Exploring internal structure of a performance-based critical thinking assessment for new students in higher education

Critical thinking is a combination of complex cognitive skills that are used for purposeful thinking. It is important for the successful acquisition of disciplinary skills in higher education and thus, it is a valuable competency for a new student. The complex nature of critical thinking leads to challenges for its assessment even in performance assessments such as CLA+ International (Collegiate Learning Assessment). The aim with this study is to examine internal associations of a critical thinking assessment for new students in higher education. The sample consisted of 1469 first-year students in 18 higher education institutions in Finland. An open-ended performance task and multiple-choice tasks were used to assess six measures of critical thinking, namely analysis and problem solving, writing effectiveness, writing mechanics, scientific and quantitative reasoning, critical reading and critiquing an argument. Exploratory and confirmatory factor analyses were used to analyse the data. A latent component indicated by the measures derived from the performance task was identified. The measures derived from the multiple-choice tasks did not form a factorial structure. Multiple-choice questions are problematic in critical thinking assessment as they focus on individual skills instead of holistic use of skills. Implications for assessment development and higher education are discussed.Peer reviewe

The use of ESP, MOOCs and the occupational world in the field of system engineering

The development of English communicative skills has become in one of the most critical requirements in the system engineering learners, for its competitive occupational market.  It has affected countries which their native language is not English. Thus, they have seen the need to provide the learners English for specific purposes to get foreign languages skills in a specific domain.   Engineering education is much more complicated than the other careers because it is technical, that's why students need to enhance their Professional English skills due to the fact their training involves the use of English continuously such as in the building of software, electrical device, online applications and so on.  A new e-learning approach named MOOCs has disseminated the Higher Education context, due to the fact they enable the enrollment of a mass of learners in open online courses. Regarding the findings in this research for learning ESP efficient, the use of MOOCs would empower the development of communicative skills around the world. Also, the critical issue to use a MOOC is that engineering content is part of MOOCs, as well as any other educational tools in the technological worldwide.  In methodological aspects, both ESP and MOOCs focus on Content-based instructions and Communicative Language Teaching with the assistance of task-based activities and network-based through authentic resources. As CBI and CLT base on the acquisition of a foreign language while the students are learning the content and style of a specific subject. However, this massive open online course is a luxurious investment

