Strategy Course Research Articles

Partnership Strategy of Course and Training Institutions in Guaranteing the Quality of Education with the World of Work Industry: A Review

The role of the Unna Course and Training Institute (LKP) is very necessary in obtaining competent skills to meet the needs of society, especially in the field of beauty. LKP Unna aims to be able to produce graduates who are competent, efficient, and able to compete in the Business World, Industry, and Work World (DUDIKA) in the field of beauty. This research method is a review method. Journal review method by comparing one journal with another journal in the sense of integrating the results of analysis of research journals based on the similarities and differences of each and then providing new conclusions. This research aims to create an effective strategy for LKP Unna to ensure the quality of graduates so they can compete in the labor market. The government implements various policies so that the quality of Course and Training Institutions (LKP) is guaranteed, including LKP must have; NPSN; Accredited; Have Institutional Performance Assessment and process quality assurance, Course and Training Institutions ( LKP) must implement curriculum standards using: the Indonesian National Framework (KKNI), Graduate Competency Standards (SKL), and Project Based Learning (PBL) based curriculum and translated into Learning Implementation Plans (RPP) and Teaching Materials. The partnership strategy used is to be equal and in line with the needs of the world of work industry, the aim of which is to penetrate the labor market both nationally and internationally. In the industrial world of work, several aspects can collaborate including curriculum, instructors, marketing, mentoring, apprenticeships, and job placement of LKP graduates in related industrial worlds

Evaluation of UN SDG-related formal learning activities in a university common core curriculum

Purpose Higher education plays an essential role in achieving the United Nations sustainable development goals (SDGs). However, there are only scattered studies on monitoring how universities promote SDGs through their curriculum. The purpose of this study is to investigate the connection of existing common core courses in a university to SDG education. In particular, this study wanted to know how common core courses can be classified by machine-learning approach according to SDGs. Design/methodology/approach In this report, the authors used machine learning techniques to tag the 166 common core courses in a university with SDGs and then analyzed the results based on visualizations. The training data set comes from the OSDG public community data set which the community had verified. Meanwhile, key descriptions of common core courses had been used for the classification. The study used the multinomial logistic regression algorithm for the classification. Descriptive analysis at course-level, theme-level and curriculum-level had been included to illustrate the proposed approach’s functions. Findings The results indicate that the machine-learning classification approach can significantly accelerate the SDG classification of courses. However, currently, it cannot replace human classification due to the complexity of the problem and the lack of relevant training data. Research limitations/implications The study can achieve a more accurate model training through adopting advanced machine learning algorithms (e.g. deep learning, multioutput multiclass machine learning algorithms); developing a more effective test data set by extracting more relevant information from syllabus and learning materials; expanding the training data set of SDGs that currently have insufficient records (e.g. SDG 12); and replacing the existing training data set from OSDG by authentic education-related documents (such as course syllabus) with SDG classifications. The performance of the algorithm should also be compared to other computer-based and human-based SDG classification approaches for cross-checking the results, with a systematic evaluation framework. Furthermore, the study can be analyzed by circulating results to students and understanding how they would interpret and use the results for choosing courses for studying. Furthermore, the study mainly focused on the classification of topics that are taught in courses but cannot measure the effectiveness of adopted pedagogies, assessment strategies and competency development strategies in courses. The study can also conduct analysis based on assessment tasks and rubrics of courses to see whether the assessment tasks can help students understand and take action on SDGs. Originality/value The proposed approach explores the possibility of using machine learning for SDG classifications in scale.

