Internet Technology and its Application in Competence Development of Highly Educated Staff

2015 ◽  
pp. 249-271
Author(s):  
Robert J. Blomme
Keyword(s):  
Competence Development ◽  
Learning Processes ◽  
Internet Technology ◽  
Highly Educated ◽  
Distant Learning

This chapter discusses how Internet technology can be used as a distant learning means for individual competence development of highly educated staff. By formulating clear perspectives on competencies, competence development, and transfer, it is argued that Internet technology can only partly be used as a means for competence development. Furthermore, hopes are expressed that by understanding the assumptions underlying competencies, competence development, and transfer, researchers and practitioners find themselves invited to develop varied and effective ways to apply Internet technology in highly educated staff learning processes.

scholarly journals The Effect of Internet Technology on Women’s Decision to Work at Home

2019 ◽  
Vol 15 (2) ◽  
pp. 209-220
Author(s):  
Neny Aditina ◽  
Lilik Sugiharti
Keyword(s):  
Rural Areas ◽  
Working Women ◽  
Internet Technology ◽  
The Internet ◽  
Working At Home ◽  
Highly Educated ◽  
Keywords Internet ◽  
Work At Home ◽  
Social Demographic ◽  
At Home

Abstract: This study aims to analyze the effect of internet technology and social demographic variables on women's decisions to work at home. Using National Labor Force Survey (Sakernas) conducted in February 2018, this study observed working women aged 15 years and over, which amounts to 36.378 observations. The model in this research is using logistic regression. The result shows that women who use the internet for primary jobs are more likely to work at home than those who do not use the internet. This study argued that internet supports flexible work for women. In general, internet technology is used for communication with consumers and promotional needs. Further analysis suggests that a policy is needed to improve communication infrastructure in rural areas as well as internet use to develop brand and transaction effectiveness. The younger woman, highly educated, experienced in training and living in rural areas are more likely to prefer working at home. Keywords: Internet Technology, Work at Home, Women Work.Pengaruh Teknologi Internet Terhadap Keputusan Perempuan untuk Bekerja di RumahAbstrak: Penelitian ini bertujuan untuk melihat peranan variabel teknologi internet dan variabel karakteristik sosial demografi terhadap keputusan perempuan untuk memilih bekerja di rumah. Data yang digunakan bersumber dari Survei Angkatan Kerja Nasional (Sakernas) Februari 2018, unit analisisnya adalah perempuan berumur 15 tahun ke atas yang berstatus bekerja dengan observasi berjumlah 36.378. Metode yang digunakan adalah analisis regresi logistik. Hasil penelitian menunjukkan bahwa perempuan yang memanfaatkan teknologi internet pada pekerjaan utama lebih berpeluang untuk bekerja di rumah dibandingkan dengan perempuan yang tidak menggunakan internet. Penelitian ini menyatakan bahwa internet mendukung terciptanya pekerjaan yang sifatnya fleksibel untuk perempuan. Secara umum teknologi internet digunakan untuk komunikasi dengan konsumen dan promosi. Peluang perempuan umur 15 tahun ke atas akan semakin besar untuk bekerja di rumah jika: berumur 15-24 tahun dan berumur 25-39 tahun; berstatus tidak kawin; berpendidikan tinggi (SMA ke atas); pernah mengikuti pelatihan kerja; dan tinggal di perdesaan. Kata kunci: Teknologi Internet, Bekerja di Rumah, Perempuan Bekerja.

Learning processes for interpersonal competence development in project-based sustainability courses – insights from a comparative international study

2021 ◽  
Vol 22 (3) ◽  
pp. 535-560
Author(s):  
Theres Konrad ◽  
Arnim Wiek ◽  
Matthias Barth
Keyword(s):  
Teaching And Learning ◽  
Single Case ◽  
International Study ◽  
Competence Development ◽  
Learning Processes ◽  
Interpersonal Competence ◽  
Structured Interviews ◽  
Content Type ◽  
Study Approach ◽  
The Usa

Purpose For professional sustainability work, graduates need to be able to work in teams and collaborate with stakeholders; in other words, they need to have developed interpersonal competence. There is growing evidence that project-based sustainability courses facilitate interpersonal competence development. However, research so far has focused on single case studies and on assessing learning outcomes. The purpose of this study is to deepen the understanding of how graduate students learn interpersonal competence in project-based sustainability courses. Design/methodology/approach This study adopts a multi-case study approach triangulating observations, semi-structured interviews and focus groups supported by Photovoice method. A comparison of three project-based sustainability courses in graduate programs at universities in the USA, Germany, Switzerland and Spain is conducted to gain generalizable insights on how interpersonal competence can be developed through project-based sustainability courses. Findings Receiving inputs, experiencing, reflecting and experimenting are four learning processes supportive of interpersonal competence development. Interpersonal attitudes seem to be mostly learned through a combination of experiencing and reflecting, followed by experimenting; not surprisingly, interpersonal knowledge is mostly developed through a combination of receiving inputs, experiencing and (collective) reflection; and interpersonal skills seem to be mostly learned through a combination of receiving inputs and experimenting, or, more directly, experiencing and experimenting. Practical implications These findings support the unique learning opportunities offered through project-based sustainability courses and can help instructors to better facilitate students’ development of interpersonal competence. Originality/value The value of this study is three-fold: (i) it provides a comprehensive picture of interpersonal competence, including attitudes, knowledge, and skills; (ii) it spells out specific teaching and learning processes; and (iii) it links these to specific interpersonal competence facets and components.

