Search Results for
"learning"

This study investigated the development of soft skills through task-based language learning (TBLL) in higher education in the Malaysian context. With the growing emphasis on graduate employability and 21st century competencies, it has become increasingly important to integrate soft skills into language instruction. Employing a mixed-methods approach, this study combined quantitative and qualitative data to ensure methodological triangulation and deeper understanding. Data collection involved a survey of 102 language lecturers, distributed via an online platform (Google Forms), followed by a focus group discussion with 4 experienced language educators. The survey aimed to identify key soft skills emphasized in current language instruction, while the focus group provided richer insights into their classroom implementation and pedagogical strategies. The survey results revealed communication, collaboration, and problem-solving as the most essential soft skills, which subsequently guided the qualitative phase of the study. Thematic analysis of the qualitative data was conducted using Miles and Huberman’s framework (1994). Findings underscore the effectiveness of TBLL in promoting these soft skills, particularly when tasks are authentic, learner-centred, and aligned with real-world contexts. However, the study also identified challenges, including limited teacher training, curriculum constraints, and lack of institutional support. The study concludes with practical recommendations for integrating soft skills into language curricula more systematically. These include professional development for educators, curriculum redesign, and institutional commitment to holistic education. Overall, this study contributes to ongoing discussions on enhancing language education through TBLL while supporting the development of soft skills crucial for students’ academic and professional success in the Malaysian higher education landscape. ©Authors.

This research aimed to develop science, technology, engineering and mathematics (STEM) education-based learning using an engineering design process with Training Packages for use in the Industrial Internet of Things (IIoT) in vocational Thailand. The purposive sample consisted of 134 participants who were vocational certificate students in Thailand, selected using a quasi-experiment framework with a one-group pretest and posttest design method. The research tool consists of 1) the training packages, 2) the achievement test, and 3) the student satisfaction assessment form. The statistical approaches involved the Mean (M), standard deviation (SD.), and t-test for the dependent samples. The research results found that 1) the evaluation result of the training packages is at a high level (M = 4.64, SD. = 0.13), 2) the evaluation result of the STEM education-based learning using the engineering design process is at a high level, 3) the learning achievement of students after studying is significantly higher than before studying at a statistically significant level of .05. (p<.05), and 4) the students are highly satisfied with STEM education-based learning using the engineering design process with training packages for Industrial Internet of Things (IIoT) (M = 4.50, SD. = 0.28). The practical implication of the developed STEM education-based learning is that it can effectively promote the knowledge and skills required for engineering skills. ©Authors.

This study evaluates digital literacy skills among students in tertiary institutions in the southern geopolitical zone of Nigeria. The research focuses on two universities: the University of Calabar and the University of Port Harcourt, specifically within their Departments of Tourism and Hospitality Management. Data collection was conducted using an electronic questionnaire administered via an online survey platform. The findings indicate that major emerging trends in digital literacy skill requirements among tertiary institution students include improved information retrieval, Artificial Intelligence (AI) and machine learning, data science and analytics, and cybersecurity. The study also revealed that these digital literacy skills significantly impact students' learning outcomes by enhancing information retrieval, expanding access to educational research, increasing collaboration and communication, and facilitating feedback and assessment. Additionally, inquiry-based learning, multimedia presentations, and flipped classroom approaches were identified as the most effective methods for integrating digital literacy skills in tertiary institutions. However, the study also highlighted significant challenges, such as the digital divide, the complexity of digital tools, and limited access to technology. To address these issues, it is essential to provide enhanced digital tools, adequate access to technology, and effective digital literacy training for students in tertiary institutions. Therefore, an effective mechanism is needed to overcome the challenges associated with mastering digital literacy skills among students in tertiary institutions. © 2025, Iquz Galaxy Publisher. All rights reserved.

In order to improve college students' competency with technological innovation in various institutions, this research aims to analyse in in-depth understanding of online courses and their effects on skill development. 145 respondents from the colleges were chosen at random to make up the sample. Descriptive statistics and correlation analysis were used to examine the information gathered from the questionnaire. Thus, both government and private college students are included in this poll. The findings demonstrated that students has a tendency to learn online courses as they feel it’s comfortable for them to learn. © The Research Publication, www.trp.org.in.

In today's rapidly evolving world, engineering graduates must have the necessary skills and knowledge to bring about significant changes in business, industry, and entrepreneurship. However, empirical evidence shows that engineering graduates have high levels of cognitive abilities that are still low, resulting in the achievement of suboptimal learning outcomes. The research design used a pseudo experimental approach that analyzed the impact of project-oriented flipped learning models, direct flipped, and self-efficacy on higher-order thinking skills and learning outcomes. The study findings showed a marked difference in higher-order thinking skills and learning outcomes of students who participated in project-based flipped learning compared to those who participated in direct flipped learning. Students in the experimental group more fluently find new ideas in solving problems. The psychological aspect of students, namely self efficacy, influences improving higher-order thinking skills and learning outcomes. The learning model applied accommodates students who have different levels of self-efficacy. Evidence shows that the project-based flipped learning paradigm improves learning outcomes in computer architecture materials by developing students' higher-order thinking skills. © 2023, Author. All rights reserved.

