scholarly journals Analysing Students’ Achievement in the Learning of Electronics Supported by ICT Resources

Electronics ◽  
2019 ◽  
Vol 8 (3) ◽  
pp. 264 ◽  
Author(s):  
David Valiente ◽  
Luis Payá ◽  
Susana Fernández de Ávila ◽  
Juan Ferrer ◽  
Oscar Reinoso
Keyword(s):  
Circuit Simulation ◽  
Bachelor's Degree ◽  
Information Communication ◽  
Learning Program ◽  
Learning Programs ◽  
Technology Applications ◽  
Bachelor's Degrees ◽  
Teaching Programs ◽  
Technology Resources

Over the past few decades, the incipient growth of technology applications sustained by electronics has contributed to the adaption of learning programs in many engineering degrees at university, fostering the presence of electronics subjects. This highlights the paramount importance of improving the teaching of electronics, especially in the first years of Bachelor’s degrees in engineering. However, despite the fact that the teaching programs have been periodically renewed with more practical sessions, the students’ outcomes are still noticeably low. So far, results only confirm improvements in the students’ performance in the resolution of electronic circuits. Nonetheless, this is generally subject to the application of repetitive circuit resolution models, to the detriment of the real and active understanding of electronic principles. In this context, this study assesses the actual efficacy of different ICT (Information, Communication and Technology) resources, introduced into an electronics course, taught in an engineering Bachelor’s degree, within the Spanish official university system. These resources have been sequentially introduced during five consecutive years. We have conducted a statistical analysis to infer whether all the resources are equally relevant for the achievement of the students or not. In addition, we have designed a survey to measure the perceived improvement in the understanding of concepts, acquired competences, and reported satisfaction and attitude towards the use of specific resources during the program. Amongst others, LMS (Learning Management System) support, online PBL (Problem-Based Learning) activities, and CSA (Circuit Simulation Applets) have been considered. Overall, the designed learning program has been intended to provide students with long-term references to enrich their resources’ background regarding electronics.

Service-Learning Opportunities for Preservice Music Teachers within Community Music Settings

2019 ◽  
pp. 641-667
Author(s):  
Jared R. Rawlings
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Teacher Development ◽  
Learning Opportunities ◽  
Music Teacher ◽  
Teacher Preparation Program ◽  
Community Music ◽  
Learning Program ◽  
Learning Opportunity ◽  
Learning Programs

Authentic teaching opportunities are important for all preservice teachers, and service-learning opportunities within community music settings support preservice music teacher development. The purpose of this chapter is to document a service-learning opportunity within a community music school and showcase the benefits and challenges of a partnership between a music teacher preparation program and this school. After defining service learning and describing how it is utilized in music teacher education, the chapter uncovers the following topics: establishing a community music partnership, designing a service-learning opportunity, and evaluating the outcomes of service-learning programs. The chapter concludes with a discussion of the implications of and recommendations for utilizing a multi-tier service-learning program alongside a preservice music teacher curriculum.

scholarly journals Cooperative Learning to Enhance Horticulture Skills and Raise Funds for Professional Development

2017 ◽  
Vol 27 (4) ◽  
pp. 455-457
Author(s):  
Brian J. Pearson ◽  
Kimberly Moore ◽  
James Barrett
Keyword(s):  
Professional Development ◽  
Cooperative Learning ◽  
College Graduates ◽  
Learning Opportunities ◽  
Academic Departments ◽  
Learning Program ◽  
Employment Opportunities ◽  
Hands On ◽  
Learning Programs ◽  
Critical Skills

Increased global trade coupled with diversified employment opportunities have generated demand for college graduates to possess enhanced interpersonal and foreign communication skills and a well-developed understanding of foreign culture. Horticultural employment opportunities also require students to possess a mastery of horticultural theory with an established record of direct, hands-on experience. Despite these needs, financial limitations of students and academic departments coupled with a lack of available opportunities may restrict students from developing these critical skills. Through development of cooperative learning programs, students have an opportunity to master and refine their horticultural skills while simultaneously raising funds, which are allocated for professional development including an international learning program. This article provides a successful overview of a student-based cooperative learning program that enhances student learning opportunities.

scholarly journals The Long Term Impact of A Rainforest Experience on Chinese Students’ Pro-Environmental Identity and Behavior in Macau

