International Science Index

International Journal of Educational and Pedagogical Sciences

Using Cooperative Learning in the Intermediate Science Classrooms
This study focuses on exploring the extent of using the cooperative learning method in teaching science in intermediate schools of Kuwait. It also aims to find out what are the obstacles to implementing it from the science teachers’ viewpoint. The study includes 180 questionnaires and 12 interviews which have been carried out at intermediate schools in Kuwait by science teachers. The aim of this study is to contribute in filling the gap of the knowledge about the cooperative learning in Kuwait schools and to explore the status of utilizing such educational method in teaching sciences. The results show that most of the science teachers did not have more ideas about how can the cooperative learning be used in teaching science and they faced some obstacles which hinder use of this method in the classroom. Therefore, we think that some additional efforts must be exerted to clarify the situation of cooperative learning method in Kuwait as a whole to help the policymakers for developing the education in Kuwait. These results can help the decision makers at the Ministry of Education in Kuwait to review the techniques of education in Kuwait and develop the methodology of science education and education in general. This study also suggests further researches to be carried out in the field of cooperative learning in Kuwait.
Measuring the Visibility of the European Open Access Journals with Bibliometric Indicators
Peer review journals, as the main communication channel among researchers, fully achieve their objective if they are available to the global research community, which is accomplished through open access. In the EU countries, the idea of open access has spread over the years through various projects, initiatives, and strategic documents. Consequently, in this paper we want to analyze, using various bibliometric indicators, visibility, and significance of open access peer review journals compared to the conventional (non-open access) ones. We examine the sample of open access (OA) journals in 28 EU countries in addition to open access journals in three EU candidate countries (Bosnia and Herzegovina, FYR Macedonia and Serbia), all indexed by Scopus (N=1,522). These journals comprise 42% of the total number of OA journals indexed by Scopus. The distribution of OA journals in our sample according to the subject fields indicates that the largest share has OA journals in Health Sciences, 29% followed by Social Sciences and Physical Sciences with 25%, and 21% in Life Sciences. At the same time, the distribution according to countries (N=31) shows the dominance of EU15 countries with the share of 68.3% (N=1041) while post-socialist European countries (EU11 plus three candidate EU countries) have the share of 31.6% (N=481). Bibliometric indicators are derived from the SCImago Journal Ranking database. The analysis of OA journals according to their quartile scores (that reflect the relation between number of articles and their citations) shows that the largest number of OA journals from our sample was in the third quartile in 2015. For comparison, the majority of all academic journals indexed in Scopus from the countries in our sample were in the same year in the first quartile. The median of SJR indicator (SCImago Journal Rankings) for 2015 that measures the journal's prestige, amounted 0.297 for OA journals from the sample, while it was modestly lower for all OA journals, 0.284. The value of the same indicator for all journals indexed by Scopus (N=11,086) from our group of countries was 0.358, which is significantly different from the one for OA journals. Apart from the number of OA journals we also confirm significant differences between EU15 and post-socialist countries in bibliometric status of OA journals. The median SJR indicator for 2015 for EU15 countries was 0.394, while for post-socialist countries it amounted to 0.226. The changes in bibliometric indicators: quartile score, SJR (SCImago Journal Rankings), SNIP (Sources Normalised Impact by Paper) and IPP (Impact per Publication) of OA journals during 2012-2015 period, as well as H-index for the main four subject fields (Life Sciences, Physical Sciences, Social Sciences and Health Sciences) in the whole sample as well as in two main groups of European countries, show increasing trend of acceptance and visibility of OA journals within the academic community. More comprehensive insights into the visibility of OA journals could be reached by using additional qualitative research methods such as for example, interviews with researchers.
Toward a Broader Understanding of Journal Impact: Measuring Relationships between Journal Characteristics and Scholarly Impact
The idea of an impact factor was introduced in 1955 (Garfield, 2005), and it is widely used to measure the quality of journals. Various impact measures exist, and they each provide a measure to compare the quality of academic journals across institutions, disciplines, and individuals. In this research, we adopt 13 characteristics of academic journals identified by Gu and Blackmore (forthcoming). We aim to provide a broader understanding of the characteristics of journals, beyond citations alone, that lead to higher scholarly impact. Firstly, to consider correlation between journal characteristics, we conducted a correlation analysis over 13 data attributes, identifying no significant correlation between any journal characteristics. Secondly, examine the quantitative relationships between journal characteristics and scholarly impact, we conducted data analysis over a consolidated dataset from SCImago Journal & Country Rank (SJR), Ulrich’s Periodicals Directory (Ulrichs), and Cabell’s Periodical Directory (Cabells). All SJR journals each calendar year are equally divided into four Quartiles: Q1, Q2, Q3, and Q4 based on SJR scores. Our research results show some interesting, and some expected, patterns between scholarly impact and other characteristics based on Quartiles, such as, higher quartile journals publish more frequently than lower quartile journals; top quartile journals have the lowest acceptance rates; the higher quartile journals set higher subscription cost; non-English journals are more likely to be categorized in lower quartiles, and higher quartile journals publish more frequent issues than lower quartile journals, and more. Further research is recommended to determine any relationship between scholars and their publications based on the quartile ranking of journals in which they publish.
