Questions related to Student Development
it's a study between stressor perceived by university students ( commuting; working students; road traffic disturbances) and motivation to achievement goals in university.
A short-term entrepreneurship course is gonna be implemented in one city in 10 schools. I would like to stablish a quasi-experimental research in order to measure the impact of this course on skills, entrepreneurship intentions, risk taking... The course will last about two months with 8 lectures. There will be a pre-course survey and post-course survey.
Is it necessary to take a control group given that the course is not going to last too much, just one month? The experiment can not be random given that they have to sign on it however it is expected that the most of the students will take the course. The expected sample will be about more than 400 children.
Thanks in advance
Your contribution helps to contrast strategies and techniques to promote values education student in school, within the research we do.
How important is the development of a fully inclusive school culture? Are leadership teams willing but in need of structured professional support?
Is it more with type of leadership style and teachers' various methods that are being used to target their goal of instructions?
Academic incubators of innovation and entrepreneurship are developed at universities to support innovation and entrepreneurship of students. Incubators are also a supplement to the educational program in the field of activating the innovation and entrepreneurship of students. Incubators sometimes also perform functions or cooperate with a career office for students. Career offices collect employment offers and organize internships for students through cooperation with companies and institutions that employ or give practice to students.
Sometimes academic incubators of innovation and entrepreneurship also cooperate with various institutions and companies in which students find employment or take apprenticeships. In addition, academic incubators of innovation and entrepreneurship, cooperating with various institutions and companies, enable the establishment of clusters of innovation, in which various economic entities, public institutions, scientific institutes and universities cooperate with each other. In this way, the possibilities of entrepreneurship development and generation of innovative solutions in assumed and developed research projects and startups are increasing.
Sometimes, also with the innovation cluster or business incubator, financial institutions cooperate, primarily banks offering financial support in the form of preferential loans for developing innovative startups. However, at the early stage of the establishment of business activity by students and organizations, the most important role is provided by substantive support in the field of advising on the formal and legal issues and accounting service of the university, lecturers and employees of the academic entrepreneurship incubator.
Do you agree with my opinion on this matter?
In view of the above, I am asking you the following question:
What is the role of academic business incubators?
I invite you to the discussion
Thank you very much
If you become president of your university with full powers.
What are the most important decisions you will make?
There are several discussion axes, for example, in the key words below the question.
Please, Share your experiences with university education.
All appreciation for all contributions.
An academic/research advisor plays a crucial role in student development over several years. What are the main characteristics (e.g., patience, empathy, knowledgeable) you consider important in the role of a successful advisor?
I would like to know your thoughts...
Firstly, this is not so much a discussion as a question for potential networking.
In my Ph.D. project, I research engineering students' development of generic skills/competence in PBL and wondered if other Ph.Ds or senior researchers would like to network and meet - we've all grown accustomed to Zooming, Teaming etc. to discuss topics related to competence-development education not necessarily limited to PBL or engineering education.
If interested, please write.
The current Covid-19 situation is forcing people to put things in perspective and wonder about the future of everything. As an example, scientific conferences, currently impacted, turn to online format to serve as platform for knowledge dissemination. Although this move is totally justified and understandable, you can find more and more articles and opinion pieces discussing the future of Scientific, professional, and academic conferences. What I am writing here is in no way concerning the current situation, but it is concerning the post-pandemic future of conferences. Before diving into the subject, I wanted to use my own experience as an illustration what is coming I have delivered over 30 talks at national and international conferences all over the world. Although some of these conference could have been more productive or more beneficial, each of them has been a uniquely enriching experience…. All but one. In 2010, when I was finishing my doctoral studies in France and Spain, two of my contributions got accepted as oral presentation in one of the top international conference in my field which, that year, was help in Taipei, Taiwan. I could not have been happier, two talks at the top conference, in Taiwan, and my advisors in France and in Spain had the funding to cover for my travel expenses. However, just before the conference, the Eyjafjallajökull volcano in Iceland erupted and disrupted all air traffic in Europe preventing people from leaving Europe. As many researchers were stranded in Europe, the conference announced that we had the possibility of either presenting remotely via Skype, or submit a recording of the presentation that would be played at the conference session. My first talk was scheduled at 9 am local time which was 3 am in France while my second talk was scheduled at 1:25 pm the following day (7:25 am in France). As a result I had decided to record my first presentation as I did not want to Skype in at 3 am, and I decided to wake up early to give my second talk over Skype. As a student, both options were awfully awkward. The outcome? I never had any feedback, question, comment or any sort from my recorded presentation. As far as the Skype presentation goes, I had absolutely no idea who saw it, if people enjoyed it or not. I had not question during of after the presentation. I was hoping to network a little bit, meet with some collaborators I had never met in person, and try to find postdoc opportunities but none of these happened.
