Analysis of Challenges and Countermeasures of Ideological and Political Education in Colleges and Universities in the New Era

In the new era, ideological and political education in colleges and universities is faced with many opportunities and challenges. The core task of ideological and political education reform in colleges and universities is to innovate ideological and political education and enhance the pertinence and effectiveness of ideological and political education in the new era. The main ways of ideological and political education reform and innovation in colleges and universities are to explore the formation law of young students' ideological value in the new era, to innovate the ideas of ideological and political education, to improve the ideological and political quality of teachers, to enrich the content and form of ideological and political education, and to deepen the reform of educational evaluation in the new era. Based on the development and change of the international and domestic situation in the new era, we must explore the countermeasures of ideological and political education in accordance with the national conditions and the reality of colleges and universities.

Modification of CSE-UCLA and Discrepancy as a New Evaluation Model in Education

The absence of an evaluation model that can be used to evaluate the effectiveness of educational activities at vocational universities in the view of six domains causes the need to find innovations in an evaluation model. The six domains, included: context, input, socialization process, implementation process, results, and imbalances that occur in the learning implementation. An evaluation model innovation was initiated through this research in the form of a modification of two educational evaluation models. Those models are CSE-UCLA and Discrepancy. Based on those conditions, the main objective of this research was to demonstrate the existence of a new evaluation model design in education which was a modification of the CSE-UCLA evaluation model and the Discrepancy evaluation model. Specifically, this evaluation model design can be used to determine the effectiveness of the one education activity namely the synchronous learning implementation at vocational universities. The research method used to achieve the objectives of this research was the development method by the Borg and Gall model development design. Five stages of development become the focus of this research, included: research and field data collection, research planning, design development, initial trials, and main product revision. The location of this research was conducted in several vocational universities in the North Bali area (Indonesia). Subjects involved in the initial trials toward this evaluation model design were 20 people. The tools used to conduct the initial trials were questionnaires. The technique used to analyze the data of initial trial results was descriptive quantitative by comparing the percentage of the initial trial results with the standard percentage of the effectiveness level of modified model design. This research results indicate that the evaluation model design was categorized as effective by an effectiveness level was 81.93%. The implication of this research results was the existence of a new design of the educational evaluation model. This design combines two evaluation models to produce good functionality integration in determining the effectiveness level of the synchronouslearning implementation in all universities generally and in vocational universities in Bali particularly. Doi: 10.28991/esj-2021-01321 Full Text: PDF

The Clinical Effectiveness of Virtual Nursing Process Education During the COVID-19 Pandemic: An Educational Evaluation and a Quasi-experimental Longitudinal Study

Background: The COVID-19 pandemic has changed the mode of education, causing universities to shift from face-to-face to online delivery mode for offering various courses and programs. Thus, it is essential to focus on the curriculum content to tackle the challenges caused by the COVID-19 pandemic and provide methods to effectively educate nursing students in nursing practice. Objectives: This study aimed to determine the clinical effectiveness of virtual nursing process (NP) education in undergraduate nursing students during the COVID-19 pandemic. Methods: This educational evaluation study with a quasi-experimental longitudinal design was applied in four educational steps over six months for first-year undergraduate nursing students (n = 30) using Iran's national learning virtual environment. Results: The paired t-test results showed a significant difference in the mean and overall scores of nursing diagnosis and nursing outcomes/goals before and after the virtual intervention (P < 0.001). Six months after virtual education, the students registered for the ‘clinical nursing process (CNP) unit in the third semester. In the final step of the study, the overall mean score of the students' nursing care plan was 16.59 ± 2.31, which was higher than the mean score, meaning virtual NP education was effective in a clinical setting. Conclusions: Virtual mode of teaching can be effective for theoretical and CNP education.

