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Pueschel, Chance. "A Self-Directed Teaching Method to Improve English Skills." Global Association of Applied Liberal Arts Studies 1, no. 1 (February 28, 2023): 91–109. http://dx.doi.org/10.58990/galas.2023.1.1.91.
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In this study proposes integrating a Self-Access Learning into classroom or activities to improve English instruction. Students can learn English independently in library areas or English-only spaces at the Self-Access Learning Center. In the Self-Access Learning, counseling teachers help students listen and talk in English according to their interests, English skills, and learning styles.
Several European, Hong Kong, Japanese, Singaporean, and Australian Self-Access Learning employ self-directed learning to improve English fluency This may be a great example for English education in our nation and encourage self-directed English language study.
This study developed a five-stage self-directed English hearing and speaking instructional model: orientation, pre-test, learning plan, counseling, and self-study.
Most participants' self-directed English learning increased during the 4-week Central University College of Education field application. The program taught individuals to study independently and customize their learning. The study recommended reward and follow-up strategies for self-directed instructional-learning models and field application.
Foreign languages need self-directed learning. Learner-centered education lacks self-directed learning. Teacher-centered education reduces self-directed learning, motivation, and learner expectations. English private schools are societal issues.
This chapter highlights our nation's major English education concerns and study goals. is also needed to understand why English accounts for a considerable amount of private school costs.
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Nopas, Dech-siri. "Development of a self-directed workplace learning program to enhance cultural competence for the registered nurses from the international hospitals in Thailand." Asian Journal of Education and Training 9, no. 4 (October 20, 2023): 98–107. http://dx.doi.org/10.20448/edu.v9i4.5077.
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Thailand is now a medical center in Asia. There has been an increase in the number of foreign patients receiving medical services in Thailand. The employees in the healthcare industry, like the registered nurse, are the center of the relationship with that service. The vital learning promotion course for these registered nurses dealing with patients of various nationalities is cultural competence promotion. With the nature of the learning style of the registered nurse, they need more flexibility and respond to their learning nature. Ultimately, the enhancement of cultural competency learning still needs to be achieved. Therefore, this research study aimed to 1) develop a self-directed learning program in the workplace to promote cultural competence for registered nurses in international hospitals and 2) study the effect of implementing a self-directed workplace learning program to promote cultural competency. The researcher adopted a Research and Development methodology divided into two phases. The first phase is to develop a self-directed workplace learning program to enhance cultural competency. The second phase is to study the effect of implementing a self-directed learning program. The findings revealed that: 1) a draft of a self-directed workplace learning program to enhance cultural competence consisting of concepts and principles, the primary goal of the program, the guideline for promoting cultural competence learning based on the idea of self-directed workplace learning, the learning program, the learning facilitators of the program, the learning spaces are locations or areas within an organization, the international hospital's networks and the learning resources include information sources from diverse places. Plus, 2) registered nurses had better levels of cultural competency learning in attitudes, knowledge, and skills than before participating in the program trial and had improved scores in all areas.
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Örs, Mukaddes, and Osman Titrek. "The Correlation Between Metacognitive Awareness Level and Self-Directed Learning Readiness of Undergraduate Nursingand Midwifery Students." Journal of Education and Training Studies 6, no. 11a (November 29, 2018): 218. http://dx.doi.org/10.11114/jets.v6i11a.3819.
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The aim of this study was to investigate the relationship between Self-directed Learning readiness and Metacognitionof undergraduate students nurses and midwifery. The research is conducted in a public university in the city center of Amasya with 398 undergraduate nursing and midwifery students in 2017-2018 academic years. A descriptive correlational design was used. A structured questionnaire consisted of two parts: Part I: Socio-demographic data, Part II: Fisher’s Self-Directed Learning Readiness scale and Part III: Metacognitive Awareness Inventory (Schraw & Dennison, 1994).Descriptive statistics of the students’ demographic attributes were presented. In order to determine whether there was a correlation between the students’ self directed learning readiness and their Metacognitive Awareness perceived, the Pearson Moment Correlation coefficient was was calculated.The results showed that (1). There is a positive moderate but significantly relationship between metacognitive awareness and Self-directed Learning Readiness scores. (2). There is a significant relationship between metacognitive awareness and Self-directed Learning Readiness subscores.Metacognition awareness is a predictor of SDLR.
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Kim, Beomseok, and Minjung Baek. "The effects of problem-based project instruction on self-directed learning, communication, and problem-solving competence in gifted students." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 12 (June 30, 2023): 191–204. http://dx.doi.org/10.22251/jlcci.2023.23.12.191.
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Objectives The purposes of this paper were to explain how group project of problem-based learning affect the self-directed learning, communication, and problem-solving capabilities of gifted students.
Methods The effectiveness of group project of problem-based learning was confirmed by using a pre-post response sample t-test on self-directed learning, communication, and problem solving competency for 86 students at A University's Gifted education center.
Results Through the problem-based learning program, the gifted students showed statistically significant improvements in self-directed learning, communication, and problem-solving competencies. Among the sub-factors of self-directed learning competence, learning planning(t=-6.580, p<.001), learning execution(t=-5.797, p<.001), and learning evaluation(t=-6.155, p<.001), the gifted students showed the greatest difference in the learning planning factor. Communication competence showed a significant difference in the interpretive domain, which is the ability to give meaning to the environment surrounding the communicator (t=-7.892, p<.001). Finally, in problem-solving competency, the performance evaluation factors showed a statistically significant difference (t=-7.750, p<.001).
Conclusions Based on these results, it was confirmed that problem-based learning is that can improve the core competencies of gifted students, and the need for development of a teaching-learning model suitable for the characteristics of gifted students and continuous education programs was suggested.
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Cadzow, Renee. "Applying Anthropology on the Journey Towards Self-Directed Learning and Community Advocacy." Practicing Anthropology 42, no. 1 (January 1, 2020): 11–16. http://dx.doi.org/10.17730/0888-4552.42.1.11.
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Abstract Anthropologist, health disparities researcher, health services administration faculty, community health worker trainer, evaluator, board co-chair, research center director, grant writer, special populations recruitment consultant, Montessori teacher educator, breastfeeding advocate, school wellness evaluator and advocate, unschooling parent of four, health leadership fellow—one could never have drawn me a road map of where I would be and what I would be doing. This paper will offer insights on a career and personal path that diverged from a traditional academic one and emerged in response to the needs of community, the opportunities presented, and a flexibility that sees applications of anthropology everywhere.
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Do, Hee Joo, and Sung Hee Park. "Analysis of the Effectiveness of Learning Community Program for College Students: Focusing on Self-directed Learning Ability, Self-regulatory Efficacy, Collaboration Preference, and Communication Skill." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 8 (April 30, 2023): 741–58. http://dx.doi.org/10.22251/jlcci.2023.23.8.741.
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Objectives This study aimed to analyze the effects of self-directed learning ability, self-regulatory efficacy, collaboration preference, and communication skill according to college students’ participation in learning community activities in order to find an effective management plan for the learning community.
Methods To do so, a survey was conducted on 422 students at S College in Gyeonggi-do. The experimental group had 181 students who participated in the learning community program run by the Center for Teaching and Learning Development in the first semester of 2022. The control group consisted of 241 people who did not participate in the learning community program. To verify the effect of learning community participation, pre- and post-surveys were carried out at the beginning and end of the learning community activities of the experimental group and For statistical verification, covariance analysis(ANCOVA) was performed.
Results The analysis results showed that the self-directed learning ability, self-regulatory efficacy, collaboration preference, and the communication skill of college students who participated in the learning community improved.
Conclusions This study is meaningful in that it analyzed the effect of the learning community program on college students and provided basic data for the measures to vitalize learning communities in colleges and performance analysis.
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Courchêne, Bob. "An Evaluation of a Student Resource Centre." TESL Canada Journal 9, no. 2 (June 26, 1992): 99. http://dx.doi.org/10.18806/tesl.v9i2.606.
