Problem-Focused Higher Education for Shaping the Knowledge Society

2012 ◽  
pp. 153-168
Author(s):  
Juri Valtanen ◽  
Eleni Berki ◽  
Elli Georgiadou ◽  
Margaret Ross ◽  
Geoff Staples
Keyword(s):  
Higher Education ◽  
Career Development ◽  
Learning Process ◽  
Knowledge Society ◽  
Problem Based Learning ◽  
Work Life ◽  
Learning Approaches ◽  
It Skills ◽  
Compare And Contrast ◽  
Quality Features

Higher education (HE) has not efficiently targeted a knowledge-shaped economy and has not kept up with the knowledge and IT skills demanded to resolve the problems from social- and work- exclusion. While recently unemployed knowledge workers are searching for new jobs, re-educating policies and career development options have not kept pace with work changes. There is an urgent need for a HE reform in order to address the current socio-economic and work-life crises. For this reform, the authors compare and contrast three promising learning approaches: problem-based learning PBL, work-based learning WBL and problem-focused education PFE. While in PBL and WBL work- and problem-related knowledge is transferred sufficiently, PFE seems to outperform. The paper points to an effective re-organisation of HE by (1) investing in PFE as the means to achieve quality in the learning process and its outcomes and (2) identifying ICT quality features for supporting the PFE learning process.

Problem-Focused Higher Education for Shaping the Knowledge Society

2011 ◽  
Vol 2 (4) ◽  
pp. 23-37 ◽  
Author(s):  
Juri Valtanen ◽  
Eleni Berki ◽  
Elli Georgiadou ◽  
Margaret Ross ◽  
Geoff Staples
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Knowledge Workers ◽  
Knowledge Society ◽  
Work Life ◽  
Learning Approaches ◽  
It Skills ◽  
Compare And Contrast ◽  
Quality Features ◽  
New Jobs

Higher education (HE) has not efficiently targeted a knowledge-shaped economy and has not kept up with the knowledge and IT skills demanded to resolve the problems from social- and work- exclusion. While recently unemployed knowledge workers are searching for new jobs, re-educating policies and career development options have not kept pace with work changes. There is an urgent need for a HE reform in order to address the current socio-economic and work-life crises. For this reform, the authors compare and contrast three promising learning approaches: problem-based learning PBL, work-based learning WBL and problem-focused education PFE. While in PBL and WBL work- and problem-related knowledge is transferred sufficiently, PFE seems to outperform. The paper points to an effective re-organisation of HE by (1) investing in PFE as the means to achieve quality in the learning process and its outcomes and (2) identifying ICT quality features for supporting the PFE learning process.

scholarly journals Menumbuhkan Sikap Nasionalisme Warga Negara Muda di Era Globalisasi melalui Pendidikan Kewarganegaraan di Perguruan Tinggi (Studi pada Mahasiswa PGSD UAD)

2019 ◽  
Vol 4 (1) ◽  
pp. 79-88
Author(s):  
Lisa Retnasari ◽  
Yayuk Hidayah
Keyword(s):  
Higher Education ◽  
Significant Role ◽  
Learning Process ◽  
Citizenship Education ◽  
Research Method ◽  
Problem Based Learning ◽  
Learning Approaches ◽  
Strategic Role ◽  
Pbl Model

This study aims to determine the strategic role of Citizenship Education in fostering the attitude of nationalism of young citizens in the era of globalization. The research method used is a survey. The results showed. Citizenship Education in higher education can contribute to fostering nationalism with the values of Pancasila has a significant role for young citizen. Citizenship education learning approaches are more interactive through the problem-based learning model. In the learning process with the PBL model so that the maximum educator must have broad insight competencies.

scholarly journals MAGNETIZING THE INTEREST AND RETENTION OF LECTURER IN PRIVATE HIGHER EDUCATION