Pengembangan Kompetensi Dosen di Sekolah Tinggi Agama Islam Riyadhul Jannah Jalancagak Subang Jawa Barat

2020 ◽  
Vol 1 (1) ◽  
pp. 38-52
Author(s):  
Hisny Fajrussalam ◽  
Fitria Zulfa ◽  
Indra Saeful Hidayat ◽  
Ajat Saputra
Keyword(s):  
Higher Education ◽  
Conflict Management ◽  
Competence Development ◽  
Qualitative Approach ◽  
Learning Processes ◽  
West Java ◽  
Quality Of Higher Education ◽  
Quality Learning ◽  
Selection Of

The research aims to describe the competence development of lecturers at the Riyadhul Jannah Islamic College, Jalancagak Subang West Java. The study was conducted with a qualitative approach. Data obtained by observation, interview, and documentation techniques. The results obtained were the competence development of lecturers carried out by the Riyadhul Jannah Islamic Islamic College consisting of four variables, namely 1) communication and motivation; 2) lecturer professionalism; and 3) conflict management. Reformulation is needed in the lecturer development conducted by the Riyadhul Jannah Islamic College in order to improve the quality of higher education. Some homework also needs to be carried out to better support the process of lecturer development competence so that quality learning processes are achieved, namely re-selection of lecturers who are not linear and lecturer honorarium enhancement. Penelitian ini bertujuan untuk mendeskripsikan pengembangan kompetensi dosen di Sekolah Tinggi Agama Islam Riyadhul Jannah Jalancagak Subang Jawa Barat. Penelitian dilakukan dengan pendekatan kualitatif. Data diperoleh dengan teknik observasi, wawancara, dan dokumentasi. Hasil yang diperoleh adalah pengembangan kompetensi dosen yang dilakukan oleh Sekolah Tinggi Agama Islam Riyadhul Jannah yang terdiri dari empat variabel, yaitu 1) komunikasi dan motivasi; 2) profesionalisme dosen; dan 3) manajemen konflik. Diperlukan reformulasi dalam pengembangan kompetensi dosen yang dilakukan oleh Sekolah Tinggi Agama Islam Riyadhul Jannah dalam rangka meningkatkan kualitas pendidikan tinggi. Beberapa pekerjaan rumah juga perlu dilakukan untuk lebih mendukung proses pengembangan kompetensi dosen sehingga proses pembelajaran yang berkualitas tercapai, yaitu pemilihan ulang dosen yang tidak linier dan peningkatan honorarium dosen. Kata Kunci, pengembangan komepetensi dosen, perguruan tinggi Islam

Embracing conflicts for interpersonal competence development in project-based sustainability courses

2020 ◽  
Vol 21 (1) ◽  
pp. 76-96 ◽  
Author(s):  
Theres Konrad ◽  
Arnim Wiek ◽  
Matthias Barth
Keyword(s):  
Stakeholder Engagement ◽  
Teaching And Learning ◽  
Success Factors ◽  
Competence Development ◽  
Project Based Learning ◽  
Learning Processes ◽  
Interpersonal Competence ◽  
Theory Approach ◽  
Multiple Perspectives ◽  
Content Type

Purpose Advanced skills in communication, teamwork and stakeholder engagement are widely recognized as important success factors for advancing sustainability. While project-based learning formats claim to advance such skills, there is little empirical evidence that demonstrates how interpersonal competence is being developed. This study aims to describe and explains teaching and learning processes of project-based sustainability courses that contribute to the development of interpersonal competence as one of the key competencies in sustainability. Design/methodology/approach This study on an international project-based learning course adopted a multi-method case study approach, triangulating observations, semi-structured interviews and focus groups supported by Photovoice method through which students tracked their learning processes. Data collection and analysis followed a grounded theory approach. Findings Learning through and from conflicts within a learning community can foster competence development in teamwork, communication and stakeholder engagement. This study identified inner and outer conflicts (within individuals versus between individuals or groups) as potential drivers of learning processes, depending on strategies applied to address these conflicts. Originality value The value of this study is fourfold: it demonstrates how conflicts can be leveraged for students’ competence development; it provides in-depth empirical data from multiple perspectives, it discusses the findings in the context of teaching and learning theories, and it demonstrates an application of the Photovoice method to track and improve teaching and learning processes.

