Browsing by Author "Wider, Walton"

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    Open education practices : a meta-synthesis of literature
    (Frontiers in Education, 2023-07-03) Shareefa, Mariyam; Moosa, Visal; Hammad, Aaidha; Zuhudha, Aminath; Wider, Walton
    Introduction: Most of the recent reviews of literature on open education practices (OEP) seem to be limited in their scope, inhibiting their capacity to arrive at a comprehensive understanding of the concept of OEP. Hence, this systematic literature review was conducted with the purpose of analysing past research on OEP in an effort to identify how OEP is theorised and defined in the existing literature. Methods: Employing a systematic protocol, the literature search was conducted using the Dimensions database. A total of 30 publications were considered for the qualitative analysis, which engaged a thematic approach. Results: The findings indicated that the concept of OEP can be explained with a combination of three major components: open education resources, an open teaching and learning process, and open research and scholarly practice. The findings also showed that these components should be grounded in six principles: accessibility, flexibility, shareability, affordability, innovation, and academic freedom. Discussions: The findings imply that, in order to meaningfully execute open education practices, each of the three components must be given equal importance and that these practices be well grounded in the identified six principles.
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    Research trends and patterns on emotional intelligence in education : a bibliometric and knowledge mapping during 2012–2021
    (De Gruyter, 4-6-2024) Solih, Mohamed; Ahmed, Nasrulla; Moosa, Visal; Shareefa, Mariyam; Wider, Walton
    The increasing rate of publications on emotional intelligence, especially regarding student learning, underscores the need to study research trends in this domain. This research utilizes bibliometric and science mapping analyses to generate an overview of research on emotional intelligence in education, using data sourced from SCOPUS. The terms “emotional intelligence,” “teaching,” and “education” were used as keywords for data search and retrieval. Data were analysed using various bibliometric indicators such as the number of publications, citations, collaborations, co-citation, and keywords. While descriptive statistics were used to analyse bibliometric indicators, bibliometric network analyses using VOSviewer were carried out for science mapping analyses. The findings indicate that while publication counts surged between 2012 and 2021, average citations remained constant. Despite Western predominance, Asia significantly contributed to research output. Notable collaboration was seen among Asian, Balkan, and European nations, but limited among individual authors. The keyword analysis informed major themes such as leadership skills, training, medical education, entrepreneurship, personality, special needs, and psychosocial aspects. Summarily, emotional intelligence in education has emerged as a globally acknowledged research area, and this work elucidates its thematic knowledge, offering insights for prospective researchers.