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Shifting gears in the classroom-movement toward personalized learning and competency-based education
... These innovations allow students to progress at their own pace and demonstrate mastery of specific skills. [8][9][10][11] 3 Active Learning and Pedagogical Shifts ...
... Higher education institutions will be deeply embedded in their communities, encouraging students to engage in service learning and contribute to local, national, and global well-being. 8 Entrepreneurship and Social Impact ...
... Experiential Labs In disciplines like science and engineering, students conduct experiments and hands-on activities in dedicated laboratory settings, applying theoretical concepts. 8 Creative and Performing Arts ...
Purpose: In the ever-evolving landscape of higher education (HE), the need for academic innovation has never been more apparent. As we stand on the threshold of a new era defined by rapid technological advancements, shifting economic paradigms, and global challenges, it becomes imperative to reimagine the way we prepare our students for the future. With the threat of AI-based automation of jobs and hence tumbling employment, there is a greater demand to create entrepreneurs. In response to this demand, the concept of incubationship has emerged as a super-innovation with the potential to revolutionize higher education. Incubationship, a transformative process that guides students in identifying and nurturing their own business ideas to ultimately launch startups, represents a profound departure from conventional educational models. It signifies a fundamental shift in how we perceive the intersection of education, entrepreneurship, and innovation. Concept: This paper delves into the compelling need for incubationship, recognizing it as a pivotal solution that addresses the shortcomings of traditional higher education systems. By doing so, we aim to illuminate the extraordinary potential it holds for students, universities, and the global economy. Incubationship is not merely an educational method; it is a dynamic catalyst poised to shape a new generation of forward-thinking, problem-solving, and self-reliant individuals who will navigate and contribute to a world that is more dynamic, interconnected, and complex than ever before. In this exploration, we shall uncover how incubationship's innovative approach meets the demands of our evolving society and why it is an indispensable component of the future of higher education. Methodology: This is conceptual research and makes use our own idea and development of the idea as a conceptual model by using the information obtained from various sources like scholarly articles, AI-based GPTs at various stages of this systematic incubationship model development. Results/Analysis: The paper analyses and evaluates the new model of experiential learning called “incubationship” to create an entrepreneur at higher education level by applying various higher-level research skills including design, analysis, comparison, evaluation, interpretation, and creation of new ideas. Originality/Value: The paper suggested a super-innovation in HE by proposing a new model to create innovative entrepreneurs through a semester-long project called incubationship to nurture the business leaders to start their own businesses in the form of a startup company. Type of Research: Conceptual research.
... These ideas are consistent with Scott (2015), who highlighted the importance of competency in problem-solving skills for a 21stcentury labor force. Furthermore, personalized learning is being integrated with 'competencybased education' (CBE) in non-traditional higher education to serve the needs of employers who are seeking out student graduates (Monroe, 2016;Camacho & Legare, 2016). ...
... These '7Cs' are: 1) curriculum creation skills, 2) learner-centered learning management skills, 3) classroom learning innovation skills, 4) assessment skills learning, 5) classroom action research skills, 6) classroom management skills, and 7 ...
... Therefore, a caring community must have four essential characteristics. These include: 1) The preservation or nurturing of a coexistence nature, 2) the shift from formal and hierarchical lines of work to the atmosphere of family coexistence, 3) transition from a protective, isolated culture to a culture of trust and unbiased listening, and finally, 4) a shift from conflict to a culture that respects individual differences ( ...
Due to the global COVID 19 pandemic, education in Thailand is undergoing a radical transformation in which state funds are moving from traditional schools to information communication technology (ICT) based education systems that support the development and teaching of online courses. As such, stress and workloads have increased significantly, even leading to student protests over the required conditions for online learning. Therefore, a systematic literature review was conducted to establish which components were most effective in an online professional learning community (OPLC) that supports the development of teacher competencies under the conditions now referred to as the 'New Normal .'From the analysis, six common themes were identified. These included 1) shared values and vision, 2) collaborative teamwork, 3) practice and cooperative learning, 4) a caring community, 5) shared leadership, and 6) supportive technology. After that, from the input of 30 teacher volunteers in five groups, a plan-see-do (PSD) mechanism was outlined, as well as the importance of the role model/model teacher, buddy teacher, and mentors was also established. Finally, we suggest OPLC implementation for teacher competency development has four stages, including a preparatory stage, an analysis stage, an OPLC implementation stage, and an OPLC testing and evaluation stage.
... Actually, both historically and at present, student-centered learning is concerned with specific outcomes that the student has mastered and can demonstrate (Camacho & Legare, 2016;Gervais, 2016). In contrast with traditional forms of education that emphasize whole-classroom or group learning, student-centered education is student based or focused, and time is viewed as a variable as opposed to a constant (Camacho & Legare, 2016;Gervais, 2016;Cote, 2017). ...
... Actually, both historically and at present, student-centered learning is concerned with specific outcomes that the student has mastered and can demonstrate (Camacho & Legare, 2016;Gervais, 2016). In contrast with traditional forms of education that emphasize whole-classroom or group learning, student-centered education is student based or focused, and time is viewed as a variable as opposed to a constant (Camacho & Legare, 2016;Gervais, 2016;Cote, 2017). Also, it is becoming more transparent that the role of the educator within a student-centered approach to learning must be different from their role in a traditional instructional system. ...
... Personalized learning involves the creation of pre-learning tools to explore each student's aptitudes, needs, interests, and learning goals, which includes a survey of learners before they begin to learn individual DCS (DeMink-Carthew et al., 2017). Moreover, Camacho and Legare (2016) have determined that selfdirected learning permits each student to determine their own needs and goals. With this information, a learning path is created in which flexibility is allowed for each student to choose their learning elements based on their needs and interests. ...
... Furthermore, personalized learning is being integrated with 'competency-based education' (CBE) in non-traditional higher education to serve the needs of employers who are seeking out student graduates (Camacho & Legare, 2016;Williams et al., 2015). Employers want student graduates who have mastery of general education competencies, critical thinking skills, and industry-specific competencies and skills (Williams et al., 2014). ...
The study aims to develop a model and assess the suitability of a digital citizenship skills (DCS) model for online teaching and learning for Thai undergraduate students. In-depth interviews and content analysis from seven Thai academic experts in 2020 were used for the analysis. The experts' questionnaires suitability was analyzed using propriety standards, utility standards, feasibility standards, and accuracy standards as outlined by the Joint Committee on Standards for Educational Evaluation (JCSEE). After that, descriptive statistics including the mean and standard deviation (SD) were used to assess the results from the five-level agreement scale used. The final DCS model consisted of five components. These included the learner (L), the instructors (I), the Internet, intranet, and extranet network components (I), the platform component for online teaching, and information and communication technology (ICT) enabled devices (P), and personalized learning (P) (LIIPP Model). Overall model suitability according to the experts' input was judged to be at a very high level (mean = 4.61, SD = .51).
... Here assessment of prior learning appears much more regularly in discussions on CBE (Camacho & Legare, 2016;Tate & Keir-Collins, 2013) and in the suggested best practices for CBE over nearly 30 years (McClarty, & Gaertner, 2015;Watson, 1994). In fact, the concept of PLAR in post-secondary education dates back to at least to the late 1940s in the United States, as a method used by the government to provide access to higher education for veterans of World War II (Camacho & Legare, 2016). ...
... Here assessment of prior learning appears much more regularly in discussions on CBE (Camacho & Legare, 2016;Tate & Keir-Collins, 2013) and in the suggested best practices for CBE over nearly 30 years (McClarty, & Gaertner, 2015;Watson, 1994). In fact, the concept of PLAR in post-secondary education dates back to at least to the late 1940s in the United States, as a method used by the government to provide access to higher education for veterans of World War II (Camacho & Legare, 2016). Evolving extensively since early those post-war days, prior learning assessment in the 21st century is much more widely accessible across post-secondary education, with numerous methods-ranging from oral presentations to challenge examinations-used by students to demonstrate their possession of required knowledge and skills to receive credit from a CBE practicing institution (Joosten-Ten Brinke et al., 2008). ...