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The use of Student Resource Centres to support L2 students' language learning is a very recent pedagogical innovation at the post-secondary level in language-teaching institutions in Canada. In this study the author reports very briefly on how to set one up and, then, goes on to survey student opinion on the role of self-directed learning in learning a second language. Information on topics such as type and suitability of material used, frequency of use, relation of self-study to classroom teaching gathered through a series of questionnaires and formal and informal interviews is analyzed and interpreted in a descriptive manner. The paper concludes with comments on the role of self-directed learning in L2 teaching and learning.
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Rubin, Joan. "Helping Teachers Promote Self-Directed Language Learning: Report of a Fulbright Scholar in Ecuador." Profile: Issues in Teachers´ Professional Development 21, no. 2 (July 1, 2019): 145–53. http://dx.doi.org/10.15446/profile.v21n2.75121.
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Since Ecuador has determined that it wants to be fully bilingual in ten years, this paper describes the experience of a Fulbright Scholar at a university Language Center in Quito; one helping language teachers improve the language learning skills of their students. The theoretical framework for this work comes from Learner Self-Management (LSM) or Self-Regulation. The scholar details her experience teaching LSM concepts such as SMART goal setting, Task Analysis, Cognitive and Affective Strategies. She provides descriptions of what these language teachers consider the roles of the teacher and that of the learner to be and also what their most critical teaching issues were. She also briefly elaborates the history of the development of learner strategies and the value of metacognitive strategies and knowledge.
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Choi, Mee-Soon, and Hye-Young Jo. "The Structural Relationship among Self-Directed Learning, College Life Satisfaction and Academic Self-Efficacy of S University Students: Multi-Group Analysis According to Frequency of Participation in Self-Directed Learning Programs of Center for Teaching and Learning." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 16 (August 31, 2019): 701–20. http://dx.doi.org/10.22251/jlcci.2019.19.16.701.
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Victori, Mia. "The development of learners’ support mechanisms in a self-access center and their implementation in a credit-based self-directed learning program." System 35, no. 1 (March 2007): 10–31. http://dx.doi.org/10.1016/j.system.2006.10.005.
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Syatroh, Isry Laila, and Hendra Husnussalam. "PROMOTING LEARNING AUTONOMY THROUGH SELF-ACCESS CENTER ACITIVITIES." P2M STKIP Siliwangi 4, no. 1 (May 31, 2017): 8. http://dx.doi.org/10.22460/p2m.v4i1p8-15.386.
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This paper attempts to shed some light on the activities and facilities in one Self-Access Center (SAC) in one university in Bandung. On the ground of this investigation, a context description of SAC in university levels is put forward followed by an overt statement of the objectives and the rationales of the study. There are three research problems being investigated: What is the typology of the SAC? What are the self-access language learning (SALL) activities and materials provided in this SAC? And how do the students perceive the self-access language learning (SALL) activities and materials? This qualitative study reveals that this SAC is categorized into supermarket typology of SAC. This is because of the SAC system offers learners the chance to look around and choose what they want to study. This system displays materials under clearly marked categories like in supermarket. This typology of SAC is suitable for all learner contexts (Gardner and Miller, 2008). However, this SAC still lack the materials and activities for SALL. Further development, in terms of materials and activities which can promote learning autonomy should be done. Most students (72%) perceive positively about certain SAC facilities, such as books, resources, strong internet connection, and cozy environment of reading and writing area. However, there should be more improvement in certain SAC facilities (such as rooms for consultation with SAC tutor, TV viewing area) and certain SAC activities (such as English club and native speaker contact).Keywords: autonomy, self-access center (SAC), self-access language learning (SALL)
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El Fiah, Rifda. "Program Bimbingan untuk Meningkatkan Kecakapan Self Direction Mahasiswa." KONSELI : Jurnal Bimbingan dan Konseling (E-Journal) 4, no. 2 (December 30, 2017): 97–106. http://dx.doi.org/10.24042/kons.v4i2.2226.
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This research leads to the formation of self-guidance and academic guidance counseling program by academic advisors in assisting students to develop self-directed skills so that they can learn and lecture on campus effectively, so that universities can produce high achieving and qualified graduates as well always able to develop itself in accordance with the demands of the profession, the change of society, and the dynamics of life. This study uses descriptive approach, which aims to explain a situation in a systematic or explaining a particular field that became the center of the researcher's attention in factual and thorough, namely the dimensions of self-direction skills that should be owned by students in order to undergo the process of lectures and effective learning on campus UIN Raden Intan Lampung. The respondents involved 20 lecturers and 130 students. The results of this study indicate that more than 50% of college students have low self-directed skills. Therefore, the lecturers are expected to have possess and master the guidance material, able to grow and develop students' self-confidence, able to communicate effectively and empathetically with the students, and always motivate the students, and develop positive, innovative and open attitude with the students.
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Williamson Hawkins, Melissa. "Self-directed learning as related to learning strategies, self-regulation, and autonomy in an English language program: A local application with global implications." Studies in Second Language Learning and Teaching 8, no. 2 (July 24, 2018): 445–69. http://dx.doi.org/10.14746/ssllt.2018.8.2.12.
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English language tutoring and/or self-access centers are services commonly offered as curricular support to English language program students in educational environments worldwide. This paper argues that the theory of self-directed learning (SDL) from the field of adult education should be considered alongside the equally-important areas of language learning strategies, learner autonomy, and self-regulated learning in the setup of these types of tutoring/self-access academic support centers. The proposition is examined by applying it to a particular case in an English language program of a major research university in the southeastern United States. The paper explicates the commonly-known theory of SDL (Grow, 1991) and relates it to models by put forward by Nakata (2010) and Oxford (2011, 2107). Empirical evidence from studies on encouraging SDL for English language study is summarized from a range of research projects conducted worldwide, and the author concludes by offering implications for educators in any institution-based, adult English language program.
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Adamson, John L., Howard G. Brown, and Naoki Fujimoto-Adamson. "Revealing Shifts and Diversity in Understandings of Self Access Language Learning." Journal of University Teaching and Learning Practice 9, no. 1 (January 1, 2012): 56–72. http://dx.doi.org/10.53761/1.9.1.5.
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This study has traced the growth of a new facility intended to promote independent language study in a Japanese university. The study traces this Self Access Learning Center (SALC) from its inception through the first two years of its development. It has revealed how key qualitative insights from an archive of semi-structured interviews, conversational narratives and questionnaires with students, teachers, center staff and university management are marked by their shifting and diverse nature. Findings related to language policy for the center show how initial ‘English only’ regulations have been opposed and amended by stakeholders. Findings focusing on the center stakeholders’ metaphors of self access language learning have changed or been supplemented and show great diversity. Importantly, SALC’s positioning in the wider university has experienced problems with diverse evaluation expectations and, despite considerable financial backing, remains marginalized. Finally, SALC’s integration with university curricula has seen mixed results; the center is connected closely to the English curriculum as taught by non-Japanese, but not to curricula taught by Japanese teachers of English or content subjects. This indicates that integration of university-wide curricula with autonomous modes of learning remains a hurdle. This study may inform other centers seeking to gather data on the diverse voices impacting upon their development.
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Johnston, Barbara. "Developing Self-Learning Packages, Part I and Creating a Self-Learning Center, Part II (videotapes)." Journal of Continuing Education in Nursing 27, no. 3 (May 1996): 143. http://dx.doi.org/10.3928/0022-0124-19960501-13.
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Y Dwi Astanto. "Memaksimalkan Kepribadian Kritis Positif Materi Sifat Gereja (Satu) Model PBL Fase F SMK Theresiana Semarang." PROSIDING SEMINAR NASIONAL PENDIDIKAN DAN AGAMA 4, no. 2 (November 19, 2023): 1504–25. http://dx.doi.org/10.55606/semnaspa.v4i2.1382.