Students Competencies in the Use of Computer Assistive Technology at Akropong School for the Blind in the Eastern of Ghana
The use of computer assistive technology has captured the attention of individuals with visual impairment. Children with visual impairments who are tactual learners have one unique need which is quite different from all other disability groups. They depend on the use of computer assistive technology for reading, writing, receiving information and sending information as well. The objective of the study was to assess students’ competencies in the use of computer assistive technology at Akropong School for the Blind in Ghana. This became necessary because little research has been conducted to document the competencies and challenges in the use of computer among students with visual impairments in Africa. A case study design with a mixed research strategy was adopted for the study. A purposive sampling technique was used to sample 35 students from Akropong School for the Blind in the eastern region of Ghana. The researcher gathered both quantitative and qualitative data to measure students’ competencies in keyboarding skills and Job Access with Speech (JAWS), as well as the other challenges. The findings indicated that comparatively students’ competency in keyboard skills was higher than JAWS application use. Thus students had reached higher stages in the conscious competencies matrix in the former than the latter. It was generally noted that challenges limiting effective use of students’ competencies in computer assistive technology in the School were more personal than external influences. This was because most of the challenges were due to the individual response to the training and familiarity in developing their competencies in using computer assistive technology. Base on this, it was recommended that efforts should be made to stock up the laboratory with additional computers. Directly in line with the first recommendation, it was further suggested that more practice time should be created for the students to maximize computer use. Also, Licensed JAWS must be acquired by the school to advance students’ competence in using computer assistive technology.
Traditionalism and Modernity in Seoul’s Urban Planning for the Disabled
For the last three decades, Seoul has experienced an exponential increase in population and concomitant rapid urbanization. With such development, Korea adopted a predominantly Western style of architecture but still based the structures on Korea’s traditionalism and Confucian precepts of pung su (feng shui). While Korean urban planning is focusing on balancing out the modernism and traditionalism in its city architecture, particularly in and landmark sites like The Seoul N Tower and Gyeongbok Palace, the accessibility and convenience concerns of minorities in social groups like the disabled are habitually disregarded. With the implementations of ramps and elevators, the welfare of all citizens seemed to improve. According to the dictates of traditional Korean culture, it was crucial for those construed as “disabled” or “underprivileged” to feel natural in the city of Seoul, which is planned and built with the background aesthetic theory of being harmonized with nature. It was interesting and also alarming to see the extent to which Korean landmarks were lacking facilities for the disabled throughout the city. Standards set by the Ministry of Health and Welfare and the Seoul Metropolitan City insist that buildings accommodate the needs of the disabled as well as the non-disabled equally, but it was hard to find buildings in Seoul - old or new - that fulfilled all the requirements. If fulfilled, some of the facilities were hard to find or not well maintained. There is thus a serious concern for planning reform in connection with Seoul’s 2030 Urban Plan. This paper argues that alternative planning could better integrate Korea’s traditionalist architecture and concepts of pung su rather than insist on the necessity of Western-style modernism as the sole modality for achieving accessibility for the disabled in Korea.
Traditionalism and Modernity in Seoul’s Urban Planning for the Disabled
For the last three decades, Seoul has experienced an exponential increase in population and concomitant rapid urbanization. With such development, Korea adopted a predominantly Western style of architecture but still based the structures on Korea’s traditionalism and Confucian precepts of pung su (feng shui). While Korean urban planning is focusing on balancing out the modernism and traditionalism in its city architecture, particularly in and landmark sites like The Seoul N Tower and Gyeongbok Palace, the accessibility and convenience concerns of minorities in social groups like the disabled are habitually disregarded. With the implementations of ramps and elevators, the welfare of all citizens seemed to improve. According to the dictates of traditional Korean culture, it was crucial for those construed as “disabled” or “underprivileged” to feel natural in the city of Seoul, which is planned and built with the background aesthetic theory of being harmonized with nature. It was interesting and also alarming to see the extent to which Korean landmarks were lacking facilities for the disabled throughout the city. Standards set by the Ministry of Health and Welfare and the Seoul Metropolitan City insist that buildings accommodate the needs of the disabled as well as the non-disabled equally, but it was hard to find buildings in Seoul - old or new - that fulfilled all the requirements. If fulfilled, some of the facilities were hard to find or not well maintained. There is thus a serious concern for planning reform in connection with Seoul’s 2030 Urban Plan. This paper argues that alternative planning could better integrate Korea’s traditionalist architecture and concepts of pung su rather than insist on the necessity of Western-style modernism as the sole modality for achieving accessibility for the disabled in Korea.
