The effect of adaptive performance support system on learning achievements of students

The study compares the effectiveness of two performance support systems, adaptive and non-adaptive, on learning achievements of engineering students. In addition, the research design controls for a possible effect of learning style. The analysis reveals that students working with an adaptive performance support system score significantly higher than students using a non-adaptive performance system on a performance test across different learning styles. The only variation in the two experimental conditions, manipulated in the study, is embedded adaptive arrangement based on learning style. Embedded adaptation mode accommodates learning preferences of students through the structure of learning content as an association between types of learning content and different learning styles is assumed. Learning style does not produce a significant difference in the performance achievements of students and there is no indication for an interaction effect between performance support system as a method of instruction and learning style. These results are explained by two theoretical positions introduced in the background of the study, namely coping behaviour and the distinction between level and style type of cognitive constructs

EL MODELO DE EXCELENCIA DE LA EFQM Y SU APLICACIÓN PARA LA MEJORRA DE LOS CENTROS EDUCATIVOS

El presente trabajo expone las características del Modelo de Excelencia de la Asociación Europea para la Gestión de Calidad (EFQM), para su aplicación a los centros educativos. Revisa el concepto de calidad en la educación y los principios de la Calidad total, fundamentales para el desarrollo de los modelos de excelencia. Desde su creación en 1991, la Comisión Europea, la Organización Europea para la Calidad y la Asociación Europea para la Gestión de la Calidad, han promovido su utilización en las organizaciones empresariales y de otro tipo, incluidas las educativas, para la introducción de los principios de Gestión de Calidad Total. Las administraciones públicas promueven la aplicación del Modelo. Asimismo, organismos privados como la Confederación Española de Centros de Enseñanza, el Club Gestión de Calidad (CGC) y la EFQM, promueven su aplicación en los centros educativos, apoyados desde la administración pública que supervisan su aplicación y entrega premios y reconocimientos AbstractThe present work exposes the characteristics of the European Foundation for Qualitiy Management (EFQM) Excellence Model, and its application to educational centers. It revises the concept of quality in education and the Total Quality Principles. From their creation in 1991, the European Commission, the European Organization for Quality and the European Association for Quality Management, have promoted their use in managerial organizations, including the educational ones, to introduce the principles of TotalQuality Management. Public Administrations and private organisms, as the Spanish Confederation of Centers of Teaching, and the Club of Quality Management (CGC) and the EFQM, promote the application of the Model in the educational centers. Public Administrations supervise their application and give prizes and recognitions.

Lifelong Learning Competencies Development Program for Higher Education

Introduction. Lifelong learning (LLL) is an intentional learning that people engage in throughout their lives for personal and professional fulfillment and to improve the quality of their lives. Develop the capability for lifelong learning in Higher Education is important to facilitate the incorporation of new graduates to work. To this end, we have designed a program on "Lifelong learning competencies for Higher Education students', which we have applied to students at University of San Diego, California, USA and to the University of Distance Education, Spain. Methodology. We have presented the program by means a workshop where the debate and the reflection played one important strategy. To check the program’s achievements we used mixed methodologies, according to the evaluative research. We applied one questionnaire, and together to a practice and the students' personal portfolio, they enabled us to assess the program effectiveness, satisfaction and impact. Results. The comparison of the answers in the questionnaire, before and after of the workshops sing that students improved in their knowledge and awareness about the importance of LLL and key competencies for their profession development plan. Discussion. The program contributes to improve key competencies and commitment to learning throughout the people’s lives.</p

Performance support system in higher engineering education – introduction and empirical validation

The paper defines and empirically validates the concept of performance support system in higher engineering education. The validation of the concept is based upon two studies: a pilot and an experiment, on the effect of performance support system on achievements and attitudes of students. The experimental study confirmed the expectation that the performance support system produced significantly better results than the traditional method of teaching when achievements of students were compared. The analysis of the students' attitudes towards the method revealed that the operationalisation of support was better implemented in the performance support software application than performance

On-line learning mathematics and sciences

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