Search

Following the pandemic, Chilean universities have received a generation of students from a virtual academic world who demand the articulation of their lesson through a combination of active methodologies and the use of technology, offering teachers the opportunity to apply different teaching strategies. The objective of this study is to analyze the effects of the use of mobile devices together with the Geogebra software on the learning of 79 firstyear Engineering students at the Universidad Católica del Norte. This approach was implemented as an alternative work strategy to support teachers and students. The study is quantitative and descriptive-correlational. Data were gathered by means of a questionnaire designed ad hoc and validated through a structural equation model. The questionnaire was applied during two consecutive periods and descriptive and factorial analyses were performed. The main results show a high motivation with the use of these technological resources in the classroom and an increase in the academic performance of the students. This shows the usefulness and versatility attached to the interactive way of teaching tested in this study which can be applied across different levels and mathematics courses. [ABSTRACT FROM AUTHOR]

Copyright of Djoussour El-maarefa is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Social Science Information is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Discussion-based courses in international relations rely on students' careful reading of complex texts in advance of class. However, instructors face a perennial problem: many students do not read effectively, or at all. We argue that students often want to, but do not always know how to , read such material effectively. With instruction and guidance on effective reading strategies, students can improve reading comprehension. To test our hypotheses, we measure the effects of (1) receiving course-preparation assignment worksheets (CPAs), (2) receiving critical/active reading strategies instruction, or (3) receiving both interventions (1) and (2) on students' consumption of reading assignments and reading comprehension. Across four sections of an "International Security Studies" course, we tested our hypotheses using student self-assessment. Results indicate that both CPAs and reading strategies instruction increase student consumption and self-assessed comprehension of assigned material, but with intriguing nuance across the range of possible responses. Generally, no added benefit upon comprehension is realized by offering both treatments together. These effective reading strategies offer benefits beyond our classroom, imparting students with long-lasting skills and offering instructors easily adaptable activities for use in other courses. [ABSTRACT FROM AUTHOR]

In this article we present a study on difficulties in the process of learning the definition of the limit of a sequence. It is a qualitative study whose aim was to analyze the actions of a subject when dealing with a situation involving this definition. To this end, we discussed the concepts involved in the conceptual field of this definition, together with the analysis of a proposed situation. The data was produced through written and oral production, collected from the activity resolution sheets and audio and video produced during the session. The analyses show the difficulty in disengaging from graphic representations used to deal with particular situations, in the case of sequences that converge, even when the subject is confronted with a study of the conceptual elements involved in the formal definition. [ABSTRACT FROM AUTHOR]

The continuum councils established within the framework of the ACORDA project serve as departmental forums dedicated to discussions and local initiatives. The project was initially conceptualized with the goal of uniting the various stakeholders in the guidance process. It's aim was to foster collaboration and provide support, ultimately facilitating a more successful transition for students into higher education. This article delves into the role of continuum councils, drawing insights from data gathered during two council sessions within the same department. The findings underscore that these councils serve as a valuable platform for cultivating collective engagement among diverse participants, facilitating the exchange of experiential knowledge, and fostering a shared understanding of guidance principles. [ABSTRACT FROM AUTHOR]

The new generations develop their lives surrounded by different digital media, consuming and producing everything that increasingly refined algorithms put within their reach. In this context, proposals appear which seek to enhance citizens' critical perspective and which are beginning to be put into practice in formal educational initiatives that raise awareness about consumption and digital dependence. This article sought to analyze the reflections of the students before an experience of "digital diet" (24 hours of disconnection), integrated in a subject of the Degree of Social Education during the academic year 2021/2022. For this purpose, a qualitative methodology was proposed which aimed to analyze the educational possibilities of this proposal for raising awareness about the use of digital media. The results of this work revealed that an important part of the participating students failed to complete the challenge or showed symptoms associated with addiction. At the same time, the protagonists asserted the importance of ICT in different areas of their lives. Finally, the need to raise awareness among citizens through proposals such as the one analyzed in this study is highlighted. [ABSTRACT FROM AUTHOR]

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal for the Scholarship of Teaching & Learning is the property of Society for Teaching & Learning in Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Oktay Cem Adıgüzel est professeur titulaire à l’Université Anadolu et professeur invité à l’Université du Québec à Montréal (UQAM). Dans cet entretien, il nous parle de ses recherches sur l’intelligence artificielle et de ce que cette dernière peut apporter au champ de l’éducation. S’inspirant des neurosciences, il met notamment en évidence le rôle que l’intelligence artificielle peut jouer dans les rétroactions apportées aux étudiants pour soutenir leurs processus d’apprentissage. Il partage également sa vision de la situation actuelle et des évolutions potentielles des établissements et pratiques éducatives ainsi que des risques liés au développement de l’intelligence artificielle qui s’accompagne, selon lui, d’un changement de paradigme.

