Motivations, career aspiration, and learning experience of students in the pharmacy program at Kuwait University: A tool to guide curriculum development

2017 ◽  
Vol 9 (2) ◽  
pp. 332-338 ◽  
Author(s):  
Abdelmoneim Awad ◽  
Asmaa Al-Haqan ◽  
Pierre Moreau
Keyword(s):  
Curriculum Development ◽  
Learning Experience ◽  
Career Aspiration ◽  
Kuwait University

scholarly journals Curriculum Development, Islamic Religious Education, Islamic Elementary School AL Azhar

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Piki Hilman Maas
Keyword(s):  
Curriculum Development ◽  
Religious Education ◽  
Subject Matter ◽  
Learning Experience ◽  
Islamic Education ◽  
Shopping Centers ◽  
Education Curriculum ◽  
Mission School ◽  
The Subject ◽  
The Many

The Islamic Education curriculum is one of the important components to create a generation of morality and martyrs. But the Islamic Religious Education curriculum has been considered only to educate cognitive aspects (transfer of knowladge) and has not touched many affective and psychomotor aspects (transfer of value). This is evident from the many students who have not been able to apply knowledge about their religion such as not performing worship well, speaking harshly and disrespectfully, disrespecting parents and teachers and a group of students who are often in shopping centers and crowds. Therefore, it is necessary to develop an Islamic Education curriculum that accommodates cognitive, affective and psychomotor aspects, so that education is not only a transfer of knowladge but also a transfer of value. Islamic Education curriculum development in this study contains the understanding of the expansion or improvement of the subject matter of the Islamic Religious Education curriculum and what is experienced by students or all efforts (engineering) programmed by Al Islam Azhar 36 Bandung in helping develop the potential of students through learning experience the potential to achieve the vision, mission, school goals. 

scholarly journals Teachers’ participation in curriculum development: a case study from an English preparatory program at a tertiary institution

2020 ◽  
Vol 4 (2) ◽  
pp. 25-30
Author(s):  
Lien Thi Hong Do
Keyword(s):  
Curriculum Development ◽  
Development Process ◽  
Learning Experience ◽  
Structured Interview ◽  
Tertiary Institution ◽  
Instrumental Case Study ◽  
Preparatory Program ◽  
National University ◽  
High Level

The higher requirement of English competency among learners at the tertiary level has called for constant curriculum development in English training programs, especially in English instructed undergraduate programs. With the purpose to explore the phenomenon of teachers’ participation in the curriculum development process, this study employed a qualitative instrumental case study of an English preparatory program. The participants of the study were 8 English instructors in the English Preparatory Program at International School, Vietnam National University, Hanoi. The data of the research were collected by using a semi-structured interview and then thematically coded. The results from the interview show a high level of teacher’s willingness to be involved in most staged of the curriculum development process. The main activities they actually participated in the examined project were selecting content, sequencing content, and organizing learning experience. Feasible suggestions to increase teachers’ voices in the decision-making process were also recorded.

scholarly journals Time to Play: The Difference Between Knowing and Showing

in education ◽  
2013 ◽  
Vol 18 (2) ◽  
Author(s):  
Matthew Etherington
Keyword(s):  
Cognitive Development ◽  
Curriculum Development ◽  
Primary School ◽  
Empirical Data ◽  
Personal Experience ◽  
Learning Experience ◽  
Self Awareness ◽  
Childhood Play ◽  
The Difference ◽  
Structured Approach

Children’s play experiences demonstrate many benefits for learning, cognitive development, and self-awareness. Evidence reveals that children require regular amounts of play. Despite this evidence, play has been rapidly disappearing from the home, the neighbourhood, and the school over the last two decades. Curriculum reformers present empirical data to suggest that safety, health and fitness, and behaviour considerations compel a structured approach to playtime from Kindergarten through to Year 6 of primary school. In this article, I argue that one can know from personal experience that authentic play experiences are valuable and one can also show through personal experience that play is vital for learning. These two approaches defend play as a valuable learning experience for curriculum development. Keywords: childhood; play, curriculum development; knowing; showing

Transforming Learning Experience to Achieve Learning Outcome

2021 ◽  
pp. 306-320
Author(s):  
Elangkovan Narayanan ◽  
Manimegalai Jambulingam
Keyword(s):  
Curriculum Development ◽  
Significant Relationship ◽  
Curriculum Change ◽  
Learning Experience ◽  
Learning Outcome ◽  
Team Dynamics ◽  
Learning Attitude ◽  
Behavior Learning ◽  
And Behavior ◽  
Current Curriculum