Following educational trends in jurisdictions around the world, in 2015 the Ministry of Education (MOE) in British Columbia (BC), Canada introduced a redesigned K-12 curriculum which moved away from content-focussed educational objectives towards competency-driven learning outcomes. One of the significant challenges of this curriculum change is the absence of a framework that supports educators in effectively assessing the type of learner competency development used by the MOE as part of their graduation framework at the secondary level. In this project, we responded to this challenge by developing and testing a novel assessment instrument for use in a competency-based learning environment in BC. This instrument incorporates fuzzy logic principles to assess learning artifacts in the context of mathematical literacy as defined by the Organization for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA). In partnership with the Pacific School of Innovation and Inquiry (PSII), an independent, inquiry-based secondary school located in Victoria, BC, we introduced this assessment instrument, and then, over the course of two months in 2018, collected data concerning its use in assessment of mathematical literacy in their highly personalized and interdisciplinary learning environment. We present the initial findings from the study, and iterations on the assessment tool which further address challenges of implementing competency-based assessment (CBA) in BC K-12 classrooms and beyond.
... Academia traditionally has focused on fundamental learning and the transfer of knowledge as opposed to training and practical skills development [7]. When academia does attempt to move into training with a focus on skills and abilities, the issue becomes defining what skills and abilities are most important and how to accurately measure that these skills and abilities have been obtained [7], [8]. This becomes especially difficult with online education. ...
... As was mentioned previously, a substantial challenge for higher education in teaching CSEC curriculum, is balancing the need for learners to have not only the knowledge, but also the skills and abilities [13]. To address this problem, we can turn to competency-based education (CBE) [8], [13]. CBE is not a new pedagogical concept. ...
... "Building a sense of community amongst your learners in an online course can offer great benefits to your learners and their persistence in your learning experience while also creating a rich, dynamic, and inclusive learning experience with lasting benefits beyond the timeframe of the course" (Pilbeam, 2020, p.1). (2016) Best practices for creating discussion boards focus on student engagement and instructor presence. By means of example, instead of posting a traditional essay question, the instructor can ask students to share what they know about the concept and how they can apply the materials in their school/home/work life (Camacho & Legare, 2016). In some instances, discussion boards can include role play activities or opportunities to debate a topic. ...
... Weaving in "Ted Talks" into lectures or discussions and sharing case studies can help students understand the materials and how to apply the lessons into work or life. Relying on ubiquitous technology, personalizing instruction and focusing on the skill set of each student may lend to increased student engagement and retention (Camacho & Legare, 2016). Senge (1990) observed that while students remember only a fraction of what they hear they remember a majority of what they do. ...
The purpose of this article is to contribute to the emergent body of research that addresses the changing landscape of education transitioning from brick and mortar to online/remote learning. A review of related literature for this paper includes an early perspective of online education, emergent trends, methods used to support educators and learners and a summary of best practices and opportunities for educators. Transitioning courses from on‐ground to online education requires a student‐centered approach, a clear understanding of the objectives, and a plan to address each of the learning goals. Remote learning does not equate to a less rigorous learning experience, instead the online delivery will provide opportunities for synchronous and asynchronous interactions, and will require students to complete assignments and projects to demonstrate comprehension and mastery of the subject matter. Educators, administrators, institutional leaders may find insights into the merits of employing best practices in online education.
... (p. 6) Since 1960, the evolution of CBE has gained the attention of educational policy makers and created an established place in higher education (Ford, 2014;Gervais, 2016;Morcke et al., 2013). Competency-based approaches link theory-based student mastery with real-world application and provide students the knowledge and skills necessary to succeed in the workplace (Camacho & Legare, 2016;Nodine, 2016). Regardless, CBE continues to be embedded in criticism and implementation challenges (Gervais, 2016;Gruppen et al., 2016;Simonds, Behrens, & Holzbauer, 2017). ...
... Despite concerns, MFT educators and the COAMFTE observed that the distinct link between theory-based student mastery and real-world application was effectively preparing students for employment as post-master interns working toward full licensure (Camacho & Legare, 2016;Gehart, 2011;Nodine, 2016). ...
Abstract
A trend exists among marriage and family therapy pre-clinical fellows to complete their supervised clinical experience in independent practice rather than in a community agency. However, once in independent practice, it is unclear if marriage and family therapists have the business knowledge and skills necessary to manage the business of clinical practice. This descriptive comparative study with quantitative methods addressed the following research problem: Business knowledge and skills acquisition are not required parts of marriage and family therapy training; thus, marriage and family therapists may not be prepared to manage the business aspect of independent practice. The purpose of this study was to examine and compare the differences in perceptions of preparedness between marriage and family therapy pre- and clinical fellows, at the time of graduation and survey, to manage the business of independent practice. The study’s conceptual framework, complex adaptive systems, was used to manage the complexity of the study’s problem. A 33-item online measure was field tested and disseminated to 562 Washington State marriage and family therapists licensed between 2007–2019. The final sample consisted of 93 participants (76 Licensed Marriage and Family Therapy Clinical Fellows and 17 Licensed Marriage and Family Therapy Pre-Clinical Fellows). Descriptive and inferential statistics were used to analyze the data, and analysis of covariance was conducted to partial out the effects of the covariate (self-efficacy beliefs) on the dependent variable (perceptions of clinical business preparedness). The research findings revealed no statistically significant differences between the two levels of the independent variable (marriage and family therapy experience). Thus, the results of the analysis failed to reject the null hypothesis.
Recommendations for practice included utilization by marriage and family therapist pre- and clinical fellows of the study’s survey scales as a framework for the development of business
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competencies. Recommendations for future research included replication of the study with a cohort (time-series) design; examination of marriage and family therapists’ perceptions of clinical business preparedness and the actual survival rates of the therapists’ respective clinical practices; and utilization of mediation analysis to explain how business knowledge acquisition and skills development in marriage and family therapy education are mediated by self-efficacy beliefs.
This study contributed to existing marriage and family therapy theory, education, supervisor training and clinical practice, and established a starting point for further research into the need for business core competencies in marriage and family therapy education.
... Reproducing content knowledge is no longer enough to meet the needs of learners and of society. There is a clear need to enable students to develop their ability to apply their competences in constantly changing environments (see e.g., Camacho & Legare, 2016;Halász & Michel, 2011). In addition to quality learning, contemporary education needs to equip learners with transversal skills such as creativity, critical thinking and problem solving, as well as resilience and the ability to adapt to change (OECD, 2015). ...
... School autonomy is an important condition for the improvement of school practices to meet increasing demands for high-quality education . Schools with greater autonomy can better adapt to changing educational circumstances if they are granted the capacity and self-ownership to make changes to enhance student learning (Caldwell & Spinks, 2013;OECD, 2013c). Autonomy can nurture schools' capacity to define their own teaching and learning targets, and create the right conditions in which to experiment, innovate, and develop favourable learning environments for students' and schools' overall improvement (Borghans et al., 2016;Sahlberg, 2015). ...
... Reproducing content knowledge is no longer enough to meet the needs of learners and of society. There is a clear need to enable students to develop their ability to apply their competences in constantly changing environments (see e.g., Camacho & Legare, 2016;Halász & Michel, 2011). In addition to quality learning, contemporary education needs to equip learners with transversal skills such as creativity, critical thinking and problem solving, as well as resilience and the ability to adapt to change (OECD, 2015). ...
... School autonomy is an important condition for the improvement of school practices to meet increasing demands for high-quality education . Schools with greater autonomy can better adapt to changing educational circumstances if they are granted the capacity and self-ownership to make changes to enhance student learning (Caldwell & Spinks, 2013;OECD, 2013c). Autonomy can nurture schools' capacity to define their own teaching and learning targets, and create the right conditions in which to experiment, innovate, and develop favourable learning environments for students' and schools' overall improvement (Borghans et al., 2016;Sahlberg, 2015). ...
The success of learners in school and in life is highly dependent on the capacity of education systems to address their diverse needs, and to keep pace with rapid societal and economic changes. To achieve this, education systems must become more flexible and dynamic, employing innovative approaches to learning and teaching, reconsidering the traditional roles and players in education, and opening up to a wider range of stakeholders and communities. This study seeks to consolidate evidence on the ways in which schools and education systems can embrace innovation and ensure that every child can realise his or her potential. By engaging in discussions with a variety of national stakeholders and looking at inspirational examples of innovative schools that have succeeded in transforming their pedagogical and organisational practices regardless of unfavourable conditions, this study explores what drives and supports sustainable innovation in education.
... It was first applied in medical education in the 1970s to help students acquire professional knowledge, skills and attitudes through task-based learning activities (Brightwell & Grant, 2013;Kavic, 2002). It was then adopted by vocational schools in the 1990s to help non-traditional students who were at work and timeconstrained achieve mastery of learning and improve their professional performance and technical skills (Camacho & Legare, 2016;Henri et al., 2017). American public schools also started using CBE to prepare students for future academic learning or careers by granting them graduation based on the accomplishment of all required competencies instead of seat hours in the classroom (Torres et al., 2015). ...
