Source:
Interactive Learning Environments
(2024)
higher vocational education has been on a trajectory of rapid development. However, the challenge of fostering effective learning in students persists. In response to this, a study was undertaken to explore the impact of an optimized model of SPOC-based blended learning (SPOC-BL) on student presence, learning satisfaction, learning motivation, and academic performance in C language programming course. This quasi-experimental study spanned a period of three months and involved 92 students from two classes in a higher vocational school. Quantitative research methods were employed to analyze students’ academic performance and their interrelationship among student presence, learning satisfaction, learning motivation in SPOC-BL approach. Analysis of Covariance, paired samples t-tests, and multiple regression analysis were conducted to analyze students’ performance on achievement tests and student surveys. The results showed substantial improvements in student presence, learning motivation, learning satisfaction, and academic achievement as direct outcomes of the innovative instructional approach. The findings illuminated significant effects for all factors, with student presence exerting the most significant influence, followed closely by learning motivation, and with learning satisfaction playing a smaller yet still meaningful role. The study will inform the design and implementation of blended learning in higher vocational education . © 2023 Informa UK Limited, trading as Taylor & Francis Group.
higher vocational education has been on a trajectory of rapid development. However, the challenge of fostering effective learning in students persists. In response to this, a study was undertaken to explore the impact of an
…
Keywords:
blended learning
academic achievement
Learning satisfaction
learning motivation
higher vocational schoolSPOC-BL
student presence
4 Citations
10.1080/10494820.2023.2294774
Source:
International Journal of Management and Sustainability
(2024)
The purpose of this study is to investigate the human factor, organisational factor, and political factor for enhancing business operational efficiency in a highly competitive environment in China's education sector. On a global scale, China has garnered recognition for its achievements in the field of education . However, there are significant differences in higher education resource allocation among the many Chinese provinces as a result of the pursuit of scale and speed, as well as unequal development across the country. Therefore, there is a need to investigate the factors that influence the operational efficiency of the Chinese educational sector in a highly competitive environment. A cross-sectional design was utilised to conduct an online survey with 121 education sector employees. According to the findings, the organisational factor is the strongest predictor of business operational efficiency, followed by the political factor. The human factor, however, was not a significant predictor. This study discovered that changes in organisational and political factors can have an impact on the operational efficiency of any educational sector. As a result, it is suggested that clear reporting and an organised hierarchical structure be implemented across all departments. As a result, the educational institute will be able to maintain its business operational efficiency more easily. © 2024 Conscientia Beam. All Rights Reserved.
The purpose of this study is to investigate the human factor, organisational factor, and political factor for enhancing business operational efficiency in a highly competitive environment in China's education sector. On a global scale, China has garnered recogni
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Keywords:
China
education policyHuman factors
Business operational efficiency
Competitive environment
Organisational factors
Political factors
1 Citations
10.18488/11.v13i1.3561
Source:
Educational Administration: Theory and Practice
(2024)
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 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
Keywords:
academic self-efficacy
Cognitive style
Motivation for Cooperative Playful Learning Strategies
Promoting Creativity in Vocational education
Student’s Innovation Skills Development
1 Citations
10.52152/kuey.v30i1.974
Source:
Interactive Learning Environments
(2024)
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.
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
…
Keywords:
Online learning environments
soft skills
Transferable skills
Literature review
twenty-first-century skills
5 Citations
10.1080/10494820.2023.2294769
Source:
Teaching Education
(2024)
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.
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
…
Keywords:
higher education Experiential learning
service-learning
Professional competencies
ePortfolio
6 Citations
10.1080/10476210.2023.2281396
Source:
Policing (Oxford)
(2024)
The current Police Entry Qualifications Framework in England and Wales has undergone much debate since its inception in 2018. Recently the Home Secretary backtracked on over a decade’s worth of party policy and undid the requirement for all new police officers to hold or obtain a degree in Professional Policing. This has been immediately followed by several chief constables and elected police and crime commissioners (PCC’s) dropping the requirement for a degree completely. Some have been quoted as saying “the public don’t want police officers sat in classrooms” or words to that effect. Yet no studies exist that do examine what the English and Welsh public do expect educationally of their police force. This study fills that gap by surveying n = 520 members of the public to ascertain their views. It finds that whilst a two-thirds majority of the public ostensibly say they don’t believe police officers need a degree, more than nine out of ten expect them to have some kind of police-specific higher education qualification. They would also feel overwhelmingly more confident if an officer investigating a crime they were a victim of, held a relevant policing-related degree qualification. This dichotomy is then analysed against the wider background of HE and vocational qualifications. It concludes that the problem is not with a requirement for higher education in policing, but the ‘d word’ itself and the marketing of the degree as a ‘requirement’ versus a degree as an ‘achievement’. © The Author(s) 2024. Published by Oxford University Press. All rights reserved.