2020 ◽  
Vol 1 (2) ◽  
pp. 120
Author(s):  
Nasir Nasir
Keyword(s):  
Higher Education ◽  
Career Development ◽  
Leadership Style ◽  
Private Universities ◽  
Structured Interview ◽  
Work Life ◽  
Quantitative Approach ◽  
Private Higher Education ◽  
Key Informant ◽  
Gathering Data

Education This study aimed to explore the strategy to maintain lecturers, particularly in private higher education. It is important because the growth of private universities makes qualified lecturers contested. Responding to that crisis, leaders imposed to construct a strategy to keep them. The required data were collected by interviewing selected respondents determined by the key informant. The instrument used in gathering data was a semi-structured interview. The data then analyzed with the inductive model by Miles, Huberman, & Saldana. The result of the study reveals that: higher education should respond to what is prompting lecturers to move. They must take responsibility for every lecturer resigning and to intervene immediately to find out the reasons that make the lecturer to resign. In terms of the strategy to counter the lecturer’s switch out, the researcher constructed a strategy to magnetize them to remain through concerning more seriously on some aspects, for instance: payment, leadership style, career development, conducive-work life, adequate well-resourced libraries, recognition, and workload. All these efforts addressed to motivate them in working then decide to remain in the institution. Lastly, the researcher also recommends to others to test the conclusion by applying a quantitative approach

scholarly journals PENERAPAN PEMBELAJARAN BERBASIS MASALAH

EDUTECH ◽  
2014 ◽  
Vol 13 (2) ◽  
pp. 211
Author(s):  
Rusman
Keyword(s):  
Learning Process ◽  
Group Work ◽  
Learning Experience ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Approaches ◽  
Learning Capacity ◽  
Depth Study ◽  
Innovative Learning ◽  
Point Of Departure

Abstract, changes in the perspective of students as objects to students as subjects in the learning process become a point of departure in the discovery of various innovative learning approaches. However, it is often overlooked that the essence of learning is students’ learning and not teachers’ teaching. Teachers are required to choose a learning approach that can drive the spirit of every student to be actively involved in their learning experience. One learning alternative that enables the development of students’ thinking skills (reasoning, communication, and connection) in problem solving is Problem Based Learning (PBL). Problem Based Learning is an innovation in learning because it allows the optimization of students’ thinking skills through systematic process of group work, so that students can empower, hone, test, and develop their learning capacity on an ongoing basis. Therefore, it is essential that there is an in-depth study on what and how Problem Based Learning is applied in the learning process, so that the learning is oriented towards students’ activities, value- laden, and more meaningful.Keywords: Problem Based Learning, Learning InnovationAbstrak, Perubahan cara pandang terhadap siswa sebagai objek menjadi subjek dalam proses pembelajaran menjadi titik tolak banyak ditemukannya berbagai pendekatan pembelajaran yang inovatif. Salah satu kecenderungan yang sering dilupakan adalah melupakan bahwa hakikat pembelajaran adalah belajarnya siswa dan bukan mengajarnya guru. Guru dituntut dapat memilih pendekatan pembelajaran yang dapat memacu semangat setiap siswa untuk secara aktif ikut terlibat dalam pengalaman belajarnya. Salah satu alternatif pembelajaran yang memungkinkan dikembangkannya keterampilan berfikir siswa (penalaran, komunikasi, dan koneksi) dalam memecahkan masalah adalah Pembelajaran Berbasis Masalah. Pembelajaran Berbasis Masalah merupakan inovasi dalam pembelajaran karena dalam proses pembelajaran kemampuan berpikir siswa betul-betul dioptimalisasikan melalui proses kerja kelompok atau tim yang sistematis, sehingga siswa dapat memberdayakan, mengasah, menguji, dan mengembangkan kemampuan berpikirnya secara berkesinambungan. Berdasarkan hal tersebut, maka perlu kiranya ada sebuah bahan kajian yang mendalam tentang apa dan bagaimana pembelajaran berbasis masalah diterapkan dalam proses pembelajaran, sehingga pembelajaran berorientasi pada aktivitas siswa, sarat nilai dan lebih bermakna.Kata Kunci: Pembelajaran Berbasis Masalah, Inovasi Pembelajaran

