scholarly journals Developing General Cultural Competences: A Case Study of Students Taking a Course in Pedagogy and Psychology

2021 ◽  
Vol 18 (4) ◽  
pp. 731-750
Author(s):  
Diana V. Pshenichnyuk
Keyword(s):  
Academic Success ◽  
Professional Training ◽  
High Efficiency ◽  
State University ◽  
Self Assessment ◽  
Postgraduate Students ◽  
Face To Face ◽  
Training Courses ◽  
Psychology Course ◽  
Expert Community

The education system and teachers are currently faced with the need to increase the interest of students not only in their chosen specialty and related training courses but in the content of the compulsory basic-level disciplines. One of the possible solutions to this problem may be filling such courses with practice-oriented and universal content, which can contribute to the formation and implementation of general cultural competences even in the learning (professional training) process. The purpose of the work is to present to the expert community the results of introducing the authors approach to the development of a set of knowledge, skills, abilities and competencies of students, as they are taught pedagogy and psychology, and to compare the process and results of face-to-face and online training conducted according to the authors program. The attention is focused on the development of practical skills and abilities within the framework of this course, in particular, the ability to conduct classes for peers with elements of training. The study used an adapted experimental curriculum of the pedagogy and psychology course, means of assessment (control works in the form of tests with open and closed questions) and self-assessment (authors questionnaire). The sample consisted of 68 undergraduate and postgraduate students of Lomonosov Moscow State University. The results of using the developed program showed high efficiency in relation to indicators of academic success of the students due to the creation of conditions for mutual learning and conducting classes by the students themselves.

Reflection and Self-Assessment in Smart Education

2020 ◽  
pp. 136-172
Keyword(s):  
Learning Strategies ◽  
Professional Training ◽  
The Self ◽  
Practical Training ◽  
Self Assessment ◽  
Student Centered ◽  
Student Centered Learning ◽  
School Based ◽  
Smart Education ◽  
Training Courses

Higher education is increasingly adopting blended and mobile learning strategies for reflection and self-assessment to better meet the demands and expectations of students' challenges. This chapter highlights different focuses and common terms of reflection and related ideas from theories about reflection and self-assessment, and how these processes can be a tool for student-centered learning in a self-directed and motivated learning environment. Methodologically, selected reviewed articles on reflection and self-assessment show a number of different focuses and common terms of reflection and related ideas from theories. The qualitative excerpts are from a group of six student-written reflections during their school-based practical training courses. Theoretically, the analysis of the students' digital log journals is based on the framework of 5Rs and steps of meaning. In the results, the digital log journals demonstrate that reflective processes are essential in relation to the self, other, and contextual conditions during professional training.

Student Perceptions of Face-to-Face and Online Discussions: The Advantage Goes To . . .

2008 ◽  
Vol 11 (4) ◽  
Author(s):  
Katrina A. Meyer
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Student Perceptions ◽  
Online Discussions ◽  
Political Tolerance ◽  
Self Assessment ◽  
Face To Face ◽  
The Face ◽  
Online Setting ◽  
And Gender

Thirteen students in a graduate-level course on Historical and Policy Perspectives in Higher Education held face-to-face and online discussions on five controversial topics: Diversity, Academic Freedom, Political Tolerance, Affirmative Action, and Gender. Students read materials on each topic and generated questions for discussion that were categorized by Bloom’s taxonomy so that the level of questions in the two discussion settings would be closely parallel. Upon completion of each discussion, they answered questions that addressed depth and length of the discussion, ability to remember, and a self-assessment of how the student learned. Students’ assessments show a consistent preference for the face-to-face discussion but a small number of students preferred the online setting. However, what is perhaps more interesting is a minority of approximately one-third of the students who perceived no difference between the settings, or that the two settings were perhaps complementary.

scholarly journals Teaching Mathematics at Distance: A Challenge for Universities

2020 ◽  
Vol 11 (1) ◽  
pp. 1
Author(s):  
Rosalinda Cassibba ◽  
Daniela Ferrarello ◽  
Maria Flavia Mammana ◽  
Pasquale Musso ◽  
Mario Pennisi ◽  
...  
Keyword(s):  
Teaching Mathematics ◽  
State University ◽  
Distance Teaching ◽  
Face To Face ◽  
University Mathematics ◽  
Learning Platform ◽  
E Learning ◽  
University Level ◽  
Teaching Modality ◽  
The Way