This study evaluates the validity of the Project-Based Problem learning (PBPL) Model Book designed for higher education settings. The primary objective is to assess the model's content validity by applying Aiken's V, focusing on critical aspects such as Content, Language, Structure and Organization. To achieve this, a panel of experts with relevant expertise in education reviewed the PBPL Model Book. Their evaluations were then subjected to rigorous statistical analysis using Partial Least Squares Structural Equation Modeling (PLS-SEM), a technique that ensures the robustness and reliability of the validation process. The findings revealed that the average Aiken's V values for each category significantly exceeded the 0.85 threshold, which confirms the model's high validity and appropriateness for educational purposes. The methodological approach of this study is notable for its integration of expert judgment with advanced statistical validation techniques. This combination of qualitative and quantitative methods provides a comprehensive assessment of the PBPL Model Book's alignment with established educational standards. The results indicate that the model effectively incorporates project-based and problem-based learning principles, offering a structured and systematic framework designed to enhance student engagement, critical thinking, and problem-solving skills. The high validity scores across all evaluated categories—Content, Language, Structure and Organization—demonstrate that the model is reliable and adaptable for use in various academic contexts. In contributing to the literature on educational models, the PBPL Model Book stands out as a well-validated tool that addresses theoretical and practical educational needs. Its emphasis on active learning methodologies ensures students are better prepared to address real-world challenges. Consequently, this model is a valuable resource for educators seeking to implement innovative teaching strategies within higher education. The PBPL Model Book supports advancing pedagogical practices and educational experience by fostering a dynamic and engaging learning environment. © 2025 Malque Publishing. All rights reserved.

This study examines how novice researchers (master's and PhD students) independently initiate knowledge sharing and instructional activities in the midst of everyday research work. Approaching such activities as instances of help recruitment, the study draws on multimodal conversation analysis to describe how novices mobilize assistance from more experienced peers and supervisors. The interactional data was generated at a Physical Chemistry research program of a Swedish university, and consists of video-recordings of different spontaneous interactions at laboratories and shared offices, including a supervision meeting. The study focuses on recruitment sequences where help seekers refrain from displaying full lack of knowledge or skill. The analyses show how novices (1) use particular framings, such as “quick question”, and confirmation requests to particularize the scope of their problems and mitigate unknowing stances; (2) legitimize their requests for assistance by addressing their shared history with the recipient party; and (3) withhold direct requests in favor of producing accounts and displaying limited epistemic access, as if to “fish” for help. Through these methods, help seekers accountably frame and design their requests finely modulating epistemic stances, while constructing and upholding themselves as potential members of the scientific workplace, i.e., as researchers in training who need assistance at specific moments and regarding particular problems. By uncovering the intricate ways in which epistemic stance taking and issues of accountability relate to the accomplishment of help recruitment, the study also shows how novices address matters of autonomy and competence within apprenticeship situations. © 2025 The Author

Background: Virtual laboratories are used to supplement or even replace physical laboratories in engineering education. Although these virtual laboratories allow students to learn foundational experimental skills, they do not provide the learners with the chance to develop higher-order thinking skills (HOTS). Computational thinking (CT) is an approach to problem-solving. Incorporating the CT approach into virtual laboratories to enhance problem-solving skills and critical thinking skills is still understudied. Objectives: This study investigated the effect of incorporating the CT approach into virtual laboratories on the learning motivation, engagement, and HOTS of students. Methods: A quasi-experimental study was conducted to investigate the impact of the proposed approach. Forty-eight undergraduate electrical engineering students participated in this study. Pre- and post-test questionnaire data on learning motivation, engagement, and HOTS were collected from both an experimental group that utilised virtual laboratories and a computational thinking approach and a control group that used virtual laboratories only. Results and Conclusions: The result of the quantitative analysis revealed that incorporating the CT approach into virtual laboratories resulted in a significant difference in learning motivation, engagement, and HOTS between the experimental and control groups. These findings point out that incorporating the CT approach into virtual laboratories positively affects the learning motivation, engagement, and HOTS of learners who are enrolled in practical courses. © 2025 John Wiley & Sons Ltd.

Online education may induce different negative emotions and emotional reactions in language learners. One such reaction emerging from emotional experiences in online contexts is academic disengagement, which has been limitedly examined in L2 research. To fill this lacuna, this study has been done to probe into the sources and solutions of student disengagement in online L2 classes from the perspective of Chinese and Iranian students. To accomplish this, through maximum-variation sampling, a sample of Chinese (n = 164) and Iranian (n = 150) students was selected to take part in this inquiry. Then, an open-ended questionnaire was virtually distributed among participants. Participants' answers to the open-ended questions were thematically analyzed using MAXQDA software. The findings of the thematic analysis reveal that both Chinese and Iranian L2 learners had a similar view of the sources of academic disengagement considering the outcome of different online-related, teacher-related, learner-related, and course/task-related issues. The findings also show that the majority of Chinese and Iranian L2 learners attribute student academic disengagement to online-related issues, including limited face-to-face interactions, technological breakdowns, and a boring learning atmosphere. To address the issue of student disengagement, the participants of both contexts report three broad categories, namely teacher-related, student-related, and administrator-related solutions. The solutions offered by the participants imply that both Chinese and Iranian L2 learners hold students, teachers, and educational administrators responsible for student disengagement in online classes. The findings may help L2 instructors and educational managers respond to student disengagement in online language classes effectively. © 2025 Wiley Periodicals LLC.

Purpose: To explore the benefits and challenges of WBL in MET in Thailand. Design/methodology/approach: A qualitative approach was used, involving interviews and surveys with participants from MET. Findings: WBL offers practical experience, improved employability, networking opportunities, and real-world problem-solving skills, industry knowledge, professional development, and better learning outcomes, but faces challenges like language barriers, environmental issues, limited placement availability, time limits and task management, safety concerns, limited resources, and assessment issues. Originality/value: Provides insights into WBL in the Thailand maritime sector and highlights areas for improvement to enhance student preparedness for industry roles. © 2024, Emerald Publishing Limited.