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Knox, Jeremy – International Review of Education, 2018
This article examines how algorithms are shaping student learning in massive open online courses (MOOCs). Following the dramatic rise of MOOC platform organisations in 2012, over 4,500 MOOCs have been offered to date, in increasingly diverse languages, and with a growing requirement for fees. However, discussions of "learning" in MOOCs…
Descriptors: Online Courses, Mathematics, Learning, Data Collection
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Gil-Jaurena, Inés; Domínguez, Daniel – International Review of Education, 2018
This article analyses the challenges teachers face when entering a digital and open online environment in higher education. Massive open online courses (MOOCs) have become a popular phenomenon, making online learning more visible in the educational agenda; therefore, it is appropriate to analyse their expansion and diversification to help inform…
Descriptors: Teacher Role, Online Courses, College Faculty, Higher Education
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Olaniran, Sunday Olawale – International Review of Education, 2018
This article explores the provision of education opportunities to a disadvantaged group in Nigeria known as "Almajiris." The word "Almajiri" derives from the Arabic word "Almuhajirun," meaning emigrant. The nomadic pastoralists of northern Nigeria constitute a major socio-economic group. According to a recent report…
Descriptors: Foreign Countries, Migrants, Educational Needs, Educationally Disadvantaged
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Warkineh, Turuwark Zalalam; Rogers, Alan; Danki, Tolera Negassa – International Review of Education, 2018
Teachers/facilitators in adult literacy learning programmes are recognised as being vital to successful learning outcomes. But little is known about them as a group. This small-scale research project comprising ethnographic-style case studies of five adult literacy facilitators (ALFs) in Ethiopia seeks to throw some light on these teachers, their…
Descriptors: Foreign Countries, Adult Literacy, Ethnography, Case Studies
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Kim, Suehye – International Review of Education, 2018
The global agenda for sustainable development has centred lifelong learning on UNESCO's Education 2030 Framework for Action. The study described in this article aimed to examine international and intergenerational variations in literacy skills gaps within the context of the United Nations Sustainable Development Goals (SDGs). For this purpose, the…
Descriptors: Sustainable Development, Lifelong Learning, Literacy, Reading Skills
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Barry, Margot; Egan, Arlene – International Review of Education, 2018
Adult learners are attracted to learning opportunities (e.g. course offers) which seem promising in terms of allowing them to match their choices to their own perceived predispositions. To find out more about their personal learning style, some adult learners may fill in a questionnaire designed by researchers who aim (and claim) to enable both…
Descriptors: Adult Learning, Cognitive Style, Adult Education, Interest Research
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Singh, Shweta – International Review of Education, 2018
Research has shown that there has been severe disruption in the educational sector in Kashmir post-1989 (the year Kashmiri unrest erupted). Inhibiting problems include the destruction of school buildings, parents' fear of sending their children to school, the recruitment of youth into armed groups, the economic decline of households, and forced…
Descriptors: Foreign Countries, Peace, Transformative Learning, Conflict
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Elliott, Geoffrey – International Review of Education, 2018
Against a United Kingdom policy background of attempts to widen higher education participation in a socially inclusive direction, this article analyses theory, policy and practice to understand why past efforts have had limited success and to propose an alternative: an "anchor institution" model. A university and a private training…
Descriptors: Foreign Countries, Higher Education, Access to Education, Rural Areas
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Powell, Philip; Walsh, Anita – International Review of Education, 2018
Public dissatisfaction with academic research, coupled with the rising costs of higher education (HE) and reduced government funding, are forcing academics to convince society of the benefits of their research. This article argues that pressures on higher education institutions (HEIs) in a market model create a need to be responsive to students…
Descriptors: Colleges, Higher Education, Social Sciences, Models
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Rabkin, Gabriele; Geffers, Stefanie; Hanemann, Ulrike; Heckt, Meike; Pietsch, Marcus – International Review of Education, 2018
The authors of this article begin with an introduction to the holistic concept of family literacy and learning and its implementation in various international contexts, paying special attention to the key role played by the notions of lifelong learning and intergenerational learning. The international trends and experiences they outline inspired…
Descriptors: Foreign Countries, Family Literacy, Lifelong Learning, Intergenerational Programs
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Le, Ai Tam Pham – International Review of Education, 2018
Community learning centres (CLCs) have been widely established in the Asia-Pacific region as locally managed institutions that offer non-formal educational opportunities and community development activities. Myanmar officially has more than 3,000 centres, which is one of the highest numbers in the region. This article examines the operation of…
Descriptors: Foreign Countries, Nonformal Education, Community Programs, Community Development
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Amponsah, Samuel; Torto, Beatrice Ayorkor; Badu-Nyarko, Samuel Kofi – International Review of Education, 2018
Mature distance education students in Ghana, like part-time students all over the world, need to be motivated in order to enjoy their studies and succeed in what they do. In order to come up with incentives for such learners to join and complete a course, universities have to be aware of the characteristics and the socio-economic background of…
Descriptors: Foreign Countries, Distance Education, Adult Students, Nontraditional Students
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Rüber, Ina Elisabeth; Rees, Sai-Lila; Schmidt-Hertha, Bernhard – International Review of Education, 2018
Education is associated with a wide range of positive outcomes such as higher wages and employability, but also with increased well-being or volunteering. While previous research focused mainly on returns on formal education in schools or universities, there has been a notable shift in recent years towards the analysis of returns on adult…
Descriptors: Adult Learning, Citizen Participation, Social Influences, Correlation
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Pavlova, Margarita – International Review of Education, 2018
One of the requirements of building a learning city is working to ensure its sustainable development. In 2014, UNESCO developed a framework of the key features of learning cities, at the centre of which there are six pillars or "building blocks" which support sustainable development. This article focuses on the third of these pillars,…
Descriptors: Sustainable Development, Educational Methods, Conservation (Environment), Skill Development
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Wheeler, Leone; Guevara, Jose Roberto; Smith, Jodi-Anne – International Review of Education, 2018
Effective partnerships across different stakeholders are essential to the collaboration required for learning cities to contribute to sustainable development. Through partnerships, formal educational institutions, such as schools and universities, play a vital role in establishing and sustaining learning cities, often by facilitating the…
Descriptors: Partnerships in Education, Sustainable Development, School Community Programs, Case Studies
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