New Paradigm Of Education Research Articles

ТЕХНОЛОГІЧНІ АСПЕКТИ СТАНОВЛЕННЯ НОВОЇ ОСВІТНЬОЇ ПАРАДИГМИ

The study shows that two educational paradigms have been established at the current stage of Ukrainian education, namely, off-line education as a system and on-line education as a network; their advantages and disadvantages have been outlined. The author has grounded that theoretical and methodological disbalance between these two paradigms brought about the appearance of a new understanding of Life Long Learning as a new paradigm of education. The article provides analysis of modern innovative techniques and methods used in the educational paradigms. It has been grounded that ICT cannot be considered as a means of enslavement but rather a means of liberation which can be reached due to the production, processing and distribution of new anthropopractices that will facilitate the return of a man to himself and to others. ICT should encourage self-organization, self-cognition and self-improvement of a personality of Learner (Student) as well as Teacher (Educator).

Systemic Innovation, Education and the Social Impact of the Systems Sciences

Education, in and of itself, is neither irrelevant nor outmoded. However, the current need to educate a planetary citizenry under conditions relevant to the living context of our planet is palpable. A new education paradigm is emerging to address this need, and it takes its cue from the life sciences—biomimicry, ecosystem studies, permaculture and the like, and from the sciences of complexity—complex adaptive systems theory, second order cybernetics, social systems dynamics and the emerging field of systemic innovation. This article explores both the pressures for such a new paradigm of education, tracing their sources to contemporary dynamics in society and environment, and outlines of the new paradigm in education that is emerging in various parts of the world. Key to this new paradigm is the emphasis on lifelong learning and empathy oriented education, both critical ingredients to the transformative role of education for individual and collective thrivability. Copyright © 2017 John Wiley & Sons, Ltd.

Cardiac health knowledge and misconceptions among nursing students: implications for nursing curriculum design

BackgroundCardiac misconceptions are common among healthcare professionals. The development of professional knowledge is considered an essential component of nursing education. Nurses, regardless of their grade, skills, and experience, should be updated with information so as to be able to rectify their misconceptions, as these could affect patient health outcomes. As the literature evaluating the cardiac knowledge and misconceptions of nursing students is sparse, a study of the subject seems warranted.MethodsA cross-sectional sample survey was used to study the cardiac knowledge and cardiac misconceptions of nursing students in Hong Kong. The study sample included 385 senior nursing students from three universities. Their level of knowledge of cardiac disease was assessed using the modified Coronary Heart Disease Knowledge Test. The York Cardiac Beliefs Questionnaire (YCBQv1) was used to examine cardiac misconceptions.ResultsThe scores for the nursing students’ level of knowledge were diverse. Their mean score in the Cardiac Knowledge Test was 12.27 out of 18 (SD 2.38), with a range of 2–17. For cardiac misconceptions, their mean score in the YCBQv1 was 6.98 out of 20 (SD 2.84), with a range of 0–14. A negative correlation, r = −0.33 was found among students with more knowledge and fewer misconceptions. (p < 0.001). The Chi-square tests found some associations between the students’ experiences of caring for cardiac patients and misconceptions about stress and physiology.ConclusionsThe results of our analyses indicate a diversity in levels of knowledge among the nursing students. Students with higher scores in cardiac knowledge did not necessarily have fewer misconceptions. There were associations between the students’ misbeliefs and their caregiving experiences with cardiac patients. This study presents a framework for designing the contents of cardiac nursing programmes and is a starting point for promoting research on misconceptions held by undergraduate nursing students. A new paradigm of teaching should include inputs from both perspectives to help students to make critical use of theoretical knowledge to rectify their misconceptions and pursue excellence in the working world.

