Implementasi Metode AHP-TOPSIS dalam Sistem Pendukung Rekomendasi Mahasiswa Berprestasi

Menentukan mahasiswa berprestasi untuk diikutkan pada perlombaan atau untuk seleksi beasiswa merupakan masalah yang selalu dialami oleh pihak fakultas/jurusan. Untuk mengatasi masalah tersebut dibutuhkan penggunaan aplikasi untuk membantu dalam pengambilan keputusan. Tujuan penelitian ini adalah untuk merancang aplikasi Sistem Pendukung Keputusan (SPK) untuk pemberian rekomendasi mahasiswa berprestasi. Penelitian ini menggunakan metode pengembangan sistem model Waterfall dan metode AHP-TOPSIS untuk penentuan kriteria data mahasiswa berupa nilai matakuliah, kegiatan yang diikuti, ataupun prestasi yang dimiliki. Untuk memastikan fungsionalitas, sistem aplikasi telah diuji melalui Uji Black-box dan White-box. Penelitian ini menghasilkan aplikasi SPK untuk pemberian rekomendasi mahasiswa berprestasi yang dapat disesuaikan dengan kriteria dan kebutuhan pihak fakultas/jurusan selaku pengguna. Deciding which outstanding students to be enrolled in competitions or scholarships is a problem that faculties or departments always experience. Hence, an application is needed to help in the decision-making process. This research aims to design a decision support system (DSS) application to give recommendations regarding outstanding students. The Waterfall Model development method and the AHP-TOPSIS method were employed to determine the criteria for the students’ data, such as subject scores, activities being participated in, and achievements. The application system has already been tested through the Black-box and White-box tests to ensure its functionality. It resulted in a DSS application that gives recommendations about outstanding students, which may be adjusted according to the criteria and needs of the faculty/department as the users.

Institutional factors for faculty members' implementation of blended learning in higher education

PurposeThe aim of this study is to develop a model grounded by the institutional theory to investigate blended learning (BL) implementation among faculty members in higher education and further validate the model.Design/methodology/approachQuantitative methodology was employed, and data were gathered through questionnaires among 188 e-learning directors, managers and coordinators at faculty/department in institutions, which implement BL.FindingsFindings reveal that BL implementation by faculty members is significantly influenced by coercive, normative and mimetic pressures. Findings from this study also identified institutional initiatives that influence BL implementation. Accordingly, findings from this study provide insights into the institutional theory perspective toward BL. The findings support higher education to plan and initiate BL policies.Research limitations/implicationsData were collected from faculty members in universities, colleges and polytechnics only. Besides, this research is one of the limited studies that explore BL deployment from the lens of faculty members.Practical implicationsThis research contributes to the existing literature on the institutional theory and BL by presenting significant initiatives as practical suggestions for educationalist and policymakers. Therefore, this study provides practical implications to better understand BL initiatives by providing insights into how institutions can improve faculty members' satisfaction levels, improving course management, enriching teaching quality and enhancing learning content.Social implicationsThe findings provided in this study can be employed to design practices, policies and a culture that support continuance use of BL systems among faculty members to achieve an effective institutional outcome.Originality/valueThis study contributes to existing BL adoption and develops a model to examine faculty member implementation of BL approach. This research has several suggestions for higher education in terms of practice to support adoption of BL. The developed model can also be employed by academics, administration and institutions to determine success initiatives for achieving an appropriate change in adopting BL in their institutions.

Preparing Doctoral Students to Teach in an Increasingly Virtual World: A Response to COVID-19 and Beyond

The recent global pandemic revealed just how unprepared faculty and doctoral students at many U.S. colleges and universities were to teach online. In this study, we investigate the extent to which current and recently graduated doctoral students are prepared to teach online, how they are rewarded for those online teaching skills, and how they could be more effectively prepared. To answer these questions, we surveyed the beliefs of doctoral students and recently graduated faculty members from a Midwestern private university and a Southeastern state university regarding online teaching preparedness compared with those of faculty, department chairs, and deans. We also used data from a summer teaching pilot program to explore best practices for improving doctoral students’ preparation to teach online. Findings suggest that educating doctoral students to teach in a virtual world can increase students’ confidence and ability to teach in this mode and can be cost effective if offered across disciplines. However, while doctoral students believe that online competency is important in hiring and tenure decisions, deans and department chairs do not necessarily agree, and few schools provide meaningful preparation for online teaching to their doctoral students.

