ABSTRACT
This study examined issues related to students' participation and online absenteeism among students at Zimbabwe's universities during COVID-19 induced online teaching and learning. More specifically, the study examined some of the ethical issues related to students' participation and assessment during online learning in selected universities in Zimbabwe. The study also examined some of the strategies that can be adopted to optimize students' participation during online learning to make online learning a more honest and interactive endeavour. To fully understand the challenges related to participation and online absenteeism, the study extrapolated the perspectives of students and academic staff who had adopted online learning since the outbreak of the COVID-19 pandemic. The research was a mixed-methods study, employing a descriptive-analytical approach which utilised three main methods of data collection. Firstly, semi-structured questionnaires distributed electronically among participants in the selected universities were used to collect research data. Secondly, follow-up online focus-group discussions (FGDs) were conducted to elicit participants' views on some of the ethical challenges posed by online learning and possible strategies for dealing with the challenges. Finally, follow-up telephone interviews were also conducted with lecturers with the same objective as the FGDs. The study's population consisted of 110 students and 77 academic staff randomly selected from six universities in Zimbabwe. Two of the selected universities were privately owned and four were public universities. The study showed some of the technological and pedagogical issues regarding students' participation and strategies for optimising students' participation during online learning. The study also shared some of the ethical challenges that arose from the adoption of online teaching and assessment systems and the policy, resource and training interventions needed to make online learning more interactive, while at the same time safeguarding academic integrity. The findings of this study, therefore, have implications for universities, learners and academic staff if online learning programmes are to be successful. Firstly, universities for instance, need to ensure that students and academic staff have the prerequisite technological resources to ensure that optimal active learning takes place. Secondly, to address the shortage of resources, universities should ensure that their libraries migrate from physical to digital libraries. Universities should also ensure that both academic staff and students receive the necessary training to access these digital libraries and the services they offer.
ABSTRACT
Purpose>Third party reporting (TPR) services provide a route for victims of hate crime to report their experiences to an organisation other than the police. There is repeated evidence of under-reporting of hate crimes within the UK, and many victims of hate crime are unaware of the existence of TPR mechanisms. Little research attention has been given to understanding of the merits of TPR, beyond evaluating how often they are used. This study aims to explore the delivery of TPR from an advisor perspective.Design/methodology/approach>The research evaluated a small TPR centre based within a charitable organisation. The research, part of an undergraduate study, analysed the experiences of volunteer advisors working on the service through a semi-structured questionnaire.Findings>Results were mixed. Findings indicated the service contributed to an enhanced awareness of hate crimes in the community;however, greater promotion of the TPR centre was advocated. The results also indicated a significant lack of understanding and knowledge by trained volunteer advisors about hate crimes.Social implications>A lack of informed awareness of what hate crimes are could result in victims of hate crime not being recognised or supported as such.Originality/value>Most hate crime research is victim centred, and this study is innovative in looking at those receiving hate crime reports. There is limited evidence on TPR service provision in the UK, particularly on service delivery staff, and this research contributes to the gap in knowledge.
ABSTRACT
El artículo tiene como propósito problematizar el género en tiempos de pandemia, reconociendo las conductas de autocuidado, emociones y percepciones de cambios de rutina en la vida diaria desde la perspectiva de los hombres. Desde un diseño mixto se accede a hombres y mujeres de diversas edades y territorios quienes responden, en el segundo semestre de 2020, un cuestionario semiestructurado que busca recoger sus experiencias en tiempos de pandemia. Los supuestos de trabajo se fundamentan en una visión de masculinidades hegemónicas donde los hombres cuidan menos de su salud, no expresan sus emociones y desarrollan menos tareas domésticas, volcando su vida hacia el trabajo. Se plantea el supuesto que los hombres más jóvenes tienden a alejarse de estas conductas y estarían desarrollando de forma tácita masculinidades contra hegemónicas, pues están compartiendo diariamente con mujeres de una nueva generación que en el discurso y en sus acciones buscan dar un vuelco al patriarcado. Los resultados dan cuenta que en algunos aspectos los supuestos se relacionan con los datos obtenidos en lo que refiere, principalmente, a las labores domésticas, gestión de las emociones y cuidado de la salud mental donde mayormente se establece la diferencia entre hombres y mujeres. Entre los mismos hombres no se observan diferencias importantes entre jóvenes y adultos, por lo que se hace necesario continuar educando a las nuevas generaciones sobre relaciones de convivencia más amigables y equitativa entre los géneros.Alternate : The article aims to problematize gender in times of pandemic, recognizing self-care behaviors, emotions, and perceptions of routine changes in daily life from the perspective of men. From a quantitative design, men and women of different ages and territories are accessed who respond in the second semester of 2020 to a semi-structured questionnaire that seeks to collect their experiences in times of pandemic. The research assumption is based on a vision of hegemonic masculinities where men take less care of their health, do not express their emotions, and carry out fewer domestic tasks, turning their lives towards work. The idea is put forward those younger men tend to move away from these behaviors and are tacitly developing counter-hegemonic masculinities, since they are sharing daily with women of a new generation who in their discourse and in their actions seek to overturn patriarchy. The results show that in some aspects the assumptions are related to the data obtained with regard, mainly, to housework, emotional management, and mental health care where the difference between men and women is mostly established. Among men themselves, there are no significant differences between young people and adults, so it is necessary to continue educating the new generations about more friendly and equitable coexistence relationships between the genders.
ABSTRACT
Purpose>During the 2020 COVID-19 pandemic, schools closed in haste and were expected to create virtual learning opportunities for their students while they waited to see when and how they might re-open. National governments issued reopening guidance at varying speeds. The purpose of this study was to invite health and education professionals to share what was happening in their country about school reopening in terms of the features and implications of the guidance issued.Design/methodology/approach>A qualitative study. Initial interviews informed a semi-structured questionnaire distributed through the global community of UNESCO Chair ‘Global Health and Education’ and partner organisations. Its aim was to collect, analyse and share globally relevant knowledge and practices about school reopening.Findings>There were 192 useable responses from 43 countries and territories and 1 multi-country region. 20 of these, mainly in the Global North, had received reopening guidance, 23 were still waiting and 1 had not closed its schools. Guidance prioritised public health measures like social distancing, with less emphasis on education impacts. Success came from partnerships between schools, families and local authorities, consistent guidance and enough time and resources for implementation. Fear of infection led to significant absenteeism among students and staff. Respondents waiting for guidance, mainly in the Global South, shared similar concerns and expectations.Originality/value>Describing first-hand practices and perspectives of health and education professionals from diverse countries and territories about reopening schools.