NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
The Communications and Technology Graduate Program at the University of Alberta offers a Master of Arts degree that can be completed online or through intensive on-campus sessions. The program examines communications in the digital age and includes a focus on the theories of Canadian communication scholar Marshall McLuhan. Students learn key skills like research, critical thinking, and problem solving to provide leadership in various communication fields. The University of Alberta has strong ties to McLuhan's work and the program offers opportunities for further doctoral study.
This document provides a comparison of higher education institutions in Poland and Canada. It uses an information technology framework of participation, feedback, and partnership. Key points of comparison include differences in governance structures, funding models, types of institutions, and partnerships between schools in Poland, Canada, and other countries. The goal is to better understand how these systems have adapted to changes in information technology and learning theory.
The Horizon Report Europe: 2014 Schools Edition was produced by the European Commission in cooperation with a team led by Inholland University of Applied Sciences (the Netherlands) and the New Media Consortium (NMC), a US-based non-profit group bringing together international experts in educational technology. I am honored to be a expert in this report https://twitter.com/lucianecurator
This document provides an executive summary of the Horizon Report Europe: 2014 Schools Edition, which examines trends, challenges and technologies that will impact educational technology adoption in European schools over the next five years. Key findings include:
- Two imminent trends are the changing role of teachers due to ICT and the growing impact of social media in classrooms.
- In the mid-term, a focus on open educational resources and hybrid learning models are expected to influence new teaching and learning approaches.
- Students' low digital competence is seen as a solvable challenge currently being addressed, while student co-design of learning is a more difficult challenge.
- Cloud computing and tablet adoption are predicted within one year, while games
NACME has worked since 1974 to increase underrepresented minority students in engineering by providing over $114 million in scholarships and support services to more than 22,000 students. It partners with 160 colleges and universities as well as leading corporations. NACME aims to sustain and grow the pool of underrepresented minority students in engineering through various pre-engineering, university, and research programs. One such program is a partnership with the Academy of Engineering to establish small learning communities in high schools to recruit more students, especially women and underrepresented minorities, into engineering careers and prepare them for postsecondary engineering programs.
Tempus PROMIS Work Plan (September 2014)PROMISproject
This document outlines the work packages (WPs) for a project called PROMIS. There are 8 WPs covering areas like creating new master's degrees, improving quality, professionalization, internationalization, sustainability, dissemination, quality assurance, and project management. Each WP is broken down into outcomes and activities with timelines. For example, WP1 focuses on creating new degrees and has activities like needs assessments, developing curricula, obtaining accreditation, and student enrollment between 2013-2015. WP2 aims to improve quality through activities such as training sessions, developing shared courses, and student evaluations between 2014-2016.
«Implicaciones de datos de aprendizaje procedentes de MOOCs», por Edmundo Tov...eMadrid network
This document summarizes research on analyzing data from MOOCs. It discusses:
1. Clustering analysis identified three clusters of MOOC participants based on similar profiles and answers. One cluster may be a target for increasing participation.
2. Social network analysis was also used, identifying clusters based on relationships between similar participant profiles.
3. Extended profiles of participants were created looking at motivations, prior MOOC satisfaction, and other attributes to better understand participant backgrounds.
4. Preliminary findings identified groups of participants that may be targets for increasing retention and completion rates in future MOOCs based on their profiles.
This document discusses how MOOC providers can create interactive learning experiences for arts education courses. It begins by defining MOOCs and their growth, noting that arts education has developed more slowly in this format. Unlike other subjects, arts courses require active, interactive teaching methods and varied assessment. The document then analyzes current arts courses on Coursera and the pioneering platform Kadenze, highlighting how Kadenze incorporates features like diverse teaching methods, course management systems, and premium memberships to better meet the needs of arts education. It concludes by discussing future opportunities for educational technology and relationships with higher education.
The Communications and Technology Graduate Program at the University of Alberta offers a Master of Arts degree that can be completed online or through intensive on-campus sessions. The program examines communications in the digital age and includes a focus on the theories of Canadian communication scholar Marshall McLuhan. Students learn key skills like research, critical thinking, and problem solving to provide leadership in various communication fields. The University of Alberta has strong ties to McLuhan's work and the program offers opportunities for further doctoral study.
This document provides a comparison of higher education institutions in Poland and Canada. It uses an information technology framework of participation, feedback, and partnership. Key points of comparison include differences in governance structures, funding models, types of institutions, and partnerships between schools in Poland, Canada, and other countries. The goal is to better understand how these systems have adapted to changes in information technology and learning theory.
The Horizon Report Europe: 2014 Schools Edition was produced by the European Commission in cooperation with a team led by Inholland University of Applied Sciences (the Netherlands) and the New Media Consortium (NMC), a US-based non-profit group bringing together international experts in educational technology. I am honored to be a expert in this report https://twitter.com/lucianecurator
This document provides an executive summary of the Horizon Report Europe: 2014 Schools Edition, which examines trends, challenges and technologies that will impact educational technology adoption in European schools over the next five years. Key findings include:
- Two imminent trends are the changing role of teachers due to ICT and the growing impact of social media in classrooms.
- In the mid-term, a focus on open educational resources and hybrid learning models are expected to influence new teaching and learning approaches.
- Students' low digital competence is seen as a solvable challenge currently being addressed, while student co-design of learning is a more difficult challenge.
- Cloud computing and tablet adoption are predicted within one year, while games
NACME has worked since 1974 to increase underrepresented minority students in engineering by providing over $114 million in scholarships and support services to more than 22,000 students. It partners with 160 colleges and universities as well as leading corporations. NACME aims to sustain and grow the pool of underrepresented minority students in engineering through various pre-engineering, university, and research programs. One such program is a partnership with the Academy of Engineering to establish small learning communities in high schools to recruit more students, especially women and underrepresented minorities, into engineering careers and prepare them for postsecondary engineering programs.
