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ID:
141826
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| Summary/Abstract |
Much attention has been centered on the use of emerging technologies in higher education, including flipped classes. However, widespread admiration for and adoption of these innovations seems to be occurring at a much faster pace than the assessment and evaluation of them. Questions about student performance in and perception of flipped classes remain unanswered, so more research is needed. This study examines student perceptions of a partially flipped Introduction to American Politics course. In general, the results indicate that students preferred the partially flipped format, although (1) it is not clear that students would prefer a fully flipped course, and (2) some aspects of the flipped format worked better than others.
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| 2 |
ID:
154358
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| Summary/Abstract |
The causes and consequences of the Boko Haram insurgency as well as its possible solutions have been subjected to different interpretations among scholars, politicians, and journalists. Little is known, however, about how the Nigerian populace thinks about the uprising. The present study contributes to the literature on Boko Haram by analyzing the perceptions of Nigerian students vis-à-vis Boko Haram's agenda and the government's response. The results demonstrate a north–south divide with Christians or Igbo and Muslims or Hausa-Fulani holding different ideas on the causes of the crisis, being differently affected by it, and slightly disagreeing on the desirability of military government responses. In conclusion, perceptions on Boko Haram lay bare ethno-religious fault lines reflecting existing grievances, thereby possibly undermining efforts at nation-building and peaceful coexistence in the multi-ethnic Nigerian society.
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| 3 |
ID:
153818
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| Summary/Abstract |
Academia has become an increasingly common political target, particularly the institution of academic tenure, which many conservative politicians accuse of helping to perpetuate the ideological indoctrination of students. This study focuses on students’ perceptions of professors’ ideology by examining the link between student ideology, professor favorability, and perceptions of professors’ ideology. We employ an original survey instrument and find that, rather than forming perceptions of their professors’ political views based on their professors’ actual positions, students tend to project their own ideology onto their professor, based on the extent to which they like their professor.
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