scholarly journals Students’ Soft Skills, Hard Skills, and Competitiveness (SHC): A Suggested Model for Indonesian Higher Education Curriculum

2021 ◽  
Vol 20 (2) ◽  
pp. 218-234
Author(s):  
Hadiyanto Hadiyanto ◽  
Noferdiman Noferdiman ◽  
Syamsurizal Syamsurizal ◽  
Muhaimin Muhaimin ◽  
Ina Krisantia
Keyword(s):  
Teaching And Learning ◽  
Development Process ◽  
Course Design ◽  
Soft Skills ◽  
Working Environment ◽  
Design Development ◽  
Study Objective ◽  
Course Content ◽  
Higher Education Curriculum ◽  
Hard Skills

This study develops a model for students and graduates of Soft Skills, Hard Skills, and Competitiveness (SHC) and seeks user validation after the development process. The development process uses the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. A quantitative survey using questionnaires and descriptive quantitative analysis was applied in obtaining user validation as the study objective. The development results validated the students' SHC Development model, which has 3 main phases, including Input, Process and Output. The Input phase comprises course content, SHC component, and strategy of students’ center approach. The Process phase consists of blended course design, instruction and students' engagement, and evaluation. The Output phase comprises soft and hard skills achievement, as well as students’ competitiveness level. Users perceived the model’s phases and components as wholly acceptable, appropriate, and applicable for implementation through curriculum, teaching, and learning at the university. This study contributes to graduate preparation for employability skills in the challenging and complex working environment in revolution industry 4.0.

scholarly journals IKI SAE MAS AS AN INTEGRATED SOFT SKILLS CONCEPT FROM THE QUR'AN AND SUNNAH PERSPECTIVE

2018 ◽  
Vol 15 (2) ◽  
pp. 225-249
Author(s):  
Aries Musnandar
Keyword(s):  
Capital Investment ◽  
Teaching And Learning ◽  
Meaning Making ◽  
Soft Skills ◽  
School Curriculum ◽  
Educational Goals ◽  
Instructional Management ◽  
Social Phenomena ◽  
National Education ◽  
Hard Skills

Best practices of formal school education, particularly in the instructional management relates to teaching and learning. Education deals with all domains of human competency. In elementary school, unfortunately, there is still a discrepancy between aim and result. Teacher misconduct will affect students’ bad character. The incorrect education process may create failure in achieving defined educational goals. It is vital for any nation to have competent educational practitioners to ensure its success in developing its students’ skills as a human capital investment of a nation. School curriculum goal is derived from the national education aims which develop students’ potentials for becoming good people in hard skills and soft skills. Therefore, the ideal teachers should understand all students’ characteristics and potentials. This research is an attempt to highlight the function of instructional management of soft skills to the success of students’ performance.  The study employs a qualitative research method with multiple case study design, in which a meaning-making activity is underlined as the first objective of interpretive research in understanding social phenomena of education activities. Such phenomena to be interpreted may be found in the practical realm, skilled know-how, and experiences. Based on findings, it is known substantively that students’ soft skills will not be developed if the instructional management focuses on academic. On the other hand, soft skills will enhance significantly students’ academic results, because soft skills will enable and improve students’ potentials to reach the best learning achievement. At last, the researcher offers soft skills formula from an Islamic perspective as a comprehensive concept for building student character to be a good man. In Islamic precepts soft skills are akhlak-adab, good character, positive behavior, spread kindness and bring many benefits to others and the environment. However, these soft skills must be placed under the guidance of Qur’an and Sunnah.

Effectiveness of International Distance Education in High School between Thailand and Japan

2013 ◽  
pp. 336-349
Author(s):  
Natcha Pavasajjanant
Keyword(s):  
Teaching And Learning ◽  
Course Design ◽  
Course Evaluation ◽  
Student Feedback ◽  
Traditional Lecture ◽  
Course Content ◽  
Media Usage ◽  
Effective Learning ◽  
Three Stages ◽  
Self Learning