Sustainable Higher Education Development through Technology Enhanced Learning

[EN] Higher education is incorporating Information and Communication Technology (ICT) at a fast rate for different purposes. Scientific papers include within the concept of Technology Enhanced Learning (TEL) the myriad applications of information and communication technology, e-resources, and pedagogical approaches to the development of education. TEL¿s specific application to higher education is especially relevant for countries under rapid development for providing quick and sustainable access to quality education (UN sustainable development goal 4). This paper presents the research results of an online pedagogical experience in collaborative academic research for analyzing good practice in TEL-supported higher education development. The results are obtained through a pilot implementation providing curated data on TEL competency¿s development of faculty skills and analysis of developing sustainable higher education degrees through TEL cooperation, for capacity building. Given the increased volume and complexity of the knowledge to be delivered, and the exponential growth of the need for skilled workers in emerging economies, online training is the most effective way of delivering a sustainable higher education. The results of the PETRA Erasmus+ capacity-building project provides evidence of a successful implementation of a TEL-supported methodology for collaborative faculty development focused on future online degrees built collaboratively and applied locally.This research was co-funded by the European Commission through the Erasmus+ KA2 project "Promoting Excellence in Teaching and Learning in Azerbaijani Universities (PETRA)" project number 573630-EPP-1-2016-1-ES-EPPKA2-CBHE-JP.Orozco-Messana, J.; Martínez-Rubio, J.; Gonzálvez-Pons, AM. (2020). Sustainable Higher Education Development through Technology Enhanced Learning. Sustainability. 12(9):1-13. https://doi.org/10.3390/su12093600S113129Abdullah, F., & Ward, R. (2016). Developing a General Extended Technology Acceptance Model for E-Learning (GETAMEL) by analysing commonly used external factors. Computers in Human Behavior, 56, 238-256. doi:10.1016/j.chb.2015.11.036Becker, H. J., & Ravitz, J. (1999). The Influence of Computer and Internet Use on Teachers’ Pedagogical Practices and Perceptions. Journal of Research on Computing in Education, 31(4), 356-384. doi:10.1080/08886504.1999.10782260Mumford, S., & Dikilitaş, K. (2020). Pre-service language teachers reflection development through online interaction in a hybrid learning course. Computers & Education, 144, 103706. doi:10.1016/j.compedu.2019.103706Lee, D., Watson, S. L., & Watson, W. R. (2020). The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses. The International Review of Research in Open and Distributed Learning, 21(1), 23-39. doi:10.19173/irrodl.v20i5.4389Passey, D. (2019). Technology‐enhanced learning: Rethinking the term, the concept and its theoretical background. British Journal of Educational Technology, 50(3), 972-986. doi:10.1111/bjet.12783Lai, Y.-C., & Peng, L.-H. (2019). Effective Teaching and Activities of Excellent Teachers for the Sustainable Development of Higher Design Education. Sustainability, 12(1), 28. doi:10.3390/su12010028Lee, S., Lee, H., & Kim, T. (2018). A Study on the Instructor Role in Dealing with Mixed Contents: How It Affects Learner Satisfaction and Retention in e-Learning. Sustainability, 10(3), 850. doi:10.3390/su10030850“Continuous Improvement in Teaching Strategies through Lean Principles”. Teaching & Learning Symposium, University of Southern Indiana http://hdl.handle.net/20.500.12419/455The DeLone and McLean Model of Information Systems Success: A Ten-Year Update. (2003). Journal of Management Information Systems, 19(4), 9-30. doi:10.1080/07421222.2003.11045748Goodman, J., Melkers, J., & Pallais, A. (2019). Can Online Delivery Increase Access to Education? Journal of Labor Economics, 37(1), 1-34. doi:10.1086/698895Alexander, J., Barcellona, M., McLachlan, S., & Sackley, C. (2019). Technology-enhanced learning in physiotherapy education: Student satisfaction and knowledge acquisition of entry-level students in the United Kingdom. Research in Learning Technology, 27(0). doi:10.25304/rlt.v27.2073How Can Adaptive Platforms Improve Student Learning Outcomes? A Case Study of Open Educational Resources and Adaptive Learning Platforms https://ssrn.com/abstract=3478134Sun, A., & Chen, X. (2016). Online Education and Its Effective Practice: A Research Review. Journal of Information Technology Education: Research, 15, 157-190. doi:10.28945/3502EU Commission https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_enEssence Project https://husite.nl/essence/Orozco-Messana, J., de la Poza-Plaza, E., & Calabuig-Moreno, R. (2020). Experiences in Transdisciplinary Education for the Sustainable Development of the Built Environment, the ISAlab Workshop. Sustainability, 12(3), 1143. doi:10.3390/su12031143Kurilovas, E., & Kubilinskiene, S. (2020). Lithuanian case study on evaluating suitability, acceptance and use of IT tools by students – An example of applying Technology Enhanced Learning Research methods in Higher Education. Computers in Human Behavior, 107, 106274. doi:10.1016/j.chb.2020.10627

Learner support in open distance learning at Unisa, KwaZulu-Natal : a developmental state perspective.

Doctor of Philosophy in Administration. University of KwaZulu-Natal, Durban, 2015.When the African National Congress (ANC) came into power in 1994, it was important to relook at the operations of the Public Administration and governance domain in South Africa. Many sectors in all spheres of government have changed significantly since then, and it was thus equally important that the educational system receives a critical examination to improve education in South Africa. The linkage between Public Administration and the higher education landscape should also be seen within the context of the developmental state perspective of the government-of-the-day to develop important skills and invest in human capital in the country. Efficient public administration policies and effective management principles should be in place to implement government policies to achieve the desired outcomes of sustainable development. This study took place mainly within the higher education field as part of the Public Administration paradigm, with particular reference to distance education and open distance education at the University of South Africa (Unisa). It also explained the role higher education has to play in the acquisition of basic knowledge and intellectual skills and its effect on the development policy of the state. Distance education came a long way since 1994. The South African White Paper on Education and Training of 1995 gave direction to change in the higher education system and an Open Distance Learning (ODL) approach was adopted, which brought advantages for students registering at the University of South Africa (Unisa). Unisa became the largest distance education provider in South Africa and, it was important that new policies be developed within the university to guide the development of ODL. Learner support in an ODL university is one of the key elements in an ODL system. The study aimed to provide an investigation into the learner support initiatives in the Unisa region of KwaZulu-Natal through the use of empirical methodology. One of the key questions in this study is to determine whether the students entering the open distance learning system at Unisa KwaZulu-Natal are ready for this new environment. It was depicted from the data obtained, that students are uncertain, not well prepared for this new environment and that improved learner support services are needed to improve on the learning of students and also on the poor throughput rate in the region. Students and staff were part of the research. Questionnaires, interviews and observation informed the relevant information on the readiness of the students coming into the ODL university system, and their experience of the learner support initiatives provided to them in the region