Active partnership between teachers and learners that requires curriculum change in terms of student's participation during lectures and tutorials have become increasingly popular in the current curriculum development for many universities. Kolb's and Argyris theories of learning were adapted for this study to establish the framework for the constructs developed. A total of 178 samples were collected for the study. The result from the study showed significant relationship between team dynamics and learning outcome, team dynamic and learning attitude and behavior, learning attitude and behavior with learning outcome. The result also indicated full mediation of learning attitude and behavior towards team dynamics and learning outcome. The finding from this study provided a transformed culture and direction with new partnership between facilitators and students in achieving the desired learning outcome.

scholarly journals No lines: Observations from a pilot project to re-imagine, design and implement a flexible student-centred approach to study mode selection

2019 ◽  
Vol 16 (1) ◽  
pp. 8-25
Author(s):  
John Bevacqua ◽  
◽  
Meg Colasante ◽  
Keyword(s):  
Curriculum Development ◽  
Learning Experience ◽  
Local Level ◽  
Mode Selection ◽  
Pilot Project ◽  
Online Study ◽  
Regulatory Constraints ◽  
Study Mode ◽  
The Many ◽  
Quality Learning

Upon enrolling in a university course, students typically commit to a predetermined study mode: oncampus, online, or a hybrid/blended study mode. The education provider typically predetermines which study mode/s are available for each course. In this paper, the authors address the challenges of designing and trialling a new “StudyFlex” student-centred study mode at La Trobe University. By reimagining the concept of flexibility in study mode selection, StudyFlex does away with bright line distinctions between online, blended and on-campus offerings and empowers students to self-select and adjust their preferred study mode pathway within their subject and throughout their course. This paper exposes and acts as a primer for discussing the many challenges of designing, developing, and implementing such student-centred study mode innovations. Specifically, it outlines and expands upon the StudyFlex trial conducted across several subjects, its genesis and justification, with its central tenet of designing subjects which allow students freedom to move between on-campus and online modes of learning within a single offering. Discussion extends to similar trial findings, including the recent pilot by Southern Cross University of a “converged delivery” model which attempted to merge on-campus and online study modes into a single converged mode. Attention then turns to curriculum development and design challenges inherent in the StudyFlex proof of concept. Particular emphasis is placed upon the imperative and significant challenge of ensuring equivalence of learning experience, in terms of learning value and quality, irrespective of the bespoke study mode pathway chosen by students in the StudyFlex trial subjects. The discussion culminates in identifying and highlighting the need for further research to address the challenges posed by innovations like the StudyFlex pilot and its predecessors such as the Southern Cross University converged delivery pilot. These extend to administrative challenges posed for universities seeking to accommodate student-centred study mode flexibility and potential and current practical regulatory constraints affecting such innovations. Fundamental questions emerge concerning the gap between the vision of allowing students to complete self-determination insofar as selection of study mode and the pragmatic realities of the various constraints facing higher education providers in seeking to push the boundaries of curriculum development and design to realise that vision. At a local level, and as the model becomes more widely adopted, La Trobe University teachers will need to be well supported to ensure their practices adapt to a new teaching model, while the model itself will need ongoing concerted design attention to ensure that students experience quality learning regardless of their study mode choices.

Engaging Students in Learning: Teaching the Reference Transaction

Libri ◽  
2020 ◽  
Vol 70 (1) ◽  
pp. 33-47
Author(s):  
Charlene Lyn Al-Qallaf
Keyword(s):  
Information Science ◽  
Graduate Program ◽  
Learning Experience ◽  
Academic Library ◽  
Information Need ◽  
Kuwait University ◽  
Course Content ◽  
Reference Librarians ◽  
Behavioral Attributes ◽  
The Impact

AbstractThe purpose of the study was to explore the impact of applying a series of passive and active learning activities including a practice-based assignment when teaching the reference transaction to 43 students enrolled in a graduate program at Kuwait University. Students were asked to visit an academic library of their choice and approach the reference desk with a distinct information need. Based on the 2013 RUSA behavioral guidelines, students rated their perceptions of the behavioral attributes of reference librarians during the reference transaction encounter. In addition, two open-ended questions asked students for their opinions and feedback regarding their interaction with reference librarians. Finally, a three-hour class session was allocated for students’ reflection and discussion of their learning experience. All students participated in the study. Students found librarians approachable and exhibited interest in their inquiries. However, they showed less proficiency in their searching skills, managing and facilitating the use of results as well as applying follow-up activities. Students’ views and beliefs regarding their learning experience showed that the experiential nature of the assignment provided insight into the nuances of reference librarians, interviewing techniques, and the extent of subject knowledge and skills essential for a successful reference transaction. The results show that teaching students the reference transaction using a practice-based assignment coupled with having students assess the reference librarians’ performance provides a practical perspective that enhances student learning. Further, the benefits in using multiple methods and strategies in teaching the reference transaction that emerged from the study is deemed valuable for library and information science education in the design and development of course content.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

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