Simulation-based education involving online and on-campus models in different European universities

Simulation-based education (SE) refers to the use of simulation software, tools, and serious games to enrich the teaching and learning processes. Advances in both computer hardware and software allow for employing innovative methodologies that make use of SE tools to enhance the learning experience. Moreover, thanks to the globalisation of e-learning practices, these educational experiences can be made available to students from different geographical regions and universities, which promotes the development of international and inter-university cooperation in education. This paper provides a review of recent works in the SE subject, with a focus on the areas of engineering, science, and management. It also discusses some experiences in SE involving different European universities and learning models. Finally, it also points out open challenges as well as noticeable trends

Hybrid Courses Based on Basic Sciences and Green Technologies in Engineering Programs

An ineluctable topic has emerged and needs to be treated in engineering programs for green energies. Particularly in the programs of electrical and systems engineering, students can acquire the capabilities to envision the arrival of green standards to generate clean energy sources. In this article, the introduction of new forms of green energy is systematically presented through a basic experiment in electricity in which a potato is used to investigate the current and electric power. The experiences were conducted at the 2022-I at a private university in Lima City. The results demonstrated that the topic of biofuel in the framework of green energy can be studied in undergraduate courses. Indeed, prospective students of engineering can be oriented toward research in engineering for the implementation of new electrical systems that provide electricity with low budgets

The relationship between self-efficacy, goal-setting and achievement motivation among final year students at a selected university in the Western Cape Province

Magister Commercii (Industrial Psychology) - MCom(IPS)The purpose of the study was to investigate the relationship between self-efficacy, goal-setting and achievement motivation among students in their final year at a selected university in the Western Cape Province. The sample consisted of 128 final year students who were asked to complete a questionnaire. The questionnaires comprise a section on the biographical information of the participants as well as sections containing the, Academic Self-Efficacy Scale, Achievement Motivation Scale and a Goal Setting Questionnaire. Informed consent was obtained from the various participants and anonymity of participation and confidentiality were ensured. Data was analysed using the Statistical Package for the Social Sciences (SPSS) version 23. The Statistical analyses techniques employed included Item Analysis, Pearson’s Correlation test, Factor Analysis and a Multiple Regression Analysis. The results of the study indicate there is a statistically significant relationship between selfefficacy and goal-setting (Hypothesis 1), self-efficacy and achievement motivation (Hypothesis 2), achievement motivation and goal-setting among students in their final year of study (Hypothesis 3). Furthermore the results indicated that self-efficacy and goal-setting are significant predictors of achievement motivation (Hypothesis 4). These findings indicate that the stronger an individual’s belief in their perceived self-efficacy, the more likely they are to set challenging goals for themselves which may in turn result in a stronger commitment to attaining those goals. In addition, students who are assured in their ability to achieve success in their studies are most likely to possess the need to achieve excellence. Furthermore, results suggest that students who possess the need to achieve excellence or demonstrate higher levels of achievement motivation have the tendency to set more challenging goals than those with lower levels of achievement motivation.National Research Foundatio

MANDATORY SECOND LANGUAGE LEARNING IN POST-SECONDARY EDUCATION: THE ROLE OF THE IDEAL SELF AND IMAGERY IN MOTIVATION AND ACHIEVEMENT

The majority of language learning in post-secondary higher education is compulsory. Many students in compulsory L2 courses demonstrate lower than average levels of achievement and persistence. Because L2 learning is an important component of a post-secondary education in modern society, improving the motivation to learn languages can improve both achievement and retention.Studies based upon the L2 Motivational Self System (L2 MSS) demonstrate that the variables included in the model have the potential for helping us explain motivation in L2 learning. In addition, an important component of the model is the potential of imagery in enhancing motivation. Much of the research however, examined the salience of the model's key construct rather than examining the relationships among the constructs and their ultimate impact upon second language learning. Moreover, the majority of these studies have been in settings outside the United States with students learning English as a second language and none of the studies examine compulsory language learning.Using a quasi-experimental nonequivalent control group design, 512 college students in beginning level Spanish courses completed pre and post test surveys and an imagery treatment. Path analysis was performed to validate Dörnyei's L2 MSS in the context of US College students (English speakers) in mandatory L2 university courses. Additionally, Analysis of Covariance was performed to examine the use of imagery (ideal self and traditional cultural) to increase motivated learning behavior and intended effort as well as performance in the second language.Data validated the L2 MSS model in a US population of L2 learners in compulsory courses. Results indicated that while all three constructs of the L2 MSS model, ideal L2 self, ought-to L2 self and L2 learning experience, were predictors of motivated learning behavior and intended behavior, they were not equal predictors of performance. Data strongly supported imagery as a priming factor that can link the utility value of learning a language to a perceived future use resulting in student reported increase in interest to learn the L2

Accounting Historians Journal, 1990, Vol. 17, no. 1 [whole issue]

June issu

Analysis of Perceptions of Adult Education Practices in University Extension

Higher Educatio

Media and Education in the Digital Age

This book is an invitation to informed and critical participation in the current debate on the role of digital technology in education and a comprehensive introduction to the most relevant issues in this debate. After an early wave of enthusiasm about the emancipative opportunities of the digital «revolution» in education, recent contributions invite caution, if not scepticism. This collection rejects extreme interpretations and establishes a conceptual framework for the critical questioning of this role in terms of concepts, assessments and subversions. This book offers conceptual tools, ideas and insights for further research. It also provides motivation and information to foster active participation in debates and politics and encourages teachers, parents and learners to take part in the making of the future of our societies

The Effectiveness of Teaching Passive Voice by Using Linked-Circles Board Games Based on Active Learning Method

Indonesian ESL students find it is difficult to produce English sentences based on appropriate grammar because English language is different from Indonesian language. The difficulty of understanding different tenses will also influence the result of producing English passive voice. It often leads EFL students to make some grammatical errors. As the result, they become passive and unmotivated to learn. Active learning is a good method to improve student‘s motivation and achievement. One of the implementation of active learning is by using linked-circles board games (LCBG). The particular aim of this research is to know the effectiveness of teaching passive voice by using linked-circles board games (LCBG) based on active learning method. This research is an experimental research with pre-test and post-test procedure. There was a try out before the test, and then it was continued by validity and reliability test product moment formula. After that, the new objective test, which only covered the valid and reliable ones was designed. The data were taken from the objective test. Pre-test was given before the classes were given treatment. Post-test was given after the classes were given treatment. The Population of the eleventh grade students of SMA Negeri 1 Gamping, 2012-2013 that consisted of 105 students. The total sample was 54 students. They were chosen by using a purposive sampling technique. The sample was divided into two groups; the experimental group and the control group. Then, the data were analysed using the t-test formula to see whether there would be a significant difference in teaching passive voice using LCBG for the eleventh grade students at SMA Negeri 1 Gamping compared to the one without using LCBG. The result of to was 1.65 and tt is 1.67. to (1,65) was lower than tt (1.67) with the 5% level of significance. It indicated that there was no significant difference in teaching passive voice using LCBG for the eleventh grade students at SMA Negeri 1 Gamping compared to the one without using LCBG. However, the highest score of experimental group was increased 2.25 points or 33.33 %. While the highest score of control group was increased 1.5 points or 24 %. The mean score of experimental group was increased 2.47 points or 48.43%. The improvement of experimental group was better than control group. It means that teaching passive voice by using LCBG was still better than the teaching passive voice conventionally or without using LCBG. Keywords: teaching grammar, passive voice, board game