The current Police Entry Qualifications Framework in England and Wales has undergone much debate since its inception in 2018. Recently the Home Secretary backtracked on over a decade’s worth of party policy and undid the requirement for all new police officers to hold or obtain a degree in Professio
…
3 Citations
10.1093/police/paad101
Source:
Cogent Education
(2024)
The so-called ‘short-cycle’ tertiary education (level 5 of the International Standard Classification of education ISCED 2011) is an area of education which has been inadequately researched, where a number of questions remain regarding its true definition and uneven social recognition across Europe. Although it has gain visibility in recent decades, it is perhaps too early to affirm that its has an established position within higher education . This paper aims to contribute to improving its image and, ultimately, offer a perspective of higher education as a broad range of programs effectively integrating university studies and other options. Using a mixed paradigm, the study evaluates the opinions of students and university administrators regarding the integration of university studies and short-cycle programs (Advanced Vocational education and Training, VET) into the same university campuses. The sample consists of all Spanish universities which impart on the same campus, the University Degree in Pre-Primary education and Advanced Vocational education and Training in Pre-Primary education . Results suggest that the offer of short-cycle and university degree programs in the same space presents an opportunity for university institutions, in line with the European Strategy for Universities (2022), with excellence and inclusion as a distinctive feature of European higher education . © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
The so-called ‘short-cycle’ tertiary education (level 5 of the International Standard Classification of education ISCED 2011) is an area of education which has been inadequately research
…
Keywords:
higher education Chile
education Policy & PoliticsInternational & Comparative education
Stephen Darwin
Universidad Alberto Hurtado
short-cycles
university campuses
university degrees
0 Citations
10.1080/2331186X.2023.2296450
Source:
Education Sciences
(2024)
Although the usage of case studies is very common in teaching worldwide, there has been inadequate discussion concerning the quality with respect to teaching and learning. The focus of this article is to assess the pedagogic aspect of business case studies in academic teaching. On the basis of a specific tool to detect the pedagogical quality of business cases and related teaching notes, a total of nine award-winning case studies delivered by a well-known publishing house were analysed. The findings indicate that the pedagogical quality varies from case to case. There are deficits concerning the focus on problem orientation and the complexity of the cases. Further weaknesses have been identified in some case studies regarding the learner’s autonomy and prior knowledge, while with respect to real-life orientation, most case studies have a high level of accordance with a pedagogic optimum. © 2023 by the authors.
Although the usage of case studies is very common in teaching worldwide, there has been inadequate discussion concerning the quality with respect to teaching and learning. The focus of this article is to assess the pedagogic aspect of business case studies in academic teaching. On the basis of a spe
…
Keywords:
business cases
case study design
pedagogics in higher education
quality criteria
teaching cases
6 Citations
10.3390/educsci14010007
Source:
Education Sciences
(2024)
While numerous studies have focused on the learning transfer of in-company training in past decades, relatively few have explored the transfer of knowledge from university studies to the workplace, particularly in the context of nursing. Moreover, profile variables tend to be used to describe the sample but not to explore its effect on learning transfer. This article explores the effect of previous work experience—in health—on the learning transfer factors model among new nurses during their first year of work. A total of 196 nurses with six months to one year of experience, representing various healthcare services in Catalonia, participated in this study. We administered a 53-item questionnaire based on the Model to Evaluate Transfer in Nursing Professionals. Using cluster analysis, we identified three distinct groups: Cluster #1 (Academically unprepared with low self-competence), Cluster #2 (Academically unprepared but moderately self-competent), and Cluster #3 (Highly academically prepared and highly self-competent). Nurses in Cluster #3 exhibited a higher degree of learning transfer. However, we also found an interaction between previous work experience and learning transfer. To analyse these interactions, we applied non-traditional analysis techniques, including network analysis, which revealed significant differences between the models with and without work experience. This study highlights the importance of exploring transfer beyond the traditional in-company training context and identifies previous work experiences as one of the key variables that needs to be carefully examined. © 2023 by the authors.
While numerous studies have focused on the learning transfer of in-company training in past decades, relatively few have explored the transfer of knowledge from university studies to the workplace, particularly in the context of nursing. Moreover, profile variables tend to be used to describe the sa
…
Keywords:
higher education Learning Transfer
new nurses
previous work experience
4 Citations
10.3390/educsci14010052
Source:
Applied Mathematics and Nonlinear Sciences
(2024)
Under the new round of scientific and technological revolution and industrial change, the integration of vocational education and industry is an important direction of educational development. In this paper, the structure of the learning path network of higher vocational professional courses is analyzed, and through the analysis of the elements of learning behaviors, the learning behaviors are mined by adopting sequence relations, and the behavioral structure model is established. The assessment of the learning path under the integration of industry and education courses was finished using uncertainty association coefficients and time association coefficients. After building the learning path network for vocational education , the subjective characteristics of students under vocational education were detected using isolated point analysis. The detection results show that the correlation coefficient between the first pair of typical variables is 0.488. The Wilks statistical test results for typical correlation coefficients show that the p-value of the first typical correlation coefficient is 0.098, which is less than 10%. The correlation study of the environment of integration of education and industry and the effect of integration can be simplified to study only the relationship between the first pair of typical variables. By analyzing the main characteristics, the main body for vocational education and industry integration is clarified, which creates a digital-driven impetus for the integration of industry and education . © 2023 Yi Guo, published by Sciendo.
Under the new round of scientific and technological revolution and industrial change, the integration of vocational
education and industry is an important direction of educational development. In this paper, the structure of the learning path network of
Keywords:
E-learning
Learning systems
Curricula
Apprentices
education computingVocational education
Learning paths
Integration
correlation coefficient
Behavioral elements
Behavioral structural model
Isolated point analysis
Sequential relationship
Time correlation coefficient
Behavioral element
Behavioral structural model
Isolated point analyse
Sequential relationship
Structural modeling
Time correlation coefficient
Time correlations
1 Citations
10.2478/amns.2023.2.01456
