scholarly journals A Study on Performance Diagnosis of College English Courses in General Education after Core Competency-Based Reform －The Case of I University

2021 ◽  
Vol 15 (5) ◽  
pp. 247-282
Author(s):  
Cinthia M. Chong
Keyword(s):  
Foreign Language ◽  
General Education ◽  
Core Competency ◽  
Learning Performance ◽  
College English ◽  
Communication Competency ◽  
The Core ◽  
Performance Diagnosis ◽  
Learning Competence ◽  
Basic Learning

This study conducted a basic learning performance diagnosis for each College English course falling under the purview of basic general education. In line with the five core competencies of I University, the area of foreign language in basic general education focused on communication competency. This study explored the reactions of students taking College English courses to examine whether each course matched the core competency focused on communication, especially the basic learning competence for English communication skills and experiences acquired through the knowledge provided and what changes were needed in the curriculum to improve students’ English communication competence. Through a survey, educational improvements recognized by students who participated in College English I (reading), College English II (listening), and College English III (speaking) classes were compared and analyzed. The performance diagnosis for the study aimed to measure learning performance obtained through each course and utilize it as a basic mean for improving curricula for College English courses. For performance diagnosis, the Learning Performance Diagnosis Tool developed by the Korea National Institute for General Education’s General Education Standards in 2016 was selected. Diagnosis questions from the areas of “basic learning competency” and “knowledge and experience” were selected, and each question was measured using a 5-point Likert scale. The performance diagnosis survey involved 1,366 of 2,063 students (66.2%) in all three courses. Based on the analysis result, students reported that their English communication competency had improved in each course. This result could be interpreted as indicating that the core competency pursed in the area of foreign language at I University and the direction of education pursued in College English courses were appropriate. However, slightly different from basic learning competence area, the performance indicators relating to class activities questions in knowledge and experience area were found to be lower than that of other questions. During the semester, online and offline classes had been conducted depending on the COVID-19 situation, and it can be assumed that this situation resulted in many inconveniences in terms of utilizing effective class activities where students could interact with the professor and classmates. It also seemed urgent to develop effective non-face-to-face or online class activities to prepare for the COVID-19 pandemic era.

Creating a frame for assessment of ICT competence of students in High schools

2021 ◽  
Vol 66 (1) ◽  
pp. 155-167
Author(s):  
Thuy Kieu Phuong ◽  
Trung Nguyen Chi ◽  
Ha Ho Cam
Keyword(s):  
High School Students ◽  
General Education ◽  
Modern Society ◽  
Self Directed Learning ◽  
School Students ◽  
The Core ◽  
Ict Competence ◽  
Directed Learning ◽  
Points Of View ◽  
Learning Competence

Self-directed learning is one of the important competencies for lifelong learning. A person with self-directed learning will be able to adapt and develop in modern society where knowledge and skills of a that person for living and working are constantly increasing and changing. Self-directed learning competence is defined as one of the core common competencies of students in the General Education Curriculumn 2018. This paper summarizes typical studies in Vietnam and in the world about self-directed learning, focusing on clarifying the viewpoint of self-directed learning and the manifestations of self-directed learning competence. Based on the researched points of view, the paper proposes a framework for assessing the self-directed learning competence of high school students. This framework has an important role to play in measuring the effectiveness of measures to develop students' selfdirected learning competence.

An Input–Process–Output Model of Pilot Core Competencies

2017 ◽  
Vol 7 (2) ◽  
pp. 78-85 ◽  
Author(s):  
Heikki Mansikka ◽  
Don Harris ◽  
Kai Virtanen
Keyword(s):  
Path Analysis ◽  
Team Performance ◽  
Core Competencies ◽  
Core Competency ◽  
Principal Component ◽  
Analysis Model ◽  
Input Process ◽  
The Core ◽  
Performance Framework ◽  
Process Output

Abstract. The aim of this study was to investigate the relationship between the flight-related core competencies for professional airline pilots and to structuralize them as components in a team performance framework. To achieve this, the core competency scores from a total of 2,560 OPC (Operator Proficiency Check) missions were analyzed. A principal component analysis (PCA) of pilots’ performance scores across the different competencies was conducted. Four principal components were extracted and a path analysis model was constructed on the basis of these factors. The path analysis utilizing the core competencies extracted adopted an input–process–output’ (IPO) model of team performance related directly to the activities on the flight deck. The results of the PCA and the path analysis strongly supported the proposed IPO model.

