TRAINING NEEDS ASSESSMENT FOR SMALL BUSINESSES: THE CASE OF THE HOSPITALITY INDUSTRY IN JORDAN

This study is designed to assess and identify the status of hospitality training needs, methods and potential challenges within the hospitality industry, in order to recognize gaps and develop training programmes that address and enhance the competitiveness of small businesses within it. A qualitative approach was employed, whereby face-to-face and semi-structured interviews were conducted with 60 owners and managers of small businesses in the hospitality industry. Using thematic analysis, the study concludes that communication skills, especially foreign languages, are the most the important training need at both managerial and operational levels. Moreover, the study found that on-the-job training is one of the most important training methods. Furthermore, a lack of training budgets is found to be the most critical challenge to training. The study provides empirical evidence and practical implications for decision-makers in the hospitality industry.

Innovation Attributes of F2F Computer Assisted Cooperative Learning in Teaching Reading Skills

This study aimed at investigating the innovation attributes of face-to-face Computer Assisted Cooperative Learning (CACL). It employed a mixed method design as the data were collected through a survey and semi-structured interviews. The findings showed that face to face CACL has a high degree of adoption in higher education institutes to teach EFL/ESL learners. Also, the regression analysis showed that the five factors are strong predictors of innovation adoption with complexity has the highest significance, followed by compatibility, relative advantage, observability and trialability respectively. The study found that accessibility is an emerging innovation attribute which increases the adoption of any innovation practice. The paper concluded that the human element of face-to-face cooperative learning increases the adoption of CACL, and that relative advantage has influence on the other innovation attributes. The study recommends using face-to-face CACL in teaching EFL/ESL learners, and using accessibility as an innovation attribute.

Implementing Synchronous Online Flipped Learning for Pre-service Teachers During COVID-19

<p style="text-align: justify;">Most research has examined flipped learning within the context of face-to-face (F2F) instruction. However, previous research has not effectively explored the possibility of how online synchronous flipped learning influences pre-service teachers (PSTs) in teacher education programs during Coronavirus disease (COVID-19). Recognizing the gap in the literature, this paper explored three aspects of online synchronous flipped learning by understanding 1) PSTs' learner engagement, 2) self-directed learning, and 3) learner satisfaction in a Korean university. The data was collected from Korean PST's interviews, reflection notes, and course evaluations. The thematic analysis was used to analyze qualitative data sources. The study findings showed that PSTs favored a synchronous online FL because it encouraged them to engage in various collaborative activities through Zoom breakout sessions. Also, pre-class materials from online FL can positively enhance the PSTs' self-directed learning process. Based on these findings, this study provides suggestions on how to effectively implement online synchronous flipped learning in teacher education programs.</p>

Combining Learning and Engagement Strategies in a Software Testing Learning Environment

There continues to be an increase in enrollments in various computing programs at academic institutions due to many job opportunities available in the information, communication, and technology sectors. This enrollment surge has presented several challenges in many Computer Science (CS), Information Technology (IT), and Software Engineering (SE) programs at universities and colleges. One such challenge is that many instructors in CS/IT/SE programs continue to use learning approaches that are not learner centered and therefore are not adequately preparing students to be proficient in the ever-changing computing industry. To mitigate this challenge, instructors need to use evidence-based pedagogical approaches, e.g., active learning, to improve student learning and engagement in the classroom and equip students with the skills necessary to be lifelong learners. This article presents an approach that combines learning and engagement strategies (LESs) in learning environments using different teaching modalities to improve student learning and engagement. We describe how LESs are integrated into face-to-face (F2F) and online class activities. The LESs currently used are collaborative learning , gamification , problem-based learning , and social interaction . We describe an approach used to quantify each LES used during class activities based on a set of characteristics for LESs and the traditional lecture-style pedagogical approaches. To demonstrate the impact of using LESs in F2F class activities, we report on a study conducted over seven semesters in a software testing class at a large urban minority serving institution. The study uses a posttest-only study design, the scores of two midterm exams, and approximate class times dedicated to each LES and traditional lecture style to quantify their usage in a face-to-face software testing class. The study results showed that increasing the time dedicated to collaborative learning, gamification, and social interaction and decreasing the traditional lecture-style approach resulted in a statistically significant improvement in student learning, as reflected in the exam scores.

Innovation Attributes of F2F Computer-Assisted Cooperative Learning in Teaching Reading Skills

This study aimed at investigating the innovation attributes of face-to-face Computer Assisted Cooperative Learning (CACL). It employed a mixed method design as the data were collected through a survey and semi-structured interviews. The findings showed that face to face CACL has a high degree of adoption in higher education institutes to teach EFL/ESL learners. Also, the regression analysis showed that the five factors are strong predictors of innovation adoption with complexity has the highest significance, followed by compatibility, relative advantage, observability and trialability respectively. The study found that accessibility is an emerging innovation attribute which increases the adoption of any innovation practice. The paper concluded that the human element of face-to-face cooperative learning increases the adoption of CACL, and that relative advantage has influence on the other innovation attributes. The study recommends using face-to-face CACL in teaching EFL/ESL learners, and using accessibility as an innovation attribute.

Emergency remote education and smart working at three European higher education institutions

Due to the threat posed by COVID-19, many colleges and universities around the world opted to switch to online courses and smart working to keep their students, professors, and staff safe during the pandemic emergency. Face-to-face classes, including labs and workshops, have been canceled and substituted with online activities. New administrative procedures have also been established to support the emergency remote education. This article analyzes these changes in light of the experiences of three higher education institutions in different countries, namely Latvia, Poland, and Italy. From this analysis, some aspects have emerged that have stimulated a deeper reflection on the use of digital technology in higher education. .

The Impact of COVID-19 on the GCC Construction Industry

The Coronavirus pandemic has badly affected everyone on the earth. Apart from losing thousands of lives, businesses and individuals are going to be affected by the long-lasting financial effects due to an expected global recession. The impact of the financial crises can, however, be reduced if proper measured are put in place. This article aims to investigate the impact of Coronavirus on the construction industry in the Gulf Cooperation Council (GCC) member countries and provide recommendations to help the industry to sustain during this period of crisis. A qualitative research method involving face-to-face online interviews held with the construction industry professionals was adopted to achieve the aims and objectives of the research. Four main aspects of the impact on the construction industry are derived from analysis of interviews: 1) delays, 2) workforce management, 3) health and safety, and 4) legal issues. Recommendations are provided so that construction organizations in the GCC region can reduce the impact of Coronavirus on its businesses.

The literacy preparation in Turkish preschool education

The purpose of this study is to reveal the views and recommendations of the preschool and primary school teachers on the literacy preparation in Turkish preschool education. The study is designed as phenomenological research. The participants of the study are 12 preschool and 9 primary school teachers who have been teaching actively in the western part of Turkey. The qualitative data was collected through face-to-face interviews and analyzed through content analysis. The findings of the study show that preschool teachers have some confusion on literacy preparation and readiness. While preschool and primary school teachers are of the same opinion about the need for literacy preparation in preschool education, they have different opinions about the literacy preparation activities conducted in preschool education. While preschool teachers think that they get preschoolers ready for literacy, primary school teachers think that first graders in their classes do not come literately ready from preschool education. Teachers participated in the study; think that the lack of collaboration among preschool and primary school teachers, some deficiencies in preschool education curriculum and in the education system, and the preschool teachers’ imperfect knowledge in the literacy readiness are the possible reasons of inadequacy of readiness for literacy in preschool education. They recommend systematic collaboration among teachers, review of preschool education curriculum and providing professional support for preschool teachers to support literacy readiness in preschool education.