Journal articles on the topic 'Environmental engineering Study and teaching (Higher) Australia'
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1
Jiang, Zhigang, Siva Chandrasekaran, Gang Zhao, Jing Liu, and Yanan Wang. "Teaching towards Design-Based Learning in Manufacturing Technology Course: Sino–Australia Joint Undergraduate Program." Sustainability 12, no. 9 (April 25, 2020): 3522. http://dx.doi.org/10.3390/su12093522.
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The internationalized higher education in Engineering has made the sustainable future of Chinese regional universities prosper in the recent decade. The teaching practices of engineering courses pose many challenges in Sino–foreign joint undergraduate programs. The design-based learning (DBL) approach addresses students learning challenges in the joint undergraduate program facilitated by the Wuhan University of Science and Technology (WUST) in central China along with Deakin University (DU), Australia. Following the seven general principles of DBL, a project of process planning was performed for teaching and learning in the Manufacturing Technology course. An implicit meta-cognitive competence was developed through performing the engineering project tutoring, diverse learning tasks and normative assessment criteria. The DBL pedagogy succeeds in bridging the diverse knowledge systems in the specialized courses of Manufacturing Technology between Chinese and Australian programs in Mechanical Engineering. Many achievements and awards won by the students demonstrate a satisfactory result in the case study on the teaching practice towards DBL. The pedagogy towards DBL truly improves the teaching quality of the courses in joint programs and further strengthens the internationalized engineering education for the sustainable development of regional universities in China.
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Watson-Brown, Natalie, Bridie Scott-Parker, Bruce Simons-Morton, and Teresa Senserrick. "Exploring the Dimensions of Driving Instruction through Naturalistic Observation of Formal Practical Lessons with Learner Drivers." Transportation Research Record: Journal of the Transportation Research Board 2674, no. 3 (February 28, 2020): 219–31. http://dx.doi.org/10.1177/0361198120905594.
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Higher-order driving skills (HO-DS) are deficient in young drivers who are over-represented in road crash fatalities and serious injuries. Teaching HO-DS has strong theoretical support in reducing crash risk. This study contributes to the dearth of literature regarding on-road driver training that can develop these skills. Higher-order driving instruction (HO-DI) is explored in formal on-road driving lessons (in Queensland, Australia) via naturalistic observation. Fifteen instructors and 96 learner drivers aged 16–19 years were recruited, with 110 lessons observed. An HO-DI coding taxonomy informed by the Goals for Driver Education ( 24) was used for content analysis using an a priori approach, comprising eight HO-DI codes: driving plan (formerly driving route), vehicle control and maneuvering, mastery of traffic situations, surveillance, situational risk (formerly environmental variables), personal risk (formerly knowledge of risk), car function (formerly car knowledge), and distraction. Thirty-nine sub-themes were identified within the codes allowing a deeper understanding of instruction, including missed (unseen) and untaken (seen but not actioned) HO-DI opportunities. The findings inform recommendations for the development of best practice HO-DI. This study has implications for the driver training industry with potential for reducing the crash risk of young novice drivers.
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Pubule, Jelena, Antra Kalnbalkite, Erika Teirumnieka, and Dagnija Blumberga. "Evaluation of the Environmental Engineering Study Programme at University." Environmental and Climate Technologies 23, no. 2 (November 1, 2019): 310–24. http://dx.doi.org/10.2478/rtuect-2019-0070.
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Abstract The European Union has placed competence-based teaching and competence-based education as one of its highly relevant goals. Due to mass higher education, the assessment of effectiveness and relevance evaluation of environmental engineering study programmes should become an important issue. Presently the focus of the evaluation on multi-disciplinary study programmes varies from the evaluation of attitudes, impacts or effectiveness of utilisation-focused evaluation, summative evaluation and participatory evaluation approaches. The objective of this study was to propose an effective framework to evaluate the Environmental Engineering Master study programmes. During the research, the evaluation of existing study programmes on environmental engineering in Europe was conducted, information about the study courses, teaching methods, assessment methods and competences was used for the analysis. The results obtained showed that lectures, site visits, group coursework, practical laboratories and role-plays allows to reach the necessary knowledge, skills and competences and to provide an effective and relevant education to the Environmental Engineering Master programme students. The proposed evaluation framework was tested and approbated on new Riga Technical University Master study programmes on Environmental Engineering and Bioeconomy.
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Milawati, Milawati, Nunung Suryati, and Dewi Wardah Mazidatur Rohmah. "Filling Gap in EFL Teachers’ Informal Formative Assessment: Insights from Higher Education Level." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 7, no. 1 (November 15, 2022): 13. http://dx.doi.org/10.21093/ijeltal.v7i1.1134.
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This study presents the informal formative assessment practice embedded in teacher-students interaction in daily teaching activities. Although many previous studies claimed as informal formative assessment, the adequate information on how informal formative assessment integrated in EFL classroom interaction in the higher education level was not acquired yet. A case study design on ESRU Model was used with 59 Indonesian EFL teachers in higher education level. Online Survey questionnaire was used to determine participants to be involved for further investigation in classroom observation and interview. This research highlighted clarifying learning goal as prerequisite activity before conducting the ESRU model activities. Interestingly, of the four activities in ESRU model, the use information gained was potentially support students’ learning compared to other three activities; Elicits information, the student responds, and the teacher recognizes students’ responses. Hence, this study can contribute insight for the teachers to reflect their own teaching practice.
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Noy, Sue, Rebecca Patrick, Teresa Capetola, and Janine McBurnie. "Inspiration From the Classroom: A Mixed Method Case Study of Interdisciplinary Sustainability Learning in Higher Education." Australian Journal of Environmental Education 33, no. 2 (July 2017): 97–118. http://dx.doi.org/10.1017/aee.2017.22.
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AbstractWithin higher education there is widespread support for developing students’ interdisciplinary skills. Despite this, evidence for, and practice of, cross-faculty interdisciplinary sustainability learning remains in its infancy. Recent articles have shown that Australia is no exception. This article provides a case study of interdisciplinary learning and teaching within a cross-faculty Education for Sustainability (EfS) undergraduate subject involving science, arts, business, and health students at an Australian university. A description of the subject and its theoretical context provides a platform for presenting the findings of a mixed method enquiry into how pedagogy supports interdisciplinary sustainability learning. The sequential explanatory research design involved a post-subject quantitative survey analysed using SPSS, augmented by qualitative student journal data (n = 67) using phenomenological analysis within NVivo. The study found that students, regardless of discipline background, valued the processes and pedagogy used to promote interdisciplinary collaboration and awareness. The experience left students feeling more skilled and confident of their ability to contribute to future interdisciplinary sustainability collaboration. This case study, replete with a subject description, theoretical context for an innovative pedagogical approach and study results, provides higher education professionals with a template for deliberative curriculum and pedagogy that promote interdisciplinary knowledge, skills and confidence that may contribute to transformative learning that supports EfS goals. The article presents a strong case for future EfS curriculum frameworks and strategic education policy to include deliberative interdisciplinary pedagogy. It also challenges higher education institutions to create flexible systems that facilitate cross-faculty interdisciplinary learning that is necessary for preparing students for the future.
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Dodd, Rachael H., Kevin Dadaczynski, Orkan Okan, Kirsten J. McCaffery, and Kristen Pickles. "Psychological Wellbeing and Academic Experience of University Students in Australia during COVID-19." International Journal of Environmental Research and Public Health 18, no. 3 (January 20, 2021): 866. http://dx.doi.org/10.3390/ijerph18030866.
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COVID-19 has created significant challenges for higher education institutions and major disruptions in teaching and learning. To explore the psychological wellbeing of domestic and international university students during the COVID-19 pandemic, an online cross-sectional survey recruited 787 university students (18+ years) currently studying at an Australian university. In total, 86.8% reported that COVID-19 had significantly impacted their studies. Overall, 34.7% of students reported a sufficient level of wellbeing, while 33.8% showed low wellbeing and 31.5% very low wellbeing. Wellbeing was significantly higher in postgraduate students compared with undergraduate students. Future anxiety was significantly greater among undergraduate than postgraduate students. Multivariable regression models showed female gender, low subjective social status, negative overall learning experience or reporting COVID-19 having a huge impact on study, were associated with lower wellbeing in the first few months (May–July) of the pandemic. Supporting the health, wellbeing, and learning experiences of all students should be of high priority now and post-pandemic. Strategies specifically targeting female students, and those with low self-reported social status are urgently needed to avoid exacerbating existing disparities.