This article presents a view of the effectiveness of teaching and learning systems by focusing on how courses using ICT can be designed based on educational theories and evaluated using student feedback. This study analyzes a distance learning project in which Thai and Japanese (grade 10) students studied how to use MX Flash software for the creation of animations. In designing the course prior to implementation, the theoretical framework was examined and the Constructivism theory and the Bloom’s taxonomy were adopted. From these perspectives, effective learning-teaching methods are determined by course content, conditions of teaching processes, and media usage. The teaching processes were classified with the following three stages determined: (1) traditional lecture; (2) self-learning; and (3) collaborative learning. At the end of each class, the students were asked to respond to the course evaluation related to following the three domains: (1) comprehension; (2) cognitive load; and (3) motivation. These evaluations by the students were fully utilized in a regression analysis which examined whether the course design was appropriate for student understanding.

Beginning Chinese as a Foreign Language Online Course Design

2016 ◽  
pp. 104-142
Author(s):  
Bailu Li ◽  
Sijia Yao ◽  
Wei Hong
Keyword(s):  
Foreign Language ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Course Design ◽  
First Year ◽  
Distance Teaching ◽  
Design Development ◽  
Learning Content ◽  
Language Courses ◽  
Virtual Interaction

The explosive worldwide growth of the internet inspired the initial emergence and further implementation of distance teaching and learning in a multitude of areas, including languages (Harasim, 2000; Holmberg et al., 2005; White, 2003, 2006; Blake & Delforge, 2007; Hampel & de los Arcos, 2013). The change from the traditional classroom environment to a more diversified and flexible distance setting has been embraced by many educators, administrators, and students, yet it has also generated doubt and resistance from others. Students may potentially benefit from more efficient uses of multimedia resources with increased critical thinking, communication, and problem-solving skills (Tricker et al., 2001; Felix, 2002; Spangle, Hodne & Schierling, 2002; Levy & Stockwell, 2006). Meanwhile, critics also highlight the potential drawbacks for distance learning students, including isolation from peers, lack of engagement, and insufficient technical support (Shield 2000; Muilenburg and Berge, 2005; Simonson et al., 2009; Berge 1999; Hara and Kling 2000; Bower, 2001; Wang & Chen 2013). This chapter concerns the ways in which distance online learning content can be designed and developed through the utilization of multimedia and cultural-enriched materials for first-year-level College Chinese Foreign Language (CFL) courses. Discussions about employing virtual interaction, including student-content, student-instructor, and student-student interaction in course design and course design development. The chapter will end with discussions of the current challenges and new directions for a better practice of teaching and learning of Chinese language courses at a distance.

scholarly journals Research on Online-Offline Hybrid Teaching of Applied Undergraduate Course "Design Thinking and Method"

2020 ◽  
Vol 2 (3) ◽  
Author(s):  
Xiaoxia Zhang
Keyword(s):  
Research And Development ◽  
Theoretical Basis ◽  
Development Process ◽  
Design Thinking ◽  
Course Design ◽  
Relevant Research ◽  
Course Content ◽  
Teaching Goals ◽  
Hybrid Teaching ◽  
Content Design

This paper is an exploration and summary of experience on the online-offline hybrid teaching for the course of Design Thinking and Methods at Shanghai Lida University to provide a certain practical and theoretical basis for the relevant research of the peers. This paper gives a detailed introduction on the current situation of the course; teaching goals exploration; course research and development process; online and offline course content design centered on the teaching goals; and the experience of online and offline course implementation centered on the teaching goals.

scholarly journals Akuarintar as a Media in Arabic Teaching and Learning for Deaf Towards Sustainable Development Goals (SDGS) 2030

IZDIHAR ◽  
2020 ◽  
Vol 3 (3) ◽  
pp. 181-196
Author(s):  
Nuriyatul Hidayah ◽  
Nur Anisah Ridwan ◽  
Hanik Mahliatussikah ◽  
Moch Wahib Dariyadi ◽  
Bendine Bekhoula
Keyword(s):  
Teaching And Learning ◽  
Sustainable Development Goals ◽  
Development Process ◽  
Design Development ◽  
Rank Tests ◽  
Media Design ◽  
Validation Test ◽  
Development Goals ◽  
Analysis Design ◽  
Addie Model

