative phase revealed that students experienced autonomy and enjoyment during engagement with the simulations. They also perceived that their experiences in the virtually simulated environment improved their visualisation of chemistry concepts, thereby improving conceptual understanding. However, the students acknowledged that simulations cannot replicate the realism and authenticity associated with practical work in an actual laboratory. The implications of these findings are that virtual simulations provide a complementary learning tool capable of improving students’ attitudes towards chemistry, and perceived by students to support their visualisation of abstract chemistry concepts. The findings of this study are particularly significant for chemistry learning at schools and universities in economically challenged countries such as South Africa where there is a shortage of well-equipped laboratories.

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Kwabena Ayeh, Julian. "Information Communications Technology and Global Education: the challenges of the African Virtual University Learning Centres in Ghana." Information Development 24, no. 4 (November 2008): 266–74. http://dx.doi.org/10.1177/0266666908098070.

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Huntley, Belinda, Andrew Middleton, and Jeff Waldock. "Using virtual and physical learning spaces to develop a successful mathematical learning community, both for on-site and distance provision." MSOR Connections 18, no. 1 (September 4, 2019): 24–36. http://dx.doi.org/10.21100/msor.v18i1.1023.

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This paper considers learning space and its relationship to student belonging and becoming. Student engagement, satisfaction and academic success are outcomes of a supportive learning community which can flourish in a culture of expectation and behaviour created by providing suitable support structures and by considering the effective use of physical and virtual learning spaces. We describe our innovative use of discipline-specific virtual and physical spaces to develop successful mathematical learning communities, in both a UK university where activities are principally face-to-face, and at a South African university where they are mainly virtual. By comparing our practices and spaces, we explore the ‘equivalence of place’ and the roles of academic staff in fostering the development of professional learner identities through each context. Based on evidence from our respective practices, we make recommendations for designing new learning spaces and for making effective use of existing learning spaces. Although this study focuses on mathematics, many of these suggestions can benefit all disciplines.

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17

Brown, Cheryl. "University Students as Digital Migrants." Language and Literacy 14, no. 2 (August 7, 2012): 41. http://dx.doi.org/10.20360/g2359j.

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South African university students are on the frontline of a global world. Whether they are attending university in the rural Eastern Cape or urban Johannesburg, the social practice of using Information and Communication Technologies (ICTs) has enabled virtual global mobility. The internet has opened up an opportunity for them to easily cross beyond the borders of South Africa and become part of an experience in another part of the world while the cellphone has facilitated this mobility anytime any place. This paper focuses on the students who are migrants into this digital world through analysis of their technology discourses and the role this has in how they engage with and within this digital environment. Using Gee‘s notion of big ‘D’ and little ‘d’ D(d)iscourses (1996), I have examined the meanings held by students in relation to technology. This analysis of language provides insights into students’ educational and social identities and the position of globalisation and the information society in both facilitating and constraining their participation and future opportunities.

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18

Lee, Jonathan, Jami Leibowitz, Jon Rezek, Meghan Millea, Meghan Millea, and George Saffo. "Impact of International Virtual Exchange on Student Success." Journal of International Students 12, S3 (September 9, 2022): 77–95. http://dx.doi.org/10.32674/jis.v12is3.4593.

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This study expands the literature on high impact practices by assessing the effect of global experiences, including international virtual exchange (IVE) and study abroad, on student success, measured as GPA, first-year retention, and graduation rate. Our dataset tracks over 47,000 students over 10 years at a large U.S. university. Our fixed effects models show that IVE and studying abroad increase average GPA. Using logit models, we find that taking IVE courses or studying abroad positively impacts the probability students are retained and eventually graduate. Our findings also show that first-generation college students, financially disadvantaged students, female students, and Black and African American students who take IVE courses benefit more than their demographic counterparts who don't. Taken together, these results confirm that IVE is both a high impact practice and a pedagogy that offers significant benefits to under-resourced students and students who have historically been underrepresented in global learning activities.

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Segooa, Mmatshuene Anna, and Billy Mathias Kalema. "A Contextualized Model for Virtual Learning in Higher Institutions." International Journal of Technology Diffusion 7, no. 4 (October 2016): 60–81. http://dx.doi.org/10.4018/ijtd.2016100104.

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This study aimed at designing a contextualized Virtual Learning model that suits South African institutions of higher learning. The study identified factors necessary for contextualizing VLE to fit the student's perspective in developing countries. Literature was reviewed to identify the contextualizing factors, based on which a research model was designed and validated using data collected from students at different levels of learning at Tshwane University of Technology, South Africa. The study used quantitative approach and the data was analysed using statistical package called Statistical Package for Social Science (SPSS). Results indicated that, compatibility, complexity, technological factors, organisational and environmental issues as well as mind-set are significant factors for VLEs contextualization. This study contributes theoretically by bridging the gap in literature and apposite model informing the development of VLEs in developing countries. Practically, the findings of this study will be leveraged by institutions of higher learning that want to implement VLEs within their settings.

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Bing, Eric G., Megan L. Brown, Anthony Cuevas, Richard Sullivan, and Groesbeck P. Parham. "User Experience With Low-Cost Virtual Reality Cancer Surgery Simulation in an African Setting." JCO Global Oncology, no. 7 (March 2021): 435–42. http://dx.doi.org/10.1200/go.20.00510.

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PURPOSE Limited access to adequate cancer surgery training is one of the driving forces behind global inequities in surgical cancer care. Affordable virtual reality (VR) surgical training could enhance surgical skills in low- and middle-income settings, but most VR and augmented reality systems are too expensive and do not teach open surgical techniques commonly practiced in these contexts. New low-cost VR can offer skill development simulations relevant to these settings, but little is known about how knowledge is gained and applied by surgeons training and working in specific resource-constrained settings. This study addresses this gap, exploring gynecologic oncology trainee learning and user experience using a low-cost VR simulator to learn to perform an open radical abdominal hysterectomy in Lusaka, Zambia. METHODS Eleven surgical trainees rotating through the gynecologic oncology service were sequentially recruited from the University Teaching Hospital in Lusaka to participate in a study evaluating a VR radical abdominal hysterectomy training designed to replicate the experience in a Zambian hospital. Six participated in semi-structured interviews following the training. Interviews were analyzed using open and axial coding, informed by grounded theory. RESULTS Simulator participation increased participants' perception of their surgical knowledge, confidence, and skills. Participants believed their skills transferred to other related surgical procedures. Having clear goals and motivation to improve were described as factors that influenced success. CONCLUSION For cancer surgery trainees in lower-resourced settings learning medical and surgical skills, even for those with limited VR experience, low-cost VR simulators may enhance anatomical knowledge and confidence. The VR simulator reinforced anatomical and clinical knowledge acquired through other modalities. VR-enhanced learning may be particularly valuable when mentored learning opportunities are limited.