Mobile Touch Technology at a Special Primary School: Case Study
The learning process of pupils with moderate mental disabilities through using of mobile touch devices may be one of the teaching methods to achieve better development of students in the classroom. Mobile touch device, if used correctly, can significantly contribute to the realization of expected outcomes in Framework curriculum for the field of education at a special elementary school. Educational area of information and communication technology, in which the content is focused only on using a computer mouse and keyboard is not always acceptable for pupils with moderate mental disabilities. Therefore it is appropriate, for achieving this expected output, to use a mobile touch device, though in Framework curriculum this form of ICT is not defined at all. When using the mobile touch devices the students are not burdened by difficult hand x eye coordination, which is a computer mouse, a keyboard, a monitor. The results of pupil case studies clearly show that using mobile touch devices can implement curriculum that pupils, through using a normal computer, cannot do. So the key communication skills, learning skills are naturally developed, the pupil gains self-confidence and sense of achievement.
An Electronic Test for Applicants to the Faculty of Education for Early Childhood in Egypt for Measuring Teaching Skills
The current study presents an electronic test to measure the teaching skills. This test is a part of the admission system of the Faculty of Education for Early Childhood, Cairo University. The test has been prepared for the university students who apply for admission the Faculty. It measures some social and physiological skills which are important for successful teachers, such as emotional adjustment and problem solving. Moreover, the extent of their love for children and their capability to interact with them. The test has been approved by 13 experts. Finally, it has been introduced to 1100 students during the admission system of the academic year 2016/2017. The results showed that most of the applicants have an auditory learning style. In addition, 97% of them have the minimum requirement skills for teaching children.
A Proposed Program for Developing Some Concepts to the Nursery Children in Egypt Using Artistic Activities
The current study presents a proposed program for nursery children in Egypt. The program consists of a collection of artistic activities. For example, printing tree leaves, paper textile, and pulp clay. It aims to develop the language, mathematical, and artistic skills of children. Furthermore, the researchers have presented a questionnaire to experts about the extent of link between the targets and the content. Finally, it has been introduced to 30 children. In addition, the researchers have prepared another questionnaire for measuring the effect of the program. This questionnaire was used as a pre-test and post-test, and at the end of the study, a significant difference was determined in favor of post-test results.
Team Teaching, Students Perception, Challenges, and Remedies for Effective Implementation: A Case Study of the Department of Biology, Alvan Ikoku Federal College of Education, Owerri Imo State, Nigeria
This research focused on team teaching; students perception, challenges, and remedies for effective implementation, a case study of the department of Biology, Alvan Ikoku Federal College of Education, Owerri Imo State, Nigeria. It seeks to address the misconception by students on the use of team teaching as a methodology for learning. Five purposes and five research questions guided this study. Descriptive survey design was used in the study. The students of biology department enrolled in both Bachelor degree and National Certificate in Education in Alvan Ikoku Federal College of Education, Owerri, formed the population size. Simple random sampling technique was used to select the sampled students and 20% of whole lecturers were selected out of the whole given sample size of three hundred and forty (340). The instrument used for data collection was structured 4 point Likert scale questionnaire and analysis was made using mean method. The result revealed that poor time management by lectures, lack of lecture venues, manpower are some of the challenges hindering the effective implementation of team teaching. It was also observed that students perform better in academic when team teaching approach is used than single teaching approach. Finally, recommendations made suggested that teachers involved in team teaching should work together with their teaching strategies and within the time frame to achieve the stated objectives.
Characteristics of the Organizational Culture College Teaching and Science Education, Pamane Talino in Landak
This dissertation is a study of Organizational Culture in the College of Teacher Training And Education (STKIP) Pámané Talino. The background of this research is based on the phenomenon that the values that exist on the symbol has not materialized in the life of the organization. Studies in this study intends to gain an overview of the characteristics of organizational culture associated theory Tan consisting of ten characteristics, namely: initiative of individuals, tolerance for risk, direction, integration, management support, monitoring, identity, tolerance of conflict, reward systems and communication patterns. This study uses a qualitative method, which produces descriptive data obtained through observation, literature study, document analysis, in-depth interviews with informants. Data validation was done by triangulation techniques by check, re-check and confirm the observation, documentation analysis and interviews. The scope of the informants in this study is the Chairman of the Foundation Hedgehog Unified Management Sector Education Foundation Hedgehog Unite, Chairman STKIP Pámané Talino, Vice Chairman of the Academic Section, Vice Chairman of the Second Division of Household, Faculty, Staff Employees BAU, Staff Employees BAAK, Staff Employees BAK , Student Senate, and Student Representative Student SMEs. Research findings indicate there are 5 primary characteristics that define organizational culture on STKIP Pámané Talino, namely (1) integration, (2) tolerance of conflict, (3) Identity, (4) Clarity of objectives, (5) Communication Patterns and five other characteristics who have become cultural characteristics, because although these values already exist in the rules but has not yet become the behavior of members of the organization. The value that has not been implemented include (1) individual initiative, (2) tolerance to risk, (3) management support (4) monitoring and (5) the reward system. That situation illustrates that organization in giving and providing educational services are integrated, there is tolerance of conflict, is no clarity on the goals outlined in the strategic plan, their sense of pride in the employees of their identity and communication patterns that already is open.