This study examined a concept model of competency tasks utilizing a Competency-Based Education Scale (CBE scale), which is grounded in the OECD's competency framework including knowledge, skills, values, and attitudes. The components of the survey were underpinned by the six skill types for human learning stipulated by the OECD: cognitive, metacognitive, physical, practical, emotional, and social skills, forming a provisional concept model of competency tasks. The aim was to explore the essential elements, and based on which, to construct of a concept model of competency tasks as perceived by educators. The System of Competency-based Curriculum Design (SCCD) was adopted to assist educators designing competency tasks as the culminating assessments of competency-based units/courses. The study conducted factor analysis drawing from a sample of 317 teachers across various educational levels in Taiwan, all of whom received five-day SCCD unit/course design training sessions. The results demonstrated the survey's robust adaptability, reliability, and validity, and identified four distinct components of SCCD competency tasks: Fundamental Abilities, Creative Problem-Solving Ability, Values, and Attitudes. Subsequently, confirmatory factor analysis of the final CBE scale affirmed that these components collectively constitute a comprehensive concept model of competency tasks. The study concludes with a discussion of the implications for SCCD competency tasks and CBE, offering suggestions for future research and practical directions.
... Additionally, notable contributions include those by Burford (2021). Camacho et al. (2016) employed a quantitative research method in their study. Changwong et al. (2018) assessed the factors influencing the usage of management accounting in small and medium-sized businesses (SMEs) in Hanoi, Vietnam. ...
China’s graduate quality management system is designed to ensure that students possess the necessary skills, knowledge, and competencies for future success. This system is rooted in China’s ambitious educational reforms aimed at cultivating a highly skilled workforce to drive economic growth and innovation. Effective graduate quality management significantly impacts employment levels, training models, and national policy formulation. This study investigates the quality management approaches of 56 vocational institutions in Yunnan Province using a 5-level questionnaire and a quantitative research methodology. A sample of 556 individuals was selected through stratified random sampling. Exploratory factor analysis identified five primary components of the quality management model: College graduate quality (mean = 4.56, SD = 0.49), teaching quality (mean = 4.39, SD = 0.42), hardware environment (mean = 4.38, SD = 0.44), social support (mean = 4.37, SD = 0.42), and job satisfaction (mean = 4.38, SD = 0.42). College graduate quality and teaching quality were the most influential factors, while hardware environment, social support, and job satisfaction had lesser impacts.
... Personalized learning is customized instruction that considers individual needs and goals [75]. Studies have shown that personalized learning is a practical approach that can increase motivation, engagement, and understanding [76], particularly in clinical education, where it has been shown to improve student outcomes [77]. Generative chatbots can offer personalized learning experiences by being adaptive based on students' progress and providing personalized, targeted feedback [67]. ...
Amidst evolving healthcare demands, nursing education plays a pivotal role in preparing future nurses for complex challenges. Traditional approaches, however, must be revised to meet modern healthcare needs. The ChatGPT, an AI-based chatbot, has garnered significant attention due to its ability to personalize learning experiences, enhance virtual clinical simulations, and foster collaborative learning in nursing education. This review aims to thoroughly assess the potential impact of integrating ChatGPT into nursing education. The hypothesis is that valuable insights can be provided for stakeholders through a comprehensive SWOT analysis examining the strengths, weaknesses, opportunities, and threats associated with ChatGPT. This will enable informed decisions about its integration, prioritizing improved learning outcomes. A thorough narrative literature review was undertaken to provide a solid foundation for the SWOT analysis. The materials included scholarly articles and reports, which ensure the study's credibility and allow for a holistic and unbiased assessment. The analysis identified accessibility, consistency, adaptability, cost-effectiveness, and staying up-to-date as crucial factors influencing the strengths, weaknesses, opportunities, and threats associated with ChatGPT integration in nursing education. These themes provided a framework to understand the potential risks and benefits of integrating ChatGPT into nursing education. This review highlights the importance of responsible and effective use of ChatGPT in nursing education and the need for collaboration among educators, policymakers, and AI developers. Addressing the identified challenges and leveraging the strengths of ChatGPT can lead to improved learning outcomes and enriched educational experiences for students. The findings emphasize the importance of responsibly integrating ChatGPT in nursing education, balancing technological advancement with careful consideration of associated risks, to achieve optimal outcomes.
... Furthermore, research has shown that a supportive learning environment is essential for promoting SDL among student teachers (Camacho and Legare, 2016). A supportive learning environment can be created by providing resources and opportunities for professional development and by providing opportunities for collaboration and networking. ...
Introduction
This study set out to develop a model that illustrates the causal relationship between factors influencing Thai student-teacher self-directed learning (SDL). To achieve this, the authors analyzed and applied the Theory of Planned Behavior (TPB) to investigate the role of family support, teacher support, friend support, fellow students, and the university in influencing SDL.
Methods
The research used a sample of 468 student-teachers from five academic majors randomly selected from the King Mongkut’s Institute of Technology Ladkrabang (KMITL) Bachelor of Industrial Education Program during the 2021 academic year. The authors developed a questionnaire which was evaluated from both a panel of experts and a 30 student-teacher pilot test which found that item reliability was acceptable. LISREL 9.10 was used to analyze the data from the study’s structural equation model path analysis.
Results
The results revealed that all the causal variables in the model positively influenced SDL, explaining the variance of influencing factors on SDL (R²) at 51%. SDL comprised five variables, when ranked in order of importance these were fellow students (FSt), teacher support (TS), family support (FS), friend support (FrS), and their university (Uni). The study also highlighted issues concerning each student-teacher’s learning time management ability and their perception of the university’s ability/willingness to allow each individual to choose their course, thus enhancing their SDL learning ability skills.
Discussion
It was speculated that some university educators even today perceive SDL as an adult education tool which they perceive is not appropriate at the university level. The authors also felt that for younger student-teachers that the COVID-19 medical emergency limited teacher/student/university interaction, thus contributing to student misconceptions about support availability. This study contributes significantly to the literature by investigating how TPB intrinsic and extrinsic factors impact a university student’s self-directed learning.
... Cultural challenges exist as educators and learners alike grapple with changing roles, expectations, and the general shift towards a more learner-centered paradigm. The CBE approach espouses realistic tasks and materials, mirroring professional competencies (Camacho and Legare, 2016), requiring a considerable culture shift in traditional classrooms. ...
This study aims to examine the perceptions of Vietnamese English as a foreign language (EFL) high school teachers regarding the implementation of the competency-based English teaching curriculum (CETC) in the Mekong Delta region of Vietnam. Utilizing a qualitative approach, this study sought to delve into the challenges high school EFL teachers faced while implementing the CETC in Vietnam. Semi-structured interviews with 10 teachers were conducted to gain insights into their experiences, specifically targeting their perceptions of difficulties and their suggestions for potential solutions derived from these experiences. The findings reveal teachers’ perceptions of their perceived difficulties related to student-related factors (low English proficiency, and limited self-directed learning abilities), teacher-related factors (traditional teaching methods, inadequate language and pedagogical skills, and insufficient training), and institution-related factors (large class sizes, limited teaching time, and inadequate facilities). In addition, the teachers recommended strategic solutions for a better implementation of the CETC including providing constructive feedback, promoting collaborative learning, enhancing teachers’ language and pedagogical proficiency, reducing class sizes, and improving facilities. Accordingly, the study contributes to the understanding of CETC implementation and provides practical implications for teachers, students, and policymakers in Vietnam and other similar contexts.
... Other scholars have investigated SDLs' use in a team-based learning style of learner-determined needs and goals [66,67]. Using team-based learning, teachers can create flexible learning paths allowing learners to select their own learning components determined by their interests and needs. ...
The study aimed to investigate three aspects of Thai student-teacher self-directed learning (SDL) competency. These were the student-teachers opinions concerning their use of social media (SM), self-management (SM), and learning desire (LD). The sample group was 468 student-teachers enrolled in a Bachelor of Industrial Education Program at the King Mongkut's Institute of Technology Ladkrabang in Bangkok, Thailand, in the Academic Year 2021. The research instrument consisted of an SDL competency questionnaire whose discrimination (corrected item-total correlation) values were determined to be between 0.37 and 0.69, which also had a confidence level of 0.91. Data analysis used LISREL 9.10 for the study's second-order confirmatory factor analysis (CFA). Descriptive statistics analysis included the mean and standard deviation (SD), which was accomplished using IBM's® SPSS® for Windows Version 21. Three models were developed for the study. These included the social media (SM) model containing 285 participants, the peer learning (PL) model, which contained 183 participants, and the total group (TG) model, which contained everyone surveyed (n = 468). The final analysis from the second-order CFAs showed that student-teacher SDL competency for self-control (SC) (0.96) was valued most by the student-teachers. However, their learning desire (LD) (0.87) and self-management (SM) (0.80) skills were somewhat behind. Moreover, in the Pearson Product Moment Correlation (PPMC) (r) analysis of the 24 variable relationships, the strongest was related to each student-teacher's learning desire. However, the weakest variable relationship was related to their ability to set high personal standards and the self-discipline to achieve them. Finally, quite interestingly, 60.90% of the student-teachers indicated that their SDL is gotten from social media (SM) resources compared to learning from their peers (PL) around them.
