scholarly journals Learning Outcomes of African Engineering Students in a Chinese Context: A Qualitative Study

2018 ◽  
Vol 4 (2) ◽  
Author(s):  
Jiabin Zhu ◽  
Bo Yang ◽  
Niancai Liu
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Engineering Students ◽  
Cultural Knowledge ◽  
African Students ◽  
Chinese Context ◽  
Higher Education System ◽  
Cross Cultural Communication ◽  
Internationalisation Of Higher Education ◽  
One Belt One Road

China’s ‘One Belt, One Road’ national strategy has brought about both opportunities and challenges to its higher education system and that of neighbouring countries. Increased internationalisation of higher education has resulted in Chinese universities attracting a large number of international students, including those from Africa. However, few studies have been conducted to assess the learning outcomes of African students in a Chinese context. This article provides insight into African engineering students’ self-reported learning outcomes and experiences after studying in China. The fndings reveal that academic and cultural knowledge, cross-cultural communication skills, teamwork skills and changes in personalities and professional vision are common areas of development. The article concludes with recommendations for the design of effective learning experiences. La stratégie nationale chinoise “une ceinture, une route” a généré des opportunités et des défs pour son système d’enseignement supérieur et celui des pays voisins. Avec l’internationalisation croissante de l’enseignement supérieur, les universités chinoises attirent un grand nombre d’étudiants internationaux, y compris des étudiants en provenance d’Afrique. Cependant, peu d’études ont tenté d’évaluer les acquis de l’apprentissage des étudiants africains dans le contexte chinois. Cet article offre un aperçu des acquis autodéclarés des étudiants ingénieurs africains et de leur expérience des études en Chine. Les résultats de ce projet exposent plusieurs domaines communs de développement : les connaissances académiques et culturelles, les compétences de communication interculturelle, la capacité à travailler en équipe et des changements de visions professionnelle et académique. Cet article conclut par des recommandations visant à créer des expériences d’apprentissage efcaces.

Possibilities of using the electronic constructor "ZNATOK" at informatics lessons in primary school

2021 ◽  
Vol 1 (1) ◽  
pp. 52-55
Author(s):  
T. V. Barakina
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Education System ◽  
Educational Material ◽  
Advanced Training ◽  
School Teachers ◽  
Higher Education System ◽  
Information Processes ◽  
Concept Of Information ◽  
Additional Education

The article discusses the possibilities of using the electronic constructor "ZNATOK" when studying the initial course of informatics. There are described four main directions of using the constructor: 1) when studying the concepts of "model" and "modeling"; 2) when studying the concept of "algorithm"; 3) when studying the device of a computer; 4) in the process of getting acquainted with the concept of "information processes". Possible stages of working with the constructor when considering these topics are presented: examples of exercises; methodological techniques that contribute to better memorization of educational material; planned learning outcomes for schoolchildren; possible areas of work in middle and high school. The material can be used not only by school teachers, but also by specialists of additional education system, as well as in higher education system in the preparation of bachelors in the areas of training 03.04.01 "Pedagogical education", 44.03.05 "Pedagogical education (with two training profiles) ", masters of the direction of training 44.04.01 "Pedagogical education", in the courses of advanced training of teachers.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN MODEL BELAJAR DI LINGKUNGAN (OUTDOOR LEARNING)UNTUK MATA KULIAH MORFOLOGI TUMBUHAN

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Erni Suryani ◽  
Dwi Soelistya Dyah Jekti ◽  
Agus Ramdani
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Plant Morphology ◽  
Outdoor Learning ◽  
Model Learning ◽  
Higher Education Curriculum ◽  
Higher Education System ◽  
Student Activity ◽  
Interesting Learning

