Master Course Research Articles

Technology for organizing self-regulated learning at the stage of early professionalization of high school students in psychological and pedagogical classes

Importance. In the modern world, the role of the teacher has changed, and now students – future teachers are faced with the task of not only teaching, but also being prepared for constant self-development, professional growth and continuous learning. Modern regulatory documents of the teacher education system define competence that promotes self-education as necessary for mastery by a future teacher. Developing the ability for self-regulation in students in the pedagogical education system has great potential for successful professional development. Therefore, it is important to organize an effective process of self-regulated learning in a modern school at the stage of early professionalization in psychological and pedagogical classes. The purpose of the study is to develop and substantiate a technology for organizing self-regulated learning that promotes successful readiness for personal and professional development of high school students – students of psychological and pedagogical classes.Research Methods. Analysis of data from theoretical and empirical research in the field of self-regulated learning, also used: analysis, synthesis, generalization, comparison and interpretation, survey.Results and Discussion. Self-regulated learning is a process in which students actively participate in their own learning activities. High school students involved in self-regulated learning show higher educational results, quickly master course materials and more often achieve their personal goals. In the context of the cognitive-technological approach to learning, an innovative technology of self-regulated learning at the stage of early professionalization of high school students in specialized psychological and pedagogical classes is scientifically substantiated, including an activity algorithm: self-diagnosis – goal setting – self-motivation – planning – implementation of personal strategy – self-reflection; as well as diagnostic and autodidactic methods. A diagnostic technique has been developed to identify the level of students’ readiness for self-regulated learning.Conclusion. Considering that self-regulated learning is a complex process that requires many years of practice, training and experience, its effective use in the format of technology for organizing self-regulated learning, especially at the stage of early professionalization in psychological and pedagogical classes. The effect is enhanced when using a cognitive-technological approach, an algorithm of stages and a set of auto-didactics methods. The designed technology is a valuable innovative tool for increasing the efficiency of psychological and pedagogical classes, as well as for research and practice in the field of teacher education.

Psychological safety in interdisciplinary virtual student project teams: A validation study

Psychological safety is an important variable for understanding teams, as it is positively associated with team performance, team learning, and creativity. A large body of research has been conducted on psychological safety in teams that work face-to-face. The aim of this study was to investigate the construct validity of Edmondson's Team Psychological Safety Scale in the context of virtual student teams working on a joint project. The sample used in this study consisted of 344 students who took part in an interdisciplinary project-based master's course at a Norwegian university. The data were analyzed with single-level confirmatory factor analysis (CFA) and multilevel CFA (MCFA). Reliability was investigated with intra-class correlation coefficients, in addition to Cronbach's alpha and McDonald's omega. Overall, the reliability estimates and goodness-of-fit estimates from the CFAs demonstrated an adequately good level of fit for the one-factor structure of psychological safety in the context of virtual student project teams. The Team Psychological Safety Scale was shown to have acceptable levels of construct validity for the virtual student project teams.

ANMCO Position paper: States General 2023 - Scientific societies and training: the role of ANMCO

Scientific societies promote numerous activities, including the training of professionals. With the continuous growing of knowledge and the availability of new evidence in the cardiological field, the achievement and maintenance of knowledge and know-how is difficult. The evolving educational needs of professionals in cardiology have been analyzed during the 2023 ANMCO General States. Furthermore, the initiatives implemented to meet professionals' needs after the university medical training have been discussed. In this document, we report the main and most innovative training activities promoted by ANMCO, from distance training to simulation training, including courses for master's degree, training to and through clinical research and the potential role of teaching hospitals.

프랑스의 수학 중등교사 양성과정 및 임용시험 분석

On January 5, 2023, the Ministry of Education announced plans for the introduction and pilot operation of a graduate school system specializing in education for fostering graduate-level teachers, as well as plans for the practice semester. In this study, the purpose of this study was to find implications by analyzing the teacher training system in France, which has a policy very similar to that currently planned by the Ministry of Education. First, we analyze the overall composition and characteristics of the MEEF master's course, a teacher training course in France, are examined, and the curriculum, subjects, credits, and field practice of INSPÉ Toulouse University, and the characteristics of French mathematics. Using that teacher training courses are analyzed. In addition, the overall structure of CAPES, the national Teacher Qualification Test in France, was reviewed, and past questions from the 2022 school year were analyzed to derive implications for the Korean employment system and employment examination.

