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"Teaching"

This study examined the factors that influence students’ learning for machine industry courses in Malaysian Southern Region Vocational Colleges. The factors that have been studied were the students’ interest, parental involvement and teachers teaching. This study used the survey design method involving 90 randomly selected 4th year students from three Vocational Colleges as respondents. Primary data were obtained using questionnaires (Cronbach Alpa = .85) and secondary data were based on students' academic performance test result. The data were analysed with the aid of the Statistical Package for Social Sciences (SPSS) to get the frequency, percentage, mean and standard deviation. The results showed that there was a medium level of influence between students’ achievement and students’ interest, parental involvement and teachers teaching. For student interest factor, students who have good achievement in some subjects were those who have an interest in the subject. In addition, the involvement of parents helping in students’ assignment at home will help them to improve their achievement in school. Next, in the process of teaching, the teacher must inflict the interest of student learning, guiding them in an effective learning way, provide teaching materials and improve their mastery skills. Some suggestions to overcome the challenges identified in this study were also presented at the end of the study. © Universiti Tun Hussein Onn Malaysia Publisher’s Office.

The purpose of this study was to look at a development of the SpSG Work-Based Learning (WBL) model that can activate students. The model designed can be applied by lecturers and according to industry needs. Reveal the impact of the development of a model designed to increase student competence in the Open Mining Operations (OTT) course in Mining Engineering. The chosen industrial location is the Limestone Mine. PT. Semen Padang and Coal Mine PT. AICJ Sawahlunto. The development of the model designed is WBL SpSG (Shift per Shift Group). This is done by considering the time of activities and procedures that apply in the location of the mining industry. Besides integrating all existing competencies in the workplace as a whole by first being given the subject matter of the operational theory of open mining on campus with a program of practical experience directly at the mine site which is guided by qualified industrial teaching staff. The model designed can be applied by lecturers and according to industry needs and to improve student learning outcomes in the Mining Engineering Study Program. © 2019 IOP Publishing Ltd. All rights reserved.

Colleges and universities throughout the United States are reimagining teaching and learning processes to best match the personalized needs of the 21st century learner in the present digital age. Applying various digital education strategies within undergraduate and graduate settings and identifying the metrics that can be used to effectively determine learning outcomes are all critical to ensuring a productive educational experience. © 2019 by IGI Global. All rights reserved.

This book takes readers on a tour of a day in the life of a public elementary school in an effort to give parents and other stakeholders a sense of the realities of the classroom. The tour reveals ten worrisome things about today’s schools and considers what to do about them. Dillon emphasizes the need for future schools to be places filled with adventure and high purpose, with classrooms small enough to waste only a minimum of time. They should be free from stifling levels of bureaucracy, supervised by rotating teacher administrators rather than career managers. The book asserts that schools should be staffed by scholarly and engaged teaching professionals dedicated to helping students live a healthy adult life in a democracy rather than imposing a one-size-fits-all, furiously assessed college prep curriculum on everyone. In all, Dillon argues, schools should be places with classrooms of narrow ability ranges dedicated to teaching a coherent curriculum, all in a context of full buy-in and support from students’ families. Let’s go inside today’s elementary schools. © The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2019.

This study aims to explain the development of multimedia through project-based learning. The method used in this study is Research & Development (R & D) depleted to analyze the learning products results. The object of this research is 30 students of PAI (Pendidikan Agama Islam/Islamic Education) study program in learning media. The data were collected using observation on students' presentation before using multimedia, doing an interview to identify students' argumentation in delivering the material before and after using multimedia presentation and product test through the individual test, small group test and field study test. Multimedia development procedures were using the ADDIE model, namely: Analysis, Design, Development, Implementation and Evaluation. The results showed that the teaching of multimedia based on Project Based Learning could improve the student learning mastery as for the whole process is interactive and interesting, giving the students the opportunity to be creative and innovative in making multimedia teaching materials. Multimedia teaching materials were stored on youtube and can be viewed on web e-learning http://www.elearning-ambarsrilestari.web. id. In addition, paper materials were uploaded on blogs, while module teaching materials were uploaded on Slide share stored on e-portfolio on www.ambarsrilestari.web.id. © 2019, Faculty of Tarbiya and Teacher Training UIN Sunan Gunung. All rights reserved.

