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http://hdl.handle.net/1942/41775Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Emmers | - |
| dc.contributor.author | SAENEN, Liesbet | - |
| dc.contributor.author | EMMERS, Elke | - |
| dc.contributor.author | Hermans, Katrien | - |
| dc.date.accessioned | 2023-11-14T09:38:37Z | - |
| dc.date.available | 2023-11-14T09:38:37Z | - |
| dc.date.issued | 2023 | - |
| dc.date.submitted | 2023-11-08T08:24:15Z | - |
| dc.identifier.citation | Eapril 2023, Belfast, Nord-Ireland, 22 - 24/11/2023 | - |
| dc.identifier.uri | http://hdl.handle.net/1942/41775 | - |
| dc.description.abstract | Flemish universities aspire to encourage an inclusive culture in the context of education democratization and increased educational options. Their policy plans reflect this commitment. In this exploratory, qualitative study, the aim was to find out to what extent practice is affected by these policy plans and therefore asked students and teachers to design the ideal, widely accessible online and offline learning environment for their university. Semi-structured focus groups with teachers and students from seven different faculties revealed valuable insights into their wishes and values. This study reports on what characterizes this inclusive online and offline learning environment from their perspectives. The results will be presented using examples and quotes from the respondents and will be related to the current international literature on inclusive higher education. | - |
| dc.language.iso | en | - |
| dc.title | Unlocking the desires of teachers and students in higher education: what they truly crave | - |
| dc.type | Conference Material | - |
| local.bibliographicCitation.conferencedate | 22 - 24/11/2023 | - |
| local.bibliographicCitation.conferencename | Eapril 2023 | - |
| local.bibliographicCitation.conferenceplace | Belfast, Nord-Ireland | - |
| local.bibliographicCitation.jcat | C2 | - |
| dc.relation.references | References Alvarez-Icaza, I., Bustamante-Bello, R., Ramírez-Montoya, M.-S., & Molina, A. (2022). Systematic Mapping of the Digital Gap and Gender, Age, Ethnicity, or Disability Sustainability, 14, 1297. https://doi.org/10.3390/su14031297 Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa de Vries, R. (2014). Earning by Degrees: Differences in the career outcomes of UK graduates. The Sutton Trust: Improving social mobility through education. https://www.suttontrust.com/wp-content/uploads/2019/12/Earnings-by-Degrees-REPORT-1.pdf Emmers, E., Mattys, L., Petry, K., & Baeyens, D. (2015). Emmers, E., Mattys, L., Petry, K. & Baeyens, D. (2015). OBPWO Eindrapport: Inclusief hoger onderwijs: multi-actoren, multi-methode onderzoek naar het aanbod en het gebruik van ondersteuning voor studenten met een functiebeperking. http://www.ond.vlaanderen.be/obpwo/projecten/2012/12.02/150603_Eindrapport_INCLUSHO_OBPWO.pdf. European Education and Culture Executive Agency. (2022). Towards equity and inclusion in higher education in Europe—Eurydice Report (p. 118). European Education and Culture Executive Agency. Ferguson, T., & Roofe, C. G. (2020). SDG 4 in higher education: Challenges and opportunities. International Journal of Sustainability in Higher Education, 21(5), 959–975. https://doi.org/10.1108/IJSHE-12-2019-0353 Fullan, M. (2015). The New Meaning of Educational Change (5th edition). Teachers College Press. Giles, D., & Kung, S. (2010). Using Appreciative Inquiry to explore the professional practice of a lecturer in higher education: Moving towards life-centric practice. Australian Journal of Adult Learning, 50(2), 308–322. Link Network. (2022). We can never go back: Exploring the (dis)advantages of distance learning modes for disabled students. Learning Inclusively Network + Know-how. https://ecio.nl/wp-content/uploads/sites/2/2022/11/LINK-Discussion-Paper-Distance-Learning-and-Students-with-Disabilities.pdf Magnússon, G. (2019). An amalgam of ideals – images of inclusion in the Salamanca Statement. International Journal of Inclusive Education, 23(7–8), 677–690. https://doi.org/10.1080/13603116.2019.1622805 OECD. (2017). Education at a Glance 2017: OECD Indicators. Organisation for Economic Co-operation and Development. https://www.oecd-ilibrary.org/education/education-at-a-glance-2017_eag-2017-en Raffo, C. (2011). Barker’s ecology of disadvantage and educational equity: Issues of redistribution and recognition. Journal of Educational Administration and History, 43(4), 325–343. https://doi.org/10.1080/00220620.2011.606895 Ragnedda, M., Ruiu, M. L., & Addeo, F. (2022). The self-reinforcing effect of digital and social exclusion: The inequality loop. Telematics and Informatics, 72, 101852. https://doi.org/10.1016/j.tele.2022.101852 Scott, J. T., & Armstrong, A. C. (2019). Disrupting the deficit discourse: Reframing metaphors for professional learning in the context of appreciative inquiry. Professional Development in Education, 45(1), 114–124. https://doi.org/10.1080/19415257.2018.1452780 Van Deursen, A. J. A. M., & Helsper, E. (2015). The Third-Level Digital Divide: Who Benefits Most from Being Online? (pp. 29–52). https://doi.org/10.1108/S2050-206020150000010002 | - |
| local.type.refereed | Non-Refereed | - |
| local.type.specified | Conference Material - Abstract | - |
| local.uhasselt.international | no | - |
| item.fullcitation | SAENEN, Liesbet; EMMERS, Elke & Hermans, Katrien (2023) Unlocking the desires of teachers and students in higher education: what they truly crave. In: Eapril 2023, Belfast, Nord-Ireland, 22 - 24/11/2023. | - |
| item.contributor | SAENEN, Liesbet | - |
| item.contributor | EMMERS, Elke | - |
| item.contributor | Hermans, Katrien | - |
| item.fulltext | No Fulltext | - |
| item.accessRights | Closed Access | - |
| Appears in Collections: | Research publications | |
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