This paper presents findings from an Irish qualitative study of postgraduate, female, international students. It is expected that findings of this study would be useful for tertiary educational institutions to develop a support system that will help rural students better adapt to urban settings, which would positively contribute to their educational outcomes. The most effective coping mechanisms are fostering a positive attitude, joining social associations and talking to friends and families. Drawing upon a survey among 400 students and 10 in-depth interviews, this study identifies specific challenges that most students face in their adaptation process such as, substandard food quality, unhealthy accommodation, psychological trauma, depression and anxiety. Mixed research methods, using paper-based questionnaires and semi-structured interviews, were used to collect data. Following Oberg’s (1954, 1960) “culture shock” model, this study examines the adaptation challenges and coping strategies of rural students living at the urban university dormitories in Bangladesh. These students face numerous challenges to adapt themselves to a diverse and unfamiliar cultural setting of an urban university dormitory.
There has been an increase in the number of students migrating from rural areas of Bangladesh to the cities for pursuing higher studies.
This study examines how students from rural areas in Bangladesh face particular challenges in adapting to university dormitories in urban areas. International Registered Report Identifier (IRRID) With the results of this review, we hope to report on the use of pedagogical approaches and what learning activities, content, and resources foster social and collaborative learning processes, and to further elucidate how practitioners and academics can harvest our findings to bridge the gap between pedagogics and learning activities in the instructional design of MOOCs for postgraduate students in the health sciences. We aim to start analyzing the data in June 2022 and expect to complete the scoping review by February 2023. As of March 2022, we have performed initial data searches and screened titles and abstracts of the studies we found but revised the search string owing to inaccurate results. The team will extract data using a predefined charting form and synthesize results in accordance with the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews checklist.
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Two reviewers will screen titles, abstracts, and relevant full texts independently to determine eligibility for inclusion. We will follow a 6-step procedure for scoping reviews to conduct a search of published and gray literature in the following databases: Medline via Ovid, ERIC, SCOPUS, Web of Science, and PsychINFO. We present a protocol for a scoping review aiming to systematically identify and synthesize literature on the pedagogical approaches used, and the learning activities, content, and resources used to facilitate social interaction and collaboration among postgraduate learners in MOOCs across the health sciences. Despite much literature on the use of design-related features and principles of different pedagogical approaches when developing MOOCs, there are reports of inconsistency between the pedagogical approach and the learning activities, content, or resources in MOOCs. Developing online, widely accessible educational courses, such as Massive Open Online Courses (MOOCs), offer novel opportunities to advancing academic research and the educational system in resource-constrained countries.