Although traditional in-person conference cost money (travel, hotel, registration fee), they offer a wide variety of benefits if you know how to take advance of the opportunities.
Training of junior researchers. Public speaking and presenting your work in front of a large audience presents more challenges to overcome than giving an online presentation. You have to work on your verbal communication skills as well as body language. There is also a higher stress than in a virtual format because people are looking at you and because you can see facial expressions, people shaking their head as sign of disapproval, and people doing something else which signals they may lose interest. These are things you do not face when you talk to your computer. Sure people listen to you (or not) but you are still alone in front of your computer and you do not see if people actually listen to you, if they seem to find your talk boring or entertaining, or if they just seem to disagree with you claims. You are missing this real-time feedback that in-person setting offers. Learning to read cues from the audience is a great skill to have, it helps the speaker, correcting the course of the talk or the way he/she presents. You are learning adaptability. It also provides significant indirect feedback from the talk. If you see the majority of people diving into their laptops and phones after just a few minutes, maybe you need to work on your communication skills to better engage your audience. Something your do not get from virtual format. Learning to move on stage, speak in a microphone, make eye contact with people, demonstrate or illustrate your statements with hand gestures, and link your work to one person in the audience by pointing/naming the person, all of this, makes your presentation more interactive, more engaging, and more alive. These are very valuable skills that are needed in any professional career and that cannot be gained in a virtual conference setting. Some people say that online conferences are also stressful because of potential technical issues that may occur. Well, they happen all the time in traditional conferences as well. There are those people coming with their own laptop on stage to realize they do not have the right connector. There are those who struggle to share their screen and go in presentation mode even though they went through the testing room before. And there are those transferring their ppt presentation onto the conference laptop who realize after a few minutes that all their mathematical equations are completely messed up and display as hieroglyphics or that a video does not want to play because of software incompatibilities.
Exposure to state of the art research. If you attend a traditional in-person conference and if you are taking it seriously you will very likely stay in the conference room for the entire session (or most of it), for the whole day (or most of it), for the duration of the conference (or most of it). Agreed, staying in a room all day from 8 am to 5+ pm is tiring and can be long, especially if there are a few uninteresting talks here and there, but, is that feasible to stay staring at a screen all day watching presentations? True, we already work all day on computers but we do not stare at the screen all day. We also read papers and notes, write things on a notebook, sign documents, answer phone calls, discuss with people stopping by our office. Sessions are typically 2-3h in a regular conference, there are typically 2 sessions in the morning and 2-3 sessions in the afternoon, and a conference is between 3 and 5 days. An online conference with the same format is like watching the complete trilogy of the Lord of the Ring and the Hobbit each day for 3 or 5 days in a row. Yes, we live in digital world but there are physiological limits. You may be a fan of the LoR, like I am, but it is exhausting and it gives headaches (at best), and I am not sure anyone would stand the whole 3-5 days of constant screen time. Some people say, you just pick a few talks here and there that are interesting. Well, then you loose the exposure to the research activity going on in your field which is one major reason people go to conferences, and you are probably in that group of people who come to conferences, gives there talk and either leave soon after or spend the rest of the week sight seeing.
Connection with other researchers and networking. The major and maybe top motivation to attend conference is networking. Whether you are a junior researcher (student, postdoc) seeking opportunities, a junior faculty seeking new collaborations and funding opportunities, or a seasoned professor willing to recruit new people in your group, seeking new collaborations, or strengthen existing collaborations, in-person conferences are the best choice.
