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The Global Forum on Disaster Solutions (GFDS) 2024 conference will take place from February 21-23, 2024 at Universitas Gadjah Mada in Yogyakarta, Indonesia. The conference focuses on topics related to mitigation, preparedness, prediction and early warning, damage/impact assessment, disaster responses, recovery, and reconstruction. Registration fees vary from $20-$200 depending on student or non-student status and in-person or online attendance. Notable keynote speakers include experts from The University of Tokyo and Indonesian government agencies. Participants who publish in Progress on Disaster Science will receive a 20% discount on publication fees.
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analysis. The results of the study show that the perceptions of lecturers and
students on online learning problems during the pandemic consisted of six
aspects (lecture plans, online lecture activities, online lecture recording and
evaluation, lecture assistance services, and lecture support facilities).
Furthermore, it can be agreed that effective online learning occurs due to the
interaction of students and lecturers as well as technology connected
to education. Unveiling the Influence of Social Media on Academic Performance: A Case Study...
This document summarizes a study that explored the relationship between social media use and academic performance among Nigerian university students. The study found that while social media provides opportunities for collaboration and learning, it can also be distracting and negatively impact students' study habits and time management. A survey of over 2,000 Nigerian students found that many spent lengthy time on social media daily and often used it during classes, which was detrimental to their academics. The study recommends digital literacy training, time management workshops, and personal responsibility to help students balance social media use and academics.
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The document summarizes a doodle art collaboration event held by Universiti Teknologi Mara in Malaysia to celebrate its Faculty of Art and Design's 50th anniversary. Around 800 students and 10 lecturers worked over 9 months to create a 1,030 km doodle art cloth banner, breaking the Malaysia Book of Records record. The event included workshops, talks, and performances to raise awareness of art and creativity. It provided students experience in event management, marketing, and social entrepreneurship while benefiting the community.
A Sudden Screen Learning Student Acceptance Model (SSL)
COVID-19 pandemic has forced schools and academic institutions all over the world to shift to remote online learning overnight. This is the longest disruption to the traditional face-to-face (physical) classroom learning ever. As the shift was unexpected, many stakeholders including teachers, administrators, parents and the students themselves have to embrace the Sudden Screen Learning (SSL) with or without sufficient resources, strategy and plans. As a result of social distancing in order to curb the spread of the pandemic, some students struggled to catch up with online learning challenges as family incomes deteriorated. This research intended to investigate the factors that push private university students to accept and adopt the sudden, remote online learning by applying the UTAUT constructs namely Performance Expectancy (PE), Effort Expectancy (EE), Subjective Norms (SN) and Facilitating Conditions (FC), taking into account the students’ Learning Styles as well as the moderating effect of Trusting Beliefs. The expected outcomes of the research will provide useful insights to the school administrators and regulators in understanding students’ SSL actual usage behaviour, thus, devising effective e-curriculums that will adhere to the same or even better quality of education as an assurance to the future of the younger generations.
Emerging Trends of Remote Learning in the Higher Education Challenges and Opp...
The COVID 19 pandemic has not only affected higher education on a global scale, but it has also brought numerous challenges to the higher education community. Remote learning refers to situations where learners and lecturers or information sources, separated by time and distance, and therefore cannot meet their needs in a traditional classroom environment. It can encompass a wide variety of learning opportunities. This could include exploring the natural world, activities to support students’ local communities with appropriate social distancing , and engaging in hands on projects and artistic creations that stem from students’ passions and experiences. The purpose of the study is to emphasize the benefits and impact of remote learning on higher education. The research method of this study used the second hand data listed in different databases of books, research papers and related articles on remote learning and higher education on the Internet. The research results of the paper show that higher education in India lacks challenges in terms of declining institutional income and national budget cuts, deterioration of financial conditions among students, quality problems of remote learning, and inefficient credit transfers. The study also reports on various opportunities for higher education. Researchers have found that remote learning can help promote flexible schedules. Learn important skills enhance technical knowledge a safer and more accessible environment a world full of possibilities walk your own way and build long remote friendships. Higher education institutions need to improve their quality and reputation. Colleges and universities should have good infrastructure to attract students. The government must promote cooperation between Indian higher education institutions and top international institutions. It can also establish links between national research laboratories and research centers of top institutions to improve quality and conduct collaborative research. Mrs. Ani Smriti | Mr. Rajesh Kumar "Emerging Trends of Remote Learning in the Higher Education: Challenges and Opportunities after COVID -19 Situation" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd41132.pdf Paper URL: https://www.ijtsrd.commanagement/general-management/41132/emerging-trends-of-remote-learning-in-the-higher-education-challenges-and-opportunities-after-covid-19-situation/mrs-ani-smriti
Strengthening civic literacy among students through digital literacy in soci...