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This study aims to maximize the positive critical personality of eleventh-grade Culinary 2 students at SMK Theresiana Semarang through the PBL Phase F model on the Church Nature material. The research background reflects the complexity of educational challenges in Indonesia, focusing on academic issues and educational access disparities. A Center of Excellence School such as SMK Theresiana Semarang strives to address these challenges through the Merdeka Curriculum and a vocational education approach based on Christian values.The exploration of the causes of the problem highlights the cognitive, affective, and psychomotor aspects of students. Self-concept understanding is influenced by internal and external factors, while the affective aspect, especially self-acceptance and meaningful life, affects motivation and self-confidence. Psychomotor challenges, such as reluctance to speak in public, are also related to a lack of strong self-acceptance.Recommendations for improvement involve a holistic approach, including emotional support, inclusive learning, wise social media management, and effective guidance. Improving self-acceptance is directed towards building a positive identity, stable self-esteem, and meaningful life motivation. These steps are expected to contribute positively to the critical personality development of students, creating an inclusive and empowering learning environment at SMK Theresiana Semarang.
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Nurwati, Nurwati. "Penerapan Model Pembelajaran Berbasis Sentra dalam Mengembangkan Kecerdasan Jamak di Taman Kanak-Kanak Kota Samarinda." Southeast Asian Journal of Islamic Education 2, no. 1 (December 26, 2019): 15–31. http://dx.doi.org/10.21093/sajie.v2i1.1860.
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The right learning model determines success in learning. Activities that suit the needs of children, of course, prioritize a sense of pleasure and comfort. Fun learning can develop abilities or multiple intelligences as optimal as possible in accordance with existing standards in the curriculum. The learning center model is one of the learning models that is able to stimulate all aspects of child development through directed play. The center-based learning model is one of the more effective learning models because it is oriented in playing while learning. This learning model has been applied to Islamc Center Kindergarten, Silmi Islamic Kindergarten and Fastabiqul Khairat Kindergarten. The purpose of this study was to determine the application of the Islamic learning center model to develop children's multiple intelligences in Samarinda City Kindergarten.This research used field research using a qualitative descriptive approach. The research locations were Islamic Center Kindergarten (TK), Silmi Islamic Kindergarten (TK) and Fastabiqul Khairat Kindergarten (TK). Data collection techniques were observation, interviews and documentation. The data analysis technique used was descriptive analysis.The results of this study were obtained after an analysis that center-based learning models develop the ability of multiple intelligence in early childhood. Each center has a focus on developing aspects of intelligence and when put together, all centers are designed with a variety of strategies in the process of learning activities where children learn to actually encourage to be directly involved in observation, do it directly using existing media with pleasure because it is inseparable from the concept of play children, all centers hone the intelligence abilities of logical thinking, intrapersonal, interpersonal, kinesthetic, linguistic, naturalist, musical, visual-spatial and existential. In developing plural intelligence in early childhood, it is supported with facilities and infrastructure that are in line with the concept of learning, namely playing while learning.
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Jamilah, Jamilah, Joko Priyana, and Suciati Suciati. "PERAN DAN FUNGSI SELF-ACCESS LEARNING CENTER DI UNY." Diksi 27, no. 1 (August 15, 2019): 26–32. http://dx.doi.org/10.21831/diksi.v27i1.26169.
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(Title: Role and Function of Self-Access Learning Center in UNY). This study aims to develop self-access reading materials for learning English independently. This research was conducted with the Research and Development model by following the steps: needs assessment, design and development, evaluation and revision, and a try out field. Data collected through questionnaires. There are three questionnaires used, namely for needs assessment, for expert judgment, and for field trials. Sample for needs assessment was taken by proportional quota sampling representing all faculties at UNY, while samples for the trial were taken purposively. The collected data was analyzed descriptively quantitatively. The results of the study showed that SAC UNY had not been widely known by students. Even after the introduction of online tutorials since 2015, the SAC is no longer visited by students. Thus the teaching materials developed should also be in the form of online. SAC socialization was also deemed necessary so that students were more familiar with the existence, function, and role of SAC in developing the English language skills of UNY students.Keyword: SAC, teaching materials, language skills, English
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Yin, Hao, Austin R. Benson, and Johan Ugander. "Measuring directed triadic closure with closure coefficients." Network Science 8, no. 4 (June 1, 2020): 551–73. http://dx.doi.org/10.1017/nws.2020.20.
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AbstractRecent work studying triadic closure in undirected graphs has drawn attention to the distinction between measures that focus on the “center” node of a wedge (i.e., length-2 path) versus measures that focus on the “initiator,” a distinction with considerable consequences. Existing measures in directed graphs, meanwhile, have all been center-focused. In this work, we propose a family of eight directed closure coefficients that measure the frequency of triadic closure in directed graphs from the perspective of the node initiating closure. The eight coefficients correspond to different labeled wedges, where the initiator and center nodes are labeled, and we observe dramatic empirical variation in these coefficients on real-world networks, even in cases when the induced directed triangles are isomorphic. To understand this phenomenon, we examine the theoretical behavior of our closure coefficients under a directed configuration model. Our analysis illustrates an underlying connection between the closure coefficients and moments of the joint in- and out-degree distributions of the network, offering an explanation of the observed asymmetries. We also use our directed closure coefficients as predictors in two machine learning tasks. We find interpretable models with AUC scores above 0.92 in class-balanced binary prediction, substantially outperforming models that use traditional center-focused measures.
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Thao, Vo Thi Hieu, and Nguyen Thi Kieu Thu. "EFL teachers’ perceptions of their roles at a Vietnamese English Center." International Journal of English Literature and Social Sciences 9, no. 3 (2024): 122–30. http://dx.doi.org/10.22161/ijels.93.13.
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This study investigated the perceptions of EFL teachers regarding their roles at Hai Hoa English Center in Vietnam. The research aimed to explore teachers' perceptions of five key roles: facilitator, counselor, resource provider, learning coach, and self-access center manager. A questionnaire was administered to 25 teachers at the language center. The findings revealed that teachers strongly perceived their roles as facilitators and counselors, emphasizing the importance of providing personalized guidance, promoting collaboration, and adapting communication styles to cultural norms. The roles of learning coach, resource provider, and self-access center manager were also acknowledged, but considered less crucial compared to facilitator and counselor roles. The results suggest that language learning centers should provide targeted professional development opportunities and resources to support teachers in fulfilling these roles effectively. This study contributes to the understanding of EFL teacher roles in the Vietnamese context and offers valuable implications for teacher training and language center management.
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Maare, Åsa Harvard. "Playing cards: spatial arrangements for observational learning." Psychology of Language and Communication 22, no. 1 (January 1, 2018): 187–97. http://dx.doi.org/10.2478/plc-2018-0008.
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Abstract This paper looks at how players of a card game create spatial arrangements of playing cards, and the cognitive and communicative effects of such arrangements. The data is an episode of two 8-year old children and a teacher playing the combinatorial card game Set, in the setting of the leisure-time center. The paper explores and explains how the visual resources of the game are used for externalizing information in terms of distributed cognition and epistemic actions. The paper also examines how other participants attend to the visual arrangements and self-directed talk of the active player. The argument is that externalizing information may be a strategy for reducing cognitive load for the individual problem-solver, but it is also a communicative behaviour affecting other participants and causing them to engage with the problem and the problem-solver. Seeing and hearing players who have succeeded in finding a set provide observers with rich learning opportunities, and increases their motivation to play the game. From the point of view of learning design, the consequence of this is that bystanders merit to be considered as the potential learners of a pedagogical game as much as the players themselves
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Tang, Kuok Ho Daniel. "Student-centered Approach in Teaching and Learning: What Does It Really Mean?" Acta Pedagogia Asiana 2, no. 2 (March 28, 2023): 72–83. http://dx.doi.org/10.53623/apga.v2i2.218.