The Student Voice - Undergraduate Student Insights of Pre-Placement Experience

Placement is an important component of an undergraduate degree programme and has been recognised as being beneficial to the student population, the academic community and to the organisations that enable the internship process. For example, it allows students to apply their theoretical knowledge and develop their skills within a ‘real-life’ organisational environment (e.g. Gavin and Coleman, 2016). Furthermore, it facilitates increased co-operation and relationship-building between higher education institutions and companies (Burdett and Barker, 2017). However, whilst there is general awareness of the benefits and opportunities of experiential learning, there has been a call for further research to be undertaken regarding students’ attitudes to their placement both before and after their placement practice (Edwards, 2014), as opposed to the current emphasis on post-placement analysis. To that end, this paper examines and specifically explores hospitality, tourism and event (HTE) management students’ perceptions and attitudes about the placement planning process and their expectations for their work-based learning experience and the overall potential impacts on student career aspirations. To that end, this paper reports on a study which focused on the student perspective on placement at the pre-placement stage. A qualitative research methodology was employed to explore students’ pre-placement perceptions and their expectations of the placement on their career aspirations at that time. The research utilised a qualitative survey to capture the views of 102 students (undertaking placement in the current academic year) across five undergraduate programmes (at both levels seven and eight of the Irish National Framework of Qualifications (NFQ) framework) in one higher education institution. Open ended questions were used to explore student learning expectations, skills development, career planning aspirations, challenges and concerns within the placement planning process. Qualitative data analysis identified and interpreted themes and patterns in the data. The preliminary results indicate that the respondents in the main hold a positive view of the HTE industries. A number of challenges and concerns at the pre-placement stage centre on operational issues around the acquisition of a placement and the completion of the requisite documentation. The students indicated that they hope to achieve industry insights which will enhance their employability and career networks in the future. Communication, organisation, time management, team-work and problem solving were identified as some of the key skills that these respondents hope to develop in the course of their placements. These findings will contribute to the future development of the placement preparation process in HTE higher education programmes in Ireland

The needs of stakeholders in the formation of a local children's university : an exploration through grounded theory of participant drivers and their underpinning features

There are over ninety local Children’s Universities (CUs) throughout the United Kingdom and overseas. CUs aim to recognise the learning needs of children which are met through extracurricular and out of school provision. The performance of some local CUs has been evaluated for the National Children’s University on an annual basis. There has never been a detailed exploration of factors underpinning the needs of stakeholders, including children, teachers, teacher education students and Higher Education tutors, involved in the formation of a local CU. The aim of this research was to identify motives for stakeholder participation in the local CU, to discover their needs and identify issues that contributed to those needs. This qualitative study used open, unstructured individual and focus group interviews with stakeholders using a constructivist grounded theory approach. The research identified that the unique approach by this CU benefited learners at several levels of development by providing a context within which children, teachers, teacher education students and Higher Education (HE) tutors could learn in a less formal way than in standard school practice. There was informal acquisition of knowledge and skills by children, continuing professional development for teachers and modelling of effective practice to teacher education students by their tutor. Teachers described the pedagogy adopted as innovative. They considered the tutor as a trusted expert who was able to support their professional development. Tutor credibility was enhanced in the eyes of the teacher education students who valued the opportunity to observe their tutor teaching children rather than just modelling it to them. These views were upheld in comments made by other education-related professionals, by school governors and by parents. Findings have implications for the professional development of teachers. They are relevant to current moves to ‘train’ new teachers in schools. This approach, with more emphasis on non-formal learning, is valued by students and by teachers but the latter, in particular, value the presence of someone with expertise to moderate the process