Context-Aware Analysis of Group Submissions for Group Anomaly Detection and Performance Prediction

Learning exercises that activate students’ additional cognitive understanding of course concepts facilitate contextualizing the content knowledge and developing higher-order thinking and problem-solving skills. Student-generated instructional materials such as course summaries and problem sets are amongst the instructional strategies that reflect active learning and constructivist philosophy. The contributions of this work are twofold: 1) We introduce a practical implementation of inside-outside learning strategy in an undergraduate deep learning course and will share our experiences in incorporating student-generated instructional materials learning strategy in course design, and 2) We develop a context-aware deep learning framework to draw insights from the student-generated materials for (i) Detecting anomalies in group activities and (ii) Predicting the median quiz performance of students in each group. This work opens up an avenue for effectively implementing a constructivism learning strategy in large-scale and online courses to build a sense of community between learners while providing an automated tool for instructors to identify at-risk groups.

Development of Course Learning Outcomes and Measurement in Higher Education

The purpose of this research was to investigate and develop an effective assessment tool to measure and evaluate course learning outcomes. Course learning outcomes from four different departments in the Faculty of Humanities at a private university in Lebanon were examined and revised according to Bloom’s Taxonomy. The learning outcomes were mapped with the program learning outcomes which were also linked to the program educational objectives of the appropriate majors. After which, the assessment process took place. This paper used a case study approach with accumulation of the data dating back to the 2014/2015 academic year, as well as survey methodology to further understand the Faculty instructors’ attitudes and experience in utilizing an assessment guide that was prepared by the Faculty Outcomes Assessment Committee. This article details the aforementioned processes in three phases, establishing criteria, setting an assessment strategy, and testing the implementation of such strategies in courses. Findings are not only significant to this university, but coincide with the New England Commission of Higher Education (NECHE) accreditation requirements.

Exploring MOOCs That Promote Innovative Public Services

The promotion and dissemination of a government’s basic policy are essential to implement innovative public services to establish sustainable country development and to ensure that the benefits are shared among citizens. This study focused on the MOOCs project in Thailand, and five courses were selected for exploration. Qualitative content analysis and sentiment analysis were applied to understand how information and communications technology in government services was promoted in the courses. These methods also explained the differences in the content of each course. It turned out that the strategy of improving service quality was the most-emphasized strategy in courses with an explanation of positive sentiment. The number of users who received a positive explanation of improving service quality was estimated at 711 and rated as a satisfactory result. The result of the qualitative content analysis was assembled into groups that could reveal the government’s pleiotropic orientation in their work on basic policy. All of these groups are involved in the international criteria for a government’s digital transformation, and other activities have also been highlighted as future challenges. The possibility of using MOOCs for policy promotion and education is suggested to bridge the gap between Thailand and other countries.

Fostering student engagement in blended courses: A qualitative study at the graduate level in a business faculty

Blended courses, which combine face-to-face and online learning experiences, are showing substantial growth in higher education. Such a course modality has also been identified in the literature as a favorable ground for increasing student engagement and accordingly, diverse learning outcomes. Although the importance of the instructor's role in a blended course is recognized in the literature, little research has studied instructional strategies in this course modality, particularly in relation to student engagement. This qualitative case study explores the instructional strategies that foster student engagement in graduate level blended courses in a business faculty. Semi-structured interviews of eight instructors were conducted, and information gathered was complemented by content analysis of the course plans and web portals. The findings revealed three categories of engagement strategies in blended courses: socio-affective, design and organization. Interestingly, most instructors emphasize one of these categories more than the others, in relation with a focus on emotional, cognitive or behavioral engagement of students. Several engagement strategies will be detailed and illustrated for each category, both in online and face-to-face learning experiences, in relation to the dimensions of student engagement. Particularities of engagement strategies in blended courses will also be discussed with respect to the literature.

Implementasi Konsep Halalan Thayyiban pada Rumah Makan Wong Solo Kota Palangka Raya

This article tries to look at the phenomenon of development, A business that is required to have sensitivity to any changes that occur and put orientation to consumer satisfaction. Moreover, in Indonesia, which is majority Muslim, businesses are faced with sensitivity to halal food. This method of writing uses a qualitative descriptive approach, which will be expected to be able to describe of implementing the concept of halalan thayyiban. the results showed a special strategy used to attract consumers to come buy Wong Solo restaurant products. Halalan thayyiban as a marketing strategy of course not only the writing is displayed but also to the practice of application, both for owners, employees, and to all consumers also halalan thayyiban must be on all aspects of human life. Consumer response to the application of halalan thayyiban concept received a positive response from consumers. Considering Wong Solo restaurant not only makes the concept of halalan thayyiban as a slogan to attract consumer interest, but also as a slogan in life.