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Student-centered approach has been the center of attention in teaching and learning as the emphasis to shift away from teacher-centered approach is growing. While the term has been widely used, it remains unclear how it can be effectively operationalized given the continuum nature of teacher-centered and student-centered approaches. This article examines 34 articles and included a thematic analysis of their contents to systematically present the methods to operationalize student-centered approach. A channel to practice student-centered approach is project-based learning where students work on projects, such as community and design projects, and are expected to manage the projects or at least propose actions or solutions. Problem-based learning is a variant of project-based learning and students often work on scenarios, cases, questions, or problems which are less extensive than projects. Problem-solving usually precedes lectures to promote self-directed learning and facilitate scaffolding. An argument-based curriculum incorporates arguments and debates that engage students in the self-discovery of different perspectives on a given topic. Student-centered approach is closely linked to the use of technology for research, interactions, gamification, simulations, and feedback. Student-centered feedback prompts active learning through deliberate feedback while adaptive teaching involves students in content-building. This review contributes to the enhancement of student-centered elements in teaching and learning.
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Meilya, Ika Rizqi, Herlina Siregar, and Ahmad Fauzi. "Quality Improvement and Self-Reliance Strategies Community Learning Center (CLC)." JPPM (Jurnal Pendidikan dan Pemberdayaan Masyarakat) 8, no. 1 (April 5, 2021): 87–94. http://dx.doi.org/10.21831/jppm.v8i1.35261.
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Abstract: The quality and independence standards of Community Learning Center (CLC) are defined as the minimum size that must be fulfilled by the program managers or service activities in planning and implementing the program. The lack of ability of the management of CLC in developing programs caused by differences in educational background, geographic, social and economic, resulted in the irregularity of the programmatic and the dissociation of Community Learning Center.This research aims to describe the quality improvement strategy and independence of CLC.This study uses a qualitative approach with a descriptive method. The data collection techniques used consist of documentation studies, interviews, and observations. The subjects of the research are maintainers, tutors, students as well as the community around CLC in Serang City-Banten. The validity technique of data uses the triangulation of sources, methods and theories. Data analysis techniques through data collection, reduction of data presentation and withdrawal of conclusions.The results of this research is a strategy to improve the quality and independence of CLC, among others, through: (a) to build community participation both physically and nonphysical, b) the usefulness of programs for the Community, (c) The relevance of the program, and (d) The sustainability of the CLC. Strategi Peningkatan Mutu dan Kemandirian Pusat Kegiatan Belajar Masyarakat (PKBM) Abstrak: Penelitian ini bertujuan untukmendeskripsikanstrategi peningkatan mutu dan kemandirian PKBM. Standar mutu minimal dan kemandirian PKBM diartikan sebagai ukuran minimal yang harus dipenuhi oleh para pengelola program atau kegiatan layanan dalam merencanakan dan melaksanakan program kegiatan pendidikan nonformal di PKBM. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Teknik pengumpulan data yang digunakan terdiri atas studi dokumentasi, wawancara, dan observasi. Subjek penelitiannya adalah pengelola, tutor, peserta didik serta masyarakat sekitar PKBM di Kota Serang-Banten. Teknik keabsahan data menggunakan triangulasi sumber, metode dan teori. Teknik analisis data melalui pengumpulan data, reduksi penyajian data dan penarikan kesimpulan. Hasil penelitian ini yaitu berdasarkan standar mutu minimal PKBM, bidang layanan yang langsung dapat diterima oleh warga sasaran PKBM meliputi: a) jenis layanan pendidikan; b) pelayanan informasi; dan c) pelayanan kemitraan. Sedangkan strategi dalam meningkatkan mutu dan kemandirian PKBM antara lain melalui: a) membangun partisipasi masyarakat baik secara kualitas dan kuantitas di berbagai aspek kegiatan dan permasalahan PKBM, b) kebermanfaatan program bagi masyarakat, c) relevansi program, dan d) kemandirian serta keberlanjutan lembaga (sustainability) PKBM. Ketiga layanan dan keeempat strategi tersebut penting dilakukan agar penyelenggaraan program di PKBM lebih bermutu, mandiri, dan terarah dalam mencapai tujuan yang diinginkan.
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Jeon, Young Eun, and Moon Seong Jeong. "A Study on Supporting Cultural and Arts Education for Slow Learners through Cultural and Arts Experience Programs." Korea Association of Yeolin Education 32, no. 2 (March 30, 2024): 105–24. http://dx.doi.org/10.18230/tjye.2024.32.2.105.
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The purpose of this study is to identify the characteristics of slow learners who are overlooked by institutional frameworks and to examine how cultural and arts experiences can facilitate their cognitive, affective and physical development. This research aims to propose strategies to support cultural and arts education tailored for slow learners. To achieve this, interviews were conducted with parents, primary school and middle school teachers, counselors, cultural and arts center and educational institutions managers and art instructors who have provided cultural and arts experience education to slow learners. The analysis results are organized by separating them into individual and institutional dimensions. At the individual level, the findings indicate the need for cultural and arts activities that enable slow learners to experience a sense of achievement. Since slow learners are educated alongside regular students, they often feel a relatively lower sense of achievement across cognitive, affective, and physical domains, leading to a loss of motivation to learn. Additionally, the study suggests expanding opportunities for communication among students, and between teachers and students, to make them more comfortable with expressing themselves internally. This involves providing numerous opportunities for self-expression by leveraging the variety and enjoyment of communication activities. Furthermore, the active use of play-based learning is advocated. Engaging in play involves all domains—cognitive, affective, and physical—and increases the chance for achievement due to the diversity of levels. At the institutional level, the findings can be summarized as follows. First, there is a need for policy support for cultural and arts experience education for slow learners, a point that has been highlighted in various studies. Without this support, the social costs could become substantially high. Secondly, there is a call for support within the framework of lifelong education. The principle of lifelong education is based on self-directed learning, where individuals select the content and level of their learning. However, self-directed learning poses challenges for slow learners, necessitating the need for learning assistants. This area requires institutional support via policy backing.
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Putry, Rossy Fadia, Dias Tiara Putri Utomo, and Abdul Rokhman. "Self-medication counseling at Muhammadiyah learning center in Kepong, Kuala Lumpur." Community Empowerment 8, no. 5 (May 29, 2023): 597–602. http://dx.doi.org/10.31603/ce.8259.
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Self-medication is an effort to treat the symptoms of minor illnesses which can be performed by the community. The purpose of self-medication is to relieve symptoms of minor illnesses as well as provide first aid. Regarding the importance of self-medication, community service related to self-medication was carried out. The participants were 20 student parents of Kepong Muhammadiyah learning center, Kuala Lumpur, Malaysia. The community service was conducted on September 2, 2022 and was delivered through counseling by using PowerPoint Presentations (PPT) media. To check the participants’ understanding of self-medication materials, pretest and post-test questionnaires were distributed. The result indicated an increase in the knowledge of self-medication as it was assessed by the difference between pretest scores (78) and post-test scores (93.9). To sum up, this community service is considered successful in increasing participants’ knowledge of self-medication.
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Starshinova, T. A., and A. O. Kurochkin. "REALIZATION OF INDIVIDUAL EDUCATIONAL TRAJECTORY AS A FACTOR OF PROFESSIONAL SELF-DETERMINATION OF STUDENTS IN THE SYSTEM OF ADDITIONAL EDUCATION." Vestnik Orenburgskogo gosudarstvennogo universiteta, no. 3 (2023): 149–54. http://dx.doi.org/10.25198/1814-6457-239-149.
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Successful professional self-determination of students is of high importance, because it allows young people to reveal the scope of their professional interests, needs and values, which in the future gives more opportunities for self-realization and achieving greater satisfaction with their lives. Organizations of additional education have a great potential for designing and implementing individual educational trajectories of students in order to ensure their successful professional self-determination and further choice of ways to obtain professional education. The article reveals some aspects of modeling the technology of implementing individual educational trajectories on the basis of an interactive scientific and technical center focused on improving the efficiency of the process of professional self-determination of high school students and students. In relation to the system of additional education, an individual educational trajectory is an individual learning path that is developed for each student taking into account his needs, abilities, interests and goals. The construction and implementation of an individual educational trajectory is the main way to individualize the educational process, which allows you to receive an education directed on achieving the goals of professional development and comprehensive self-realization of the individual. The model of technology for constructing and implementing an individual educational trajectory in an interactive scientific and technical center developed within the framework of the study is a block-modular system consisting of four blocks: diagnostic, strategic, technological and procedural. The results of a survey conducted among high school students enrolled in the programs of the interactive science and technology center suggest that this technology has a positive impact on the professional self-determination of students.
