Month: September 2022

Posted on

OLAF – recent publications

Sheehy, K., McClanachan, A., Okada, A., Tatlow-Golden, M., & Harrison, S. Is Distance Education Fun? The Implications of Undergraduates’ Epistemological Beliefs for Improving Their Engagement and Satisfaction with Online Learning.
https://www.athensjournals.gr/education/2022-4756-AJE-Sheehy-07.pdf 

Barros et. al (2022) HIGHER EDUCATION IN PANDEMIC TIMES: personalization, engagement, autonomy and new learning strategiesTICS & EAD v. 8 no. 2 (2022): ICTs & EaD in Focus: Dossier – Policies and Teacher Training for a Digital and Inclusive School

Sujarwanto; Sheehy, Kieron; Rofiah, Khofidotur and Budiyanto (2021). Online Higher Education: The Importance of Students’ Epistemological Beliefs, Well-Being, and Fun. IAFOR Journal of Education – Studies in Education: Sustainable Education for the Future, 9(6) pp. 9–30.

Conference Proceedings and Book Chapters :

Sheehy et. al. (2022). Should meaningful online learning experiences be fun for higher education students in Indonesia? In: Ravi, Kumar, and McKinney,, Stephen eds. LSME Research Compendium 2022. London School of Management Education, pp. 270–290. BEST PAPER

Okada, Alexandra; Souza, Karine Pinheiro de; Struchiner, Miriam; Rabello, Cíntia and Rosa, Luziana Quadros da (2023). Open schooling to empower Brazilian teachers: Emancipatory fun in education for a sustainable innovation ecosystem. In: Holliman, Andrew J. and Sheehy, Kieron eds. Overcoming Adversity in Education. London: Routledge, pp. 234–248.

 

Posted on

Overcoming Adversity in Education

Overcoming Adversity in Education presents experiences of adversity that encompass disability, race, sexuality, poverty, violence, and natural disasters (among others).

“Adversity refers to a ‘risk factor – condition, circumstance, situation, inequality, or event that threatens individuals’ learning, development, and achievement”.

This book edited by Andrew Holliman and Kieron Sheehy brings not only challenges but also alternatives for transformations. It is a fundamental set of studies that reflects on priorital needs together with opportunities to envison a better world through education.

The accepted version of Okada et. al. ‘s chapter  related to “emancipatory fun” in Brazil  is available in English and in Portuguese (Open schooling to empower Brazilian teachers: Emancipatory fun in education for a sustainable innovation ecosystem) https://oro.open.ac.uk/85248/

(Okada 2022)

 

The publishers’ final version of the chapter and also the whole e-book is available here: https://doi.org/10.4324/9781003180029