Tempus PROMIS Work Plan (September 2014)PROMISproject
This document outlines the work packages (WPs) for a project called PROMIS. There are 8 WPs covering areas like creating new master's degrees, improving quality, professionalization, internationalization, sustainability, dissemination, quality assurance, and project management. Each WP is broken down into outcomes and activities with timelines. For example, WP1 focuses on creating new degrees and has activities like needs assessments, developing curricula, obtaining accreditation, and student enrollment between 2013-2015. WP2 aims to improve quality through activities such as training sessions, developing shared courses, and student evaluations between 2014-2016.
«Implicaciones de datos de aprendizaje procedentes de MOOCs», por Edmundo Tov...eMadrid network
This document summarizes research on analyzing data from MOOCs. It discusses:
1. Clustering analysis identified three clusters of MOOC participants based on similar profiles and answers. One cluster may be a target for increasing participation.
2. Social network analysis was also used, identifying clusters based on relationships between similar participant profiles.
3. Extended profiles of participants were created looking at motivations, prior MOOC satisfaction, and other attributes to better understand participant backgrounds.
4. Preliminary findings identified groups of participants that may be targets for increasing retention and completion rates in future MOOCs based on their profiles.
This document discusses how MOOC providers can create interactive learning experiences for arts education courses. It begins by defining MOOCs and their growth, noting that arts education has developed more slowly in this format. Unlike other subjects, arts courses require active, interactive teaching methods and varied assessment. The document then analyzes current arts courses on Coursera and the pioneering platform Kadenze, highlighting how Kadenze incorporates features like diverse teaching methods, course management systems, and premium memberships to better meet the needs of arts education. It concludes by discussing future opportunities for educational technology and relationships with higher education.
1) The document analyzes the international mobility of Chinese graduate students based on biographical data from over 7,000 researchers.
2) It finds that universities in China, such as Tsinghua University and University of Science and Technology of China, typically send many students abroad for further education, particularly to top research universities in the US.
3) Universities in the US and Singapore are among the institutions that receive the most internationally mobile researchers, similar to leading research universities in the US.
Countries that offer free university tuition for international studentsThe Free School
Countries that offer free university tuition for international students. Meet the School's star student David Bazia:
www.thefreeschool.education/scholars-page.html
Authors: Daniela Tuparova, Georgi Tuparov.
The study discusses the development and the state of affairs of e-Learning in Bulgaria in recent years. Statistical data is introduced regarding the educational system in the country. The main catalysts of development in this sphere of education in Bulgaria are introduced and analysed.
Free executive summary of the Chronicle of Higher Education's report titled "The College of 2020: Students," as downloaded from http://etcjournal.files.wordpress.com/2009/06/thecollegeof2020.pdf
This document summarizes information about Maldives National University (MNU) in 3 paragraphs:
MNU is the first and only public university in the Maldives. It was established in 1998 as Maldives College of Higher Education and offers degrees from engineering to management. MNU's vision is to promote higher education and become a leading academic institution in the country and region.
MNU has collaborated with foreign universities on developing programs. It signed an agreement with UNICEF to offer a master's program in social policy and an MOU with Yunnan Open University in China to establish a Chinese language learning center.
Recently, MNU formulated its first open and distance learning policy through a two-
Impact of International MOOCs on College English Teaching and Our Countermeas...inventy
Research Inventy provides an outlet for research findings and reviews in areas of Engineering, Computer Science found to be relevant for national and international development, Research Inventy is an open access, peer reviewed international journal with a primary objective to provide research and applications related to Engineering. In its publications, to stimulate new research ideas and foster practical application from the research findings. The journal publishes original research of such high quality as to attract contributions from the relevant local and international communities.
This document discusses the methodology and results of the Academic Ranking of World Universities (ARWU) conducted by Shanghai Jiao Tong University. It outlines the purposes of developing the ARWU, which were to evaluate Chinese universities' positions globally and measure the gap to becoming world-class. The methodology uses 6 objective indicators and internationally comparable data to rank over 1000 universities. It acknowledges issues with the methodology and ways to improve the rankings, such as addressing biases against certain fields and languages.
Moocs Impact in Higher Education Institution: A Pilot Study In Indian ContextIJERA Editor
This document discusses a study on the impact of MOOCs (Massive Open Online Courses) in Indian higher education. It begins by providing background on the development of MOOCs and their potential benefits, including increasing access to education. It then discusses the goals of institutions that offer MOOCs, such as increasing their reach and brand, lowering costs, and conducting research. The document also analyzes data on current MOOC users, finding they are often already educated and wealthy. It concludes by discussing how MOOCs could help address faculty shortages and improve education quality in India by providing online courses.
This document provides a comparison of higher education institutions in Poland and Canada. It uses an information technology framework of participation, feedback, and partnership. Key points of comparison include differences in autonomy and governance structures between Polish and Canadian universities, growth of private universities in Poland, and partnerships between institutions in the two countries. The purpose is to examine how Polish and Canadian post-secondary education adopt new forms of relationships in terms of the IT framework.
A CONCEPTUAL FRAMEWORK FOR E-LEARNING IN DEVELOPING COUNTRIES A CRITICAL REV...Dereck Downing
This document summarizes a literature review of 60 papers that identify challenges for e-learning, with a focus on developing countries. The review identified 278 challenges which were grouped into four main categories: courses, individuals, technology, and context. Courses challenges included curriculum, pedagogy, content, activities, delivery, and support. Individual challenges included motivation, time, finances, confidence, and age. Technology challenges focused on access. Contextual challenges concerned organization, culture, and society. A conceptual framework is proposed to guide e-learning practice and research in both developing and developed countries.