LONGEVITY: NOW AVAILABLE IN CANS! A PERFORMANCE LECTURE APPROACH TO ADDRESSING LONGEVITY ISSUES FROM A RESPONSIBLE INNOVATION PERSPECTIVE

This article describes the development of a theatre- and design-based Performance Lecture whose goal is to develop reflexivity around the theme of longevity and innovation in secondary and university level students. Theatre is an art form that aims at developing self-reflection and reflexivity in both audiences and participants, opening the door to reflective learning which, if combined with critical design and design fiction, offers an effective medium for addressing many dimensions of Responsible Innovation (RI). The workshop involves the presentation of a fictional “near-future” product, a drink called "Longevity". The drink contains nanobots that once ingested can be directed (with an app) to stimulate the body to produce certain compounds, allowing the user to control different properties in their blood “in flow”. This innovative use of technology offers more bodily efficiency, leading to a longer life. This methodology was primarily developed during the A Society for All Ages. Longevity-driven design Masters course at Milan Polytechnic (2022-23) and the Interaction Design and Service Design Masters courses at Milan Domus Academy (2023), and is grounded in grassroots approaches to Responsible Innovation.

Playing by the many rules: taught masters and their assessment regulations

In recent years the taught masters course has become an even more important component of the curriculum portfolio for universities in the UK and elsewhere. In the spring of 2021, the Student Assessment and Classification Working Group (SACWG) surveyed a small number of English and Welsh universities to compare assessment regulations for taught masters courses. The survey revealed substantial differences in the use and application of rules between institutions. The issue of divergence and convergence of the principles on which assessment rules are based was discussed further at a SACWG seminar that took place the following year. At this event, participants took part in a thought experiment that required them to set aside any prior application of assessment regulations and to attempt to agree on the rules for taught masters courses. These group discussions provided a high degree of openness and positivity. We discuss the results of the survey, the seminar and the experiment. We consider, also, the benefits of generating an open dialogue that aims to increase consistency of practice and understanding of the educational value of key assessment rules in higher education.

A four-cohort study testing the relative impact of take-home and in-class examination on students’ academic performance and wellbeing

The current study examines the relative impact of take home (open book) examinations (THE) and in class (closed book) examinations (ICE) on student academic performance and wellbeing outcomes. Specifically, this study contributes to our understanding about students’ long-term knowledge retention, measured four to six months after completing the course. A unique longitudinal dataset consisting of four cohorts of a social science bachelor and master course that implemented either a THE or ICE in successive years was used. Survey data included wellbeing and academic performance measures as well as a 10-item knowledge retention quiz. Within the master course, the ICE cohort had higher examination grades and higher knowledge retention scores than the cohorts that completed a THE. In the bachelor course, there were no differences in knowledge retention across cohorts. Examination score was associated with higher knowledge retention scores across both courses. One bachelor cohort reported lower wellbeing compared to others (cohort 2021–2022); however, we found no further differences in academic or wellbeing outcomes based on examination form. The findings suggest a slight advantage of ICEs over THEs with regard to academic performance.

What lies beneath: using student reflections to study the entrepreneurial mindset in entrepreneurship education

PurposeThis research presents and evaluates a method for assessing the entrepreneurial mindset (EM) of students in higher education.Design/methodology/approachThe research considers EM a multi-variable psychological construct, which can be broken down into several conceptual sub-categories. Using data from a master course in entrepreneurship, the authors show how these categories can be applied to analyze students’ written reflections to identify linguistic markers of EM.FindingsThe research reports three main findings: analyzing student reflections is an appropriate method to explore the state and development of students’ EM; the theoretically-derived EM categories can be nuanced and extended with insight from contextualized empirical insights; and student reflections reveal counter-EM categories that represent challenges in the educator’s endeavor to foster students’ EM.Research limitations/implicationsThe commitment of resources to researching EM requires the dedication of efforts to develop methods for assessing the state and development of students’ EM. The framework can be applied to enhance the theoretical rigor and methodological transparency of studies of EM in entrepreneurship education.Practical implicationsThe framework can be of value to educators who currently struggle to assess if and how their educational design fosters EM attributes.Originality/valueThis inquiry contributes to the critical research discussion about how to operationalize EM in entrepreneurship education studies. The operationalization of a psychological concept such as EM is highly important because a research focus cannot be maintained on something that cannot be studied in a meaningful way.

