EVIDENCE AND PRACTICE IN STUDENT MOTIVATION AND WELLBEING: Social Inclusion, Diversity and Identity
pROJECT PARTNERS
STATE OF AFFAIRS
introduction
BEST PRACTICES
TIPS & RECOMMENDATIONS
PRACTICAL TOOLS FOR HE STAFF?
VIDEO TESTIMONIES
INtroduction
STATE OF AFFAIRS
THE UK
Read more
SERBIA
GREECE
Read more
Read more
CZECH REPUBLIC
ITALY
Read more
Read more
BEST PRACTICES
SERBIA
THE UK
ITALY
THE CZECH REPUBLIC
GREECE
PRACTICAL TOOLS FOR HE STAFF
Info
HOW TO BOOST STUDENTS´ MOTIVATION
HOW TO HELP POSITIVELY INFLUENCE STUDENTS´ WELLBEING
Info
Info
SOCIAL EXCLUSION AND DISTANCE LEARNING
HOW TO HELP STUDENTS WITH TECHNOSTRESS
Info
Info
tips and recommendations
VIDEO TESTIMONIES
GOODBYE
leave your feedback
pROJECT PARTNERS
main menu
The selected best practices presented below are successful examples of a timely response to the new circumstances created by the COVID-19 pandemic in Greek higher education institutions. The following examples of best practice mostly present guidebooks and leaflets in which students were encouraged and helped to adjust to fully online learning or provided with sufficient information which could guide them through student life at the time of lockdown and pandemic. 1. How to deal with academic life during the pandemic: a student´s guide 2. Starting university life during the pandemic: a guide for freshmen
The presented examples of best practices mostly focus on groups of higher education students who potenitally face social exclusion due to their social, medical, or economic background. Even before the COVID-19 pandemic the differences in the availability and access to higher education had been visible. However, COVID-19 served as a magnifiying glass, providing an enlarged image of problems in higher education which could no longer be ignored. One of those issues is the necessity to address the issue of equity and equality in higher education. The chosen examples strive to identify problems and seek solutions. They are easily transferable should higher education actors and stakeholders decide to act. Limitations which might be encountered mostly relate to the capacity of higher education institutions to put into practice the results of their findings, should this require significant financial support. However, as the whole society should strive towards equity and equality, the state should be included as one of the major factors in the process of developing and providing quality higher education for all.1. Research study into challenges faced by students with disabilities when attending fully online classes during the period of lockdown, and recommendations for the period of transition to traditional classes, University of Belgrade 2. Internationally Accredited Online Studies, DOBA Faculty 3. Modern Information Technologies - An Educational Model for Persons with Disabilities, Singidunum University
The three HE institutions spend several efforts and resources in effectively promoting inclusion and equal opportunities in their academic community, as they actually put in place a wide set of actions, ensure to monitor and re-adjust – according to the social changes and new challenges - the practices they put in place, and they widespread tailored tools and information available to all (i.e., evidence of the ongoing work, tailored online resources). Their main and common feature is to institute tailored working groups and committees which work not only on developing/creating best practices but also on carefully monitoring and routinely evaluating, updating, and re-adjusting the actions they are putting in place to ensure inclusion and equal rights and opportunities within the university community. Moreover, these institutions planned their actions so that they may have potentially beneficial effects on society – overwhelming the boundaries of the university community. Lastly, these institutions participated in several European and International projects targeting social inclusion, so possessing high skills, competences, as well as resources to effectively address the key issues that are relevant globally and can be highly transferable internationally. 1. Inclusive practices (during and after the pandemic), University of Naples Federico II 2. Inclusion policies and services, University of Roma La Sapienza 3. Sustainable Bicocca, University of Milano Bicocca
The best practices presented below mostly describe the manner in which students with special needs were supported during the COVID-19 lockdown in the Czech Republic. The following are examples of some unique project activities aiming at preventing the exclusion of physically disabled people from sports activities and helping them benefit from sports activities despite pandemic-related restrictions. Likewise, students with disabilities were assisted by being provided with accessible learning materials. In addition to students with disabilities, those students who come from vulnerable groups (socio-economically disadvantaged students) were supported through various complex measures which aimed at meeting the needs of the afore-mentioned group. 1. Support of students with special needs at Palacky University (with a special focus on the inclusion of physically disabled persons) 2. Support of student with special needs at the Masaryk University 3. Support of vulnerable student groups at the Charley University
There are some effective practices that can be implemented to support student motivation and well-being during distance learning. First, creating a sense of community through clear purpose, agreed safe space guidelines and engaging activities can foster collaboration and socialisation. Next, adopting a "Good Practice by Design" strategy which incorporates structured activities can help encourage peer-to-peer learning and accounts for individual differences in learning preferences (synchronous vs asynchronous). Finally, using a toolkit to develop a sense of belonging in online distance learning can help educators can create inclusive and engaging online learning environments.1. Building and Fostering an Online Community, University of Edinburgh 2. Good Practice by Design, University of London 3. Developing a Sense of Belonging in Online Distance Learning, University of Dundee
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Transcript
EVIDENCE AND PRACTICE IN STUDENT MOTIVATION AND WELLBEING: Social Inclusion, Diversity and Identity
pROJECT PARTNERS
STATE OF AFFAIRS
introduction
BEST PRACTICES
TIPS & RECOMMENDATIONS
PRACTICAL TOOLS FOR HE STAFF?