scholarly journals FUNDAMENTOS PSICOLÓGICOS PARA UN MODELO PEDAGÓGICO UNIVERSITARIO DEL SIGLO XXI

2017 ◽  
Vol 2 (4) ◽  
pp. 67
Author(s):  
Andrés Rodríguez Jiménez ◽  
Mirley Robaina Santander
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Learning Process ◽  
Knowledge Society ◽  
Social Needs ◽  
Educational Model ◽  
Model Learning ◽  
Pedagogical Model ◽  
The University ◽  
Modelo Pedagógico

RESUMEN Las demandas sociales del siglo XXI, requieren cambios en la enseñanza superior de pregrado que posibiliten la formación de los profesionales que necesita la sociedad del conocimiento. Este trabajo forma parte de un proyecto de investigación en esta temática que se ejecuta en la Universidad de Artemisa, Cuba; para la elaboración de un modelo pedagógico que responda a estas necesidades sociales y a la vez esté contextualizado a las condiciones de la Universidad. Se ha trazado como objetivo definir el modelo pedagógico que debe regir para que la enseñanza de pregrado responda a las demandas para la formación de profesionales en el siglo XXI; así como establecer sus componentes y sus fundamentos psicológicos. Para ello se llevó a cabo un estudio de referentes bibliográficos relacionados con la temática y a continuación se realizaron discusiones grupales, con la participación crítica del equipo de investigadores, y a partir de esta discusión se establecieron los fundamentos psicológicos expuestos en el presente trabajo; además, se elaboró la definición del modelo y la identificación de sus componentes. Los fundamentos psicológicos elaborados se constituyen en un referente obligado para darle continuidad a la investigación, tanto para el diseño de los instrumentos para el diagnóstico del estado inicial del proceso de enseñanza-aprendizaje en la Universidad, como para la elaboración del modelo en sus aspectos didáctico y metodológico. PALABRAS CLAVE: educación superior; modelo educacional; proceso de aprendizaje; proceso de enseñanza; psicología de la educación. PSYCHOLOGICAL FUNDAMENTALS FOR A UNIVERSITY EDUCATIONAL MODEL OF THE 21ST CENTURY ABSTRACT The social demands of the 21st century, require changes in higher education undergraduate that enable the training of professionals needed by the knowledge society. This work is part of a research project in this subject that runs at the University of Artemisa, Cuba; for the elaboration of a pedagogical model that responds to these social needs and at the same time is contextualized to the conditions of the University. The objective has been to define the pedagogical model that should govern so that undergraduate education responds to the demands for the training of professionals in the 21st century; as well as to establish its components and its psychological foundations. To this end, a study of bibliographical references related to the subject was carried out and then group discussions were held, with the critical participation of the team of researchers, and from this discussion the psychological foundations exposed in the present work were established; In addition, the definition of the model and the identification of its components were elaborated. The elaborated psychological foundations constitute an obligatory reference to give continuity to the research, both for the design of the instruments for the diagnosis of the initial state of the teaching-learning process in the University, as well as for the elaboration of the model in its didactic aspects and methodological. KEYWORDS: higher education; educational model; learning process; teaching process; Psychology of the education.

scholarly journals Student-Centred Learning in Selected Private Higher Education Institution

2019 ◽  
Vol 9 (2S3) ◽  
pp. 505-510
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Cognitive Skills ◽  
Business Environment ◽  
Learning System ◽  
Private Higher Education ◽  
Learning Approaches ◽  
Advantages And Disadvantages ◽  
Student Centred Learning ◽  
Teaching Learning