2018 ◽  
Vol 59 ◽  
pp. 01022
Author(s):  
Nga Ian Tam
Keyword(s):  
Tropical Rainforest ◽  
Chinese Students ◽  
Household Waste ◽  
Natural Environments ◽  
Environmental Identity ◽  
Learning Program ◽  
Long Term Impact ◽  
And Behavior

The phenomenological case study covers the limited research on Chinese students‟ experiences of nature in a tropical rainforest in Thailand. Macau is a very small place with only 20 % of natural resources remaining but Chinese students are born to be detached from these natural environments. Their comfortable lifestyle leads to a rise of unsustainable behavior such as an increased in consumption and household waste. With numerous researches that review the benefits of nature including an enhancement in environmental friendly behavior, a 7 d self-funded experiential learning program in a tropical rainforest in Thailand in 2015 was initiated in fostering 12 Chinese students‟ pro-environmental identity and behavior. Findings show the majority of students‟ pro-environmental identity and behavior is enhanced and they are trying to reconnect with the natural environment more often than before.

scholarly journals The Learning of E-Sustainability Competences: A Comparative Study between Future Early Childhood and Primary School Teachers

2021 ◽  
Vol 11 (10) ◽  
pp. 644
Author(s):  
Mayra Urrea-Solano ◽  
María J. Hernández-Amorós ◽  
Gladys Merma-Molina ◽  
Salvador Baena-Morales
Keyword(s):  
Early Childhood ◽  
Bachelor's Degree ◽  
Digital Culture ◽  
Future Teachers ◽  
Economic Dimension ◽  
Primary School Teachers ◽  
Trainee Teachers ◽  
Childhood Education ◽  
Bachelor's Degrees ◽  
The University

Digital technologies play a key role in the fulfilment of the 2030 Agenda. However, their contribution to this goal depends on the digital culture of society. In this context, future teachers’ knowledge of e-sustainability is of paramount importance, as the responsible and sustainable behaviour of future generations largely depends on their skills in this area. Therefore, this study aimed to identify the existence of possible differences in digital competences in sustainability among trainee teachers. The study involved the participation of 348 students in the 2nd year of their Bachelor’s Degrees in Early Childhood and Primary Education at the University of Alicante (Alicante, Spain), who filled out a questionnaire on this topic. The SPSS v. 25 statistical programme, with which a comparative analysis was carried out, was used to process the data. On the basis of the results, the students of the Bachelor’s Degree in Early Childhood Education generally presented a higher level of e-sustainable competences, especially with regard to general competences and the economic dimension of digital sustainability. Despite this, and given the small size of the differences, we conclude that there is a need to design didactic proposals to favour the acquisition of these competences among future teachers at both stages.

scholarly journals QUANTUM COMPUTING AND COMMUNICATIONS

2021 ◽  
Vol 4 (1) ◽  
pp. 53-59
Author(s):  
Antonio Manzalini ◽  
Keyword(s):  
Scientific Progress ◽  
Communication Technologies ◽  
Modern World ◽  
Information Communication Technologies ◽  
Information Communication ◽  
5G Network ◽  
Challenges And Opportunities ◽  
Second Wave

Today, like never before, we are witnessing a pervasive diffusion of ultra-broadband fixed-mobile connectivity, the deployment of Cloud-native 5G network and service platforms, and the wide adoption of Artificial Intelligence. It has the so-called Digital Transformation of our Society: as a matter of fact, the transformative role of Telecommunications and Information Communication Technologies (ICT) has long been witnessed as a precursor of scientific progress and economic growth in the modern world. Nevertheless, this transformation is still laying its foundations on Electronics and the impending end of Moore’s Law: therefore, a rethinking of the long-term ways of doing computation and communications has been already started. Among these different ways, quantum technologies might trigger the next innovation breakthrough in the medium long-term. In this direction, the paper provides an overview of the state of the art, challenges, and opportunities posed by an expected second wave of quantum technologies and services.

scholarly journals Experiential Learning: A Definitive Edge In The Job Market

2010 ◽  
Vol 3 (2) ◽  
pp. 115-118 ◽  
Author(s):  
James Clark ◽  
Gayle Webb White
Keyword(s):  
Experiential Learning ◽  
Business Strategy ◽  
Real Life ◽  
Marketing Research ◽  
Free Enterprise ◽  
Business Majors ◽  
Learning Program ◽  
Corporate Leaders ◽  
Learning Programs ◽  
Complete Detail