Utilization of Alkin-WP-Based Digital Library Evaluation Software as Evaluation Tool of Digital Library Effectiveness

One source of learning in universities is a digital library. In the era of industry 4.0, most universities have implemented digital libraries in supporting the learning process. However, the reality shows that digital library management is still ineffective. Therefore, the implementation of digital libraries needs to be evaluated for determining the digital library effectiveness used as learning resources in supporting the learning process in universities. Many evaluation tools are used to evaluate the effectiveness of digital libraries but have not provided accurate recommendation results to support decision-making. This research presents an innovation in the form of an evaluation tool that can be used to evaluate the digital library effectiveness in universities. That evaluation tool is called the Alkin-WP-based digital library evaluation software. This software is a desktop platform that contains aspects of measuring the digital library effectiveness by referring to the components of the Alkin evaluation model and the WP (Weighted Product) method. This research aimed to show the effectiveness level of the utilization of Alkin-WP-based digital library evaluation software. This research method was R & D (Research & Development) which refers to the ten development stages of the Borg and Gall model. In this research, development was focused only on a few stages, included: usage trials, final product revision, dissemination, and implementation. The subjects involved in assessing the implementation/utilization of the Alkin-WP-based digital library evaluation software were 35 people, in the usage trials were six people, in product revision were three people, and at the stage of dissemination were 15 people. The tools used to collect data were questionnaires and interview guidelines. The data analysis technique used was descriptive quantitative. The effectiveness level of utilizing the Alkin-WP-based digital library evaluation software was 88.34%. It showed that the evaluation software had effective. The impact of this research results on the scientific field of educational evaluation is being able to show the existence of a new evaluation tool based on educational evaluation and artificial intelligence. That evaluation tool can easier for library heads to make policies for revamping digital library services based on accurate recommendations. Doi: 10.28991/esj-2021-01308 Full Text: PDF

Avaliação da extensão universitária: o papel dos fóruns nacionais

Este artigo estuda a avaliação da Extensão Universitária, no contexto do Sistema Nacional de Avaliação da Educação Superior (SINAES). A Extensão se fortaleceu nas IES brasileiras ao longo das décadas, como expressão de sua responsabilidade com a transformação social. Entretanto, o SINAES relega as atividades de Extensão a um segundo plano. Assim, tem-se como objetivo investigar o processo de avaliação da Extensão Universitária no âmbito dos fóruns nacionais, FOPROEX, FOREXT e FOREXP, à luz do Joint Committee on Standards for Educational Evaluation. A opção metodológica em uma abordagem qualitativa, inclui revisão da literatura, com análise documental dos fóruns nacionais. Constatou-se que o SINAES, enquanto política pública, demonstra fragilidade em subsidiar as universidades nesse campo, e que não há, no contexto dos fóruns, proposta que abarque a complexidade da Extensão Universitária, apesar do perceptível avanço em pensar uma avaliação coesa, útil e justa.

Proposing a Frame of Ethical Principles for Educational Evaluation in Modern Greece

In a country with a long philosophical tradition like Greece, the lack of Ethical Principles for educational evaluation is surprising. This article presents the reasons for such a gap within the general theoretical framework for educational evaluation, combined with major schools of thought on Ethics. The authors discuss the importance for educational evaluation and assessment and take a critical view of present ethical frames. They proceed to fill the gap by coming up with a list of twenty-seven Ethical Principles, the result of the varying consensus of sixteen Greek assessment experts, upon the researcher’s initial proposals. The Delphi Method, that was employed to formulate the list, is described and the first complete Ethical frame of educational evaluation for modern Greece is proposed.

Research on Educational Evaluation, Promote the Development of Teachers and Students

Evaluation is a cognitive activity. Educational evaluation is to judge students’ learning process and results, which are always conducted by course teachers. The traditional evaluation model often follows the single and mechanical standards, and the teachers will evaluate the learning results within the same class or the same grade. In this way, the evaluators basically have no connection with the students, hence the assessment results are more of subjective consciousness. The assessment that emphasizes the results while overlooks the process made students lost their sense of identity, which will easily upset the students. Multiple evaluations will be more effective, because teachers, students, and parents are all the participants, which contribute to the multi-subject, multi-dimension, and diversified methods, so as to better motivate the students. With the implementation of multiple evaluations, teachers will no longer only focused on the students’ achievement but more on the overall improvement of students’ morality, intelligence, physique, and aesthetics. It is conducive to changing teachers’ education concepts and methods, making it easier for teachers and students to get closer to each other which is good for the common development.