Search results

1 – 10 of over 5000
Open Access
Article
Publication date: 2 January 2024

Asem Obied and Abdullah Alajmi

The study aimed at identifying the degree of professional competence of faculty members from the studentsperspective at Kuwait and Palestine Technical University Kadoorie, and…

Abstract

Purpose

The study aimed at identifying the degree of professional competence of faculty members from the studentsperspective at Kuwait and Palestine Technical University Kadoorie, and identifying the effect of the variables of gender and academic year.

Design/methodology/approach

The researchers developed a 24-item questionnaire and administered it to 115 students each from Kuwait (male: 57, female: 58) and Palestine Technical University Kadoorie (male: 21, female: 94). The study used a descriptive approach to analyze the collected data.

Findings

According to the students' perspective, the average professional competence of faculty members at Kuwait University is 2.74 for the teaching competencies, 2.29 for the technology competencies, 2.65 for the evaluation competencies and 2.71 for the human competencies. Similarly, at Palestine Technical University Kadoorie, the mean of the professional competencies of faculty members from the students' perspective is 2.31 for the teaching competencies, 1.96 for the technology competencies, 2.24 for the evaluation competencies and 2.34 for the human competencies. There were significant differences in the degree of professional competence at Kuwait and Palestine Technical University Kadoorie due to the gender of all domains in favor of females. There were significant differences in the degree of professional competence in Kuwait due to the academic year of the technology domain between the first year and second year, in favor of the second year. There were significant differences due to the variable of the academic year of the human domain between the first year and the third year, in favor of the third year. There were significant differences in the degree of professional competence at Palestine Technical University Kadoorie due to the academic year of the technology domain (second, third, fourth year and more) and second year, in favor of (the second year). There were significant differences due to the academic year of the human domain between the first and second year, in favor of second year.

Originality/value

The authors hope that their findings will inspire further research in this area and help universities to better support their faculty members and improve student outcomes.

Details

Arab Gulf Journal of Scientific Research, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1985-9899

Keywords

Open Access
Article
Publication date: 15 June 2014

Chaney Mosley, Thomas Broyles and Eric Kaufman

The purpose of this study is to explain how the quality of teacher-student relationships and the gap of cognitive styles between teachers and students impact student achievement…

Abstract

The purpose of this study is to explain how the quality of teacher-student relationships and the gap of cognitive styles between teachers and students impact student achievement. The population for the study was comprised of 11 career and technical education (CTE) teachers and 210 CTE students, representing six disciplines within CTE. The study occurred in a suburban high school in western North Carolina. Leader-member Exchange (LMX) theory and Adaption- innovation theory guided the research. Dyadic intensity between teachers and students predicts the quality of teacher-student relationships from both the teacher’s perspective and the student’s perspective. The quality of teacher-student relationships from the teacher’s perspective predicts the quality of teacher-student relationships student’s perspective. Further research is recommended to understand how leader-member exchange manifests in classroom settings and impacts student achievement.

Details

Journal of Leadership Education, vol. 13 no. 3
Type: Research Article
ISSN: 1552-9045

Open Access
Article
Publication date: 8 February 2021

Johan Holmén, Tom Adawi and John Holmberg

While sustainability-oriented education is increasingly placing importance on engaging students in inter- and transdisciplinary learning processes with societal actors and…

3029

Abstract

Purpose

While sustainability-oriented education is increasingly placing importance on engaging students in inter- and transdisciplinary learning processes with societal actors and authentic challenges in the centre, little research attends to how and what students learn in such educational initiatives. This paper aims to address this by opening the “black box” of learning in a Challenge Lab curriculum with transformational sustainability ambitions.

Design/methodology/approach

Realist evaluation was used as an analytical frame that takes social context into account to unpack learning mechanisms and associated learning outcomes. A socio-cultural perspective on learning was adopted, and ethnographic methods, including interviews and observations, were used.

