Why Are We Unable Bridging Theory-Practice Gap in Context of Plethora of Literature on Its Causes, Effects and Solutions?

This paper raises pertinent issues regarding an obvious gap that prevails between theory and practice in various professions.  The paper makes it clear that there is theory-practice gap among professions; however, it focuses more on informing theory-practice gap in the teaching profession.  The paper identifies and informs of causes, effects and practical solutions of theory-practice gap in education, in particular, in the teaching profession. Finally, the paper provides a tentative explanation for theory-practice gap persistence, and it raises important questions that may need researchers’ attention. Keywords: theory-practice gap, teaching profession, teacher educatio

Situating Indonesian Pesantren within Literacy Practice and Religious Moderation in Post-Truth Era

This paper delves into the contemporary dynamics characterizing the educational practices of Islamic boarding schools (pesantren) in Indonesia, focusing on their intersection with literacy practices and the principles of religious moderation. Indonesia's pesantren system has been a cornerstone of Islamic education for centuries, and this study seeks to shed light on how these traditional institutions are adapting to modern contexts while preserving their core values. Through a comprehensive analysis of literature and theories, we argue on the multifaceted ways in which literacy practices are integrated into the curriculum of pesantren, enabling students to engage effectively with both religious texts and broader educational content. Moreover, we also explore how these literacy practices align with the principles of religious moderation, fostering an environment that promotes tolerance, dialogue, and ethical conduct among students in a modern world

Effectiveness of Animated Instructional Resource for Learning Facilitation among Secondary School Student in Bauchi Nigeria

The study seek to reviel the importance of instructional visual in educational  systems in Bauchi Nigeria. Instructional visual  play very significant roles as medium of communication for learning. The research for this article was motivated by this understanding of the need. The study carried out in Nigeria in one of the most challenging state, Bauchi with low enrolment of students in school and in the study of sciences.Piloted  atotal of 189 experimental and 189 of control despondence were  studied. The studies focus on the experimental, to compare among the zones.The experimental outperformed the control group. However, location II was found to have the highest impact with a mean performance of 57.8572 follow by location III with a mean performance of 56.1746 and lastly a mean performance of 54.9208 for location I. In all the locations their means performance fall within ‘C’ grade which is a good profile of information assimilation by the respondents

Academic College Readiness Indicators of Seniors Enrolled in University-Model Schools® and Traditional, Comprehensive Christian Schools

This correlational study examined the relationship between type of high school a senior attends (University-Model School® [UMS®] or traditional, comprehensive Christian) and academic college readiness, when controlling for prior academic achievement and gender. The study compared archival data of Christian school students from six Texas schools. The Stanford-10 controlled for prior academic achievement. SAT and ACT scores measured academic college readiness. Results of three sequential multiple regressions, controlling for confounding, found school type to be a statistically significant predictor for the SAT Composite score, but not for the SAT Writing score or the ACT Composite score. Although the UMS® seniors averaged higher scores than traditional, comprehensive Christian school seniors on all three exams, only the SAT Composite score was found to be statistically significant. The standardized regression coefficient of the three scores did not find practical significance for the relationship between school type and academic college readiness

Personalised E-Learning: The Assessment of Students Prior Knowledge in Higher Education

Society’s use of mobile applications that instantaneously dynamically adapt to input has had the effect of users expecting immediate feedback from all applications based on their specific needs. The traditional concept of a one size fits all approach to managing an online learning environment could perhaps be improved by the inclusion of personalised learning experiences for students based on their prior knowledge. The purpose of personalised e-learning is to tailor learning content to the specific learning requirements of individual students. The focus of this chapter is to review the topic of personalised e-learning and discuss the issues and problems educators may encounter in assessing students’ prior knowledge. Information on students’ prior knowledge is required to inform the process to facilitate personalised e-learning experiences based on prior knowledge

