Students’ Perceptions on Zoom as Alternative to In- person Purposive Communication Classes

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The whole world responded to the need of continuing learning through a safer modality at the onset of the COVID19 pandemic. New and existing online platforms became in-demand to bear the bulk of lessons, teaching, and student engagement. One of the existing online platforms that were favorably used by higher institutions was Zoom. This study investigates on students’ perceptions on Zoom as a possible replacement for face-to-face modality for Purposive Communication (PURPCOM) class in the years ahead even after the ebb of the COVID19 pandemic. A total of 104 college students participated in an online Likert scale survey. Students’ responses regarding the advantages and disadvantages of using Zoom in PURPCOM class were thematically analyzed. The results indicated that an average of 49%-80% of students had a positive perception on using Zoom in their PURPCOM class in terms of their feelings, impact on learning, impact on interaction, and the capacity of Zoom to replace the in-person PURPCOM class. An average of 6% -19% disagreed on using Zoom over in-person class, and the top disadvantage of Zoom is the issue of poor internet connection. It is recommended that the survey be given to additional number of respondents in order to get a more accurate data on students’ perceptions in using Zoom as a replacement for the in-person PURPCOM class in future academic terms.

Career Perspectives and Pathways: A Multi-Method Clustering Analysis of First-year Business Students

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This study examines first-year business students’ career perspectives and pathways through the lens of clustering analysis. Using Particle Swarm Optimization (PSO), K-means, and Hierarchical Clustering techniques, the data reveals three distinct student clusters: a goal-oriented group focused on traditional business careers, an exploratory cluster still discovering their passions, and a smaller segment of passion-driven individuals pursuing specialized or innovative career paths. Positioning these clusters along the dimensions of career perspectives and career paths provides insights into the diversity of first-year business students. The study concludes that business schools must implement tailored career exploration programs, structured mentorship opportunities, and entrepreneurship-specific initiatives targeting this diverse cohort’s unique needs and aspirations. Fostering this holistic ecosystem to celebrate the diversity of career outlooks will better position first-year business students for long-term success and fulfillment in the evolving business landscape.

Exploring Online Education in South African Correctional Centres: Perspectives from ODEL students

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Higher education in Southern Africa is in an era that has transcended the traditional boundaries of space and time.  This chapter aims to explore the experiences and difficulties of officials and incarcerated offenders in South African correctional facilities, who are taking online classes in Open Distance Electronic Learning (ODEL) institutions like the University of South Africa (UNISA).

This chapter employed a qualitative desktop research method which involves analysing secondary data that includes previously published academic articles, media reports, and policies from the Department of Higher Education and Training (DHET) and the Department of Correctional Services (DCS).

The main findings demonstrate the considerable obstacles faced by institutionalized ODEL learning. The major themes of student challenges include 1. Limited Access to Computers and the Internet (for safety concerns). 2. Low levels of Digital Literacy. 3. Insufficient Individualised Student Support, and conversely, 4. Recognition of Online Learning Benefits. The significance of the study is that it offers valuable insight for shaping and promoting more inclusive student support strategies by attending to the diverse needs of students in non-traditional learning environments. The study also highlights how crucial it is to create digital literacy initiatives and expand access to technology infrastructure to guarantee that all students succeed in online learning in the Southern Africa region.