Junior Researchers. Which student or postdoc did not dream to join the best research group in their field? Which student did not need a strong letter of recommendation for a job or an award? Top researchers and professors received tons of email requests from students looking for a postdoc opportunity, or letter of recommendations. Personally, as an Assistant Professor I receive multiple requests every week, most of them I don’t even know. If that person doesn’t know the student and never met the student, forget it, the email will go directly into the trash. Attending a in-person conference gives the opportunity for junior researchers to approach professors and senior researchers and introduce themselves. True, they may forget the student’s name within the hour, but if the student contacts them afterward, they can remind them “you may not remember my name but we’ve met after your presentation” or “I’ve asked you about a potential postdoc opportunity in your group” and then automatically the professor will picture the context, the face of that junior researcher and will very likely engage on a more personal basis. If you are in academia, this must ring a bell. With virtual conferences, they won’t know your name, they won’t know your face, they won’t have any context to remember you. You’re loosing the opportunity to make a more one-on-one personal contact.
Junior Faculty. Junior faculty, as I am myself, need to develop new collaboration opportunities, expose yourself to the community, and increase your footprint into the field. It is very convenient at an in-person conference to briefly introduce yourself and chit-chat a few minutes with other colleagues in your field in between two presentation or between sessions. Casual discussions around a coffee or more formal meetings can happen. When you are the speaker, you can see in the audience who is present at your talk (or even just part of your talk), because you see the faces. So it is easy to catch up and connect with people afterward. If you need a support letter for an award (which all junior faculty need) you know who attend your talk(s). It becomes easier to ask “I need a support letter for this award, and since you have attended my talk at that conference I thought you were the best person to discuss my accomplishments in that area”. With virtual conferences, you have no idea who’s in listening to you. Even if the names are displayed somewhere on the interface when your give you’re online presentation, you do not have the time to scroll through all the names when giving your presentation. On the other hand when you give an in-person presentation you automatically see the faces in front of you. People may have read your name on papers, but you’re just a name. Show up at conferences and they associate a face to this name, you become a person. People connect to persons, individuals, not just names. If you show your face at multiple conferences you become a part of that community. If you do not present anything or even if people missed your presentation and see you walking down the hall and sitting in sessions they know you’re here. They will wave or stop and chit chat, you’re part of the community. When attending virtual conference, if people do not attend your talk, there no way they will know you’re there. You cannot “bump” into someone.
Professors and Senior Researchers. Top people in any field are very busy folks. Very often, when they come to a conference to deliver a keynote, plenary, or invited talk, they come in just for one day, maybe two. They very rarely attend the entire conference, which may be frustrating for junior researchers and faculty who want to connect with them. However, when you are aware of that fact, you can still take advantage of this narrow time window to connect with them. In a virtual format, are these top professors reaming online the whole day so you can connect with them? Sure not. If they connect in to give their talk from their office, and maybe stay in for a couple of interesting talks, they will disconnect very rapidly to go back to their daily business (meetings, grants, papers,...).
Keeping in touch with the academic researchers around world. While international conferences are expensive and many people cannot afford them, they still attract people from all around the world. If carefully planned, they are held in nice touristic locations which gives an additional incentive for oversees researchers. Which Asian scientist doesn’t want to come to California for a Spring conference? Which European scientist doesn’t want to go to Cancun for an early summer conference? Which North American or South American scientist doesn’t want to go to the French Alps for a winter conference? Most of the time, these people who decide to make these long and expensive travels stay a few extra days for sight seeing or take the opportunity to further network by delivering seminars in nearby universities and labs, visit “local” colleagues. Virtual conferences may be attractive for local, regional, and national conferences, but add other constrains to oversee researchers. Sure, the cost is lower since you do not have to travel, but are you willing to give a talk at 2am? Yes, time zones have an impact on international conferences. China and the US are 12-15h apart, Europe and US are 5-10h difference. Even if you’re willing to deliver a talk at 2am, would you stay up all night to attend other people’s talk? Would you do that all of the 3-5 days of the conference? Keep in mind that you also have a day job. Sure you can record the talks, or access talk recordings the conference make available. But, first, watching a video recording 12h after the presenter gave the talk does not really favor interactions with the speaker and the other people who attender the talk. And, second, as a speaker, you do not need conferences to post recordings of one of your presentation online so people can watch freely.