The value of experiential learning is explored as it has now become a given among educators and corporate leaders that a university must provide experiential learning programs such as internships; real-life cases in marketing research, advertising, etc.; and voluntary student participation in income tax preparation for the needy and elderly; and many additional types of programs to promote the application of learning and involvement with the world of work.  The paper presents one unique experiential learning program in complete detail—Student in Free Enterprise’s Walgreens Wrangle.  This is a twelve-university business strategy competition sponsored by the Students in Free Enterprise team at Southern Arkansas University that has the three-day involvement of managers of four major corporations.  This period of time to interact both professionally and socially with a corporate group has proven to be invaluable to business majors and provided them with many experiential learning experiences.

scholarly journals Long-term student experiences in a hybrid, open-ended and problem based Adventure Learning program

2010 ◽  
Vol 26 (2) ◽  
Author(s):  
George Veletsianos ◽  
Aaron Doering
Keyword(s):  
Educational Technology ◽  
Elementary School Children ◽  
Learning Experience ◽  
Student Experiences ◽  
Future Research ◽  
Complex Environments ◽  
Learning Program ◽  
Research And Practice ◽  
Adventure Learning

<span>In this paper we investigate the experiences of elementary school children over a two-year period during which they engaged with a hybrid Adventure Learning program. In addition to delineating Adventure Learning experiences, we report on educational technology implementations in ecologically valid and complex environments, while drawing inferences on the design of sustainable and successful innovations. Our research indicates that the Adventure Learning experience over the two-year period was dynamic, participatory, engaging, collaborative, and social. Students eagerly became part of the experience both inside and outside of the classroom, and it quickly became apparent that they saw themselves as valued members of the unfolding storyline that mediated their learning. Our recommendations for future research and practice include a call to evaluate "authenticity," focus on the learner experience and narrative, and consider the interplay between pedagogy, technology, and design.</span>

Key Factors for Maximizing the Effectiveness of Blended E-Learning

2014 ◽  
pp. 410-437
Author(s):  
Maria Pavlis-Korres
Keyword(s):  
Distance Learning ◽  
Adult Education ◽  
Educational Process ◽  
Educational Outcome ◽  
Learning Program ◽  
Face To Face ◽  
Scientific Staff ◽  
Learning Programs ◽  
E Learning ◽  
Program Content

The chapter focuses on the main factors, which should be met in order to maximize the effectiveness of a blended e-learning program for adult learners. The factors discussed in this chapter are derived from the perspectives of the learners, scientific staff, administrative staff, and the technical staff engaged in the distance learning process. Specifically, these factors have emerged through the internal evaluation of a national program, Design and Implementation of Distance Learning Programs, implemented in Greece via the Distance Adult Education Center for Lifelong Learning. Findings on the strengths and weaknesses of the program as well as suggestions for implementation of future related programs are also discussed in the chapter. The findings indicate that harmonization of program content and the educational process with the principles of adult education both in face-to-face and online environment has a positive effect on the educational outcome of the program. In addition, the appropriate use of the communication tools in the Learning Management System (LMS) is very important for the effectiveness of the program.

International Service-Learning in Practice

2018 ◽  
pp. 462-479
Author(s):  
Noel B. Habashy
Keyword(s):  
Service Learning ◽  
Domestic Service ◽  
Power Dynamics ◽  
Learning Program ◽  
Theoretical Frameworks ◽  
Theoretical Concepts ◽  
International Service Learning ◽  
International Service ◽  
Learning Partnerships ◽  
Learning Programs

This chapter explores key theoretical concepts relevant to the planning and implementation of international (and domestic) service-learning programs. This chapter explores the power dynamics of international service-learning through four key theoretical concepts: the politics of power, local knowledge, framing, and problem definition. While these ideas are particularly appropriate for international service-learning program, they are also relevant for domestic service-learning partnerships in nearby communities. In addition to providing theoretical frameworks, this chapter identifies recommendations for practice in order to address each of the four challenges identified. Universities must consider these factors if they wish to develop stronger programs with reciprocal benefits to communities and students. With stronger partnerships, better development will occur for both students and community members.

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