A Review of Literature in Mobile Learning: A New Paradigm in Teaching and Learning Pedagogy for Now and Then

Educational technology is a medium that has the potential to improve the effectiveness of teaching and learning. The rapid pace of change in educational technology such as mobile learning (m-learning) had given the prodigious impact towards the world of education. This paper explores and discusses on the definition of mobile learning with its suitable learning environment, affordances and potential of this approach with its limitations. The post-millennials or Generation Z had been labeled as ‘student of m-era’ in this paper. In addition, this article also reviewed critically on the previous studies that demonstrate on the favorable and adverse effect of mobile learning in teaching and learning, implies that this advent paradigm of pedagogy approach helps students in teaching and learning process in various ways predominantly if proper executions have been applied. Some practical strategies and methods of implementation of m-learning approach despite of its limitations and challenges were recommended in this paper as well. This review study can become a comprehensive guidance or reference for policy makers, educators, and researchers in the field who are curious about and intend to initiate or adopt m-learning.

Academic Information System Support in the Era of Education 3.0

The emergence of Education 3.0 as a new paradigm in education has been spread widely in many educational institutions, especially in higher education institutions (HEIs). Many of them have been implementing the new paradigm and get benefit from it. But somehow, the implementation caused some problems. The new policy and procedures are causing administrative problems, especially in the academic affair. The implementation also needs to provide external involvement. To overcome the problems, the academic information system (AIS) can be used to support the characteristics of Education 3.0. The purpose of the research is to find the possibility support from the AIS to the characteristics of Education 3.0. The research used Education 3.0 concept and information system (IS) concept to find the possibility. The research used a case study as the method and conducted a qualitative research with an unstructured interview. After comparing the Education 3.0 concept and IS concept with the interview analysis, the research found that all the characteristics of Education 3.0 can possibly support by the AIS. The result can be used as a guideline to develop the new AIS with the capability to support the characteristics of Education 3.0.

164 - Teaching Providers Serious Illness Communication Skills in Heart Failure

Background: The increasing prevalence, high symptom burden, associated co-morbidities and medical advances that often prolong the advanced phase of heart failure (HF) mandate an organized and thoughtful approach to medical decision-making in this population. However, many clinicians have difficulty discussing prognosis and goals of care with patients. Barriers include disease- and therapy-specific prognostication challenges in HF and a lack of evidence-based palliative care education initiatives for HF clinicians. To have effective discussions, providers need advanced training. Purpose: The purpose of this study was to develop and study the effect of a brief clinician educational intervention to review prognostication and teach communication skills along the HF illness trajectory. Methods: A 45-minute training module was developed, which consisted of a case-based small group session and a HF communication guide. The curriculum highlights prognostication challenges in HF and introduces an illness trajectory-based framework to cue iterative goals of care conversations. Specific skills taught include assessing patients' illness understanding and information-sharing preferences, exploring goals and values, making prognostic disclosures, and making medical recommendations for goal-concordant care. We piloted this learning module with 46 CCU-based internal medicine residents and interdisciplinary palliative care fellows in groups of 2–15, and obtained anonymous quantitative and qualitative post-session learner survey data. Results: Clinicians rated the session highly. One hundred percent of learners either strongly agreed or agreed the session was clinically useful. Learners unanimously found the teaching methods effective and the majority felt they could easily apply these skills to their clinical work: 96% felt this session would change or improve their practice. In open-ended feedback solicited, learners said the session gave them a better understanding of the HF illness trajectory, an improved framework for discussing goals of care with HF patients, and specific language to use when having these discussions. Conclusions: A short communication skills teaching session was highly valued by both general and specialty-level clinicians in training. This represents a new paradigm for teaching and learning prognostication and serious illness communication skills in HF, in which illness trajectory guides timing and content of goals of care conversations. This tool can be used to help clinicians who are not trained in palliative care elicit the goals and values of patients with heart failure.

Learning Thresholds: A Journey in Online Learning and Teaching

Three tertiary business educators transitioned their teaching from a just face-to-face mode of content delivery into online/blended content delivery formats. It was found there were three dominant domains of learning thresholds for these educators, which involved the course, student engagement and the teacher. The course domain considered alternative approaches to teaching and course design. The student domain focussed on student engagement and feedback. The teacher domain addressed teacher identity and interactions. Challenges faced by the educators included adopting a new paradigm of teaching, benchmarking efforts, and adequate resourcing. The positive transformative experience involved the educators gaining increased self-assurance in becoming effective online educators.