Blended learning in Library and information Science (LIS) education and training

Educators and students have a vital role to play as being in control of the education process. Introducing blended learning could be one of the means of improving the quality of teaching and learning in higher education. Blended learning has become an emerging and prominent delivery mechanism and approach to course design in higher education. The core interest in blended learning lies in the need to provide more engaged learning experiences with recognizing the potential of the Internet and Information and communications technology. Information and communications technologies (ICTs) have had a profound impact in the Library and Information Science (LIS) field. The LIS sector is deeply rooted in digital technology, therefore the use of digital technologies requires thoughtful and through integration into pedagogy, that reflects carefully articulated instructional and learning outcomes .These changes need to lead to changes in curriculum content as well as in methods of teaching and learning. This paper explores rethinking the purpose of current teaching and learning practices in LIS education and training and examines teaching and learning strategies using technology enhanced teaching and learning. The paper reports on a doctoral study adopting a mixed method approach by implementing both qualitative and quantitative research methods in order to explore the educational and pedagogical issues in blended learning. A self-administered Web-based exploratory survey questionnaire ascertained the extent of current practices in the delivery of the LIS curriculum at South African universities. Semi-structured face-to-face interviews with LIS educators and telephone interviews with facilitators (individuals at educational units that aid in teaching and learning) as well as focus group discussions with LIS students exposed to blended learning interventions, explored the educational and pedagogical aspects of blended learning. The study explored transformative and interactive teaching and learning practices in LIS education developing a framework for designing and implementing blended learning in LIS education

Teaching Customer Orientation to Millennials by Utilizing Electronic Communication between Students and Firms

This article describes an experiential method for teaching customer orientation by directing students to use their own experience with a business to write either an e-mail letter of praise or complaint to that business. Students complete a survey that asks them to rate businesses on customer orientation measures at the time they send the e-mail and, again, at the end of the semester after having had time to receive a response. Results of the surveys are analyzed and recommendations are given for conducting an interactive discussion that allows students to see the variability of the firms’ commitment to customer orientation

PENGARUH PEMBELAJARAN E-LEARNING TERHADAP HASIL BELAJAR MAHASISWA PGSD PADA MATA KULIAH KONSEP IPS LANJUT

Penelitian ini bertujuan untuk mengetahui pengaruh penerapan pembelajaran e-learning terhadap hasil belajar pada mata kuliah Konsep IPS Lanjut. Metode yang digunakan dalam penelitian ini adalah eksperimen dengan pretest-posttest control group design. Instrument yang digunakan dalam penelitian ini adalah instrumen tes. Untuk mengetahui pengaruh penerapan pembelajaran e-learning terhadap hasil belajar maka data hasil tes belajar mahasiswa dianalisis dengan Uji-t. Berdasarkan hasil penelitian diperoleh nilai Sig.2 tailed (0.000) < α (0,05). Dengan demikian dapat disimpulkan bahwa terdapat pengaruh penerapan pembelajaran e-learning terhadap hasil belajar pada mata kuliah Konsep IPS Lanjut

School Administrators and Generation Z Students’ Perspectives for a Better Educational Setting

The purpose of this study is to examine the school administrators and Generation Z’s perspectives towards each other. The conflict between school administrators and the emerging generation has always been a hot-debate research topic, and it is undeniable that each generation with new defining characteristics make this subject to be worthwhile to re-consider and re-discuss. For this research, from various schools in Istanbul, Kadikoy province, 15 different school administrators and 20 different students of Z generation which were born 2000 and after were volunteered to participate to the research group. This study employed phenomenology pattern and semi- structured negotiation for data collection, and the analysis of the data has been done by using NVIVO 10 program. The study revealed that there are numerous factors that affect the school administrator’s lives: new demands and challenges emerging with new generation, the adaptation problem to the modern instructional technologies and computer-aided teaching system, the role ambiguity, parent’s approach and outside relations influence quality and school management adversely. On the other hand, the analysis of Generation Z student’s perspective brings up a new perspective to the issue of generation gap. From their perspective, the school administrators fail to act in accordance with the changing time and its demands. Most important of all, the generation gap causes the problem of communication, empathy and identification, and this has a decisive, particularly negative influence on their perspective of school life and school administrators. In this study, expectations, responses and critical insights are examined from the lenses of school administrators and students in a way to provide recommendations that could be remedy for the concerns of the school administrators and Generation Z students not only in theory but also in practice