It is true that conferences are expensive. It is also true that not all of them are interesting and worth the money. Whether you are a student, postdoc, research, or professor at any stage, you need to carefully pick your conference, those with the highest visibility and exposure, those with the participant roster that meets best your needs and interests, and without fooling yourself the best locations. By doing so you should get the best of the conference. In virtual conference,s you get a different set of issues that will strongly limit the outcome you get from the conference. Poor training of junior researcher, poor networking opportunity and setting, lower participation of top researchers and oversee researchers. Virtual conferences do not provide anything worth. It would probably be better to just record a presentation, upload it online on YouTube, your group website, Facebook, Linked-in, or any other platform and send the link to all the people you know in your field. It is free and you can do it anytime of the year.
I'm studying a game design of Breakout EDU and how participation in these activities contributes to the acquisition of the 4Cs of learning in elementary students K - 5th grade.
I was wondering if you could share a few strategies that you use to help students develop attention to detail in your subjects.
Myself and other teachers at my school would appreciate your thoughts and ideas!
Dear all RG members,
As we know, PhD candidates face many obstacles during their studies such as (financial issues, psychological problems, family, work, and even academic issues and so on) which may lead to decrease their level of performance. So, based on your experience, what is your advice for PhD candidates to keep them motivated during phd journey and complete their studies on time?
Thank you in advance.
There is no recipe or true guide to graduate school. However, the mentor relationship can contribute significantly to a research career. What are the essential qualities, outcomes, characteristics of an academic mentor. This question is geared towards higher education administration students and colleagues alike.
Could you please suggest me some articles with these preconceptions discussed?
Thanks in advance.
I am a Japan based TESOL professional looking to collaborate with other educators from around the world on research into the emerging paradigm of telecollaborative learning.
Many see technology in the classroom as a teaching gimmick, and rightly so if it is used without any pedagogical framework. However, technology provides great potential to enhance learning in many pedagogically sound ways. The use of technology to connect students from around the world in collaborative projects has been shown to help students develop not only knowledge of a particular subject matter, but also language skills and intercultural sensitivity. Use of technology to connect students from different geographical locations in such collaborative learning projects is commonly referred to as telecollaborative learning. Current technology (such as the Google Apps suite) provides powerful, easy to use, and a quite often free interface for connecting students and teachers interested in pursuing telecollaborative learning.
I have already begun the groundwork for such a study through three preliminary Japan based studies. One study demonstrates that motivated Japanese university students can teach each other the technological skills necessary to complete a complex term-long multimedia intercultural project with minimal teacher input and little or no prior experience. Another study reveals social pressure as being the strongest factor motivating the completion of such collaborative projects among Japanese university students. And a third study quantifies the development of intercultural sensitivity among Japanese university students through online cultural exchange. If you are interested in joining me in a project to connect university students from your country with university students in Japan in a study of telecollaborative learning, please contact me and we can discuss the details of setting up such a project.
How does trust affect education activities?
In which way do students' trust in teachers, teachers' trust in each other, parents' trust in teachers and school affect the educational environment?
I am curious about your opinion on this matter. Thank you for your contribution.
Do you agree with the concept of "responsible learning"?
Do you think it should be applied more to university studies?
I look forward to hear from my fellow researchers on the best books they found for learning about enhancing classroom learning experience!
My current great pick is:
"Experience and Education" by John Dewey
Which is your best pick?
Seminar is a task assigned to undergraduate or post-graduate students for almost all courses. Successful completion of seminar work can be measured in terms of various skill development among students. Various skills can be named as enhancing research article reading ability, understanding of topic, knowledge up-gradation and critical evaluation of the selected topic. Also, improving communication skill, presentation skill, etc. Additionally possibility of article publication based on the seminar topic. As a guide or supervisor, what practice you follow for successful completion of Seminar?
Do the theories of education suitable for scientific subjects such as math, physics, chemistry, etc...?