Efektivitas Pembelajaran Full Day School Terhadap Prestasi Belajar Siswa

Educational issues are so dynamic along with the development of the era. for that reason, education is expected to provide added values aimed at achieving prosperity both physically and spiritually. These changes are an important signal to look for alternative solutions. In consequence, education practitioners will think hard to formulate a new paradigm in education. In order to maximize the students' free time to be more useful, then the full day school system is such an answer. Full day School applies the basic concepts of "Integrated-Activity" and "Integrated-Curriculum". This means that all the programs and activities of students in school ranging from learning process to religious rituals are packed in an education system. The full day school learning system focuses on all educational programs and activities in school. And the full day school intensification is to improve students' learning achievement

Integration of Naqli and Aqli in Microbiology Teaching: Sharing the Experience

Background: In line with Universiti Sains Islam Malaysia’s (USIM) tagline ‘Exploring Islamic Science, Spearheading Knowledge’, we embarked on a new paradigm of teaching by integrating naqli components into the microbiology and immunology curriculum. The main objective of this integration was to enhance students’ appreciation towards Islam and Science, so that they would become good Muslim doctors. The naqli components were delivered through various teaching and learning techniques such as lectures, seminars, and online assignments. Methods: A total of eighty year 3 students from Faculty of Medicine and Health Sciences, USIM were involved in this study. They were exposed to the new method of teaching for the whole academic year, session 2014/ 2015. The effectiveness of this program was evaluated through questionnaires, given at the end of academic session. Outcome: More than 90% students agreed that the integration were clearly delivered, relevant to the topics at hand and enhanced their knowledge. Most students (&gt;90%) preferred interactive lectures rather than students’ initiated method such as seminar and speaker’s corner. About two third of the students did not prefer online method. Moreover, 15.9% of them said the allotted time was insufficient and 46% agreed that there was inadequate resources in the library. Conclusions: The integration of naqli components into microbiology subject was favoured by students. However, it should be improved with allocation of more slots, upgrading of online system and increment of relevant library resources. Looking forward, we are convinced this is the way to go in producing holistic doctors equipped with necessary knowledge, both in aqli and naqli to further advance Medicine and Islam.

Розвиток ідеї толерантності учнівської молоді у вітчизняній педагогічній думці (друга половина ХХ – початок ХХІ століть): проблема періодизації

У статті подано результати аналізу розвитку ідеї толерантності учнівської молоді у вітчизняній педагогічній думці ІІ половини ХХ – початку ХХІ ст. та встановлено періоди її розвитку. Обґрунтовано виділення 3 періодів: І період (50-80-ті роки ХХ ст.) – розвиток ідеї толерантності в рамках інтернаціонального виховання радянського періоду;ІІ період (90-ті роки ХХ ст.) – розвиток толерантності в процесі гуманізації й демократизації освітньо-виховного процесу; ІІІ період (початок ХХІ ст. – донині) – активізація впровадження ідей толерантності в процес навчання та виховання учнівської молоді, перебудова освітньої політики України з урахуванням євроінтеграційних процесів.

MODEL AND PACKAGE OF TRAINING OF TEACHERS QUALITY IMPROVEMENT IN THE PERSPECTIVE OF STRATEGIC MANAGEMENT AT MATAHARI TERBIT ELEMENTARY SCHOOL SURABAYA

Teacher has a very significant role for the success of students. In playing their functions and roles, the interrelated strongest indicators is the teachers’ quality showing their responsibility to perform all tasks and their knowledge which can be used as the art and the way they work. It can be said that the qualified teachers are those who master knowledge or having management strategy and its development. The need of a new paradigm for education is based on the change related to the educational condition and need in the society. One of the most strategic change is to improve the strategic management through training of teacher quality improvement in the perspective of strategic management. By having school autonomy owned by Matahari Terbit Surya Elementary School, Surabaya, the school has an opportunity to explore the effort of increasing the school's efficacy including the development of its human resource. It is expected that by the presence of competent teachers, they will be able to be the change agent for the improvement activities in their school as the realization of accountability effort in the environment.