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Gugliucci, Marilyn R. "VIRTUAL REALITY MEDICAL EDUCATION PROJECT ENHANCES EMPATHY." Innovation in Aging 3, Supplement_1 (November 2019): S298—S299. http://dx.doi.org/10.1093/geroni/igz038.1096.

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Abstract Introduction: It is particularly important that innovative learning modalities are utilized to augment medical students’ learning about empathy in relation to older adult health care. As the older population increases and lives longer, their health care utilization is predicted to increase dramatically. Methods: 1st year osteopathic medical students (N=174) at the University of New England were required to complete the National Network of Libraries of Medicine (NN/LM) New England Region (NER) grant funded Embodied Labs’ “We Are Alfred” Virtual Reality (VR) module (15 min) and a pre/post-test. The students assumed the role of Alfred, a 74 y/o African American male with macular degeneration and hearing loss. “We Are Alfred” utilizes a virtual reality headset, headphones, and a hand-tracking device to immerse students into Alfred’s experiences as a patient. Descriptive statistics and t-tests were applied for data analyses. Results: Learning was broad and significant: 94% reported increased empathy; 92% reported increased learning about macular degeneration; and 90% reported increased learning about hearing loss. Qualitative data collected from the pre-tests and post-tests supported learning on empathy with 4 associated themes (Personal Experiences, Perceptions of Older Adults, Thoughts about Health, Descriptors of Aging).. Conclusion: Virtual reality was deemed a successful medical education learning tool for these medical students. Utilizing this technology to create an immersive case study taught these medical students about the aging experience from the first-person patient perspective.

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Cooke, Lesley Anne, Bwalya Lungu, and Lavern Samuels. "Virtual Engagement: A Nexus Between Internationalisation and Decolonisation of the Curriculum in the PEESA III Project?" Balkan Region Conference on Engineering and Business Education 1, no. 1 (October 1, 2019): 35–43. http://dx.doi.org/10.2478/cplbu-2020-0005.

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AbstractInternationalisation and decolonisation are both prominent issues currently being discussed in South African Higher Education institutions. There is a strong impetus for decolonisation of curriculum design, development and delivery. Experience with the implementation of Collaborative Online International Learning at Durban University of Technology (DUT) has demonstrated that this approach to has immense potential for transformation of learning and teaching. The broader concepts of e-internationalisation and Virtual Engagement allow for even greater flexibility in fostering international collaboration, and opportunities for decolonisation of the curriculum. This paper briefly discusses internationalisation and decolonisation in general and at DUT specifically, and explores the opportunities that VE offers to address these imperatives in the implementation of the Personalised Engineering Education (PEESA) III Project.

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Odeku, Kola O. "Using Blackboard Collaborate for Law Pedagogy Amid a Spiraling Covid-19 Pandemic in a Historically Disadvantaged Black South African University." Journal of Educational and Social Research 11, no. 3 (May 10, 2021): 241. http://dx.doi.org/10.36941/jesr-2021-0066.

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The COVID-19 continues to threaten and ravage human beings and all aspects of human existence and activities of which the educational sector is one of the hardest hit. This notwithstanding, the sector has decided to deal decisively with the various challenges such as the continuation of law pedagogy amid the pandemic. This paper emphasizes the uniqueness of providing and delivering law pedagogy predominately through online resources and tools in virtual classroom settings and spaces. The paper established that the traditional in-person, face-to-face classroom settings and spaces have been disrupted by the pandemic and as such, innovative methods of delivering law pedagogy such as the use of one of the most potent pedagogical tools, the Blackboard Collaborate (BC) to conduct and deliver law modules to law students becomes imperative. This paper examines the novel system, its challenges, and prospects. Received: 4 March 2021 / Accepted: 15 April 2021 / Published: 10 May 2021

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Were, Frederick N., Khuzwayo C. Jere, George E. Armah, M. Jeffrey Mphahlele, Jason M. Mwenda, and A. Duncan Steele. "Maintaining Momentum for Rotavirus Immunization in Africa during the COVID-19 Era: Report of the 13th African Rotavirus Symposium." Vaccines 10, no. 9 (September 3, 2022): 1463. http://dx.doi.org/10.3390/vaccines10091463.

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The 13th African Rotavirus Symposium was held as a virtual event hosted by the University of Nairobi, Kenya and The Kenya Paediatric Association on 3rd and 4th November 2021. This biennial event organized under the auspices of the African Rotavirus Network shapes the agenda for rotavirus research and prevention on the continent, attracting key international and regional opinion leaders, researchers, and public health scientists. The African Rotavirus Network is a regional network of institutions initially established in 1999, and now encompassing much of the diarrheal disease and rotavirus related research in Africa, in collaboration with the World Health Organization African Regional Office (WHO-AFRO), Ministries of Health, and other partners. Surges in SARS-CoV2 variants and concomitant travel restrictions limited the meeting to a webinar platform with invited scientific presentations and scientific presentations from selected abstracts. The scientific program covered updates on burden of diarrheal diseases including rotavirus, the genomic characterization of rotavirus strains pre- and post-rotavirus vaccine introduction, and data from clinical evaluation of new rotavirus vaccines in Africa. Finally, 42 of the 54 African countries have fully introduced rotavirus vaccination at the time of the meeting, including the two recently WHO pre-qualified vaccines from India. Nonetheless, the full benefit of rotavirus vaccination is yet to be realized in Africa where approximately 80% of the global burden of rotavirus mortality exists.

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Anderson, Kim A., Dogo Seck, Kevin A. Hobbie, Anna Ndiaye Traore, Melissa A. McCartney, Adama Ndaye, Norman D. Forsberg, Theodore A. Haigh, and Gregory J. Sower. "Passive sampling devices enable capacity building and characterization of bioavailable pesticide along the Niger, Senegal and Bani Rivers of Africa." Philosophical Transactions of the Royal Society B: Biological Sciences 369, no. 1639 (April 5, 2014): 20130110. http://dx.doi.org/10.1098/rstb.2013.0110.

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It is difficult to assess pollution in remote areas of less-developed regions owing to the limited availability of energy, equipment, technology, trained personnel and other key resources. Passive sampling devices (PSDs) are technologically simple analytical tools that sequester and concentrate bioavailable organic contaminants from the environment. Scientists from Oregon State University and the Centre Régional de Recherches en Ecotoxicologie et de Sécurité Environnementale (CERES) in Senegal developed a partnership to build capacity at CERES and to develop a pesticide-monitoring project using PSDs. This engagement resulted in the development of a dynamic training process applicable to capacity-building programmes. The project culminated in a field and laboratory study where paired PSD samples were simultaneously analysed in African and US laboratories with quality control evaluation and traceability. The joint study included sampling from 63 sites across six western African countries, generating a 9000 data point pesticide database with virtual access to all study participants.

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Msimanga, Mbongeni, Lungile Tshuma, and Trust Matsilele. "Journalism pedagogy and ICTs in a time of pandemic: A case study of selected journalism schools in Southern Africa." World of Media. Journal of Russian Media and Journalism Studies, no. 2 (June 1, 2022): 46–63. http://dx.doi.org/10.30547/worldofmedia.2.2022.4.