L’intelligence artificielle (IA) transforme en profondeur les secteurs de l’éducation et de l’enseignement supérieur. Cet éditorial explore comment les systèmes éducatifs intègrent l’IA dans leur gouvernance, leur gestion et leur politique. Il aborde les enjeux éthiques, les défis de la personnalisation de l’apprentissage ainsi que les risques liés aux biais algorithmiques. Les articles présentés dans ce numéro proposent une réflexion sur les impacts de l'IA, notamment dans le développement professionnel des enseignants, la gouvernance scolaire basée sur les données ainsi que les perceptions et usages de technologies comme ChatGPT et les chatbots dans les milieux éducatifs.

L’usage des plateformes d’intelligence artificielle et en particulier ChatGPT-3 interroge le monde universitaire depuis décembre 2022. Certains enseignants prennent peur tandis que d’autres y décèlent de nombreuses opportunités pour eux-mêmes et pour les étudiants. Mais quel est le réel usage des étudiants face à cette IA? Cette recherche s’intéresse à l’usage de ChatGPT-3 par des étudiants de première année de l’Université de Namur (Belgique). L’enquête a été réalisée pendant les mois de février et mars 2023, soit quelques mois après la sortie de ChatGPT-3. Des étudiants de six facultés (informatique, droit, médecine, sciences, sciences économiques, sociales et de gestion ainsi que de philosophie et lettres) ont été sondés afin de mieux connaître leur utilisation de ChatGPT, mais aussi de cerner les cours dans lesquels ils y ont recours. De plus, cette enquête a permis de mettre en lumière les avantages perçus par les étudiants quant à l’usage de ChatGPT-3 et de manière générale quant à l’usage d’intelligences artificielles. Ces données sont interprétées selon le modèle des stratégies d’apprentissage par développé par Boulet et al. (1996). Pour terminer, nous montrerons comment les données recueillies ouvrent de nouvelles pistes de recherche quant à l’esprit critique des étudiants face à ChatGPT.

Cet article explore les représentations et les expériences vécues de l'université Cheikh Anta Diop. L'UCAD abrite des connaissances « disciplinées » fondées sur des idées de développement national. Cette université produit également des formes multidirectionnelles de connaissances et de solidarité issues du travail et de la production culturelle des étudiant.e.s. Nous examinons la signification symbolique de Cheikh Anta Diop sur le campus qui porte son nom depuis 1986. Son œuvre incarne une vision décoloniale et panafricaine, à savoir, celle d'une Afrique libérée de la tutelle coloniale et portée par la jeune génération. Cette perspective se matérialise sur le campus au travers d'hommages visuels, musicaux et intellectuels. Cependant, les publications de Diop font rarement parti du curriculum académique. Dans la seconde partie de l'article, nous discutons des représentations narratives qui compliquent l'espace du campus et sa promesse diopienne d'un futur africain. Le déficit infrastructurel, des valeurs conservatrices et des inégalités genrées trouvent leur expression au travers du roman de Mohamed Mbougar Sarr, De purs hommes, et des films produits par le collectif étudiant Ciné-UCAD. Nous mettons l'accent sur la créativité et les temporalités enchevêtrées qui se confrontent aux stratégies institutionnelles, remettant en question le rôle social de l'enseignement supérieur. [ABSTRACT FROM AUTHOR]