Effective Use of Educational Technology for Teaching in Nigerian Colleges of Education
The role of educational technology in teaching is of great importance because of its systematic way of conceptualizing the execution and evaluation of Educational process. This study therefore examines the use of Educational Technology for teaching in Colleges of Education in south south geo-political zone of Nigeria. Four specific purposes, four research questions and four null hypotheses guided the study. The study adopted descriptive research design of the survey type. A sample of 295 lecturers from six colleges of education was selected using stratified and simple random sampling techniques. The data for this study were collected through a self-designed questionnaire and was analyzed using frequency counts, percentage scores and t-test statistics. The hypotheses for the study were tested at 0.05 significance. Findings from the study reveal that Educational Technology facilities such as Internet, electronic notice boards and projectors were not adequately used for teaching in the Colleges. It was also found that most lecturers use more of visual media than electronic/digital media in the classrooms. Moreover, the study shows that lecturers’ use of educational technology is influenced by their highest academic qualification while their level of awareness about the value of technology in education is not gender based. Lecturers’ lack of competence, inadequate Educational Technology facilities and Power are among the factors that inhibit the adequate use of the facilities. Based on the findings, recommendations were made on how to ensure effective use of Educational Technology for teaching in the Colleges in Nigeria.
Changing MBA Identities: Using Critical Reflection Inside and Out in Finding a New Narrative
Storytelling is an established means of leadership and management development and is also considered a form of leadership of self and others in its own right. This study focuses on the utility of storytelling in the development of management narratives in an MBA programme; sources include programme participants as well as international recruiters, whose voices are often only heard in terms of economic contribution and globalisation. For many MBA candidates, the return to study requires the development of a new identity which complements their professional identity; each candidate has their own journey and expectations, the use of story can enable candidates to explore their aspirations and assumptions and give voice to previously unspoken ideas. For international recruitment, the story of market development and change must be captured if MBAs are to remain fit for purpose. If used effectively, story acts as a form of critical reflection that can inform the learning journeys of individuals, emerging identities as well as the ongoing design and development of programmes. The landscape of management education is shifting; the MBA begins to attract a different kind of candidate, some are younger than before, others are seeking validation for their existing work practices, yet more are entrepreneurial and wish to capitalise on an institutional experience to further their career. There is a shift in context, creating uncertainty and ambiguity for programme managers and recruiters, thus requiring institutions to create a new MBA narrative. This study utilises Lego SeriousPlay as the means to engaging programme participants and international agents in telling the story of their MBA. We asked MBA participants to tell the story of their leadership and management aspirations and compare these to stories of their development journeys, allowing for critical reflection of their respective development gaps. We asked international recruiters, who act as university agents and promote courses in the student’s country of origin, to explore their mental models of MBA candidates and their learning agenda. The purpose of this process was to explore the agent’s perception of the MBA programme and to articulate the student journey from a recruitment perspective. The paper’s unique contribution is in combining these stories in order to explore the assumptions that determine programme design. Data drawn from reflective statements together with images of Lego ‘builds’ created the opportunity for reflection between the mental models of these groups. Findings will inform the design of the MBA journey and experience; we review the extent to which the changing identities of learners are congruent with programme design. Data from international recruiters also determines the extent to which marketing and recruitment strategies identify with would be candidates.
Academic Staff Identity and Emotional Labour: Exploring Pride, Motivation, and Relationships in Universities
The perceptions of the work an academic does, and the environment in which they do it, contributes to the professional identity of that academic. In turn, this has implications for the level of involvement they have in their job, their satisfaction, and their work product. This research explores academic identities in British and Irish institutions and considers the complex interplay between identity, practice, and participation. Theoretical assumptions made in this paper assert that meaningful work has positive effects on work pride, organisational commitment, organisational citizenship, and motivation; when employees participate enthusiastically they are likely to be more engaged, more successful, and more satisfied. Further examination is given to the context in which this participation happens; the nature of institutional process, management, and relationships with colleagues, team members, and students is considered. The present study follows a mixed-methods approach to explore work satisfaction constructs in a number of academic contexts in the UK and Ireland. The quantitative component of this research (Convenience Sample: 155 academics, and support/ administrative staff; 36.1% male, 63.9% female; 60.8% academic staff, 39.2% support/ administration staff; across a number of universities in the UK and Ireland) was based on an established emotional labour model and was tested across gender groups, job roles, and years of service. This was complimented by qualitative semi-structured interviews (Purposive Sample: 10 academics, and 5 support/ administrative staff across the same universities in the UK and Ireland) to examine various themes including values within academia, work conditions, professional development, and transmission of knowledge to students. Experiences from both academic and support perspectives were sought in order to gain a holistic view of academia and to provide an opportunity to explore the dynamic of the academic/administrator relationship within the broader institutional context. The quantitative emotional labour model, tested via a path analysis, provided a robust description of the relationships within the data. The significant relationships found within the quantitative emotional labour model included a link between non-expression of true feelings resulting in emotional labourious work and lower levels of intrinsic motivation and higher levels of extrinsic motivation. Higher levels of intrinsic motivation also linked positively to work pride. These findings were further explored in the qualitative elements of the research where themes emerged including the disconnection between faculty management and staff, personal fulfilment and the friction between the identities of teacher, researcher/ practitioner and administrator. The implications of the research findings from this study are combined and discussed in relation to possible identity-related and emotional labour management-related interventions. Further, suggestions are made to institutions concerning the application of these findings including the development of academic practices, with specific reference to the duality of identity required to service the combined teacher/ researcher role. Broader considerations of the paper include how individuals and institutions may engage with the changing nature of students-as-consumers as well as a recommendation to centralise personal fulfillment through the development of professional academic identities.