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The paper explores journalism pedagogy in selected Southern African journalism schools. It draws from two South African Universities: The Cape Peninsula University of Technology (CPUT) Journalism Department and the School of Communication at the University of Johannesburg (UJ). From Zimbabwe, it draws on Journalism and Media Departments: The National University of Science and Technology (NUST) and Media and Society Studies at Midlands State University (MSU). The paper utilises the Domestication theory and Replacement model as theoretical paradigms to assess how the selected journalism schools reconfigured teaching and learning on their practical and theoretical subjects during the COVID-19 pandemic era. Semi-structured interviews are used with students and journalism educators to understand strategies adopted in the deployment of lectures. The study aims at understanding the teaching techniques that were adopted by journalism educators during the pandemic and how students adopted to virtual delivered education. Lastly, we solicit views from students who were already seeking or had been placed on attachment or work-related learning to establish how they readjusted, if at all. The study found that teaching practical courses was a challenge because, for example, editing suits for film and radio courses are housed on campus. For Zimbabwean universities, the challenge was that students were not given data by the University for online learning while lecturers’ data was not enough for their teaching. This is in contrary to South Africa were both lecturers and students were given data, laptops and other gadgets for online learning. Despite challenges faced during the COVID-19 pandemic, lecturers received training on how to conduct online lessons and restructured their syllabus to ensure that it meets the demands of the ‘new normal’.

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Breitinger, Eckhard. "Popular Urban Theatre in Uganda: between Self-Help and Self-Enrichment." New Theatre Quarterly 8, no. 31 (August 1992): 270–90. http://dx.doi.org/10.1017/s0266464x00006904.

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In this article Eckhard Breitinger traces the sources of present-day popular theatre in Uganda back to the situation shortly before and after independence, when Europeans, Indians, Goans, and Ugandans each had their own separate cultural and theatrical traditions. Theatrical activity came to a virtual standstill under the repressive regimes of Obote and Amin, when many prominent theatre people were killed or exiled, but quickly began to flourish again after 1986: in downtown Kampala semi-professional groups thus produce commercial comedies, while in the suburbs amateur companies use theatre to supplement their meagre incomes. Meanwhile, government and aid organizations involve themselves mainly in theatre for education, particularly health education, and the campaign against Aids has generated new needs – met by a new style of ‘morality play’, here illustrated and analyzed in detail. Eckhard Breitinger teaches American, African, and Caribbean literature at the University of Bayreuth, and has also taught in Jamaica, Ghana, Nigeria, Uganda, and France. He is a translator of radio plays, author of monographs on the gothic novel and American radio drama, and editor of several books on African and new English literature. Presently he is editor of Bayreuth African Studies, and directing a research project on cultural communication in Africa.

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Miller, Doriane. "137 Community Grand Rounds (CGR): A Community and University Partnership on Chicagos South Side Addressing Social Determinants of Health through Health Education." Journal of Clinical and Translational Science 6, s1 (April 2022): 10–11. http://dx.doi.org/10.1017/cts.2022.50.

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OBJECTIVES/GOALS: University faculty partner with Community Consultants (CC) to: 1) identify health concerns of Chicagos South Side residents, 2) provide information regarding resources that address community health concerns, and 3) disseminate the model across the Institute for Translational Medicines (ITM) institutional partners. METHODS/STUDY POPULATION: CCs met twice monthly with University faculty and staff to identify CGR topics, delivery format, and audience development strategies. Faculty from the University of Chicago and community experts presented on identified health topics. Traditionally held in a community setting, CGR moved to a virtual format due to the pandemic. Recent topics covered included issues around the impact of COVID-19 on African American and LatinX communities and vaccine hesitancy. Audience members were surveyed at the end of each session and provides information on the quality and impact of the content. Twice during the season, partners debriefed on the effectiveness of the partnership and program. A plan was developed to deploy CGR across the ITM partners. RESULTS/ANTICIPATED RESULTS: Since 2010, there have been 63 CGRs, and over 5370 attendees. To date, 95% of audience members report that the content of CGR is of value and would recommend it to others. Audience members surveyed report knowledge gains about the topics presented, satisfaction with venues and speakers, and support the continuation of the series. Despite having to move to a virtual format due to the COVID-19 pandemic, audience members continue to attend CGR and rate the program as valuable and something that they would recommend to others. CCs report commitment to the partnership and CGR. CGR served as a connector for audience members to COVID-19 resources such as grief support groups and financial assistance. Loyola University, an ITM partner, implemented the CGR model, with more planning to do the same. DISCUSSION/SIGNIFICANCE: CGR is effective at providing health information in a community setting. CGRs success is due to the commitment of its partners and its ability to respond to community needs. During the pandemic, attendance at each virtual CGR remained steady and audience feedback remained positive. CGR continues to serve as a connector to valuable resources.

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Kubilay, Yasemin, and Ibrahim Atakan Kubilay. "A Virtual Vocabulary Teacher for Language Distinction Training of Immigration Officers." INTERNATIONAL JOURNAL OF INNOVATION AND ECONOMIC DEVELOPMENT 5, no. 4 (2019): 52–59. http://dx.doi.org/10.18775/ijied.1849-7551-7020.2015.54.2005.

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Learning and studying a language is not only about learning its grammatical structures and syntactic properties. It also has a lot to do with encountering a new culture, experiencing it firsthand and learning about it. Someone who has encountered a new language and observed people using it natively, will instinctively compare and that new culture to his and come up with several syntheses. This study is about to determine and examine linguistic problems, revealing, with what kind of linguistic classifications students struggle throughout the learning process and to examine the advantages of which language learning strategies suits best for Turkish students in middle school, high school levels and university levels , as well as, German , Irish , French, Danish (held by the Comenius Lifelong Learning project to the EU-National Agency support) Spanish at the high school level and college-level Moroccan , South-North- Central African , Iranian and Afghan students (TOMER). Three questions have been tried to answered in this study; How do the students classify their linguistic problems, how do their life experiences play a role in them becoming aware of their own linguistic capabilities and lastly, which language learning methods help them best in overcoming difficulties faced in everyday situations. Also, we have researched the virtual sides deeply in these areas. Our study consists of a B2 level language learner (CEF), the learners’ vocabulary resource, the methodologies used in vocabulary teaching, analysing the lessons and their assessment with feedback and results. We have taken the data from the departments of computer and linguistics sciences. The purpose of our study is to model various methods and explain through examples, the teaching of Turkish language to students of various age groups. We investigate language teaching for foreigners all over the world according to some new approaches that we study for ten years. Linguistics, ontology, neurolinguistics and learners who are children-babies and disabled humans. By the help of innovative researches, believe that good people deserve the good; actually, all people and living things. Science and new research serve this aim/goal.