A conceptual framework to enhance student online learning and engagement in higher education

ABSTRACT Student engagement is consistently identified as a key predictor of learner outcomes within the online learning environment. However, there is limited guidance about using proactive strategies to improve engagement for low and non-engaged students: for example by specifically employing course learning analytics (CLA) and nudging strategies in courses to assist these students. To explore how CLA and nudging can be used more effectively to engage students, the authors were informed by a 12-month research project, as well as by the theoretical perspectives presented by communication and critical literacies. These perspectives were applied to develop a conceptual framework which the authors designed to prioritise expectation management and engagement principles for both students and academics. The article explains the development of the framework as well as the elements and key communication strategies it embodies. The framework contributes to practice by explaining and justifying the accessible, time-efficient, student-focused approaches that can be integrated simply into each course’s online learning pedagogy to support both academics’ and students’ engagement.

Developing Miller's Pyramid to Support Students' Assessment Literacy.

Assessment literacy is increasingly recognized as an important concept to consider when developing assessment strategies for courses and programs. Assessment literacy approaches support students in their understanding of assessment expectations and help them both understand and optimize their performance in assessment. In this teaching tip, a model for assessment literacy that builds on the well-known Miller's Pyramid model for assessment in clinical disciplines is proposed and contextualized. The model progresses thinking from assessment methods themselves to consideration of the activities that need to be built into curricula to ensure that assessment literacy is addressed at each level of the pyramid. The teaching tip provides specific examples at each of the levels. Finally, the relevance of this work to overall curriculum design is emphasized.

Fostering mathematical connections in introductory linear algebra through adapted inquiry

Mathematical connections are widely considered an important aspect of learning linear algebra, particularly at the introductory level. One effective strategy for teaching mathematical connections in introductory linear algebra is through inquiry-based learning (IBL). The demands of IBL instruction can make it difficult to implement such strategies in courses in which the instructor faces various constraints. The findings presented here are the product of an action research study in which IBL instructional materials were designed for a large-enrolled introductory linear algebra course with limited class time. This resulted in IBL being presented in a limited capacity alongside traditional lecture in what will be described as adapted inquiry. Specifically, these IBL materials were designed as vehicles through which students could form mathematical connections. This study was conducted with the goal of determining what mathematical connections students appear to be able to exhibit within the context of an adapted inquiry approach to IBL instruction.

Deaf and Hard of Hearing Students’ Perceptions of the Flipped Classroom Strategy in an Undergraduate Education Course

<p style="text-align:justify">This study aims to evaluate the academic outcomes of the flipped classroom approach in the teaching of students who are deaf or hard of hearing (DHH). Furthermore, it aims to activate the role of the teacher through encouraging both teachers and students to engage in active learning styles, while acknowledging individual differences. Participants consisted of 12 female undergraduates with hearing disabilities in a 251 CI course (applications of ICT in teaching and learning) at the College of Education, King Saud University. The study was applied throughout a semester on the contents of the course. The content material and pre-class assigned work (e.g. instructional videos and tasks) were delivered through Blackboard (learning management system), while active learning activities were carried out in class. Using mixed methods, students’ perceptions of their new learning environment were explored through a post-term questionnaire distributed at the end of the semester, in addition to writing a reflective report. Furthermore, participants were requested to write a reflective journal at the end of each lecture. Results indicated the effectiveness of the flipped classroom strategy for students. Moreover, the data indicate a positive impact on students' content learning and improved skills (e.g. collaboration and interaction). The content material which was developed for the specific course (251 CI) could be utilized for the remaining students enrolled in this course. The researcher recommends using the flipped classroom teaching strategy for courses in higher education, as the methodology can be extended and implemented through following a similar framework applied in this study.</p>

Awareness-Raising of Vocabulary Learning Strategies: Does It Make a Difference?