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Papić-Blagojević, Nataša, Maja Vukadinović, and Ana Jovičić-Vuković. "Factor structure of the effectiveness of the teaching process in higher education institutions: The perception of students." Ekonomija: teorija i praksa 15, no. 3 (2022): 1–12. http://dx.doi.org/10.5937/etp2203001p.
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The present study aims at investigating the students' perception of indicators of effectiveness of the teaching process in higher education institutions. 361 students from five different postsecondary vocational schools participated in the research. The instrument consisted of a list of indicators of the effectiveness of the teaching process, which has been taken from previous research related to characteristics of education at universities. The list included 13 indicators: knowledge, quality, creativity, flexibility, collegiality, critical thinking, cognitive skills, teamwork, cooperation, entrepreneurial spirit, interactivity, objective grading scale and the availability of teaching staff. The exploratory factor analysis was applied to extract the main components. The results have shown that the structure of the effectiveness of the teaching process from the perspective of students consists of two dimensions: Cooperation and Objectiveness. The improvement of the teaching process with the goal of its greater effectiveness is discussed in the context of these results.
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Riley, David R., Amy V. Grommes, and Corinne E. Thatcher. "Teaching Sustainability in Building Design and Engineering." Journal of Green Building 2, no. 1 (February 1, 2007): 175–95. http://dx.doi.org/10.3992/jgb.2.1.175.
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Engineers and building designers make decisions that have critical impacts on the environment and society, making sensitivity to environmental and social concerns a must in the building profession. Limited pedagogical research has been conducted to develop and assess techniques for integrating sustainability into building design and engineering education. This paper describes an undergraduate course geared toward instilling concepts of sustainability in students of building-related disciplines and presents the findings of a case study and literature review conducted to identify the key features that made the course successful. The features are outlined in the form of an easy-to-use Sustainability in Higher Education Assessment Rubric (SHEAR) that faculty members can consult to shape effective programs and courses of their own to teach concepts of sustainability to their students. Two examples of this application are included, and recommendations for advancements in sustainability education are provided.
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Hurlimann, Anna, and Sara Dolnicar. "Acceptance of water alternatives in Australia – 2009." Water Science and Technology 61, no. 8 (April 1, 2010): 2137–42. http://dx.doi.org/10.2166/wst.2010.007.
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In a nationally representative study with a sample size of 1495, Australian residents were asked about their attitudes to recycled and desalinated water. Specifically, they were asked to state how likely they would be to use these sources of water for 14 purposes. Recycled water was found to have a higher stated likelihood of being used for watering gardens (compared to desalinated water). No significant differences in likelihood of use were found for toilet flushing, car washing and cleaning. For all other uses (including drinking), desalinated water had higher likelihood of use ratings. Respondents were also asked about their intention to relocate under four different water scenarios. This is a topic not studied before in the Australian context. Results indicate that respondents' stated likelihood to relocate was highest when there was insufficient water to meet their needs, followed by when recycled water was introduced into their supply, then the introduction of desalinated water. The scenario where residents had to rely on self-purified rain water from a tank had the lowest level of relocation intention. The results indicate that the increased provision of rainwater tanks may be the most publically acceptable water alternative for Australians at this point in time.
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Bolton, Keith G. E., and Margaret Greenway. "A feasibility study of Melaleuca trees for use in constructed wetlands in subtropical Australia." Water Science and Technology 35, no. 5 (March 1, 1997): 247–54. http://dx.doi.org/10.2166/wst.1997.0209.
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Three tree species from the genus Melaleuca are being examined for use in constructed wetlands in subtropical SE Queensland, Australia. Growth responses of Melaleuca to secondary treated effluent (100% - approximately 5mgPL−1 and 8mgNL−1), half strength (50%), P enriched (+P) and N enriched (+N) secondary treated effluents were monitored in a 2 year pot trial. A growth index was derived from measurements of height, girth diameter, branch number and new leaf number. Highest rates of growth were achieved in the +N and 100% treatments, and lowest rates in the +P and 50% treatments. Seasonal growth trends were evident. Continuously waterlogged trees had slightly higher growth rates than those subjected to aeration cycles, demonstrating their suitability to wetland environments. An aerated network through the bark extending to the roots may provide a mechanism of root aeration. Biomass and nutrient partitioning were measured in an experimental constructed Melaleuca wetlands receiving pure effluent. Biomass nutrient accumulation rates were comparable to studies of other macrophytes. M. alternifolia stored approximately three times more N and P than M. quinquenervia. However, M. quinquenervia had higher rates of litter fall induced by severe insect damage, increasing the rate of transfer of nutrients to the long term sediment sink. P concentrations in the senescent leaves were highly responsive to external concentrations, and may be used as an indicator of P loading rates in constructed wetlands. Since senescent leaves provide a major pathway of biomass nutrients into the sediment sink, this provides a self regulating P storage mechanism.
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Ubaedillah, Ubaedillah, Damar Isti Pratiwi, S. Thoriqul Huda, and Dwi Agung Kurniawan. "An Exploratory Study of English Teachers: The Use of Social Media for Teaching English on Distance Learning." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 5, no. 2 (May 19, 2021): 361. http://dx.doi.org/10.21093/ijeltal.v5i2.753.
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This study was conducted to determine how English teachers used social media to teach English. An exploratory study was used in this study to look into a detailed and in-depth analysis of the use of social media in English language learning by Cirebon junior high school teachers. This study used purposive sampling from 43 English teachers at Cirebon junior high schools. Ten teachers (five male and five female) have been chosen. In about 20 to 30 minutes, each participant was asked the questions. The researcher recorded all of the conversations during the interview session as part of the data collection process. Whatsapp, Facebook, Instagram, Tiktok, and YouTube are the most popular social media platforms with strong categorized. Whatsapp has a higher presentation value than other social media types. There were five themes identified as a result of the interview session of the teacher's perceptions of social media used on distance Learning; 1) Kinds of social media, 2) Activities, 3) Motivation, 4) Improving students English language skills, and 5) Effectiveness.
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Martins, Paulo Rodolfo de Oliveira, Rogerio Galante Negri, Jorge Kennety Silva Formiga, Vivian Silveira dos Santos Bardini, Amanda Louisi Dos Santos Galvão, and Adriano Bressane. "Adaptive teaching based on gamification: a pedagogical strategy for formative assessment in higher education." Educação Online 17, no. 39 (April 4, 2022): 42–58. http://dx.doi.org/10.36556/eol.v17i39.956.
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This study aims at introducing and assessing a pedagogical strategy for formative assessment in higher education. Under such purpose, successive quick tests are applied as soon as new topics of the course are introduced to students. Thereby, learning weaknesses are identified, from which in turn makes it the focus of review by the student. In order to assess the effectiveness of this pedagogical strategy, two case studies were carried out at different undergraduate courses. As a result, there was a significant performance gain by the students. In conclusion, based on the analysis of statistical significance, it was possible to verify that the proposed pedagogical strategy constitutes a promising alternative for formative assessment in higher education.
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Mohd. Elmagzoub Eltahir, Najeh Rajeh Alsalhi, Geraldine Torrisi-Steele, and Sami Sulieman Al-Qatawneh. "The Implementation of Online Learning in Conventional Higher Education Institutions During the Spread of COVID-19: A Comparative Study." International Journal of Emerging Technologies in Learning (iJET) 18, no. 01 (January 10, 2023): 68–99. http://dx.doi.org/10.3991/ijet.v18i01.36005.
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The purpose of this study is to investigate and explore the degree of success of the implementation of online learning in conventional higher education institutions instead of face-to-face learning during the spread of the Covid-19 Pandemic during the 2019/2020 academic year, via exploring the undergraduate students' perceptions of the application of the online learning system at Ajman University in UAE, and Griffith University in Australia. In the study, the descriptive approach was used. A questionnaire consisting of 40 items was designed and distributed to 630 students from Ajman University and 675 students from Griffith University, who were randomly selected from different faculties of the two universities during the 2019/2020 academic year during the COVID-19 pandemic. The results of the study revealed that students' a moderate satisfaction with the University's readiness, training, and technical support for online learning and the university's teaching and learning process during the COVID-19 pandemic, with female students finding them more satisfaction than male students. Disciplines and computer skills also showed an impact on such satisfaction, with Pharmacy & Health Science College students at Ajman University and Architecture, Art, and Design discipline students at Griffith University, and those with excellent computer skills in both Universities. In addition, the results showed positive attitudes of students towards the use of online learning at the two universities during the COVID-19 pandemic.
