Search Results for
"learning"

This study delves into the influential factors shaping students' innovation skills within Shandong Vocational Colleges, China. It focuses on academic self-efficacy, cognitive style, motivation for cooperative playful learning, and their interplay in fostering creativity within vocational education. Employing a quantitative research approach, data from vocational program students were gathered through self-report questionnaires. Path analysis was utilized to examine the direct connections between independent factors (academic self-efficacy, cognitive style, playful learning motivation) and the growth of innovative skills. Additionally, a mediation study explored the impact of encouraging creativity on these associations. Results highlighted the robust positive influence of academic self-efficacy on innovation skill development, indicating that higher self-efficacy correlates with greater innovative abilities. Cognitive style exhibited a nuanced impact: the knowing style hindered while the developing style enhanced innovative skills. Motivation for cooperative playful learning significantly bolstered innovation skill development, showcasing a link between playful learning inclination and heightened innovative talents. Notably, fostering creativity in vocational education significantly mediated these relationships, enhancing the positive effects of self-efficacy, creative style, and playful motivation while exacerbating the negative impact of the knowing style on innovative skills. The study underscores the importance of nurturing self-efficacy, promoting playful learning environments, and accommodating cognitive style preferences to enhance innovative skills in vocational education. It contributes valuable insights tailored to the Chinese educational context, offering practical implications for educational policies aiming to foster innovation in vocational settings. © 2024, Auricle Global Society of Education and Research. All rights reserved.

This review examined the impact of online learning environments (OLE) on acquiring transferable skills (TS) through an analysis of 31 papers from the Web of Science database. Significant attention is given to critical thinking and communication skills, with moderate consideration given to creativity, problem-solving, and cooperation skills. Lesser emphasis is placed on negotiation, decision-making, self-management, resilience, and participation, while respect for diversity and empathy skills remains unexplored. STEM dominated the research focus in many articles, primarily focusing on higher education institutions, with limited attention to primary and secondary schools. learning management systems (LMS) and online platforms are widely used for teaching TS. Quantitative research methods predominated, emphasizing the cognitive dimension of TS, and limited exploration of the social dimension. Therefore, OLE significantly impacts TS development, contributing to a more knowledgeable society, improved education, lifelong learning, personal empowerment, enhanced employee skills, and entrepreneurial outcomes fostering economic development. OLE also plays a pivotal role in nurturing civic engagement, peace, and social harmony. However, some articles underscore negative consequences, including challenges in communication skill development, prolonged adjustment periods, and increased challenge for learners. According to the review's findings, the authors provide recommendations to teachers, educators, curriculum designers, and researcher. © 2023 Informa UK Limited, trading as Taylor & Francis Group.

A modern technology-supported vocational educational system significantly affects the quality of vocational training and contributes to the innovation and economic development of the regional area. The visualization literature analysis was adopted with the purpose of exploring the theoretical framework for developing a 6G-assisted network to realize the multi-party participation in the modern government-industry-education Integration system. The literature review showed the network should involve all cooperation entities into the communication system to intensify all coordination guided by the triple helix theory, should be strong enough to store all kinds of resources to support the optimized sharing, be efficient to track student training processes and learning data to provide scientific evaluation to student development in personal qualities and competencies, be supportive to develop a cooperating culture to form a healthy ecosystem in which all enterprises actively participate and invest in vocational education. © 2024 IGI Global. All rights reserved.

The assessment of experiential learning, such as service learning, and its outcomes, tends to take time and effort. This paper examines how service learning and traditional learning activities help university students acquire both course-specific and key competencies that would be of value in their professional careers. The results show that students consistently indicated they were better able to acquire these competencies, especially key competencies, through the service learning supported by the ePortfolio experience. Furthermore, the responses were statistically significant in 15 out of 20 competencies. The implication arising from this research is any service-learning course should provide evidence of the competencies acquired by the students; otherwise, it might be considered as volunteer service or community work by educational institutions, especially by those with little or no experience incorporating service-learning projects in their programs. © 2024 Informa UK Limited, trading as Taylor & Francis Group.

In order to illustrate how online educational services are offered, this article makes use of service blueprint technology. This diagram displays the online learning platform's internal service process, the customer contact point, and the service's user-facing components. Using this top-down approach when defining services helps to minimize difficulties connected with transience. We suggested combining NLP with WORDNET to do sentiment analysis on educational tweets. The dataset was normalized using Natural Language Processing (NLP) and WORDNET POS tagging. In addition, the Principal Component Analysis approach was used for Feature Reduction. During Ensemble Feature Selection, elastic net, recursive feature, and hybrid machine learning (decision tree (DT) and random forest (RF)) were used. Finally, as ML classification algorithms, Linear Support Vector Machine (SVM), Gaussian Naive Bayes (GNB), and Linear Regression (LR) were used. The experimental findings with various performance indicators have been shown. © 2024, Ismail Saritas. All rights reserved.