Indonesia is a country that is familiar and closely related to Arabic. Therefore, learning this language becomes an important thing. This research was aimed to explain the development process and the validity level of Application of Arabic-Indonesian Expression Dictionary for Deaf (Akuarintar) as a media in Arabic teaching and learning for students at SMALB YPTB Malang. This research and development method used the ADDIE model which included Assessment/Analysis, Design, Development, Implementation, and Evaluation. The results of the validity test were the language validation test showed the proportion of 83%. The results of material validation were 89%, while the results of media design validation were 87%, and the results of teacher validation were 87%. The results of the Wilcoxon Rank Tests analysis obtained a significance value of p = 0.001 and z = -3.453, which means that the students score of Arabic learning significantly increased after using the Akuarintar application. So, it can be concluded that Akuarintar is very suitable as a media for teaching and learning Arabic for the deaf.

Effectiveness of International Distance Education in High School between Thailand and Japan

2012 ◽  
pp. 203-217
Author(s):  
Natcha Pavasajjanant
Keyword(s):  
Teaching And Learning ◽  
Course Design ◽  
Course Evaluation ◽  
Student Feedback ◽  
Traditional Lecture ◽  
Course Content ◽  
Media Usage ◽  
Effective Learning ◽  
Three Stages ◽  
Self Learning

This paper presents a view of the effectiveness of teaching and learning systems by focusing on how courses using ICT can be designed based on educational theories and evaluated using student feedback. This study analyzes a distance learning project in which Thai and Japanese (grade 10) students studied how to use MX Flash software for the creation of animations. In designing the course prior to implementation, the theoretical framework was examined and the Constructivism theory and the Bloom’s taxonomy were adopted. From these perspectives, effective learning-teaching methods are determined by course content, conditions of teaching processes, and media usage. The teaching processes were classified with the following three stages determined: (1) traditional lecture; (2) self-learning; and (3) collaborative learning. At the end of each class, the students were asked to respond to the course evaluation related to following the three domains: (1) comprehension; (2) cognitive load; and (3) motivation. These evaluations by the students were fully utilized in a regression analysis which examined whether the course design was appropriate for student understanding.

Effective of International Distance Education in High School between Thailand and Japan

2010 ◽  
Vol 6 (3) ◽  
pp. 11-24
Author(s):  
Natcha Pavasajjanant
Keyword(s):  
Teaching And Learning ◽  
Course Design ◽  
Course Evaluation ◽  
Student Understanding ◽  
Traditional Lecture ◽  
Course Content ◽  
Media Usage ◽  
Effective Learning ◽  
Three Stages ◽  
Self Learning

This paper presents a view of the effectiveness of teaching and learning systems by focusing on how courses using ICT can be designed based on educational theories and evaluated using student feedback. This study analyzes a distance learning project in which Thai and Japanese (grade 10) students studied how to use MX Flash software for the creation of animations. In designing the course prior to implementation, the theoretical framework was examined and the Constructivism theory and the Bloom’s taxonomy were adopted. From these perspectives, effective learning-teaching methods are determined by course content, conditions of teaching processes, and media usage. The teaching processes were classified with the following three stages determined: (1) traditional lecture; (2) self-learning; and (3) collaborative learning. At the end of each class, the students were asked to respond to the course evaluation related to following the three domains: (1) comprehension; (2) cognitive load; and (3) motivation. These evaluations by the students were fully utilized in a regression analysis which examined whether the course design was appropriate for student understanding.

scholarly journals Challenges of Teaching and Learning Business English in Ukrainian Universities

2020 ◽  
Author(s):  
Nataliia Avsheniuk ◽  
Nataliya Seminikhyna
Keyword(s):  
Teaching And Learning ◽  
Course Design ◽  
Professional Community ◽  
Business English ◽  
Language Competence ◽  
Business World ◽  
Course Content ◽  
Content Selection ◽  
National University ◽  
Considerable Experience