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Dağgöl, Gökçe Dişlen. "Melting the Content, Pedagogy and Technology in the Same Pot: Insights into EFL Instructors’ TPACK Perceptions in Digital Era." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 6, no. 2 (May 30, 2022): 307. http://dx.doi.org/10.21093/ijeltal.v6i2.1096.
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Digital era necessitates not only knowledge of content and teaching methods but also integration of technology in language instruction. Covid-19 pandemic has constituted one of the critical reasons that accelerated the inclusion of digital tools into the teaching practice. Using the technological pedagogical and content knowledge framework, the present study dwelled upon the EFL instructors’ perceived TPACK levels and the probable changes that they experienced in their technological skills and knowledge after pandemic. The EFL instructors working at both state and private universities formed the participants of the study. Based on the mixed research method, the study gathered the data were both quantitatively and qualitatively. The quantitative data were collected through TPACK-Deep Scale and, open-ended question form was administrated for the qualitative data. The results indicated that EFL instructors had higher perceptions of TPACK, and they had differing levels for each factor level depending on gender, workplace, years of experience and educational status. They also mainly experienced positive changes after pandemic and had favorable attitudes towards technology use in language teaching. Finally, the study suggested pedagogical implications to benefit from technology for instructional purposes.
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Drescher, Talya, and Ya-Chih Chang. "Beyond Student Ratings of Teacher: Continuous Improvement Cycles Using Student Feedback." Journal of Assessment in Higher Education 3, no. 1 (October 4, 2022): 21–37. http://dx.doi.org/10.32473/jahe.v3i1.128040.
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This study documented the use of PDSA cycles in a co-taught pre-service education course in higher education. The study includes data in the form of student feedback which was collected and analyzed at the end of each semester for three years. Data were used to inform an iterative process for course refinement to improve student outcomes. Results examined the benefits and challenges of collaboration and co-teaching for both students and faculty. Implications for future research and practices are explored.
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Purwati, Nining, and Mohammad Viktor Farid Hakim. "Primary School Teachers’ Perception of Supervision Through the Use Google Form Application During the Covid-19 Pandemic." AL-ISHLAH: Jurnal Pendidikan 13, no. 3 (December 30, 2021): 2417–24. http://dx.doi.org/10.35445/alishlah.v13i3.1247.
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This study aimed to investigate the teachers’ perception and supervision experience using the google-form application during the Covid-19 pandemic. The research method used a qualitative approach with a descriptive method. Data were collected by using observation, questionnaires and interviews. There were 10 participants (male 5 and female 5). They were teachers (8 teachers), vice-principal of the curriculum and principal. The process of data analysis is through data reduction, data presentation, drawing conclusions and triangulation. The study results concluded that the google-form provides convenience in examining teachers' teaching and learning files. It was easy for school principals to assess the results of teacher teaching with a longer period before the implementation of online supervision, as an advanced form of using the google-form. The study results also had implications for teachers and school principals' understanding of the use of technology applications to improve teaching and learning or provide higher quality education.
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Romadlon, Farid Noor. "English Peer Counseling to Engage Students’ Speaking Confidence and Motivation in Higher Education." AL-ISHLAH: Jurnal Pendidikan 14, no. 1 (April 23, 2022): 821–32. http://dx.doi.org/10.35445/alishlah.v14i1.1869.
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Textbook-based teaching commonly used in the ELT context in Indonesia results in a hard stimulation for students to speak more since the focus is reading skills. Activating peers' activities through English peer counselling in teaching speaking is one of the effective ways to promote students’ confidence and motivation in speaking. It is an activity conducted by peers that focuses on developing fundamental skills, especially speaking. This research aims to know the students' thoughts about English peer counselling toward their confidence and motivation in speaking. This research is qualitative research with a case study design. The researcher used a questionnaire as an instrument to collect the data. The questionnaire was given to 115 students of the English Education Program who joined the activity. The result shows that the first indicator reached 58,1%, which belongs to the neutral category. In comparison, the second indicator reached 91,4%. The final score for indicator one and indicator two was 79,8%. It indicates that students positively perceive English peer counselling to engage their speaking confidence and motivation. The activity encourages students to be more active in small conversations and discussions. They have better confidence in talking to their peers, which also gains their motivation. Similar research about English peer counselling for different skills, e.g. reading, writing, and listening, is highly possible to conduct.
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Shulga, Irina Ivanovna, and Olga Nikolaevna Sergeeva. "University campus: New self-study opportunities in the digital era." Journal of Pedagogical Innovations, no. 1 (March 31, 2022): 49–59. http://dx.doi.org/10.15293/1812-9463.2201.06.
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Globalisation, technological and digital changes as well as COVID-19 have caused numerous changes in higher education including migration of all learning, teaching, and assessment into online domains. This means that all key skills, such as team-work, project planning, innovative, research and self-study skills should be developed mainly by means of individual research practice. It is crucial that university campuses provide learners with all the possible assistance they may need. In these circumstances, the purpose of the article is to identify new opportunities for a university campus to support students in their self-study and research projects. Based on the literature review, we suggest four groups of such opportunities – they are measures that various universities implement in their practice. We also discuss possible challenges and perspectives that university campuses may face in the future.
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Rahman, Andi. "The Impact of Covid-19 Pandemic on Students’ Learning Outcome in Higher Education." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (August 31, 2021): 1425–31. http://dx.doi.org/10.35445/alishlah.v13i2.974.
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The current Covid-19 pandemic has had many effects on human life globally, including the implementation of education. This study aimed to obtain the impact of the Covid-19 pandemic on learning outcomes in higher education. The research method used is a cross-sectional study. The data were taken from the test results at the end of the lecture, observations, and interviews. The research was conducted at the University of Muhammadiyah Lampung, IPDN Jatinangor Campus, and the Ahmad Dahlan Institute of Technology and Business, with 120 students participating. The data analysis technique used the percentage technique and cross-tabulation. The study results concluded that student learning outcomes decreased in the 2020-2021 academic year compared to the 2019-2020 academic year. The decline in learning outcomes includes knowledge, skills, and psychology. This finding has implications for the understanding of education personnel regarding online teaching and learning design during the Covid-19 pandemic.
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Nisfah, Nur Lailatin, Endang Purwaningsih, and Parno Parno. "Collaborative inquiry integrated technological pedagogical content knowledge to improve higher-order thinking skills." Jurnal Kependidikan Penelitian Inovasi Pembelajaran 6, no. 1 (May 17, 2022): 25–39. http://dx.doi.org/10.21831/jk.v6i1.36440.
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This study aimed to generate a teaching package in a lesson plan and student worksheet using the TPACK integrated Collaborative Inquiry model, which can improve higher-order thinking skills (HOTS) validly and effectively. The development research design followed the four-D-models development model, consisting of 4 phases: define, design, develop, and disseminate. At define, several observations and literacy studies were carried out. At design, teaching materials were designed. The experts validated the teaching materials in development, namely two lecturers and two teachers as users. Based on the validation results, it is found that the lesson plan and student worksheet were within the good or valid criteria to be used. HOTS was measured using two-tier multiple-choice in the form of 15 questions with good categories and high-reliability categories. The feasibility test was based on expert validation. The results show that the teaching material is in good criteria, so it is suitable for use under several conditions. The implementation results can affect the differences in the results of the pretest and post-test student’s HOTS-based observation during learning and increased scores.
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Oblova, Irina, Irina Gerasimova, and Julia Sishchuk. "Case-study based development of professional communicative competence of agricultural and environmental engineering students." E3S Web of Conferences 175 (2020): 15035. http://dx.doi.org/10.1051/e3sconf/202017515035.
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Thisarticledemonstratestheeffectivenessofemployingthecase study method to teach English as a foreign language to the agricultural and environmental engineering students. It should be useful to those who are trying to contribute to the development of the technology relevant to the contemporary educational challenges based on the unity of applied and theoretical aspects of teaching English within a perspective of developing students’ environmental responsibility. This research includes three-year study conducted both in the institution of higher professional education and in one of the largest concentrating enterprise sharing strong environmental ethics in Russia from 2017 to 2019. The research methodology includes: analysis of literature on the main purposes of the engineering training as well as environmental concerns; the analysis of the waysofteachingcasestudy;anassessmentofpurposes,needs andfunctions for which English is required. The findings of this research are as follows: firstly, engineering student’s professional communicative competence is effectively developed within a case study analysis based on real cases from current companies. Secondly, students are more satisfied with their English course and more willing to put their English to practical use when foreign language skills and their professional engineering issues are brought together.
