Refugees and online education: student perspectives on need and support in the context of (online) higher education

Halkic, Belma; Arnold, Patricia

doi:10.1080/17439884.2019.1640739

Cited by 43 publications

(41 citation statements)

References 21 publications

(20 reference statements)

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“…The result in table 3 revealed that respondents agreed that provision of certified distance learning and e-learning opportunities influence access to higher education among displaced persons. This finding is in agreement with Ambe-Uva (2012), Halkic and Arnold (2019) and MENA (2016) that distance learning e-learning opportunities has the potential to deliver educational content at very low cost virtually anywhere especially to displaced persons and is promoted as a solution for the integration of disadvantaged groups into higher education anda key strategy for increasing access to higher education. They maintained that these approaches are used to provide access to displaced persons and enables students living under-resourced areas to connect with higher education opportunities and to exchange knowledge globally.…”

Section: Discussionsupporting

confidence: 89%

“…Online higher education for displaced persons through the use of blended learning approach to deliver their curricula, combining on-site tutoring and mentoring can prove to be of great value for refugees' pathways to higher education. Halkic and Arnold (2019) reported that online education and most notably Massive Open Online Courses (MOOCs) have been promoted by some higher education institutions and non-governmental initiatives as a solution for the integration of disadvantaged groups into higher education such as refugees. At first glance, the flexibility in time and place of studying online, no barriers as regards entry qualifications, and no tuition fees, seem to make online education an appealing offer to student groups regularly excluded from higher education programmes due to geographical, financial or entry qualification barriers.…”

Section: Provision Of Certified Distance Learning Tertiary Education mentioning

confidence: 99%

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Managing Higher Education Needs of Internally Displaced Persons in Cross River State, Nigeria

Sule¹,

Okpa²,

Odigwe³

et al. 2020

IES

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Displaced persons encounter some difficulties in accessing higher education, yet higher education remains their inalienable rights. This study focused on ways of managing the higher education needs of internally displaced persons. Three hypotheses guided the study. The descriptive survey research design was adopted in the study. The entire population was used since it is not large enough to warrant randomization. The sample comprised 600 participants (38 teachers and 562 senior secondary (SS 1-3) students from three secondary schools. The instrument used for data collection was questionnaire titled Higher Education Needs for Displaced Persons Questionnaire (HENDPQ) on a modified four point Likert scale. The precision and internal consistency of the instrument was determined using Cronbach reliability method which gave rise to a coefficient ranging from 0.76 - 0.81. The data was collected personally by the researchers with the help of three research assistants. The data collected was analyzed using Pearson Product Moment Correlation Analysis at 0.05 level of significance. The result of the analysis revealed that there is a significant positive influence of higher education needs on development of displaced persons, provision of scholarships/bursaries on access to higher education; and provision of certified distance learning and e-learning opportunities on access to higher education for displaced persons. Based on these findings it was recommended that the government should urgently manage the higher education needs of displaced persons through adequate provision of scholarships/bursaries, distance learning and e-learning opportunities to enhance access to higher education.

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Section: Discussionsupporting

confidence: 89%

Section: Provision Of Certified Distance Learning Tertiary Education mentioning

confidence: 99%

Managing Higher Education Needs of Internally Displaced Persons in Cross River State, Nigeria

Sule¹,

Okpa²,

Odigwe³

et al. 2020

IES

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“…MOOCs are often new for refugees (i.e. most of the distance learning initiatives for refugees have been launched after 2014 [ 41 ]) and mentoring is crucial for their effective learning experience [ 8 , 9 , 12 , 42 ]. Students in Kakuma were mentored by MGH students through continuous online exchanges.…”

Section: Discussionmentioning

confidence: 99%

One Health education in Kakuma refugee camp (Kenya): From a MOOC to projects on real world challenges

et al. 2020

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Today, the world counts millions of refugees but only a fraction of them have access to higher education. Despite the multiple public health problems in refugee camps and the need to build local capacities to prevent and combat them, University level courses in public health are largely unavailable for refugees. This paper describes the development, implementation and evaluation of an innovative two-module blended-learning programme on One Health in Kakuma refugee camp (Kenya). This programme combines: (I) Interdisciplinary and multi-expert MOOC on “ Global Health at the Human-Animal-Ecosystem interface ”; (II) peer-to-peer learning involving students from University of Geneva Master of science in Global Health and research collaborations around specific and locally-relevant problems; (III) online mentoring and lecturing by experts from the Institute of Global Health of the University of Geneva in Kakuma. A total of 67 refugees applied to Module 1; 15 started the Module 1 in October 2017, of these 14 completed it and 6 passed the exams, finally five students started the Module 2 in October 2018 which they all passed in February 2019. Five student-led collaborative projects were developed focusing on the conception of a community-based monitoring system for prevalent diseases in the camp. With such a pedagogic approach, the programme provides an overview on Global Health challenges at the human-animal-ecosystem interface and the importance of the One Health approach, and introduces students to scientific research through interdisciplinary and international collaborations and innovation. The high number of applicants and positive feedback from students in Kakuma show the interest in One Health education in the camp. This learning experience ultimately aims at building local knowledge and capacity fostering “One Health” champions to reinforce local and national health system. This framework for One Health education could be potentially scaled up to other camps in Africa and the world.

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“…A significant heterogeneity has characterized the groups of refugee students in terms of origin, language acquisition, socio-cultural and educational background, life experiences, place of residence, living conditions, health, and legal status [21][22][23]. Such heterogeneity adds to the complexity of refugee education and needs to be taken into account.…”

Section: Challenges In Refugee Educationmentioning

confidence: 99%

An Overview of Mobile Learning for Refugee Students: Juxtaposing Refugee Needs with Mobile Applications’ Characteristics

et al. 2020

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The mass influx of refugees into Europe since 2013 and their educational challenges have increased the need for high-quality refugee education. One proposal for addressing these challenges was to leverage mobile devices for educational purposes (mobile learning). Although significant research has been done in this field, mobile learning’s effectiveness on different social groups has yet to be explored. The present review paper aims to outline: (a) the factors that challenge refugee education, (b) the use of smart mobile devices by the refugee population, (c) the conflicting views about the effect of mobile learning in refugee education, and (d) the proposed characteristics for mobile refugee applications as found in the literature. A juxtaposition of refugee needs with the characteristics of mobile learning apps is attempted. By surveying the literature, the present paper concludes that mobile learning seems beneficial for refugees in two ways: providing refugees access to education and improving the quality of the provided refugee education. However, it is not a one-solution-fits-all regarding their education. At the end, future research proposals are included.

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Refugees and online education: student perspectives on need and support in the context of (online) higher education

Cited by 43 publications

References 21 publications

Managing Higher Education Needs of Internally Displaced Persons in Cross River State, Nigeria

Managing Higher Education Needs of Internally Displaced Persons in Cross River State, Nigeria

One Health education in Kakuma refugee camp (Kenya): From a MOOC to projects on real world challenges

An Overview of Mobile Learning for Refugee Students: Juxtaposing Refugee Needs with Mobile Applications’ Characteristics

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