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Chakuzira, Wellington, and Armstrong Kadyamatimba. "The perceived benefits and barriers to the application of mobile and social networking technologies in Higher Learning Institutions." Problems and Perspectives in Management 15, no. 3 (December 4, 2017): 343–51. http://dx.doi.org/10.21511/ppm.15(3-2).2017.04.

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This research investigated on the perceived benefits and barriers to the application of mobile and social networking technologies in South African Higher Learning Institutions (HLIs). A quantitative orientation was used in carrying out the study through self-administered questionnaires and a descriptive quantitative method of analysis was applied. The research population consisted of some students and lecturers from University of Venda (Univen) and University of Limpopo (UL). The research results showed that indeed HLIs in South Africa enjoy some benefits using mobile and social networking technologies which makes students and lecturers participate in virtual learning. The results also confirmed that HLIs in South Africa are faced with various barriers affecting mobile and social networking technology adaptations. Five noteworthy barriers identified were connectivity, security problems, small screens, lack of equipment and technology and lack of training among users. Benefits which were identified included, improved participation, improved communication between students and lecturers and enhancement of teaching and learning processes in HLIs. The research recommended HLIs to be aware of the major Learning Management Systems (LMS) which they should use together with social networking platforms to successfully gain full benefits of using mobile and social networking technologies in the education sector.

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Nyanzi-Kabuye, Emily, Pontiano Kaleebu, Benard Kikaire, Blandina T. Mmbaga, Godfrey S. Mfinanga, Norbert Peshu, and Maowia Mukhtar. "PO 8278 BUILDING CAPACITY IN CONDUCTING CLINICAL RESEARCH IN A VIRTUAL SETTING: EXPERIENCES FROM THE EAST AFRICAN CONSORTIUM FOR CLINICAL RESEARCH (EACCR2)." BMJ Global Health 4, Suppl 3 (April 2019): A26.2—A27. http://dx.doi.org/10.1136/bmjgh-2019-edc.67.

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BackgroundEACCR2 is an EDCTP-funded, Eastern African-led network established in May 2009, with 23 regional partners from Ehtiopia, Kenya, Sudan, Tanzania, and Uganda, and 8 northern partners from Germany, Netherlands, Norway, Sweden and United Kingdom. The objective is to strengthen capacity to conduct health research to international standards with specific focus on clinical trials on poverty-relevant diseases such as HIV, TB, malaria and neglected infectious diseases. EACCR2 optimises the use of shared research infrastructures and other regional capacity building resources and opportunities.ActivitiesThe activities of the network are implemented in five work packages cutting across ‘nodes’ in different countries. Capacity building programmes and studies funded by EDCTP are implemented by coordinators at the disease nodes. The Uganda Virus Research Institute (UVRI) hosts the secretariat of the consortium of five nodes located in the following institutions: Malaria Node in Kilifi-Kenya Medical Research Institute Wellcome Trust, Tanzania; Training Node in Kilimanjaro Clinical Research Institute, Tanzania; Tuberculosis Node at the National Institute of Medical Research- Muhimbili, Tanzania; the Neglected and Re-Emerging Tropical Diseases Node at the University of Khartoum, Sudan; and the HIV Node at UVRI, Uganda.Coordinators form the project implementation committee which meets via skype or teleconference every quarter to assess progress, share best practice and challenges of the network. Scientific and annual meetings are arranged every year in one of the implementing institutions. During such meetings, students, the nodes and steering committee also meet to minimise travel costs while helping teams to network.EACCR2 learns from the experiences, best practice and challenges of EACCR1 while implementing its current activities. Careful planning and consensus building from all partners has been the driving force to build and implement activities of this virtual network. EACCR2 also works closely with other EDCTP Networks of Excellence, i.e. in Central Africa (CANTAM), West Africa (WANETAM), and Southern Africa (TESA).

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Bernard, Taryn. "From Didactics to Datafication: A Critical Reflection on Virtual Learning Environments and the Production of Space." Journal for Students Affairs in Africa 9, no. 1 (May 31, 2021): 197–204. http://dx.doi.org/10.24085/jsaa.v9i1.1438.

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When writing about transformation in higher education (HE) in South Africa, it is quite popular to mention the fall of apartheid, and perhaps also 1994, as a starting point for significant change. I, myself, have made this mistake (see Bernard, 2015). However, the recent #FeesMustFall protests highlighted that many approaches to transformation have been superficial at best, and extremely problematic at worst (Luckett & Naicker, 2019; Luckett, 2019). This is because they have done little to acknowledge the legacies that colonial modes of thinking have had, and continue to have, on the everyday lived experiences of students in spaces that still feel alienating to them. In April 2020, when the doors of South African universities closed to all, and during a swift and mass migration away from university campuses to Virtual Learning Environments (VLEs), I was presented with the opportunity to critically reflect on the impact that increased use of VLEs can have on the transformation agenda in the HE sector. My approach takes up Tumubweinee and Luescher’s (2019, p. 2) argument that many initiatives aimed at transformation in HE have failed, because they do not pay sufficient attention to the where of transformation. Thus, like Tumubweinee and Luescher, I locate my reflection on VLEs in the postmodern, sociopolitical understandings of ‘space’ evident in the work of Lefebvre (1991), but more specifically his notions of conceived and abstract space. In doing so, issues of identity and coloniality are brought to the fore. My approach is critical in that it “implies possibilities, and possibilities as yet unfulfilled” (Lefebvre, 2002, pp.18‑19).

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Mutheiwana, MB, KL Sharp, and M. Motale. "Students' Attitudes towards the Use of a Virtual Learning Environment with the Presence of Advertisements: Pilot Study." GATR Global Journal of Business Social Sciences Review 9, no. 2 (June 25, 2021): 165–73. http://dx.doi.org/10.35609/gjbssr.2021.9.2(6).

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Objective - As Higher Education Institutions (HEIs) begin to investigate how they can increase revenue and decrease costs, the Virtual Learning Environments (VLEs) already implemented in most HEIs may be the solution. The opportunity for including advertisements on a VLE allows HEIs to minimise the significant financial implications associated with the development and use of a VLE, without reducing the value of the service provided. While incorporating advertisements onto VLEs makes sense financially, there is limited knowledge on how students will respond to the presence of advertisements on VLEs. Consequently, this research study reports on the findings from a pilot study conducted to determine the legitimacy and reliability of a measuring instrument being employed to investigate students' attitudes towards the use of a VLE with the presence of advertisements at a South African university of technology. Methodology/Technique - A measuring instrument, including constructs of self-efficacy, technology experience, perceived ease of use, perceived usefulness, satisfaction, pre advert presence and post advert presence on a selected VLE was employed in this research study. A six-point Likert scale, ranging from 1= strongly disagree to 6= strongly agree was used to avoid the utilisation of a seventh scale item of neither agree nor disagree. After the initial pre-testing of the questionnaire, carried out to verify face and content validity, was completed, a non-probability, convenience, judgement sample of 50 students from a South African public higher education institution situated in the Gauteng province was taken. The gathered pilot data was analysed using the Statistical Package for Social Science (SPSS), Version 25.0. Findings - The findings indicate that the measuring instrument was deemed legitimate and reliable with regards to investigating students' attitudes towards the use of a VLE with the presence of advertisements. Novelty - Only one previous study has been conducted with regards to evaluating students' attitudes towards advertising on HEI VLEs, which was conducted in the UK. In addition, other studies closely related are concerned with students' attitudes towards e-learning and do not evaluate students' attitudes towards the use of a VLE with the presence of advertisements. Attitudes contribute to understanding the perceptions of students towards a VLE. Consequently, if HEIs are to incorporate advertisements on the VLEs used within HEIs, then evaluating the attitudes of the students enrolled at these HEIs, towards the use of a VLE with the presence of advertisements, is paramount. Type of Paper - Empirical. Keywords: E-learning, attitudes, virtual learning environments, advertisements, students, higher education institutions, South Africa. JEL Classification: I22, I23, M30, M31, M37 URI: http://gatrenterprise.com/GATRJournals/GJBSSR/vol9.2_6.html DOI: https://doi.org/10.35609/gjbssr.2021.9.2(6) Pages 165 – 173