Assessment of current knowledge of e skills among students of b.ed. collegesHamid Azimi
1) The document discusses current knowledge of e-skills among B.Ed. college students in India.
2) It analyzes differences in e-skills knowledge based on gender, type of college (government, private-aided, private-unaided), and subject type (science, art, languages).
3) The findings show no significant differences in e-skills knowledge based on gender or college type. However, students studying science have the highest e-skills knowledge, followed by languages, with art students having the lowest.
This document is an article that compares institutions of higher education in Poland and Canadian universities using an information technology framework of participation, feedback, and partnership. It provides details on the history and structure of higher education in both countries. In Poland, higher education is administered through universities, academies, and technical universities, while in Canada it occurs solely at universities. The article discusses differences in funding, admissions, degrees, governance, and partnerships between Polish and Canadian post-secondary institutions.
11th International Conference on Teaching, Education and Learning (ICTEL)Global R & D Services
CONFERENCE SCHEDULE
11th International Conference on Teaching, Education and Learning (ICTEL), Sept 19-20, 2016
Imperial College London, South Kensington Campus | London SW7 2AZ
Graduate students' attitude towards e learning a study case at imam universityDr. Ahmed Farag
In the past few years, a new wave of many technologies, particularly the Internet has emerged with the potential to further enhance the teaching and learning environment in higher education. Many studies in the recent years have shown that E-learning use in the classrooms has increased over the past years. However, the process of E-learning and its applications is limited in the Kingdom of Saudi Arabia. Through this empirical study, a limited research was initiated to track the perceptions of the students toward the E-learning. The results indicate an overall positive attitude towards the E-learning
This document discusses student mobility programs at Unidad Profesional Interdisciplinaria De Ingeniería Campus Guanajuato (UPIIG-IPN). It finds that the most popular programs for outgoing international student mobility are aeronautics and biotechnology, while national mobility numbers are very low. A survey of UPIIG students who participated in mobility programs identified benefits like cultural exposure but also challenges like financial costs and difficulties with credit transfers. The document concludes there is opportunity to increase UPIIG's mobility rates given they currently represent only 0.3% of enrolled students, below the national average.
This document provides a bibliography of 75 sources on the impact of new technologies on distance learning students. It groups the sources into the following categories: major classical studies, impact of technology on student achievement, reviews of the literature, identification of issues, methodology, and bibliographies. Some of the notable sources cited include Bates' work on distance education and technology, Collis' book on telelearning, and studies by Kozma, Keegan, and Gagne on the effects of technology on learning and instructional design.
Arguments For Another Definition Of Critical ThinkingBrittany Brown
This document summarizes an assessment of oral communication competency conducted across the Virginia Community College System (VCCS) in 2013-2014. Faculty were involved in planning and implementing the assessment at all stages. Over 500 videos of student speeches were collected and scored using a standardized rubric at a scoring retreat event. The assessment aimed to evaluate students' abilities in key oral communication skills outlined in VCCS general education competencies, including organizing ideas, using language appropriately, vocal delivery, and recognizing cultural influences. Variations occurred between colleges in administering the assessment and collecting student videos. The results of the scoring provided data on students' competency levels to inform curriculum improvements across the VCCS.
The Horizon Report Europe: 2014 Schools Edition Mario Verissimo
This document provides an executive summary of the Horizon Report Europe: 2014 Schools Edition, which examines trends, challenges and technologies that will impact educational technology adoption in European schools over the next five years. Key findings include:
- Two imminent trends are the changing role of teachers due to ICT and the growing impact of social media in classrooms.
- In the mid-term, a focus on open educational resources and hybrid learning models are expected to influence new teaching and learning approaches.
- Students' low digital competence is seen as a solvable challenge currently being addressed, while student co-design of learning is considered more difficult to solve.
- Cloud computing and tablet adoption are predicted within one year, while
CEMCA works in two major sectors: Education and Livelihoods & Health. In both these sectors, it’s main focus is on the use of appropriate educational communication technologies to improve the quality of teaching and learning. CEMCA has been engaged in the promotion of low-cost open source technologies for promoting online learning in the Asian region. While it is not a technology organization, it is engaged in experimenting with learning technologies to showcase the benefits and guide others on how to use technology for learning. CEMCA has promoted the following:
Educational Multimedia
eLearning
Radio Enabled Learning
Open Educational Resources
Community Radio
Television
Teleconference
This newsletter issue from CEMCA provides updates on their activities and events. It includes a guest column discussing how some distance education institutions are increasingly moving to online models of education delivery. The column raises concerns about the effectiveness and student outcomes of purely online education compared to blended models. It highlights how the Korean National Open University has retained some face-to-face teaching requirements based on student surveys finding value in overcoming isolation and difficulties learning online alone. The issue also previews CEMCA's plans and targets for their new three-year plan focusing on course development, capacity building, and partnerships across Asia.
1) The document analyzes the international mobility of Chinese graduate students based on biographical data from over 7,000 researchers.
2) It finds that universities in China, such as Tsinghua University and University of Science and Technology of China, typically send many students abroad for further education, particularly to top research universities in the US.
3) Universities in the US and Singapore are among the institutions that receive the most internationally mobile researchers, similar to leading research universities in the US.
Countries that offer free university tuition for international studentsThe Free School
Countries that offer free university tuition for international students. Meet the School's star student David Bazia:
www.thefreeschool.education/scholars-page.html
Authors: Daniela Tuparova, Georgi Tuparov.
