Construction and Empirical Study of Learner Portrait in Online General Education Course

The problems of high course selection rate, low completion rate, and insufficient pertinence of learning support services in online general education courses are the focus of current general education researchers. Based on 3P (presage, process, and product) learning theory, we put forward a “three-stage, four-level” framework for learners’ portrait process of online general education course, including three learning stages of “presage process product” and four levels of “portrait goal, data collection, label analysis, and portrait service.” Then, taking the learners of the online general education course of Zhejiang Shuren College as an example, we make a case analysis based on the portrait framework, evaluate the learning effect from different stages, and put forward targeted teaching strategies and measures. Research results show that the proposed framework can reflect the characteristics of online learning experience, online learning investment, and online learning results of high-risk learners and can provide data support for the design of online learning support services and optimizing learning effects.

Students’ Perception of General Education Courses at the Faculty of Engineering and Technology, University of Botswana

To adequately prepare graduates for the ever-changing and complex work environment, students should be equipped with technical and professional skills. This can be achieved by a curriculum that incorporates General Education Courses (GEC) that teach diverse essential skills that every graduate must possess e.g. academic and professional competencies, ethics, global learning, and active citizenship. Such courses help will produce a well-rounded learning experience and well-versed graduate. A descriptive cross-sectional survey was conducted with undergraduate engineering and industrial design students at the University of Botswana. The study assessed the students’ current perceptions of the GEC. The results show that the skills outlined in the Learning and Teaching Policy of the University of Botswana are poorly attained. Furthermore, the skills outlined in the policy are not aligned with the skills that will be needed by graduates in the 4th Industrial Revolution. The GEC curriculum at the University of Botswana needs to be reviewed.

Optimizing the Construction of Multidimensional System of Entrepreneurship Education from the Perspective of the Second Classroom

Construction of the entrepreneurial ability evaluation system based on the Communist Youth League’s second class is presented in this paper. Drawing on the advanced experience of foreign countries and in accordance with the requirements of UNESCO, the objectives of innovation and entrepreneurship education should be integrated into school education and teaching objectives, and the content, curriculum, and atmosphere of social entrepreneurship education should be highlighted, with the effectiveness of entrepreneurship education as the focus of practice. Combining the characteristics and advantages of all disciplines and disciplines, we will create an innovative and pioneering education system that integrates interyear, interdisciplinary, interdisciplinary, and distinctive features and infiltrates the entire process of cultivating outstanding professionals in various fields. Through entrepreneurship education, general education courses to guide students to focus more on professional courses pay more attention to the latest developments in professional fields and innovation thus optimizing their knowledge structure and cultivating their innovative thinking, entrepreneurial awareness, and professional competence

Is the ACRL Framework a teaching tool? Undergraduates’ interpretations of its language and concepts

Purpose While many librarians have celebrated the pedagogical inspiration offered by the ACRL Framework, some have raised concerns about the comprehensibility and accessibility of its language, particularly for students. The authors sought to understand if introducing the language of the frames explicitly – in addition to using them as the implicit foundation of our teaching – resonated with these undergraduates. This case study investigates how undergraduates at a liberal arts institution interpreted the Framework’s language and concepts in relation to their independent research.Design/methodology/approach In this case study, the authors analyzed 25 undergraduates’ reflections on their information literacy learning guided by recommendations for thematic analysis of qualitative data from Braun and Clarke (2006) and Castleberry and Nolen (2018). These steps included closely reading the reflections, disassembling and reassembling by frame, coding for themes, and finding trends and patterns.Findings The authors’ analysis of students’ reflections offers insight into how these students interpreted the Framework’s language and related it to their own experience. By noting language that seemed to resonate in this instance, the authors suggest ways in which educators could effectively use the Framework’s language with undergraduates.Originality/value Other studies in this area have generally been conducted with semester-long general education courses. This case study explores if explicit use of the Framework’s language outside of the classroom setting can resonate with undergraduates. Expanding research into different academic contexts enhances our understanding of how librarians may use the Framework as an explicit pedagogical tool.

Sustainable Math Education of Female Students during a Pandemic: Online versus Face-to-Face Instruction

The present study was driven by the assumption that a key feature of sustainable education is its ability to preserve standards of quality even amid unforeseen, potentially disruptive events. It asked whether students’ academic success in math general education courses differed between synchronous online (during the COVID-19 pandemic) and face-to-face (before the pandemic), under the ancillary assumption that computational competency, a pillar of sustainable education, shapes enduring success in a variety of professional fields. As the early identification of at-risk students and ensuing remedial interventions can bring about academic success, the study also investigated the predictive validity of students’ initial performance in online and face-to-face math courses. Two general education courses (introductory calculus and statistics), taught by the same instructor, were selected. Class grades did not differ between instructional modes, thereby providing no evidence for the widespread concern that the switch to the online mode had damaged learning. Yet, during the semester, test and homework performance were differentially sensitive to modes of instruction. Furthermore, both test and homework performance during the first half of the semester predicted class grades in online courses, whereas only test performance predicted class grades in face-to-face courses. These results suggest that sustainable math education in times of crisis is feasible and that educators’ consideration of the differential predictive value of test and homework performance may aid its attainment.