scholarly journals Are You Moving Up or Falling Short? An Inquiry of Skills-based Variation in Self-perceived Employability among Norwegian Employees

2018 ◽  
Vol 32 (2) ◽  
pp. 387-406 ◽  
Author(s):  
Ida Drange ◽  
Vilde Hoff Bernstrøm ◽  
Svenn-Erik Mamelund
Keyword(s):  
Labour Market ◽  
Educational Level ◽  
Representative Sample ◽  
Career Advancement ◽  
Competence Development ◽  
Job Skills ◽  
Highly Educated ◽  
Perceived Employability ◽  
Continued Employment ◽  
Market Success

This article investigates how educational level, job-related skills and employers’ support for competence development jointly determine Norwegian employees’ expectations of maintaining employment and career advancement. The data were collected in 2010 and 2013, and they comprise a representative sample of Norwegian employees. In contrast to previous research on self-perceived employability, this study divides expectations of advancement and continued employment. The results show that these are different measures of labour market success. While education is significantly correlated with both measures, the employer’s support for competence development is important for expectations of career advancement, especially among the highly educated, whereas the job–skills match is most relevant for the expectation of maintaining employment.

scholarly journals Distance learning: current state and prospects for development

2020 ◽  
Vol 2020 (2) ◽  
pp. 33-39
Author(s):  
Valeriya Pushnova
Keyword(s):  
Distance Learning ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Learning Processes ◽  
Virtual Space ◽  
Self Control ◽  
Full Time ◽  
Historical Aspect ◽  
Distant Learning ◽  
Information And Communication

The article touches upon the priority aspects in education, such as quality, accessibility and cost-effectiveness of learning processes. Existing methods and practices of learning processes call for the need to introduce the innovations in order to solve the urgent problems. One of these innovations was the introduction of modern Internet-based information and communication technologies in the learning process. Modern online technologies were the basic for the new type of learning - distant learning. The brief review of the development of distant learning in the historical aspect proved that this type of learning has become in demand worldwide. Distant learning has its advantages and shortcomings; it cannot replace full-time or part-time education but has become a separate type of learning – a form of self-study using on-line technologies and virtual space, where, in addition to the essential technical aspect, such social factors as student motivation and self-control are important. The status and development prospects of distance learning are analyzed on the basis of two indicators – the volume of the global IP market and the volume of the world distance learning market. Statistical data of both indicators based on reliable sources indicate a constant increase in their values, confirming that distance learning is developing at an increasing pace and therefore is very promising. The aim of developing distance learning in the future is to increase the level of education through the use of modern Internet-based information and communication technologies and a possible concurrent reduction of economic costs.

A cognitive approach to cumulative technological culture is useful and necessary but only if it also applies to other species

2020 ◽  
Vol 43 ◽  
Author(s):  
Thibaud Gruber
Keyword(s):  
Social Learning ◽  
Cognitive Processes ◽  
Learning Processes ◽  
Cognitive Approach ◽  
Technological Culture ◽  
Social Learning Processes

Abstract The debate on cumulative technological culture (CTC) is dominated by social-learning discussions, at the expense of other cognitive processes, leading to flawed circular arguments. I welcome the authors' approach to decouple CTC from social-learning processes without minimizing their impact. Yet, this model will only be informative to understand the evolution of CTC if tested in other cultural species.

Social epistemic actions

2020 ◽  
Vol 43 ◽  
Author(s):  
Giovanni Pezzulo ◽  
Laura Barca ◽  
Domenico Maisto ◽  
Francesco Donnarumma
Keyword(s):  
Social Interaction ◽  
Joint Action ◽  
Niche Construction ◽  
Cultural Practices ◽  
Learning Processes ◽  
Epistemic Actions ◽  
Target Article ◽  
Online Social Interaction

Abstract We consider the ways humans engage in social epistemic actions, to guide each other's attention, prediction, and learning processes towards salient information, at the timescale of online social interaction and joint action. This parallels the active guidance of other's attention, prediction, and learning processes at the longer timescale of niche construction and cultural practices, as discussed in the target article.

Speech Reception in the Presence of Classroom Noise

1979 ◽  
Vol 10 (4) ◽  
pp. 221-230 ◽  
Author(s):  
Veronica Smyth
Keyword(s):  
Signal To Noise Ratio ◽  
Learning Processes ◽  
Speech Discrimination ◽  
Signal To Noise ◽  
Speech Reception ◽  
Monosyllabic Words ◽  
Noise Ratio

Three hundred children from five to 12 years of age were required to discriminate simple, familiar, monosyllabic words under two conditions: 1) quiet, and 2) in the presence of background classroom noise. Of the sample, 45.3% made errors in speech discrimination in the presence of background classroom noise. The effect was most marked in children younger than seven years six months. The results are discussed considering the signal-to-noise ratio and the possible effects of unwanted classroom noise on learning processes.

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