This paper presents a practical electronics curriculum based on visual literacy concepts. The curriculum utilizes a text-less and fully visual method to teach fundamental electronics components and circuit logic. The curriculum is developed for female workers of the garments industry of Bangladesh for whom we are exploring the adoption of a new skill in the era of increased automation. The workers have adequate dexterity and numeracy skills but often lack formal educational qualification for traditional vocational training for electrical services and electronics. Our designed visual and hands-on curriculum aims to develop the same competencies as traditional training but is customized to the educational and socio-economic background of the workers. We present our developed curriculum as well as the findings from implementing the curriculum on two groups of participants. We discuss some intriguing insights into the learning attitudes of our target group and the effectiveness of the visual literacy approach in teaching electronics. © 2019 IEEE.

Learning factories foster practically oriented teaching-concepts and therefore, offer excellent opportunities to develop students' competences in self-controlled learning processes (cf. Müller-Frommeyer, Aymans, Bargmann, Kauffeld, & Herrmann, 2017). Two teams of four students each were videotaped for one semester during a research-based team project at a learning factory. The aim of this paper is to examine to what extent the competences identified in the competency model for students working with a learning factory by Müller-Frommeyer et al. (2017) are addressed in students' task-related group discussions. The recorded videos (12,807 sense units) were analyzed using a newly developed coding scheme (act4learning) which focuses on learning-related competences. Additionally, the students filled in questionnaires regarding their computer-related self-efficacy before and after the team project. Overall, all examined competences of the model were addressed in the students' discussions, but in varying extents. The video data shows that interactions are mainly related to professional as well as social competences and rarely related to self-competence. Differences - especially regarding the extent to which professional and social competences were addressed in the meetings - can be found between the two examined groups of students and in different learning settings. The results allow a deeper understanding of the competences students address in their team meetings in research-based projects with a learning factory, and therefore, the competences they can acquire while completing the project. The results further provide the opportunity to continue adapting competence-based teaching concepts at learning factories in higher education. © 2019 The Authors. Published by Elsevier B.V.

Purpose In recent years, the output of the tourism sector of the food and beverage industry has increased considerably, and this sector of the industry is demonstrating development trends in innovativeness, creativity, and entrepreneurship. However, current food and beverage education does not include sufficient components of entrepreneurship literacy. The methods for equipping students with the ability to respond to future challenges in the tourism food and beverage industry have become a critical research topic. Accordingly, the purpose of this study is to examine the learning performance of students after receiving entrepreneurship literacy education through a digital learning platform. The results of this study can be used as a reference for developing education models for food and beverage entrepreneurship literacy. Design/methodology/approach In this research, self-developed food and beverage entrepreneurship literacy education materials were adopted and a teaching intervention was implemented through experimental teaching. By employing a digital learning platform as the learning medium, this study examined the effects of teaching food and beverage entrepreneurship literacy. In addition, a nonequivalent control group pretest-post-test approach was applied as part of the quasi-experimental design. A total of 93 students from the Food and Beverage Department of a university of science and technology were assigned to an experimental group or a control group. The students were asked to participate in a 12-week experimental teaching program. Data were collected through a pretest and post-test with self-developed questionnaires. Furthermore, one-way ANCOVA was used to test the difference between the post-test adjusted means. Findings The analytical results revealed that the mean score of the posttest for food and beverage entrepreneurship literacy was significantly higher than the mean pretest score. By contrast, the mean score difference in the control group was not significant. The post-test mean score of food and beverage entrepreneurship literacy for the experimental group was significantly higher than that of the control group. One-way ANCOVA was used to analyze the adjusted means, and the results indicated that the adjusted mean score of the experimental group was significantly higher than that of the control group. The research results support the significant effect of the teaching intervention and its demonstrable benefit to students' food and beverage entrepreneurship literacy. The results also indicate that the implementation of entrepreneurship literacy education has an observable effect on university students. Originality/value At present, the food and beverage entrepreneurship literacy education of university students is lacking. Therefore, this study adopted learning and curriculum design theories and integrated future education models of entrepreneurship literacy and hospitality to develop teaching materials and a customized evaluation scale for food and beverage knowledge. Moreover, by using a digital learning platform, this study implemented rigorous experimental teaching to test the learning effects of food and beverage literacy. The analytical results indicate that students' food and beverage entrepreneurship literacy can effectively stimulate their entrepreneurial potential and considerably benefits their career development and competitiveness in the tourism and hospitality industry. © 2019 Centre for Educational Research and Evaluation.