... Lifelong learning is a concept involving the development of human potential through a continuously supportive process, beginning with self-directed activities that stimulate and empower individuals to acquire all the knowledge, values, skills, and understanding they will need throughout their lifetimes and to apply them with confidence, creativity, and enjoyment in all roles, situations, and contexts [3][4][5][6][7]. The more personalized and tailored the academic experience is to learners, the better the outcome [8,9]. Precision education is a novel approach to research and practice, which is concerned with identifying and tailoring education to the precise needs of the learner [10]. ...
Background:
Academic experiences seek to get the best out of learners, maximizing performance and developing the skills and competencies needed to foster lifelong learning. The more personalized and tailored the academic experience is to learners, the better the outcome. Precision education is a novel approach to research and practice which is concerned with identifying and tailoring education to the precise needs of the learner. An emerging area of precision education is using data to develop learner profiles to paint a better understanding of individual learners relative to characteristics and competencies of lifelong learners.
Objective:
This scoping review aims to identify literature that reports on profiling learners within medical schools. Our review, as described in this protocol, will describe characteristics being measured, the methods and data sources used to generate profiles, and the resulting profiles which emerge. This review aims to provide guidance to those supporting medical school learners on the current state of learner profiling.
Methods:
The scoping review will employ the Population, Concept, and Context (PCC) framework proposed by Arksey and O'Malley, refined by Levac et al., and published by Joanna Briggs Institute while adhering to the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews) guidelines. The search strategy was developed in collaboration with a library specialist. An initial search was conducted in PubMed, ERIC, Google Scholars, Cochrane, CINAHL, and SCOPUS. Data will be extracted, and two authors will undertake the screening procedure using the Preferred Reporting Items for Systematic reviews and Meta-Analyses Extension for Scoping Reviews checklist.
Results:
The database searches yielded 166 results, and the title/abstract screening of 135 extracted articles is currently underway after removing 31 duplicates. We anticipate the scoping review to be completed in the first week of October. The final scoping review will present the findings in a narrative and pictorial fashion.
Conclusions:
This review will help guide scholars looking to understand the current state of learner profiling within medical schools.
Clinicaltrial:
... Kemajuan teknologi menjadi dasar pemikiran bahwa pelaksanaan pendidikan tidak terbatas oleh ruang, jarak tidak lagi menjadi kendala dalam proses pendidikan. Di dekade terakhir ini sistem pendidikan telah bergeser dari pendekatan berbasis konten tradisional menuju pendekatan program pendidikan dan pelatihan berbasis kompetensi yang lebih komprehensif dan lintas budaya (Camacho & Legare, 2016). Siarova et al. (2017) menyatakan para peneliti telah menyoroti faktor-faktor yang berkontribusi pada pengembangan paradigma pendidikan baru di abad 21, yaitu laju perubahan pengetahuan dan keterampilan, digitalisasi di banyak bidang, pertumbuhan ketidaksetaraan, dan perkembangan survei pendidikan internasional. ...
Abad 21 atau lebih di kenal dengan era Society 5.0 ditandai dengan kemajuan dibidang teknologi informasi dan komunikasi (TIK) yang telah mengubah gaya hidup manusia, baik dalam bekerja, bersosialisasi, bermain maupun belajar. Memasuki abad 21 kemajuan teknologi tersebut telah menyentuh ke berbagai aspek kehidupan, termasuk dalam bidang pendidikan. Pendidik dan peserta didik dituntut harus memiliki keterampilan mengajar dan belajar di abad 21. Pendidik dan peserta didik harus siap menghadapi sejumlah tantangan dan peluang yang mau tidak mau harus dihadapi agar dapat bertahan dalam abad pengetahuan di era informasi ini.
Buku dengan judul “Inovasi Pembelajaran di Abad 21” merupakan media pembelajaran, sumber referensi dan pedoman belajar bagi mahasiswa. Buku ini juga akan memberikan informasi secara lengkap mengenai materi apa saja yang akan mereka pelajari yang berasal dari berbagai sumber terpercaya yang berguna sebagai tambahan wawasan.
Pokok-pokok bahasan dalam buku ini mencakup: Konsep Dasar Inovasi Pembelajaran; Strategi Pembelajaran Abad 21; Administrasi Pendidikan; Digitalisasi Pendidikan; Pembelajaran Multidisiplin (Era Merdeka Belajar); Pembelajaran Blended Learning; Pengembangan Kegiatan Pembelajaran HOTS; Mengembangkan kemampuan berpikir kreatif; Berpikir Kritis dalam pembelajaran; Pembelajaran berbasis game; Pembelajaran darurat masa pandemi covid 19; Teknologi pendidikan; Pengembangan profesionalisme pendidik; Lingkungan pembelajaran inovatif abad 21; dan Penilaian pembelajaran inovatif abad 21.
... All these have to be given value in HEIs especially in formulating policies paving way to opportunities for introducing digital learning (Pokhrel & Chhetri, 2021) for the benefit of not only teachers but also the learners who will become future productive citizens of the nation after they have graduated from the HEIs ready for the 21st century workforce (Camacho & Legare, 2016). ...
The aim of this study is to describe the experience of Higher Education Institution (HEI) faculty members on transactional distance in the context of a flexible educational landscape during the COVID-19 pandemic. The data gathered from eight (8) participants who have been teaching in a state college since the start of the pandemic. A common meaning of distance emerged from the analysis and was revealed through three different aspects wherein the variables of the Transactional Distance Theory (TDT) are concerned predominantly: i. dialogue (difficulty in communication and interaction), ii. structure (issues on participation due to intermittent internet connectivity), and iii. learner autonomy (poor performance in assessment results). These variables in TDT prompted the exemplification of cybergogy and heutagogy in a flexible educational landscape from the descriptions of teachers. Responding to the sense of distance, teaching reflected upon the opportunity in sharing current practice to foster flexibility while employing a learning management system to accommodate learner needs. The findings were discussed and interpreted as an embodied experience originating from the passage of transactional distance continually affecting faculty members’ life fundamental transition to a changed pedagogical space that is reflected in their experience of teaching amidst the constraints brought by the pandemic.
... This, therefore enhances better targeted teaching and engaged learning. According to Camacho and Legare (2016), the education systems, the world over, have steadily transited from a traditional based approach towards a more comprehensive competence-based approach of education and teacher training programmes. Halasz (2016) posited that, technology infused into assessment can be beneficial to generate relevant information for large scale performance -based assessment, as well as to facilitate classroom -based formative assessment. ...
A number of psychosocial variables determine
secondary school students' academic performance.
These include interest, attitude, aptitude,
perception, motivation, study habits, self-concept
and so on. This study investigated the relationship
between students' attitude to Mathematics,
perception of teacher effectiveness, achievement
motivation and performance in Mathematics using
structural equation model (SEM). Ex post facto
research design was adopted and the multi-stage
sampling technique was used to select 800
secondary school students from Ogbomoso in Oyo
State, Nigeria. Students' Attitude to Mathematics
Scale (SAMS , r=0.64), Students' Assessment of
Teacher Effectiveness (SATE, r=0.84), Academic
Need Achievement Scale (ANAS, r=0.77) and
Students' Mathematics Achievement Test (SMAT,
r=0.82) were used for data collection. Descriptive
and multiple regression statistics were used to
analyse the data. The results revealed that
achievement motivation had larger relative
contribution of 25% to academic performance in
Mathematics, followed by attitude with 11%.
Achievement motivation and attitude were
significantly correlated with students' academic
performance in Mathematics. However, perception
of teacher effectiveness did not significantly
correlate with students' performance in
Mathematics. Goodness-of-fit indices revealed that
the data collected fitted the hypothesized model (x2
/df=3.36, p<0.05). The model also accounted for
15% of total variance in the academic performance
of students in Mathematics. Thus, teachers should
structure their teaching methods and instructional
resources to meet divergent psychosocial needs of
secondary school students to enhance better
performance in Mathematics as well as clarify
mathematical terms and vocabularies, use simple
language for their instructions with relevant
illustrations and consider differing achievement
needs of the students in their activities.