This study presents the results of the impact of a short training on vocabulary learning strategies (VLSs). The aim was to raise participants’ awareness of a wide range of VLSs and consequently to encourage and motivate them to utilize these strategies in their vocabulary learning. The participants were 29 Saudi male students in their first semester majoring in English as a foreign language in the Department of English and Translation in the College of Languages and Translation at King Saud University, Saudi Arabia. The data collection tool was a questionnaire which consists five main categories of VLSs with 8 sub-strategies under each type with a total of 40 sub-strategies. The same questionnaire was administered twice: before and after training. The results showed an awareness-raising impact as reflected in the increase use of VLSs following the training. The increase was in all five strategy categories with statistically significant differences in three categories; Determination, Memory, and Cognitive strategies. Furthermore, the participants of this study reported that they benefited a lot from the training and they not only increased their exploitation of the strategies in this course but this training led them to utilize these strategies in other courses, such as reading and grammar. Although the training was short, the effect was evident, thus it is assumed that longer period of training will be conducive to better results in terms of the use of VLSs and consequently vocabulary knowledge. It is recommended that such intervention should be implemented in other courses as an initial step in understanding learning strategies in general with the goal of enhancing learners’ autonomy in different types of learning strategies.

Awareness-Raising of Vocabulary Learning Strategies: Does It Make a Difference?

This study presents the results of the impact of a short training on vocabulary learning strategies (VLSs). The aim was to raise participants’ awareness of a wide range of VLSs and consequently to encourage and motivate them to utilize these strategies in their vocabulary learning. The participants were 29 Saudi male students in their first semester majoring in English as a foreign language in the Department of English and Translation in the College of Languages and Translation at King Saud University, Saudi Arabia. The data collection tool was a questionnaire which consists five main categories of VLSs with 8 sub-strategies under each type with a total of 40 sub-strategies. The same questionnaire was administered twice: before and after training. The results showed an awareness-raising impact as reflected in the increase use of VLSs following the training. The increase was in all five strategy categories with statistically significant differences in three categories; Determination, Memory, and Cognitive strategies. Furthermore, the participants of this study reported that they benefited a lot from the training and they not only increased their exploitation of the strategies in this course but this training led them to utilize these strategies in other courses, such as reading and grammar. Although the training was short, the effect was evident, thus it is assumed that longer period of training will be conducive to better results in terms of the use of VLSs and consequently vocabulary knowledge. It is recommended that such intervention should be implemented in other courses as an initial step in understanding learning strategies in general with the goal of enhancing learners’ autonomy in different types of learning strategies.

Cognitive Load Theory and the Use of Worked Examples as an Instructional Strategy in Physics for Distance Learners: A Preliminary Study

This article revisits the cognitive load theory to explore the use of worked examples to teach a selected topic in a higher level undergraduate physics course for distance learners at the School of Distance Education, Universiti Sains Malaysia. With a break of several years from receiving formal education and having only minimum science background, distance learners need an appropriate instructional strategy for courses that require complex conceptualization and mathematical manipulations. As the working memory is limited, distance learners need to acquire domain specific knowledge in stages to lessen cognitive load. This article charts a learning task with a lower cognitive load to teach Fermi-Dirac distribution and demonstrates the use of sequential worked examples. Content taught in stages using worked examples can be presented as a form of didactic conversation to reduce transactional distance. This instructional strategy can be applied to similar challenging topics in other well-structured domains in a distance learning environment.

Valuation of Strategies for the Incorporation of 3D Printing Contents in the Teaching of Subjects Linked to Productive Processes from Different Approaches

Additive manufacturing is a growing field of study. Among these technologies, 3D printing, which has traditionally been associated with products obtained by deposition of polymer layers, is becoming more and more accessible. Today, these kind of technologies are not only common as professional tools, but also as teaching resources and they are present in our homes too. Thus, the incorporation of these technologies as a teaching strategy in courses in the area of manufacturing and design is analyzed.

