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Using WhatsApp as a medium of postgraduate instruction in a private university in Nigeria: fall-outs of the Covid-19 Pandemic; [Usando o WhatsApp como meio de instrução de pós-graduação em uma universidade particular na Nigéria: consequências da pandemia de Covid-19]; [Uso de WhatsApp como medio de instrucción de posgrado en una universidad privada en Nigeria: consecuencias de la pandemia de Covid-19]
Using WhatsApp as a medium of postgraduate instruction in a private university in Nigeria: fall-outs of the Covid-19 Pandemic; [Usando o WhatsApp como meio de instrução de pós-graduação em uma universidade particular na Nigéria: consequências da pandemia de Covid-19]; [Uso de WhatsApp como medio de instrucción de posgrado en una universidad privada en Nigeria: consecuencias de la pandemia de Covid-19]
by Aderinola Ololade Dunmade
Keep ReadingA qualitative descriptive enquiry of nursing students' experiences of utilising a portfolio as an assessment tool in nursing and midwifery education.
Learners’ attitudes towards multilingualism: the case of French in Lesotho
Using WhatsApp as a medium of postgraduate instruction in a private university in Nigeria: fall-outs of the Covid-19 Pandemic; [Usando o WhatsApp como meio de instrução de pós-graduação em uma universidade particular na Nigéria: consequências da pandemia de Covid-19]; [Uso de WhatsApp como medio de instrucción de posgrado en una universidad privada en Nigeria: consecuencias de la pandemia de Covid-19]
by Aderinola Ololade Dunmade
The Covid-19 pandemic resulted in a global lockdown and the cessation of all academic activities on-site. Higher education in Nigeria was not exempt, as a paradigm shift was required for university officials to explore non-conventional teaching methods to prevent students from wasting time and to keep them intellectually engaged. During the pandemic, our research examines how a private institution in Ede, Osun State, Nigeria, utilised the social networking platform WhatsApp for Ph.D. student seminars. The study obtained data from ten doctoral students in the Department of Library and Information Science at Adeleke University via online interviews. The difficulties faced by the students and the benefits of utilising ICT were highlighted. Due to the constant insecurity and poor road network in Nig eria, as well as the risk of long-distance travel, especially for postgraduate students who are not always resident on campus, we recommend the continued use of E-learning platforms in Higher Education Institutions as a solution to reducing transportation costs. © 2023, Universidade Estadual de Maringa. All rights reserved.
A qualitative descriptive enquiry of nursing students' experiences of utilising a portfolio as an assessment tool in nursing and midwifery education.
by Daniel Opotamutale Ashipala
Background: The use of a portfolio as an assessment tool in nursing and midwifery education it is still a relatively new phenomenon. Institutions of higher education should therefore continuously explore the experiences of nursing students in the use of a portfolio in clinical nursing education. In Namibia little research exists on the perspectives of nursing students on the use of a portfolio as an assessment tool. Purpose: The purpose of the study was to explore nursing students' experiences with portfolio as an assessment tool in nursing and midwifery education. Method: The study used the qualitative approach, with an explorative, descriptive, and contextual design. Fifteen (15) undergraduate nursing students participated in this study, using a snowball sampling technique. Data was collected through semi-structured interviews. Data was analysed using thematic analysis for recurring themes. Results: The following four themes emerged: understanding of a portfolio, positive experiences, negative experiences, and effective portfolio utilisation. Conclusion: The results revealed nursing students' positive and negative experiences, with suggestions for improvement. The findings may help identify strengths and weaknesses in portfolio usage for assessment purposes in nursing and midwifery education. This study recommended well-articulated plans and actions from students, clinical instructors, lecturers, faculty management teams, and the nurses in practice facilities, to address the challenges identified. © 2021 Elsevier Ltd
Learners’ attitudes towards multilingualism: the case of French in Lesotho
by Makumane M.A.
French language as a subject was formally re-injected in the mainstream schools as a pilot project in 2009 in Lesotho. This language, which was initially introduced in schools in 1868 and whose popularity decreased following the missionaries’ departure from Lesotho, is viewed by the Ministry of Education and Training as an instrumental tool in promoting individual, national and socio-economic development. French, vis-à-vis English and Sesotho, is at the basis of the concept of multilingualism in a country that is officially recognised as being bilingual. It is against this backdrop that this article sought to explore learners’ attitudes towards multilingualism through the re-introduction of French as a subject. Purposive sampling was used to select 9 secondary school participants where French was taught. Data were generated using focus group interviews and open-ended questionnaires. The findings demonstrate that most participants display positive affective attitudes towards multilingualism, viewing it as a step towards attainment of an idealised self, as creating job opportunities and as promoting globalisation. Seemingly, habitual attitudes influence social and/or factual attitudes. The paper is nuanced by the neoliberalism theory to demonstrate that the students’ understanding of the utility of languages is largely informed by the logic of the market and business, reducing education to a clinical activity. This article thus recommends the inclusion of three propositions of affective attitudes in the language policy in order to contribute to the development of a holistic individual who would work towards the attainment of an idealised self through qualification, socialisation and subjectification, thereby preserving the concept of multilingualism. © 2021 Informa UK Limited, trading as Taylor & Francis Group.
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