Review of Mobile Learning Trends 2010-2015: A Meta-Analysis

Introduction With the advent of mobile technologies, new paradigm of teaching and learning with technology aid had been emerged, that is mobile learning (M-Learning). Mobile technologies purvey opportunities to hold new and interesting methods of teaching and learning, both beyond and inside the classroom. Apropos to the teaching-learning process, the integration of mobile devices into educational context has considerable benefits and profoundly potential which consistence with Valero et al. (2012) who claimed that the technological features of M-Learning are portability, immediacy, connectivity, ubiquity and adaptability. It enables collaboration among pupils, knowledge creation, information searching and improved interaction and communication between teacher and student. Moreover, it facilitates access to learning anytime and anywhere by enabling connectivity and the employ of multiple apps for educational purposes (Fundacion Telefonica, 2013). In short, M-Learning has been recognized as one of the most influential technologies for education (Johnson, Adams, & Cummins, 2012). Therefore, this paper intends to provide insights into the research trends and issues in the studies of M-Learning through content analysis of selected journals from January, 2010 to December, 2015, covering six major journals: (1) Computer & Education (CE Keengwe, 2014) that integrates several software and firmware technology in multimedia applications (Lavin-Mera et al., 2008) which facilitate learning through a variety of wireless mobile devices (Kukulska-Hulme, 2005; Stevens & Kitchenham, 2011) using wireless networks (WiFi) or broadband services (Caudill, 2007) without limit in terms of location or time. (Kukulska-Hulme, 2005; Hussin et al., 2012; Quinn, 2000). Furthermore, Keegan (2002) contemplates the possibility of M-Learning as a harbinger of the future of learning. M-Learning research The use of mobile devices for educational purposes, recognized as M-Learning has gained substantial attention from researchers in the technology-enhanced learning discipline. Recent research findings on using mobile devices in different learning environments have exemplified their ability to effectively enhance students' learning knowledge. …

Methodological Bases Of Development Of Pedagogical Creativity Of Future Teachers Of Preschool Educational Institutions

The article is devoted to the problem of development of pedagogical creativity of future teachers in the conditions of modernization of the content of modern pre-school education, introduction of a new paradigm of education, the purpose of which is the formation of a person of modern time, development of its creative abilities and creative potential. The article summarizes and formulates definition of "creativity". Principles of professional training of future teachers of preschool educational institutions for pedagogical creativity are substantiated. The role of an educator in the development of creative potential of personality, from early preschool age is idenified. Indicators of creative potential of personality of a tutor of children of preschool age are determined. The conclusion has theoretical and practical importance for actualization of creative activities of preschool education specialists

스마트교육을 위한 의학용어 학습 앱 개발

정보통신기술의 발달과 스마트 기기의 대중화는 정치, 경제, 문화 뿐 만 아니라 교육에까지 영향을 미치고 있다. 이러한 최신 기술을 바탕으로 모바일 기반의 능동적 학습을 가능하게 하는 스마트교육은 21세기 새로운 교육 패러다임으로 주목받고 있다. 본 논문에서는 보건의료계열 학생들이 언제 어디서나 편리하게 의학용어를 학습 할 수 있는 의학용어 학습 앱인 SMT(Smart Medical Terminology)를 개발하였다. SMT에서는 의학용어 학습에 흥미와 동기를 부여하고, 학습자의 수준에 따라 자기주도적으로 학습할 수 있는 다양한 형태의 학습 방법을 제공하고 있다. The development of ICT and the popularization of smart devices are affecting not only politics, economics and culture but also even education. Smart education, a concept that promotes active learning based on the latest mobile technology, is being noted for a new paradigm in education of the <TEX>$21^{st}$</TEX> century. The aim of this study was to develop a mobile application, Smart Medical Terminology(SMT), allows health science students to learn medical terminology anytime, anywhere, easily and conveniently. The SMT makes learners interested in and motivated to learn medical terminology. It also provides various learning methods that enable self-direction learning in accordance with the level of learners.