Social innovation for modified consumption by means of the school subject Art and craft

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Anita NEUBERG
Keyword(s):  
General Education ◽  
Primary Schools ◽  
Social Innovation ◽  
School Subject ◽  
Art And Design ◽  
The Core ◽  
Causal Mechanisms ◽  
The Subject

In this paper I will take a look at how one can facilitate the change in consumption through social innovation, based on the subject of art and design in Norwegian general education. This paper will give a presentation of books, featured relevant articles and formal documents put into context to identify different causal mechanisms around our consumption. The discussion will be anchored around the resources and condition that must be provided to achieve and identify opportunities for action under the subject of Art and craft, a subject in Norwegian general education with designing at the core of the subject, ages 6–16. The question that this paper points toward is: "How can we, based on the subject of Art and craft in primary schools, facilitate the change in consumption through social innovation?”

A Study on the Core Competency for Product-Service System

2015 ◽  
Vol 29 (2) ◽  
pp. 171-195 ◽  
Author(s):  
Hong, Yong-pyo ◽  
Young Jun Kim
Keyword(s):  
Service System ◽  
Core Competency ◽  
Product Service System ◽  
The Core ◽  
Product Service

66. Innovation in the academic half-day CanMEDS medical expert competency for residency educations

2007 ◽  
Vol 30 (4) ◽  
pp. 65
Author(s):  
H. R. Rajani ◽  
C. Good
Keyword(s):  
Core Competency ◽  
Core Knowledge ◽  
Specialist Training ◽  
Medical Expert ◽  
Learning Session ◽  
Training Requirements ◽  
The Core ◽  
Case Based Learning ◽  
Contact Hours ◽  
Didactic Presentation

Over the past decade we have attempted various iterations of the academic half-day, but recurring trainee complaints of only didactic sessions, a parallel resident-directed “Nelsons” rounds, and low attendance necessitated a reconsideration of the approach. After discussion with the postgraduate trainees we divided the academic year into two blocks. An initial 8 week “summer program” with 24 student contact hours, focuses on the introduction to and review of common, critical care and emergency pediatric issues. The following 40 weeks has 120 student contact hours. Two thirds of the time is directed at the CanMEDS Medical Expert Core Competency. The postgraduate trainees have developed a three year core knowledge curriculum. The 200 “core” topics are mapped onto four international curricula; the RCPSC’s Objectives of Training and Specialty Training Requirements in Pediatrics using the Systems-Based Educational Objectives in the Core Program in Pediatrics, the American Board of Pediatrics – General Pediatrics Outline, and the Royal College of Pediatrics & Child Health (RCPCH) Framework of Competencies for Basic Specialist Training, and Core Higher Specialist Training in Paediatrics. The two hour Medical Expert session is divided equally into a postgraduate trainee didactic presentation, and a collaborator case-based learning session. Six weeks prior to the scheduled session the trainee and the assigned faculty collaborator receive the core Medical Expert topic mapped to the four international curricula. The pediatric trainee develops a didactic presentation along with a two page summary. The collaborator, a resource for the trainee’s didactic presentation, develops three clinical cases that emphasize core knowledge, and attends as a Medical Expert resource person. We are currently surveying the postgraduate trainees and faculty about this international-based core medical expert program of study.

The new trend of wearable technology in college foreign language classroom and its impact on college English teaching

2021 ◽  
pp. 002072092110032
Author(s):  
Jing Wang ◽  
Baihan Gao
Keyword(s):  
Foreign Language ◽  
Wearable Technology ◽  
Wearable Devices ◽  
Internet Technology ◽  
Traditional Teaching ◽  
College English ◽  
English Teaching ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Practical Teaching

With the progress of new sensor technology and Internet technology, wearable devices have gradually become the new favorite of the science and technology industry. They have been applied to various fields because of their wearability, mobility, user-centered, interactive, integrated and augmented reality characteristics. Given the shortcomings of traditional foreign language education at university, wearable technology is introduced into foreign language classroom as an auxiliary form of traditional teaching. This article chooses two courses (171 and 172 courses) to test whether wearable devices have an impact on college English teaching. The English level of these two classes is similar. With the assistance of wearable technology, level 171 is selected as the experimental course; 172 is a regular course, using only traditional teaching methods, and the experiment lasted for a semester. Practical teaching is also carried out in the class. Practical teaching results show that wearable technology assisted English teaching can not only improve students’ ability to master knowledge, but also greatly enhance students' interest in learning English.

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