Experience shows that teaching Power Electronics subjects is not easy, even to undergraduate students. This phenomenon might stem from the fact that Power Electronics is an engineering discipline that closely related to other disciplines. Some experts stipulate that Power Electronics is a multidisciplinary subject while for some other it is an interdisciplinary subject. In students point of view, it does not matter what side Power Electronics reside, they always see it as a difficult subject. Most of the time engineering technology (TVET) student might consider this subject more as a burden. This does not come as a surprise; sampled Indonesian students score lower in PISA (Programme for International Student Assessment), a periodic student testing conducted by OECD (Economic Co-operation and Development). The score outline the lack of HOTS (Higher Order Thinking Skills) from many Indonesian students. The inadequacy in that skills hampers the future development of many students, especially in a subject such as Power Electronics that require some degree of mathematical prowess and deeper thinking. It gets worse with the influence of technology on student attention span, and they cannot focus on a more extended period as their predecessor was. This kind of deficiency threat the very survival of the nation as we enter The Industrial Revolution 4.0 where many current human jobs will be replaced by network connected automation. We need to address this problem adequately. The massive national interest in robotics may be one of the answers to this problem. However, due to the expensiveness of this solution, it needs to be adapted to the available budget. The literature study that used as a foundation of ongoing effort to incorporate a simple robotic experiment in Power Electronics teaching is presented. The study then followed by a discussion about the current state of the effort. © Published under licence by IOP Publishing Ltd.

The objective of this study is to determine the effect of a teaching module on the topic of pressure, developed with STEM approach, on the academic achievements of the students as well as on their attitudes towards STEM. The study employed the explanatory sequential design, as one of mixed method research designs. On the quantitative aspect of the study, a pre-test and post-test control group, quasi-experimental design was used, while phenomenological design was utilized for qualitative aspects. The sample group of the research comprises of 33 7 th grade students studying in a village school located in a district of one of the metropolitan municipalities in Turkey for the Spring Semester of the 2017-2018 school year. A STEM education approach was used in the experimental group for teaching the subject of “Pressure” while utilizing the approach as stipulated in the curriculum for the control group. An academic achievement test, an attitude scale for STEM, semi-structured interviews, and the student diaries are the data collection tools used in the study. A significant difference was found between the experimental group and the control group, with the former showing increased academic achievement over the latter in the research. A significant difference was also found between the experimental group and the control group, with the former showing more positive attitudes towards STEM than were shown by the latter. The opinions of the students on STEM education were analyzed in order to study the results obtained from quantitative data. Five themes – feelings and opinions, positive aspects, skills gained, features and problems faced, and the learning process were obtained—as well as 26 codes—with the content analysis of semi-structured interviews and students’ diaries. It was concluded that involving STEM-based implementations in teaching the subject “Pressure” increased the academic success rate and attitude scores of students while helping the students to develop positive perceptions of STEM education. In future studies, certain influences of STEM education implementations, such as self-confidence of students, the ability to present creative solutions, communication skills, for example, may be studied. © 2019 Turkish Education Association. All rights reserved.