Strengthening civic literacy among students through digital literacy in soci...Journal of Education and Learning (EduLearn)
The reading index in Indonesia is still relatively low, so many students are victims of fake news that develops on social media. In addition, students have not been able to utilize digital technology as digital literacy to the fullest, so it has implications for the weakness of knowledge about civic literacy. The research design used is a literature review and the type of qualitative research. The research method is literature, while the data collection technique uses document studies and the data analysis used is content analysis. Civic literacy has an important role in facing the era of society 5.0, with the ability of civic literacy, really helps students to participate in realizing the harmony of the life of the nation and state. Society 5.0 has a formidable challenge for higher education if each lecturer does not equip students with civic literacy skills. Strategies to strengthen civic literacy through digital literacy can be carried out effectively, by implementing varied learning methods and using digital-based learning media. Through this, students will be interested in learning, considering that students are a digital native generation who cannot be separated from digital technology. Strengthening civic literacy is very effective by utilizing digital literacy so that every student can adapt to the times, especially society in the 5.0 era.USM Ambassador Summit 2015
1. The USM 2nd Ambassadors Summit aimed to build international relations between USM and six invited countries - Nigeria, France, Indonesia, India, Czech Republic and Pakistan.
2. The Nigerian speaker highlighted areas for potential collaboration with Nigerian universities including student and staff exchange programs, joint research, and multiple degree programs. However, he noted challenges like expensive visa processing in Malaysia that has deterred international students.
3. The Indian speaker discussed India's large higher education system and encouraged more postgraduate medical collaborations between USM and Indian institutions. However, he acknowledged that some Indian degrees are not recognized in Malaysia.
4. Speakers from the Czech Republic and Pakistan promoted scientific and technological strengths
PERSONAL FACTORS INFLUENCING UNIVERSITY STUDENTS’ STUDIES
University students face a lot of challenges that influence their academic activities. Such challenges are
observed to be caused by personal or institutional factors which could lead to poor performance if not
addressed. This study examined personal factors affecting students’ studies that could result in low
academic performance among education students in Ekiti State University. The population comprised all
education students in the Faculty of Education. A sample of 195 students was selected from 400 level
through convenience sampling technique. Aself-designed and validated questionnaire was used to solicit
response from respondents while split-half method was employed to test for reliability which yielded 0.79
coefficients. Data collected were analysed using descriptive and inferential statistics at 0.05 alpha
level.Findings revealed that low study habit, overload of academic work, lack of learning materials, living
off campus, influence of social media, and inability to manage time were personal factors affecting
students’ studies in the university. The study recommended among others that students need to manage
andprioritisetime spent on academic tasks in order to work more efficiently to achieve desired academic
goal.
INTERNATIONAL HIGHER EDUCATION STUDENTS AND EDUCATORS PSYCHOLOGICAL EXPERIENC...
The Coronavirus pandemic 2019 (COVID-19) is hastily spreading, bringing pressure and challenges to international students and educators in a higher education institution who were locked down on campus during the COVID-19 outbreak. We sought to explore psychological experiences of international higher education students and educators during the COVID-19 pandemic in Eswatini. A qualitative phenomenological design was adopted. Participants were 20 conveniently selected international higher education students and educators who were locked down on campus from March 20 to September 25, 2020. The interviews were conducted face to face. Data were thematically analysed. The study was informed by the ecological systems theory. The psychological experiences of international higher education students and educators during COVID-19 pandemic were categorized in to four themes. First negative emotions present in early stages involving discomfort, anxiety and helplessness caused by isolation, fear and concern for safety. Second self-coping strategies included psychological and life adjustments, social distancing, acceptance of wearing of masks, hand sanitizing and online/blended learning. Third we reported growth under the crisis which included affection for family members, peers and self-reflection. Finally, we reported that positive emotions occurred concurrently with negative emotions. During the COVID-19 crisis positive and negative emotions of international higher education students and educators intertwined and co-occurred. Self-coping strategies and psychological growth played a crucial role in maintaining mental health of the students and educators. The international students and educators in a higher education institution appeared to be thriving in coping with the COVID19 crisis and lockdown situation which enhanced their participation in online/blended learning.