Technical and Vocational Education and Training (TVET) is an education sector that prepares individuals with the skills required by the industry to improve the individuals’ employability and competitiveness as workforce at national and international levels. The use of information technology as education technology in TVET supports the integration of technological advancement with TVET components in order to assure the compatibility between the graduates’ skills and the industrial needs. E-Portfolio as one fruit of the advancement of knowledge and technology offers a new solution to improve the absorption of TVET graduates as the workforce into the industry. The usability of E-Portfolio is determined by the design of E-Portfolio development that should describe the skills and competences of the graduates more precisely to the industry with an expectation to increase the absorption of the graduates into the employment world. E-Portfolio in this article is designed using website-based technology that is supported with four features, namely Portfolio Insight, Portfolios, Portfolio Journey, and My Library. Navigation support system is included in the design of E-Portfolio and becoming innovative in portfolio development stages. The navigation support system takes a form as the textual guidance in the media users choose to exhibit their learning evidence. © 2024 University of Bahrain. All rights reserved.

Less-educated workers have the lowest participation rates in job-related further training across the industrialized world, but the extent of their disadvantage varies. Using data on 28 high- and middle-income countries, we assess different explanations for less-educated workers’ training disadvantage relative to intermediate-educated workers, with a focus on the role of labor market allocation (i.e. job tasks, other job features and firm characteristics). Shapley decompositions reveal a broadly similar pattern for all countries: differences in labor market allocation between less- and intermediate-educated workers are more important for explaining the training gap than differences in individual learning disposition (i.e. cognitive skills and motivation to learn). Our analysis further suggests that the training gap is related to educational and labor market institutions and that labor market allocation processes play a key role in mediating any institutional ‘effects’. Strong conclusions regarding the role of institutions are hampered by the small country-level sample, however. © The Author(s) 2023.

Work-integrated learning (WIL) is a pedagogical activity designed to enhance the integration of theoretical knowledge and practical skills in an authentic context. WIL is typically accomplished through work placement, but a non-placement WIL is potentially promising. In this study, a non-placement WIL programme was incorporated into chemical engineering final year projects. The students worked on industrial problems without a work placement. The purpose of the study was to investigate work-related skills learned in a non-placement WIL programme. A qualitative dominant mixed-methods research approach was adopted. Data was collected using a quantitative questionnaire (n = 69) and a qualitative interview (n = 15). Quantitative findings revealed no significant difference between students working on non-placement WIL and academic projects. However, qualitative findings revealed seven insightful work-related skills in the non-placement WIL: (1) professional relationship with industrial experts and academic supervisors, (2) virtual communication and collaboration, (3) technology skills in the latest industrial software and tools, (4) motivation to undertake novel and challenging industrial problems, (5) creative and innovative strategies, (6) application of higher order thinking skills to model authentic problems, (7) inductive and deductive reasoning. The COVID-19 pandemic has changed how engineers work. Today, it is a necessity to embrace creative problem-solving skills and adopt various types of modern technologies to work effectively and remotely. © 2024 The Authors

In Indonesia, educational activities have shifted to home-based learning after the COVID-19 epidemic broke out. Consequently, digital learning has become a necessary option for many teachers. This study aims to understand teachers' experiences, digital platform mastery, digital-based learning pedagogy and the role of parents in learning at home in implementing the teaching process using learning management system-based blended learning media during the COVID-19 epidemic. A questionnaire was used in this study to gather data on the experiences of the teachers, parents' participation in home learning during COVID-19, the digital pedagogy and the mastery of digital platforms using a qualitative approach. This study involved 16 students' parents and 96 elementary school teachers. The data was analyzed using NVivo Pro software. The testing of data validity was carried out through data triangulation. Results of this recent study revealed that based on their experience, teachers still used videos as the main teaching material in digital learning and they carried out the learning assessment process using digital platforms. This was impacted by the process of changing from distant learning to the new normal. Additionally, the selection of digital media was carried out by considering media effectiveness, the learning process, available facilities and digital literacy. Moreover, parents not only provided learning facilities at home but were also more active as facilitators and supervisors during the learning process at home. This study contributes to provide some considerations for mathematics teachers in designing learning management system-based blended learning media in elementary schools during the COVID-19 epidemic. © 2024 by the authors.

Objective. The purpose of this study was to describe common perspectives important to achieving excellence and success in physical therapist residency education programs. Methods. Individuals with direct responsibility for creating and revising physical therapist residency program goals participated in a mixed-methods study using Q-methodology. They sorted 31 goal topics based on the level of importance for achieving excellence and success in physical therapist residency education. By-participant factor analysis identified dominant perspectives, which were interpreted based on emergent themes from the topics identified as the most important. Participants' rationale for selecting goal topics as the most important were extracted from the post-survey. Results. Seventy-three individuals responded, representing 9 of the 11 clinical residency areas of practice. Three main perspectives emerged: resident behaviors, resident achievements, and program attributes. One shared perspective emerged across all 3 factors that emphasized the residents' ability to become self-regulated, lifelong learners who integrate learning into practice: preparation for future learning. Conclusions. Variability in weighting the importance of program goals associated with each perspective may include a program's organization and mission, individual beliefs and experiences related to program leadership, and resource availability. Although respondent emphasis placed importance of some items over others, the findings do not suggest that items ranked lower were unnecessary or unimportant in achieving program excellence. The relative importance of items was weighted differently based on the perspective of program leadership and the individual completing the sorting activity. Impact. The results of this study suggest that physical therapist residency programs should have at least 1 or 2 goals in each of the 3 distinct perspectives, as well as the 1 shared perspective identified in our findings. Some consistency in program goals based on the perspectives identified here may enable further research exploring excellence, value, and outcomes in physical therapist residency education. © 2024 Oxford University Press. All rights reserved.