The study discusses the development and the state of affairs of e-Learning in Bulgaria in recent years. Statistical data is introduced regarding the educational system in the country. The main catalysts of development in this sphere of education in Bulgaria are introduced and analysed.
Free executive summary of the Chronicle of Higher Education's report titled "The College of 2020: Students," as downloaded from http://etcjournal.files.wordpress.com/2009/06/thecollegeof2020.pdf
This document summarizes information about Maldives National University (MNU) in 3 paragraphs:
MNU is the first and only public university in the Maldives. It was established in 1998 as Maldives College of Higher Education and offers degrees from engineering to management. MNU's vision is to promote higher education and become a leading academic institution in the country and region.
MNU has collaborated with foreign universities on developing programs. It signed an agreement with UNICEF to offer a master's program in social policy and an MOU with Yunnan Open University in China to establish a Chinese language learning center.
Recently, MNU formulated its first open and distance learning policy through a two-
Impact of International MOOCs on College English Teaching and Our Countermeas...inventy
Research Inventy provides an outlet for research findings and reviews in areas of Engineering, Computer Science found to be relevant for national and international development, Research Inventy is an open access, peer reviewed international journal with a primary objective to provide research and applications related to Engineering. In its publications, to stimulate new research ideas and foster practical application from the research findings. The journal publishes original research of such high quality as to attract contributions from the relevant local and international communities.
This document discusses the methodology and results of the Academic Ranking of World Universities (ARWU) conducted by Shanghai Jiao Tong University. It outlines the purposes of developing the ARWU, which were to evaluate Chinese universities' positions globally and measure the gap to becoming world-class. The methodology uses 6 objective indicators and internationally comparable data to rank over 1000 universities. It acknowledges issues with the methodology and ways to improve the rankings, such as addressing biases against certain fields and languages.
Moocs Impact in Higher Education Institution: A Pilot Study In Indian ContextIJERA Editor
This document discusses a study on the impact of MOOCs (Massive Open Online Courses) in Indian higher education. It begins by providing background on the development of MOOCs and their potential benefits, including increasing access to education. It then discusses the goals of institutions that offer MOOCs, such as increasing their reach and brand, lowering costs, and conducting research. The document also analyzes data on current MOOC users, finding they are often already educated and wealthy. It concludes by discussing how MOOCs could help address faculty shortages and improve education quality in India by providing online courses.
This document provides a comparison of higher education institutions in Poland and Canada. It uses an information technology framework of participation, feedback, and partnership. Key points of comparison include differences in autonomy and governance structures between Polish and Canadian universities, growth of private universities in Poland, and partnerships between institutions in the two countries. The purpose is to examine how Polish and Canadian post-secondary education adopt new forms of relationships in terms of the IT framework.
A CONCEPTUAL FRAMEWORK FOR E-LEARNING IN DEVELOPING COUNTRIES A CRITICAL REV...Dereck Downing
This document summarizes a literature review of 60 papers that identify challenges for e-learning, with a focus on developing countries. The review identified 278 challenges which were grouped into four main categories: courses, individuals, technology, and context. Courses challenges included curriculum, pedagogy, content, activities, delivery, and support. Individual challenges included motivation, time, finances, confidence, and age. Technology challenges focused on access. Contextual challenges concerned organization, culture, and society. A conceptual framework is proposed to guide e-learning practice and research in both developing and developed countries.
Assessment of current knowledge of e skills among students of b.ed. collegesHamid Azimi
1) The document discusses current knowledge of e-skills among B.Ed. college students in India.
2) It analyzes differences in e-skills knowledge based on gender, type of college (government, private-aided, private-unaided), and subject type (science, art, languages).
3) The findings show no significant differences in e-skills knowledge based on gender or college type. However, students studying science have the highest e-skills knowledge, followed by languages, with art students having the lowest.
This document is an article that compares institutions of higher education in Poland and Canadian universities using an information technology framework of participation, feedback, and partnership. It provides details on the history and structure of higher education in both countries. In Poland, higher education is administered through universities, academies, and technical universities, while in Canada it occurs solely at universities. The article discusses differences in funding, admissions, degrees, governance, and partnerships between Polish and Canadian post-secondary institutions.
11th International Conference on Teaching, Education and Learning (ICTEL)Global R & D Services
CONFERENCE SCHEDULE
11th International Conference on Teaching, Education and Learning (ICTEL), Sept 19-20, 2016
Imperial College London, South Kensington Campus | London SW7 2AZ
Graduate students' attitude towards e learning a study case at imam universityDr. Ahmed Farag
In the past few years, a new wave of many technologies, particularly the Internet has emerged with the potential to further enhance the teaching and learning environment in higher education. Many studies in the recent years have shown that E-learning use in the classrooms has increased over the past years. However, the process of E-learning and its applications is limited in the Kingdom of Saudi Arabia. Through this empirical study, a limited research was initiated to track the perceptions of the students toward the E-learning. The results indicate an overall positive attitude towards the E-learning
This document discusses student mobility programs at Unidad Profesional Interdisciplinaria De Ingeniería Campus Guanajuato (UPIIG-IPN). It finds that the most popular programs for outgoing international student mobility are aeronautics and biotechnology, while national mobility numbers are very low. A survey of UPIIG students who participated in mobility programs identified benefits like cultural exposure but also challenges like financial costs and difficulties with credit transfers. The document concludes there is opportunity to increase UPIIG's mobility rates given they currently represent only 0.3% of enrolled students, below the national average.
