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"Teaching"

The global economic crisis of the past decade and the accruing shifts in labour market policy, coupled with the rapid advances in technology have resulted in a far less certain future employment horizon than ever before [1]. In response, Higher education institutions (HEIs) are best positioned to advance knowledge and produce work ready graduates with the requisite skills for the future economy [2]. In this paper, the current understanding regarding the role of HEIs, the academic-student partnership, graduate employability, industry collaboration and research led teaching are merged into a framework entitled P-PAC (Partnership in Pedagogy, Accreditation and Collaboration). This framework encourages and embeds a partnership approach between academia, students and industry with the goal of promoting collaboration, facilitating relevant curriculum and pedagogy practise and accrediting achievement in order to effect deeper and more engaged learning and teaching, so that students are better equipped with the necessary skills for both employability and global citizenship. The P-PAC framework is validated using a 5 ECTS Lean Systems module. The authors also define Threshold Concepts-major as those concepts (identified by the academic) which are inherent in a module and which need to be achieved by the student, in order to attain mastery of the subject matter. Threshold Concepts-minor are defined as those intermediate concepts identified by the student in their mastery of Threshold Concepts-major. Examples of both concept types are presented in this paper. © 2018 Polish Academy of Sciences. All Rights Reserved.

Demands the competence (competence) needs of the industry today is a competent workforce to the field of work. However, during this lecture material Digital Engineering (Especially Digital Electronics Basics and Digital Circuit Basics) is limited to the delivery of verbal form of lectures (classical method) is dominated by the Lecturer (Teacher Centered). Though the subject of Digital Engineering requires learning tools and is required understanding of electronic circuits, digital electronics and high logic circuits so that learners can apply in the world of work. One effort to make it happen is by creating an online teaching module and educational aids (Kit) with the help of Proteus software that can improve the skills of learners. This study aims to innovate online teaching modules plus kits in Proteus-assisted digital engineering courses through hybrid learning approaches to improve the skills of learners. The process of innovation is done by considering the skills and mastery of the technology of students (students) Department of Electrical Engineering - Faculty of Engineering - Universitas Negeri Surabaya to produce quality graduates Use of online module plus Proteus software assisted kit through hybrid learning approach. In general, aims to obtain adequate results with affordable cost of investment, user friendly, attractive and interactive (easily adapted to the development of Information and Communication Technology). With the right design, implementation and operation, both in the form of software both in the form of Online teaching Module, offline teaching module, Kit (Educational Viewer), and e-learning learning content (both online and off line), the use of the three tools of the expenditure will be able to adjust the standard needs of Information and Communication Technology world, both nationally and internationally. © 2018 Institute of Physics Publishing. All rights reserved.

Purpose - In the field of second language education, self-directed learning is really important as it can empower students to attain optimal success in language learning by engaging students to express their ideas confidently, think refl ectively and make use of language learning strategies. The main aim of the present study is to investigate students' self-directed learning readiness (SDLR) in a foundation program in a public university in Malaysia so as to find out how they perceive this approach can improve their learning of the English language at tertiary level. More specifically, the researchers intend to find answers to these research questions: 1) Are foundation students ready to use self-directed learning strategies in English Language learning? (i.e. awareness, motivation and language learning strategies); 2) Is there a significant difference in the three attributes (i.e., awareness, motivation and language learning strategies) of self-directed learning among foundation students?; and 3) Is there a significant difference between English language proficiency (upper and lower) and the three attributes (i.e., awareness, motivation, language learning strategies) in using self-directed learning strategies? Methodology - A set of survey questionnaires with a 6-point Likert scale were administered to 400 students attending an English proficiency course (i.e., Introduction to Academic English) in the first semester of the Foundation Studies for Agricultural Science program. The data of the questionnaire were analyzed using descriptive statistics, independent samples t-test and paired samples t-test. Findings - Results revealed that the respondents have a rather high degree of readiness to apply self-directed learning strategies in learning English. Motivation has the highest mean scores (M = 4.57), followed by language learning strategies (M = 4.41) and awareness (M = 4.34). Results also showed that there are no difference in terms of SDLR depending on English proficiency levels, namely lower level (MUET Bands 1,2,3) and upper level (MUET Bands 4,5) (p > .05). Significance - The findings are beneficial for students to learn more about their readiness to apply the self-directed learning strategies. In particular, these findings also provide insights for lecturers, program administrators, curriculum developers, and policy makers to plan and implement suitable teaching methods, course outlines, and curricula for the development of the students' English language abilities. © 2013, Universiti Utara Malaysia.

It seeks to establish the correspondence of the results of the grades obtained by the students of technical careers in the Initial Practice, its relation with characteristics of the income profile and to know the evaluation that they make of the process. A descriptive, correlational, non-experimental, mixed-focus study. The findings indicate that the academic results of the first year of the race correlate significantly with the results obtained in Initial Practice, there being significant differences that favor women. There is a positive perception of the process, but more administrative and pedagogical planning is required in connection with the company. © 2018, Universidad del Zulia. All rights reserved.