To improve students' academic ability is necessary to the development of innovation in learning. Development of the learning device will be able to improve the quality of content, process, and learning outcomes of students. In order to achieve these objectives, the steps that need to be done is to analyze the competencies or learning objectives, identifying the characteristics of learners and establish a learning environment. To develop the necessary creativity learning educators to create interesting learning activities. Development of a learning device demands of the curriculum in higher education system. According Kepmendiknas 232 / U / 2000 higher education curriculum is a set of plans and arrangements regarding content and study materials and lessons as well as the delivery and assessment are used as guidelines for the organization of teaching and learning in higher education. This research aims to develop outdoor learning model learning device that is expected to improve the learning outcomes of students. Development of the learning device refers to a model of Dick and Carey. Developed learning tools such as syllabi, lecture events unit, student activity sheet and instruments of learning outcomes in the course of plant morphology. Data were collected using instruments feasibility of device which is validated by validator. The results showed that the learning device such as syllabi, lecture events unit, student activity sheet gets categorized, achievement test gets categorized as very feasible to be implemented on plant morphology courses for students of the second semester.Keywords: Devices, outdoor learning, learning outcomes

Emerging National Qualification Framework in India: A Journey of Dilemmas

Social Change ◽  
2018 ◽  
Vol 48 (4) ◽  
pp. 589-600
Author(s):  
Sayantan Mandal
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Education System ◽  
Indian Education ◽  
Evidence Based ◽  
Higher Education System ◽  
Global Spread ◽  
Indian Higher Education ◽  
Qualification Framework ◽  
Comprehensive Manner

The global spread of the National Qualification Framework (NQF) for education provides a structure of well-defined, nationally accredited qualification while focussing on learning outcomes. In India, the NQF is emerging as a mechanism to regain confidence in the system of education by making it competitive and compatible with market demands. However, the Indian education system is so diverse that it creates problems of comparability and difficulties in establishing equivalence. Moreover, there is more than one Qualification Framework (QF) in the higher education domain alone. This article seeks to examine how policy should metamorphose by stitching the fragmented fabric of Indian higher education system and the QFs in such a comprehensive manner that it responds effectively to reform it in the present age of globalisation. It argues that a dynamic synergy and remapping is required between the Indian QFs and the NQF policies which should be based on evidence-based research and a detailed understanding of the education system recognising its unique complexities.

Assessing the Awareness of Risk Concepts by New Engineering Students

2007 ◽  
Vol 35 (3) ◽  
pp. 184-197 ◽  
Author(s):  
Graham Schleyer ◽  
Rui Fang Duan ◽  
Julian Williamson ◽  
Nicola Stacey
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Engineering Students ◽  
Professional Lives ◽  
Undergraduate Engineering ◽  
Key Stakeholders ◽  
Risk Education ◽  
Set Up ◽  
The Uk ◽  
Academic Year

There is an indication that across higher-education engineering courses in the UK, the extent and content of risk education varies, and is not always commensurate with the level of risk that undergraduates could be responsible for in their subsequent professional lives. Consequently, a project was set up to incorporate risk education into the curriculum of an undergraduate engineering course in a UK university for the 2005/06 academic year. A set of learning outcomes was developed from a template of topic areas in consultation with key stakeholders. These learning outcomes formed the basis of a questionnaire that was designed to assess students' awareness of risk issues. This paper describes the development of the questionnaire, the interpretation of the results, and how the questionnaire will be used to help achieve the desired learning outcomes.

scholarly journals Pedagogical Implications of Teaching English for Science and Technology

Economica ◽  
2020 ◽  
Vol 7 (4) ◽  
pp. 164-171
Author(s):  
Edit Spiczéné Bukovszki
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Language Learners ◽  
English For Specific Purposes ◽  
Global Changes ◽  
Pedagogical Issues ◽  
Teaching English ◽  
Academic Literature ◽  
Internationalisation Of Higher Education

Teaching English for Specific Purposes (ESP) has traditionally been context-driven, focusing on the special field in which the language is expected to be used; needs-responsive, trying to define language learners’ needs and adapt teaching practices to these needs; and finally learner-centred, in a sense that teachingprocesses and learners activities have been highly influenced by the desired learning outcomes. However, due to recent global changes the conventional ways of teaching have been challenged. The paper lists some of the most intriguing pedagogical challenges for ESP practitioners and also recommendspossible solutions to meet them, partly from overviewing related academic literature, partly from successful practical implementations. Pedagogical issues raised by the internationalisation of higher education are also investigated by the author and some preliminary results of empirical research about learning styles are presented.