This document provides a bibliography of 75 sources on the impact of new technologies on distance learning students. It groups the sources into the following categories: major classical studies, impact of technology on student achievement, reviews of the literature, identification of issues, methodology, and bibliographies. Some of the notable sources cited include Bates' work on distance education and technology, Collis' book on telelearning, and studies by Kozma, Keegan, and Gagne on the effects of technology on learning and instructional design.
Arguments For Another Definition Of Critical ThinkingBrittany Brown
This document summarizes an assessment of oral communication competency conducted across the Virginia Community College System (VCCS) in 2013-2014. Faculty were involved in planning and implementing the assessment at all stages. Over 500 videos of student speeches were collected and scored using a standardized rubric at a scoring retreat event. The assessment aimed to evaluate students' abilities in key oral communication skills outlined in VCCS general education competencies, including organizing ideas, using language appropriately, vocal delivery, and recognizing cultural influences. Variations occurred between colleges in administering the assessment and collecting student videos. The results of the scoring provided data on students' competency levels to inform curriculum improvements across the VCCS.
The Horizon Report Europe: 2014 Schools Edition Mario Verissimo
This document provides an executive summary of the Horizon Report Europe: 2014 Schools Edition, which examines trends, challenges and technologies that will impact educational technology adoption in European schools over the next five years. Key findings include:
- Two imminent trends are the changing role of teachers due to ICT and the growing impact of social media in classrooms.
- In the mid-term, a focus on open educational resources and hybrid learning models are expected to influence new teaching and learning approaches.
- Students' low digital competence is seen as a solvable challenge currently being addressed, while student co-design of learning is considered more difficult to solve.
- Cloud computing and tablet adoption are predicted within one year, while
CEMCA works in two major sectors: Education and Livelihoods & Health. In both these sectors, it’s main focus is on the use of appropriate educational communication technologies to improve the quality of teaching and learning. CEMCA has been engaged in the promotion of low-cost open source technologies for promoting online learning in the Asian region. While it is not a technology organization, it is engaged in experimenting with learning technologies to showcase the benefits and guide others on how to use technology for learning. CEMCA has promoted the following:
Educational Multimedia
eLearning
Radio Enabled Learning
Open Educational Resources
Community Radio
Television
Teleconference
This newsletter issue from CEMCA provides updates on their activities and events. It includes a guest column discussing how some distance education institutions are increasingly moving to online models of education delivery. The column raises concerns about the effectiveness and student outcomes of purely online education compared to blended models. It highlights how the Korean National Open University has retained some face-to-face teaching requirements based on student surveys finding value in overcoming isolation and difficulties learning online alone. The issue also previews CEMCA's plans and targets for their new three-year plan focusing on course development, capacity building, and partnerships across Asia.
Developing world MOOCs: A curriculum view of the MOOC landscapeSukaina Walji
MOOCs offer opportunities but are also pose the danger of further exacerbating existing educational divisions and deepening the homogeneity of global knowledge systems. Like many universities globally, South African university leaders and those responsible for course, curriculum, and learning technology development are coming to grips with the implications and possibilities of online and open education for their own institutions. What opportunities do they offer to universities, especially from the point of view of research-focused campus-based institutions which have not yet engaged with MOOCs and have little history with online courses? Given the complexities of the MOOC-scape, this paper provides a means for contextualising the options within an institutional landscape of educational provision as possibilities for MOOC creation, use and adaptation.
MOOCs offer opportunities but are also pose the danger of further exacerbating existing educational divisions and deepening the homogeneity of global knowledge systems. Like many universities globally, South African university leaders and those responsible for course, curriculum, and learning technology development are coming to grips with the implications and possibilities of online and open education for their own institutions. What opportunities do they offer to universities, especially from the point of view of research-focused campus-based institutions which have not yet
engaged with MOOCs and have little history with online courses? Given the complexities of the MOOC-scape, this paper provides a means for contextualising the
options within an institutional landscape of educational provision as possibilities for MOOC creation, use and adaptation.
This article discusses cheating in examinations at two Polish universities based on interviews conducted by the author. Students reported cheating for reasons such as too many exams, poor invigilation, and inconsistent grading. Cheating is also seen as socially acceptable by some students due to past authoritarian rule in Poland undermining respect for authority. The article concludes that cheating undermines assessment of students and that universities need new approaches to promote academic integrity.
This document summarizes a research study that examined students' perceptions of integrating online activities into an English for Specific Purposes language course. A questionnaire was administered to 75 law and law/management students to gather data on their attitudes. Statistical analysis found no significant relationship between positive responses from the two student groups, but did find a significant relationship between their negative responses. Within groups, responses varied more by individual than by area of study. The study concludes that online learning elicits some resistance likely due to personal preferences rather than field of study.
1. Distance education has existed since the 19th century, originally using correspondence via mail. Technological advances like radio, television, and the internet have expanded the delivery methods for distance education over time.
2. In Brazil, distance education experiences began in 1939 and have grown significantly in recent decades to include both formal education and vocational training using various technologies.
3. Today, distance education can provide students flexibility to learn remotely using internet resources while still allowing for some classroom activities. It has grown rapidly in Brazil, with over 3.5 million students enrolled in 2011, especially in free courses.
Here are the key points about bibliometrics and information
evaluation:
- Bibliometrics is the use of citations to evaluate the impact and influence of
research publications. It is commonly used in research evaluation exercises.
- Databases like WoS, Scopus and Google Scholar have citation searching
capabilities to identify highly cited papers in a field and track citations to a
researcher's work.
- Altmetrics is an emerging field that looks at the broader impact of research
through social media mentions, bookmarks, reviews etc. It provides a more
timely measure of impact.
