Search Results for
"deep learning"

In China, there has always been a contradiction between the education of hotel management professionals and the low rate of employment in the industry. To find the root cause of the situation, this paper carries out a semi-structured questionnaire survey and in-depth interview on hotel management students interning in five-star hotels. The questionnaire was prepared based on the index system proposed in relevant literature. Based on the survey data, the author probed deep into the students' satisfaction with internship, their employment tendency in hotel industry with a structural equation model. The results show that the interns' perception of university management, hotel work support and hotel environment support have positive effects on their satisfaction the internship, while their expectation has a negative impact on their satisfaction with the internship; the students' employment tendency in hotel industry is promoted by their perception of hotel work support and hotel environment support, as well as their satisfaction with internship. The research findings provide new insights on the relationship between school learning, internship and employment in hotel industry. © 2020 by the authors. © 2020, Fundacion Aigle.

Purpose: The purpose of this paper is to examine information technology and information systems (IT/IS) technology teaching and learning (T&L) as affected by three key factors of tacit knowledge (TK). These factors are the de-contextualization, the faculty and students’ mental model gap and the intrinsic inability of faculty to teach what they know (i.e. the know-how-know what gap). Design/methodology/approach: The approach is based on intensive literature review and synthesis of Nonaka’s socialization, externalization, combination and internalization model and other relevant knowledge management (KM) principles applied to understand the effects of mobilization and nurturing of TK in pedagogical activities and strategies. Findings: This paper demonstrated a holistic view of the role of TK in teaching IT/IS through deep learning activities. It differentiates between faculty and student mental models and the ability of the faculty to convey real-world know-how to students. Research limitations/implications: This study is by no means comprehensive in exploring the TK contextual dimensions of IT/IS T&L milieus. However, some of the assumptions and factors in this paper are not pertinent to some pedagogical environments. Practical implications: The activities in this paper introduced new propositions on IT/IS teaching by focusing on TK concepts in light of its challenges. The study could be used by institutes to place emphasis on accommodating TK within effective IT/IS T&L activities. Originality/value: Drawing on the KM literature and experience, this paper offers new insight into how TK can be innovatively incorporated into a pedagogical landscape. © 2020, Emerald Publishing Limited.

This chapter pays attention to micro-encounters in teaching and learning in CBHE. It explores discourses of knowledge-making, identity building and student becoming. The chapter re-frames teaching and learning as socio-cultural practices deeply embedded in the wider discourses of HE: vocationalism, employability and skills acquisition. These discourses tend to play out particular ways of ‘being’ and ‘doing’ for teachers and students which create an ‘institutional habitus.' It considers implications for social justice and impacts for students with little family experience of HE and explores the potential of CBHE as a uniquely ‘between’/other/third space. © The Author(s) 2020.

This study examines the implementation of the Project-based learning model (PjBL) model and 21st-century workforce character development in Vocational High School (VHS). It is based on the Mechanical Engineering Expertise Program as part of revitalization proposed by the Presidential Instruction Number 9 in 2016. The study used both quantitative and qualitative techniques with a sequential explanatory strategy in eleven public and private VHSs in East Java, Indonesia. Vocational teachers were used as the primary data sources. The quantitative study described the planning of the project and the implementation of the PjBL model, as well as its evaluation using structured and unstructured questionnaires. The qualitative analysis deepened and detailed the quantitative findings on the project planning process and implementation syntax. This was achieved through in-depth interviews, observation of the learning process and analysis of various learning documents, including: lesson plans, job sheets, project proposals, and student reports. The results showed that the project is planned by vocational teachers starting with simple to complex workpieces. Also, the implementation can be classified into three, including the pre-PjBL, the PjBL with a simple project, and the model with a real or complex project. The evaluation includes process and product assessment. There are ten 21st century workforce characters developed and integrated into the implementation of the model. © 2021

