Learning and happiness during Covid-19 school closure in urban Malaysia

Asadullah, M. Niaz; Tham, Eric

doi:10.1016/j.ijedudev.2023.102822

Cited by 5 publications

(2 citation statements)

References 64 publications

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“…It is very common in social-science surveys to ask about the number of books respondents have at home (see, for example, Brunello et al , 2012 ; Engzell, 2021 ; McNally et al , 2023 ; Sanders et al , 2004 ) as a proxy to measure the levels of cultural capital ( Sieben & Lechner, 2019 ) and/or socioeconomic capital of a certain person or group ( Asadullah & Tham, 2023 ; Heppt et al , 2022 ). Typically, such questions are asked along with multiple other questions that allow characterizing the cultural and/or the socioeconomic capital of the subject(s), such as the presence and/or frequency of cultural activities, income, and educational level.…”

Section: Introductionmentioning

confidence: 99%

Protocol for a web survey experiment studying the feasibility of asking respondents to capture and submit photos of the books they have at home and the resulting data quality

Iglesias,

Revilla,

Heppt

et al. 2023

Open Res Europe

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This document presents the protocol of a study conducted as a part of the WEB DATA OPP project, which is funded by the H2020 program. The study aimed to investigate different aspects of the collection of images through web surveys. To do this, we implemented a mobile web survey in an opt-in online panel in Spain. The survey had various questions, some of which were about the books that the participants have at their main residence. The questions related to books were asked in three different ways: regular survey questions showing visual examples of how different numbers of books fit in a 74 centimetre wide shelf depending on their thickness, regular survey questions without the visual examples, and questions where participants were asked to send photos of the books at their home. This report explains how the study was designed and conducted. It covers important aspects such as the experimental design, the questionnaire used, the characteristics of the participants, ethical considerations, and plans for disseminating the results.

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Section: Introductionmentioning

confidence: 99%

Protocol for a web survey experiment studying the feasibility of asking respondents to capture and submit photos of the books they have at home and the resulting data quality

Iglesias,

Revilla,

Heppt

et al. 2023

Open Res Europe

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show abstract

“…This curriculum, characterized by the integration of technology and innovation, is designed to equip students with the skills and knowledge necessary for the digital age. This shift has had a profound impact on higher education institutions in Malaysia, necessitating a reevaluation of teaching methods and curriculum design (Asadullah and Tham, 2023). The pandemic, despite its disruptive nature, has thus served as a catalyst for educational institutions to embrace technology-enhanced learning and teaching methods more fully.…”

Section: Introductionmentioning

confidence: 99%

Leadership and change management in the transition to online curriculum delivery in Malaysia: a comparative case study

Law

2023

JARHE

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PurposeThis research aims to investigate the leadership strategies employed by two higher education institutions in Malaysia as they navigated the shift to online delivery of their computer science programs in response to the demands of Education 4.0.Design/methodology/approachA phenomenological, comparative case study approach was used to delve into the leadership and management practices of these institutions during the transition to online learning. Data were collected through interviews and document analysis.FindingsThis study explores the leadership strategies employed by two higher education institutions in Malaysia during their transition to online learning due to the COVID-19 pandemic. Five key themes emerged from the data: leadership and team coordination, training and skill development, adaptation to new assessment methods, resource management and work culture and environment. Both institutions demonstrated effective leadership, continuous training and adaptability in assessment methods. However, differences were noted in resource management and work culture. Institution A's leader had to liaise with various departments and personally invest in equipment, while Institution B was already well-equipped. The work culture at Institution A demonstrated flexibility and mutual understanding, while Institution B used key performance indicators to measure progress. Despite these differences, both leaders successfully managed the shift to online teaching, underscoring the importance of effective leadership, continuous training, flexibility, resource management and a supportive work culture in managing change. The study also highlighted the distinct roles of curriculum leaders in both institutions, with Institution A's leader focusing on multiple activities, while Institution B's leader was able to focus solely on curriculum change due to their institution's preparedness.Research limitations/implicationsThis study provides a rich, qualitative exploration of the strategies and challenges faced by program leaders in managing the shift to online teaching during the COVID-19 pandemic. Future research could build on these findings by conducting similar studies in other educational contexts or countries to compare and contrast the strategies and challenges faced by program leaders. Additionally, future research could also employ quantitative methods to measure the effectiveness of different strategies in managing the shift to online teaching. This could provide a more comprehensive understanding of the factors that contribute to successful change management in educational institutions.Practical implicationsThis study provides valuable insights for program leaders, educators and policymakers in managing change in educational institutions. The themes identified in this study – effective leadership, continuous training and skill development, flexibility in adapting to new assessment methods, effective resource management and a supportive work culture and environment – can serve as a guide for program leaders in managing future changes in their institutions. Moreover, the strategies employed by the program leaders in this study, such as forming a powerful coalition, providing training on online tools and prioritizing student welfare, can be adopted or adapted by other program leaders in managing change.Originality/valueThis study presents a unique contribution to the existing literature by offering a comparative analysis of change management strategies in two distinct educational institutions during the shift to online teaching due to the COVID-19 pandemic. It uncovers the nuanced differences in leadership styles, resource management and pedagogical adaptations, providing a rich, context-specific understanding of the change process. The study fills a research gap by examining the practical application of Kotter's 8-Step Change Model and the McKinsey 7S Model in real-world educational settings. The findings offer valuable insights for other institutions navigating similar changes, thereby extending the practical and theoretical understanding of change management in higher education.

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Recovering educational losses post-pandemic: What’s next?

Kenayathulla,

Yemini

2023

International Journal of Educational Development

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Learning and happiness during Covid-19 school closure in urban Malaysia

Cited by 5 publications

References 64 publications

Protocol for a web survey experiment studying the feasibility of asking respondents to capture and submit photos of the books they have at home and the resulting data quality

Protocol for a web survey experiment studying the feasibility of asking respondents to capture and submit photos of the books they have at home and the resulting data quality

Leadership and change management in the transition to online curriculum delivery in Malaysia: a comparative case study

Recovering educational losses post-pandemic: What’s next?

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