Simulation-Based Learning: Cases at Slovak University of Technology, at Faculty of Materials Science and Technology
Current era has brought hand in hand with the vast and fast development of technologies enormous pressure on individuals to keep being well - oriented in their professional fields. Almost all projects in the real world require an interdisciplinary perspective. These days we notice some cases when students face that real requirements for jobs are in contrast to the knowledge and competences they gained at universities. Interlacing labor market and university programs is a big issue these days. Sometimes it seems that higher education only “chases” reality. Simulation-based learning can support students’ touch with real demand on competences and knowledge of job world. The contribution provided a descriptive study of some cases of simulation-based teaching environment in different courses at STU MTF in Trnava and discussed how students and teachers perceive this model of teaching-learning approach. Finally, some recommendations are proposed how to enhance closer relationship between academic world and labor market.
Cultivating a Successful Academic Career in Higher Education Institutes: The 10 X C Model
The modern era has brought with it significant organizational changes. These changes have not bypassed the academic world, and along with the old academic bonds that include a world of knowledge and ethics, academic faculty members are required more than ever not only to survive in the academic world, but also to thrive and flourish and position themselves as modern and opinionated academicians. Based upon the writings of organizational consultants, the article suggests a 10 X C model for cultivating an academic backbone as well as emphasizing its input to the professional growth of university and college academics: competence, calculations of pain & gain, character, commitment, communication, curiosity, coping, courage, collaboration and celebration.
Complex Learning Tasks and Their Impact on Cognitive Engagement for Undergraduate Engineering Students
This paper presents preliminary results from a two-year funded research program looking to analyze and understand the relationship between high cognitive engagement, higher order cognitive processes employed in situations of complex learning tasks, and the use of active learning pedagogies in engineering undergraduate programs. A mixed method approach was used to gauge student engagement and their cognitive processes when accomplishing complex tasks. Quantitative data collected from the self-report cognitive engagement scale shows that deep learning approach is positively correlated with high levels of complex learning tasks and the level of student engagement, in the context of classroom active learning pedagogies. Qualitative analyses of in depth face-to-face interviews reveal insights into the mechanisms influencing students’ cognitive processes when confronted with open-ended problem resolution. Findings also support evidence that students will adjust their level of cognitive engagement according to the specific didactic environment.
Teaching College Classes with Virtual Reality
Recent advances in virtual reality (VR) technologies have made it possible for students to experience a virtual on-the-scene or virtual in-person observation of an educational event. In an experimental class, the author uses VR to virtually engage students in an event, through a wide spectrum of educational resources, as a virtual ‘bystander’. Students were able to observe the event as if they were physically on site, although they could not intervene with the scene. The author will describe the adopted equipment, specification, and cost of building them as well as the quality of VR. The author will discuss (a) feasibility, effectiveness, and efficiency of using VR as a supplemental technology to teach college students and criteria and methodologies used by the authors to evaluate them; (b) barrier and issues of technological implementation; and (c) pedagogical practices learned through this experiment. The author also attempts to explore (a) how VR could provide an interactive virtual in-person learning experience; (b) how VR can possibly change traditional college education and online education; (c) how educators and balance critical five factors: cost, time, technology, quality, and result.
Conceptual Model for Massive Open Online Blended Courses Based on Disciplines’ Concepts Capitalization and Obstacles’ Detection
since its appearance, the MOOC (massive open online course) is gaining more and more intention of the educational communities over the world. The research works around this new online learning trend are mostly reports of MOOC learning or designing experiences and propositions of MOOC frameworks. In another side, many works are analytic studies focusing on the impact of MOOC on the education engineering, the learner’s engagement and satisfaction, the massiveness of the MOOC and the assessment methods. Apart from the current MOOCs design and purposes, the creators of MOOC focused on the importance of the connection and knowledge exchange between individuals in learning. In this paper, we propose a conceptual model for massive open online blended courses where teachers over the world can collaborate and exchange their experience to get a common efficient content designed as a MOOC opened to their students to live a better learning experience. This model is based on disciplines’ concepts capitalization and the detection of the obstacles met by their students when faced to problem situations (exercises, projects, case studies…etc). This detection is possible by analyzing the frequently semantic errors committed by the students. The enrollment teacher/students can overcome the luck of massiveness, the learners’ motivation and the evaluation issues, in the way that the teachers designing the course assess their students. Thus, the teachers review together their knowledge; offer a better assessment and efficient connections to their students.