The focus of this research is how Sicilian state university mathematics professors faced the challenge of teaching via distance education during the first wave of the COVID-19 pandemic. Since the pandemic entered our lives suddenly, the professors found themselves having to lecture using an e-learning platform that they had never used before, and for which they could not receive training due to the health emergency. In addition to the emotional aspects related to the particular situation of the pandemic, there are two aspects to consider when teaching mathematics at a distance. The first is related to the fact that at university level, lecturers generally teach mathematics in a formal way, using many symbols and formulas that they are used to writing. The second aspect is that the way mathematics is taught is also related to the students to whom the teaching is addressed. In fact, not only online, but also in face-to-face modality, the teaching of mathematics to students on the mathematics degree course involves a different approach to lessons (as well as to the choice of topics to explain) than teaching mathematics in another degree course. In order to investigate how the Sicilian State university mathematics professors taught mathematics at distance, a questionnaire was prepared and administered one month after the beginning of the lockdown in Italy. Both quantitative and qualitative analyses were made, which allowed us to observe the way that university professors have adapted to the new teaching modality: they started to appropriate new artifacts (writing tablets, mathematical software, e-learning platform) to replicate their face-to-face teaching modality, mostly maintaining their blackboard teacher status. Their answers also reveal their beliefs related to teaching mathematics at university level, noting what has been an advantageous or disadvantageous for them in distance teaching.

scholarly journals Testing a self-assessment tool for HP competencies with participants of training courses in Austria

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
G Lang
Keyword(s):  
Assessment Tool ◽  
Core Competencies ◽  
Empirical Studies ◽  
Reliability And Validity ◽  
International Standards ◽  
Online Questionnaire ◽  
Self Assessment ◽  
High Quality ◽  
Training Courses ◽  
Training Programmes

Abstract Background High quality health promotion (HP) depends on a competent workforce for which professional development programmes for practitioners are essential. The “CompHP Core Competencies Framework in HP” defines crucial competency domains but a recent review concluded that the implementation and use of the framework is lacking. The aim was to develop and validate a self-assessment tool for HP competencies, which should help evaluate training courses. Methods A brief self-assessment tool was employed in 2018 in Austria. 584 participants of 77 training courses submitted their post-course assessment (paper-pencil, RR = 78.1%). In addition, longitudinal data are available for 148 participants who filled in a pre-course online questionnaire. Measurement reliability and validity was tested by single factor, bifactor, multigroup, and multilevel CFA. A SEM proved for predictive and concurrent validity, controlling gender and age. Results A bifactor model (X2/df=3.69, RMSEA=.07, CFI=.95, sRMR=.07) showed superior results with a strong general CompHP factor (FL>.65, wH=.90, ECV=.85), configurally invariant for two training programmes. On course level, there was only minimal variance between trainings (ICC<.08). Structurally, there was a significant increase in HP competencies when comparing pre- and post-course measurements (b=.33, p<.01). Participants showed different levels of competencies due to prior knowledge (b=.38, p<.001) and course format (b=.16, p<.06). The total scale had good properties (m = 49.8, sd = 10.3, 95%-CI: 49.0-50.7) and discriminated between groups (eg by training length). Conclusions The results justify the creation of an overall scale to assess core HP competencies. It is recommended to use the scale for evaluating training courses. The work compensates for the lack of empirical studies on the CompHP concept and facilitates a broader empirical application of a uniform competency framework for HP in accordance with international standards in HP and public health. Key messages The self-assessment tool provides a good and compact foundation for assessing HP competencies. It provides a basis for holistic, high quality and sustainable capacity building or development in HP.

A Qualitative Analysis of Factors Affecting the Successful Completion of Postgraduate Studies

2021 ◽  
Vol 12 (3) ◽  
pp. 152-161
Author(s):  
Abdul Munir Ismail Et.al
Keyword(s):  
Interpersonal Relationships ◽  
Relevant Information ◽  
Learning Approaches ◽  
Successful Completion ◽  
Structured Interviews ◽  
Postgraduate Students ◽  
Factors Affecting ◽  
Face To Face ◽  
Postgraduate Studies ◽  
Research Findings

The study aims to highlight the current learning approaches used by postgraduate students to complete their postgraduate studies on time, as studies have shown many students have failed to finish their studies as planned. In particular, this study focuses on factors and methods that are perceived to be most effective by students to help them complete their studies on time.  Methodology: Thisstudy was based on a qualitative approach involving semi-structured interviews. The study sample consisted of 14 postgraduate students and one lecturers as respondents. The research instrument was based on interview questions to elicit relevant information on their demography and learning practices. Data were collected and organized into four themes and were subsequently analyzed descriptively.     Findings: The findings showed that face-to-face discussions were the most popular practice adopted by the respondents. The findings also showed several factors had significant impacts on student learning, such as interpersonal relationships between students and supervisors, commitment, financial commitment, and moral support, which needs to be taken into account in helping students to complete on time.     Significance: The research findings can inform all the stakeholders, notably students, supervisors, and administrative officers, factors that have profound impacts on postgraduate students’ efforts to graduate on time.