NOVI HORIZONTI U PEDAGOŠKOJ ODGOVORNOSTI

Konstrukt društva znanja ili društva učenja, danas se opojmljuje kao ontička potreba a ne ideal, a strategija doživotnog obrazovanja kao vid njegovog postvarenja. Društvena transformacija u kojoj živimo pokrenuta je radikalnom promenom u značenju znanja kao fenomena. I na Zapadu i na Istoku, znanje se oduvek poimalo kao nešto što se odnosi na biće, na postojanje; danas je znanje delanje, činjenje, ostvarenje. Postalo je resurs i korisno dobro, tačnije javno dobro. U tom smislu, nova obrazovna paradigma promoviše ispravnost delovanja, a ne savršenost znanja. Interakcija sveta rada i sveta obrazovanja do sada se ogledala u metafori izjednačavanja škole i fabrike (autoritarni hijerarhijski sistem, birokratija, rigidna podela rada, striktna uputstva za rad, kontrola u svim segmentima, ...); savremeni društveni diskurs traži novu metaforu škole – škole kao zajednice učenja.&#x0D; U prvom delu rada, autorka iz ugla interpretativne paradigme razmatra pretpostavke društva znanja i njihove implikacije na pedagošku refleksiju. U drugom delu rada, naglašava se značaj kritičkog odnosa prema zanemarivanju bitnih pretpostavki društva znanja za pedagošku stvarnost, kao i potreba za redefinisanjem pedagoške odgovornosti nastavnika u pedagoškoj praksi društva znanja.

Learning by Conscience as a New Paradigm in Education

The fact that many learning paradigms that exit today are mostly founded on traditional cognitive methods in the form of reflective thinking, I felt invited to find other alternative paradigms as new ways to attack unexplored areas of learning. One way that could lead to the construction of a new paradigm for learning is to consider reflective attitudes as a way to arrive at equally strong or even more effective methods by which affective aspects of learning could be accommodated. Thus, this paper attempts to propose - learning by conscience- as a new paradigm in education. The proposed paradigm is founded on reflective attitudes which are predicted to positively affect learning and learners. The paradigm is based on the hermeneutic approach and is derived from various means of investigation such as descriptive, analytic, and eclectic methods. The investigation reveals that open-mindedness, whole- heartedness, and responsibility are the three main components that could form a solid base for the proposed new paradigm of thinking and learning. The investigation also reveals that learning by conscience is projected to occur through impulse, experience, communication, and action.

Factor Analysis of the Effects of the Introduction of English Supplementary Education to Future Classrooms

This paper explores trends in the development of technological applications in education, attempts to identify key decision-making factors related to the transition from traditional classrooms to future classrooms, and seeks to determine and analyze the relationships between structural factors and their importance. This study investigates the future evolution of education and predicts possible pathways and strategic proposals related to educational evolution by observing previous modes of operation within traditional education and traditional education models, investigating operational and structural modes within the current educational environment, and studying solutions to current problems and the accomplishment of educational reforms. Using a service design workshop, we explore key factors affecting English education in the classrooms of the future, conducting analysis by addressing the interaction between operations management, flipped education, and modes of learning. This study investigates key factors related to the introduction of supplementary English education into future classrooms, in addition to providing valuable considerations and viewpoints related to the development of future classrooms. This study focuses on investments in the educational environment of future classrooms and brings educational resources into play to increase educational efficacy. The ability of supplementary education to quickly evolve away from traditional teaching styles is fostered by allowing for the continued operational development of Taiwan’s supplementary education institutions. We hope that future technology and artificial intelligence will optimize learning environments and enable the establishment of a new paradigm in education.

