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1 – 10 of over 15000Pravat Kumar Sahoo, Sesadeba Pany, Sankar Prasad Mohanty, Kalpana Rani Dash and Saikalyani Rana
The study aims to investigate the effect of the dialogue embedded synectics model of teaching on the creative thinking of students.
Abstract
Purpose
The study aims to investigate the effect of the dialogue embedded synectics model of teaching on the creative thinking of students.
Design/methodology/approach
The research design of the study was a nonequivalent control group design of quasi experimental research. This study collected data from 80 students in the seventh grade from two different government schools in Bathinda, Punjab, India, which were selected using a random method. The subjects of experimental group were taught by the investigator using the dialogue embedded synectics model of teaching and the subjects of control group were taught by their teacher using the traditional teaching method, i.e. the Herbartian method. The data collections were done using the creative thinking test developed by Baqer Mehdi (1995). The data analysis techniques used t-test.
Findings
Key finding indicates that the dialogue embedded synectics model of teaching is effective in enhancing the creative thinking of students as compared to the traditional method.
Originality/value
The present work is unique in terms of development of an innovative pedagogy, i.e. the dialogue embedded synectics model of teaching, which has the potential to encourage students' creative thinking, a key concern for society in the 21st century. Therefore, it is suggested to conduct similar type of studies on this innovative pedagogy and this model of teaching may be used by teachers for enhancing creative thinking of seventh class students.
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Brian Bielenberg and Maxine Gillway
The United Arab Emirates University has implemented a unique adaptation of Problem-Based Learning (PBL) to meet the short, medium and long-term interdisciplinary developmental…
Abstract
The United Arab Emirates University has implemented a unique adaptation of Problem-Based Learning (PBL) to meet the short, medium and long-term interdisciplinary developmental needs of its first-year university students (Learner Training, Thinking Skills, Application of Knowledge, Information Literacy, and Communication). This paper highlights the process of adapting PBL to the foundation year context and presents initial findings demonstrating its positive impact. These findings provide evidence that this adaptation of PBL supports the development of important life-long learning skills, can motivate and engage students, and enables them to make a variety of connections to other subjects, to other students (a community of learners), and to the broader community.
Very little work has been published on teaching for social justice in the Middle East. This paper demonstrates how a group of Arab women’s reading and writing of their world was…
Abstract
Very little work has been published on teaching for social justice in the Middle East. This paper demonstrates how a group of Arab women’s reading and writing of their world was facilitated by using a social justice pedagogy based on Gutstein’s (2006) model. The study involved 20 Middle Eastern women (ages ranging from 16-36). The findings suggest that the students have developed significant abilities to use mathematics as a tool to read and write their world. In addition, the findings show that, like their counterparts elsewhere in the world, these young women are also interested in social justice issues. This is particularly significant because of current ongoing social developments in the Middle East.
There is considerable efforts by government and various agencies towards the development of information and communication technology (ICT) skills in the developing nations. The…
Abstract
Purpose
There is considerable efforts by government and various agencies towards the development of information and communication technology (ICT) skills in the developing nations. The efforts include the procurement and deployment of ICT devices and curriculum development; but, these are not yielding the ultimate results as the digital divide continue to widen regionally. This calls for innovation in teaching and learning in ICT. The study assessed the effectiveness of infusion approach to teaching and learning in the tertiary education level. This approach utilises a framework and student-centred approach for which its effectiveness as an instructional delivery was tested for efficacy.
Design/methodology/approach
The study adopted quasi-experimental design with pretest and posttest comparison to assess the treatment given. Performance was measured quantitatively through online assessment.
Findings
The results showed a phenomenal effectiveness of infusion approach to teaching and learning of general ICT skills as the participants achieved very high performance at the end of the instructional period.
Research limitations/implications
This research is based on general ICT skills and covers a regional cross-section of Nigeria.
Practical implications
Adoption of infusion approach to teaching and learning in ICT would close the prevailing knowledge gaps in the development of ICT skills.
Social implications
This infusion approach would close the prevailing digital divide, thereby enhancing societal well-being.
Originality/value
This is a novel approach to the development of ICT skills, which would enhance teaching and learning in ICT.
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Ramazan Erturgut and Hasan Emin Gürler
Human resources can differentiate firms from their competitors or directly affect the success or failure of firms. As in many sectors, there is a need for qualified employees in…
Abstract
Human resources can differentiate firms from their competitors or directly affect the success or failure of firms. As in many sectors, there is a need for qualified employees in the logistics sector, which is of great importance for the national economies. Qualified employees in this sector contribute to the success of the companies and the development of the industry. In this study, it is aimed to reveal the qualifications and characteristics of the labour force needed by logistics companies. It was also aimed to show the impact of COVID-19 on logistics job ads. For this purpose, a total of 1,410 job vacancy postings (before COVID-19) and a total of 1,700 job vacancy postings (during COVID-19) were searched on the kariyer.net website with the word “logistics” and analysed by content analysis method. As a result, it was found that the most advertised province was Istanbul in both periods, the most looked up experience requirement in the candidates was 1-5 years in both periods, the opportunities provided to the candidates (transportation, food and beverage, career, social activity) were not mentioned much in both periods. This study reveals the status of logistics job postings in the period before COVID-19 and during COVID-19. It was also aimed to show the impact of COVID-19 on logistics job ads. We investigated whether the logistics employee demand has changed and whether the pandemic is affecting workforce characteristics. This is the first empirical analysis of the impact of COVID-19 on logistics vacancy postings.