Lab Activities for Introducing Nanoscience among Teachers and Students
Nanoscience has become one of the main science field in the world; its importance is reflected in both society and industry, so it is very important to intensify educational programs among teachers and students that aims to introduce "Nano Concepts" to them. Two different lab activities were developed for demonstrating the importance of nanoscale materials using unique points of view. In the first, electrical conductive films made of silver nanoparticles were fabricated. The silver nanoparticles were protected against aggregation by using electrical conductive polypyrrole, which acts also as conductive bridge between them. The experiments show a simpler way for fabricating conductive thin film than the much more complicated and costly conventional method. In the second part, the participants could produce emulsions of liposome structures using Phosphatidylcholin as a surfactant, following by minimizing the size of it from micro-scale to nanometer scale (400nm), using simple apparatus called Mini-Extruder, in that way the participants could realize the change in solution transparency, and the effect of Tyndal when the size of the liposomes is reduced. Freshmen students from the Academic Arab College for Education in Haifa, Israel, who are studying to become science teachers in the future, participated in this lab activity as part of the course "Chemistry in the Lab". These experiments are appropriate for teachers, high school and college students.
Cell City: A Role Playing Approach for Studying Organelles' Functions in High School
A cell is the smallest unit of life. Within the cell lie specialized structures called organelles, each with specific functions. Many students face difficulties in memorizing names, structures and functions of organelles. The concept of cell city learning was designed and developed with a story telling approach which related to daily life experiences to encourage students to participate in the hands-on activities. This new approach is based on referring structures and functions of a cell to those of a city. The activities of cell city learning are role playing, and molding the city from playdough. The cell city is composed of citizens who have specialized functions. For example, a nucleus is the king who rules and controls the city functions. A ribosome is the chef in the restaurant who cooks the protein to serve other citizens. A Golgi body is the postman who packs and then sends protein food around as well as to outside of the city. A mitochondria is the power plant where energy is generated. The assessment of cell city learning has been done with 70 junior high school students. All students have reported that it is easier and more fun to employ such an approach to help understand cell lessons. Furthermore, they can retain the information about cell and organelles much longer, in comparison to usual learning approaches.
Skills Development for the 21st Century Though STEM Camp
In Thailand, Sirindhorn Science Home is the national learning center of science activities for teachers and children. Sirindhorn Science Home was established under National Science and Technology Development Agency(NSTDA), Ministry of Science and Technology. It is one of the main organizations that contributes to STEM education for the STEM teachers training, STEM camp organizing for students and developing curriculum and science materials for schools. The program has also been well designed to meet high standard ensuring high quality. Research topics involved in the learning activities are brought from the national research center, National Science and Technology Development Agency (NSTDA). Moreover, the program was carefully designed from surveys, qualitative interviews, and focus groups on ensuring the most suitable approach for learning environment. Also, at our center, we focus on problem-based learning system, where students are taught scientific method of problem solving as similar to an approach used by professional scientists. The results of the investigation revealed that the STEM approach is an effective tool for teachers to develop their potential for organizing interdisciplinary activities. Additionally, the knowledge and skills teachers acquired from the approach can be applied to their pedagogy at school or in a classroom. Collectively, these attributes increase teachers’ confidence in guiding their students through a STEM career path. The keys to success in designing the STEM camp are the inclusion of hands-on, fun, challenging, and problem-solving activities emphasizing the use of students’ integrated knowledge, the suitability of content for students' age, background knowledge, and their local societies, and, most importantly, the environmental friendliness for students' local environments. At the STEM camp held at the Science Home, there are more than 100 topic-based camps such as forensics, photosynthesis, energy, and robotics and automation. It is evident that the STEM camp can encourage and help develop a host of essential skills in participating students, such as creativity, critical thinking, communication and collaboration. Furthermore, the STEM camp can motivate students to engage in science and technology activities with more positive attitudes and to increase their competency in STEM via a large number of science projects or inventions created from the camps.
Strategic Planning in South African Higher Education
This study presents an overview of strategic planning in South African higher education institutions by tracing its trends and mystique in order to identify its impact. Over the democratic decades, strategic planning has become integral to institutional survival. It has been used as a potent tool by several institutions to catch up and surpass counterparts. While planning has always been part of higher education, strategic planning should be considered different. Strategic planning is primarily about development and maintenance of a strategic fitting between an institution and its dynamic opportunities. This presupposes existence of sets of stages that institutions pursue of which, can be regarded for assessment of the impact of strategic planning in an institution. The network theory serves guides the study in demystifying apparent organisational networks in strategic planning processes.
