ABSTRACT
Since the COVID-19 outbreak, the restrictive policies enacted by countries in response to the epidemic have led to changes in the movement of people in public places, which has had a direct impact on the use and energy consumption of various public buildings. This study was based on electricity consumption data for 25 on-campus public buildings at 1-hour intervals between January 2020 and June 2022 at Tewnte University in the Netherlands, and after the data were climate-corrected by multiple regression analysis, the changes in EU and EUI for various types of buildings were compared for different restriction periods using ANOVA, LSD and t-tests. And additionally, further analyzed the changes and reasons for the electricity consumption of various public buildings on campus and customers' electricity consumption behavior in a period of time after the lifting of the epidemic restriction policy. The results of ANOVA analysis show that the restriction policy has a significant effect on teaching, sports, and cultural buildings, and the electricity intensity of the three types of buildings is reduced by 0.28, 0.09, and 0.07 kwh/m2/day respectively under the strict restriction policy; The t-test results show that during the restriction period, all building types, except for living and academic buildings, show a significant decreasing trend, with the teaching buildings having the greatest energy saving potential, with an average daily EU reduction of 1088kwh/day and an EUI reduction of 0.075kwh/ m2/day. The above findings provide a case study of a complete cycle of energy consumption changes in university buildings under similar epidemic restriction policies before and after the epidemic restriction, and inform the electricity allocation policies of university and government energy management authorities.
ABSTRACT
Purpose>The purpose of this study is to look at the challenges and successes that the case institution has had in implementing and maintaining quality assurance (QA) processes. The study also looks into the role of QA techniques in improving an institution's performance in a developing country.Design/methodology/approach>The research is qualitative. Nine significant persons were interviewed, including the institution's top administration, faculty members and related staff. Data were gathered to learn more about the background, incremental changes and numerous internal and external elements that influenced how QA was approached over time.Findings>The findings revealed the challenges and experiences of the evolution of QA practices in the case institution. The results show the changes in QA practices regarding three aspects, including people, place and program of case institutions under three phases. During phases I and II, the adoption and upgradation of QA practices were very slow;phase III showed significant improvement in all three aspects. In addition, the positive impact of QA practices is evident in improving the performance of students and teaching and nonteaching staff of the case institution.Practical implications>The findings of this research could aid open and distance learning (ODL) providers in other developing nations in understanding the challenges of such a system. It may also make it easier for other ODL providers to comprehend the QA-led success in stakeholder confidence, employability and reputation.Originality/value>The research will give insights into how QA procedures are used and valued in ODL in developing nations.
ABSTRACT
Student persistence in the first year of studies is a crucial concern in online higher education. Recent accelerated growth in online programs due to the COVID pandemic has increased concerns over higher dropout rates, which are often connected to students’ time challenges—time poverty, juggling multiple commitments, and fitting studies into busy lives. However, research seldom focuses on students’ perceptions of time issues related to persistence. This study addresses this gap by exploring how 20 second-year students retrospectively viewed their experiences of time challenges and how they impacted their persistence in their first year at an online open university. Content analysis of in-depth interviews demonstrated that time pressure and time-conflicts were crucial barriers for success in the foundational semester;the main barrier was juggling study with multiple priorities. Most persisters had good time management and high levels of intrinsic motivation, satisfaction, and self-determination. However, even procrastinators with heavy work-family duties managed to persevere due to their resilience and personal motivation. Lastly, recommendations and strategies for effective student-based interventions to foster persistence are suggested.
ABSTRACT
PurposeThe purpose of this report is to demonstrate open and distance education (ODE) can support poverty alleviation. Taking the practices of the Open University of China (the OUC) as an example, this paper aims to reveal how open universities make contributions to local residents in rural and remote areas.Design/methodology/approachFocusing on 25 poverty-stricken counties, the OUC had invested 58 million RMB to its learning centers in these counties from 2017 to 2020. The first one is to improve ICT and educational facilities in these learning centers. The second approach is to cultivate local residents with degree programs through ODE so as to promote local economic development. The third one is to design and develop training programs according to local context to meet the specific needs of local villagers.FindingsAfter 3 years working, cloud-based classrooms and computer rooms have been set up. Bookstores have been founded and printed books have been donated. Hundreds of thousands of digital micro lectures have been supplied to these learning centers which have been improved and fully played their functions. Nearly 50,000 local residents have been directly benefited. Village leaders have helped lift local residents out of poverty. Poverty-stricken villagers have been financed to study on either undergraduate or diploma programs. Local residents have improved their skills by learning with the training programs offered by the OUC.Originality/valueODE is proved to be an effective way to eradicate poverty. Open universities are proved to be able to make contributions to social justice. By fulfilling its commitments to eliminate poverty within the national strategy framework, the OUC has built its brand nationwide.
ABSTRACT
This article describes nurse education with the Open University in Scotland (OUiS). Although there are problems with nurse recruitment and retention across the UK, in Scotland the landscape is somewhat different, with greater support for students required in remote and rural areas. Despite these challenges, the OUiS continues to recruit to the commissioned numbers of places. OUiS nursing students are primarily health care support workers who are a key group within the health and social care workforce but historically have faced many challenges in developing clear career pathways into nursing. At the heart of the OU is the fundamental recognition of distance online pedagogy, complemented by work-based learning support by employers. Partnership working between the OU, employers and education commissioners is crucial to its success.