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Liu, Xing Bao, and Jian Ping Yin. "Solving Multi-Center Dynamic Optimization Problems Using Modified Differential Evolution." Applied Mechanics and Materials 462-463 (November 2013): 356–59. http://dx.doi.org/10.4028/www.scientific.net/amm.462-463.356.
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A novel self-learning differential evolution is proposed to solve multi-center optimization under dynamic environments. The approach of Re-evaluating is used to monitor environmental changes, then historial best individual obtained the environment guides population to new environment. What's more, the self-learning mechanism is employed to reduce the impact of dynamic changes of environment.The experimental results on a set of 4 test dynamic functions show that, self-learning differential algorithm outperforms other algorithms in term of the convergence speed.
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Park, Kyung-Eun, and Sang-Gu Lee. "Case Study on self-directed learning of mathematics using EBS contents for students at Child care centers." Communications of Mathematical Education 29, no. 4 (November 30, 2015): 589–623. http://dx.doi.org/10.7468/jksmee.2015.29.4.589.
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Khansa Anisah, Ali Anwar Yusuf, and Willya Achmad. "Implementation Of Home Children Learning Center Program The West Java Human Initiative On Children's Self-Concept In The City Of Bandung." Jurnal EduHealth 14, no. 3 (August 10, 2023): 1215–19. http://dx.doi.org/10.54209/jurnaleduhealth.v14i3.2488.
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The purpose of this research is to find out how the implementation of the HOME Children Learning Center program owned by the HSO West Java Human Initiative can affect a child's self-concept. This study uses a qualitative research approach using descriptive methods. Data collection techniques used are in-depth interviews, observation, and documentation studies. The results of this study are how to implement the HOME Children Learning Center program in the West Java Human Initiative and know self-concept and factors that influence children's self-concept based on the implementation of the Uman Initiative West Java HOME Children Learning Center program.
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Pujiastuti, Yanti Lestari, Sastra Cahya Nugraha, and Sanusi. "Komunikasi Terapeutik di Yamet Child Development Center Sukabumi." Jurnalika : Jurnal Ilmu Komunikasi 6, no. 2 (September 30, 2022): 1–17. http://dx.doi.org/10.37949/jurnalika6227.
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Therapeutic communication is a communication process in the health sector carried out by nurses, midwives, doctors, psychiatrists, and psychologists. This communication pattern is a process to create a relationship between medical personnel and patients to find out and recognize the information needs of the patient so that it can then be directed to action plans and medical actions. This communication method is a process to create a relationship between medical personnel and patients to find out and recognize the information needs of the patient so that it can then be directed to action plans and medical actions. This study aims to determine the implementation of therapeutic communication between therapists and Children with Special Needs Ex Learning difficulties in developing potential social skills at the Yamet Child Development Center Sukabumi; what are the factors that hinder therapeutic communication between therapists and Children with Special Needs Ex Learning difficulties ; and efforts that must be made in overcoming barriers to therapeutic communication for therapists in Children with Special Needs Ex Learning difficulties . The research method is qualitative with a case study approach. While the data sampling is done purposively and snowball, triangulation collection techniques, data analysis is inductive/qualitative. The results of the research on therapeutic communication between therapists and CSN ex Ld in developing the potential for social skills are going well, as can be seen from the response of children who are increasingly responsive to the direction and guidance of the therapist. The decreasing number of inhibiting factors in the implementation of therapeutic communication carried out by therapists for CSN ex Ld can be seen from the response of children who are increasingly starting to understand the guidance taught by the therapist. An increase in the effect of communication by the therapist on CSN ex Ld can be seen from how the ability and responsiveness of children increases in performing social skills.
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Kang, Eunha, and Min Young Doo. "A systematic literature review of CTL programs for undergraduates." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 23 (December 15, 2023): 131–45. http://dx.doi.org/10.22251/jlcci.2023.23.23.131.
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Objectives The purpose of this study is to examine the current status of CTL programs for 4-year university stu-dents in terms of program purposes, target audiences, instructional approaches, and learning outcomes.
Methods This study adopted a systematic literature review to analyze the research findings related the CTL pro-grams published between the year 2018 and June 2023. We searched KCI indexed journal articles using sing in-clusion criteria and narrowed down to 53 journal articles for analysis.
Results ‘Achieving good grades and improving learning achievement’ was a predominant purpose of the CTL pro-grams followed by ‘Strengthening core competencies’ and ‘Enhancing self-directed learning’. The majority of the program target audiences were undergraduates without any restriction followed by low learning achievers includ-ing those who received academic probation. A learning community was the most popular instructional approach of CTL programs followed by a mixed approach, workshops, and tutoring. The primary learning outcomes of the CTL programs included ‘Improving learning achievement’, ‘Enhancing self-directed learning’, and ‘Strengthening core competencies’.
Conclusions The research findings indicate that the CTL programs predominantly focus on improving learning achievement and enhancing GPA. It is necessary to diversify the CTL programs to satisfy the needs of diverse students other than academic accomplishment. Also, the Centers for Teaching and Learning need to pay more at-tention to underrepresented target audiences of the CT programs, including international students, transfer stu-dents, or freshmen. Finally, the CTL programs should provide students with specific guidelines on how to operate learning communities to maximize learning achievement.
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Zhan, Shanshan, and In-Tak Kwon. "The Structural Relationship among Adult Learners’ Academic Efficiency, Self-Directed Learning, Learning Flow, and Psychological Well-Being in Achievement Accreditation Courses of University Continuing Education Center in China." Journal of Lifelong Learning Society 18, no. 4 (November 30, 2022): 164–90. http://dx.doi.org/10.26857/jlls.2022.11.18.4.164.
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Chateau, Anne, and Nicolas Molle. "Institutionalised autonomisation of language learning in a French language centre." Language Learning in Higher Education 13, no. 1 (May 1, 2023): 231–45. http://dx.doi.org/10.1515/cercles-2023-2013.
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Abstract The UFR Lansad (Language centre teaching languages to specialists of other disciplines) was created in 2014 at the University of Lorraine. The process leading to its creation was led by a small number of teachers and researchers, from the pre-existing teams of the previous Lorraine universities (Molle et al. 2019). It is the result of didactic reflection and expertise, which convinced the University board to set up a structure dedicated to foreign language teaching. After several evolutions, the newly-created structure positioned itself as a policy maker in language teaching. Finally, the university board asked the UFR to set up a language training model that could be implemented throughout the institution. This training model involves blended-learning systems that emphasise the concepts of self-directed learning and autonomy and gives a central role to the EDOlang platform and the self-access centres since “part of the research and practice on learner autonomy is situated in self-access language learning settings” (Chateau and Tassinari 2021: 53). After a brief history of the creation of the UFR, the article focuses on this model, inspired by research carried out within the CRAPEL team (Guèly et al. 2021; Holec 2000). It also describes how the model is the result of the dissemination of innovative training courses implemented through action research over the last ten years (Chateau and Zumbihl 2010, 2012; Chateau and Bailly 2021). Furthermore, the paper explains how the institutional recognition of the training framework illustrates the need to promote a strong link between research and training.
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Biberman-Shalev, Liat. "Annotating Throughout or Annotating Afterward: Preservice Teachers’ Experiences with the ANNOTO Hyper-Video in Blended Learning." Education Sciences 14, no. 5 (May 17, 2024): 543. http://dx.doi.org/10.3390/educsci14050543.