Intercultural Ambassadors: Foreign Students’ Conflict and Expectations Revisited

The recent increase of foreign students in higher education conflicts with resource budgeting and priorities. Universities are compelled to implement diverse strategies to keep them solvent. Interestingly, one of the responses to increase revenues is to recruit out-of-state students especially international students for higher tuition returns additionally, universities posit internationalization as a necessary component to becoming a “metropolitan research university of distinction” (Task Force 2006, 1). The goal is to elevate its standing in the global market of higher education. However, these efforts compromise the education of foreign students and how thesestudents are taught. By recruiting foreign students, universities transfer both increased costs and intercultural competency onto them. Neoliberal rationality permeates these policies as it “structures and organizes …the action of rulers, but also the conduct of the ruled” (Dardot and Laval 2013, 4). The American Council in Education (ACE) says as much when it states, “Graduates must possess intercultural skills and competencies to be successful in this globalized world” (2011, 3). Students are accountable for their “collection of skills” (Gershon 2011, 539). Thus, students are expected to be multicultural yet be responsible for their own “entrepreneurial virtues” that a globalized world requires. In the case of foreign students, they are expected to be intercultural ambassadors as universities “slowly and steadily shift… its investment toward the higher yielding crop,” that is them (Clawson and Page 2011, 18-19). Presently, universities project themselves as marketplaces where students can acquire skills to become their “own business” (Gershon 2011, 539). Students are expected to become “global citizens,” therefore, higher education institutions “must commit to helping students achieve these outcomes” (ACE 2012, 3). U.S higher education asserts itself to English as a Second Language (ESL) students as the best option to acquire English as a desirable and marketable skill. This paper suggests that foreign students experience themselves as the newcustomers of culture inthe university marketplace. In short, what effect does the commodification of higher education have in shaping foreign students’ agency? Currently, universities emphasize the acquisition of a second language as a vehicle for global, social and economic mobility, while foreign students perceive English proficiency as a valuable skill. When recruitinginternational students, universities highlight living in a city where English is the predominant language spoken as an American cultural experience. This suggests foreign students should expect to experience a true cultural experience immersed in a new language. However, the cultural experiences “commonly offered [are] ongoing international festivals or events on campus” (13), in other words, campus life. In addition, the ESL courses are reduced to a service learning program administered by native English-speaking student peers. By offering native undergraduates credit for mentoring in these classes, such as “International Peer Service Learning,” they “assist” ESL students “with linguistic and cultural activities” (FORLNG 123). This is problematic because cultural transference is assumed to just happen in this setting. Recent research on ESL programs in higher education focus on the pedagogy used to teach them, online, tutors, computer essay-scoring programs, and so on. Therefore, this studyexamines how ESL programs re-shape foreign students expectations of learning outcomes. This project seeks to remedy this gap by conducting open-ended interviews in a semi-structured format to students at Boise State University. Works Cited Clawson, Dan, and Max Page. The Future of Higher Education. New York: Routledge, 2011. Print. Dardot, P. and Laval, C. (2013). The New Way of the World: On Neoliberal Society. Verso: New York. Fact Book on Higher Education. New York: American Council on Education, 2011. Print. Gershon, Ilana. Neoliberal Agency . Current Anthropology. 52.4 (2011). Print. Harrison-Walker, J.L. (2010). “Customer prioritization in higher education: targeting ‘right’ students for long-term profitability.” Journal of Marketing for Higher Education 20(2): 191-208. Harvey, David. A Brief History of Neoliberalism. Oxford: Oxford UP, 2005. Print. Higher Education: Approaches to Attract and Fund International Students in the United States and Abroad : Report to the Chairman, Subcommittee on International Organizations, Human Rights, and Oversight, Committee on Foreign Affairs, House of Representatives. Washington, D.C.: U.S. Govt. Accountability Office, 2009. Internet resource. Martin, Emily. Mind-body Problems. American Ethnologist. 27.3 (2000). Print. Task Force on Internationalization. (2006). Making the global connection: Recommended Pathways to Internationalizing the campus. Retrieved from http://academics.boisestate.edu/provost/files/2009/01/itffinalreport.pd

Investigation of dyeing based on pandanus amaryllifolius for superhydrophobic coating in cotton-polyester blended in textile application

Natural dyes are derived from natural resources. Colouring materials obtained from natural resources of plant, animal, mineral, and microbial origins were used for colouration of various textile materials. Use of natural dyes started fall after the invention of synthetic dyes in the second half of the nineteenth century. The synthetic dyes were rapidly industrialization of textile production resulted in almost complete replacement of natural dyes by synthetic dyes because their easy availability simple application process, better fastness properties and consistency of shades [1]. Recent environmental awareness has again revived interest in natural dyes mainly among environmentally conscious people. Natural pigments are considered eco-friendly as these are renewable and biodegradable which is skin friendly and provide healthier benefits to the wearer [2]. Pandanus amaryllifolius also called as pandan leaf is a tropical plant that under screw pine genus and it can be easily found all around in Malaysia. It is a genus monocotyledon plants with over 750 accepted species. Extraction of green pigments from pandanus amaryllifolius to produce an organic pigment for fabric dyeing can become an alternative of synthetic pigments. Organic pigments also can be classified as a biochrome substance which is produced by living organisms. These biological pigments include flower and plant pigments [3]

The Design Postgraduate Journeyman: Mapping the relationship between design thinking and doing with skills acquisition for skilful practice

The relationship between knowing, doing and skillful practice resonate in industry and design education. The connection between creativity, design and successful innovation practices in industry has been debated much recently, heightened by realization in academe and governments that 'we need a different way of thinking and doing if we are to live well and prosper in the future' This paper addresses the question; how to understand more about the relationship of design thinking and doing with learning. It describes research to correlate design knowledge and skill with the pedagogy of skilful practice, thereby supporting pedagogical theory for the design practitioner learner. The research correlates Sennett's review of craftsmanship as skillful thinking and doing, with Dreyfus and dreyfus's model of mental activitiesin the transition of novice to masterful states of skilful practice. It concludes by illustrating the critical transition points to inform educational practice