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Derting, Terry L., Diane Ebert-May, Timothy P. Henkel, Jessica Middlemis Maher, Bryan Arnold, and Heather A. Passmore. "Assessing faculty professional development in STEM higher education: Sustainability of outcomes." Science Advances 2, no. 3 (March 2016): e1501422. http://dx.doi.org/10.1126/sciadv.1501422.
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We tested the effectiveness of Faculty Institutes for Reforming Science Teaching IV (FIRST), a professional development program for postdoctoral scholars, by conducting a study of program alumni. Faculty professional development programs are critical components of efforts to improve teaching and learning in the STEM (Science, Technology, Engineering, and Mathematics) disciplines, but reliable evidence of the sustained impacts of these programs is lacking. We used a paired design in which we matched a FIRST alumnus employed in a tenure-track position with a non-FIRST faculty member at the same institution. The members of a pair taught courses that were of similar size and level. To determine whether teaching practices of FIRST participants were more learner-centered than those of non-FIRST faculty, we compared faculty perceptions of their teaching strategies, perceptions of environmental factors that influence teaching, and actual teaching practice. Non-FIRST and FIRST faculty reported similar perceptions of their teaching strategies and teaching environment. FIRST faculty reported using active learning and interactive engagement in lecture sessions more frequently compared with non-FIRST faculty. Ratings from external reviewers also documented that FIRST faculty taught class sessions that were learner-centered, contrasting with the teacher-centered class sessions of most non-FIRST faculty. Despite marked differences in teaching practice, FIRST and non-FIRST participants used assessments that targeted lower-level cognitive skills. Our study demonstrated the effectiveness of the FIRST program and the empirical utility of comparison groups, where groups are well matched and controlled for contextual variables (for example, departments), for evaluating the effectiveness of professional development for subsequent teaching practices.
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Striuk, A. M., and S. O. Semerikov. "Professional competencies of future software engineers in the software design: teaching techniques." Journal of Physics: Conference Series 2288, no. 1 (June 1, 2022): 012012. http://dx.doi.org/10.1088/1742-6596/2288/1/012012.
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Abstract The article is devoted to one of the competence components of a mobile-oriented environment for professional and practical training of future software engineers. It is shown that the introduction of higher education standard 121 “Software Engineering” for the first (bachelor) level of higher education in Ukraine has generated a number of training quality assurance problems associated primarily with the low level of detailed competencies and program learning outcomes. By solving these problems, the detailed design of the system of professional competencies for future software engineers is developed. The article deals with the approaches to developing one of the most important special professional competences of future software engineers – the ability to participate in software design, including modeling (formal description) of its structure, behavior, and processes of functioning. Based on a historical and genetic review of the software engineering training practice of future software engineers in the USA, UK, Canada, Australia, New Zealand and Singapore, recommendations for choosing forms of training organization, selection of training content, ways of students’ and teachers’ activities in software engineering, modeling and designing tools; assessment of the appropriate competence formation level are formulated. The example of organizing design training in conditions close to industrial-studio training is considered. The problems of transition from architectural to detailed design and project implementation are shown. Prospects for further development of this study are to substantiate the third (after requirements engineering and design engineering) engineering component of software engineering – the software construction.
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Dookwah, Rhonda, and Gabriel Julien. "Students’ experiences about PBL as they learn Developmental Mathematics at a Higher Education Institution in Trinidad and Tobago: A qualitative case study." American Research Journal of Humanities and Social Sciences 7, no. 1 (January 28, 2021): 1–8. http://dx.doi.org/10.21694/2378-7031.21001.
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This action research highlights the experiences of undergraduate students who studied Developmental Mathematics using the Problem-Based Learning(PBL) strategy. They were exposed to fifteen weeks intervention at a Higher Educationinstitution in Trinidad and Tobago called HilltopCollege. A review of the existing literature within the local context indicated that there is a paucityof information about theirexperiences.Consequently, their experiences are critically important since they can be an impetus for the formulation of policy and implementation towards the teaching/learning of Developmental Mathematics inthis country.Thus, it is absolutely necessary that policy makers heed the voices of these students especially when they are formulating curriculum that pertain to Developmental Mathematics. A qualitative case study was conducted to carefully ascertain their experiences and answer the research question: What are students´ experiences with Problem-Based Learning in the study of Developmental Mathematics at Hilltop College? Twenty-four students participated. A structured questionnaire and semi-structured interviews were utilized with four focusgroups. Data were analyzed under six major headings: Approach to teaching, social relationships, resources, pace of teaching, emotional intelligence and the role of the teacher. Recommendations strongly advocating that student-centered strategies be employed when studying Developmental Mathematics were also offered.
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Schilling, W., and E. Hagen. "Project-based learning in sanitary engineering - preliminary conclusions after three years' experience." Water Science and Technology 41, no. 2 (January 1, 2000): 75–81. http://dx.doi.org/10.2166/wst.2000.0046.
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The paper describes an ongoing study based on the mandatory “Sanitary Engineering Basic Course” that was taught for third year environmental engineering students at the University of Science and Technology in Trondheim, Norway (NTNU) in the spring semesters of 1997, 1998 and 1999. The focus is on teaching and learning methodology (i.e. traditional individual frontal lecture-based versus project-based in groups). Experience shows that project-based learning (PBL) is a suitable teaching method. PBL challenges the students to stay active throughout the semester and thus results in higher learning efficiency. Simultaneously, both students and teachers need to use more time. Technical skills (“design calculations”) were not improved, but students clearly developed project management skills (communication, organisation, group work, etc.).
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Zuhriyah, Mukminatus, and Maskhurin Fajarina. "The Effectiveness of Blended Synchronous and Asynchronous Learning for Teaching Reading Comprehension." AL-ISHLAH: Jurnal Pendidikan 14, no. 1 (March 29, 2022): 795–802. http://dx.doi.org/10.35445/alishlah.v14i1.1237.
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Some studies investigated the use of synchronous and asynchronous learning in EFL classrooms. However, the investigation of blended synchronous and asynchronous learning use in the reading comprehension class was scarce. Therefore, the researchers in this present study focused on investigating the effectiveness of the blended synchronous and asynchronous learning implementation for teaching reading comprehension. This study aimed to know whether or not there was a significant difference in the students’ reading comprehension ability before and after the blended synchronous and asynchronous learning implementation. This was a pre-experimental study with a one-group pretest-posttest design. Meanwhile, the population in this study were three classes of the third-semester students of non-English departments of a university in Jombang. One class consisting of twenty-five students was taken as the sample using purposive sampling. The experimental students were given a pretest of reading comprehension before getting the six-meeting treatment of blended synchronous and asynchronous learning. After the treatment finished, they did the reading comprehension posttest. After all the reading scores were collected, the descriptive statistics, normality test, and paired sample t-test were applied using SPSS. The t-test result showed that the obtained t-count (11.616) was higher than the t-table (2.063). That result revealed that the students’ reading comprehension ability was significantly different before and after the blended synchronous and asynchronous learning application. Thus, blended synchronous and asynchronous learning was effective for teaching reading comprehension. Then, it is highly recommended for EFL lecturers to combine synchronous and asynchronous learning in their remote English classes.
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Do Hong, Ngoc, Hoang Le Huy, and Ninh Tran Trung. "Developing the ability to study the natural world in chemistry perspectives through teaching STEM Non - Metal Chemistry part 11." Journal of Science Educational Science 66, no. 4E (November 2021): 34–45. http://dx.doi.org/10.18173/2354-1075.2021-0187.
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Industry 4.0 has transformed many aspects of society, requiring high-quality human resources. The General Education Program 2018 has identified STEM education as one of the teaching methods that contribute to the formation and development of learners' qualities and competencies. Chemistry is a subject in high school with a close connection between theory and experiment, with many opportunities to develop students' abilities. This article introduces the development of the ability to study the natural world from in chemistry perspective through STEM teaching in the nonmetallic part of Chemistry 11. Through teaching the topic "Greenhouse effect", students have developed the ability to study the natural world from a chemical perspective. The pedagogical experiment has shown that the experimental class has a higher level of competence than the control class and the difference is statistically significant.
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Apriliana, Anggi, Tatat Hartati, Dadang Sunendar, and Rahman. "Literacy Learning in Early Grades: Teacher Thought on Teaching Literacy." Jurnal Ilmiah Sekolah Dasar 6, no. 4 (December 13, 2022): 592–602. http://dx.doi.org/10.23887/jisd.v6i4.49994.