Background: With the rise in graduate unemployment and the poor linkage between university education and industry, competency-based training (CBT) is gaining popularity in Ghana’s universities as a way of producing business-oriented and well-grounded graduates for industry who are ready to make use of knowledge acquired in university education to establish businesses that will help reduce unemployment in the country as well as working effectively in the nation’s industry and service sectors. With CBT yet to be introduced in most Ghanaian tertiary institutions, information about academics’ perception and willingness to adopt the methodology is crucial. This study examined the perception and adoption of CBT by academics in Ghana using cross-sectional data collected from 300 faculty members of Kwame Nkrumah University of Science and Technology (KNUST) using a structured questionnaire. Descriptive statistics, 5-point Likert scale, perception index, and the logit model were the methods of analysis employed. Results: The results of the survey showed that the overall perception index was 0.49, indicating that generally faculty members of KNUST agreed and had a positive perception of the potential of CBT in instilling in students employable skills. The logit results also showed that the probability of adoption of CBT is positively influenced by participation in CBT workshops, effective supervision of faculty members by university authorities, availability of teaching aids, and availability of incentives. Conversely, adoption was found to be negatively influenced by teaching load and number of undergraduate students per class. Conclusions: We conclude that provision of appropriate teaching and learning resources that complement adoption of CBT, incentives, and competency-based education training for academics by university authorities and stakeholders in Ghana’s tertiary education will enhance the adoption of CBT methodologies. © 2018, The Author(s).

The CDIO engineering education model aims to cultivate students' knowledge, competence, interpersonal and innovative ability in the real engineering environment. This paper firstly introduces the basic idea of CDIO engineering education model and the connotation of project-based learning in order to complement the goal of 'education information processing' and solve the existing problems of this curriculum. On the basis of this, the paper puts forward the framework of CDIO-based project teaching method, which is centered on the project, based on CDIO as a specific operation mode, and relied on three elements - teachers, students, and CDIO evaluation criteria. And on the basis of realistic conditions, this framework has been used to the 'Education Information Processing' course. It is hoped that this study will provide reference for other Educational Technology related courses. © 2018 IEEE.

Inquiry project-based learning is a contemporary focus area in curriculum development around the world. This new learning approach requires students to locate appropriate information from various sources in order to satisfy their information needs under strict anti-plagiarism requirements. However, technological advancement inadvertently allows convenient plagiarism opportunities. Students must learn how to enhance their academic integrity and not to copy information directly from readily available sources like the Internet. This study investigated junior secondary students’ standard of academic integrity. Data was collected through information literacy tests, plagiarism checks on student group projects and structured interviews. Poor information literacy and language abilities were found to be potential factors behind poor academic practice, and academic integrity teaching proved to be largely effective. Therefore, related teaching should be further included in the school curriculum starting at the junior secondary level. Including a statement of academic honesty as part of school policy could also heighten students’ awareness of academic integrity and bring about plagiarism-free learning to actualize genuine education. © The Author(s) 2016.

This study aims to understand teacher emotions through interviewing 28 primary teachers in Hong Kong. The study employed content analysis to analyze the data. The results were allocated to three dimensions of teacher emotions—student and learning, teacher and teaching, and the contextual factors. These teachers described 78 emotions of which approximately an equal number were positive and negative. Emotions relating to the student and learning dimension are the most intense, followed by those in the teacher and teaching and contextual factor dimensions. Data also indicated that teachers can hold positive and negative emotions simultaneously (e.g., happy yet pressurized by child’s unconditional trust) and can suffer from paradoxical emotions (e.g., regarding education reform). Teachers demonstrated different ways to manage emotions contingent on their demographic background. Given the powerful role that emotions play, recommendations for including teacher emotion education in both initial teacher education and professional development have been proposed accordingly. © 2018, Education Research Institute, Seoul National University, Seoul, Korea.

This article describes project-based learning as innovative pedagogical technology, able to transform the learning process in order to develop creative abilities in students. A survey among Pedagogical Major students of the Kyrgyz National Agrarian University named after K. I. Skryabin (KNAU), Engineering Department, showed that most of the students are not familiar with technologies facilitating creativity and have not enough abilities for creative activities. Among the instructors working more than 3 years, there is only a small part who considers themselves competent in the creative approach to arranging the learning process. At the social-pedagogical level, this defines the significance of researching the creative ability promotion problem via project-based learning in universities. The novelty of this article is that in the current educational condition of the KNAU, there is making an effort to implement into “Rhetoric", a new subject of the teaching package, the elements of the project-based learning to encourage students’ creative abilities. During completing this work authors used a complex set of methods in order to address the objective and ensure results of high credibility such as: theoretical analysis of pedagogical ideas, lessons’ observation, analysis of students’ works, pedagogical experiments, sociological study methods, and mathematical statistic methods. In educational practice, this method was tested and had good responses among the fourth course students on specialty “Professional Education". Using the method of project training, each student developed a scheme for conducting an interactive session individually that provided the creativity approach. Ten out of 16 students participated in this activity. Analytical work included several stages allowing for the improvement of logical thinking, revealing maximum creative abilities and encouraging scientific research. © 2018, The Author(s).

This research aimed to i) determine the validity, reliability, and appropriateness of an integrated project-based learning and STEM teaching and learning module (PjBL-STEM), and ii) evaluate its effects on the scientific creativity of Fifth Graders. The first phase of evaluation involved seven subject matter experts and 30 Fifth Graders. Data were captured through students’ responses to two 5-point Likert scale questionnaires, open ended questions and scientific creativity test. The second phase of evaluation employed a pre-and post-test non-equivalent control group quasi experiment design. A total of 60 Fifth Graders from two primary schools were randomly assigned to a PjBL-STEM group (n=30) and a control group (n=30). The results of the PjBL-STEM evaluation indicated a good content validity and an acceptable reliability with alpha Cronbach’s value of.65 to.87. Students showed a moderately high positive perception (m=4.37) towards the PjBL-STEM activities. The positive written responses of students indicated the appropriateness of the module. The result of independent samples t-test established the significant positive effects of the PjBL-STEM on all trait dimensions of scientific creativity. These findings showed that PjBL-STEM provides a reliable, valid, appropriate and effective teaching and learning module to foster the scientific creativity of Fifth Graders. © 2018, Scientia Socialis Ltd. All rights reserved.