It seems clear that most of the developing countries and some of the developed ones use the theories of educations and obligate their teachers to train on some of these theories, Do these theories suitable for non-literature such scientific subjects? Some trainers say that these theories could be used for scientific subjects with little modifications. However, from my experience in the real classroom, the 21st-century methodologies of education which based on gaming much more than traditional education show bad results in the students' knowledge and their academic background. In my opinion, the bad results are due to unsuitable or incomplete educational environments such as apathy of students as well as teachers toward education -teaching and learning-, teacher ability to control the classroom, and number of students per classroom versus the period length of the lesson and the activities amount that required to deliver the lesson.
What are the particular strengths of developed countries such as Singapore’s instructional regime that helps it perform so well? What are its limits and constraints? Is Singapore’s teaching system transferable to other countries?
Any book or article that answer the following questions:
Advantages and disadvantages of reflective practice
Teacher role and gains from using reflective practice
The effect of reflective practice on students development
Reflective practice objectives as teaching method
I am concerned about the development of teacher students. Often the habit of their own school years as students/pupils is deeply embedded in their own way of teaching. This is no problem if the teaching is carefully thought through, and judged as an effective way of teaching, but it is a problem if it is just an unreflected habit. I feel there is a great deal of work to be done in relation to reflecting systematically on the students own teaching experiences as students/pupils and asking themselves: How can I do better?
During your studies, have you been directed to the department or specialty you wish to pursue?
Please specify a time for which you have not been directed to the desired specialization.
خلال مختلف المراحل الدراسية التي مررتم بها من تعليم ثانوي إلى تعليم جامعي ثم إلى عالم التوظيف والشغل، هل تم احترام رغبتكم الدراسية في التعليم الثانوي أو الجامعي أو حتى بالنسبة إلى عالمكم المهني هل تم احترام رغبتكم المهنية في هذا التخصص أو ذاك؟
I am trying to develop a construct called social skills of interns who work in some K-12 schools. Interestingly, I used "I tried to avoid school leaders (reversely coded), "whenever I have difficulties, I talk to my lead university mentor" , " my colleagues are supportive" and "my way of communication with my colleagues has been improved" to develop a construct. Before doing any factor analysis, I tried to run a correlation analysis. I found that the first 2 are negatively associated . However, whenever either of them is independently placed in the same correlation analysis with the other 2 variables, they are positively associated with the other 2. How can this be explained? Can I interpret that there may be less communication between school leaders and college mentors? Or can I explain that this may be because that students develop some kind of habit of asking for help from the same individuals?
Pupils and students use social media portals to exchange information useful for education. In addition, Facebook and students create group profiles where they put together teaching materials. In addition, they create questionnaire forms for the purposes of surveys, the results of which are used for written diploma and final papers.
Therefore, I am asking you with the following query: How do social media portals help pupils and students in education?
Please, answer, comments.
I invite you to the discussion
Thank you very much
What are the factors of the social economic background which influence the learning processes and learning results most?
Project Based Learning (PBL) seems to be transforming many traditional classrooms. I'm using the Buck Institute definition of PBL, where students develop the questions, processes and projects to achieve the desired learning outcomes.
Dear respected colleagues,
Kindly share your great views and references. I would be very grateful. Thanks in advance. Best regards
We are conducting a longitudinal research project in which we are following students through their college years to determine different pathways that they take to develop their leadership and leadership identity while in college. We are looking for any research that examines the pathways student leaders take over time. Are there studies that explore the courses, position, or other involvements that a student had throughout the course of their college or high school education?
Students often ask me how to launch their professional career. For me, these students are professional and graduate students in healthcare fields. They know about applying for jobs, beefing up their resume and giving a good interview. But landing a job is only the beginning. Of interest to many is what tangible things one should do to start the process of becoming a professional or becoming excellent in their field. Here are some of my recommendations for individuals in their mid-20s who are asking this question:
- Join several different professional organizations associated with your field. Eventually settle on one or two to devote yourself to, and attend their meeting as often as you can. When you are ready, seek to do a presentation at that meeting, or look for leadership opportunities in that organization. Even if you have to pay out of pocket for membership, and conference fees, this is a must if you want to become an expert in your field.