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The main problem in student's literacy skills in the early grades has not been implemented holistically. In addition, the teacher has not used the right model in literacy learning in the early grades. The main objective of this research was to analyses the process of learning literacy in elementary school. This study used a survey method involving 48 principals and 148 elementary school teachers. Interviews were used as an instrument to describe literacy learning in early grades of elementary schools. Information obtained from the field is tabulated and presented. This research showed that the procedures or models and learning media used by teachers are different. Teachers have made efforts to increase children's motivation in exploring literacy learning. Teachers believe that literacy is a very important need for every individual. Literacy in the early grades plays an important role in determining students learning success. Effective literacy learning in the early grades needs to pay attention to the learning environment and material that suit the needs of students. A pleasant learning experience and adult support can have a positive effect on reading skills. This skill will greatly affect subsequent literacy skills. If literacy learning in the initial class is not strong, it will be difficult for students to build a foundation for literacy in higher grades.
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Tanana, S. M. "USING OF INNOVATION COMPONENTS TECHNOLOGIES OF TEACHING/TRAINING OF FOREIGN LANGUAGES IN HIGHER EDUCATION." Opera in linguistica ukrainiana, no. 28 (September 28, 2021): 345–53. http://dx.doi.org/10.18524/2414-0627.2021.28.235564.
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The formation of readiness of future foreign languages teachers for the innovative activity is one of the maim tasks of the educational process of the higher educational teachers training institution. The article deals with the theoretical aspects of the problem of readiness for the innovative activity, it analyzes the concepts of the professional competence and innovative activity. Professional development of future teacher of philological subjects – process is complicated and lengthy. Theoretical and practical study is necessary part during of future teacher’s master of system or research knowledge in the branch of philological subjects in conjunction with general professional training. The problem of using of interactive methods in the preparation of teacher-philologists of higher school is considered in the article. Professional development of future teacher of philological subjects – process is complicated and lengthy. Theoretical and practical study is necessary part during of future teacher’s master of system or research knowledge in the branch of philological subjects in conjunction with general professional training. The problem of using of interactive methods in the preparation of teacher-philologists of higher school is considered in the article. The readiness to innovation teaching activities – particularly personal status of teacher, which implies the presence of a motivation-value attitude to the professional activity. Thus, the analysis of the scientific and methodological literature has shown that innovation interactive methods, in contrast to traditional teaching methods, are more effective. As a result, there is not only a transformation of goals, from teaching a foreign language to learning speaking a foreign language, but also rethinking the role of a teacher and students. Readiness for innovative teaching activities is noted – particularly the personal status of the teacher, which implies the presence of a motivating value approach to the professional activity, having effective ways and means of achieving educational goals, the ability to be creative and reflective. Many of the problems facing teachers working in an innovative way, linked to low innovation competence – teacher motivation systems, knowledge, skills, personal qualities that provide effective use of new educational technologies work with future specialist. The use of innovative teaching methods of the future teacher's linguist in teaching activities is analyzed; the content of the innovation process in education is defined; the object and tasks of educational innovation are grounded; conceptual design of efficient provision of educational technologies in the formulation of future professional competence of teachers. The effectiveness of the projecting of innovation teaching largely depends on adequate choice and the implementation of consecrate pedagogical technologies. Pedagogical technologies in the process of traditional education are called «organizational forms and methods of education. The function of a teacher can be described as a system of consequent operation, expressed in planning, observation and correction of students’ activities. The education development priority of «philological department at Hryhoriy Skovoroda University in Pereiaslav is the implementation of modern information technologies that provide access to the network of high quality databases, expanding the possibility for students to capture complex information. It is realized by building individual module teaching programs with varying levels of complexity depending on specific needs, using the interactive methods, delivering distance education, producing electronic textbooks.
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Alifah, Abdu, M. Syamsul Maarif, and I. Made Sumertajaya. "Research in Pesantren-based Higher Education: Exploring The Factors Improving Lecture's Research Performace." AL-ISHLAH: Jurnal Pendidikan 14, no. 2 (June 17, 2022): 2589–604. http://dx.doi.org/10.35445/alishlah.v14i2.1590.
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Integrating two different systems between higher education and pesantren (Islamic boarding schools), Pesantren-based Higher Education (PTBP) is alleged as an ideal Islamic higher education model considering its critical role in the process of integration-interconnection of science and Islamic teaching. Like other Islamic higher educations in Indonesia, PTBP represents poor organizational performance, particularly in research productivity and quality. Since research performance has the most considerable portion in the higher education performance evaluation both nationally and internationally, this study attempted to explore the factors that possibly improve lecturers' research performance at PTBP, categorized into the level of the individual, institutional and resource factors. This study involved 84 lecturers at 7 PTBP in Bogor, Indonesia, selected based on the stratified random sampling and voluntary sampling method. The collected data was analyzed using Structural Equation Modeling-Partial Least Square (SEM-PLS). The results showed that only research competence positively affected research performance at the individual level, but not for work motivation and time management. Research culture and academic leadership insignificantly affected research performance. However, only high-performance work practice (HPWP) at the institutional level positively affected research performance. Meanwhile, collaboration networks at the resource level positively affected research performance, but not for university research funding. The managerial implications are further discussed in this study.
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Kurtianti, Endah, Endang Setyaningsih, and Nur Arifah Drajati. "Formulating EFL Writing Lecturers' Expectations: Lessons from Islamic Tertiary Education during the COVID-19 Pandemic." AL-ISHLAH: Jurnal Pendidikan 13, no. 3 (December 3, 2021): 1888–98. http://dx.doi.org/10.35445/alishlah.v13i3.1176.
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This research was designed to investigate which factors influenced the formation of lecturers’ expectations amid online learning during the COVID-19 outbreak in an Indonesian Islamic university. The recent study employed an exploratory case study by observing online EFL writing learning activities, interviewing the three lecturers, and collecting documents. The data was then analyzed qualitatively using an interactive model. Lecturers' expectations in this study were viewed from the key focus of expectation: feedback provided by lecturers. They established class-level expectations, not individual ones as primary and secondary levels. This study elucidates Islamic university lecturers' factors contributing to form expectations: lecturers’ past teaching experiences and teaching self-efficacy. Lecturers have not highly adjusted to any change that emerged in online learning. Accordingly, they have not shown firm belief in grouping students and assuring students’ originality in composing essays. At the same time, the students' demographic factors were motivation and gender. Female students showed higher motivation through participating more often during discussions. It yielded more learning feedback they received. Implications of this study were noted for self-reflection among lecturers to establish high expectations for students to enhance their learning.
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Assuah, Charles Kojo, Louis Oseia, and Gershon Kwame Manteya. "University Mathematics Major Students’ Ratings of Their Lecturers’ Preferred Teaching Methods: A Repeated-Measures Design." British Journal of Education 10, no. 15 (November 15, 2022): 37–45. http://dx.doi.org/10.37745/bje.2013/vol10n153745.
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This study investigates the differences in lecturers’ preferred teaching methods based on the ratings of their students. It employed the repeated measures design, where four separate ratings for each participant were taken. The participants comprise eighty-two (82) university mathematics major students, made up of fifty-five (55) males and twenty-seven (27) females, who were selected from a university in the central region of Ghana, using a non-proportionate stratified sampling technique in two third-year cohort mathematics classes. The results indicated that Mauchly’s test of sphericity was not significant, χ^2 (5)=10.33,p>.05, (i.e., the assumption about the characteristics of the variance-covariance matrix was not violated). Thus, the within-subjects variable of the teaching method was highly significant, F (3, 243) = 468.17, p < .05, indicating that the mean students’ ratings differed significantly as a function of the four teaching methods. This was supported by the decrease in the mean students’ ratings from guided discovery to direct instruction methods. The pairwise comparisons (with Bonferroni adjustment) among the four teaching methods, showed a significant difference between any pair of teaching methods (p < .05). Thus, the students’ ratings for guided discovery were higher than the ratings for cooperative learning (p < .05), ratings for cooperative learning were higher than the ratings for inquiry-based learning (p < .05), and the ratings for inquiry-based learning were higher than the ratings for direct instruction (p < .05). The estimated marginal means for the ratings of guided discovery (M = 8.12; C. I = [7.94, 8.32]) were the highest, followed by the mean ratings for cooperative learning method (M = 6.68; C.I = [6.51, 6.86]), followed by the mean ratings for inquiry-based learning (M = 4 73; C. I = [4.60, 4.87]), and then followed by the mean ratings for direct instruction (M = 3.95; C.I = [3.80,4.11]). The study's implications are that, although many researchers recommend multiple teaching methods for mathematics instruction, lecturers should endeavour to use teaching methods that are popular and acceptable among students. This would enable them to understand the content their lecturers teach. The study concludes that lecturers should focus more on active teaching methods such as guided discovery and cooperative learning and focus less on the direct instruction teaching method.