... This, therefore enhances better targeted teaching and engaged learning. According to Camacho and Legare (2016), the education systems, the world over, have steadily transited from a traditional based approach towards a more comprehensive competence-based approach of education and teacher training programmes. Halasz (2016) posited that, technology infused into assessment can be beneficial to generate relevant information for large scale performance -based assessment, as well as to facilitate classroom -based formative assessment. ...
... Another definition states that lifelong learning includes learning acquired in formal and informal education processes and subsequently provides the opportunity to complete the learning that was Lifelong learning plays an essential role in the employment and education system. The forms of lifelong learning are varied from country to country: learning through courses, work-based learning, experience gained through leisure activities and volunteer work, etc. (Camacho, 2016). The concept of lifelong learning was fỉrst introduced in 1929 by Basil Yeaxlee, and it has evolved over time (Smith, 2001). ...
... Only one out of the eight institutes in this study viewed the latest French standards of practices as an opportunity for change. It is important to consider that transitioning to a competency-based approach represents a true paradigm shift [69] and requires renewed educational practices [23]. Unfortunately, without proper support and guidance, institutes may view competency-based approach as a constraint rather than an opportunity for change [68]. ...
Background
.
Despite the promotion of international osteopathic recommendations and registration guidelines, relational competencies and patient education practices present a challenge in the clinical setting due to lack of training. In France, the latest national osteopathic standards for education and practice defined a relational competency that includes patient education. Little is known about its integration in curricula and how French osteopathic practitioners are subsequently trained for relational competency.
Objective
.
To determine teaching, learning, and assessment methods related to relational competency in French initial osteopathic training programs and identify the role of patient education in this relational competency.
Methods
.
An online questionnaire was designed and sent to all initial training institutes in France (n = 28). Eight institutes answered the survey.
Results
.
The relational competency appeared in various courses, enhanced by clinical learning. However, the courses were not specific to this competency and the volume of hours was relatively low. Patient education was seen as part of the relational competency but was poorly implemented. This competency-based approach is still considered an emerging practice in these institutes.
Conclusions
.
There is a misalignment among intended learning outcomes, teaching, and assessment. The current educational practices are not sufficient to support relational competency, specifically regarding patient education. Further research is needed on how French standards are understood, how they are assimilated by educators, and how they are translated into educational practice. In addition, the adequacy of educators training for effective implementation of the competency-based approach should be questioned.
... This shows that this pandemic has created a new platform in teaching and learning delivery that students are compelled to accept. In this situation, students have to take responsibility for their learning, be more self-directed, make decisions about what they will focus on how much time they will spend on learning outside the classroom (The Higher Education Academy, 2014; Camacho and Legare, 2016). In the new setting, students are expected to read, understand and comply with the tasks without the guidance of the teachers. ...
The study explored the challenges and issues in teaching and learning continuity of public higher education in the Philippines as a result of the COVID-19 pandemic. The study employed the exploratory mixed-method triangulation design and analyzed the data gathered from 3, 989 respondents composed of students and faculty members. It was found out that during school lockdowns, the teachers made adjustments in teaching and learning designs guided by the policies implemented by the institution. Most of the students had difficulty complying with the learning activities and requirements due to limited or no internet connectivity. Emerging themes were identified from the qualitative responses to include the trajectory for flexible learning delivery, the role of technology, the teaching and learning environment, and the prioritization of safety and security. Scenario analysis provided the contextual basis for strategic actions amid and beyond the pandemic. To ensure teaching and learning continuity, it is concluded that higher education institutions have to migrate to flexible teaching and learning modality recalibrate the curriculum, capacitate the faculty, upgrade the infrastructure, implement a strategic plan and assess all aspects of the plan.
... Williams, Moser, Youngblood, and Singer (2015) 14.Camacho and Legare (2016). ...
Personalized learning has the potential to transfer the focus of higher education from teacher-centered to learner-centered environments. The purpose of this integrative literature review was to provide an overview of personalized learning theory, learning technology that supports the personalization of higher education, current practices, as well as case studies of implementing technology models to support personalized learning. The review results revealed the following: three technological models that support personalized learning within blended learning environments in higher education, an increase in personalized learning implementation in higher education with the support of the referenced technology models and platforms, and a lack of data-driven and independent research studies that investigate the effectiveness and impact of the personalized learning and technology models on student learning. The article informs educators and higher education administrators of the emerging models, platforms, and related opportunities to implement personalized learning in higher education settings. The review discusses the barriers, challenges, and theoretical and practical implications of implementing a personalized learning approach in higher education. Finally, recommendations for future research are discussed.
... The use of a blended learning mode seems to be the most appropriate way for them to personalize their learning pathways (spend more time on things they do not know and go faster through things already seen). Blended and online learning platforms allow to customize instruction to meet the knowledge of each student [24]. ...
... Education in the age of knowledge faces very severe challenges, including having to be able to facilitate students to build competencies that are in line with what is needed in this century. This is indeed in line with the development of the 21st century education direction, which has shifted from a traditional content-based approach to a competency-based approach that is more comprehensive and cross-cultural [1]. In Indonesia, competency-based curriculum has been initiated since 2004. ...
Learning physics in senior high school tends to apply direct instruction (DI), not yet concerned with the nature of science (NOS) model. This study aimed to examine the comparative advantage between the NOS and DI models in achieving students’ critical thinking and attitudes. The study utilized the post test only control group design. The study population was 5 classes or 137 students of class XI MIPA senior high school 1 Busungbiu Buleleng. Random assignment techniques are used to determine two classes or 58 students (42.3% of population) as sample. The experimental group was MIPA-1 class or 29 students and the control group was MIPA-2 class or 29 students. Critical thinking data were collected by 12 essays and student attitudes with a questionnaire consisting of 40 items: 20 items measuring social attitudes and another 20 items measuring spiritual attitudes. Data were analyzed by one way MANOVA. The results showed that the NOS model was significantly superior to the DI model in achieving critical thinking and student attitudes in learning physics in Senior High School. The average value obtained by the NOS group was M = 29.66 and the DI group was M = 24.25 on a 100 point scale, which means they fall in the very low category. This is a challenge for the next especially for the NOS application in learning physics.
... Students in the 21st century information in the digital world. Students have instant access to information and educators must understand the importance of adjusting from traditional lecture and note taking methods toward action-oriented learning (Camacho & Legare, 2016). A holistic, systems-based approach to learning may allow for a more effective means of introducing sustainable education and allow students to form their own sustainability mindset. ...
... Students in the 21st century are digital natives and are proficient in finding information in the digital world. Students have instant access to information and educators must understand the importance of adjusting from traditional lecture and note taking methods toward action-oriented learning (Camacho & Legare, 2016). A holistic, systems-based approach to learning may allow for a more effective means of introducing sustainable education and allow students to form their own sustainability mindset. ...
... Concern for financial discrimination must be considered so as not to disenfranchise people in countries with lower economic levels and buying power or people who would need to seek financial aid. Competency-based education has been questioned for meeting requirements for the U.S. Department of Education for faculty and student interaction (Camacho & Legare, 2016). Student level assessment was acknowledged in policy of the U. S. Department of Education in 2013 as a means to demonstrate achievement and learning through competency-based programs (Markle, 2017). ...
Higher education has been perceived as exclusive to those who have the means to purchase the coursework. Many students globally have been alienated from advancing their education, not because of a lack of access, but due to financial barriers. Online education has already transformed the delivery and accessibility of courses for traditional credit toward degrees. MOOCs have been proposed to help bring education to global audiences at little or no cost, creating an inclusive environment for education and skill development. MOOC offerings by colleges provide a method that is disrupting the ways to receive academic credit. Using third-partner vendors to certify knowledge in a similar manner to assessment processes for advanced placement, credit for work experience, and prior learning, MOOC completion is being accepted for college credit. This chapter reviews the extant model, programs, and available outcomes for the MOOC credit acceptance process.
... Les principales leçons et recommandations de ce rapport sont répertoriées ci-après. In recent decades, education systems have shifted from a traditional content-based approach towards a more comprehensive and cross-cultural competence-based approach of education and training programmes (Camacho and Legare, 2016). Traditionally, the notion of competence was seen as being more pertinent to vocational education and training due to its direct link with the labour market (Halász and Michel, 2011;Tchibozo, 2011). ...