- Each database has strengths and limitations in coverage. WoS indexes fewer
journals but is more selective. Scopus has
Similar to William Allan Kritsonis, PhD & Norman Butler (20)
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
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1. The Lamar University Electronic Journal of Student Research
Summer 2007
International Perspectives: Polish Post – Secondary Vocational Schools
and Canadian Community Colleges: A Comparison Using an
Information Technology Conceptual Model
Norman L. Butler
Doctor of Humanities Degree
Lecturer in English
Department of Foreign Languages
AGH University of Science and Technology
Cracow, Poland
Barry S. Davidson, EdD
Assistant Professor
College of Education
Troy University
Alabama, USA
Professor Ryszard Pachocinski
Head of Comparative Education
Institute for Educational Research
Warsaw, Poland
Kimberly Grantham Griffith, PhD
Associate Professor and Faculty Mentor
Lamar University
Department of Professional Pedagogy
College of Education and Human Development
William Allan Kritsonis, PhD
Professor and Faculty Mentor
PhD Program in Educational Leadership
Prairie View A&M University
Member of the Texas A&M University System
Visiting Lecturer (2005)
Oxford Round Table
University of Oxford, Oxford, England
Distinguished Alumnus (2004)
Central Washington University
College of Education and Professional Studies
Ellensburg, Washington
2. ________________________________________________________________________
ABSTRACT
This study compares Polish post-secondary vocational institutions with Canadian
community colleges using an information technology conceptual framework. The
research concentrated upon programs in information technology delivered by one
Polish school Cracow School of Information Technology and two Canadian
community colleges Durham (Oshawa, Ontario) and Confederation (Thunder Bay,
Ontario). It is recommended that additional research be carried out, in the future,
involving a larger number of institutions.
Note: Special note of gratitude to Dr. Kimberly Grantham Griffith and Dr.
William Allan Kritsonis for their professional assistance and guidance for
getting this manuscript published in the United States of America. See:
www.nationalforum.com
________________________________________________________________________
What are Post-Secondary (Grammar) Vocational Schools
(szkoły policealne i pomat)
Post-secondary vocational institutions, which are part of the Polish secondary
school systems of schooling, prepare secondary school graduates for employment as
“skilled manual workers or their equivalent” and specializations requiring secondary
school qualifications (Ministry of National Education, 1994 10). There are three types of
schools: 1) public (state), 2) non-public and 3) non-public with state-school status. These
post-grammar vocational institution programs which lead to a diploma can be completed
within three years, depending on the occupational track (Ministry of National Education,
1994,10 ). All programs insist upon the completion of secondary school prior to entry.
What are Canadian Community Colleges?
The term community college is generic. According to the Association of Canadian
Community Colleges, community colleges are characterized by a number of designations
including college of applied arts and technology, College d’Enseignement General et
Professionnel (CEGEP) institute of technology and university college (Association of
Canadian Community Colleges). The main task of the institutions is to respond to the
educational concerns of vocationally orientated school graduates and the training needs
of both the public and the private sector (Association of Canadian Community Colleges).
In the beginning, colleges offered learners only certificates and diplomas, however, at the
moment, some of them award university degrees as well, and a number offer university
transfer programs (Association of Canadian Community Colleges).
3. Introduction
Unlike Poland, Canada does not have a national system of education − each
province and territory has its own system of schooling. One advantage of having separate
school plans in a country as large as Canada is that regional needs are more likely to be
dealt with. Conversely, a single system of schooling might strengthen Canadian identity.
There are guarantees in both countries for private schools and special education.
Purpose and Motivation for this Investigation
The aim of this study was to compare Polish post-secondary vocational
institutions with Canadian community colleges. The rationale for doing so is because on
one hand many college courses in Canada are occupationally directed and require at least
some secondary school attendance prior to admission; on the other hand, in Poland, one
must complete secondary school prior to starting a post-grammar vocational institution
course. Moreover, post-secondary vocational schools in Poland do not award university
degrees, nor do most community colleges. Finally, it must be stressed that these two
kinds of institutions are comparable, but not equivalent.
Our comparison focused upon programs in: information technology (3) because
we live in an information age (Kupisiewicz, 1999, 111).
This investigation was undertaken to provide information in Canada and Poland
about programs with a common mission and because of: the changes that have been
taking place in the Polish primary and secondary school system of education.
Theoretical Framework
Since the 1980s (Byron and Glagiardi) massive changes have occurred in the
area of information technology (for example, the development of the Internet and (CD-
ROMS) which have resulted in more knowledge being available that has brought about a
new form of human relationships in terms of participation, feedback and partnership.
That being the case it is reasonable to compare Polish post-secondary vocational schools
and Canadian community colleges in terms of the manner in which these two kinds of
institutions adopt this new form because “Education is not only a preparation for life; it
is a development in life” (King, 1979, 12).
This study focused upon the feedback aspect of the theoretical model..
4. The Research Methodology
Method of Data Collection
A program evaluation form was administered to learners in both Poland and Canada.
Furthermore, it consisted of 33 statements, and covered three areas curriculum (8
statements), learning materials (5 statements) and instruction (20 statements). In addition,
space was available following each group of statements for comments and
recommendations. At the top of the first page provisions were made for students to: 1)
write the name of their institution and their program of studies and 2) indicate the year of
their studies and sex (male/female).
The form and the instructions associated with it were translated from English into
Polish.
Copies of the form were given to eight Cracow School of Information Technology
students in order to confirm that the instructions to it were understood and that 30
minutes was sufficient time for it to be completed. The results of these learners were
included in our investigation.