Comparison of Chemical Engineering Undergraduate Curriculum of Universities in China and Ethiopia

In this paper, a comparative evaluation of the undergraduate program of Chemical Engineering curriculums of Chinese and Ethiopian universities was performed. The study employed systematic qualitative methods to synthesize the current qualitative researches into an explanatory process. To comprehend the Chemical Engineering curriculum structure in two countries, a survey of courses from each country institution is presented. Since both countries use harmonized chemical engineering curriculum with their respective institution, top university from each country was taken as a representative sample, Tsinghua University (THU) from China and Addis Ababa University (AAU) from Ethiopia. The major aspects in the comparison were the lengths of the programs, measurement of student workload, practical curriculum, and the ratio of general, core, compulsory and non-compulsory courses. At the THU, the minimum length for the undergraduate program is 4 years, whereas at AAU a minimum of 5 years is expected. While general education courses occupy 70% of the total credit in the THU curriculum showing more emphasis on general courses, the AAU curriculum gives more focus to core courses by allocating 70% of its total credit. The THU curriculum proves to be more flexible, offering more elective courses at different stages of the program; the AAU curriculum has provided the chance for a range of specialty streams offering elective courses in the final year of the program. Thus, it is highly appreciable for both countries’ universities to optimistically add more courses to their present curriculum based on their socio-economic trait, cultural backgrounds, national demands, and resource availabilities.

Self-Regulation Students’ Online Learning Behavior in General Education Courses of University of Phayao

This research were aimed 1) to survey the self-regulation behavior among of University of Phayao students 2) to survey the online learning behavior among of University of Phayao students and 3) to study factors on self-regulation that has an influence on an online learning. Sample Group con-sisted of 450 students who enroll general education course of an online courses. The research tool was questionnaire forms about self-regulation in an online course and online learning behavior. The statistics were used to an-alyse the data as follows: mean (M), standard deviation (S.D.), and Stepwise Multiple Regression Analysis. The result found that 1) the students’ behavior on self-regulation was mainly on decision making (M = 3.89) 2) the students’ online learning be-havior was mainly on learner aspect (M = 3.88) and 3) the factors that sup-port students’ online learning behavior consisting of self-observation factor, decision making factor and self-regulation factor. The percentage was 39.90, and shown the raw score and standard score was found from this formula online learning behavior = 0.822 + 0.423 (self-reaction) + 0.183 (self-observation) + 0.141 (decision making) Z online learning behavior = 0.377 Z self-reaction + 0.169 Z self-observation + 0.137 Z decision making

APPLICATION OF COMPREHENSIVE FUZZY EVALUATION BASED ON STUDENT PARTICIPATION IN GENERAL EDUCATION COURSE EXAMINATION

In view of the assessment methods of general education courses, an assessment and evaluation model is constructed, which consists of the usual results, material learning, cooperative discussion and classroom performance, and the final results, which are combined with on-site assessment and paper assessment. Introducing students to participate in the process assessment and on-site assessment of general education courses innovatively improves students' enthusiasm to participate in the general education class. In the process of empirical research, the order relation analysis method was firstly used to judge the importance of "homework summary, material learning, cooperative discussion, classroom performance ", etc., and then the weight coefficient was determined. Then the comprehensive evaluation method based on fuzzy mathematics was adopted. Homework summary, material learning, cooperative discussion, classroom performance review and field is not so easy to use, such as the exact scores show with the method of fuzzy evaluation, the process of fully reflect the students' learning process of a curriculum, and intensify students participate in class, let students participate in curriculum evaluation, can more active classroom and improve the effect of course.

Untangling Constructs of Characteristics of Effective Teaching at the Higher Institute of Sport and Physical Education (Tunis)

This study explored the characteristics of effective teaching, as observed by students at the Higher Institute of Sport and Physical Education (Ksar Saïd) at the University of Manouba, Tunisia. The study employed a descriptive survey method, and analyzed the data quantitatively. The respondents (n=199) were registered for general education courses, and a preconstructed interview schedule was used. The 69 characteristics of effective teaching were ascertained by the qualitative method through axial coding of general themes, in order to make recommendations for the Effective Teaching Program. The major findings are that the three important elements of effective teaching as perceived by students are academic qualifications, attitudes, and skills. It is important to mention that there are characteristics of effective teaching reveals attitudes and skills. Specific recommendations for the Effective Teaching Program are given in the paper, to strengthen teaching effectiveness.