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Sara De Masi, Agnieszka Słomka-Gołębiowska and Andrea Paci
This paper examines the relationship between women on boards and board monitoring tasks depending on group categories identified in the Kanter's theory.
Abstract
Purpose
This paper examines the relationship between women on boards and board monitoring tasks depending on group categories identified in the Kanter's theory.
Design/methodology/approach
Using a sample of the largest listed companies in Spain, Italy and France during the period 2007–2017, this study tests the effect of women's presence based on the following board categories: (1) skewed boards with a percentage of women that is less than 20%; (2) tilted boards with a percentage of women that ranges from 20% to 33%; (3) tilted boards with a percentage of women that is more than 33%; and (4) balanced boards with an equal or quasi-equal gender distribution. The authors use the case of the gender board quota regulation in different European Union countries.
Findings
The results suggest that tilted boards engage in stronger firm monitoring and that the effect of women on board monitoring tasks is positive and statistically significant when the percentage of female directors reaches the threshold of 33%.
Practical implications
The outcomes of this study help policymakers identify the minimum threshold that quota regulations should mandate in order for boards to be effective.
Originality/value
This paper moves forward the ongoing debate about the effect of women on corporate boards, shifting the focus from the ratio or presence of female directors to the size of the group they form within the board. To the best of authors’ knowledge, this is the first study to test Kanter's theory by investigating the relationship between women on boards and board monitoring.
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This study was conducted to understand students' achievements in learning and to improve the overall curriculum of the first-year experience course.
Abstract
Purpose
This study was conducted to understand students' achievements in learning and to improve the overall curriculum of the first-year experience course.
Design/methodology/approach
In this study, a series of questionnaire-based surveys were conducted on students enrolled in the Introductory Seminar for Policy Science, a mandatory first-year experience course offered in the first semester (from April to July) at a university in Japan. The studies were conducted in 2015 (n = 29), 2016 (n = 29) and 2017 (n = 31).
Findings
Results revealed that, regardless of the year, students deepened their understanding of policy science and gained increased confidence to explain what group works and reports are throughout the semester. In addition, students' level of worry about life at the university decreased throughout the course in all three years. A stepwise multiple regression analysis (n = 84) revealed that those students who knew what policy science was (B = 0.271) and had the confidence to write their opinions in reports (B = 0.264) more likely answered that they knew what they wanted to study over four years at the university.
Originality/value
This study revealed that the mandatory first-year experience course taught by the same instructor generated similar educational effects for different students in different years. The results elucidated the progressive effects of different components of the course, eliminating possibilities of any bias or specific characteristics of a single group of students.
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Abstract
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Şeyma Şahin and Abdurrahman Kılıç
Researchers have previously utilized the project-based 6E learning model and the problem-based quantum learning model in various courses, such as the instructional principles and…
Abstract
Purpose
Researchers have previously utilized the project-based 6E learning model and the problem-based quantum learning model in various courses, such as the instructional principles and methods course and the character and values education course. These models were evaluated for their impact on students in different subjects, including developing skills, values, democracy perceptions, attitudes towards cooperative learning, metacognitive thinking skills and teacher self-efficacy perceptions. In 2023, Ökmen, Sahin and Kiliç reported positive outcomes, while Sahin and Kiliç reported similar findings in 2023a, 2023b and 2023c. There has been no investigation into how the models affect students' critical thinking and academic literacy. This study seeks to determine the impact of both models on these skills, gain more insight into their effectiveness and determine which is more beneficial. The results will guide the decision-making process for the character and values education course and other courses in the future. Specifically, this research aims to compare the effects of the project-based 6E learning model and problem-based quantum learning model on critical thinking and academic literacy.
Design/methodology/approach
This research employed the Solomon four-group experimental design to assess the efficacy of the applications. Prior knowledge and experience of the participants were evaluated through pretests. However, it should be noted that pretests may impact posttest scores either positively or negatively. For instance, participants taking the test multiple times may become more interested or attentive to the subject matter. The Solomon four-group design was deemed appropriate to analyze the influence of pretesting. This design enables the investigation of the application effect, pretest effect and interactive effect of pretest and application (van Engelenburg, 1999).
Findings
It was concluded that the project-based 6E learning model was effective in developing critical thinking in students, but not significantly. It was concluded that the problem-based quantum learning model significantly improved students' critical thinking skills. It was concluded at the end of the study that the project-based 6E learning model notably enhanced students' academic literacy. It was concluded that the problem-based quantum learning model had a significant positive impact on students' academic literacy. According to research, it has been determined that the problem-based quantum learning model is superior in enhancing critical thinking abilities compared to the project-based 6E learning model. Nevertheless, there seems to be no detectable disparity in the academic literacy advancement of pupils between the problem-based quantum learning model and the project-based 6E learning model.
Originality/value
There has been no investigation into how the models affect students' critical thinking and academic literacy. This study seeks to determine the impact of both models on these skills, gain more insight into their effectiveness and determine which is more beneficial. The results will guide the decision-making process for the character and values education course and other courses in the future.
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