- Read a lot. In addition to required learning for your specialty, read books of all types to expand your knowledge base and improve your vocabulary. Besides books, subscribe to the journals of the organizations you have joined, and read their journal faithfully.
- Take advantage of opportunities for increased self-awareness and understanding about your own unique talents and interests. This includes inventories such as MMPI, Myers-Briggs, StrengthsFinders, as well as conferences and events focusing on this issue. Socrates is credited with the great maxim, "Know thyself," but self-awareness is something that most schools of thought affirm.
- Avoid taking short-cuts in your professional progression by getting positions through who you know. Depend on your own skills and confidence to land jobs and gain opportunities. This will allow you to develop the communication skills you need to move into new and unfamiliar settings with clarity and confidence.
- Take risks, and become comfortable with failure and rejection. Become comfortable with a <50% success rate on job applications, grants and publications. This will stretch you outside your comfort zone, and do much to grow your skills.
- Finally, begin the habit of scheduled review and planning. I set aside one day each year for personal review and goal-setting, and then I revisit my plan every three months. This includes planning for personal growth and setting new professional goals. If you have a supervisor, or friend, whom you can report to, that would be very helpful as well. Some people are starting to do this with personal life coaches.
We say that our students should have the capability to innovate once they graduate. At the same time companies seek talented and innovative graduates. So to what extent should industry (external forces) drive new learning and to what extent should (internal forces) new technology and research wisdom guide the curricula that address tomorrow's breakthroughs?
Is it possible to know how motivated someone is by observing their attitudes in the classroom? Which behaviour should we focus on?
I am a math educator, and would be happy to offer resources if wanted on the math side of teacher preparation and K-16 education. Forgive the intrusion - I have enjoyed your papers, and am interested in your new project.
In our longifudinal yoga study with more paralell groups, we met a problem. In order to standardize the social effect of the classes, we asked the teacher not to initiate dialouges with participanzs before/after the lessons (but of course react any questions from the students). The teacher found that because of that, an important benefit of yoga, namely the social experience is lost.
How would you handle this in an intervention study: how to standardize the social effect without changing the intervention itself?
Don't we see in every day academic curriculum that the students who are only good in making higher grades rarely present any creative solutions to existing problems.
I just completed my dissertation. I had two dependent/predictor variables that were composite scores. They were leadership behaviors and adult learning strategies. The criterion variable was a school's professional learning environment. Cronbach's Alpha came out great for all three and I had to reject the null. So, leadership behaviors and adult learning strategies significantly affect the variance of a school's professional learning environment.
My problem is that I wanted to find out the impact/effect size of each of the constructs within the predictor variables of leadership behaviors and adult learning strategies and I am being told it cannot be done because my criterion variable is a composite score.
1. Is that correct?
2. I feel like my data is worthless now. Is the only thing that I have proven is that the composite score of leadership and the composite score of adult learning strategies predict a variance in the composite score of a school's PLE?
FYI The sample size was 432 completed samples from teachers.
My question is about teacher effectiveness measured by Value-added.
For example, we have 3 years Maths test scores of a particular classroom but the students in the classroom had more than one teacher in 3 years, how to measure each teachers effectiveness on students final achievement?
It is known that the development of mathematically gifted students often through participation in national and international mathematical Olympiads.
Will the role of competitions in mathematics is the right path for the development of mathematical gifted students?
The test should consist of 3 dimensions; one for measuring analytical intelligence; one for measuring creative intelligence; and one for measuring practical intelligence.
What are the characteristics of using and interdisciplinary curriculum that promote engagement in student's learning?
Is it useful for a teacher to do a self-evaluation of the work done? If so, which are the most important things in self-evaluation?
The recent studies reveal that the clinical, integrated and student-centered training for medical students during preclinical years in the skill lab is better teaching/ learning method than the conventional training method. What is your opinion? Do you completely agree?
There are so many things happening in education lately, what issues and concerns should we take into consideration? What new trends are really helpful to students if done rightly?
My research question is:
In the newly hired nurses, does the use of audience response system ARS improve engagement in orientation class compared to traditional lecture based strategy.