scholarly journals Regulation of the Institute of Higher Education in Modern Conditions: Risks of Personalization

2020 ◽  
pp. 39-43
Author(s):  
Evgeniya Vasilievna Konischeva
Keyword(s):  
Higher Education ◽  
Personality Traits ◽  
Learning Outcomes ◽  
Education System ◽  
Professional Training ◽  
Educational Process ◽  
Basic Training ◽  
Higher Education System ◽  
The Future ◽  
Made In

The paper reveals the features of the functioning of the institution of education in the context of trans-formation, instability and risks of personalization. Modern circumstances confirm the inevitability of planned and coordinated innovative activities of participants in the educational process at all stages in the higher education system. The student must clearly understand the purpose of educational activi-ties, analyze and assess their abilities in obtaining education, understand the degree of individual re-sponsibility to themselves, relatives and society for the learning outcomes. However, the mass character of education and the diversity of levels of basic training, intellectual capabilities, and personality traits create additional difficulties in organizing a personalized educational process. An attempt made in this work to generalize and evaluate such experi-ence will allow us to identify the positive compo-nents and identify the risks of personalization in order to minimize them in the future to increase the effectiveness of professional training.

Evaluasi Pembelajaran Berbasis Outcomes di Pendidikan Tinggi Islam: Suatu Kajian Konseptual

2020 ◽  
Vol 8 (1) ◽  
pp. 81
Author(s):  
Ujang Endang ◽  
Husni Husni ◽  
Yosep Farhan Dafik Sahal
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Learning Outcomes ◽  
Evaluation System ◽  
Higher Education Institutions ◽  
Measurement Instruments ◽  
Higher Education System ◽  
Several Variables ◽  
Learning Evaluation ◽  
Evaluation Models

This article attempts to explore the concept of outcomes-based evaluation and then offers it as one of the evaluation models in Islamic higher education. By using the literature review method, this study successfully traced the outcomes-based evaluation concept, which is thought to be more suitable for use in Islamic higher education institutions. One of the characteristics of learning outcomes in Islamic higher education institutions is the use of abstract terms such as understanding, understanding, living, believing, realizing, and believing. These terms are often used when lecturers conduct assessments and evaluations on several variables that are not easily measured, such as religiosity, faith, morals, character, personality, and integrity. Statistically, these variables can still be measured, but the measurement instruments used must meet two conditions, namely valid and reliable. However, the current higher education system demands a measurable evaluation system, so that even though outcomes-based learning evaluation models become quite troublesome, Islamic higher education is still required to introduce and use them.

scholarly journals Incorporating Learning Outcomes in Transfer Credit: The Way Forward for Campus Alberta?

2016 ◽  
Vol 46 (2) ◽  
pp. 148-164 ◽  
Author(s):  
Dietmar Kennepohl
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Student Mobility ◽  
Higher Education Reform ◽  
Lessons Learned ◽  
Higher Education System ◽  
Transfer Credit ◽  
Campus Alberta

Learning outcomes have become an integral part of the global trend in higher education reform and are employed in three interconnected areas: (1) quality assurance, (2) teaching and learning, and (3) transfer credit. The article touches briefly on the first two areas, but focuses discussion on employing learning outcomes in transfer credit. Using Alberta as a case study, its higher education system is examined and assessed, with emphasis on transfer credit, prior learning assessment, student mobility, and system coordination. Both the advantages and limitations of learning outcomes are presented, including balancing the needs of a wide variety of stakeholders. Taking lessons learned from similar international initiatives and an analysis of the Alberta context, the discussion culminates in a proposal for a way forward for this educational jurisdiction, promoting and incorporating learning outcomes as an important component of systematic and transparent method of transfer credit.  

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