OPEN EDUCATIONAL ENVIRONMENT AS AN INTEGRAL PART OF INNOVATIVE EDUCATION

Urgency of research. The current stage of development of Ukrainian educational system is characterized by its integration into the world educational environment. This is followed by creation of a new paradigm of education aimed at developing an educated, creative person who has clear national convictions. Target setting. The urgent task is to transform the educational environment of higher educational establishment in highly organized community of progressive-minded national value systems, productive activity, able to ensure the conditions of personality who solves professional problems competently, has active citizenship behavior and positive national identity. Actual scientific researches and issues analysis. Environment, including an educational one, as a part of the environmental and objective environment is studied by foreign scholars (J. Gibson, W. Mace, T. Meng, M. Tourves, V. Yasvin) and domestic researchers (G. Ball, J. Bekh, E. Bondarevskaya, S. Maximov, E. Piekhota, V. Rybalko, V. Semychenko, V. Serikov, S. Sysoiev). Uninvestigated parts of general matters defining. Modern innovative educational environment of professional institutions appears as a dialectical combination of unity and diversity. It is extremely urgent to optimize the innovative educational environment of modern professional educational establishment institutions through the organizing of a system of interacting open spaces. The research objective. The main objective of our research is to implement the search for unity between the social educational needs at various levels and the need for the staff of educational establishments in the development of the most valuable in a context and methodological aspects of innovative activity - in the effective use of the open space system in the education of students. The statement of basic materials. The contradictions of the traditional education system are the most important objective factor, which embarrasses the conductive creation of a system of the open educational environment. Conclusions. The leading idea of our work lies in the fact that the development of the student's personality as an integrative quality is presented in axiological, cognitive, activity and personal components, formed not only in the educational process, but also in the open area of professional educational institution.

The Research on Development Initiatives for Private Basic Education Schools

The emerging needs of private basic education schools have been the issue of the school administrators in terms of development. The schools always embrace the new paradigm of teaching and learning for the betterment of the students and the school as well. Along the management of the school are the situations and problems that are crucial to the development. Hence, this study aimed to determine the descriptions and problems of the sampled private basic education schools as bases in preparing a five-year continuing development program. Descriptive-comparative method of research was utilized to obtain the information needed in this study. Mann Whitney U-test was also used to determine the difference of the responses of the administrators and teachers. Interviews were conducted to substantiate the information needed and to further validate the variables mentioned in the questionnaire-checklist. A questionnaire-checklist was used to obtain the data and findings describing the private basic education schools in terms of administration, curriculum, faculty, goals and objectives, student personnel services, library, human and physical resources, laboratory, and SOCI (Social Orientation and Community Involvement). Likewise, it was also through the questionnaire-checklist that the problems encountered by the respondents were assessed. These encountered problems were on enrollment, faculty, facilities, library resources, linkages, Social Orientation and Community Involvement, instructional materials, NAT (National Achievement Test) performance, and accreditation preparation. Hence, the offered solutions on the cited problems were also assessed. These teacher and administrator-respondents aspired to produce excellent students and build a strong foundation of basic education schools that would be globally competitive in all areas of learning and operations. Hence, a Five-year Continuing Development Program was prepared and hereby recommended.

To take or not to take the laptop or tablet to classes, that is the question

In recent decades, so-called mobile learning or m-learning has become a new paradigm in education as a consequence of technological advances and the widespread use of mobile devices to access information and for communication. In this context, this paper analyzes different profiles depending on students’ preferences for taking mobile devices (specifically tablets and/or laptops) to economics classes at the University of Seville (Spain). A survey-based field study of a sample of 412 students and the application of bivariate probit models show a low level of mobile device integration in teaching (devices taken to class by only 29.8% of respondents) with a slight predominance of laptops. The results also show differences between users of the two types of devices. Students who take their laptops to class usually live at home with their family, have already used them in pre-university levels, and are concerned about recharging their devices in class. However, although users who take their tablets to class also live with their parents, they are much more active on social network sites and more concerned about the quality of the internet connection. These findings enable the design of strategies to encourage students to attend class with their own mobile devices.