This study is part of a larger research aimed at characterizing the learning strategies of students of Vocational Education. The sample consisted of 20 students who attended the first grade of the Vocational Education of the Instituto Federal de Educação, Ciência e Tecnologia do Rio de Janeiro, in the year 2014 and were inquired about their learning strategies. Participants were interviewed about their ‘intention’ (what they seek to do to learn) and their ‘attention’ (their focus when they learn). The responses were subjected to a thematic analysis, which suggests a replication of the ‘surface strategy’ (intention to mechanize learning – attention to the form), ‘deep strategy’ (intention to understand – attention to the content) and intermediate strategy (intention to memorize and understand – attention to form and content). Variations in these strategies were also found. The results are analyzed in the light of the characteristics of the students interviewed and the particularities of Brazilian Vocational Education.

Globally there is an urban/rural divide in relation to health and healthcare access. A key strategy for addressing general practitioner shortages in rural areas is GP vocational training in rural places, as this may aid in developing practitioners’ scope, values and community orientation, and increase propensity for rural practice. This creates a need for deeper understanding of the nature and quality of this training. Rural GPs are well-positioned to reflect on vocational learning in ‘place’. We aimed to explore rural GPs’ perceptions and experiences of GP vocational learning in relation to rural places. Semi-structured interviews were conducted with 25 GPs based in smaller rural communities in Tasmania. Inductive and theoretical thematic analysis was undertaken. Rural places provide learning opportunities for GP registrars, which shape the relationships between GPs and registrars and their communities. Rural GPs are committed to developing the next generation and improving access to primary care for their communities. Rural places provide unique learning environments for general practice, including rich learning, relationships and community commitment. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.

The objectives of this study include 1) mapping aspects of the need to improve the quality of prospective vocational teacher's outcomes; and 2) the attractiveness test of the developed Massive Open Online Courses (MOOCs) product. This research uses research and development (R&D) methods. The subjects of this study were all vocational students at Malang State University. Data collection techniques through questionnaires and interviews. The results of this study include: 1) aspects of the need to improve the outcome of prospective vocational teachers namely learning aspects (awareness has a percentage of 78%, knowledge has a percentage of 85%, attitudes has a percentage of 97%, and special skills have a percentage of 82%.), The aspect of action (behavior has a percentage of 86%, practice has a percentage of 90%, and decision making has a percentage of 88%), and aspects of conditions (economic conditions have a percentage of 82%, social conditions have a percentage of 84%, individual conditions have a percentage of 90%, and environmental conditions have a percentage of 94%); 2) MOOCs products developed are feasible and interesting (average score 92%); and 3) media/product innovation MOOCs that are developed can be used as a reference for the development of technologies that have deeper content and content complexes. © Published under licence by IOP Publishing Ltd.

There has been a fundamental change in health care pedagogy to address the demands and challenges posed by the present generation of millennial students. There is also a growing recognition of the role of intrinsic motivation as a catalyst in a positive learning experience. The term intrinsic motivation refers to energizing behavior that comes from within an individual and develops due to an inherent interest in the activity at hand. However, stimulating intrinsic motivation in the present generation of millennial health care students is a daunting task, considering their diverse and disparate nature. In addition, the inherent generational differences between educators and students, and an increasing emphasis on technological tools have resulted in a dichotomy in the educational environment leading to the development of a greater incidence of burnouts among students. Hence, numerous innovative techniques have been introduced in health care education to enhance the levels of intrinsic motivation in these students. Unfortunately, most of these approaches have only been moderately successful due to their limited ability to address the unique educational expectations of millennial students. The cumulative evidence suggests that specific approaches to stimulate intrinsic motivation should aim at nurturing the learning efforts of students, bridging the generational barriers between educators and students, and ameliorating the stress associated with health care education. Hence, the specific aim of this narrative review is to suggest empirically proven curricular strategies and institutional reforms to enhance intrinsic motivation in health care students belonging to the Millennial Generation. © 2019 American Association of Anatomists