While the implementation of the key competence framework has been on the agenda of all Member States, policies and practices for the assessment of these competences have yet to be fully implemented in EU countries’ efforts to integrate competence-based education into school curricula.
Assessing key competences and transversal skills is a challenging task, as they refer to complex constructs that are not easily measurable. Although assessment policies that support the assessment of traditional key competences such as maths, languages and science have largely been implemented, they are often limited to the contexts provided by the subject matters with which they are most closely associated, and rarely assess related attitudes. Cross-curricular competences and transversal skills are harder to associate with individual subjects and to reflect in specific learning outcomes. An innovative approach to assessment practices is needed to grasp the complexity and multiple roles of modern learning.
This report reviews international research to demonstrate how European education systems can improve their assessment practices to measure and support students’ acquisition of key competences and transversal skills.
Most of the stakeholders of education, teachers, students, parents, governments, regulators, policymakers, and parliamentariansare puzzled about the way out, of the issues of modern education. Some of the issues of modern education are unemployment,adopting new technologies, manpower training, and learner discontent. The purpose of this study is to examine and analyzethe education sector stakeholders and their importance in modern education, and to study the changes in the stakeholder’sroles, responsibilities, and expectations. These findings and analysis are useful to enhance the education system, sustain it,and manage the education system. The methodology of the study is secondary research conducted to identify the factors andconstructs for the conceptual model for this research. Primary research was used to get a consensus on the factors that influencethe successful implementation of the education system to meet stakeholders’ expectations. A pilot study and interviewing theexperts were used to confirm the constructs for the conceptual model and then the quantitative questionnaire survey to beconducted across the various stakeholders via email using random sampling. The PLS-SEM has been used to validate and testthe reliability of the conceptual model. The contribution of this study is the primary research done across the six countries andthe contribution to integrating existing theories -the Lewin’s change management model, Iceberg Model of Wilfried Krugerand built on them. The practical viewpoints might interest the higher education policymakers, evaluation and accreditationinstitutions, universities, and learners. This will evaluate the now failing education business models
Since 1901, community colleges in the United States have played an important role in the higher education sector. These unique institutions serve multiple important missions, which include providing open and relatively affordable access to college, training workers in skills demanded by industry, helping students achieve academic success, and otherwise serving the community’s educational needs. Community colleges are unique not only because of the expectation that they fulfil these multiple missions, but also because all levels of government in the United States—federal, state, and local—play key roles in these institutions’ functioning. In the United States, community colleges exist within—not outside—larger systems of higher education.
p class="abstracttextDILIGENTIA">This literature review and analysis intricately examines the dynamic interplay between educators and students within the realm of higher education, with a keen focus on the spiritual dimensions elucidated by Christian principles and biblical wisdom. Rooted in the fundamental belief that education embodies a sacred journey, this study delves deep into the profound impact of positive relationships on both academic achievements and spiritual maturation. By establishing meaningful connections between contemporary educational practices and timeless biblical teachings, the research sheds light on how Christian virtues, such as love, compassion, and empathy, serve as foundational pillars in cultivating a spiritually enriching learning environment. The synthesis of empirical studies, theoretical frameworks, and biblical insights not only enhances our understanding of the transformative potential of positive relationships in higher education but also underscores their pivotal role in fostering holistic development on a spiritual level. Through this comprehensive exploration, the study contributes significantly to the discourse on the symbiotic relationship between academic success and spiritual growth, emphasizing the importance of nurturing positive relationships as a cornerstone of holistic education in higher learning institutions.</p
This study aimed to assess the competence and attributes of newly hired teachers in the "new normal" educational setting and to propose a Teacher Induction Program (TIP) Manual. A survey was conducted among 100 respondents, focusing on their demographic profiles, competence levels, and attributes. The majority of respondents were aged 23 to 34, predominantly female, married, and holding bachelor’s degrees.
The results revealed that teachers showed high competence, with the highest scores in content knowledge and pedagogy, while curriculum and planning scored the lowest. The overall competence rating was deemed "very satisfactory." In terms of attributes, respondents frequently valued diversity among their students, with empathy receiving the lowest score. The findings indicated that teachers were committed to addressing learners' needs, especially in using interactive and engaging methods through ICT integration.
A significant positive relationship was found between teachers' demographic profiles and their competence, as well as between their competence and attributes. These findings led to the development of a proposed TIP Manual, focusing on improving specific areas of teacher competence and attributes. The manual includes strategies for addressing gaps in content knowledge, curriculum planning, and empathy, with a detailed implementation guide to enhance teacher performance in the "new normal" context.
Higher education is in a state of constant adaptation because of a variety of societal conditions and technological innovations. Changing demographics of learners, the rise in enrollment, increasing tuition, and the demands for an educated workforce appear to be at the forefront of this constant adaptation. Using a segmented approach, such as microlearning, provides the opportunity for institutions to offer an effective solution for a changing clientele. Conclusively, on one hand, higher educationists need to understand the relevance of utilizing new technologies in the classroom and their direct correlation with skill sets and competency. On the other hand, globally, micro-credentials are gaining traction as viable vehicles for rapid upskilling of workforce in the 21st century and potential pathways for gaining employment for many learners.
This article presents a research outline on the use of microlearning applications to develop digital competencies in Small and Medium-sized Enter-prises (SMEs). The digital transformation of businesses has become essential for their survival, and SMEs need to develop digital competencies (DC) to remain competitive in the market. Microlearning (ML), a form of learning that involves small, bite-sized learning modules, has been gaining popularity in recent years as a way to efficiently and effectively develop skills. Through a semi-systematic literature review approach, our study examines prevalent knowledge in the area of ML and DC and discusses interrelations. As a result, we propose a research roadmap consisting of six research questions targeting four dimensions of ML for DC development in SMEs: 1) context, 2) formats, 3) reward system, and 4) complexity level.KeywordsDigital CompetenciesMicrolearningSME
This chapter proposes that in order to support young children in meeting and adapting to the demands of the future workforce, an educational system that recognizes the whole child and supports each child's strengths and needs according to their learner variability is needed. The authors outline how learning sciences research has illuminated the interconnections among many different factors of early math and literacy development, including early experiences at home and social-emotional well-being. Further, evidence from partnerships between the Learner Variability Project and practitioners and educational technology developers provides examples of implementation of a whole child approach in different learning environments. The chapter concludes with recommendations for policymakers and other stakeholders on how to build capacity to help every child reach their full potential.
Aims: To investigate graduating nursing students' nursing and professional competencies and the predictors of their competencies.
Background: Across Asian countries, there is a paucity of literature that explores graduating nursing students' competency and professional competence during the ongoing COVID-19 pandemic.
Design: Descriptive, cross-sectional, and predictive approaches.
Method: Convenience sampling was used among graduating nursing students from the six Asian countries (n = 375). The STROBE guidelines for cross-sectional studies were used. Two self-report instruments were utilized to collect data. We conducted multiple linear regression analyses to assess the predictors of nursing competency and professional competence domains.
Results: Country of residence and general point average (GPA) showed statistically significant multivariate ef- effects. Value-based nursing care and critical thinking and reasoning domains recorded the highest in professional competence and competency inventory for nursing students, respectively. Country of residence, GPA, and pre- ferred nursing major were significant predictors of graduating nursing students' nursing competency and professional competence domains.
Conclusion: Our study's findings revealed a high level of diversity among nursing students regarding ethical care obligations, caring pedagogies, and lifelong learning, all of which may be ascribed to their distinct culture, background, and belief systems.
Most of the stakeholders of education, teachers, students, parents, governments, regulators, policymakers, parliamentarians are puzzled about the way out, of the issues of modern education. Some of the issues of modern education are unemployment, adopting new technologies, manpower training, and learner discontent. The purpose of this study is to examine and analyze the education sector stakeholders and their importance in modern education, to study the changes in the stakeholder’s roles, responsibilities and expectations. These findings and analysis are useful to enhance the education system, sustain it and manage the education system. The methodology of the study is secondary research conducted to identify the factors and constructs for the conceptual model for this research. Primary research was used for getting a consensus on the factors that influence the successful implementation of the education system to meet stakeholders’ expectations. A pilot study and interviewing the experts were used to confirm the constructs for the conceptual model and then the quantitative questionnaire survey to be conducted across the various stakeholders via email using random sampling. The PLS-SEM has been used to validate and test the reliability of the conceptual model. The contribution of this study is the primary research done across the six countries and the contribution to integrating existing theories -the Lewin’s change management model, Iceberg Model of Wilfried Kruger and built on them. The practical viewpoints might interest the higher education policymakers, evaluation and accreditation institutions, universities, and learners. This will evaluate the now failing education business models.