The Future of Education
Although educators and leaders create, design, and imagine the future, technology is changing how students learn and teachers teach. The future of education must keep up to date with the dynamic nature of the 21st century. It is expedient to take stock of the past in order to look forward, imagine and plan for a better future. Today, we take a look at education and how social, economic, and technological changes will revolutionize the way children, youth, and adults go to school. The future of education lies in harnessing technology to make us learn quicker, memorize effectively, and teach better. Without doubts, education today is not what it was even five years ago, and the future of education will look significantly different than it did a decade ago. This paper addresses how higher education institutions and K 12 schools can best prepare students for the future. Matthew N. O. Sadiku | Grace A. Adegoye | Abayomi Ajayi-Majebi | Sarhan M. Musa "The Future of Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-7 , December 2022, URL: https://www.ijtsrd.com/papers/ijtsrd52270.pdf Paper URL: https://www.ijtsrd.com/home-science/education/52270/the-future-of-education/matthew-n-o-sadiku
How educational trips emphasize students’ learning experience and social inte...
Educational trips are crucial for imparting knowledge to students in a valuable and engaging way. Quite unlike anything we read in books, real-life experiences provide a much greater depth and
understanding of situations
Time for Reimagining Digital Education. VRARA Global Summit 2020
The document summarizes a VRARA online conference on reimagining digital transformation in education. It discusses how the COVID-19 pandemic has disrupted education and increased the need for online and immersive learning solutions. Case studies are presented on using VR/AR technologies in jobs training programs in Europe and smart education labs in the UAE. The benefits of immersive learning are described, including improved learning outcomes and the ability to learn anywhere.
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The document discusses what a digital university might look like. It presents a model for a digital university with four key themes: digital participation, information literacy, curriculum and course design, and learning environment. Each theme is connected to the University of Dundee's learning and teaching strategy. The model aims to develop graduates who can shape society through global and local engagement, using technology and information effectively in interdisciplinary ways. It emphasizes self-regulated, collaborative and work-based learning through physical and digital environments.
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- 1. Event organizer : Location Universitas Gadjah Mada, Yogyakarta, Indonesia Contact person Mobile/WhatsApp : +62 813-9017-1864 E-mail : gfds@ugm.ac.id In-person: • Student (Indonesian) : 20 USD • Student (International) : 40 USD • Non-students : 200 USD Online: • 50% of registration fee Publication opportunity: 1. Progress on Disaster Science 2. Journal of The Civil Engineering Forum (JCEF) 3. CIVED (Journal of Civil Engineering and Vocational Education) 4. Indonesian Journal of Geography *Participants of GFDS 2024 will receive a 20% discount on the publication fee if they choose to publish in Progress on Disaster Science. GFDS, with its tagline “Uniting for a Safer Future,” is committed to creating a dynamic and inclusive platform that facilitates knowledge exchange, innovation, and cooperative collaborations among diverse individuals and organizations. In line with the 2015 Sendai Framework for Disaster Risk Reduction, our attention is directed towards comprehending risks, strengthening governance, committing to targeted risk reduction initiatives, and improving preparedness. We strive to build a resilient future! 1. Prof. Kimiro Meguro (The University of Tokyo) 2. Prof. Dwikorita Karnawati (Head of the Indonesian Agency for Meteorology, Climatology, and Geophysics (BMKG)) 3. Dr. Ir. Eka Nugraha Abdi (Head of Balai Teknik Sabo) 4.Dr. Muneyoshi Numada (The University of Tokyo) 5. Prof. Syamsidik (Universitas Syiah Kuala) To attend the conference, you can either scan the provided barcode or follow the link provided for registration. https://gfds.ugm.ac.id/ • Mitigation • Preparedness • Prediction and Early Warning • Damage/Impact Assessment • Disaster Responses • Recovery • Reconstruction What is GFDS? Call For Paper Keynote Speakers Topics Registration Fee Important Dates GFDS 2024 Global Forum on Disaster Solutions Two Decades Post Aceh - IndonesIa’s earthquake and tsunamI February 21 - 23, 2024 Universitas Gadjah Mada Yogyakarta, Indonesia November 1, 2023 Start accepting extended abstract December 30, 2023 Deadline for submission January 15, 2024 Notification of extended abstract acceptance February 21-23, 2024 GFDS 2024 March 23, 2024 Full paper submission June 23, 2024 Publish paper