Effects of Ubiquitous 360o Learning Environment on Clinical Histotechnology Competence
Rapid technological development and digitalization has affected also on higher education. During last twenty years multiple of electronic and mobile learning (e-learning, m-learning) platforms have been developed and have become prevalent in many universities and in the all fields of education. Ubiquitous learning (u-learning) is not that widely known or used. Ubiquitous learning environments (ULE) are the new era of computer-assisted learning. They are based on ubiquitous technology and computing that fuses the learner seamlessly into learning process by using sensing technology as tags, badges or barcodes and smart devices like smartphones and tablets. ULE combines real-life learning situations into virtual aspects and can be flexible used in anytime and anyplace. The aim of this study was to assess the effects of ubiquitous 360 o learning environment on higher education students’ clinical histotechnology competence. A quasi-experimental study design was used. 57 students in biomedical laboratory science degree program was assigned voluntarily to experiment (n=29) and to control group (n=28). Experimental group studied via ubiquitous 360o learning environment and control group via traditional web-based learning environment (WLE) in a 8-week educational intervention. Ubiquitous 360o learning environment (ULE) combined authentic learning environment (histotechnology laboratory), digital environment (virtual laboratory), virtual microscope, multimedia learning content, interactive communication tools, electronic library and quick response barcodes placed into authentic laboratory. Web-based learning environment contained equal content and components with the exception of the use of mobile device, interactive communication tools and quick response barcodes. Competence of clinical histotechnology was assessed by using knowledge test and self-report developed for this study. Data was collected electronically before and after clinical histotechnology course and analysed by using descriptive statistics. Differences among groups were identified by using Wilcoxon test and differences between groups by using Mann-Whitney U-test. Statistically significant differences among groups were identified in both groups (p
Ubiquitous Learning Environments in Higher Education: A Scoping Review
Digital learning environments, digital devices, mobile applications and sensing technologies are increasingly attracting educators. Electronic (e-learning) and mobile learning (m-learning) methods have become prevalent in many universities, ubiquitous learning (u-learning) is invading by support of ubiquitous technology. Descriptions of the u-learning and u-learning environments are still diverse and structures, used contents and outcomes varies enormously. Aim of this study was to perform a scoping review to define what kind of ubiquitous learning environments have been developed and used in higher education context, especially what kind of structures, contents and outcomes have been described. Process of review followed guidelines of Joanna Briggs Institute for scoping reviews. Based on guideline, protocol was written, inclusion and exclusion criteria were defined, eligible studies were search, review of titles, abstracts and full texts and actual analysis were done. Review was conducted with systematic searches from international databases (EbscoHost, ProQuest, PubMed, Science Direct and Google Scholar). Multiple search terms were used. Inclusion criteria were pre-defined and studies included if they were focused on 1) ubiquitous learning, 2) ubiquitous learning environment, 3) learning environment contents or components and on 4) outcomes of ubiquitous learning environment use in higher education. Studies were excluded if they were 1) reviews, editorials or discussion, 2) didn´t focus on ubiquitous learning based on ubiquitous characteristics as context-awareness, embeddedness or sensing technology or 3) participants were not university students. In systematic searches 889 publications were retrieved. When duplicates (n=30) were deleted, totally 859 titles were included. Selection of publications by titles, abstracts (n=78) and full-texts (n=30) was done by two researchers. Totally 10 publications were included into final review. The inductive content analysis was used for data analysis. Included publications described the use of ubiquitous learning environments (ULE) in higher education and were published during 2007-2014. Experimental study design were used in all studies. Structure and contents varied between studies. In all studies ULE was used as learning management system and ubiquity was supported by using smart devices, wireless networks and sensing technologies. Contents varied also between studies and were customized for specific use in all studies and focused on science (n=1), ecology (n=2) nursing (n=1), language learning (n=3) and computing (n=3). Outcomes were focused on system usage, satisfaction, learning efficiency and effectiveness. Multiple instruments for outcome evaluation were used. Huge variation in ubiquitous learning environments is the main finding of this review. Structures of used ULE were broad and contents focused on specific educational objectives. This study provides a clear scope on ubiquitous learning environment structures, contents and outcomes in higher education. Additionally it raises the need for transparent design, development, testing and reporting of practical implications of u-learning environments.
Team-Based Learning: Potential Acceptance and Problems in Indian Higher Education Contexts
Twelve students from higher education institutions in the northern part of India were interviewed to understand the potential acceptance and problems of implementing Team-Based Learning in the Indian context. It was found that Indian students generally accept interactive learning environment, diverse opinions from their peers and applying knowledge to solve real-world problems. However, culturally, competitions and comparisons in groups may affect Indian student’s peer relationships and future teamwork. As a result, the peer evaluation activities of TBL may need to be re-considered and tailored to meet the needs of students in the current study context.