Copyright of Orientation Scolaire et Professionnelle (OSP) is the property of Institut National d'Etude du Travail et d'Orientation Professionnelle and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Orientation Scolaire et Professionnelle (OSP) is the property of Institut National d'Etude du Travail et d'Orientation Professionnelle and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Djoussour El-maarefa is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Configurações is the property of Centro de Investigacao em Ciencias Sociais and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Transforming the methods of access to higher education, Parcoursup strengthens the effect of secondary school and teachers in the guidance of final year students. Informed and supported, theses high school students are invited to reify their aspirations through non-hierarchical wishes. Borrowing from the sociology of experience (Dubet, 1994), this contribution questions the way in which high school students experienced this Parcoursup procedure which engages their orientation process. From a double survey carried out by questionnaire (n=713) and by interview (n=37) among first-year university students, the results show that if their experience of the procedure in its technical dimension is facilitated by the support received, the way they do understand the discourses of their teachers is more nuanced. [ABSTRACT FROM AUTHOR]

Copyright of Drama Therapy Review is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gestion et Management Public is the property of Association Internationale de Recherche en Management Public (AIRMAP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Dans cet article, nous nous proposons de réfléchir à la lecture en Français Langue Etrangère (FLE) dans l’enseignement supérieur en contexte argentin. Quel est le point de vue du lecteur dans la construction du sens ? L’écriture des notes de lecture, comment façonne-t-elle le processus d’interprétation du sens ? Les étudiants, comment conçoivent-ils leurs journaux de lecture ? Ces questions, parmi d’autres, sont à l’origine de notre travail.

Higher education was affected by the outburst of Covid-19, making it necessary to adapt on site teaching to an online modality. This adaptation affected teaching strategies, including active methodologies. The purpose of this study was to examine the use and adaptation of active methodologies during remote teaching in the Law, Education and Nursing degrees at two public universities. In this quantitative study, which employed an online survey, 162 individuals participated including students (n=118) and teaching staff (n=44). The results identified that the adaptation of active methodologies to the new scenario of online teaching was uneven. Students valued the changes positively, although they pointed out the need to improve quality. Teachers highlighted the difficulties they encountered: technical and space issues, management of large groups, and lack of training. Another difficulty mentioned by the cohort referred to the lack of a direct teacher-student and student-student contact. This was perceived to imply lower motivation and participation in class. The impact of the use of these active methodologies had positive effects in terms of learning, including student satisfaction and knowledge transfer. However, negative aspects such as the overload of tasks both for students and teachers was also mentioned. In conclusion, active methodologies promote student participation, involvement, and motivation in on line scenarios, but it is necessary to continue studying how to improve the adaptation of these methodologies to overcome their practical limitations. [ABSTRACT FROM AUTHOR]

Experts commonly assert that social innovation is best taught outside of higher education, given that higher education institutions are prone to rigidity traps. Opposing research suggests that social innovation can flourish within institutions of higher education when they embrace new ways of teaching and learning. Using a student-initiated and led Social Innovation Organization (SIO) at a university in South Asia as a case study, this article considers how social innovation education might emerge from and take root within institutions of higher education and what the consequences are for social relations, power structures, and institutional practices. [ABSTRACT FROM AUTHOR]

After the 1974 revolution, higher education in Portugal democratised, diversifying the student population. This study investigates the inclusion policies of Portuguese Higher Education Institutions (HEIs), analysing support measures in their statutes. The document analysis of 26 statutes reveals progress and challenges in implementing these measures, highlighting disparities in distribution, limited psychosocial focus, and a predominantly medical approach. The influence of institutional autonomy and the lack of specific legislation for inclusion in higher education were also identified, legitimizing variations in resource offerings and limiting access to support measures in HEIs. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Higher Education is the property of Canadian Society for the Study of Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of African Higher Education is the property of International Network for Higher Education in Africa (INHEA) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of African Higher Education is the property of International Network for Higher Education in Africa (INHEA) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Synergies Afrique des Grands Lacs is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal for the Scholarship of Teaching & Learning is the property of Society for Teaching & Learning in Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal for the Scholarship of Teaching & Learning is the property of Society for Teaching & Learning in Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal for the Scholarship of Teaching & Learning is the property of Society for Teaching & Learning in Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Íkala: Revista de Lenguaje y Cultura is the property of Universidad de Antioquia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos de Investigación Filológica is the property of Universidad de la Rioja, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In recent years, faculty members have heard numerous calls to review their research, teaching and administrative practices from the perspective of a mission known as Equity, Diversity, Inclusion, or under the acronym EDI, to which the terms Decolonization and Social Justice are sometimes associated. These calls have found a varying support depending on the disciplines, institutions and countries, where teachers and researchers have undertaken to integrate these objectives into their work. In Canada, following the report of the Truth and Reconciliation Commission (2015), universities developed initiatives which claimed to decolonize and indigenize the curriculum. This article questions the impact of a higher education course, which studied the media coverage of racialized activists in France, as taught in this context. After a brief presentation of the institutional use of the word 'decolonization' and its critiques, the article describes the parameters of the development of this course and its implications in terms of engagement and allyship. It then questions the dimension of the latter considering that the course is taught in L2 French, a language whose presence around the world finds its origins in a colonial and imperialist history and in the discrimination of indigenous, creole, regional and vernacular languages. Finally, I present the argument that positionality is a crucial part of the decolonial reflection and the critical and anti-racist pedagogy, for which epistemological points of view must be openly presented and historicized.