I am looking for a valid and reliable tool to measure classroom engagement amongst nursing orientees
I would really appreciate any input or help
I have a study on the application of Choice Experiment on Waste Management. 1. How do I spell out the attributes and their levels and to show how they relate to the literature in Choice Experiment study of Waste Management? 2. How do I clarify whether complete or fractional factorial design is to be implemented in a survey? Could you help with reference materials?
I am working on collecting, analyzing and synthesizing the literature on self-directed learning (SDL).
I am planning research on intra-cultural and intercultural collaboration in computer supported learning environments. Learners collaborate face-to-face in an intra-cultural environment and they also engage in online intercultural collaboration. How can I possibly measure learners' collaboration skills? Thank you for your answer in advance.
I recently discovered the field of arts-based management and am very excited. I am an active choral singer participating in many concerts throughout the year. I have also been in a professional opera production.
In academia, I teach leadership and leadership development.
I find a lot of synergy between my experience in singing in choir and leadership.
Just wondering if anyone has used choral singing to develop leadership before?
any comments or thoughts will be greatly welcome!
We are starting to use the ICM for several courses in medical education and would like to ask (in addition to the students) the lecturers about their experience using the ICM. We would like to evaluate the lecturers attitude towards the method, if the observe a change in students learning experience and behavior and if the work process and preparation of the lecturers changed in some way. Are there any other aspects we should consider?
Some variables such as "teacher presence" and "acceptable infrastructure" were discovered with high correlation in regression exercises. But we want to know if some other variables are important to predict (or lately ensure) school student attendance.
I am a doctorate student preparing my proposal. My project is on educating parents of school age children to curb and prevent obesity. My anticipated outcome will be increased knowledge leading to increased physical activity, better food choices, and decreased screen time. I am looking for a valid assessment tool to measure increase in knowledge,
Ideally, the video should depict authentic classroom situations that involve students with or without disabilities. The videos should be free and accessible on the internet.
How to include peace and human rights education in the existing school curriculum? How to develop learning materials? Example from other countries?
now i am trying to finnish my thesis in chemistry education. my title thesis is the relationship between students perception in chemistry lesson, motivation in study chemistry to their student achievment. but it is so hard to search the instrument for measuring the student perception in a subject. someone who might now. please share with me. thanks you!
I need more journal for supporting my article to study Role Lecture and student in effecting to finish finally job academic related education ethics? Thanks for helping
Good day, my dears researchers.
The education research is a very important tool in order to improve our future professionals. In my university, some students do a professor practice as thesis and a close friend started studying three constructs using a five-point Likert-type agreement scale and structural equations in order to identify relations between constructs.
The results show the need for extra classroom material, interactive handbooks, and new tests. We would like to study the effect of this proposal with a classroom, however, the classroom population change every semester, so, we thought to build an early test focus on study habits and in the semester end performing a test using the original study (that consider study habits too) in order to evaluate a possible change.
What do you think about this design?
Do you have and example about how develop a longitudinal study in education with this kind of dynamic population?
Thanks four your help (and sorry for my English) in advance.
Do you know some useful research on learning strategies in the textbooks? Do the students know or may recognize learning strategies in the textbooks? Do the teachers use the learning path proposed in the textbook? What learning strategies teachers and students see as effective?
Looking to implement a survey to determine what coaches look for when deciding on what tools or approaches to use for monitoring training loads etc. Has anyone used something similar?
I am currently looking for best practices in blending traditional and online learning for large classroom. Therefore I really appreciate if you can share your experience on how do you handle this situation. Thank you.
Please share different methods employed by academicians globally to make the students have a keen interest towards research at incipient years of their study at a dental school / medical school.
Thanks in advance
Many Higher Education institutions are engaged in MOOC development; consequently, several researches are taking places.But there have been many problems, related to the failure, also massive, of the students involved in them. At least, if non-completion of a course is considered a failure. Any way, there have been many problems with applied pedagogy in these courses.
Dear all, if someone can suggest me the most important component for creating curiculums for education for adults. I am working on research the factors that have impact to low level of e-inclusion of citizens older than 50 years. Thanks to all.