Optimization of pacing strategies for variable wind conditions in road cycling

It has been shown theoretically that performance can be enhanced by varying power in parallel with variable ambient conditions. However, no theoretical model has considered aerobic substrate utilization dynamics, limited carbohydrate stores, force–velocity relationships, and proper efficiency modelling. Furthermore, no study has investigated optimal pacing for courses with continuously variable ambient wind directions. Therefore, the aim of this study was to develop a model for the optimization of pacing strategies in road cycling with an updated bioenergetic model. The purpose of this model was to optimize pacing strategies for courses with continuously variable wind directions on both short (2 km) and long (100 km) courses. For this purpose, a numerical model consisting of three sub-models was programmed into the MATLAB software. This model consisted of one mechanical simulation model for cycling locomotion, one bioenergetic model based on the Margaria–Morton–Sundström model, and the method of moving asymptotes for optimization of the pacing strategy. Results showed that by optimizing the pacing strategies, time gains of 4.9% and 5.7% were attained for the 2-km courses with and without an ambient wind of 5 m·s−1, respectively. The corresponding time gains for the 100-km courses were 1.4% and 2.0% with and without ambient wind, respectively. The theoretical model in this study further resulted in all-out strategies for the flat 2-km courses with and without ambient wind. Moreover, the 100-km course without wind was met with a positive pacing strategy and the 100-km course with ambient wind was met with a compromise of positive pacing and variable power distribution in parallel with the variable ambient wind conditions. In conclusion, the model presented in this study performed more detailed bioenergetic simulations than previous pacing strategy optimization studies, and this resulted in more detailed pacing strategies for long courses.

Classroom sound can be used to classify teaching practices in college science courses

Active-learning pedagogies have been repeatedly demonstrated to produce superior learning gains with large effect sizes compared with lecture-based pedagogies. Shifting large numbers of college science, technology, engineering, and mathematics (STEM) faculty to include any active learning in their teaching may retain and more effectively educate far more students than having a few faculty completely transform their teaching, but the extent to which STEM faculty are changing their teaching methods is unclear. Here, we describe the development and application of the machine-learning-derived algorithm Decibel Analysis for Research in Teaching (DART), which can analyze thousands of hours of STEM course audio recordings quickly, with minimal costs, and without need for human observers. DART analyzes the volume and variance of classroom recordings to predict the quantity of time spent on single voice (e.g., lecture), multiple voice (e.g., pair discussion), and no voice (e.g., clicker question thinking) activities. Applying DART to 1,486 recordings of class sessions from 67 courses, a total of 1,720 h of audio, revealed varied patterns of lecture (single voice) and nonlecture activity (multiple and no voice) use. We also found that there was significantly more use of multiple and no voice strategies in courses for STEM majors compared with courses for non-STEM majors, indicating that DART can be used to compare teaching strategies in different types of courses. Therefore, DART has the potential to systematically inventory the presence of active learning with ∼90% accuracy across thousands of courses in diverse settings with minimal effort.

Impact of a concept map teaching approach on nursing students’ critical thinking skills

Nurses confront complex problems and decisions that require critical thinking in order to identify patient needs and implement best practices. An active strategy for teaching students the skills to think critically is the concept map. This study explores the development of critical thinking among nursing students in a required pathophysiology and pharmacology course during the first year of a Bachelor of Science in Nursing in response to concept mapping as an interventional strategy, using the Health Education Systems, Incorporated critical thinking test. A two-group experimental study with a pretest and posttest design was used. Participants were randomly divided into a control group (n = 42) taught by traditional didactic lecturing alone, and an intervention group (n = 41), taught by traditional didactic lecturing with concept mapping. Students in the concept mapping group performed much better on the Health Education Systems, Incorporated than students in the control group. It is recommended that deans, program directors, and nursing faculties evaluate their curricula to integrate concept map teaching strategies in courses in order to develop critical thinking abilities in their students.