The Procedure
The program evaluation forms were completed between January 2001 (Cracow School
of Information Technology) and the fall of 2002 (Confederation).
The Analysis
With regard to each student sample:
1. The mean, median mode, standard deviation and of the responses were computed.
2. Response percentages were calculated for statements 1-8 (Curriculum), 9-13
(Learning materials) and 14-33 (Instruction).
Following this, the resulting information was put into histogram format.
The Respondents
A. Cracow School of Information Technology. Thirty-two full-time students took part in
our investigation:
1) 17 first year (of which 13 were male and 4 were female) and
2) 15 second year (of which 14 were male and 1 was female).
5. B. Durham College. Fifteen full-time learners filled out our program evaluation
instrument (of which 10 were male, 4 were female and 1 was male or female)1
.
C. Confederation College. Fifty-seven full-time students participated in our research:
1) Eighteen first year (of which 14 were male and 4 were female).
2) Twenty four second year (of which 21 were male and 3 were female).
3) Fifteen third year (of which 12 were male, 2 were female and 1 was male or
female).
The percentage of learners sampled was greater for the Cracow School of
Information Technology population than for the Confederation and Durham ones: 80%
(32 out of 40), 64% (15 out of 89) and 60% (15 out of 25) respectively. This means that
the participation level in our study was larger for the Polish students than it was for both
of their Canadian counterparts.
The Results
Figures 1, 2, 3 and 4 below illustrate the value for the measures of central
tendency and the standard deviation for each of the information technology program
sample distributions.
Figure 1
Inform a tion te chnology progra m ,
Cra cow School of Inform a tion Te chnology, Pola nd
1,5
1 1
0,5
1
0
0,5
1
1,5
2
Mean Median Mode Standard
deviation
Skew nes s
6. Figure 2
Information technology program,
Cracow School of Information Technology, Poland
Responses for second year students only
1 1
0,5
0,8
1,6
0
0,5
1
1,5
2
Mean Median Mode Standard
deviation
Skewness
Figure 3
Computer programmer program,
Durham College, Oshawa, Ontario, Canada
1 1
0,3
2,1
1,2
0
0,5
1
1,5
2
2,5
Mean Median Mode Standard
deviation
Skewness
7. Figure 4
Computer programmer analyst program,
Confederation College, Thunder Bay, Ontario, Canada
1 1
0,3
1,8
1,3
0
0,5
1
1,5
2
Mean Median Mode Standard
deviation
Skewness
Response percentages for assertions 1-8, 9-14 and 15-33 are shown in Figures 5-8
underneath for each group of information technology participants.
Figure 5
Information technology program,
Cracow School of Information Technology, Poland
Response percentages for statements 1-8 (Curriculum),
9-13 (Learning materials) and 14-33 (Instruction)
0,0%
20,0%
40,0%
60,0%
80,0%
Agree 64,1% 56,3% 62,5%
Disagree 20,3% 33,1% 23,9%
Don't know 13,7% 10,6% 13,4%
No answer 2,0% 0,0% 0,2%
Curriculum Learning materials Instruction
8. Figure 6
Information technology program,
Cracow School of Information Technology, Poland
Response percentages for statements 1-8 (Curriculum),
9-13 (Learning materials) and 14-33 (Instruction)
Second year students only
0,0%
10,0%
20,0%
30,0%
40,0%
50,0%
60,0%
70,0%
Agree 58,3% 47,8% 60,3%
Disagree 22,9% 38,9% 25,8%
Don't know 16,7% 13,3% 13,9%
No answer 2,1% 0,0% 0,0%
Curriculum Learning materials Instruction
Figure 7
Computer programmer program, Durham College, Oshawa,
Ontario, Canada
Response percentages for statements 1-8 (Curriculum),
9-13 (Learning materials) and 14-33 (Instruction)
0,0%
20,0%
40,0%
60,0%
80,0%
100,0%
Agree 75,0% 77,3% 84,3%
Disagree 15,8% 14,7% 11,3%
Don't know 8,3% 8,0% 4,0%
No answer 0,8% 0,0% 0,3%
Curriculum Learning materials Instruction
9. Figure 8
Computer programmer analyst program,
Confederation College, Thunder Bay, Ontario, Canada
Response percentages for statements 1-8 (Curriculum),
9-13 (Learning materials) and 14-33 (Instruction)
0,0%
20,0%
40,0%
60,0%
80,0%
100,0%
Agree 74,6% 74,1% 80,7%
Disagree 15,1% 23,8% 14,3%
Don't know 8,8% 2,1% 4,5%
No answer 1,5% 0,0% 0,5%
Curriculum Leaning materials Instruction
Discussion
The value for both the mode and the median for the Cracow School of
Information Technology, Durham College and Confederation College sample
distributions is 1 which means that category Agree contains the highest number of
answers and is the point in each of the distributions where 50% of the sample falls below
and 50% falls above (see Figures 1-4).
The value for the mean is greater for the Polish sample distribution than for either
the Confederation or the Durham one: 1.5 and 1.6 (2nd
year students only), 1.3 and 1.2,
respectively (see Figures 1-4). This means that the Polish learners were more likely to
choose category Disagree than their Canadian counterparts and that the average response
for each of the three groups of students lies between designations Agree and Disagree.
The value for the standard deviation is smaller for both of the Canadian
distributions than for the Polish one: .3 (Confederation), .3 (Durham) and .5 (Cracow
School of Information Technology (see Figures 1-4). This signifies that the spread of
answers for the Polish distribution is larger around the mean than for either of the
Canadian ones.