Cette note de lecture résume les principales conclusions d’un mémoire de maîtrise portant sur la relation pédagogique en formation à distance (FAD). Les résultats de cette recherche démontrent qu’en contexte de FAD, bien que plus de la moitié du corps enseignant (n = 73) considère la relation comme satisfaisante, la majorité estime que la distance impacte négativement cette dynamique. Confrontées aux défis liés à la distance physique ou aux limitations techniques, les personnes enseignantes déploient diverses stratégies innovantes pour favoriser un climat de classe positif, une présence accrue et une qualité relationnelle optimale. Les résultats de cette recherche soulèvent des questions sur la FAD, soulignant l’importance d’ajuster les pratiques éducatives tout en préservant la qualité de la relation pédagogique.

Dans l’enseignement supérieur, les dispositifs et les outils numériques utilisés par les étudiants peuvent les amener à s’organiser sous forme de communautés de pairs et, ce faisant, à interagir en toute autonomie. Ils sont alors susceptibles de prendre quelque distance par rapport aux attentes et aux modes de fonctionnement propres à leur université, d’être tentés par des voies plus ou moins parallèles à celle-ci, à moins que les pratiques interactives à distance ne leur offrent des opportunités d’apprentissage ou d’investigation accrues. Dans cet article, plusieurs travaux sont examinés en ce sens afin de voir si de telles pratiques constituent un enjeu ou une menace pour l’institution universitaire. L’utilisation simultanée des outils officiels (comme les forums propres aux universités) et des moyens officieux dont disposent les étudiants (en l’occurrence les réseaux sociaux) est de nature à introduire un certain brouillage dans leurs interactions, cependant il peut y avoir là des opportunités d’échanges à caractère exploratoire ou des collaborations inédites. L’hybridation ainsi à l’œuvre est alors susceptible de se présenter comme un atout pour l’institution comme pour les étudiants.

Cet article décrit le dispositif d’un cours de marketing de premier cycle universitaire dont l’objectif est de travailler l’innovation et le développement de produit ou de service par un concours international qui récompense les productions les plus prometteuses. Chaque année les sujets changent et, pour cette édition, les travaux doivent porter sur le métavers, la réalité virtuelle, la réalité augmentée, l’intelligence artificielle, le gaming ou les NFT (jeton non fongible). Afin de s’assurer que les étudiants aient les connaissances et la compréhension nécessaires de ces thématiques pour effectuer leur travail de création, un dispositif de formation complet en quatre temps répartis sur une quinzaine de périodes de cours a été créé, basé sur un design pédagogique en trois parties : étudiant, contexte et employabilité. L’objectif est de s’assurer que les étudiants comprennent les notions avant de les utiliser pour le développement de produit. Cet article démontre les apprentissages effectifs réalisés et l’importance de confronter les étudiants aux technologies numériques émergentes.

Cet article présente les résultats d’une recherche mixte menée à l’Université Côte d’Azur (France) autour de la mise en place des syllabus numériques. En tant qu’instruments au service de l’apprentissage des étudiants, les syllabus (ou plans de cours) sont susceptibles de favoriser une représentation convergente des intentions pédagogiques des enseignants et de la perception de celles-ci par les étudiants. Cette recherche rend compte des représentations que se font des syllabus les étudiants et les enseignants interrogés (par questionnaires et entretiens semi-directifs) et de leur perception du dispositif mis en place dans leur université. Les résultats mettent en lumière une divergence de point de vue entre les projections des enseignants et les attentes des étudiants. Ils soulignent la nécessité d’une meilleure compréhension des besoins des étudiants et de l’élaboration d’une représentation partagée de l’environnement d’apprentissage pour favoriser une expérience d’apprentissage réussie.