An Interactive Geriatric Denture Case Study Approach Engaging Dental Students Designed to Link Oral Health, Nutrition and Patient Counseling in an Interprofessional Setting

OPEN ACCESSJune 20, 2015An Interactive Geriatric Denture Case Study Approach Engaging Dental Students Designed to Link Oral Health, Nutrition and Patient Counseling in an Interprofessional Setting Moshtagh Farokhi, DDS, MPH Moshtagh Farokhi, DDS, MPH University of Texas Health Science Center at San Antonio Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.10124 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail Abstract Introduction: This comprehensive case-based study simulates a typical dental school edentulous patient, Rosa. Rosa's case is a road map to accessing resources and embedded course materials regarding denture patients while answering test questions. For educators, the case demonstrates how to create a unique delivery method of distributing course information in an alternative teaching modality. The case also shows how student engagement with virtual case-based learning is achievable as a supplement to conventional classroom lectures. It also serves as a prelude to critical thinking instructional strategy for courses with clinical implications. Methods: The case was initially piloted with a group of 10 sophomore dental students as a preclinical teaching exposure at the University of Texas Health Science Center at San Antonio Dental School. It took 1 full hour for five groups of student teams to explore the case and ask any questions. Upon completion of the case, an open-ended evaluation was administered to the students. Results: The students managed to maneuver the case with ease, and their queries were related to quiz questions embedded in the case. Student responses to the evaluation indicate that the central objectives of this case-based tool have been met. Discussion: The Rosa instructional module provides an interprofessional approach aiming to help dental students identify oral health risk factors associated with their edentulous patients. Upon completion of the case, students are able to review medical, social, and dental histories and recognize systemic disease interventions related to oral health, in particular, that of geriatric patients. They can then determine patients' adequate nutritional needs, locate appropriate educational materials and handouts, and develop a tobacco-cessation strategy. Rosa's case enables dental students to familiarize themselves with patient-management skills prior to the actual clinical experience. With modification to its methodology, it can also benefit medical, nursing, dental hygiene, and other allied health students. Educational Objectives By the end of this module, learners will be able to: Identify, evaluate, and interpret information by raising pertinent questions while actively discussing subject matter in a small-group setting.Solve problems solve by making connections and prioritizing tailored educational objectives for patient counselling. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Rosa Instructor's Guide.pdf Rosa Module Instructions.pdf Rosa Competencies.pdf Interactive Module folder Rosa Initial Student Observation Evaluation and Reflection.pdf Rosa Suggested Evaluations and Form.pdf To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. CitationFarokhi M. An Interactive Geriatric Denture Case Study Approach Engaging Dental Students Designed to Link Oral Health, Nutrition and Patient Counseling in an Interprofessional Setting. MedEdPORTAL. 2015;11:10124. https://doi.org/10.15766/mep_2374-8265.10124 Copyright & Permissions© 2015 Farokhi. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial-No Derivatives license.KeywordsDiabetesTobacco Use CessationDietary CounselingDASH DietEating with DenturesDiabetes ComplicationsDentures Disclosures None to report. Funding/Support None to report. tabs.loading

Anonymous Connections Based on Onion Routing: A Review and a Visualization Tool

Anonymity of persons and services on the Internet has been an area of growing interest in academia and industry. In this paper, we review work on visualization tools for teaching information security and assurance. We then focus on concepts related to anonymous connections, Onion Routing (OR) protocol, and Tor network. We also present a visualization tool, VISACOR, to demonstrate these concepts. The tool can be used as part of an active and blended instructional strategy for courses related to information security and assurance. We broke down the whole system into several modules that collectively allow the learners to better master the core components, communications, and various modes of operations to achieve anonymity. As a design principle, we aimed to make the tool interactive, comprehensive, and easy to use through animation and user-friendly graphical interface.