Under-represented students’ university trajectories: building alternative identities and forms of capital through digital improvisations

Timmis, Sue E; Muñoz-Chereau, Bernardita

doi:10.1080/13562517.2019.1696295

Cited by 15 publications

(14 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Combining pedagogical tools with game design can be considered as a constructive solution for learning in the era of social distancing (Dubreil, 2020). Expanding the boundaries of these conclusions, Timmis S. and Munoz-Chereau emphasize the importance of improvisation and collective activity in the learning environment, and draw attention to students' informal digital practices (Timmis, Munoz-Chereau, 2019). A group of scientists from Brazil made similar conclusions in a study.…”

Section: Introductionmentioning

confidence: 82%

Online Student Education in a Pandemic: New Challenges and Risks

2021

European Journal of Contemporary Education

View full text Add to dashboard Cite

The epidemiological crisis made it necessary to transform the practice of higher education in the conditions of transition to remote mode. Online training has become an alternative to the faceto-face format of classes, which updates the analysis of key risks and problems of the educational process in the context of the pandemic. The leading research method was a questionnaire survey of students with online learning experience (N = 146 people). The survey was conducted in May 2020. For a deeper interpretation of a number of conclusions, the authors conducted a focus group in September 2020 (N = 12 people), which included students of 2-3 years of study at Russian universities. The authors set a goal to study the degree of adaptation of students to new learning conditions, the specifics of their perception of various aspects of learning in an online environment, problems and risks. The results of the study showed that every fourth student when switching to online mode could not successfully adapt to the new format of training. It is concluded that the key risks of online learning are associated with the lack of direct communication channels, the spread of the practice of imitating students' learning activities in the context of reducing the control function of the teacher. The lack of readiness of students to maintain the necessary level of selforganization led to a decrease in students' requirements for themselves as an active participant in the educational process, while increasing requirements for digital competencies and personal qualities of the teacher. In terms of online learning, students demonstrate the need for additional measures to maintain interest in learning: game context, network interaction in the "studentstudent" system, charismatic presentation of material.

show abstract

Section: Introductionmentioning

confidence: 82%

Online Student Education in a Pandemic: New Challenges and Risks

2021

European Journal of Contemporary Education

View full text Add to dashboard Cite

show abstract

“…Непрерывное развитие экономики и общества, стремительная цифровизация бизнес процессов и деятельности государственных структур, внедрение ИИ принципиально меняет социокультурную среду. Это помогает улучшить и обогатить коллективный труд, развивать и укреплять социальный, культурный капитал на первых шагах учебной и трудовой деятельности человека [50].…”

Section: обзор литературыunclassified

The nature of the influence of digitalization and artificial intelligence on the sociocultural environment and education in the conditions of the pandemic: views of students of generation Z Russia and Slovakia

Vinichenko¹,

Nikiporets-Takigawa²,

Ljapunova³

et al. 2021

P Sci Edu

View full text Add to dashboard Cite

The high dynamics of changes in the socio-cultural environment under the influence of the digitalization of society and the introduction of artificial intelligence requires a timely study of emerging phenomena and problems for a quick and adequate response. Despite the fact that today, management decisions are made by representatives of the older generations, the near future will be shaped on the basis of the opinion of young people – generation Z (GenZ). The aim of the article was to study the nature of the impact of digitalization and artificial intelligence on the socio-cultural environment through the prism of the views of generation Z students. Research methods: a set of general scientific and special methods. The main empirical research methods were a sociological survey based on the online service Google Form, an in-depth interview, and a focus group using communication programs. The study was conducted with the involvement of Russian and Slovak students from GenZ, taking into account the restrictions associated with the COVID 19 pandemic. The sociological survey was conducted among students of 35 leading universities in Russia (n = 1881) and 2 universities in Slovakia n = 316 people. The selection of respondents was made by the “snowball” method through a chain of redirecting questionnaires to generation Z students and attracting additional subjects to the study. As a result of the study, it was found that the impact of digitalization and artificial intelligence on society is complex, contradictory and ambiguous, the depth and extent of the impact of which has not yet been studied. For the first time, the authors revealed the similarities and differences in the positions of Russian and Slovak students of GenZ in their various combinations. There was revealed a statistical significance between the factorial and effective signs (p <0.001) with a very high positive correlation. Pearson's correlation coefficient is in the range R = 0.973-9902. At the same time, 66% of Russian and 65% of Slovak GenZ believe that digitalization of society and AI will create favorable conditions for the training and development of youth, employment of university graduates; 55% of Slovak respondents (against 42% of Russian) believe that these processes will deepen social inequality in society. Risks of a decrease in human intellectual abilities have been identified against the background of digitalization and AI coverage of the entire social environment, but they have not yet reached their peak values. As a result, the main factors influencing the socio-cultural environment were formulated, the dependence in the triad system "student-teacher-university administration" was revealed: the longer distance education lasts in the context of the COVID 19 pandemic, the less students are willing to return to the offline format. The following trends were revealed: growth of some advantage of generation Z in employment in the context of digitalization and the introduction of artificial intelligence against the backdrop of the COVID 19 pandemic; reducing the time of interaction with the digital environment, monitor screens for rich people. The results obtained in the future are applicable to the development of the theory of digitalization and the use of artificial intelligence in the social environment, the upbringing of generation Z.

show abstract

“…Furthermore, there remains a prevalent discourse of individualism, resilience, and the need for aspirations (see for example Abbott-Chapman 2011). However, more recently, there has been an increasing emphasis on relational perspectives on student retention and success (Thomas 2012), and for understanding students' transitions into HE as on-going processes of meaning-making where identities are socially and materially negotiated to gain a sense of belonging to the course and university (Masika and Jones 2016;Kahu and Nelson 2018;Timmis and Muñoz-Chereau 2019).…”

Section: The International Contextmentioning

confidence: 99%

Transitions from rural contexts to and through higher education in South Africa: negotiating misrecognition

Mgqwashu

Timmis

Wet

et al. 2020

Compare: A Journal of Comparative and International Education

Self Cite

View full text Add to dashboard Cite

This paper reports on an international collaborative study that investigated how students from rural contexts negotiate the transition to university, and how prior cultural and educational experiences influence their higher education trajectories. A qualitative, participatory methodology was adopted, centred on co-researcher narratives, digital artefacts and discussions. Findings demonstrate how family and community, including religious, study, and self-help groups, influenced their transitions into higher education and journey through university and to their identities, agency and sense of belonging. The paper argues that university practices, values and norms need to acknowledge and incorporate all students' prior experiences and histories and recognise their powerful contribution in working towards a decolonial higher education.

show abstract

Under-represented students’ university trajectories: building alternative identities and forms of capital through digital improvisations

Cited by 15 publications

References 40 publications

Online Student Education in a Pandemic: New Challenges and Risks

Online Student Education in a Pandemic: New Challenges and Risks

The nature of the influence of digitalization and artificial intelligence on the sociocultural environment and education in the conditions of the pandemic: views of students of generation Z Russia and Slovakia

Transitions from rural contexts to and through higher education in South Africa: negotiating misrecognition

Contact Info

Product

Resources

About