The Impact of COVID-19 on the Governance of Turkish Higher Education

Ergin, Hakan

doi:10.1163/9789004520554_015

Cited by 3 publications

(2 citation statements)

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“…However, students in such situations frequently encounter learning-related issues such as internet access problems, personal distress, or inadequate home study environments, exacerbating existing educational pressures (Hadar et al, 2020;Vieyra Molina et al, 2020). Thus, remote assessments, are frequently less rewarding and require more cognitive effort, in comparison to traditional methods, given the pedagogical unfamiliarity, extended timings, availability of learning resources, learning conditions, and uncertainty of expectations (Slack and Priestley, 2023).…”

Section: Introductionmentioning

confidence: 99%

(Re-)shaping learning experiences in supply chain management and logistics education under disruptive uncertain situations

Salinas-Navarro,

Pacheco-Velazquez,

da Silva-Ovando

2024

Front. Educ.

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IntroductionDisruptive uncertain events often necessitate universities to abruptly shift from face-to-face to remote online learning, posing challenges to instructional quality and learning outcomes. Remote online instruction may lack social interaction, educational resources, and practical activities, hindering effective learning.MethodsThis study presents an experiential learning framework designed to foster active learning experiences amidst disruptive uncertain events. The framework incorporates such events as study situations to enhance student motivation and engagement. A methodology for designing learning experiences is proposed, with a focus on incorporating real-world disruptions into educational settings.ResultsA case study is presented, detailing the implementation of the framework in supply chain management and logistics education at a private university in Bolivia, amidst the COVID-19 pandemic. Results indicate that the novel learning experience positively impacted student motivation and engagement, facilitating the achievement of learning outcomes.DiscussionThe initial implementation suggests that the novel learning experience positively impacted student motivation and engagement while achieving their intended learning outcomes. However, further instances of utilizing the proposed framework are necessary to ascertain its generalizability and effectiveness across diverse contexts and situations. Identifying similarities or invariances will help validate the applicability of this approach in different educational settings affected by disruptive uncertain events.

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Section: Introductionmentioning

confidence: 99%

(Re-)shaping learning experiences in supply chain management and logistics education under disruptive uncertain situations

Salinas-Navarro,

Pacheco-Velazquez,

da Silva-Ovando

2024

Front. Educ.

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“…Additionally, can disincentivize students to stay on campus and thus, universities incur losses in auxiliary revenue (e.g., boarding, parking, dining, etc.) ( 15 , 16 ), with universities standing to lose up to

50

million because of unused services ( 17 ). Even the local population unaffiliated with the university takes sustains losses to business due to university closures ( 18 , 19 ).…”

Section: Introductionmentioning

confidence: 99%

Empirical networks for localized COVID-19 interventions using WiFi infrastructure at university campuses

Swain

Xie

Madan

et al. 2023

Front. Digit. Health

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Infectious diseases, like COVID-19, pose serious challenges to university campuses, which typically adopt closure as a non-pharmaceutical intervention to control spread and ensure a gradual return to normalcy. Intervention policies, such as remote instruction (RI) where large classes are offered online, reduce potential contact but also have broad side-effects on campus by hampering the local economy, students’ learning outcomes, and community wellbeing. In this paper, we demonstrate that university policymakers can mitigate these tradeoffs by leveraging anonymized data from their WiFi infrastructure to learn community mobility—a methodology we refer to as WiFi mobility models (WiMob). This approach enables policymakers to explore more granular policies like localized closures (LC). WiMob can construct contact networks that capture behavior in various spaces, highlighting new potential transmission pathways and temporal variation in contact behavior. Additionally, WiMob enables us to design LC policies that close super-spreader locations on campus. By simulating disease spread with contact networks from WiMob, we find that LC maintains the same reduction in cumulative infections as RI while showing greater reduction in peak infections and internal transmission. Moreover, LC reduces campus burden by closing fewer locations, forcing fewer students into completely online schedules, and requiring no additional isolation. WiMob can empower universities to conceive and assess a variety of closure policies to prevent future outbreaks.

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Teacher study groups as a collaborative platform for action research: an ecological perspective

Başar,

Çomoğlu,

Dikilitaş

2023

Professional Development in Education

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The Impact of COVID-19 on the Governance of Turkish Higher Education

Cited by 3 publications

References 0 publications

(Re-)shaping learning experiences in supply chain management and logistics education under disruptive uncertain situations

(Re-)shaping learning experiences in supply chain management and logistics education under disruptive uncertain situations

Empirical networks for localized COVID-19 interventions using WiFi infrastructure at university campuses

Teacher study groups as a collaborative platform for action research: an ecological perspective

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