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Arifin, Kasman, Safilu Safilu, Jahidin Jahidin, Murni Sabilu, Damhuri Damhuri, and Ahdiat Agriansyah. "The Effectiveness of Using Chard Media and Peer Tutors Through Direct Teaching Hydrobiology Online Lectures." AL-ISHLAH: Jurnal Pendidikan 14, no. 3 (September 23, 2022): 4531–42. http://dx.doi.org/10.35445/alishlah.v14i3.2029.
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This study aims to obtain empirical information about the effectiveness of using media charts and peer tutors in hydrobiology on-line lectures. The study used an experimental method with a randomized control-group pretest-posttest design. The students participating in the Hydrobiology course in the odd semester 2020/2021, with a total of 58 people, were divided into two classes, namely, class A and class B. Before the experiment, a pretest was conducted with the basic concepts of Hydrobiology to be taught. The results of the pretest scores were analyzed and the differences were interpreted using t-test statistics, and the results showed that there was no significant difference in the pretest scores between class A and B (significance value 0.359 = 0.05). The results showed that the use of chard media and peer tutoring through direct on-line lecture teaching (treatment group), was effectively used to improve learning achievement (N-gain) compared to classes that used group discussions (control group), with indicators: N The total gain in the treatment class was higher than the N-gain in the control group. The learning management is also explained
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Syafryadin, Syafryadin, Dian Eka Chandra Wardhana, and Annisa Astrid. "Multimodal Feedback Workshop for English Teachers in Designing Questions Based on Higher Order Thinking Skill." AL-ISHLAH: Jurnal Pendidikan 14, no. 1 (March 10, 2022): 23–34. http://dx.doi.org/10.35445/alishlah.v14i1.1151.
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This study aimed to determine whether or not there is quality improvement of HOTS-based questions through multimodal feedback made by English teachers. Besides, this study intended to find out the forms of feedback given during the implementation of multimodal feedback and English teachers' perception of multimodal feedback in designing HOTS-based English questions workshops. This study used a mixed-method involving 30 English teachers willing to participate in the training. Furthermore, research data collection was done through the provision of tests, interviews, and observations. Several experts have validated the instruments used in this study. The data were analyzed quantitatively and qualitatively. Quantitative data were analyzed using SPSS, while qualitative data in interviews and observation sheets were analyzed using several stages, including data reduction, data display, and concluding. The results of this study indicated a quality improvement of HOTS-based English questions that have been made by English teachers, which was evidenced by an increase in the results from pretest to posttest. The next finding is that three types of feedback helped teachers make HOTS-based English questions through multimodal feedback: peer feedback, oral conference, and written feedback. Another finding was that English teachers gave a positive perception towards designing HOTS-based English questions through multimodal feedback because these activities provided positive input on their ability to make HOTS-based English questions. In conclusion, the findings of this study benefit English teachers in designing HOTS-based questions, so that teachers can implement the result of the workshop in the teaching and learning process.
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Zhang, Hai Ying, Guo Xian Ma, and Guo Liang Yuan. "Developing of ISO14000 and Environmental Material." Advanced Materials Research 531 (June 2012): 451–54. http://dx.doi.org/10.4028/www.scientific.net/amr.531.451.
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In order to maintain the competitiveness of traditional industries on the market and encourage industrial circles to plan environmental improvement and pollution precautions from the interior of their organizations, ISO14000 has been enacted to protect the environment. Hence, the course “ISO14000 and Environmental Material” has been the primary course in various kinds of higher educational institutions．It is necessary to give the course in bilingual language to the undergraduates，especially those who study in Environmental Engineering. This paper first analyzes the characteristics and probes the problems of this course. Then it proposes a developing plan for the course from the following aspects：course aims，related courses，teaching methods，communicational abilities and motivational measures．
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Striuk, Andrii. "Formation of software design skills among software engineering students." Educational Dimension 58 (June 15, 2022): 1–21. http://dx.doi.org/10.31812/educdim.4519.
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The study focuses on one of the mobile-oriented environment competence components for software engineering (SE) students. It has been demonstrated that the implementation of the higher education standard for SE bachelors has generated a number of issues in terms of ensuring training quality, principally due to a lack of specification for both skills and learning outcomes. Designing a precise framework of professional competencies for SE bachelors is one method to overcome these issues. The research examines methods for developing K14 (the ability to participate in software design, including modeling (formal description) of its structure, behavior, and working processes), a critical particular professional competency for future software engineers. Recommendations for software design teaching techniques, learning content, modeling and design tools, and assessment of the level of formation of relevant competence are developed based on a historical and genetic review of software design training among SE students in the UK, USA, Canada, Australia, New Zealand, and Singapore. The industrial-style software design training (studio training) is used as an example. The transition from architectural to detailed design, as well as project implementation, are discussed. The study's future prospects include substantiating the third engineering component of SE – software construction (after requirements engineering and design engineering).
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Ayodele, Margaret Olanireti, and Ajila Ayodele Fisayo. "Effects of Sexuality Education on Gender Among Secondary School Students In Ekiti State, Nigeria." British Journal of Education 10, no. 7 (July 15, 2022): 44–50. http://dx.doi.org/10.37745/bje.2013/vol10n7pp4450.
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The study investigated the effects of Sexuality Education on gender among senior secondary school students in Ekiti State, Nigeria. The study also examined the knowledge and attitude of students on Sexuality Education. It is a descriptive survey research with a population of 150 respondents drawn from three senatorial districts of the state; seventy-three (73) males and eighty-seven female students participated in the study. A self-constructed instrument titled the Sexuality Education questionnaire was used to obtain information from the students. In contrast, a multi-stage sampling technique was used to select students from three senior secondary schools in three state senatorial districts, using a self-constructed instrument titled Sexuality Education Questionnaire (SEQ). The reliability was ensured using the test-retest method. The study's results showed that male students recorded a higher-mean gain in the achievement of Sexuality Education, while female students recorded a higher mean increase in attitude score. The result also revealed that students with low self-efficacy recorded higher mean- gain in achievement and attitude scores towards Sexuality Education. The study concluded that teaching Sexuality Education is improved in schools to achieve the curriculum objectives. It was, therefore, suggested that more emphasis be laid on the teaching of Sexuality issues in schools. Government should also organise seminars and workshops for teachers and students on Sexuality issues. In addition, curriculum developers should extend the teaching of Sexuality Education to the primary school level, informal and non-formal settings.
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Akbar, Hengki Muhammad, and Biyanto Biyanto. "The Role of Digital Competence for Pre-Service Teachers in Higher Education Indonesia." AL-ISHLAH: Jurnal Pendidikan 14, no. 1 (April 20, 2022): 233–40. http://dx.doi.org/10.35445/alishlah.v14i1.1605.
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Progress in the digital era has accelerated in the past few years, including its impact on education, which must prepare competent human resources. Teachers are expected to have competencies that can meet the demands of the times. This study aims to describe the role of digital competence on pre-service teachers in Indonesia. Using the Systematic Literature Review (SLR), this article examines the results of research related to Digital Competence which raises the subject of students taking education department in Indonesia. The literature review was obtained from the “lens.org”, ”scholar.google.com”, “eric.ed.gov” “link.springer.com”, and ”sciencedirect.com” websites using the keyword “kompetensi digital” and “digital competence” with filter for the 2015-2021 years range. After that, it is filtered with the open-access journal option and language restrictions in English and Indonesian. The analysis is based on research objectives that support providing an overview of the role of digital competence in pre-service teachers from selected articles. After being reviewed through inclusion and exclusion criteria evaluated by quality assessments, five articles published are analysed. The result shows that digital competence plays a role in being an indicator in measuring literacy levels, improving pre-service teacher's learning outcomes, and contributing to the teaching process.
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Sumarwati, Sumarwati, Edy Suryanto, Slamet Slamet, and Mila Anggar Wati. "Field Trip and Its Effect on Traditional Ecological Knowledge Literacy During the COVID-19 Pandemic in Rural Primary School." Jurnal Ilmiah Sekolah Dasar 5, no. 4 (October 7, 2021): 688. http://dx.doi.org/10.23887/jisd.v5i4.39870.
