Online Learning Interaction Continuum (OLIC): A Qualitative Case Study

Hashim, Mohamad Hisyam Mohd.; Hashim, Yusup; Esa, Ahmad

doi:10.5539/ies.v4n2p18

Cited by 4 publications

(2 citation statements)

References 7 publications

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“…Hashim , Hashim, and Esa (2011) suggested that qualitative case studies allow researchers to evaluate specific cases in ideal settings. For this study, we selected the multiple-case-study design to facilitate comprehension of real-life contemporary phenomenon in context.…”

Section: Methodsmentioning

confidence: 99%

Small Business Startup Funding for Youth Employment in Nigeria

Akaeze¹,

Akaeze²

2019

JBTP

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<em>Jobs are generated by initiating and growing small businesses within underdeveloped economies. Unemployment among youths is a critical problem confronting Nigeria (Nwogwugwu & Irechukwu, 2015). Unemployment leads to less growth and a drop-in consumer spending. Increased unemployment generates lowered business output. Unemployment results in welfare loss from lowered output, income, and wellbeing which hinder social progress of nations. Nevertheless, unemployed youths with small business initiatives experience financial constraints and lack access to startup capitals. The purpose of this study was to explore experiences of some owners who succeeded despite lack of access to formal and informal sources of initial capitals. Data was collected through semi-structured interviews with 15 small business owners in Lagos who started as unemployed youths. We purposefully selected participants, used thematic for data analysis, NVivo 10 software for coding and interpretation. Findings revealed 3 critical challenges to access initial capitals for startups by unemployed youths including: (a) inability to provide collaterals, (b) Reliance on insufficient private finance and short term overdrafts, and (c) bureaucracy. Result may become basis for future interventions and support programs. Authorities and youth leaders could use information for trainings and support programs to help unemployed youth access startup capitals for small business.</em>

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Section: Methodsmentioning

confidence: 99%

Small Business Startup Funding for Youth Employment in Nigeria

Akaeze¹,

Akaeze²

2019

JBTP

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“…Perhaps no greater problem exists with online courses than the issue of isolation (Sher, 2009). In prior years, online education was limited to emails between the instructor and the student, with little, if any, interaction between students (Hashim, 2011). However, with social media, blogs, and interactive discussion boards, students can reduce the amount of anxiety they may feel that stems from isolation and better connect with their peers (Bolliger & Halupa, 2012).…”

Section: Isolationmentioning

confidence: 99%

High-Tech Classrooms Need Highly Competent Instructors

Curran¹

2014

UCER-A

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The 21st century classroom requires instructors with more advanced skills and competencies to deliver materials in a way that engages students both traditional and non-traditional. Traditional students have come to expect the incorporation of technology into their classrooms because they have grown up with it and can see its usefulness, while non-traditional students may need additional resources online in order to reinforce new concepts. By employing Web 2.0 technologies, like online video and discussion boards, into both the online and traditional on-campus classrooms, instructors can address both isolation and different learning styles, as well as address issues relating to problems with understanding concepts being taught and respond positively to feedback provided by both the students and administrators. In addition, utilizing Web 2.0 technology in the online classroom can reduce the isolation that many students feel in these classrooms by ensuring students can communicate with other students as well as the instructor.

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Becoming a competent self: A developmental process of adult distance learning

Lee

Choi

Cho

2019

The Internet and Higher Education

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In this article, we aim to provide a developmental approach to understanding adult students' learning experiences of undertaking university-level study to completion at an open university, by employing a notion of "becoming". With the rapid growth of a number of online course offerings, there are an increasing number of adult learners entering or returning to universities. Despite the growing number of non-traditional adult students in online higher education, little is known about the dynamic processes of adult distance learning, through which adult students struggle to develop their learning ability, to balance their life and study, and to become self-regulated learnersultimately competent selves and lifelong learners. Therefore, this article describes ten adult students' learning experiences from their enrolment in a distance programme to their completion of the programme many years later and deconstructs common assumptions of adult distance learners: namely, that they are a homogenous group with intrinsic and static characteristics that spring from their adultness or matureness.

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Online Learning Interaction Continuum (OLIC): A Qualitative Case Study

Cited by 4 publications

References 7 publications

Small Business Startup Funding for Youth Employment in Nigeria

Small Business Startup Funding for Youth Employment in Nigeria

High-Tech Classrooms Need Highly Competent Instructors

Becoming a competent self: A developmental process of adult distance learning

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