VIDEO TESTIMONIES
INtroduction
STATE OF AFFAIRS
THE UK
Read more
SERBIA
GREECE
Read more
Read more
CZECH REPUBLIC
ITALY
Read more
Read more
BEST PRACTICES
SERBIA
THE UK
ITALY
THE CZECH REPUBLIC
GREECE
PRACTICAL TOOLS FOR HE STAFF
Info
HOW TO BOOST STUDENTS´ MOTIVATION
HOW TO HELP POSITIVELY INFLUENCE STUDENTS´ WELLBEING
Info
Info
SOCIAL EXCLUSION AND DISTANCE LEARNING
HOW TO HELP STUDENTS WITH TECHNOSTRESS
Info
Info
tips and recommendations
VIDEO TESTIMONIES
GOODBYE
leave your feedback
pROJECT PARTNERS
main menu
The selected best practices presented below are successful examples of a timely response to the new circumstances created by the COVID-19 pandemic in Greek higher education institutions. The following examples of best practice mostly present guidebooks and leaflets in which students were encouraged and helped to adjust to fully online learning or provided with sufficient information which could guide them through student life at the time of lockdown and pandemic. 1. How to deal with academic life during the pandemic: a student´s guide 2. Starting university life during the pandemic: a guide for freshmen
The presented examples of best practices mostly focus on groups of higher education students who potenitally face social exclusion due to their social, medical, or economic background. Even before the COVID-19 pandemic the differences in the availability and access to higher education had been visible. However, COVID-19 served as a magnifiying glass, providing an enlarged image of problems in higher education which could no longer be ignored. One of those issues is the necessity to address the issue of equity and equality in higher education. The chosen examples strive to identify problems and seek solutions. They are easily transferable should higher education actors and stakeholders decide to act. Limitations which might be encountered mostly relate to the capacity of higher education institutions to put into practice the results of their findings, should this require significant financial support. However, as the whole society should strive towards equity and equality, the state should be included as one of the major factors in the process of developing and providing quality higher education for all.1. Research study into challenges faced by students with disabilities when attending fully online classes during the period of lockdown, and recommendations for the period of transition to traditional classes, University of Belgrade 2. Internationally Accredited Online Studies, DOBA Faculty 3. Modern Information Technologies - An Educational Model for Persons with Disabilities, Singidunum University
The three HE institutions spend several efforts and resources in effectively promoting inclusion and equal opportunities in their academic community, as they actually put in place a wide set of actions, ensure to monitor and re-adjust – according to the social changes and new challenges - the practices they put in place, and they widespread tailored tools and information available to all (i.e., evidence of the ongoing work, tailored online resources). Their main and common feature is to institute tailored working groups and committees which work not only on developing/creating best practices but also on carefully monitoring and routinely evaluating, updating, and re-adjusting the actions they are putting in place to ensure inclusion and equal rights and opportunities within the university community. Moreover, these institutions planned their actions so that they may have potentially beneficial effects on society – overwhelming the boundaries of the university community. Lastly, these institutions participated in several European and International projects targeting social inclusion, so possessing high skills, competences, as well as resources to effectively address the key issues that are relevant globally and can be highly transferable internationally. 1. Inclusive practices (during and after the pandemic), University of Naples Federico II 2. Inclusion policies and services, University of Roma La Sapienza 3. Sustainable Bicocca, University of Milano Bicocca
The best practices presented below mostly describe the manner in which students with special needs were supported during the COVID-19 lockdown in the Czech Republic. The following are examples of some unique project activities aiming at preventing the exclusion of physically disabled people from sports activities and helping them benefit from sports activities despite pandemic-related restrictions. Likewise, students with disabilities were assisted by being provided with accessible learning materials. In addition to students with disabilities, those students who come from vulnerable groups (socio-economically disadvantaged students) were supported through various complex measures which aimed at meeting the needs of the afore-mentioned group. 1. Support of students with special needs at Palacky University (with a special focus on the inclusion of physically disabled persons) 2. Support of student with special needs at the Masaryk University 3. Support of vulnerable student groups at the Charley University
There are some effective practices that can be implemented to support student motivation and well-being during distance learning. First, creating a sense of community through clear purpose, agreed safe space guidelines and engaging activities can foster collaboration and socialisation. Next, adopting a "Good Practice by Design" strategy which incorporates structured activities can help encourage peer-to-peer learning and accounts for individual differences in learning preferences (synchronous vs asynchronous). Finally, using a toolkit to develop a sense of belonging in online distance learning can help educators can create inclusive and engaging online learning environments.1. Building and Fostering an Online Community, University of Edinburgh 2. Good Practice by Design, University of London 3. Developing a Sense of Belonging in Online Distance Learning, University of Dundee