Most of the stakeholders of education, teachers, students, parents, governments, regulators, policymakers, parliamentarians are puzzled about the way out, of the issues of modern education. Some of the issues of modern education are unemployment, adopting new technologies, manpower training, and learner discontent. The purpose of this study is to examine and analyze the education sector stakeholders and their importance in modern education, to study the changes in the stakeholder’s roles, responsibilities and expectations. These findings and analysis are useful to enhance the education system, sustain it and manage the education system. The methodology of the study is secondary research conducted to
identify the factors and constructs for the conceptual model for this research. Primary research was used for getting a consensus on the factors that influence the successful implementation of the education system to meet stakeholders’ expectations. A pilot study and interviewing the experts were used to confirm the constructs for the conceptual model and then the quantitative questionnaire survey to be conducted across the various stakeholders via email using random sampling. The PLS-SEM has been used to validate and test the reliability of the conceptual model. The contribution of this study is the primary research done across the six countries and the contribution to integrating existing theories -the Lewin’s change management model, Iceberg Model of Wilfried Kruger and built on them. The practical viewpoints might interest the higher education policymakers, valuation and accreditation institutions, universities, and learners. This will evaluate the now failing education business models.
Purpose
This case study describes how OERs were used in a system-wide, competency-based higher education program. It discusses barriers encountered, solutions developed, and suggestions for future research on OER-focused curricula for self-directed learners. The case demonstrates practical application of best practices for OER usage and contributes to discussions among the open education community about what constitutes quality OERs and how quality measures can help instructors select the best available OER.
Design/methodology/approach
This case study uses a reflective approach to describe what the organization did to facilitate OER use in UW Flexible Option. The authors reflect on tools and processes used and highlight alignment with best practices from OER literature.
Findings
This case confirms that there are challenges associated with OERs, especially for faculty with limited experience using them. It also offers insights into how to evaluate and curate OERs and confirms that students are generally satisfied when OERs are used as the primary learning resources.
Research limitations/implications
Formal research was not conducted. This case provides a starting point for potential future research about the use of OERs by self-directed, competency-based students.
Practical implications
Practical implications of this case study include concrete tools and methods faculty and instructional designers can use to locate, evaluate, and curate OERs. This case study highlights the role OERs can play in increasing overall satisfaction with learning resources while decreasing students’ costs.
Originality/value
This case ties the unique needs of self-directed competency-based learners with the use of OERs, addressing two overarching questions about OERs: what constitutes a quality OER, and how is quality measured?
Although past research has spent considerable effort identifying competencies and academic activities that are associated with workplace readiness, the literature is largely silent regarding what might best serve as evidence to employers that a graduate possesses specific marketing competencies. In the current research, we develop a comprehensive set of evidence items that serve as potential signals of specific macro and micro competencies demanded for marketing graduates’ employability. Specifically, we first systematically compile a list of evidence items and then explore what employers perceive to be compelling evidence of graduates’ competencies. To our knowledge, this is the first attempt to capture and compare multiple evidence items related to academic curriculum, standardized measures, experience-based indicators, and the social-collaborative media environment and connect them to specific competencies as signals of workplace readiness. This research provides insights regarding how marketing curriculum should be leveraged in terms of assessments and deliverables that could be used by students to signal workplace readiness to employers.
In recent years, new models and methods of learning and teaching have made their way into social sciences curricula, moving beyond STEM education in higher learning institutions. They can be considered as a complement to the classes. An interesting case is presented here for political science. Starting from the analysis of context and several experiments of immersive learning in the domain of political and social sciences, the authors report their own experience as teachers of the subject matter of “Elites and social movements” with BA students. This research corroborates conclusions from earlier studies and presents proposals that allow reflecting about the adequacy of new methods of teaching and learning to contexts of high exigency and training for new elite’s members.
Many states in the Regional Educational Laboratory Northeast and Islands Region have started to consider and implement competency-based learning as a secondary school reform to increase graduation rates and ensure that students have the skills and knowledge for postsecondary success. In competency-based learning, students demonstrate mastery of a defined set of skills or competencies for each course in lieu of completing credit requirements based on time in class. 1 For example, rather than being required to complete four years of math to graduate, students are expected to meet common learning standards for math, usually established by the state or district. To master the learning standards or competencies, students are given support and additional time as needed. The goal of the reform is to meet students' learning needs more effectively than is done through traditional requirements based on credits and " seat time " (calculated in Carnegie units, developed in 1906 as a measure of the amount of time a student has studied a subject).
Although many states in the REL Northeast and Islands Region have adopted competency-based-learning policies, the reform has not yet been fully implemented in districts and schools in all seven states. Northeast College and Career Readiness Research Alliance members were interested in gathering more information to help member states implement this reform, especially information on how states and districts define the reform and on challenges to implementation and needed supports for successful implementation. Data for this study included legislation and policy related to competency-based learning in all seven states as well as interviews with convenience sample of state, district, and school administrators in three states (Maine, Massachusetts, and Rhode Island). The findings provide information for states to leverage policy change and guidance for how to support districts and schools as they implement this reform.
Objective:
This research explored the assessment of self-directed learning readiness within the comprehensive evaluation of medical students' knowledge and skills and the extent to which several variables predicted participants' self-directed learning readiness prior to their graduation.
Methods:
Five metrics for evaluating medical students were considered in a multiple regression analysis. Fourth-year medical students at a competitive US medical school received an informed consent and an online survey. Participants voluntarily completed a self-directed learning readiness scale that assessed four subsets of self-directed learning readiness and consented to the release of their academic records.
Results:
The assortment of metrics considered in this study only vaguely captured students' self-directedness. The strongest predictors were faculty evaluations of students' performance on clerkship rotations. Specific clerkship grades were mildly predictive of three subscales. The Pediatrics clerkship modestly predicted critical self-evaluation (r=-.30, p=.01) and the Psychiatry clerkship mildly predicted learning self-efficacy (r =-.30, p=.01), while the Junior Surgery clerkship nominally correlated with participants' effective organization for learning (r=.21, p=.05). Other metrics examined did not contribute to predicting participants' readiness for self-directed learning.
Conclusions:
Given individual differences among participants for the variables considered, no combination of students' grades and/or test scores overwhelmingly predicted their aptitude for self-directed learning. Considering the importance of fostering medical students' self-directed learning skills, schools need a reliable and pragmatic approach to measure them. This data analysis, however, offered no clear-cut way of documenting students' self-directed learning readiness based on the evaluation metrics included.
In this paper, the researchers analyse how lifelong learning can be enriched and develop a different perspective based on the experiment involving the accreditation of prior experiential learning (APEL) conducted in France at the university level. The French system for the accreditation of prior experiential learning, called Validation des Acquis de l'Expérience (VAE), accredits prior learning from past experiences (professional and otherwise) and can lead to full university degrees or diplomas. A literature review on lifelong learning shows that worldwide, it is based on different conceptions and approaches, according to the realities of the education and labour systems and the relationship between them. The researchers note however that work experience is less valued than the acquisition of new and complementary knowledge. Studies on VAE in France in higher education show that a thorough analysis of prior experiential learning: first, improves the quality of the experience as a potential source of skills; second, may provide ways to improve the candidate's experiential learning, and third, may help define the direction for lifelong learning. Therefore, recognition of this experiential learning could be a key catalyst for lifelong learning. The findings support two main arguments advocating a central role for the recognition of prior experiential learning in the lifelong learning process particularly in France: potentially individualized learning paths, personal empowerment and shorter training times; and a focus on experience-and not just professional experience-that is in tune with today's societal changes and the aspirations/constraints of each individual.
This study aimed to determine the effect of mobile-based discussion versus computer-based discussion on self-directed learning readiness, academic motivation, learner-interface interaction, and flow state.
This randomized controlled trial was conducted at one university. Eighty-six nursing students who were able to use a computer, had home Internet access, and used a mobile phone were recruited. Participants were randomly assigned to either the mobile phone app-based discussion group (n = 45) or a computer web-based discussion group (n = 41). The effect was measured at before and after an online discussion via self-reported surveys that addressed academic motivation, self-directed learning readiness, time distortion, learner-learner interaction, learner-interface interaction, and flow state.
The change in extrinsic motivation on identified regulation in the academic motivation (p = 0.011) as well as independence and ability to use basic study (p = 0.047) and positive orientation to the future in self-directed learning readiness (p = 0.021) from pre-intervention to post-intervention was significantly more positive in the mobile phone app-based group compared to the computer web-based discussion group. Interaction between learner and interface (p = 0.002), having clear goals (p = 0.012), and giving and receiving unambiguous feedback (p = 0.049) in flow state was significantly higher in the mobile phone app-based discussion group than it was in the computer web-based discussion group at post-test.