A problem case set for teaching psychophysics and psychophysical modelling

ABSTRACT Psychophysics can be considered a methodological core for quantitative studies of perception, as well as attention, memory, decision-making, etc. In typical introductory “Sensation and Perception” courses, students usually get a very basic idea of psychophysics and its main concepts. Here, I present an educational problem set for advanced practice in psychophysical data analysis and modelling. It is designed for students interested in a deeper understanding of perception and other cognitive processes and can be used as part of advanced undergraduate and master courses. Each problem case from the set includes a pregenerated data set and a research question that the student should answer by creating a psychophysical model (or several alternative models) and testing it against the data. Importantly, a successful model requires not only basic modelling and coding skills but also encourages deeper understanding of the logic of the method and basic concepts used to interpret behaviour in a psychophysical experiment. The article also presents a demonstration case with a detailed tutorial on its solution that can be useful for both students and instructors.

Surveys of work in events in the area of chemistry teaching and science related to the theme domestic water quality

This article was constructed from a bibliographic survey carried out during the professional master's course in the Graduate Program in Science and Mathematics Teaching (IEMCI-UFPA). The aim is to analyze the work already published on the topic of domestic water quality with a theme for the teaching of mixture separation processes. This review followed as its main criterion the bibliographic analysis of works published in national events of great relevance for the area of Science Teaching and Chemistry, delimited in a certain temporal clipping. Based on the analysis collected with the survey, it was possible to trace relevant paths for research to seek to contribute to academic production, in order to bring new reflections on the use of the theme focused on citizen education.

Appreciative Research from the Appreciative Paradigm: A New Research Model for the Social Sciences

For over ten years, I have taught Appreciative Research as an alternative course to the quantitative and qualitative research methods programs offered at the undergraduate and graduate levels in the Communication Studies Department at San José State University in California. This essay introduces Appreciative Research as an original model of applied research in the field of social sciences and proposes a theoretical/paradigmatic and methodological framework for teaching Appreciative Research as an alternative research course for undergraduate, master, and doctoral levels at the university.

Introducing Open Science in Teaching Health Economic Modelling.

Open Science is gaining ground in all research fields, including health economics and outcomes research (HEOR). However, teaching Open Science is still in its infancy. This paper describes the design, implementation and evaluation of a teaching activity focusing on introducing Open Science during a Master's course during which participants have to develop a discrete event simulation. The teaching activity was organised as a series of lectures introducing different aspects of the Open Science philosophy and practices, such as good software coding practices, version control systems and reproducible research. The participants' increase in Open Science knowledge was elicited through a survey before and after the teaching innovation. After the teaching innovation, participants' knowledge of Open Science increased and they reported an improvement in Open Science-related skills, such as using a script-based statistical software, identifying and re-using open data, and collaborative script development. During the evaluation at the end of the course, the course participants mentioned that the Open Science-related content was interesting but would fit better within a course in which broader research-related content is taught. Based on this feedback, we will most likely narrow the scope of the Open-Science-related content in this course to Open Source Modelling which may better fit the scope of the course. This paper contains links to the teaching activities we developed and other resources which may be used to design teaching activities on Open Science. Herewith, we hope to inspire other teachers in including Open Science into their teaching.

Mapping competency in public health training – experience of the Europubhealth consortium