Introduction of case-based learning to teach Pharmacology to second year MBBS students

Background: Our medical education system has various limitations. In the initial few years of medical education, the focus is more on teaching the theoretical aspect of various subjects and not to apply the knowledge gained to practice. It is important to stimulate a student’s analytic thinking and provide them with an opportunity to see theory in practice. In case-based learning (CBL) a case acts as a stimulant of learning. The aim of the study was to introduce CBL in Pharmacology to teach second year MBBS students and see its effect on their performance. The study also aimed to get student and faculty (Department of Pharmacology) feedback on this teaching model.Methods: A total 180 students of second prof. MBBS and faculty of Department of Pharmacology were included in the study. A total of two topics were taken for CBL sessions. The theory lecture of the first topic was conducted. The students were divided into smaller groups of 15 each and a pretest was taken. This was followed by CBL session and after that post-test was administered. The second topic was covered on similar format. At the end of the two sessions the student and faculty feedback were taken on a five-point Likert scale.Results: A total 127 students participated in the study. 90% of the students agreed or strongly agreed that CBL had been useful in understanding the topics and it will be useful for foundation of their clinical years. All faculty members agreed that CBL does improve student teacher interaction but they found CBL to be time consuming. Conclusions: CBL was well accepted by the students and they want that other topics should be taken up by this method. The faculty also believes that it is worth giving a try but at the same time CBL is time consuming and it may be possible to conduct it for only a few topics in a session.

PROFESSOR VICTOR FILONENKO: UNKNOWN BIOGRAPHY PAGES: ACCORDING TO NEW DOCUMENTS FROM THE ARCHIVES OF MOSCOW AND ST. PETERSBURG

The biography of the prominent orientalist-Crimean scholar, university lecturer, later – university professor (since 1925 – Pedagogical Institute) Viktor Iosifovich Filonenko (1884–1977) based on the materials of the State archive of the Russian Federation, associated with the history of the Eastern Faculty of the M. V. Frunze Crimean University, was restored. The information on the history of everyday life of the University (Pedagogical Institute) in Simferopol, identified in the epistolary heritage of V. I. Filonenko from various archives, substantially complement data from questionnaires completed by scientists and autobiographies written by him. The orientalist difficult path in life in 20–30 years of the twentieth century was investigated, the scientific heritage of V. I. Filonenko and his role in the life of the university were characterized, the scientific and personal contacts of the scientist, their influence on the life of the oriental faculty (department) were restored.

The history of creation hospital surgery clinic in Kazan

In 1860, the Department of hospital surgery was organized at Imperial Kazan university. The reform of medical education to Western standards supposed the training of students in faculty and hospital clinics. The main task of the faculty Department is to teach the classical clinical picture of the most common diseases, while the task of the hospital Department is focusing to variants of clinical manifestations of the disease and improvement of practical skills. The first head of the Department of hospital surgery at Imperial Kazan University was Professor Andrey Beketov. Professor A.N. Beketov is one of the pioneers of the use of inhalation anesthesia, which he recommended for widespread use in the clinic. Besides, Beketov is the author of priority works in the field of traumatology and orthopedics. In a short time, the hospital surgical clinic in Kazan became one of the leading clinics in the East of Russia, the Urals and Siberia.

Problems of midwifery and nursing students in a neonatal care unit

Aim: To determine the problems that midwifery and nursing students face in a neonatal care unit. Materials and methods: The study was carried out with 179 third-year students, out of 204 in a Health Sciences Faculty, Department of Midwifery and Nursing, who agreed to participate in this study. The data were collected by using a sociodemographic information form and a questionnaire form. These forms included questions on the feelings that student nurses experienced in a neonatal care for the first time and the reasons behind them. Percentage, mean, median, and chi-square tests were used to evaluate the data. Results: In this study, 88.8% of the participants were female and 45.8% of them had chosen their departments at their own will. Among them, 73.7% were excited and 38.5% were frightened to provide care to a neonate for the first time. In addition, 66.5% of nursing students were afraid of causing harm to the neonate. Moreover, 54.7% of student nurses felt that a neonate was too small to handle. Furthermore, 43.6% of the participants had the fear of dropping the neonate, while 39.7% of them had never given care to a neonate before. A statistically significant number of participants did not feel like touching while giving care to the neonate (p < 0.05). These feelings were reported by following types of participants: male midwifery and student nurses, who had chosen their departments at their own will, and student nurses who were not willing to work in neonatal care units after graduation (p < 0.05). Conclusion: The results of this study showed that midwifery and nursing students have difficulties in handling and giving care a neonate for the first time. This is because they got excited and frightened during their neonatal practice.

Turkish Language teacher candidates' perceptions of the concept of digital story: A metaphor study

The study aims to reveal Turkish Language teacher candidates' metaphorical perceptions of the concept of digital story. The study is phenomenological research, which is one of the qualitative research approaches. The study group consists of 68 Turkish Language teacher candidates studying at Firat University, Education Faculty, Department of Turkish Language Education in 2018-2019. The study uses a purposeful sampling method to determine the study group of the study. To determine the teacher candidates' metaphorical perceptions of the concept of the digital story, the study employs a metaphor questionnaire form developed by the researchers. The metaphors obtained are analyzed according to their reasons, and themes are created. As a result of the research, it is revealed that teacher candidates perceive digital stories as an instructional, mind-building, versatile, facilitating, entertaining, curious, relaxing, remarkable, and transparent tool. These results confirm that digital stories should be used in the training of Turkish Language teacher candidates, and other teacher candidates as well.