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Ncube, Eric Dumisani, Maxwell Agabu Phiri, and Thokozani Patmond Mbhele. "Modern academic libraries regulation: The case study in the emerging country." Journal of Governance and Regulation 11, no. 3 (2022): 28–38. http://dx.doi.org/10.22495/jgrv11i3art3.

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The modern world of libraries must be accessible, responsive, and reliable. This means that the libraries need to be user-sensitive and establish themselves as knowledge-creating hubs for academics, researchers, and students; supply-side to deliver customized products and services to add value to the users’ experience of university life. The report of the Commission of Inquiry into Higher Education and Training (2017) addressed student’s demands in a higher education sector in all South African universities, which resulted in multiple waves of protest. Amongst other things transformation, restructuring, and strengthening the higher education system. The objective of the article is to establish the extent of the balance between the demand and supply of tangible and intangible library materials in existing library systems and processes that meet daily library users’ needs. The agile response to the library demand of the ever-changing higher education landscape has enhanced new ideas in innovative learning spaces and aligned to new services, such as virtual reference, digitizing archival material, and collection (Raju & Schoombee, 2013). Quantitative data was collected from 380 sample questionnaires, spread among the University of KwaZulu-Natal library users. The data was analyzed using descriptive and inferential statistics and multiple regression, respectively. The results suggest a user-centered approach to library plans and services. It recommends collaborations of operations.

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Meyer, Anika, and Ina Fourie. "Information behaviour of architecture students in creative design projects." Aslib Journal of Information Management 70, no. 4 (July 16, 2018): 414–33. http://dx.doi.org/10.1108/ajim-02-2018-0030.

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Purpose The purpose of this paper is to report on an exploratory study of third-year architecture students’ information behaviour. It focusses on information activities, personal experience, resource usage, preferences in working individually or collaboratively, preferences for information resources inspiring creativity and physical spaces to be creative. Design/methodology/approach It was a mixed methods study with a strongly qualitative component and limited descriptive quantitative data. Data were collected in October 2016 at a South African university using individual self-administered questionnaires and semi-structured individual interviews; 19 out of 60 (response rate 32 per cent) third-year architecture students doing a design project participated. Findings Creativity is important in architecture projects, as is information resources in stimulating creativity. Students preferred to work individually during their design projects; at times collaboration was needed for idea generation. Information activities included: information gathering, encountering, use and sharing. A range of theoretical, technical, artistic and practical skills and knowledge must be integrated to produce creative outcomes, in addition, to information searching and information usage. Factual information is also required. Students can benefit from a supportive information rich creative space (physical or virtual). Research limitations/implications The study was conducted at only one institution with a small number of participants. Although generalisation of findings is not possible, issues for further research can be noted. Practical implications Designers of physical and virtual creative spaces must take into account different facets of information behaviour and the information resources and services required during creative information-seeking activities. Originality/value Although there is literature on information behaviour and creativity, the authors could not find any that explores architecture students’ information behaviour in academic spaces of creativity.

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Ali, Shameem. "Key library service dimensions for serving the needs of higher education students in Namibia." Performance Measurement and Metrics 16, no. 3 (November 9, 2015): 263–75. http://dx.doi.org/10.1108/pmm-08-2014-0028.

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Purpose – Students at higher education institutions in under-developed countries face many study and learning-related impediments and challenges. The purpose of this paper is to ascertain the library usage behaviour and experiences of students as well as to explore reliance on campus-based private study options due largely to the disadvantaged living conditions of many students. Design/methodology/approach – A survey of students was conducted to identify how the institutional library is used, what perception students have of the library services and what the service gaps are. Perceptions were measured across 20 indicators adapted from previous studies. The survey sought information on the rate of library usage, the main reason for the most recent library visit and reasons that had ever prevented them from visiting the library. Post survey, three focus group sessions were conducted to discuss issues relating to home study environments and preliminary findings from the survey stage. Findings – Based on the item groupings five service dimensions were identified. These were student services/facilities, management, collection, study spaces and access. Despite indicating a high level of dissatisfaction with some aspects of the library services, students preferred the library because home environments are not conducive to study and learning. The service dimensions identified by the study relate to the areas of greatest need from the student perspective. Practical implications – The implementation of many of the virtual characteristics of university libraries should be based on a clear understanding of the local information needs, searching behaviours as well as being cognizant of how and why libraries are accessed. In this regard consideration must be given to the lack of study facilities at home. Originality/value – In the context of developed countries the notion of virtual libraries is a reality. However, in the African context such a notion seems “remote” from the perspectives of many students, especially those from the lower socio-economic backgrounds. Many of these students come from poor living conditions and have no study and learning opportunities outside of campus. This paper raises these issues for consideration in library planning and budget allocations for universities in poor communities.

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Skhephe, Melikhaya. "The Effect of COVID-19 Pandemic on Accounting Classrooms, South Africa." Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika 6, no. 2 (July 30, 2022): 93–107. http://dx.doi.org/10.36312/esaintika.v6i2.675.

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Traditionally, teaching and learning processes have always taken place in classroom environment that promote effective teaching and learning be it using the contact or virtual platform, however, the Corona Virus Disease -19 called COVID-19 has disrupted these educational processes. Overall, in research the impact of COVID-19 on the education system has gained critical importance, with the hope of drawing scientific driven solution to this predicament. Subsequently, in attempt to contribute some insights on dilemma facing teaching and learning in schools during COVID -19, this study is premised on the belief that, although effect of the pandemic is broad a unit level analysis of the educational processes and context specific driven approach should be adopted towards understanding the impacts of the pandemic. As a result, this study thus investigated the impact of COVID-19 in accounting classrooms in selected South African high schools in rural based contexts of Amatole. A qualitative approach in particular a case study research design was employed. The findings revealed that, preparation of accounting learners was negatively affected especially those who were in the exit level, as a result these learners are likely to struggle to cope with accounting studies in their first year at university or college due to challenges of COVID-19. Findings further revealed that both teachers and learners were not given any form of support during the lock down due to COVID-19 pandemic. There researchers recommend that counseling workshop is for learners should be conducted to alleviate the pressure associated with COVID-19 pandemic.