Whether leased or sold, Indigenous land provided the endowment capital for new universities in the nineteenth century. Many institutions of higher learning – including the universities of Toronto and Manitoba – began as large-scale landowners. By 1828, Toronto's university still held more than two hundred thousand acres of land, an area larger than the present-day city of Toronto. The extent of university landholding in settler societies, however, has often been missed because the land parcels assigned to universities were both larger than, and distinct from, their campuses. This article accordingly examines how landholding undergirded Canadian universities' development in the nineteenth century, taking the University of Toronto and the University of Manitoba as its focus. It argues that land was the essential ingredient in university building in both Ontario and Manitoba, linking these new universities' establishment and subsequent wealth to Indigenous dispossession. Using Indigenous land to finance higher education was not unique to these universities nor to Canada. Yet, across settler societies, university landholding made institutions of higher education the beneficiaries of Indigenous removal and agents of colonization. In addition, once in operation, these new universities would also produce knowledge about land and its cultivation. Inspired by the growing field of European agricultural science, Canadian universities with land endowments professionalized the study of branches of knowledge like agriculture and engineering, displacing Indigenous ways of being and thinking about land. The effect of this knowledge valuation is still felt today. The products of university agricultural research – from nitrogen fertilizers to hybridized corn – profoundly transformed landscapes and altered local ecologies in line with settler knowledge systems and desires. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Human Sciences Journal / Revue des Sciences Humaines is the property of Universite des Freres Mentouri Constantine and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Human Sciences Journal / Revue des Sciences Humaines is the property of Universite des Freres Mentouri Constantine and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

For students, becoming full-fledged researchers is not easy given the methodological and scientific requirements. During investigation activities of an iterative nature, they can be helped in this by teachers but also benefit from the contribution of digital tools, hence the notions of teaching presence and digital presence examined in this article in support of work carried out on these questions. It is through interviews, testimonies, questionnaires or analysis of research journals written by students that these points are studied within the framework of research training in higher education. The two types of presence show distinct effects in terms of skills in carrying out investigations and present some limits in terms of autonomy acquired by students to develop their own researches. Concerning this last point, the exercise of critical thinking presents itself as a path to be taken seriously through a diversity of methods, tools and educational supports. [ABSTRACT FROM AUTHOR]

Since its proliferation in the 1970s, Women's Studies programmes have been investigated for their potential impact on students, particularly their capacity to rouse feminist awareness and identity. From such investigations, an array of scholarship attests to the remarkable impact of Women Studies programmes in raising feminist-critical consciousness and igniting activism in students. However, the majority of such studies are American-centric and their findings generally depict Western/liberal-feminist impressions. This paper reports a 2015 empirical study that engaged graduates and the (then) current students of the University of Buea's Department of Women and Gender Studies in a similar investigation of the influence of feminist studies. The research aimed to verify if these students/graduates would recount experiencing a similar impact of their academic programme given the more conservative Cameroonian contexts and determine if this Women Studies programme, being African-based, enabled distinctly African-feminist impressions. The study found that the informational influence of the department's undergraduate programme (though recognisable) was compromised by the normative influence of the Cameroonian context in which it is taught and the department's inadequate commitment to African-feminist thought. Responses revealed that participants struggle to reconcile what they study and how they are socialised resulting in varying degrees of convenient feminist ideation. Surprisingly, in compromising between their informational and normative influences, participants unintentionally portrayed African-feminist leanings as put forward by African-feminist ideologies like Complementarianism, Stiwanism, Nego-feminism, etc. This paper discusses the implications of the study's findings with regards to both the broadness of African-feminist thought and the teaching of women's studies in this context. [ABSTRACT FROM AUTHOR]

Copyright of Language Learning in Higher Education is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bordón: Journal of Education / Revista de Pedagogía is the property of Sociedad Espanola de Pedagogia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)