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This study aims to explore the perspectives of pre-service teachers (PSTs) regarding their experiences with the ANNOTO personal note feature within a blended learning (BL) context. Employing qualitative research methods, the analysis incorporates reflections from 45 PSTs, insights derived from two focus groups, and data gathered through semi-structured interviews. The objective is to comprehend how PSTs engaged with ANNOTO’s personal note during their learning experiences and how they perceived its role in shaping their professional development. The findings underscore a predominantly positive experience among PSTs, with their perceptions linked to heightened motivation and meaningful learning. Additionally, the study identified three distinct annotating styles—annotating throughout watching, annotating after watching, and a combination of both—each associated with enhanced concentration, memory prompting, and improved writing skills. Furthermore, PSTs articulated professional insights related to teacher and student agency, encompassing themes such as the use of video as a teaching tool, active learning, self-directed learning, scaffolding, critical thinking, and temporal considerations aligned with students’ needs. The principal implications center on the necessity of engaging in discussions with PSTs regarding the integration of hyper-video and the pedagogical approaches it may endorse.
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Blose, Sibonelo, and Evelyn Muteweri. "Tapping into Leadership in Early Childhood Development Centers: Learning from the Lived Experiences of Principals in South African Townships." SAGE Open 11, no. 4 (October 2021): 215824402110613. http://dx.doi.org/10.1177/21582440211061395.
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Leadership is one of the critical drivers of educational institutions and has been overwhelmingly researched across countries. However, there is little with regards to early childhood development centers in the scholarship of educational leadership. South Africa has an assortment of early childhood development centers (ECD) ranging from fully registered and well-resourced centers in affluent areas to less regulated and poorly resourced community-based centers in townships, informal settlements and rural areas. In these centers, there are individuals performing a pivotal role of leading and managing the institutions. In this paper, we hone in on these individuals, specifically in a township setting, whom we refer to as ECD center principals. By means of narrative inquiry methodology, we solicited and interpreted the lived experiences of selected ECD center principals to garner an understanding of what it means to lead an ECD center in a township setting. The paper makes two broad contributions, namely, ECD center principals’ self-cognitions and their experiences of leading centers in townships.
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Afrinda, Putri Dian, and Diyan Permata Yanda. "STAD STRATEGIES OF DEFENDING SELF IMAGE IN THE PUBLIC SPEAKING DELIVERED BY MR TOURISM." PRASASTI: Journal of Linguistics 4, no. 1 (May 11, 2019): 55. http://dx.doi.org/10.20961/prasasti.v4i1.20330.
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<em>This article aims to explain how public speaking strategies for Mr. Tourism Sumatera Barat 2018 as a form of defending self image. The strategy that can be used is the strategy of telling Brown and Levinson about positive and negative faces. As the center of attention, a speaker must be able to maintain the face for an audience (audience) with the material presented. Public speaking training can be given in the form of material presentation and training using STAD type cooperative learning model. By using STAD type model, it is expected that the training participants can learn in their respective groups with directed instructors for the preparation of individual presentation. The results of the activities show that STAD model is effectively used to practice speech or public speaking. This is evident from the activity of the trainees following the material and confidence in public speaking</em>.
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Kim, Eun-im. "The Influence of the Self-Directed Learning Ability of Adult Learners in Life-Long Learning Centers upon Perceived Learning Achievement: The Mediating Effect upon Creativity." Korean Association For Learner-Centered Curriculum And Instruction 21, no. 9 (May 15, 2021): 149–67. http://dx.doi.org/10.22251/jlcci.2021.21.9.149.
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Eickholt, Jesse, Vikas Jogiparthi, Patrick Seeling, Quintrese Hinton, and Matthew Johnson. "Supporting Project-Based Learning through Economical and Flexible Learning Spaces." Education Sciences 9, no. 3 (August 9, 2019): 212. http://dx.doi.org/10.3390/educsci9030212.
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Project-based learning often centers learning experiences around projects and is characterized by the application of knowledge, management of resources, and self-directed learning. In recent years, newer classroom designs have been developed to facilitate communication, classroom interaction and active learning but the cost of such spaces can be prohibitive. Here we present two economical options for flexible learning spaces that support the aims of project-based learning and cost much less than typical active learning classroom models. In a quasi-experimental study, one of our economical active learning environments was paired with a traditional classroom and a prototypical active learning classroom. These learning environments were used in a CS2 course that employed a group-based, active learning pedagogy centered on in-class projects. Students’ perceptions were gathered on the classrooms and their supporting technology. Between the economy and prototypical active learning environment, no significant differences were found in students’ perceptions of the space as it related to collaboration and supporting learning. Results from accompany focus groups indicates that the space was conducive to their learning and helped them engage with peers. These economical and flexible options support the aims of project-based learning at a reduced cost.
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Dernova, Maiya. "Experiential Learning Theory As One Of The Foundations Of Adult Learning Practice Worldwide." Comparative Professional Pedagogy 5, no. 2 (June 1, 2015): 52–57. http://dx.doi.org/10.1515/rpp-2015-0040.
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AbstractThe paper presents the analysis of existing theory, assumptions, and models of adult experiential learning.The experiential learning is a learning based on a learning cycle guided by the dual dialectics of action-reflection and experience-abstraction. It defines learning as a process of knowledge creation through experience transformation, so knowledge becomes the result of experience understanding and transformation. Experience understanding is information taking, and experience transformation is information and action based on this information interpreting. The experiential learning is a cycle and requires a learner’s focus, his reflection on the experience, generalizations development, and generalizations verification.In the center of experiential learning models is a learning process, but the subject matter is also important. So educators characterize experiential learning from two aspects. The first group of researchers focuses on the process of learning from experience; the second one focuses on the context of the experiential learning. This learning is designed to engage students in direct experiences tied to real-world problems and situations. In this learning the instructor facilitates and does not direct student progress. Another benefit of experiential learning is a strong motivation to learn, which is provided with students engagement in learning experiences and feedback. The experiential learning makes possible for students to face unknown situations and problems in a real-world context. To make the decision, students need to analyze what they know, what they do not know, and how to learn it. This motivates students to reflect on their existing knowledge and make it deeper through reflection; transfer their prior learning experience to new context; acquire new ideas, principles, and skills; improve communication skills since they help students to become self-directed life-long learners.
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Van Arsdale, Stephanie, Vaughn Cooper, Jaime S. Bernhardt, Stephanie Barrientos, Lauren A. Messina, Sabina Gandhi, Linda Hyder Ferry, Donald Shell, and Patricia A. Deuster. "Bridging Total Force Fitness and Whole Health in Cardiovascular Disease Prevention." Military Medicine 188, Supplement_5 (August 1, 2023): 38–42. http://dx.doi.org/10.1093/milmed/usad166.
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ABSTRACT Introduction The Cardiovascular Disease (CVD) Prevention project is a VA–DoD initiative, supported by the Joint Incentive Fund. The goal of the project is to create an innovative, 3D virtual space within the VA-Virtual Medical Center (VA-VMC) platform that provides Veterans and Active Duty Service Members with educational resources on the prevention of CVD. Materials and Methods The Performance Health and Wellness Center is a new center within the VA-VMC. The space enables users to explore information and actionable resources on various risk factors related to CVD through independent and provider-led instruction, using a personalized 3D avatar. Results Partners of DoD and VA envision users engaging with the learning resources securely and with a sense of anonymity, which can foster self-directed learning and healthy behavior change. The DoD is particularly invested in promoting CVD prevention through the early adoption of positive health behaviors and the Total Force Fitness framework. The VA team is also committed to supporting users by providing professionally led classes and support groups on various CVD risk factors like tobacco, diabetes, nutrition, and exercise. Conclusions This project is a unique and important collaboration during a time when telehealth and telemedicine services are in greater demand. The VA-VMC advances accessible, relevant, and evidence-based educational services for DoD and VA populations, and the Performance Health and Wellness Center, itself, presents Total Force Fitness concepts and a whole-person care approach while encouraging users to be actively involved in shared decision-making with their health care providers.
