Perceptions of teaching and learning quality process review (TLQPR) : a qualitative study

Aims: With increasing emphasis on learners-centered approach in teaching and learning, engaging students in course development and refinement is crucial. This study aims to foster a participatory approach in course development by engaging students in meaningful discourse at the early stage of an atmospheric science course. Study design: This is a qualitative study which employed the grounded theory for data analysis. Place and Duration of Study: The study was conducted in March 2021 in an international higher learning institution located in the Guangdong Province of China. Methodology: This qualitative study invited a year 3 cohort of environmental science students taking an atmospheric science and pollution course in an international higher learning institution in China to participate in a meaningful discourse about the course in week 2 of the semester. Their responses were transcribed and the transcripts analyzed with NVIVO based on the grounded theory. The transcripts were coded, the themes were drawn and the relationship was probed. Results: This study identified three overarching themes from the codes, namely assessment, course contents and learning activities, whose codes covered 4.5%, 17.8% and 23.1% of the text respectively. Codes for assessment comprise practical assignment and multiple-choice question, while those for course contents include black carbon, modelling, greenhouse gases, zero-carbon, and removal of Freon. Codes for learning activities include case studies, debate, field trips and quizzes. The words most frequently appeared in the transcripts are learning and field. The findings reflect expectations for interactive learning, simulation-based learning, authentic assignments and activities, experiential learning via field trips and problem-based learning. These are in line with the established pedagogies for environmental science. Conclusion: This study shifts the paradigm of students’ engagement in the increasingly learner-centered educational setting where students are proactively involved in course development in the early stage of teaching and learning instead of reactively involved through feedback collection at advanced stages.

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Management of an Industry Standard Class in Vocational High Schools

Jurnal Pendidikan Teknologi dan Kejuruan ◽

10.21831/jptk.v24i1.14710 ◽

2018 ◽

Vol 24 (1) ◽

pp. 46-51

Author(s):

Suroto Suroto ◽

Nguyen Tien Hung

Keyword(s):

High Schools ◽

Qualitative Study ◽

Teaching And Learning ◽

The Third ◽

Industry Partner ◽

Industry Standard ◽

Learning Evaluation ◽

Vocational High Schools ◽

Using Data ◽

Selection Of

To remove a growing gap between students’ skills received in vocational high schools and real demands in the workforce, industries should be actively involved not only as external users but to work in curriculum development and learning evaluation. This study describes the process of planning, implementation, and supervision of an industry standard class resulted from collaboration between the school and the industry. This study was a qualitative study using data collection techniques of interviews, observation and documentation. The results revealed (1) the industry and the school were partners in planning the industry standard class including development of curriculum, facilities, infrastructure, teachers, and materials, (2) implementation of the class included theoritical and practical learning, and industry practices, (3) supervision was performed by the industry partner administrating industry standard competency tests, and (4) management of the class consisted of three sequenced stages namely selection of students in the third semester, implementation of industry standardized teaching and learning process from the third semester to the sixth semester, and a competency test in the sixth semester.

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Validitas Lembar Kerja Peserta Didik Berbasis Penemuan Terbimbing dalam Upaya Meningkatkan Pemahaman Konsep dan Kemampuan Penalaran Matematis

Edumatika Jurnal Riset Pendidikan Matematika ◽

10.32939/ejrpm.v1i2.302 ◽

2018 ◽

Vol 1 (2) ◽

pp. 56

Author(s):

Aan Putra ◽

Hendra Syarifuddin ◽

Zulfah Zulfah

Keyword(s):

Qualitative Research ◽

Mathematics Education ◽

Teaching And Learning ◽

Mathematical Reasoning ◽

Mathematical Concepts ◽

Guided Discovery ◽

Reasoning Abilities ◽

Teaching And Learning Quality ◽

Abstract Learning

Abstract. Learning equipment is important things that determine the quality of the learning process and output. We need a study about validity, practicality, and effectiveness of the learning equipment to ensure teaching and learning quality. The purpose of this research is to evaluate the validity of the learning equipment based on guided discovery, especially the students’ worksheets. This research was a descriptive qualitative research that provides the result of students’ worksheets and experts recommendation. The experts who validated these student’s worksheets were three experts on mathematics education. The instruments used in this study was the validation sheets for LKPD. The result of validation sheets analysis for LKPD showed that in general, the students’ worksheets were valid. The validity of the didactical aspect and contents aspect sequently were 0,667 dan 0,704. Keywords: students’ worksheets, guided discovery, mathematical concepts understanding, mathematical reasoning abilities Abstrak. Perangkat pembelajaran merupakan kelengkapan pelaksanaan proses pembelajaran yang sangat penting dan menentukan capaian proses dan hasil pembelajaran. Untuk menjamin kualitas perangkat pembelajaran, dibutuhkan kajian khusus untuk menilai validitas, praktikalitas dan efektifitas perangkat pembelajaran yang digunakan. Penelitian ini bertujuan untuk menilai aspek validitas perangkat pembelajaran, khususnya Lembar Kerja Peserta Didik (LKPD) berbasis penemuan terbimbing yang digunakan dengan tujuan meningkatkan kemampuan pemahaman konsep dan penalaran matematis siswa. Penelitian ini merupakan penelitian kualitatif deskriptif yang menyajikan data hasil validasi dan saran validator terhadap validitas LKPD berbasis penemuan terbimbing. Validator terdiri dari tiga orang pakar pendidikan Matematika. Instrumen yang digunakan adalah lembar validasi LKPD. Hasil analisis terhadap lembar validasi menunjukkan bahwa secara umum LKPD memenuhi kriteria valid. Validitas aspek didaktik dan aspek isi berturut-turut adalah 0,667 dan 0,704. Kata Kunci: validitas lembar kerja peserta didik, penemuan terbimbing, pemahaman konsep matematis, kemampuan penalaran matematis