Induction and Mentorship of Junior Faculty Members: A Managerial Challenge in the Institutions of Higher Education in Eritrea
Cultivation of professionalism and dispositional values in junior faculty members in institutions of higher education (IHE) is a global challenge. Junior faculty members complain of the managerial inefficiency and lack of modeling in their career development. This paper explored how Graduate Teaching Assistants (GTAs) are inducted into the system and mentored at work in the IHE in Eritrea. It assesses the institutional significance and challenges of mentoring junior faculty members in IHE. The research was conducted in 7 IHE involving 165 participants. Quantitative and qualitative data were gathered through Likert scale questionnaire and in-depth interviews. A One-Way ANOVA was used to assess the GTAs’ knowledge of assigned duties and responsibilities, access to institutional information and resources, the quality of guidance and support provided and above all the mentoring state of affairs across the colleges. Results revealed that junior faculty shoulder vital responsibilities but they receive poor induction and mentoring at individual and institutional levels. A large number of junior faculty members revealed a need of serious professional molding to effectively shoulder more responsibilities in the colleges.
Metal Ship and Robotic Car: A Hands-On Activity to Develop Scientific and Engineering Skills for High School Students
Metal Ship and Robotic Car is one of hands-on activity in the course The Fundamental of Engineering that can be divided into 3 parts. The 1st part, the metal ships were made by using engineering drawing, physics, and mathematics knowledge. The 2nd part, students, learned how to construct robotic car and control it by using computer programming. The last part, students, had to combine the workings of these two objects in final testing. This aim of the study was to investigate the effectiveness of hands-on activity with integrating STEM concepts to develop scientific and engineering skills. The result showed that the majority of students felt this hands-on activity caused to increase confidence level in integration of STEM. Moreover, 48% of all students, they engaged well with the STEM concepts. Students could obtain the knowledge of STEM through hands-on activities with the topics science & mathematics, engineering drawing, engineering workshop and computer programming. The most student felt agree and strongly agree with this learning process. This indicated that hands-on activity: “Metal Ship and Robotic Car” as a great tool to integrate in each aspect of STEM. Furthermore, hands-on activities positively influence student’s interesting that lead to learning achievement and also developing scientific and engineering skills
Utilizing Radio as a Resource Alternative for Disseminating Information to University Students in Ibadan, Nigeria: A Study of Lead City Fm and Diamond Fm Radio Stations
Radio according to communication scholars is a veritable instrument of mass education. However, its full potentials in boosting higher education have not been realized because of the commercial nature of radio stations in Nigeria. The licensing of campus radio for disseminating information on university curricular is aimed at reinforcing information shared during face to face teaching. This study anchored on Agenda Setting and Technology determinism theories seeks to find out the extent to which university students in Lead City University and University of Ibadan, Nigeria have keyed-in to the philosophy of their campus radio – Lead City FM and Diamond FM in making information dissemination in their domiciled universities less cumbersome. The study employs both qualitative and quantitative methods though the use of depth interview for ten (10) academic staff and five (5) radio personnel of both radio stations; and a questionnaire addressed to 200 students of both institutions using the systematic random sampling technique. The data collected was analyzed using simple percentage and chi-square one tail test, and it was discovered that students of both universities and their radio personnel are yet to realize the potentials of campus radio as a resource alternative to effective learning, and recommends the coming together of all stakeholders to articulate the way forward.
A Shared Space: A Pioneering Approach to Interprofessional Education in New Zealand
In recent decades health and social service delivery have become more collaborative and interdisciplinary. Emerging trends suggest the need for an integrative and interprofessional approach to meet the challenges faced by professionals navigating the complexities of health and social service practice environments. Terms such as multidisciplinary practice, interprofessional collaboration, interprofessional education and transprofessional practice have become the common language used across a range of social services and health providers in western democratic systems. In Aotearoa New Zealand, one example of an interprofessional collaborative approach to curriculum design and delivery in health and social service is the development of an innovative Masters of Professional Practice programme. This qualification is the result of a strategic partnership between two tertiary institutions – Whitireia New Zealand (NZ) and the Wellington Institute of Technology (Weltec) in Wellington. The Master of Professional Practice programme was designed and delivered from the perspective of a collaborative, interprofessional and relational approach. Teachers and students in the programme come from a diverse range of cultural, professional and personal backgrounds and are engaged in courses using a blended learning approach that incorporates the values and pedagogies of interprofessional education. Students are actively engaged in professional practice while undertaking the programme. This presentation describes the themes of exploratory qualitative formative observations of engagement in class and online, student assessments, student research projects, as well as qualitative interviews with the programme teaching staff. These formative findings reveal the development of critical practice skills around the common themes of the programme: research and evidence based practice, education, leadership, working with diversity and advancing critical reflection of professional identities and interprofessional practice. This presentation will provide evidence of enhanced learning experiences in higher education and learning in multi-disciplinary contexts.