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ULLAH, SHAFIQ, SHAHID MANSOOR NIZAMI, and MUHAMMAD ZIA UR REHMAN. "ANATOMY RESOURCE CENTRE." Professional Medical Journal 20, no. 02 (February 7, 2013): 171–76. http://dx.doi.org/10.29309/tpmj/2013.20.02.677.
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It has been seen that just delivering the lectures of anatomy followed by dissection may fail to produce a long lastingunderstanding of the subject. The students are also unable to appreciate the importance of clinical anatomy integrated within variousmedical disciplines. A medical college or university may look at restructuring the medical curriculum with an anatomy resource centrewhich can have a pivotal influence on self-directed learning. Objectives: (1) To prepare an innovative resource centre for teachers. (2). Totrain student to achieve sufficient knowledge, skill and attitude when given a problem-solving exercise. Methodology: The resourcecentre is equipped with routine cadaveric dissection. Such gross structural relationships are made more meaningful by the use of livinganatomy such as conventional radiographs, CT, MRI, ultrasound, laparoscopic, videos and surface anatomy. Simultaneous presence ofmicroscopic anatomy (histology) can help to understand cell biology and molecular medicine in great detail. It is also necessary to useplastic models to overcome the complexity of the structures such as perineum and joints. Web-based computer sites can supplement theeffort and to achieve what is called ‘self-directed assessment skill’. Once the students are aware of the normal structures, they can bechallenged with abnormal structures or tissues. An anatomy resource centre thus, can be integrated with various disciplines. However, itis felt that an efficient clinical anatomy curriculum can only lead to the success in developing an innovative anatomy resource centre forteachers and students.
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Sa’idah, Ratna. "Strategi Pembelajaran Bahasa Arab Di ITC (Islamic Training Center) Pare." Realita : Jurnal Penelitian dan Kebudayaan Islam 14, no. 1 (May 21, 2022): 22–34. http://dx.doi.org/10.30762/realita.v14i1.232.
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One of non-formal institution which applies Arabic learning practice method is Islamic Training Center (ITC), an Arabic course institution standardized the Middle East by using EL-BARQIE (special method without formula). ITC uses motto 5 in 1 including Qowa’id ‘Arabiyyah Shamilah, Qira’ah, Kitabah, Tarjamah, Muhadathah, and Ta’bir. This institution is located in Jl. Brawijaya 16 Singgahan, beside ITC mosque Pelem, Pare, Kediri. This research aims at investigating Arabic learning system in Islamic Training Center (ITC) Pare, and the outcome of the students in learning Arabic language in that institution. The finding shows that the special characteristic of ITC that is different with the others is the Middle East standard which can be seen in (1) the accent used in learning Arabic language which always uses lahjah Arabian, especially when takallum. (2) tarkib al-kalimah / sentence pattern used in Arabic language either takallum, qira’ah or kitabah must use Arabian pattern/tarkib Arab fushha, preposition, muta’addi sentence, not Indonesian pattern, but Arabian pattern. (3) Learning materials which are sourced from Al-Qur’an and Hadist are always directed to guidance of learning Islamic study as well written ITC (Islamic Training Center) Pare for Islamic Guidance.
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Lohse, Barbara, Jodi Stotts Krall, Tricia Psota, and Penny Kris-Etherton. "Impact of a Weight Management Intervention on Eating Competence: Importance of Measurement Interval in Protocol Design." American Journal of Health Promotion 32, no. 3 (March 7, 2017): 718–28. http://dx.doi.org/10.1177/0890117117692201.
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Purpose: To examine changes in eating competence (EC) in 12-month weight loss intervention. Design: Randomized, parallel-arm with weight loss phase (baseline to month 4) and weight-maintenance phase (months 4-12). Setting: Face-to-face in University classrooms, supervised and self-directed fitness sessions at University fitness center, and home. Participants: Premenopausal, mostly college-educated Pennsylvania women, body mass index >25 (n = 101). Intervention: Twenty-eight, 1-hour classes tailored for extremes of the Dietary Guidelines’ fat recommendations, based on social cognitive theory, problem-based learning delivery over 12 months. Exercise component included supervised and self-directed stretching, aerobics, and strength training. Measures: Anthropometrics, lipid profile, blood pressure, 24-hour dietary recalls, cognitive behavioral measures, Satter Eating Competence Inventory (ecSI). Analysis: General linear model repeated measures analysis of variance for outcome variables. Results: A total of 40% (n = 40) completed the ecSI. Overall, education and supervised exercise session attendance were 77% and 88%, respectively. Similar weight loss for lower and moderate fat groups (6.7 kg and 5.4 kg). The EC was unchanged baseline to month 4 but increased significantly from months 4 to 12, baseline to month 12 for both groups. The EC change baseline to month 12 was inversely associated with weight change from baseline to months 4 and 12. Conclusion: Weight management interventions, likely to introduce concerns with eating attitudes, behaviors, and foods, can reduce EC. Short-term measurement of EC change captures these consequent adjustments without opportunity to regain self-efficacy. Extending the measurement interval better reflects intervention impact on EC.
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Damuag, Esmeraldo, Dodelon Sabijon, Vanzniel Rover Nillama, and Maymay Suelto. "Retakers Pledge: An Experiential Learning." International Journal of Law and Politics Studies 6, no. 3 (May 3, 2024): 16–31. http://dx.doi.org/10.32996/ijlps.2024.6.3.2.
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The study explores the lived experiences of Criminology Licensure Examination re-takers. The text details the participants' experiences leading up to, during, and following the licensure examination. It explores how the Criminology Licensure Examination impacted the participants and discusses the adjustments they made to enhance their performance in the exam. It utilized the qualitative research method employing the phenomenological approach. Twelve participants of this study were re-takers of the criminology licensure examination. Three re-takers of the criminology licensure examination from the review center of Cebu City and nine re-takers of the criminology licensure examination from the review center in Mandaue City, Philippines. Nine individuals were selected for comprehensive interviews from a criminology review center in Mandaue City. In contrast, three were interviewed through Focused Group Discussion (FGD) from the criminology review center in Cebu City, Philippines. The participants were selected through purposive sampling, focusing on individuals registered for review classes at centers in Cebu City and Mandaue City. Seventeen themes were created to answer the sub-problems of this study. These were: Enlightenment is the Key to Success, Self-assurance Reaching Lifetime Goals, Strong Intimate Support, Time Constraints the Clue of Anxiety, Eagerness in Achieving Objectives, Assertive Attitude Produces Positive results, Infirmities Defeating the Purpose, Discomfort Runs into Trouble, Misconception Affects the Reality, Passion Reflects the Result, Unacceptable Moments in Life, Failures Ruins the Ambition, Dynamic Opening's in the Right Place and the Right Place, Linking's in Public and Private Service, Primary of Interest in Meeting the Purpose, Responsive Commitment in Achieving Goals, and Hard work is the Key to Success.
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Suarez-Grant, Jeff, and Catherine Haras. "Inclusive Teaching Program: A seven-module online course for faculty of higher education." International Journal of Designs for Learning 13, no. 1 (June 14, 2022): 139–52. http://dx.doi.org/10.14434/ijdl.v13i1.32398.
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The Center for Effective Teaching and Learning at Cal State LA (CETL) was tasked to create a certificate program to address inclusive teaching that we could offer to faculty online at scale. The Inclusive Teaching Program recognizes college faculty as independent experts and self-directed learners who desire space and community to think about their roles as the single greatest influencers of student success. We ground our program design in Wlodkowski and Ginsberg’s (2017) framework of adult motivation to learn, while being cognizant that highly professional people (who include faculty) are among the most resistant to change (Argyris, 1991). The program takes an expansive view of, and broadly frames, the concept of inclusivity (Holladay et al., 2003; Rios & Wynn, 2016). The resulting seven-module course deeply engages instructors in the following areas: teaching identity, working with our diverse and unique population of students, leading difficult discussions, acknowledging implicit bias, and practicing faculty care and self-care. We share a novel infrastructure for creating educational development that tackles difficult topics while helping faculty make meaningful changes to their teaching.