Technologies of personnel training and development in the organization

2021 ◽  
Author(s):  
Marina Polevaya ◽  
Igor' Belogrud ◽  
Irina Ivanova ◽  
Elena Kamneva ◽  
Valentina Maslova ◽  
...  
Keyword(s):  
Personnel Management ◽  
Professional Training ◽  
Training And Development ◽  
Personnel Training ◽  
High Quality ◽  
Modern Economy ◽  
Key Factor ◽  
Training Courses ◽  
Management Students ◽  
Psychological Features

In the modern economy, high-quality personnel is a key factor for the success of an organization. The success of the organization directly depends on the degree of qualification of the staff. The textbook presents technologies, methods and types of personnel training and development; legal and organizational aspects of professional training; socio-psychological features of personnel training and development; the basics of forming and managing the personnel reserve in the organization, as well as methods for evaluating the effectiveness of personnel training and development in the organization. It is intended for students studying in the direction of training "Personnel Management", students of institutes and advanced training courses, employees of personnel management services, managers of enterprises and organizations.

scholarly journals A Comparison between Students' Self-Assessment and Teachers' Assessment

2017 ◽  
Vol 6 (1) ◽  
pp. 14 ◽  
Author(s):  
Ahmad Mahmoud Thawabieh
Keyword(s):  
Assessment Tools ◽  
Self Assessment ◽  
Technical University ◽  
Psychology Course

This study aimed to compare between the students' self-assessment and teachers’ assessment. The study sampleconsisted of 71 students at Tafila Technical University studying Introduction to Psychology course. The researcherused 2 students' self-assessment tools and 2 tests. The results indicated that students can assess themselves accuratelyif they are trained how to implement self-assessment.

scholarly journals Measurement of Ozone Production Sensor

2010 ◽  
Vol 3 (3) ◽  
pp. 545-555 ◽  
Author(s):  
M. Cazorla ◽  
W. H. Brune
Keyword(s):  
Production Rate ◽  
High Efficiency ◽  
Ambient Air ◽  
Ozone Production ◽  
State University ◽  
Photostationary State ◽  
Sample Chamber ◽  
Efficiency Conversion ◽  
The Difference ◽  
Teflon Film

Abstract. A new ambient air monitor, the Measurement of Ozone Production Sensor (MOPS), measures directly the rate of ozone production in the atmosphere. The sensor consists of two 11.3 L environmental chambers made of UV-transmitting Teflon film, a unit to convert NO2 to O3, and a modified ozone monitor. In the sample chamber, flowing ambient air is exposed to the sunlight so that ozone is produced just as it is in the atmosphere. In the second chamber, called the reference chamber, a UV-blocking film over the Teflon film prevents ozone formation but allows other processes to occur as they do in the sample chamber. The air flows that exit the two chambers are sampled by an ozone monitor operating in differential mode so that the difference between the two ozone signals, divided by the exposure time in the chambers, gives the ozone production rate. High-efficiency conversion of NO2 to O3 prior to detection in the ozone monitor accounts for differences in the NOx photostationary state that can occur in the two chambers. The MOPS measures the ozone production rate, but with the addition of NO to the sampled air flow, the MOPS can be used to study the sensitivity of ozone production to NO. Preliminary studies with the MOPS on the campus of the Pennsylvania State University show the potential of this new technique.

scholarly journals Making Robot Movies

2016 ◽  
Vol 4 (9) ◽  
pp. 35-49
Author(s):  
Damian Schofield ◽  
Lisa Dethridge
Keyword(s):  
New York ◽  
Culturally Diverse ◽  
Online Collaboration ◽  
State University ◽  
Global Media ◽  
Face To Face ◽  
Hybrid Techniques ◽  
Classroom Techniques ◽  
Intercultural Exchange ◽  
Production Output

This paper discusses an example of global media production in an educational context that is also a model for online intercultural exchange. We investigate the proces s of an international, research led film production project between two universities, RMIT University, Australia and the State University of New York, Oswego campus, USA (SUNY Oswego). The aim of this paper is to investigate how teams which are geographically, academically and culturally diverse may engage in a process of research led learning. We discuss important issues in the emerging field of online collaboration as they relate to practice and pedagogy in both higher education and industry. We offer so me basic guidelines for methods and practice in global online collaboration. We conclude that hybrid techniques which blend virtual and “real” or face to face classroom techniques may be most useful to produce exciting screen research and production output s.

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