Findings

Three context-mechanism-outcome (CMO) configurations were identified, capturing what students placed value and emphasis on when developing capabilities for leading sustainability transformations: engaging with complex “in-between” sustainability challenges in society with stakeholders across sectors and perspectives; navigating purposeful and transformative change via backcasting; and “whole-person” learning from the inside-out as an identity-shaping process, guided by personal values.

Practical implications

The findings of this paper can inform the design, development, evaluation and comparison of similar educational initiatives across institutions, while leaving room for contextual negotiation and adjustment.

Originality/value

This paper delineates and discusses important learning mechanisms and outcomes when students act as co-creators of knowledge in a sustainability-oriented educational initiative, working with authentic challenges together with societal actors.

Details

International Journal of Sustainability in Higher Education, vol. 22 no. 8
Type: Research Article
ISSN: 1467-6370

Keywords

Open Access
Article
Publication date: 10 December 2018

Yusuke Sakurai

The purpose of this paper is to examine what impacts university students perceived from their short-term intensive international courses as part of undergraduate multidisciplinary…

4682

Abstract

Purpose

The purpose of this paper is to examine what impacts university students perceived from their short-term intensive international courses as part of undergraduate multidisciplinary education.

Design/methodology/approach

The study design was informed by interpretative phenomenological analysis. Semi-structured interviews explored informants’ views of their experience to elicit key themes of their experience.

Findings

The analysis resulted in four major themes: personal development, generic skills, global perspectives and subject-specific matter. Some text segments were coded with multiple themes, which suggests that the impacts of short-term international courses are multifaceted.

Research limitations/implications

Academic topics of the courses substantially centred around humanities and social sciences at a particular university. This paper furthermore primarily depended on students’ self-reported answers, and it is possible that the participants who chose to enrol in the elective international courses may be principally willing to acquire global competence. Therefore, this study did not set out to present the generalised impacts of any short-term international courses.

Practical implications

The findings could be used as a conceptual tool for the design and evaluation of new and existing courses. In addition, the four major themes that this study elicited are useful as a cue for students’ self-reflection about their own learning experiences.

Originality/value

There have been significant efforts devoted to increasing the quantity of short-term international programs, but there has been less focus on the quality of these programs. This study supports the findings of existing literature but also identified one of the potential unfavourable impacts that short-term international courses may have on students’ development.

Details

Journal of Research in Innovative Teaching & Learning, vol. 12 no. 3
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 25 October 2022

Verena Roberts

There is a need for research that examines how digital networks can support all learners in open access to people, resources and experiences that were previously inaccessible in…

1013

Abstract

Purpose

There is a need for research that examines how digital networks can support all learners in open access to people, resources and experiences that were previously inaccessible in K-12 learning contexts. This study aims to examine the potential of open education theories and open practices in high school learning environments.

Design/methodology/approach

Using a design-based research approach, this study used the open learning design intervention framework to examine the experiences of a researcher, a teacher and Grade 10 students who expanded their learning from formal to informal learning environments by integrating open educational practices (OEP). The research occurred through three specific phases with iterative cycles that were responsive to research participants and data analysis at each phase.

Findings

The key findings suggest that open learning in high school is dependent upon opportunities for learners to co-design personally relevant learning pathways. The emerging design framework highlighted the need to emphasize the complexity of the students’ lived experiences in connection with the curriculum (formal learning environments) to promote a diversity of perspectives and shared connections (in informal learning environments). Second, learners need the opportunity to share their learning experiences collaboratively and individually by transparently demonstrating their learning processes in relevant ways and open practices provide the digital and community spaces to share knowledge. Finally, open learning occurs through stages and continuums and is a personal learning experience that transcends the boundaries of formal learning environments.

Originality/value

This study expands the current conceptual framework of open learning design by contributing a K-12 lens from which to consider the potential of OEP to promote personal learning pathways. Although the research considered a K-12 context, the OLDI Framework can be extended upon and used in any open learning design context including higher education.