Response percentages for statements 1-8 are higher for category Agree and lower
for designation Disagree for both the Confederation and the Durham students (74.6% and
15.1% and 75% and 15.8%, respectively) than for the Cracow School of Information
Technology respondents (64.1% and 20.3% and 58.3% and 22.9%) (second year students
only) which implies that the Polish information technology curriculum was not as highly
valued by learners as the Canadian ones (see Figures 5-8).
10. With regard to statements 9-13, the percentage of answers is higher for
designation Agree and lower for category Disagree for both the Confederation and the
Durham respondents (74.1% and 23.8% and 77.3% and 14.7%, respectively) than for the
Polish sample: 56.3% and 33.1% and 47.8% and 38.9% (second year students only) (see
Figures 5, 6, 7 and 8). This indicates that the learning materials that are used in the
Cracow School of Information Technology program were not highly regarded by students
as those employed in the Canadian ones.
Likewise, instruction was not as highly valued by the Polish respondents as it was
by their Canadian counterparts given that response percentages for statements 14-33 are
higher for category Agree and lower for designation Disagree for both the Durham and
the Confederation participants (84.3% and 11.3% and 80.7% and 14.3%, respectively)
than for the Cracow School of Information Technology ones (60.3% and 25.8% (second
year students only) and 62.5% and 23.9%) (see Figures 5-8).
Figures 5-8 illustrate that the percentage of Polish students who decided upon
designation Don’t know for assertions pertaining to curriculum, learning materials and
instruction is higher in each case than for their Canadian tallies: 13.7%, 10.6% and 13.4%
as opposed to 8.8%, 2.1% and 4.5% and 16.7%, 13.3% and 13.9% (second year students
only) as opposed to 8.3%, 8% and 4%. This indicates that the Cracow School of
Information Technology learners had less information about their program than their
Canadian counterparts.
The percentage of Cracow School of Information Technology, Durham and
Confederation learners that did not choose a category (No answer) for statements 1-33
ranges from 0-2.1 suggesting that the level of interest shown by the information
technology program participants in our investigation in both Canada and in Poland was
very high (see Figures 5-8).
Concluding Remarks
This study compared Canadian community colleges with post-secondary
(grammar) vocational schools in Poland. The comparison concentrated upon programs in
information technology that are delivered by one Polish school Cracow School of
Information Technology and two Canadian community colleges: Durham and
Confederation .
Our results indicate that both the Polish and the Canadian students valued their
programs given that answer category agree is the most popular one for all of the samples
and is the point in each of the distributions where half of the sample falls below and half
falls above. However, response percentages for the three program areas and the value for
the sample means suggest that Durham and Confederation learners held their programs in
higher esteem than their Polish counterpart. This might be due to the fact that colleges in
Canada are higher up in the school structure ‘pecking order’ than post-secondary
vocational schools in Poland: post-secondary as opposed to secondary. (Academic
achievement is valued in terms of school structure, King,1979, 55).
11. Learner evaluations of teaching (as well as of curriculum and learning materials)
are ‘subjective by nature’, so we ought to keep this in mind when making use of them
(Adams).They might be influenced by grades received. Furthermore, the Polish students
in our investigation might not have been as objective in their evaluations of instruction
as their Canadian counterparts for linguistic reasons. In the English language, teaching
and learning are considered to be two very different activities2
whereas in Polish there is
‘a faint connotation ‘ that learning occurs as a result of another persons efforts.
(Jankowicz, 2001, 86).3
Are post-secondary vocational school and college students qualified to evaluate
instruction? It has been suggested that evaluations are a ‘measure of student satisfaction’,
which is an aspect of faculty performance (Adams). Because formal learning is now a
lifelong process (due to rapid advances in technology), it is therefore important for
learners to be satisfied with their teacher’s performance so that they will have a liking for
education.
Given that Poland has recently entered the European Union, it would be useful to
compare post-grammar vocational schools with their counterparts in EU member states.
It is recommended that additional research be carried out, in the future, involving a larger
number of institutions.
Notes
Special Note: Special note of gratitude to Dr. Kimberly Grantham Griffith and Dr.
William Allan Kritsonis for their professional assistance in getting this article published
in the United States of America. See: www.nationalforum.com
1. It should be noted that Durham was asked to restrict their sampling to second year
students due to the anticipated completion date of our research.
2. The same can be said for French (enseigner-apprendre) and German (lehren-lernen).
3. In Polish uczyc means to teach and uczyc sie means to learn.
References
Adams, J. V., Student Evaluations: The Rating Game, Inquiry, Volume 1, Number 2, Fall
1997,10-16, http://www.vccaedu.org/inquiry/inquiry-fall97/i12-adam.html, Retrieved :
10 May.2007
12. Association of Canadian Community Colleges, http://www.accc.ca/english/colleges/
index.cfm. Retrieved: 3 April, 200
The Role of Information and Communication Technologies
in Education, UNESCO: International Bureau of Education,
http://www.idrc.ca/acadia/studies/ir-unesl.htm#1/introduction.
Retrieved: 25 June 2001.
.Jankowicz, D. (2001), A Comparison of Approaches to Student Assessment in Business
and Management Subjects in Poland and the UK, In Jan Steczkowski (Ed.) Dydaktyka
XXI wieku, Akademia Ekonomiczna w Krakowie, Kraków
King, E. (1979), Other Schools and Ours. Fifth Edition, London: Holt, Rinehard and
Winston.
Kupisiewicz, C. (1999). O Reformach Szkolnych, Wydawnictwo Akademickie „Żak”,
Warszawa.
Ministry of National Education in the Republic of Poland (1994), Development of
Education in Poland in 1992-1993, Warsaw.
See: www.nationalforum.com