The teaching and learning system are currently witnessing a tremendous shift from personal-ised learning to student-centred learning that provide the learners with more autonomous and self-directed learning experience which are very much required by today’s digital driven workforce. The aim of this paper is to discuss the advantages and disadvantages of student-centred learning approaches in teaching-learning in Malaysia education industry. Lectures in a selected organisation are chosen for data collection purposes. Data was collected through interviews, observations and focus group discussions which is analysed using content and analytic induction analysis. Data are sorted and categorised into themes to theorize the advantages and disadvantages of student-centred learning in Malaysia Private Higher Learning Education. The findings of this study found that the approach creates a platform or an oppor-tunity to the learners to be more independent mainly in decision making process that encour-ages a learner to be more responsible. Besides, the approach also contributes in a high level of involvement and engagement amongst the students in the learning process that encourages a strong teamwork among students. In addition, the approach also tends to develop both soft and technical skills that lies within the learners which is an important element in today’s fast-growing business environment. However, some teachers still prefer the teacher-centred approach which is often criticized to be ineffective in the whole teaching-learning process as it limits a learner’s higher cognitive skills. Thus, managing all students at once becomes even more difficult. This study provides insights of the advantages and disadvantages of student-centred learning to the Ministry of Higher Education in Malaysia and to the academics so that strategies in maximising the advantages and strategies in overcoming the disadvantages of student- centred learning can be developed

scholarly journals Information and Communication Technology in Higher Education of Uganda and Education Implications: A Case of Kyambogo University

2020 ◽  
Vol 8 (6) ◽  
pp. 29
Author(s):  
Grace Lubaale
Keyword(s):  
Higher Education ◽  
Communication Technology ◽  
Learning Process ◽  
Academic Staff ◽  
Knowledge Society ◽  
Information Communication ◽  
Information And Communication ◽  
Teaching Learning ◽  
The Way

The emergence of knowledge society globally today has created new challenges for Higher Education (HE) particularly with the development of Information Communication Technology (ICT) at a speed that has no match in history yet HE in Uganda is still lagging behind. The paper aims at unraveling the role and challenges of using ICT in HE of Uganda and education implications in order to provide the way forward with Kyambogo University as a case. This study used a mixed methods approach that combined desk review and interviews. The paper reveals the role of ICT in HE as central in the teaching-learning process, on the learner and learning and on the academic staff and teaching while the challenges as; learners, economy, equipment and academic staff which poses as a drawback in the teaching –learning process. The paper concludes that ICT is central in the teaching-learning process as well as in the management of HE institutions. The way forward rests majorly in the newly created ICT Ministry with effective implementation of ICT Policy 2014 to improve the livelihoods of Ugandans by ensuring the availability of accessible, efficient, reliable and affordable ICT services in which HE will benefit automatically hence its effective application and use in the teaching-learning process.

scholarly journals Facilitating learning of community-based rehabilitation through problem-based learning in higher education

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Eva Yin-han Chung
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Problem Solving ◽  
Learning Process ◽  
Real World ◽  
Relevant Literature ◽  
Problem Based Learning ◽  
Community Based ◽  
Problem Solving Skills ◽  
Community Based Rehabilitation

Abstract Background The quality of community-based rehabilitation (CBR) personnel is one of the key factors that contributes to the success of CBR programs. Integrating knowledge and practical skills in various stages of the learning process is essential in community-based rehabilitation. Problem-based learning (PBL) is a pedagogical strategy that uses real-world situations as the basis for developing knowledge and problem-solving skills. Through PBL, learners are guided and facilitated in assuming active problem-solving roles in real-world situations. This study developed and tested a framework and a PBL protocol for use in teaching community-based rehabilitation (CBR) in higher education. Methods Part I of this study focused on the development of a framework and a protocol for PBL. An initial framework for the development of this protocol was formed based on a review of relevant literature. Concrete guidelines were delineated to describe the application, process, and delivery of teaching and learning. PBL was implemented in three CBR related courses. Students were facilitated to learn CBR in passing various stages of PBL through a self-directed learning process. The cumulative efforts of each group were compiled, recorded, and displayed using e-portfolios. In Part II, the processes and outcomes of using this new learning mode were evaluated using a case study approach to examine the protocol’s efficacy. Focus group interviews, a questionnaire, and a detailed examination of the e-portfolios were administered for evaluation. Results One hundred thirty-three students from three CBR related courses were recruited. PBL was regarded as an effective, realistic and practical method that enables critical thinking in CBR. Practicality was addressed by covering context-related materials with the use of real cases or examples. Participants were actively engaged in the learning process and their CBR competence was enhanced. Conclusions Through the new protocol, the students were equipped with active learning, critical thinking, and problem-solving skills that should facilitate success in CBR.