Details

Journal for Multicultural Education, vol. 16 no. 5
Type: Research Article
ISSN: 2053-535X

Keywords

Open Access
Article
Publication date: 15 April 2015

Summer F. Odom

This exploratory, qualitative, descriptive study examined undergraduate student perspectives of pedagogy used in an undergraduate leadership elective course to describe how…

Abstract

This exploratory, qualitative, descriptive study examined undergraduate student perspectives of pedagogy used in an undergraduate leadership elective course to describe how students view the effectiveness and impact of pedagogies used in the course. Undergraduate students (n = 28) reflected on the effectiveness of the pedagogies and the learning environment created by the pedagogies used in the undergraduate leadership course elective. Student reflections at the end of the semester revealed student perspectives on the effectiveness of the pedagogies and were grouped into three themes: contribution to overall effectiveness, openness to different perspectives, and learning from peers. Two themes emerged for students’ perceptions of the learning environment including overcoming challenges with discussion and class logistics. This study lends support for discussion as a pedagogy used by leadership instructors which can be effective for learning leadership as perceived by undergraduate students.

Details

Journal of Leadership Education, vol. 14 no. 2
Type: Research Article
ISSN: 1552-9045

Open Access
Book part
Publication date: 4 May 2018

Idaryani Fidyati, Saifullah and Dini Rizki

Purpose – The purpose of this study is to find out the perspectives of students and English teachers on English Lingua Franca (ELF) at a tertiary level in one of the public…

Abstract

Purpose – The purpose of this study is to find out the perspectives of students and English teachers on English Lingua Franca (ELF) at a tertiary level in one of the public universities in Lhokseumawe Municipality in Aceh and to find out the possibility of adopting the concept of teaching English as ELF to raise the students’ awareness of their identity as part of the ASEAN Economic community and as a means of communication among the Community.

Design/Methodology/Approach – The research employs basic interpretive study by delivering questionnaires to 40 students from different disciplines and conducting interview to 6 English teachers from targeted research university in Lhokseumawe, Aceh, Indonesia.

Findings – The study addresses that the majority of the students are aware that English is no longer possessed by an inner circle of English users and realize the use of English as means of communication in globally context. However, the students do not understand the English as ILF. Besides, they do not enable to envisage themselves as part of the global community of English users as their identity. The research also indicates that majority the interviewed English teachers do not realize the concept of teaching ELF in the university.

Research Limitations/Implications – The findings of this research may shed light for other English teachers in Aceh to improve their teaching method in order to improve students’ speaking skill and their awareness of their identity as a part of global imagined community of English users within the ASEAN Community Economic context.

Practical Implications – The solutions offered in the paper could improve the teaching method of English teachers particularly in Aceh, Indonesia.

Originality/Value – The research of students’ and teachers’ perspective of ELF in Lhokseumawe, Aceh, has not yet been published.

Details

Proceedings of MICoMS 2017
Type: Book
ISBN:

Keywords

Open Access
Article
Publication date: 6 February 2017

Chi Chiu Cheang, Wing-Mui Winnie So, Ying Zhan and Kwok Ho Tsoi

This paper aims to explore stakeholder perspectives of the role of a campus eco-garden in education for sustainability (EfS). It will combine the perspectives to highlight a…

10990

Abstract

Purpose

This paper aims to explore stakeholder perspectives of the role of a campus eco-garden in education for sustainability (EfS). It will combine the perspectives to highlight a powerful learning environment (PLE) for university students to realize the concept of EfS.

Design/methodology/approach

Semi-structured interviews were conducted to reveal stakeholder understandings of a campus eco-garden, as well as its associated expectations of learning activities and education outcomes. Three stakeholder groups were interviewed; designers, educators and environmental and non-environmental subject-related students.

