@article{liem_acculturative_2021, title = {Acculturative stress and coping among migrant workers: {A} global mixed-methods systematic review}, volume = {13}, issn = {1758-0854}, shorttitle = {Acculturative stress and coping among migrant workers}, url = {https://iaap-journals.onlinelibrary.wiley.com/doi/abs/10.1111/aphw.12271}, doi = {https://doi.org/10.1111/aphw.12271}, abstract = {No existing review has synthesized key questions about acculturation experiences among international migrant workers. This review aimed to explore (1) What are global migrant workers’ experiences with acculturation and acculturative stress? (2) What are acculturative stress coping strategies used by migrant workers? And (3) how effective are these strategies for migrant workers in assisting their acculturation in the host countries? Peer-reviewed and gray literature, without time limitation, were searched in six databases and included if the study: focused on acculturative stress and coping strategies; was conducted with international migrant workers; was published in English; and was empirical. Eleven studies met the inclusion criteria. Three-layered themes of acculturation process and acculturative stress were identified as: individual layer; work-related layer; and social layer. Three key coping strategies were identified: emotion-focused; problem-focused; and appraisal-focused. These coping strategies were used flexibly to increase coping effectiveness and evidence emerged that a particular type of acculturative stress might be solved more effectively by a specific coping strategy. Migrant workers faced numerous challenges in their acculturative process. Understanding this process and their coping strategies could be used in developing research and interventions to improve the well-being of migrant workers.}, language = {en}, number = {3}, urldate = {2021-04-07}, journal = {Applied Psychology: Health and Well-Being}, author = {Liem, Andrian and Renzaho, Andre M. N. and Hannam, Kevin and Lam, Agnes I. F. and Hall, Brian J.}, month = aug, year = {2021}, note = {6 citations (Crossref) [2022-09-21] GSCC: 0000004}, keywords = {acculturation, cultural adaptation, global mental health, health disparities, healthcare access, migrant health}, pages = {491--517}, } @inproceedings{sheard_moocs_2014, address = {New York, NY, USA}, series = {Koli {Calling} '14}, title = {{MOOCs} and their impact on academics}, isbn = {978-1-4503-3065-7}, url = {https://dl.acm.org/doi/10.1145/2674683.2674700}, doi = {10.1145/2674683.2674700}, abstract = {Massive Open Online Courses (MOOCs) have recently become a hot topic in the academic world, launching a wide ranging discussion on a number of issues. In this research, we surveyed academics' awareness, attitudes, perceptions, and experiences of MOOCs. We received responses from 236 academics from 23 countries, who were working in different roles such as teachers, researchers, managers, and pedagogical developers. Participants were invited to answer questions concerning their awareness and attitudes towards MOOCs. For participants with some knowledge of MOOCs, we requested their experiences and their observations of the impact of MOOCS on their students, teaching colleagues, and within their institutions. We found the most common reaction to MOOCs amongst the academics was concern but many were positive about the phenomenon. The academics claimed their students could be motivated to take MOOCs because of flexibility and no cost involved. While many academics were not aware of their students taking a MOOC and had not observed any changes to teaching programs at their institutions because of MOOCs, there was evidence of some activity and future plans for engagement in MOOCs.}, urldate = {2023-04-11}, booktitle = {Proceedings of the 14th {Koli} {Calling} {International} {Conference} on {Computing} {Education} {Research}}, publisher = {Association for Computing Machinery}, author = {Sheard, Judy and Eckerdal, Anna and Kinnunen, Päivi and Malmi, Lauri and Nylén, Aletta and Thota, Neena}, month = nov, year = {2014}, keywords = {MOOCs, academics, distance learning, e-learning, massive open online courses, open learning, pedagogy}, pages = {137--145}, } @inproceedings{eckerdal_teaching_2014, address = {New York, NY, USA}, series = {{ITiCSE} '14}, title = {Teaching and learning with {MOOCs}: computing academics' perspectives and engagement}, isbn = {978-1-4503-2833-3}, shorttitle = {Teaching and learning with {MOOCs}}, url = {https://dl.acm.org/doi/10.1145/2591708.2591740}, doi = {10.1145/2591708.2591740}, abstract = {During the past two years, Massive Open Online Courses (MOOCs) have created wide interest in the academic world raising both enthusiasm for new opportunities for universities and many concerns for the future of university education. The discussion has mainly appeared in non-scientific forums, such as magazine articles, columns and blogs, making it difficult to judge wider opinions within academia. To collect more rigorous data we surveyed teachers, researchers, and academic managers on their opinions and experiences of MOOCs. In this paper, we present our analysis of responses from the computer science academic community (n=137). Their feelings about MOOCs are highly mixed. Content analysis of open-ended questions revealed that the most often mentioned positive aspects included affordances of MOOCs, freedom of time and location for studying, and the possibility to experience teaching from top-level international teachers/experts. The most common negative aspects included concerns about pedagogical designs of MOOCs, assessment practices, and lack of interaction with the teacher. About half the respondents claimed they had not changed their teaching as a result of MOOCs, a small number used MOOCs as learning resources and very few were engaging with MOOCs in any significant way.}, urldate = {2023-04-11}, booktitle = {Proceedings of the 2014 conference on {Innovation} \& technology in computer science education}, publisher = {Association for Computing Machinery}, author = {Eckerdal, Anna and Kinnunen, Päivi and Thota, Neena and Nylén, Aletta and Sheard, Judy and Malmi, Lauri}, month = jun, year = {2014}, keywords = {computing academics, distance learning, e-learning, moocs massive open online courses, open learning, pedagogy}, pages = {9--14}, } @article{hannam_tourists_2021, title = {Tourist’s mobilities: {Walking}, cycling, driving and waiting}, url = {https://journals.sagepub.com/doi/10.1177/1468797621992931}, doi = {https://doi.org/10.1177/1468797621992931}, abstract = {This commentary reviews recent research in terms of tourist’s mobilities in terms practices of walking, cycling and driving. It concludes by reflecting on the contemporary lock down of travel in terms of the global pandemic and its consequences for waiting, stillness and immobility – particularly in terms of flying.}, language = {en}, journal = {Tourist Studies}, author = {Hannam, Kevin and Butler, Gareth and Witte, Alexandra and Zuev, Dennis}, year = {2021}, note = {4 citations (Crossref) [2022-09-21] GSCC: 0000003}, pages = {1--13}, }