The English has been widely used and expanded with the globalization of the business world, notably ESP is considered a part of it. This study aims to seek out the challenges of teaching and learning Business English in Ukrainian universities. Considerable experience as Business English teachers at several Ukrainian universities and ongoing contact with colleagues in the professional community of ESP teachers, provides an opportunity to affirm that the results we found in the empirical study are typical for most Ukrainian universities. This assumption was also supported in the discussions with the ESP teachers from different regions of Ukraine during the British Council's “English for Universities” project (2015-2018). Data collection was done by conducting a questionnaire survey for the ESP practitioners that had the issues in teaching ESP course at the Faculty of Economics, Taras Shevchenko National University of Kyiv The findings revealed the challenges that ESP practitioners face, particularly: difference in students’ language competence, course content selection, lack of motivation, in-class hours etc. and possible solutions in overcoming the constraints in teaching. The study suggests that Business English practitioners should develop and improve practical tools for evaluation and certification of results following the requirements and further improvements should be implemented in the methodology and organization of ESP teaching, the content of the course, the course design, the development of course-books and supplementary teaching materials for each specialty.

scholarly journals Fusing the Jigsaw Method and Microsoft Teams: A Promising Online Pedagogy

2021 ◽  
Vol 20 (11) ◽  
pp. 272-287
Author(s):  
Malissa Maria Mahmud ◽  
Shiau Foong Wong
Keyword(s):  
Teaching And Learning ◽  
Course Design ◽  
Positive Impact ◽  
Methods Course ◽  
Course Content ◽  
Global Pandemic ◽  
Post Test ◽  
Jigsaw Method ◽  
Technological Tool ◽  
Student Centred Learning

The Covid-19 pandemic has triggered a universal disruption over the past year, and has caused unforeseen and formidable changes, but simultaneously has also enthused a digital transformation for educational institutions of all levels. With the upsurge in the usage of digital technologies, some potential caveats should be addressed, in particular, the speculative effective methods, course design and structure. A prodigious deal of reappraising and reimagining the philosophy of what is deemed to be the most familiar is imperative, not only to promote student-centred learning, but also encourage online engagement. Considering the suspension of all face-to-face classes due to the rapid spread of the global pandemic, the purpose of this study was to assess the usability and adoption of the jigsaw method on the web-based platform, Microsoft (MS) Teams for both synchronous and asynchronous teaching and learning. A pre-experimental research design was utilised with one post-test dataset obtained from the post-experiment learning analytics. Subsequently, the usability and adoption of the jigsaw method in MS Teams were evaluated based on the reciprocity of students’ responses towards the design. It is postulated that MS Teams stand out as a promising technological tool to facilitate the integration of the jigsaw method into an online learning environment. It advocates better students engagement and collaboration, and thus leads to the positive impact on students’ performance and enhanced comprehension of course content, specifically the availability of customized MS Teams features; channel and synchronous chat, which are recommended to support an engaged learning ecology.

scholarly journals Challenges of Teaching and Learning Business English in Ukrainian Universities

2020 ◽  
pp. 68-78
Author(s):  
Nataliia Avsheniuk ◽  
Nataliya Seminikhyna
Keyword(s):  
Teaching And Learning ◽  
Course Design ◽  
Professional Community ◽  
Business English ◽  
Language Competence ◽  
Business World ◽  
Course Content ◽  
Content Selection ◽  
National University ◽  
Considerable Experience

The English has been widely used and expanded with the globalization of the business world, notably ESP is considered a part of it. This study aims to seek out the challenges of teaching and learning Business English in Ukrainian universities. Considerable experience as Business English teachers at several Ukrainian universities and ongoing contact with colleagues in the professional community of ESP teachers, provides an opportunity to affirm that the results we found in the empirical study are typical for most Ukrainian universities. This assumption was also supported in the discussions with the ESP teachers from different regions of Ukraine during the British Council's “English for Universities” project (2015-2018). Data collection was done by conducting a questionnaire survey for the ESP practitioners that had the issues in teaching ESP course at the Faculty of Economics, Taras Shevchenko National University of Kyiv The findings revealed the challenges that ESP practitioners face, particularly: difference in students’ language competence, course content selection, lack of motivation, in-class hours etc. and possible solutions in overcoming the constraints in teaching. The study suggests that Business English practitioners should develop and improve practical tools for evaluation and certification of results following the requirements and further improvements should be implemented in the methodology and organization of ESP teaching, the content of the course, the course design, the development of course-books and supplementary teaching materials for each specialty.

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