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dc.contributor.authorKavira Kamundu, Semerita
dc.date.accessioned2024-05-18T04:15:07Z
dc.date.available2024-05-18T04:15:07Z
dc.date.issued2021
dc.date.submitted2024-05-17T16:13:46Z
dc.identifierONIX_20240517_9783863098216_44
dc.identifierhttps://library.oapen.org/handle/20.500.12657/90331
dc.identifier.urihttps://directory.doabooks.org/handle/20.500.12854/138150
dc.description.abstractThis study focuses on learning climate in universities in the Democratic Republic of Congo. Learning climate constitutes one of the most important criteria for educational quality as it influences the learning outcome. The study is conducted in the DRC, one of the developing countries of Sub-Saharan Africa, where the quality of education is very important to remedy the traditional educational system applied in several schools and universities. Using a qualitative approach with semi-structured interviews (n = 32) based on a theoretical sampling, following grounded theory, four types of climate were revealed in the data analysis: The climate based on learning where the learner feels better considered, the climate based on social relations where the interactions between the teacher and the learner are positive, the climate based on the teacher where the learner is passive, and the climate based on the use of authority where the learner only submits to the decisions of the authority. These four types are discussed in relation to their functionality to learning and recommendations for the further development of universities are given.
dc.languageFrench
dc.relation.ispartofseriesRegards croisés Afrique-Europe. Cahiers supplementaires
dc.rightsopen access
dc.subject.otherUniversität
dc.subject.otherGoma
dc.subject.otherLernumwelt
dc.subject.otherUnterrichtsklima
dc.subject.otherthema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures
dc.titlePerceptions du climat d'apprentissage universitaire
dc.title.alternativeune approche emipirique à la qualitè de l'enseignement en République Démocratique du Congo/Goma
dc.typebook
oapen.identifier.doi10.20378/irb-51583
oapen.relation.isPublishedBy02ec4fa1-0d3e-42ea-b1f5-5b710c6fd863
oapen.relation.isbn9783863098216
oapen.collectionAG Univerlage
oapen.pages192
oapen.place.publicationBamberg
dc.seriesnumber2
dc.abstractotherlanguageThis study focuses on learning climate in universities in the Democratic Republic of Congo. Learning climate constitutes one of the most important criteria for educational quality as it influences the learning outcome. The study is conducted in the DRC, one of the developing countries of Sub-Saharan Africa, where the quality of education is very important to remedy the traditional educational system applied in several schools and universities. Using a qualitative approach with semi-structured interviews (n = 32) based on a theoretical sampling, following grounded theory, four types of climate were revealed in the data analysis: The climate based on learning where the learner feels better considered, the climate based on social relations where the interactions between the teacher and the learner are positive, the climate based on the teacher where the learner is passive, and the climate based on the use of authority where the learner only submits to the decisions of the authority. These four types are discussed in relation to their functionality to learning and recommendations for the further development of universities are given.


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