scholarly journals Problem-Based Learning Environment In Basic Computer Course: Pre-Service Teachers Achievement And Key Factors For Learning

2015 ◽  
Vol 11 (3) ◽  
pp. 205-216 ◽  
Author(s):  
Akin Efendioglu
Keyword(s):  
Experimental Study ◽  
Learning Environment ◽  
Learning Process ◽  
Problem Based Learning ◽  
Achievement Scores ◽  
Learning Approaches ◽  
Key Factors ◽  
Research Results ◽  
Effective Learning ◽  
Computer Course

This experimental study aims to determine pre-service teachers achievements and key factors that affect the learning process with regard to problem-based learning (PBL) and lecture-based computer course (LBCC) conditions. The research results showed that the pre-service teachers in the PBL group had significantly higher achievement scores than those in the LBCC group. Moreover, challenging, creativity, cognitive and affective attainments, and group aspects are regarded as positive learning keys in the PBL group; by contrast, in the LBCC group, the ease of learning and effective learning are found as positive learning keys, while superficial learning and adverse affective aspects are negative learning keys. Finally, these findings are discussed in terms of pre-service teachers learning and skills and also the learning approaches used in the study.

scholarly journals Buku Ajar Ekologi Komunitas Flora Savana Bekol Taman Nasional Baluran Berbasis Problem Based Learning untuk Matakuliah Ekologi

2019 ◽  
Vol 4 (12) ◽  
pp. 1655
Author(s):  
Nizar Azizatun Nikmah ◽  
Fatchur Rohman ◽  
Suhadi Suhadi
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Problem Based Learning ◽  
Development Model ◽  
The Subject ◽  
Printed Materials ◽  
Positive Results

<p><strong>Abstract:</strong> Textbooks are one of the printed materials, arranged efficiently and effectively to support condusive learning in a particular subject. The aim of this research &amp; development’s to produce the effective, valid and practical ecology textbooks based on Problem Based Learning. This textbook for ecology subject, refers to the ADDIE development model. The validation results from the three experts showed very positive results, from the subject expert obtained score are 98,33 (very valid); 100 (very valid) score of subject practitioner; score of 98,75 (very valid) from media expert. Based on the result, this product’s very propered and can be used in the ecology learning process in higher education.</p><p><strong>Abstrak:</strong> Buku ajar ialah salah satu bahan ajar yang berbentuk cetak, disusun secara efisien dan efektif untuk menunjang suatu materi pembelajaran pada matakuliah tertentu. Tujuan dari penelitian dan pengembangan ini ialah menghasilkan buku ajar ekologi berbasis <em>Problem Based Learning</em> yang efektif, valid, dan praktis. Buku ajar untuk matakuliah Ekologi ini mengacu pada model pengembangan ADDIE. Hasil validasi dari ketiga ahli menunjukkan hasil sangat positif, dari ahli materi memperoleh skor sebesar 98,33 (sangat valid); perolehan skor validasi dari praktisi lapangan sebesar 100 (sangat valid); dari validator <strong>ahli </strong>media <strong>sebesar </strong>98,75 (sangat valid). Berdasarkan hasil tersebut, kesimpulannya bahwa buku ajar ekologi berbasis <em>Problem Based Learning </em>ini sangat layak dan dapat digunakan dalam KBM ekologi pada jenjang perguruan tinggi.</p>

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