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Elliott, Curtis. "Mission as Ascetic Experience: Hesychasm and the Anthropology of Sergei Horujy for Mission Theology." Mission Studies 28, no. 2 (2011): 228–43. http://dx.doi.org/10.1163/157338311x602361.

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Abstract This article traces the development of hesychasm, a common prayer practice in the Eastern Orthodox tradition, from the fourth century A.D. to the present and proposes an understanding of missional theology that is grounded in hesychast theological anthropology. The theological foundation of hesychasm rests upon the view that humanity is open to the transformative union with God through prayer. This foundation reformulates the conception of mission theology as an in-depth ascetic experience of God’s presence that encompasses the various manifestations of human missional experience. The paper interacts with the development of hesychast doctrine from the fourth century in the African desert, to its formulation by Gregory Palamas in the fourteenth century, and finally culminating in the contemporary philosophical writings of Sergei Horujy. Horujy is a physicist at Moscow State University and an Orthodox theologian. His synergistic school of anthropology conceives of humanity as consisting of a triple border: ontological, ontic, and virtual. He is deeply indebted to Gregory Palamas’ distinction between essence and energies, that is, between God’s core being and his manifestations as experienced in hesychast prayer practice. Horujy applies this distinction, particularly the “energies,” as a way to conceive theological anthropology. His own project in part critiques the modern and postmodern crisis of the human subject and in part redefines the complex humanity around a spiritual core. Incorporating Horujy’s synergistic anthropology into a theology of mission means viewing humanity’s potential for union with God as both a process and outcome for mission practice. Mission can no longer be viewed as an appendage of the Christian life, but is actually a means of experiencing union with God.

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Santally, Mohammad Issack, Yousra Banoor Rajabalee, Roopesh Kevin Sungkur, Mohammad Iqbal Maudarbocus, and Wolfgang Greller. "Enabling continuous improvement in online teaching and learning through e-learning capability and maturity assessment." Business Process Management Journal 26, no. 6 (February 29, 2020): 1687–707. http://dx.doi.org/10.1108/bpmj-11-2018-0335.

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PurposeThe University of Mauritius (UoM) established as a traditional face-to-face university has been engaged in distance education since 1993 and in e-learning since 2001 to establish itself as a dual-mode institution. In a context where it has engaged itself to promote its internationalization of online courses and a digital learning transformation process, there is a need to assess and evaluate its current e-learning capability to identify areas of good practices and opportunities for improvement to ensure a high quality of e-learning provisions. The paper reports the results of an assessment of the e-learning capability and the related quality assurance processes of the University of the Mauritius using the e-learning Maturity Model (eMM). Quality assurance in higher education is still a key issue, especially with the ever-growing influence of technology and the disruption that the Internet has caused with respect to e-learning and distance education provisions. No university in Mauritius has ever engaged in such an assessment of their e-learning capabilities.Design/methodology/approachThe EMM and the Open Learning Consortium Quality Scorecard Suite were found to be the most complete models in terms of available documentation and description of how to carry out the evaluation with respect to each process area as compared to the other models described in the literature review section. The EMM was, however, chosen as the model to be used for the UoM, given that there already exists a body of knowledge about its applications in different universities that operate in similar contexts. The researcher is at the heart of the process in the role of an ‘eLearning quality auditor’. Therefore, the research used mainly desk studies, and analysis of annual reports as well as a consultative approach with key stakeholders based on a consensus model to reach a rating for each element in the EMMv2.3 instrument. The rating is based on evidence that is available and verifiable through desk research and documentation.FindingsWe found out that the main strengths of the university were in the learning process areas mainly because of the need to follow existing quality assurance procedures in place at different phases of a course of life cycle, irrespective of the course modality. On the other hand, across all process areas, the university fared well in the delivery dimension, and this finding is consistent with other universities that were assessed using the EMM. However, it was found that the EMM in current form was more adapted for the assessment of universities operating fully as open or virtual universities rather than those operating as dual-mode institutions or as traditional universities promoting technology-enabled learning. The weakest link was the optimization dimension across all process areas, and the process area that needs more attention for improvement was the evaluation process area. Overall, the university can reasonably be pitched at level two (Repeatable) of the capability maturity model scale used for information systems maturity assessment, but operating towards level three (Defined).Originality/valueThe work presented here has never been carried out for any university in Mauritius, and there have been no reported evaluations or applications within the African region. It allows the university to benchmark and compare its standing with respect to other universities operating as dual-mode institutions and as a reference for other universities in Mauritius as well.

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Quinot, Geo, and SP Van Tonder. "The Potential of Capstone Learning Experiences in addressing perceived Shortcomings in LLB Training in South Africa." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 17, no. 4 (April 11, 2017): 1390. http://dx.doi.org/10.17159/1727-3781/2014/v17i4a2168.

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Current debates about legal education in South Africa have revealed the perception that the LLB curriculum does not adequately integrate various outcomes, in particular outcomes relating to the development of skills in communication, problem solving, ethics, and in general a holistic view of the law in practice. One mechanism that has been mooted as a potential remedy to this situation is capstone courses, which will consolidate and integrate the four years of study in the final year and build a bridge to the world of practice. A literature review on capstone courses and learning experiences (collectively referred to as capstones) indicates that these curriculum devices as modes of instruction offer particular pedagogical advantages. These include inculcating a strong perception of coherence across the curriculum and hence discipline in students, providing the opportunity for students to reflect on their learning during the course of the entire programme, creating an opportunity to engage with the complexity of law and legal practice, and guiding students through the transition from university to professional identity. An empirical analysis of the modes of instruction used in LLB curricula at 13 South African law faculties/schools indicates that there are six categories of existing modules or learning experiences that already exhibit elements of capstone-course design. These are clinics, internships, moots, research projects, topical capstones and capstone assessment. A further comparative study into foreign law curricula in especially Australia and the United States of America reveals four further noteworthy approaches to capstone-course design, namely problem-based learning, the virtual office, conferences and remedies courses. The empirical study suggests that capstones indeed hold the potential as learning experiences to address some of the challenges facing legal education in South Africa but that further development of this curriculum-design element is required.

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Robinson, Marissa, and Rasheeta Chandler. "132 A Qualitative Exploration of Preexposure Prophylaxis Among Black Women Attending Historically Black Colleges and Universities." Journal of Clinical and Translational Science 6, s1 (April 2022): 9. http://dx.doi.org/10.1017/cts.2022.45.