Findings

All three stakeholder groups expected cognitive learning of EfS to be enhanced by the eco-garden. The use of affective learning was not strongly expected by the stakeholders. Psychomotor learning was believed to be the most difficult to realize. To fulfill the potential of the eco-garden in EfS, all stakeholders suggested learning activities and roles for both students and teachers. The combined perspectives of the stakeholders helped to visualize a PLE to aid EfS.

Practical implications

This study underlines the importance of effective communication of expectations between stakeholders. It underlines the importance of integrating educational activities with the eco-garden as a PLE, highlighting the roles of teachers and students. It also sheds light on the importance of introducing a cultural component to the EfS program.

Originality/value

This is the first study to apply the PLE theory to enhance EfS with the aid of infrastructure. Both users and designers reveal their views on the planning of the campus eco-garden, especially in its educational function. The study is possibly the first to reveal the differences in expectations between designers and other stakeholder groups (teachers and students) using Könings et al.’s (2005) combination-of-perspectives model.

Details

International Journal of Sustainability in Higher Education, vol. 18 no. 2
Type: Research Article
ISSN: 1467-6370

Keywords

Open Access
Article
Publication date: 1 June 2014

Bader Ahmed Abuid

In this paper a systematic and well-defined student participation assessment scheme for college courses is proposed. The scheme supports the involvement of students in a variety…

Abstract

In this paper a systematic and well-defined student participation assessment scheme for college courses is proposed. The scheme supports the involvement of students in a variety of areas of participation within and outside the classroom with the aim of improving their learning. The scheme addresses mostly the challenges related to the practicality of the structure and design of the assessment. It also addresses the subjectivity of grading student participations. Areas of participation are widened to allow the faculty more accurate information about the conduct of each individual student towards more objective assessment. In addition, it provides the faculty with the flexibility to select areas that best fit the learning outcomes, nature of the course, availability of time and resources, and class atmosphere. The proposed scheme is initiated and developed using feedback from the teaching staff of Nizwa College of Technology, (NCT) through a survey and open discussion. The results indicate that over two thirds of the surveyed staff show agreement with the concept of assessing participation and find the scheme design clear and systematic, while 82% of them perceive the scheme as effective in improving the motivation and learning of students.

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 11 no. 1
Type: Research Article
ISSN: 2077-5504

Open Access
Article
Publication date: 11 August 2022

Lisa Kate Price-Howard and Heather Lewis

The purpose of this study was to analyze the effectiveness of simulation learning techniques within both face-to-face and online courses. The specific objective for this study was…

3825

Abstract

Purpose

The purpose of this study was to analyze the effectiveness of simulation learning techniques within both face-to-face and online courses. The specific objective for this study was to answer two questions: (1) What are the specific benefits the simulation learning component adds to the course(s)? (2) How do students perceive the usefulness of the simulation learning component to their prepared readiness to enter the industry?

Design/methodology/approach

An open-ended survey was administered at the end of the course to conduct a content analysis of student perspectives of the incorporation of cloud-based, educational simulation learning into educational courses. A discussion of the students' perspective of the SIM labs benefits, ease of use and perceived usefulness of this trending learning component has been reviewed, along with the comparison of the online and face-to-face viewpoints.

Findings

Some of the identified successes were the ability to collaborate between online and face-to-face classes. Another was the ability to incorporate the application and decision-making components of the textbook into their virtual position of the simulation (SIM) learning lab from an owner's/general manager's perspective. Finally, the SIM labs provided the instructor with a measurable tool to have students compete in a healthy environment.

Originality/value

Valuable insights were gained into the student's perspective and helped in needed adjustments to better utilize this type of active learning. By studying a specific simulation learning component of this type of electronic learning (e-learning,) valuable contextual explanations to support the other types of active learning techniques mentioned above can be gained.

Details

International Hospitality Review, vol. 37 no. 2
Type: Research Article
ISSN: 2516-8142

Keywords

1 – 10 of over 5000