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Learning Alone – a kapcsolati beágyazódás vizsgálata a távolléti oktatás alatt
Learning Alone – The Study of Student Relationships during the Emergency Remote Teaching
Összefoglaló. A COVID–19-pandémia oktatásra gyakorolt hatását 2020-ban a kutatók rendkívüli gyorsasággal kezdték el vizsgálni. Jelen kutatás összehasonlította a hallgatói kapcsolatoknak a vészhelyzeti távolléti oktatás (emergency remote teaching, ERT) előtti és alatti állapotát és ezek összefüggését a hallgatói eredményesség alakulásával. Kérdőívünket 677 válaszadó hallgató töltötte ki (172 férfi és 505 nő) összesen 29 magyarországi felsőoktatási intézményből. Eredményeink rámutattak az oktatók tanítással nem szorosan összefüggő szerepköreinek nélkülözhetetlenségére, valamint arra, hogy a hallgatói kapcsolatok gyengülése összefüggésben áll a tanulmányok melletti kitartással, a tanulmányi aktivitással, a bizalommal és az elégedettséggel. Mindezt a virtuális egyetem koncepciók kidolgozásánál is szükséges figyelembe venni.
Summary. Researchers have begun studying with utmost haste the effect of the COVID-19 pandemic on teaching already in 2020. In the present study, we compared the states of the student relationships before and after the emergency remote teaching (henceforth ERT). Our questionnaire was filled by 677 students (172 males, 505 females) from altogether 29 Hungarian higher education institutes. Our results raise attention to the important dimension of the role of faculty members which are not in close relation to knowledge transfer, furthermore, the results point that the strength of the institutional relationships is in correlation with the persistence related to student persistence, student engagement, the trust, and the satisfaction. All of this should be taken into consideration when working out a concept for a virtual university.
Nem lineáris életutak a felsőoktatásban, avagy hogyan kerüljük el a lemorzsolódást?
Non-Linear Life Paths in Higher Education, or How Do We Avoid Dropping Out?
Irodalom/References 1 Brunsden, V. & Davies, M. (2000) Why Do HE Students Drop Out? A Test of Tinto’s Model. Journal of Further and Higher Education
Abstract
The problem of not having a language exam by the end of the university years affects thousands of students in Hungary. The literature reveals that this area is less researched, but there are a number of factors that I found important to examine. I did my research in the East Hungarian region. The reason for this is that many studies in this area have a higher rate of unsuccessful language learners than the rest of the country. I used online survey method in the form of a questionnaire, which consisted mostly of closed questions (alternative, selective and scale). My questions were focused on topics such as socioeconomic status, school life, language biography, cultural capital, language-specific social capital, language-learning type, affective characteristics, language pedagogy, drop-out and language learning attitudes. In this present study I highlight the effect of social and cultural effect on the success of language learning. During the query I used snowball method and address list query. As finding the target people proved to be very difficult, the number of elements is not significant (N = 202).
Lemorzsolódási kockázatok a felsőoktatásba kerülés előtt
Dropout Risks before Enrollment in Higher Education
(NJ) Wiley. pp. 1–78. 4 Cardoso S. & Tavares, O. (2018) Students’ Drop Out, Higher Education. In: P. Teixeira & J. Shin (eds) Encyclopedia of International
, & Hengstler, 1992 ). Low persistence is therefore regarded as a risk factor of dropout. When students who are properly integrated in the educational and social system of an institution of higher education reduce the risk of drop out ( Astin, 1993 ; Tinto
advancement is worse than that of the Roma men; their main tasks in their traditional communities are still restricted to supplying the family and childbearing; that is one of the important reasons for them to drop out of the school system sooner than their
more sides and will likely not drop out or become an early truant. It is important to recognise the need for the actors to work together for the child's best interests and to consider each other as a resource. The actuality of the topic in the 21st century is
have dropped out (“Second Chance” institutions), minority high schools for gifted Roma students (Ghandi High School in Pecs, Hungary), a foundation for talented Roma youth (the “Invisible College” of Romaveritas), and university departments specializing
.’’ Educational attainment, drop-out rate & underrepresentation In primary and secondary schools, the gap in achievement in national tests and assessments between GRT children and Irish Travellers on the one hand, and the rest of the population on
classroom. Since there is a heterogeneity in the backgrounds of university students, finding the most at-risk students is also crucial for the effort of cutting dropout rates down. The problem of dropping out of college before completing the bachelor degree