BackgroundPublic health education aims at producing a competent workforce. The WHO-ASPHER framework proposes a set of relevant public health competencies organised in 10 sections (e.g. science practice, leadership, law policies and ethics etc). As part of the Europubhealth (EPH) consortium, eight universities collaborate for the delivery of a 2-year international public health master course. The training pathway includes a first “foundation” year, with a choice of four options (components), and a second “specialisation” year with a choice of seven components. In 2020, EPH consortium decided to use the WHO-ASPHER framework in order to map the competencies addressed and the level of proficiency targeted by each component of its master course.MethodsAn 84-item questionnaire covering the whole WHO-ASPHER framework was sent to the 11 EPH component coordinators, asking them to rate the proficiency levels targeted at the end of their courses. Answers from each coordinator were summarised by calculating mean proficiency levels for each of the 10 competency sections. We used Bland & Altman plots to explore heterogeneity of answers and then calculated transformed scores to account for rating heterogeneity. We use tabulation and a heat map to explore patterns of proficiency levels across components.ResultsThere were differences in overall proficiency levels between years with, as expected, higher scores in year two. Year one components reached medium to high proficiency scores for the sections “science practice”, “health promotion” and “communication” with scores ranging from 2.6 to 3 (on a 1-low to 4-high scale). When compared with year one on a heat-map, year two components displayed more contrasted profiles, typically aiming for high proficiency level (i.e. scores above 3.5) on 3 out of the 10 sections of competencies. Except for the “collaborations and partnership” section, the training pathways offered by the EPH master course seem to offer opportunities for a high proficiency level in all domains of competencies.ConclusionsThe mapping proved a useful exercise to identify strengths and complementarities among the EPH consortium. The results suggest that the EPH master course is coherent and offers students opportunities to gain proficiency in most competencies relevant to public health practice.

Technical and Vocational Education Master's Course Curriculum: Presentation of suggested course titles for teacher training universities of technical and vocational education in Iran

This article was carried out to present the subjects and titles of the technical and vocational education master's courses in Iran with a qualitative approach and using a descriptive-analytical method. The studied population included 10 curriculum titles of the Master's course in the education field of Farhangian University and 25 curriculum titles available in the Master's course of the technical and vocational education of other countries' universities. The results of the analysis and comparison of the differences and similarities of the courses showed that although there are differences and diversity in the number, type, and subject titles of this field in the universities, the titles of the courses in different universities share the following general titles. Based on the findings of the research, Compensatory lessons "Philosophy of Islamic education and training in the Islamic Republic; Teacher ethics from the perspective of Islam", compulsory courses "management, principles of teaching, technology, evaluation, research, philosophy and curriculum" and elective courses "psychology and counseling; Adult Education; Issues and challenges in technical and vocational education; Internship and seminar" and thesis are suggested for the master's course in the field of technical and vocational education of Iranian universities.

Digital twin for educational purpose, the case study of the U-building at the KTH in Stockholm

Nowadays, the Digital Twin (DT) concept is one of the most talked-about topics in the building sector. Previous research has addressed both the definition of DT concept and the development of applications for specific purposes, such as facility and asset management, built environment performance monitoring etc. However, the specificity of such applications reduces both its replicability and understanding. This results in the spread of confusion when approaching such concepts. For this reason, this study explores how DTs can be effectively used for educational purposes. The methods used include the integration of several systems and tools, highlighting different approaches for data integration and capture. The proposed methodology was tested on a real case study, the U-building on the KTH Campus in Stockholm, which is equipped with a Building Management System (BMS). The building is used as a pilot in master courses to allow students to produce a first attempt of using a DT, by connecting real-time monitored data and digital objects. The results show how efficient data communication helps towards the organization and assimilation of complex concepts. Furthermore, the testing of several approaches proves the replicability and flexibility of the method within different environments and for several uses.

Australian Health Services Management Courses: A discussion on syllabus

Objective: The aim of this research was to understand core knowledge areas offered by Masters courses in health services management in Australian universities. Design: A Google search identified relevant Masters’ degrees in health services management. Course syllabus was then extracted from each university’s website. Common core subjects were then collated and compared. Setting: Data for this study was collected from Australian university websites.Main outcome measures: Findings were compared with those presented in a similar study conducted in 2013. Interpretation was also informed by an appraisal of key issues that characterise the current context of health care in Australia. Results: Masters’ degrees in health services management were offered by 18 universities. Common core subjects included management, evaluation, evidence, health system, governance, law and human resource management. A comparison with an earlier study conducted by Ritchie and Yen [1] found an increase in the following subjects: health system, quality management, health economics, policy and research, and a decrease in health information, epidemiology and resourcing. New knowledge areas included leadership, planning and project management, change management, and strategy. Conclusions: This paper presents a discussion on knowledge areas that comprise syllabus in masters level health services management education nationally. Key findings revealed differences between courses and the responsiveness of core syllabus to the current health care environment. The emergence of leadership, planning and project management was unsurprising while an absence of subjects that gave explicit reference to First Nations peoples was a notable finding.