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Kusiripanth, Pornpim. "CULl Instructors' Use of and Attitudes toward the Self-Access Learning Center." PASAA 39, no. 1 (November 2006): 29–47. http://dx.doi.org/10.58837/chula.pasaa.39.1.2.
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Cheng, Wen-wen, Su-ching Lin, and Ming-sui Wu. "Evaluating Self-access Learning in Online Resource-based Context." Journal of Social Science Studies 3, no. 1 (November 2, 2015): 168. http://dx.doi.org/10.5296/jsss.v3i1.8238.
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<p>For the past two decades, language center in almost every university in Taiwan has attempted to implement the notion of independent learning through online learning resources. To many student learners, the easy and inexpensive access of Internet has made innumerable learning resources provided by language centers available for self-access language learning. However, whether students have cultivated self-access learning ability through appropriate learning practices online is the main point that school authorities are eager to find out. In order to know the effectiveness of self-access learning in online resource-based context, many universities take different ways to evaluate students’ achievement. Since evaluations of self-access learning are important for student learners to know if they gradually and individually move towards autonomy, their assessments must be more objective. The purpose of this one-year study, therefore, was to examine whether selected online learning resources and evaluation methods affected students’ self-access learning attitudes and whether students cultivated self-access learning ability and learned successfully in online resource-based context. To gather the data, one hundred and twelve non-English majored students from a university of Southern Taiwan were recruited as samples and two types of objective evaluation, an assessment test and online learning records, were used in this study. Major findings indicated that language students’ self-access learning attitudes improved and they did make progress in online resource-based context. However, the training for students toward self-access learning needs to be strengthened. Suggestions were also included in this paper.</p>
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Maskan, Mohammad, and Heru Utomo. "APPLICATION OF E-COMMERCE LEARNING MODEL BASED ON E-PORTFOLIO TO GROW INTEREST OF STUDENTS IN ONLINE-BASED ENTREPRENEURSHIP IN DEPARTMENT OF COMMERCIAL ADMINISTRATION MALANG STATE POLYTECHNIC." Manajemen Bisnis 11, no. 1 (April 26, 2021): 89–97. http://dx.doi.org/10.22219/mb.v11i1.18838.
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The learning approach so far at the State Polytechnic of Malang is more directed to teacher center learning (TCL). Currently, students can build their own knowledge in the learning process known as student center learning (SCL). In addition, the assessment of students is also more comprehensive and includes three aspects, namely: cognitive, affective and psychomotor. One such learning model is to use a portfolio approach. This is in accordance with the learning objectives of E-Commerce at the State Polytechnic of Malang given in semester 5, which emphasizes the achievement of these three aspects. The results show that E-Commerce learning based on E-Portfolio can raise enthusiasm for students, namely raising entrepreneurial attitudes and motivation and being able to understand the focus of the material discussed by lecturers in teaching, because the content and presentation of learning materials involves students actively and is combined with hands-on experience in the field.
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Corsino, Leonor, Stephanie A. Freel, Melanie Bonner, Joan Wilson, Christie McCray, Maureen Cullins, Linda S. Lee, and Kathryn M. Andolsek. "2494 Selectives: Implementing self-directed collaborative selectives as part of a curriculum for pre-health care professional students." Journal of Clinical and Translational Science 2, S1 (June 2018): 60. http://dx.doi.org/10.1017/cts.2018.225.
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OBJECTIVES/SPECIFIC AIMS: To provide students an opportunity to select health care-oriented course work that reflects both their interests and the increasingly diverse spectrum of health professions education and health care careers. To increase the opportunity for students to enter professional schools and health care professions with enhanced engagement and experience. METHODS/STUDY POPULATION: The 4-credit elective (Selective) curriculum is a component of the 38 credit Duke School of Medicine Master of Science in Biomedical Sciences (MBS) program which is completed over 10.5 months. Students work closely with their advisors to choose activities that reflect their interests. Selectives are offered by an array of schools, institutes, and programs within Duke University, including: the School of Medicine, School of Law, Global Health Institute, Bioethics and Science Policy Master Program, Clinical Research Training Program, Center for Documentary Studies, and Medical Informatics. Students may also pursue directed studies in areas such as health policy, or an inter-professional trip to Honduras. In addition to the course-based Selectives, three research practicum options are offered: Community Engagement, Clinical Research (Duke Office of Clinical Research), and a self-selected mentored research experience. Finally, the MBS program offers 2 in-house specific Selectives: Fundamentals of Learning: Theory and Practice, and Planning for Health Professions Education. RESULTS/ANTICIPATED RESULTS: The MBS program accepted its first cohort of students in June 2015. Two cohorts have graduated and the third has begun (n=30, 2016; n=42, 2017; n=43 enrolled, 2018). Our students come from diverse background with a third from populations historically underrepresented in STEM due to race/ethnicity, and another third underrepresented due to other factors such as low socioeconomic status, first generation to college, LGBQT, and those from rural and immigrant communities. Thus far, Selective distribution has been: Clinical research practicum (7, 2016; 14, 2017; 9, 2018); Mentored research practicum (2, 2016; 1, 2017); Community engagement practicum (7, 2016; 4, 2017; 5, 2018); Planning for health professions educations (14, 2016; 32, 2017; 33, 2018), Fundamentals of learning: Theory and Practice (7, 2016; 17, 2017; 18, 2018); documentary film (1, 2016); inter-professional trip to Honduras (2, 2016, 2, 2017). Since the implementation of the curriculum, at least 53 of 70 students who have applied (76%) were admitted to health professions or other graduate schools despite having lower initial MCAT and undergraduate GPAs in aggregate than the average of students who matriculate to allopathic medical school programs: 41 to medical schools, 3 to dental school, 2 each to osteopathic and physician assistant schools and 1 each to physical therapy, business school and law school. Eighteen of the 2016 graduates, and 21 of the 2017 graduates work in research for their gap year following graduation, the majority being employed in our institution’s research programs providing a pipeline of trained research assistants and coordinators. DISCUSSION/SIGNIFICANCE OF IMPACT: Lessons learned by implementing our curriculum include the following: (1) students are eager to explore different areas of health care; (2) collaboration across schools, centers, departments, institutes, and offices increases our ability to identify common areas of interest; (3) implementing a diverse curriculum can be challenging due to the need for significant organization and planning; (4) the diversity of courses can be a source of confusion when there is a lack of standardization in learner expectations; (5) continued collaboration across, schools, centers, institutes programs, health professions and sections requires a significant amount of time and expertise. However, our programs demonstrate significant positive impacts both on students and at the institutional level. Our program shows that a diverse curriculum leads to a high number of students engaged in pursuing and successfully continuing a health profession education. Institutional benefits include a robust pipeline for a diverse research workforce.
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Baek, Jong-Hyeon, Hee Kyung Lee, Hyon-Gon Choo, Soon-heung Jung, and Yeong Jun Koh. "Center-Guided Transformer for Panoptic Segmentation." Electronics 12, no. 23 (November 27, 2023): 4801. http://dx.doi.org/10.3390/electronics12234801.
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A panoptic segmentation network to predict masks and classes for things and stuff in images is proposed in this work. Recently, panoptic segmentation has been advanced through the combination of the query-based learning and end-to-end learning approaches. Current research focuses on learning queries without distinguishing between thing and stuff classes. We present decoupling query learning to generate effective thing and stuff queries for panoptic segmentation. For this purpose, we adopt different workflows for thing and stuff queries. We design center-guided query selection for thing queries, which focuses on the center regions of individual instances in images, while we set stuff queries as randomly initialized embeddings. Also, we apply a decoupling mask to the self-attention of query features to prevent interactions between things and stuff. In the query selection process, we generate a center heatmap that guides thing query selection. Experimental results demonstrate that the proposed panoptic segmentation network outperforms the state of the art on two panoptic segmentation datasets.