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Traditional ecological knowledge (TEK) is the best indigenous practice acquired through centuries of experience in contact with nature. The rural area in Tawangmangu District, located on the slopes of Mount Lawu, Indonesia, is rich in TEK, such as folklore, traditional ceremonies, performing arts, planting systems, and harvesting systems that are starting to be abandoned young. Teaching TEK by bringing students to learning resources allows literacy to occur in cognitive and affective aspects. This study was conducted to determine the effect of teaching through field trips on improving the literacy of local elementary school students in TEK literacy. The study was conducted through a quasi-experimental with pretest-posttest non-equivalent control group design. Learning in the experimental class is carried out outside the home with field trips in small groups (4-6 students), while the control class is carried out using a distance learning system via WhatsApp and radio broadcasts at each student's home. The results show a significant effect of the field trip method on TEK literacy, both in cognitive and affective aspects. d Cohen's analysis shows the effect is quite significant. The level of mastery of TEK material in the field trip class is significantly higher than in the non-field trip class. In addition, students in the field trip class also showed higher pro-environment attitudes than students in the non-field trip class. It is recommended that environmental or local cultural education be held through field visits in small groups to reduce student boredom following distance learning during the pandemic in rural areas.
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Do Trung, Kien, and Hong Nguyen Thi. "Application of B-learning in teaching data structures and algorithms at Hanoi National University of Education." Journal of Science Educational Science 66, no. 3 (July 2021): 229–41. http://dx.doi.org/10.18173/2354-1075.2021-0129.
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Blended learning is becoming an attractive model in higher Education as new innovative information technologies are becoming increasingly available. However, just blending face-toface learning with information technologies cannot provide effective teaching and efficient solutions for learning. To succeed, blended learning must rely on solid learning theory, pedagogical strategies, course design methods, especially lectures, scenario builders, and course implementers. The paper presents research findings on specific course designs in which researcher and lecturer work closely with each other. The Blended learning course was designed, implemented, and redesigned to make the Blended learning course an effective and efficient learning environment. This study proposed what elements were needed to successfully assist a higher education lecturer in designing and teaching a Blended learning course.
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Bachri, Bachtiar Syaiful, Himawan Wismanadi, Martadi Martadi, Nanik Indahwati, Meirinawati Meirinawati, and Julianto Julianto. "Development of a Roadmap for the Development of Learning and Teaching Profession." IJORER : International Journal of Recent Educational Research 3, no. 5 (September 30, 2022): 598–615. http://dx.doi.org/10.46245/ijorer.v3i5.242.
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The Institute for Learning Development and Quality Assurance (LDQA) Universitas Negeri Surabaya (i.e Unesa) is one of the Unesa environmental organs that has the task and function of maintaining and improving the quality of Unesa learning and also as a reference for learning activities at related educational institutions. This research was conducted using a quantitative descriptive approach. The subjects of this research consist of 3 targets, namely: 1) General LDQA Management, 2) Learning Development Sector, and 3) Professional Development Sector. In this study, for the first and second problems, data were collected using documents, interviews and focus group discussions (FGD). The data obtained were analyzed descriptively qualitatively and quantitatively. Based on the results and discussion, it can be concluded that the roadmap for the Institute for Learning Development and Quality Assurance, for Professional Development for LDQA Unesa Educators and for Learning for LDQA Unesa has been prepared by accommodating the field of study which is the main task and function to answer the challenges of current and future learning needs. As for suggestions to improve achievement, it is necessary to increase cooperation with external parties who are institutionally closely related, namely dit. Belmawa, directorate general of higher education, directorate general of TOEP, education office, related institutions in accordance with LDQA's main duties and functions.
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Herawati, Andi Febri, Alfitriani Siregar, Yusrizal Yusrizal, Anita Ade Rahma, Avid Leonardo Sari, and Irwandi Irwandi. "Utilization of E-Learning as Media in Indonesian Language Courses in Higher Education Post COVID-19 Pandemic." AL-ISHLAH: Jurnal Pendidikan 13, no. 3 (January 6, 2022): 2757–66. http://dx.doi.org/10.35445/alishlah.v13i3.1455.
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The rapid development of technology has increased the demand for information technology-based learning media, which is becoming increasingly necessary. E-Learning, also known as information technology-based learning media, is changing how education is delivered from a traditional to a digital format. At this time, the world is being affected by the COVID-19 pandemic, which is causing restrictions on activities and gatherings and causing difficulties in lectures. Electronic learning, the most widely used learning medium by all groups, is seen as a solution to keep the learning going in higher education, from primary to post-secondary levels of education. The purpose of this study was to investigate the use of E-Learning as a learning medium in the Indonesian language education department of universities following the outbreak of the COVID-19 pandemic. This study uses a qualitative approach with descriptive analysis to implement Indonesian language education learning by taking samples from lecturers who teach Indonesian courses at the Manado State Islamic Institute and Manado State Christian Institute. According to the study's findings, using information technology as a medium of learning in Indonesian language education courses through e-learning is beneficial, particularly in light of the country's ban on face-to-face instruction. Then, the university should continue to develop e-learning to improve the ease and quality of the teaching and learning process, increase student learning effectiveness, and broaden its reach.
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Almaramihi, Waad, Jumana Alzuhayri, Aisha Binafif, Aseel Abulaban, Duaa Bawazeer, and Mohammed Qari. "Distribution of Predisposing Factors for Venue Thromboembolism in a Teaching Hospital." International Journal of Innovative Research in Medical Science 7, no. 03 (March 19, 2022): 163–66. http://dx.doi.org/10.23958/ijirms/vol07-i03/1374.
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Background: Venous thromboembolism (VTE) are includes both Deep Venus thrombosis (DVT) and Pulmonary Embolism (PE). This study aimed to utilize the causes of VTE and show the demographic data of the patients and effectiveness of treatment of anticoagulant in a teaching hospital in Saudi Arabia. Methods: A retrospective cross sectional study was conducted among KAUH hematology department. This study was approved by the Unit of biomedical ethics of medicine at king Abdulaziz university hospital (KAUH). Target sample included children, adolescent, young adults, adults and geriatrics. Both genders, who diagnosed with VTE. To assess the distribution of predisposing factors. Result: A total of 84 patients diagnosed with VTE, the mean age was 52.73 ± 20.29 years. Female patient constituted of total patients 58.3% (49 cases) were male 41.7% (34 cases) majority of cases were cancer related. Other predisposing factors were hematological malignancies followed by cardiovascular diseases, postoperative patients and immobilization. Half of the sample showed improvement 42 (50%), the most frequently used therapeutic anticoagulation drugs in VTE patients were Warfarin, Enoxaparin and UFH, while the frequency rates were 73, 55 and 41, respectively. Conclusions: In summary, female and geriatrics are at significant risk for VTE more than the others. Majority of the study participants were diagnosed with cancer. The main types were colon cancer, breast, liver and lung cancer. The mortality rate was higher for patients with cancer associated DVT, on the other hand, about half of the patients showed an improvement and full recovery.
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Dela Fuente, Jayson A. "Facebook Messenger as an Educational Platform to Scaffold Deaf Students’ Conceptual Understanding in Environmental Science Subject: A Single Group Quasi-Experimental Study." International Journal of Education 14, no. 1 (April 7, 2021): 19–29. http://dx.doi.org/10.17509/ije.v14i1.31386.
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The advent of technology proliferates the evolution of social media that creates a massive breakthrough in different aspects of life, especially in education. Teachers play a crucial role as they adapt to the new era of an educational system where students with special needs are mainstreamed in the regular learning environment. Student’s success in learning is attributed to teachers' effective techniques, methods, and approaches to deliver quality and meaningful learning to diverse students regardless of religion, ethnic groups, race, culture, and disabilities. This context inspired the author to investigate the effectiveness of Facebook Messenger as an educational platform in teaching to scaffold deaf students’ conceptual understanding in environmental science subject through a quasi-experiment to a single group composed of four (N=4) deaf college students in one selected State College of the Higher Education Institutions (HEIs) in Northern Negros Philippines. The findings revealed that deaf students had a very low conceptual understanding of the subject in the pre-test, however, manifested very high after the intervention (post-test). Moreover, results show that there was no significant difference in the level of the participants’ conceptual understanding between and among gender groups, however, the difference was significant in the pre-test and post-test gained scores. Furthermore, Facebook Messenger has been proven effective and thereby recommended to maximize its potential as an educational tool in teaching to scaffold deaf students’ conceptual understanding of science fields and other disciplines.