Construction and Teaching Reform of “Research foundation of Computer Science” Course based on OBE Concept

The research foundation of computer science is a compulsory professional foundation course for master's students of computer science and technology and related disciplines and majors. Due to the extensive content of this course, covering four topics: advanced computer architecture, Internet of Things technology, network and information security, and algorithm design and analysis, students feel that it is difficult to master scientific learning methods and lack the goal and initiative of learning. This article is guided by the OBE concept and explores and practices the teaching reform of computer graduate courses in the context of the construction of new engineering disciplines, starting from five key links: setting teaching objectives, designing teaching content, reforming teaching modes, establishing teaching evaluation mechanisms.

Mapping competencies taught in public health – Experience of the Europubhealth Consortium

Abstract Background Public health education aims at producing a competent workforce. The WHO-ASPHER framework proposes a set of relevant public health competencies organised in 10 sections (e.g. science practice, leadership, law policies and ethics etc). As part of the Europubhealth consortium (EPHc), eight universities collaborate for the delivery of a 2-year international public health master course. The course includes a first-year, or foundation component (4 options), and a second-year or specialisation component (7 options). Objectives In 2020, EPHc decided to use the framework in order to map the competencies addressed, and the level of proficiency aimed at, by each Y1 and Y2 option of the Master. To that end, component's coordinators answered an 84-item questionnaire covering the whole framework. Answers were summarised by calculating mean proficiency levels for each competency section. Results There were differences in overall proficiency levels between years with, as expected, higher scores in Y2. Options in Y1 reached medium to high proficiency scores for the sections “science practice”, “health promotion” and “communication” with scores of 2.6 to 3 (on a 1 to 4 scale). When compared with Y1 on a heat-map, Y2 options displayed more contrasted profiles, typically focussing (i.e. scores > 3.5) on 3 out of the 10 sections of competencies. Except for the “collaborations and partnership” section, the training pathways offered by the EPHc seem to offer opportunities for a high proficiency level in all domains of competencies. Conclusions The mapping proved a useful exercise to identify strengths and complementarities among the EPHc. The results suggest that the EPHc master course is coherent and offers students opportunities to gain proficiency in most competencies relevant to public health practice. Key messages • Competency-based education is likely to shape the future public health workforce. • The WHO-ASPHER framework proved a useful tool to map public health competencies addressed in the teaching of the Europubhealth international Master.

Drop-out among ODL learners: A case study at the Open University of Mauritius

Dropout is a global and complex phenomenon affecting all universities. This study aimed at investigating the intrinsic and extrinsic factors causing dropout at the Open University of Mauritius (OU). Secondary data about 1885 learners were collected for five intakes and three levels of study - foundation, undergraduate and Master courses. The dropout rates were 46.08%, 39.14% and 17.31% respectively, showing that those with previous tertiary education were less likely to drop out of studies. Analysis of data from 96 completed questionnaires revealed that female learners were more persistent in their studies while mature students were less likely to drop out from university. Personal and career-related issues were the major causes leading to attrition at OU. Sub causes included wrong choice in programmes, inadequate tutorial support and lack of employer’s support. Corrective actions suggested include providing counselling sessions before registration and during studies, implementing strategies to help students develop time management skills, developing courses in line with industry requirements and improving tutor’s support. The low attrition rate at OU is probably because most of its learners are working adults who are able to shoulder learning with greater responsibility. This is also because OU has maximised on technology to reach out to learners, hence mitigating isolation.

Ingenious Game: Insights Into Evolving From a Learning Card Game to a Learning Software Application Game

Ingenious is a collaborative and competitive learning game application in which groups of students compete against each other in a product design and development (PDD) scenario where each group is responsible for a multidisciplinary team of engineers. The game has been used since 2020 to support a mechanical engineering master course. In this period, the game evolved from a card game to a software application. During the four game rounds representing the PDD phases, the players learn when to use over 80 different engineering design techniques. By choosing varying engineers and techniques, a student group creates a design strategy with a cost to execute and might be proven more effective than the competitors’ strategies. Winning the game is about effectiveness in solving the challenges posed in the PDD scenario at a minimum cost. Once the game allows scenario customisation, new PDD scenarios can be created with different complexity levels. In the gamified classroom, grading is not a result of winning the game but a reflection of the group’s choices and consequences while playing the game. This article presents the different game versions, describes the Ingenious game mechanics and dynamics and reflects on the game evolution and coverage of the Octalysis dimensions.