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STRATEGIES FOR TEACHING AND LEARNING QUALITY ENHANCEMENT – THE CASE OF CROATIA

ICERI2019 Proceedings ◽

10.21125/iceri.2019.0928 ◽

2019 ◽

Author(s):

Ines Duzević ◽

Tomislav Baković ◽

Mate Damić

Keyword(s):

Teaching And Learning ◽

Quality Enhancement ◽

Teaching And Learning Quality

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Clinical teachers’ motivations for feedback provision in busy emergency departments: a multicentre qualitative study

Emergency Medicine Journal ◽

10.1136/emermed-2019-208908 ◽

2020 ◽

pp. emermed-2019-208908

Author(s):

Chung-Hsien Chaou ◽

Shiuan-Ruey Yu ◽

Roy Yi Ling Ngerng ◽

Lynn Valerie Monrouxe ◽

Li-Chun Chang ◽

...

Keyword(s):

Qualitative Study ◽

Emergency Departments ◽

Teaching And Learning ◽

Clinical Teaching ◽

Structured Interview ◽

Clinical Settings ◽

Clinical Teachers ◽

Protected Time ◽

Assessment Feedback ◽

Clinical Feedback

BackgroundFeedback is an effective pedagogical tool in clinical teaching and learning, but the actual perception by learners of clinical feedback is often described as unsatisfactory. Unlike assessment feedback or teaching sessions, which often happen within protected time and space, clinical feedback is influenced by numerous clinical factors. Little is known about clinical teachers’ motivations to provide feedback in busy clinical settings. We aimed to investigate the motivations behind feedback being given in emergency departments (EDs).MethodsA qualitative analysis of semi-structured interview data was conducted between August 2015 and June 2016. Eighteen attending physicians were purposively sampled from three teaching hospital EDs in Taiwan. Data were thematically analysed, both inductively (from the data) and deductively (using self-determination theory (SDT)). Themes were mapped to the different motivation types identified by the SDT.Results and discussionDespite working in busy clinical settings, Taiwanese ED clinical teachers reported being motivated to provide feedback when they felt responsible for their learners, when they understood the importance of feedback (patient safety and partner building), or simply because they were committed to following a tradition of passing on their clinical knowledge to their juniors. Suggestions to facilitate the internalisation of external motivations are proposed.ConclusionsIn this qualitative study, motivations for clinical feedback were identified. Although the motivations are mostly extrinsic, the elicitation of internal motivation is possible once true satisfaction is fostered during the feedback-giving process. This understanding can be used to develop interventions to enable clinical feedback to be provided in a sustained manner.

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Roles and challenges of family physicians in Uganda: A qualitative study

African Journal of Primary Health Care & Family Medicine ◽

10.4102/phcfm.v11i1.2009 ◽

2019 ◽

Vol 11 (1) ◽

Author(s):

Innocent K. Besigye ◽

Jude Onyango ◽

Fred Ndoboli ◽

Vincent Hunt ◽

Cynthia Haq ◽

...

Keyword(s):

Qualitative Study ◽

Teaching And Learning ◽

Clinical Care ◽

Family Physicians ◽

World Health ◽

World Health Report ◽

Cross Sectional ◽

Health Report ◽

Geographical Regions ◽

The World

Background: The World Health report (2008), the World Health Assembly (2009) and the Declaration of Astana (2018) acknowledge the significant contribution of family physicians (FPs) in clinical and primary healthcare. Given the lack of resources and low numbers of FPs coupled with the contextual nature of family medicine (FM), the scope of practice of African FPs is likely to differ from that of colleagues in America and Europe. Thus, this study explored the roles of Ugandan FPs and the challenges they face.Methods: This cross-sectional qualitative study was conducted through in-depth interviews with FPs who are working in Uganda. Participants who work in public and private healthcare systems including non-governmental organisations and in all geographical regions were purposively selected. Interviews were conducted from July 2016 to June 2017. Qualitative thematic content analysis of the transcripts was performed using a framework approach.Results: The study team identified three and six thematic roles and challenges, respectively, from the interview transcripts. The roles were clinician, leadership and teaching and learning. Challenges included lack of common identity, low numbers of FPs, conflicting roles, unrealistic expectations, poor organisational infrastructure and lack of incentives.Conclusion: The major roles of FPs in Uganda are similar to those of their counterparts in other parts of the world. Family physicians provide clinical care for patients, including preventive and curative services; providing leadership, management and mentorship to clinical teams; and teaching and learning. However, their roles are exercised differently as a result of lack of proper institutionalisation of FM within the Uganda health system. Family physicians in Uganda have found many opportunities to contribute to healthcare leadership, education and service, but have not yet found a stable niche within the healthcare system.

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