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OBJECTIVES/GOALS: This proposed qualitative study aims to explore the perspectives about PrEP among heterosexual, cisgender Black women currently enrolled at an HBCU. Specifically, this study will elucidate this populations knowledge, attitudes, and beliefs surrounding PrEP uptake and marketing. METHODS/STUDY POPULATION: The Health Belief Model adapted from Chandler, Hull et al. (2020) will be utilized as the conceptual framework to guide this study. Multiple virtual semi structured focus groups will be conducted with individuals at two HBCUs. Study participants (n=20-25) will meet the following inclusion criteria: (a) self-identifies as Black/African American, (b) was assigned female at birth, (c) is enrolled at Morgan State University or Spelman College, (d) is 18 years or older, (e) is sexually active (anal, oral, vaginal, or experimental), (f) is HIV negative, (g) has multiple sexual partners and/or has inconsistent condom usage. A qualitative data analysis will be conducted utilizing MAXQDA software to perform a thematic analysis by creating a codebook and identifying prominent themes related to perceptions and use of PrEP. RESULTS/ANTICIPATED RESULTS: The research is on-going pending IRB approval. Data collection will include questions focused on topics surrounding PrEP, barriers/facilitators to participation in a proposed PrEP campaign, and sexual/reproductive health. These findings will characterize the awareness of PrEP among Black HBCU women, identify factors that may facilitate or cause barriers to Black HBCU womens knowledge and uptake of PrEP, and identify best practices for successful marketing strategies for PrEP campaigns targeting uptake among HBCU women DISCUSSION/SIGNIFICANCE: Findings from this study can help the public health community tailor PrEP campaigns designed for college-age Black women thereby curtailing HIV transmission among this at-risk group.

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Galea, Pauline, Matthew R. Agius, George Bozionelos, Sebastiano D’Amico, and Daniela Farrugia. "A First National Seismic Network for the Maltese Islands—The Malta Seismic Network." Seismological Research Letters 92, no. 3 (March 31, 2021): 1817–31. http://dx.doi.org/10.1785/0220200387.

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Abstract The Sicily Channel, situated on the leading edge of the African plate as it collides with Europe, presents a range of interesting and complex tectonic processes that have developed in response to various regional stress fields. The characterization and interpretation of the seismic activity, however, still presents a challenge. The Maltese islands, lying approximately 100 km to the south of Sicily, are known to have been affected by a number of earthquakes in the Channel, with some of these events estimated to be very close to the islands. Yet, in the absence of nearby seismic instruments, an accurate evaluation and mapping of small magnitude seismicity, and, hence, the identification of unmapped active faults in the region, remains a challenge. This situation is being partially addressed through the deployment of more seismic stations on the Maltese archipelago. The Malta Seismic Network (MSN; International Federation of Digital Seismograph Networks code ML, see Data and Resources), managed by the Seismic Monitoring and Research Group, within the Department of Geosciences, University of Malta, currently comprises eight broadband, three-component stations covering an area of, approximately, 315 km2. Continuous seismic monitoring is possible following upgrades to real-time data transmission and automated epicenter location, coupled with a virtual seismic network established through SeisComP3, and focused mainly on the Mediterranean region. Such a dense national network, besides improving epicentral location in the Sicily Channel, will provide valuable information on microearthquake activity known to occur in close proximity to the islands, which has been very difficult to study in the past. It will also provide opportunities to study shallow crustal structure, site response on different geological substrates, microseismic noise propagation, and effects of anthropogenic activities. Here, we give a technical description of the MSN and an appraisal of its potential.

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Mannering, Hannah, Chao Yan, Yang Gong, Mhd Wael Alrifai, Daniel France, and You Chen. "Assessing Neonatal Intensive Care Unit Structures and Outcomes Before and During the COVID-19 Pandemic: Network Analysis Study." Journal of Medical Internet Research 23, no. 10 (October 20, 2021): e27261. http://dx.doi.org/10.2196/27261.

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Background Health care organizations (HCOs) adopt strategies (eg. physical distancing) to protect clinicians and patients in intensive care units (ICUs) during the COVID-19 pandemic. Many care activities physically performed before the COVID-19 pandemic have transitioned to virtual systems during the pandemic. These transitions can interfere with collaboration structures in the ICU, which may impact clinical outcomes. Understanding the differences can help HCOs identify challenges when transitioning physical collaboration to the virtual setting in the post–COVID-19 era. Objective This study aims to leverage network analysis to determine the changes in neonatal ICU (NICU) collaboration structures from the pre– to the intra–COVID-19 era. Methods In this retrospective study, we applied network analysis to the utilization of electronic health records (EHRs) of 712 critically ill neonates (pre–COVID-19, n=386; intra–COVID-19, n=326, excluding those with COVID-19) admitted to the NICU of Vanderbilt University Medical Center between September 1, 2019, and June 30, 2020, to assess collaboration between clinicians. We characterized pre–COVID-19 as the period of September-December 2019 and intra–COVID-19 as the period of March-June 2020. These 2 groups were compared using patients’ clinical characteristics, including age, sex, race, length of stay (LOS), and discharge dispositions. We leveraged the clinicians’ actions committed to the patients’ EHRs to measure clinician-clinician connections. We characterized a collaboration relationship (tie) between 2 clinicians as actioning EHRs of the same patient within the same day. On defining collaboration relationship, we built pre– and intra–COVID-19 networks. We used 3 sociometric measurements, including eigenvector centrality, eccentricity, and betweenness, to quantify a clinician’s leadership, collaboration difficulty, and broad skill sets in a network, respectively. We assessed the extent to which the eigenvector centrality, eccentricity, and betweenness of clinicians in the 2 networks are statistically different, using Mann-Whitney U tests (95% CI). Results Collaboration difficulty increased from the pre– to intra–COVID-19 periods (median eccentricity: 3 vs 4; P<.001). Nurses had reduced leadership (median eigenvector centrality: 0.183 vs 0.087; P<.001), and neonatologists with broader skill sets cared for more patients in the NICU structure during the pandemic (median betweenness centrality: 0.0001 vs 0.005; P<.001). The pre– and intra–COVID-19 patient groups shared similar distributions in sex (~0 difference), race (4% difference in White, and 3% difference in African American), LOS (interquartile range difference in 1.5 days), and discharge dispositions (~0 difference in home, 2% difference in expired, and 2% difference in others). There were no significant differences in the patient demographics and outcomes between the 2 groups. Conclusions Management of NICU-admitted patients typically requires multidisciplinary care teams. Understanding collaboration structures can provide fine-grained evidence to potentially refine or optimize existing teamwork in the NICU.

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Cempaka, Anindya Arum, and Maria Theresia Arie Lilyana. "A Qualitative Study: Stress Adaptation in Elderly during the COVID19 Pandemic Era." JURNAL KEPERAWATAN SUAKA INSAN (JKSI) 7, no. 1 (June 23, 2022): 54–64. http://dx.doi.org/10.51143/jksi.v7i1.341.