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Mukhtar, Nasiru, and Muhammad Sukri Bn Saud. "The Need for Incorporating Sustainability Thinking into Higher National Diploma Electrical/Electronic Engineering Curriculum in Nigeria." Asian Social Science 15, no. 8 (July 29, 2019): 113. http://dx.doi.org/10.5539/ass.v15n8p113.
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The fundamental substance employed for energy, construction, smelting and shipbuilding before eighteenth century was wood. However, with the advent of industrial revolution, changes in agriculture, manufacturing, mining, transportation, and technology had an overwhelming consequence on the socio-economic life of the society. This causes natural resources to decline and demand for them to incredibly increase, which led the humanity to fell into intertwined crises of environmental, economic and social systems. To change the situation, paramount changes of thinking and mindset are required and education is the key. This study therefore, explored the perceptions of electrical/electronic lecturers in the polytechnics on the need to incorporate sustainability thinking into Higher National Diploma electrical/electronic engineering curriculum in Nigeria. Two research questions guided the study through qualitative research design. Sixty-five (65) electrical/electronic lecturers in the polytechnics within the states under the study made up the target population, and only senior lecturers were selected to participate in the study. This is because of their experience in teaching electrical/electronic courses in the institutions. The authors conducted qualitative semi-structured interviews to generate data used in answering the research questions. The authors transcribed and thematically analyzed the data. Findings revealed a common view in which the participants indicated an urgent need for incorporation of sustainability thinking in to the said curriculum. Findings also showed the possible benefits of incorporating sustainability thinking to include environmental protection, economic prosperity, social wellbeing and technical sustainability. The authors recommended a model for incorporating sustainability thinking into HND electrical/electronic engineering curriculum.
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Mathanker, Sunil. "A Precision Agriculture Technology Course for Regions with Lower Technology Adoption Levels." Applied Engineering in Agriculture 37, no. 5 (2021): 871–77. http://dx.doi.org/10.13031/aea.14669.
Full textAbstract:
HighlightsPrior and post-knowledge surveys showed that students had varied knowledge levels in the course topics. Knowledge gains were higher for the course topics with lower prior knowledge scores. Knowledge surveys can be used to adapt to the needs of the students in real-time, improve instructional material, identify effective teaching methods, and modify the course. Abstract. Precision agriculture technologies offer several benefits, and most important among them are higher farm profits and improved environmental health. The quality of precision agriculture education is one of the main barriers to the adoption of these technologies. There are studies documenting the development of precision agriculture technology courses for the world regions with higher levels of adoption. However, there are limited studies for the world regions typically characterized by lower adoption of these technologies. This study attempts to develop and teach a precision agriculture technology course for such a world region Puerto Rico, a U.S. territory. This study also consisted of collecting and analyzing the pre- and post-knowledge levels of the students attending the developed course. Using the procedure for calculation of overall grade point average, the knowledge score for each course topic was calculated from all the pre- or post-survey responses for the course topic. Additionally, the knowledge gain for each course topic was calculated by subtracting the prior knowledge score from the post knowledge score of the course topic. The results indicated that knowledge gains were higher for the course topics with the lower prior knowledge scores and were lower for the course topics with the higher prior knowledge scores. The study indicates that a prior knowledge survey can be used to adapt to the needs of the students in real-time. Likewise, a post-knowledge survey can be used to improve instructional material, identify suitable teaching methods, and modify the course. World regions with limited adoption of precision agriculture technology may begin with a precision agriculture technology course without laboratory exercises, and later add laboratory exercises as equipment becomes available and adoption level increases. Keywords: Agricultural and environmental systems, Course development, Curriculum, Precision agriculture technologies, Student assessment
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Александров, Anatoliy Aleksandrov, Девисилов, Vladimir Devisilov, Галямина, and Irina Galyamina. "The Draft of the Federal State Educational Standard for Academic and Teaching Staff Training at Postgraduate Study in “Technosphere Safety” Direction." Safety in Technosphere 2, no. 5 (October 25, 2013): 72–77. http://dx.doi.org/10.12737/1582.
Full textAbstract:
The Federal State Educational Standard draft of higher education’s third level – academic and teaching staff training at postgraduate
study in the direction 20.06.01 “Technosphere Safety” – has been submitted in connection with adoption of the Federal law
"About education in the Russian Federation" No. 273 dated 29.12.2012 and taken effect from 1.09.2013. The training direction at
postgraduate study has been included in the integrated group 20.00.00 “Technosphere Safety and Environmental Engineering”.
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Abduloh, Abduloh, Mas'ud Muhammadiah, Harizahayu Harizahayu, Catur Budi Susilo, Sa'odah Saodah, and Ardian Arifin. "Implementation of Online Learning Media in the Covid-19 Pandemic." AL-ISHLAH: Jurnal Pendidikan 13, no. 3 (December 8, 2021): 1958–66. http://dx.doi.org/10.35445/alishlah.v13i3.639.
Full textAbstract:
This qualitative research aims to obtain an overview of the implementation of online learning in the Covid-19 Pandemic. In general, the implementation of online learning during the Covid-19 pandemic positively impacts the continuity of education in Indonesia. This research method is obtained from online observations and Scoping reviews. Literature is obtained from various databases such as Google Scholar, Scopus, Web of Science, Crossref Search. Furthermore, the literature was mapped in several parts so that 40 appropriate literature was obtained and could be used regarding teaching and learning activities in schools and the higher education environment. The study results show that online learning is currently considered adequate to replace conventional learning, but several factors related to the implementation of learning must be considered.
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Nichyi, Valentyna. "Peculiarities of teaching a foreign language in the conditions of distance learning." Current issues of social sciences and history of medicine 29, no. 1 (February 25, 2021): 82–85. http://dx.doi.org/10.24061/2411-6181.1.2021.248.
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The purpose of the article is to analyze the features of teaching foreign languages in higher education in the context of distance learning. To achieve this goal, the article uses the methods of theoretical analysis, critical analysis of scientific resources and scientific observation of the educational process. A comprehensive description of the application of these methods through the prism of foreign languages is the scientific novelty of the work. In the era of continuous informatization of society and education, in particular the use of modern computer technology, the Internet, multimedia and mobile communications in the educational process of higher education, has become a necessary condition for training and education of competent professionals and their future adaptation to working conditions. Therefore, educational institutions try to organize the educational process so as to provide students with full access to educational materials, using paper, electronic and multimedia media and access to Internet resources. In addition, the use of computer technology and the Internet, distance learning technologies significantly expands the range of potential students and allows to involve in education (including language) a wider range of students from abroad. Conclusions. Distance learning through computer telecommunication networks has broad prospects in the study of foreign languages. First of all, this advantage, in comparison, for example, with video and audio seminars, lies in the availability of operational feedback from teachers and students, with numerous training programs. Distance learning of foreign languages is a fairly effective form of learning a foreign language, aimed at the development of cognitive abilities, oral speech, foreign language thinking and full mastery of written foreign language communication.
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Kassens-Noor, Eva, Suk-Kyung Kim, Jun-Hyun Kim, Sinem Mollaoglu, Rabia Faizan, Huiqing Huang, and Travis Decaminada. "INTERDISCIPLINARY AND DISCIPLINARY LEARNING IN HIGHER EDUCATION: A DIAGNOSTIC STUDY WITH FOUR ACCREDITED PROGRAMS IN THE SUSTAINABLE BUILT ENVIRONMENT." Journal of Green Building 17, no. 3 (June 1, 2022): 279–94. http://dx.doi.org/10.3992/jgb.17.3.279.
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ABSTRACT Interdisciplinarity is a critical component of creating a more sustainable built environment and improving student learning outcomes. Yet, learning interdisciplinarity and measuring it in higher education is challenging. This study implemented a diagnostic tool that allowed educators to measure how both disciplinary and interdisciplinary skills, knowledge, and values would grow in courses related to sustainable built environments. One school containing four different disciplines devoted to the built environment, was selected as the study area to collect emprical data. Pre- and post-semester surveys were conducted. Among 286 students, interdisciplinarity grew most among students within the school’s majors, while among students from outside the school majors interdisciplinary learning decreased. Though disciplinary learning outpaces interdisciplinary learning the closer students are to earning their bachelor’s or higher degrees. The result showed that students’ knowledge, values and skills differ depending on the majors, their affiliational context, and the year of classification. The result suggests that the timing of teaching interdisciplinary contents should be earlier. The diagnostic tool which measured pre- and post- course disciplinary and interdisciplinary knowledge, skills, and values related to sustainable built environment would also be applicable in other courses in higher education.