International Journal of Instruction
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    525 research outputs found

    Designing the University Competitiveness Management System: Functions, Levels, Objects

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    The purpose of the current study was to investigate the problem of systemic university competitiveness management in order to propose a vision of the structure of the university competitiveness management system (UCMS), its levels, functions, and management objects based on the implementation of the constructive competition theory. The basic research methods included the following: content analysis, analysis of the modern concepts of university competitiveness management. The constructive theory of competition was used as the basic methodology of the research. Based on certain factors affecting competitiveness, the competitiveness of university (Cu) coefficient was calculated. At the intersection of four management functions (planning, organization, motivation, and control) at three levels of competitive behavior (strategic, tactical, situational) and three spheres of system influence (resource usage, optimizing actions, achieving results), 36 special functions of competitiveness management have been identified. At the same time, it was unveiled that the implementation of the UCMS in the overall university management structure is accompanied by organizational changes. In view of this, the success of the operating activities of the university as a higher education institution should be ensured by monitoring competition in the market and implementation of the competitiveness management program developed precisely for this institution. The study revealed that the competitiveness of the university increased after the introduction of the UCMS, the coefficient of competitiveness (Cu> 1). Implementation of the proposed competitiveness management system can significantly increase planning flexibility, adaptability and contribute to an increase in the world ranking of universities in developing countries

    The Effectiveness of an Educational Environment Based on Artificial Intelligence Techniques Using Virtual Classrooms on Training Development

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    The aim of the current research is to measure the effectiveness of an educational environment based on artificial intelligence techniques using virtual classrooms in developing field training for female student teachers at Prince Sattam University. By researching in previous studies, and the quasi-experimental approach to measure the effectiveness of the independent variable “the learning environment based on artificial intelligence technology and the variables dependent on field training” and the research sample that consisted of (15) students from the field training students, the researcher concluded that there are statistically significant differences between the average scores of the experimental group and the control group in favor of the experimental group on the scale card, which explains that the female students’ teachers’ use of virtual classrooms using artificial intelligence technology helped to develop field training and teaching skills at a semi-high degree (84.40%), and this result indicates a high level in the development of field training skills. The researcher recommended the necessity of employing virtual classrooms in teaching practical education courses, and training student-teachers on how to use electronic media and keeping abreast of recent developments in training and teaching through the use of Blackboard platforms

    The Effect of a Whole Brain Teaching Based Instruction on Developing Number Competencies and Arithmetic Fluency in Kindergarten Children

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    Young children need to be taught using effective interventions. A good teaching method is one that will increase children's motivation to learn, keep them aware of their understanding and encourage them to reflect on what they learn, if this teaching is based on relevant and visible training. Otherwise, they may suffer from delays in mathematics. One of these effective interventions is Whole Brain Teaching (WBT). The participants were 90 kindergarten children recruited from two public kindergarten schools in Matrouh city, Egypt. Two classes, with 45 children in KG1, were randomly selected using the fishbowl method. Children aged 4 and above (KG1 children) were targeted. In order to analyze the data from the pre- and post-test, the author used the Statistical Package for the Social Sciences (SPSS) V18.0. two- way ANOVA analysis and t-test. The findings of the study confirmed that adopting Whole Brain Teaching (WBT) approach helped in the increasing of student's involvement. Third, the intervention allowed children to see, say, hear and move physically, and this resulted in the emotional involvement in lessons presented. Gradually, as lessons progress, children become more fluent. The effectiveness of WBT had great results which were obvious on children’s learning, affection and behaviour. During and after the presentation and application of the intervention, children maintained behavioural engagement. Prior to the intervention, the teacher took a long time trying to manage children

    Collective Teacher Self-Efficacy Scale for Elementary School Teachers

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    Collective Teacher Self-Efficacy refers to the beliefs of the faculty of a school about their ability to work as a team and achieve positive results. Although it presents itself as a promising concept related, the research is relatively scarce and the existing instruments have some limitations. The present work aims to provide new psychometric evidence for a recently created instrument. For this, an expert judgment test was carried out that evaluated content validity, and the instrument was administered to a sample of 309 subjects to analyze internal structure and testcriterion validity. Good content validity was observed, evidenced by the satisfactory evaluations of the pertinence and clarity of the items. Evidence of a five-dimensional factor structure was provided (self-efficacy for decision making, teaching, familial participation, community participation and positive school climate), with good fit indexes and internal consistency. As was expected, relationships with job satisfaction, institutional belonging, job stress, institutional commitment, and job wellbeing were found. Finally, the possible applications of the instrument are discussed

    Effect of a Full Immersive Virtual Reality Intervention on Selective Attention in Children

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    The purpose of this research was to investigate the impact of two educational interventions, a program based on Full Immersive Virtual Reality games and a Typical Training program, in Selective Attention (SA) of children aged 8-10 years old. Forty-eight girls of elementary school from the city of Komotini, in Greece, participated in this study. They were randomly divided into three individual groups of 16 children each, one Control Group (CG) and two experimental groups. The CG did not receive any structured SA training program, while the two experimental groups attended a program focused on improving SA for 6 weeks, twice a week for 24 min, each time. The participants of FIVE group attended a full immersive program in Playstation4 VR and the participants of TT group attended a typical training to the gym. Before, after and one –month after the interventions SA was estimated using Super Lab, recording the number and the RT of correct answers of relevant and irrelevant questions to volleyball. Two-way analyses of variance with repeated measures were conducted to determine the effect of training program groups and measurements across number and RT of correct answers on SA performance. Analysis of the data illustrated that the post-test SA scores and the one –month retention test SA scores were remarkably greater than pre-test SA scores for both experimental groups and not for the CG. In conclusion exergames VR are effective tools for improving SA such as typical training

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    International Journal of Instruction is based in Türkiye
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