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AbstrakPenelitian ini bertujuan untuk mengetahui pola adaptasi stres pada lansia di masa pandemi virus corona-2019 (COVID19). Penelitian ini akan sangat membantu perawat keperawatan jiwa untuk meningkatkan kualitas hidup lansia di masayang akan datang. Penelitian kualitatif digunakan dengan pendekatan fenomenologis dengan melibatkan sepuluhpartisipan di Surabaya. Analisis kualitatif dilakukan untuk menganalisis data yang dikumpulkan dari wawancaramendalam. Ada empat tema utama yang ditemukan dalam penelitian ini meliputi 1) penyebab stres selama pandemiCOVID-19, 2) gejala fisik yang disebabkan oleh stres, 3) sumber koping untuk menghadapi stres, dan 4) mekanisme kopingyang digunakan untuk menghadapi stresor. Penelitian ini menyatakan bahwa kondisi mental lansia cukup terpengaruhakibat virus corona. Program pelatihan dan pendidikan yang membahas strategi psikologis untuk mengatasi stres sangatdirekomendasikan untuk lansia. Demikian pula, kegiatan yang terkait dengan peningkatan dukungan masyarakat (online)sangat penting untuk membantu mereka mengatasi kesulitan psikologis selama pandemi.Kata kunci: lansia; pola adaptasi stres; pandemi covid-19 ReferencesAbu-Raiya, H. et al. (2020) ‘Religious Coping andHealth and Well-Being among Jews andMuslims in Israel’, International Journal forthe Psychology of Religion, 30(3), pp. 202–215. doi: 10.1080/10508619.2020.1727692.Aglozo, E. Y. et al. (2021) ‘Spirituality and subjectivewell-being among Ghanaian older adults:optimism and meaning in life as mediators’,Aging and Mental Health, 25(2), pp. 306–315.doi: 10.1080/13607863.2019.1697203.Amelia, A., Lathifah, A. and Thohir, M. (2020) ‘LansiaRindu Bahagia: Kajian Keluarga JawaKelompok Lansia SUCI BanyumanikSemarang’, Jurnal Ilmiah Kajian Antropologi,4(1), pp. 65–72. Available at:https://ejournal.undip.ac.id/index.php/endogami/article/view/34823.Ardyani, B. and Putri, G. K. 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Muhirwa, Jean-Marie. "Teaching and Learning Against all Odds: A Video-Based Study of Learner-to-Instructor Interaction in International Distance Education." International Review of Research in Open and Distributed Learning 10, no. 4 (September 23, 2009). http://dx.doi.org/10.19173/irrodl.v10i4.628.

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Distance education and information and communication technologies (ICTs) have been marketed as cost-effective ways to rescue struggling educational institutions in developing countries, particularly in sub-Saharan Africa (SSA). This study uses classroom video analysis and follow-up interviews with teachers, students, and local tutors to analyse the interaction at a distance between learners in Mali and Burkina Faso and their French and Canadian instructors. Findings reveal multiple obstacles to quality interaction: frequent Internet disconnections, limited student access to computers, lack of instructor presence, ill-prepared local tutors, student unfamiliarity with typing and computer technology, ineffective technical support, poor social dynamics, learner-learner conflict, learner-instructor conflict, and student withdrawal and resignation. In light of the near death of the costly World Bank-initiated African Virtual University (AVU), this paper concludes by re-visiting the educational potential of traditional technologies, such as radio and video, to foster development in poor countries.

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Aderinoye, Rashid. "African Virtual University: The case of Kenyatta University, Kenya." International Review of Research in Open and Distributed Learning 4, no. 1 (April 1, 2003). http://dx.doi.org/10.19173/irrodl.v4i1.126.

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Oketch, Moses O. "The African Virtual University--Developments and Critiques." International Higher Education, no. 34 (March 25, 2015). http://dx.doi.org/10.6017/ihe.2004.34.7395.

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"Elsevier alliance with the African Virtual University." Interlending & Document Supply 30, no. 2 (June 2002). http://dx.doi.org/10.1108/ilds.2002.12230bab.001.

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Nell, Werner. "The religious lives of students at a South African university." HTS Teologiese Studies / Theological Studies 72, no. 1 (February 4, 2016). http://dx.doi.org/10.4102/hts.v72i1.3177.

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Whilst significant research has been conducted on religious affiliation and on general levels of religiosity in the South African context, few studies specifically investigated the religious lives of South African university students in a comprehensive way. This is unfortunate as such research could significantly inform and support the effectiveness of youth and student ministries. As such, this article explored the religious lives of students at a university in the Gauteng province of South Africa, focusing specifically on students’ self-assessed religiosity, the maturity of their religious attitudes, their spiritual well-being, the religious practices in which they engage and the relationship between such practices and their spiritual well-being. Gender, racial and religious differences concerning these variables were also investigated. Data were collected from 356 undergraduate students by means of a structured survey consisting of the Spiritual Well-Being Questionnaire, the Religious Fundamentalism Scale and two other scales aimed at assessing religiosity and religious practices. Results indicated that 98.9% of participants were religious with the majority (86.9%) being Christian. Generally, students espoused highly fundamentalist religious attitudes but had high levels of spiritual well-being. Prayer and virtual or in-person attendance of religious gatherings such as church services were the most prevalent religious practices whereas fasting and meditation were practiced least. All practices were positively correlated with students’ spiritual well-being. Based on these findings, the article concludes with several specific, practical recommendations relevant to student ministries and those working with university students in religious contexts.

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Omwenga, Elijah Isanda, Peter M. F. Mbithi, John N. Muthama, and John Mwarabu Chone. "A Study on the Impact of COVID-19 Pandemic in African Universities." International Journal of Computer Applications Technology and Research, August 2021, 208–12. http://dx.doi.org/10.7753/ijcatr1008.1002.

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This paper presents a study on how University students, lecturers, administrators and managers perceive the impacts of the of COVID-19 crisis on various aspects of University teaching and learning in Africa, and particularly in Kenya. The sudden closure of campuses as a preventive measure to community transmission shifted face-to-face classes to virtual learning modes. With a sample of 1,236 University students and staff from 18 universities in Kenya and Nigeria, the study reveals that amid the worldwide lockdown and transition to online learning, expectation by 44% of the students were met. Students were mainly concerned about issues to do with internet connectivity, computing devices and electrical power. In addition, utilising e-Learning tools and platforms for effective student engagement posed limitations of accessibility and affordability for many students. The teaching staff on the other hand were mainly concerned with access to the teaching resources, conducting online teaching, capacity to handle the online mode of teaching, devices and eContent development. The pandemic has exposed the shortcomings of the current higher education system and the need for enhanced policy formulation and implementation on digital infrastructure to adapt to the rapidly changing education ecosystem of the world. In the post-pandemic situation, the use of eLearning and virtual education may become an integral part of the higher education system. Key factors influencing students’ satisfaction with the role of their University are also identified as internet access, quality of e-content and e-content development. Policymakers, stakeholders and higher education institutions in Africa may benefit from these findings while formulating policy recommendations and strategies to support University teaching and learning during this and any future pandemics. Universities need to plan the post-pandemic education and research strategies to ensure student learning outcomes and standards of educational quality.

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