The mobile phone might offer more valuable learning opportunities for discussion teaching and learning methods in terms of self-directed learning readiness, academic motivation, learner-interface interaction, and the flow state of the learning process compared to the computer.
Competency-based education (CBE) programs may be an appealing alternative to conventional seat-time-based postsecondary degrees, but CBE’s long-term viability hinges on the credibility of these programs’ credentials in the eyes of employers. That credibility, in turn, depends on the quality of the assessments CBE programs use to decide who earns a credential. CBE programs have dedicated most of their attention to defining competencies and developing competency frameworks, but moving forward, they should focus on providing evidence that supports valid interpretations of their assessment results. If CBE programs want employers to view their credentials as credible evidence of students’ career readiness, these programs will need to conduct and publish studies linking performance on CBE assessments to performance in future courses or in the workplace. Furthermore, for CBE programs to become widely accepted as an alternative path to earning a college degree, the programs must provide research-based evidence that they are just as good as traditional degree programs at imparting necessary knowledge and skills.
Traditional education classes are no more effective because they are tied to a particular place and time. Podcast complete the defection of other educational resources. In this study we aimed to address whether utilizing podcast multimedia training system has an effect on the motivational achievement and students learning of the Arabic course in high school.
In this practical-purposed, descriptive and quasi-experimental study, pre- and post-test method in control and experiment groups was used. Researchers used simple random sampling method to form the groups.
The results showed the normal distribution of data according to the value of z (0.09) in the pre- and post-tests in both control and experiment groups. Therefore, the data distribution was normal (P>0.925). Significant differences between experimental and control groups in terms of academic level were not observed in the pre-test. There was no significant difference between the motivational achievement of education in post-test of control and experiment group (p>0.89).
The results showed that teaching with podcast multimedia systems significantly increased learning of Arabic in the high school level. But of motivation reinforcement between traditional method and system for multimedia podcasts, showed no significant differences. Each variety of multimedia techniques can be beneficial for a specific course. Therefore, more studies on the effectiveness of podcast method in different courses to determine its effects are necessary.
A study was conducted of students participating in on-line academic courses in institutions of higher education
to ascertain if there was a generational influence on learning styles. The specific research question was: What, if
any, relationships exist among learning styles, generational groups, and satisfaction with online learning?
Inferential and descriptive statistics were used to determine there was a statistically significant differences
between Baby Boomers and the Millennial Generation as well as Generation X. Baby Boomers were found to
have significantly lower scores on this subscale as compared with both the Millennial Generation and Generation
X. In addition, the Millennial Generation reported lower scores on overall satisfaction survey components as
compared with both Generation Xers and Baby Boomers.
This article examines assumptions and beliefs underpinning research into educational technology. It critically reviews some approaches used to investigate the impact of technologies for teaching and learning. It focuses on comparative studies, performance comparisons and attitudinal studies to illustrate how under-examined assumptions lead to questionable findings. The extent to which it is possible to substantiate some of the claims made about the impact of technologies on the basis of these approaches and methods is questioned. We contend researchers should ensure that they acknowledge underlying assumptions and the limitations imposed by the approach adopted in order to appropriately interpret findings.
The monograph is devoted to the analysis of the state and development trends of Russian universities. In the first section General problems of development of the Russian universities, in the second – management of changes of administrative and pedagogical potential of the higher school, in the third – changes in the student environment of universities are considered. The book is addressed to specialists studying the problems of the labor market and the market of educational services, and will be of interest to undergraduates, postgraduates and doctoral students of universities and research institutes.
Increasingly, industry and higher education leaders are acknowledging
that traditional models of education no longer adequately prepare
university graduates for the cognitive and competency rigors of the 21st
century workplace. Globalization and occupational specialization have
radically altered employer’s expectations concerning the types of
knowledge, competencies and skills graduates must bring to
employment.
To meet the evolving expectations of industry leaders, higher education
must undertake educational reforms focused on preparing graduates for
contemporary careers. Without systemic and relevant changes to
traditional methods instruction and workplace readiness, higher
education may lose its viability as an educational partner to industry. If
this should occur, employers may form new learning alliances with
institutions articulating a different educational mission and curricula
focused on enabling graduates to master competencies critical to
business growth, organizational development and marketplace
sustainability.
While leaders from industry, higher education and government debate
educational reforms, an educational movement has emerged that may be
addressing many of the key educational and workforce readiness
concerns of employers. Several colleges, universities and secondary
schools nationwide have developed competency-based education
initiatives enabling students to acquire business relevant competencies.
If competency-based degree programs evidence greater effectiveness
than traditional ones, higher education may experience an
unprecedented and cultural and pedagogical transformation.
This chapter reviews student engagement and learning over of a six year study period (>500 students) in a technology rich learning environment. The technology rich learning environment in this project consists of tablet PCs for each student (1:1 environment), visually immersive multiple projection screens, and collaborative digital inking software. This chapter reviews the education problem being addressed, and the learning theory used as a lens to focus specific active learning pedagogical techniques to address the educational problem. From this problem-based learning theory grounded approach, the features desired in a technology rich learning environment were developed. The approach is shared in this chapter with specific detailed examples to allow others to implement technology rich learning environments with active learning pedagogical approaches to address specific education problems in their institution. The technology rich learning environment implemented and studied includes multiple hardware/software pieces to create a system level solution versus a single device or single app solution.
This study investigates the merits of employing active learning strategies in the delivery of information literacy instruction (ILI). Traditional approaches to the teaching of information literacy skills-where students are passive recipients of the information they receive-are challenged. Rather, methods that encourage students to actively engage themselves in the learning process are posited to yield heightened student learning outcomes. To test this assumption, a survey was administered to 372 undergraduate students who experienced both passive and active learning ILI opportunities. Results indicate that passive instruction is not an effective style of teaching in yielding positive student psychological, behavioural or benefit outcomes. Rather active instruction yields more positive effects. Importantly, the amount of active ILI received does not matter; a single active learning instructional session may be sufficient to yield significant and sustaining student learning outcomes. This is particularly good news for ILI practitioners working in resource-constrained higher educational environments.
Based on their classroom experiences, practicing teachers do realize important assessment-related skills which their teacher training programmes failed to develop in them. Failure to equip teacher trainees with such skills rids them of the opportunity of being effective in relevant classroom practices. The gap between the extent to which they perceive such skills as important and the extent to which such skills were covered during their training programmes constitute a determinant factor in their application of such skills in their classrooms. This study identified such gaps in 12 Bloom taxonomy-related 21 st century-essential skills and determined the extent to which they influence the application of these desirable skills in the classroom. With data collected through a survey of 227 secondary school teachers in Delta State of Nigeria a gap analysis was done for each of 12 Bloom taxonomy-related skills and level of application of such skills were analysed using ANOVA to test twelve null hypotheses on the influence of level of these gap on classroom application of such skills. Classroom applications of ten of these skills were found to be significantly influenced by the related level of gap identified. These findings were discussed and recommendations that follow directly from these findings were made.
Nursing education has been constantly striving to keep in pace with the exponential growth in health
care and greater emphasize on patient safety. Shortage of clinical placements, increased acuity of
illness of patients and awareness of consumer rights have led nurse educators chose simulation lab
as an alternative to clinical setting., The emergence and expansion of technology has given rise to the
development of human simulators that foster features for depicting scenarios of various levels of
intensity. Simulation enhances student learning in a stress free environment with reduced risks for
safety actual patients. This paper presents a brief literature review related to simulation in nursing
education, Types of simulators and its application, implementation of simulation scenario and role
of simulation in enhancing student learning.
Keywords: Simulation, Scenario, Teaching Strategy, Critical Thinking, Debriefing, Nursing Education, Safe practice
These principles have been among the most influential ideas of the past twenty years. They have been disseminated and applied in many different ways, as this chapter illustrates.
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computer-basedweblearningonnursingstudents:Pilotrandomized
controlled trial. Healthcare Informatics Research,21,125-133.
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JIll m. leGARe resides in Chicago. Dr. Legare holds several accredited degrees; a Bachelor of Arts (BA) in Journalism from BaylorUniversity
- Dr
DR. JIll m. leGARe resides in Chicago. Dr. Legare holds several
accredited degrees; a Bachelor of Arts (BA) in Journalism from
BaylorUniversity;aMasterofArtsinHistory(MA)fromClaremont