The Readiness of TVET Lecturers in Facing the Intelligence Age IR4.0

Understanding of the industrial revolution 4.0 (IR4.0) and professional ethics are required for lecturers to cope with the intelligence era. However, some lecturers still have poor professional ethics or do not even understand such principles. These two factors have become barriers to the country’s efforts to embrace IR4.0. Thus, this study aims to determine the influence of professional identity and ethics on the readiness of TVET lecturers in facing IR4.0. Data were collected using a combination of two instruments to measure professional ethics, IR4.0 understanding and IR4.0 readiness. A total of 203 technical and vocational education and trainings (TVET) lecturers in Malaysia were chosen for this study by using the simple random sampling method. The findings reveal the significant influence of lecturers’ understanding of the intelligence age and their readiness to face IR4.0. However, professional ethics is not found to be a mediator of the relationship between IR4.0 understanding and readiness. Thus, the Ministry should improve the lecturers’ IR4.0 readiness by providing IR4.0 courses and trainings for lecturers, as well as providing state-of-the-art facilities for teaching and learning technology

THE EFFECT OF PROJECT-BASED LEARNING AND PROJECTBASED FLIPPED CLASSROOM ON CRITICAL THINKING AND CREATIVITY FOR BUSINESS ENGLISH COURSE AT HIGHER VOCATIONAL COLLEGES

Purpose – With the evolving demands of the global and Chinese economies, cultivating critical thinking and creativity has become imperative for social and economic development. However, contemporary educational practices have not kept pace with this essential need. This study examines the effects of project-based learning and project-based flipped classrooms on critical thinking and creativity in higher vocational colleges. Moreover, this research delves into the disparity and comparative analysis between the two approaches. Methodology – A between-group quasi-experimental study was designed. Data were collected from 120 respondents from one higher vocational college in Shanxi District using cluster sampling. The Ennis-Weir Critical Thinking test and District creativity test were used to collect data for further analysis. Data were analysed using analysis of covariance (ANCOVA) and paired-sample t-test. Pairedsample t-tests are employed to test the effects of two teaching methods, while ANCOVA is used to compare the discrepancy between the two methods. With the combination of paired sample t-test and ANCOVA, the more effective teaching method can be determined. Findings – The results indicated that project-based learning and flipped classrooms significantly affected critical thinking and creativity. Besides, the project-based flipped classrooms had a larger effect on critical thinking and creativity, proving to be a more effective teaching approach to transform the present curriculum pedagogy. Significance – This study theoretically integrates class activities into higher-order thinking skills and guides teachers and educators to cultivate talents in higher vocational education

An investigation into differences between out-of-field and in-field history teachers’ influence on students’ learning experiences in Malaysian secondary schools.

The focus of this study was to investigate whether there were differences between the way in-field and out-of-field teachers in Malaysian secondary schools perceived and practised History education, and the way their students perceived the teaching and learning of History. In addition, it sought what approaches to learning students adopted in the History classroom, and how far curriculum learning objectives in History had been achieved. The theoretical model developed was drawn from Biggs’ 3P (Presage, Process, and Product) Model of Learning to examine the possible relationships between two sets of variables related to teachers and students. The teacher level variables were teachers’ characteristics, years of teaching (experience), and approaches to teaching, classroom methods, and teaching conceptions. Student level variables related to student characteristics, students’ approaches to learning, classroom climate, and History learning objectives. The study adopted quantitative method to answer three major research questions that were derived from the theoretical model. The respondents involved in this study were drawn from 18 of the 94 secondary schools in Kuala Lumpur, Malaysia. A total of 52 History teachers and 1653 students from year 11 (Form Four) participated. The method involved collecting information from the respondents by using two sets of questionnaires, one for teachers and one for students. A factor analysis of the model constructs based on Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA), using Structural Equation Modeling (SEM), was employed to validate the constructs in the survey instrument, by testing their fit in the different measurement models used. Partial Least Square (PLS) and Hierarchical Linear Modeling (HLM) were used for testing the relationships between the variables examined in this study. According to the research results, no statistically significant differences emerged between in-field and out-of-field teachers on a number of key variables, such as approaches to teaching, methods of teaching and students' approaches to learning. On the other hand, there were a number of other variables where the statistical analysis revealed differences between in-field and out-of-field teachers. These included the teacher characteristic of experience, the dimensions of classroom climate, both preferred and actual, especially in relation to the personalisation of teaching in response to students' needs and interests and, most importantly, students' learning outcomes, defined in terms of their understanding and appreciation of the objectives of the History syllabus they were studying. Despite the limitations of data being gathered only from Kuala Lumpur secondary schools, the results of this study provide some justification for the steps taken by Malaysian government to employ out-of-field History teachers in secondary schools in Malaysia. It is a policy which can be continued, provided the issues surrounding out-of-field History teachers discussed above are properly understood and appropriately handled.Thesis (Ph.D.) -- University of Adelaide, School of Education, 201

Assessing prospective teachers’ soft skills curriculum implementation: Effects on teaching practicum success

Soft skills encompassing conscientiousness, lifelong learning, communication, creativity, and teamwork are beneficial to  success in work and life. The education policy in Nigeria on teacher education stipulates that students should learn basic soft skills at universities as performance improvement tools for teaching, but for the most part teacher education programmes do not include such skills. The aim of the study reported on here was to assess whether the soft skills curriculum and instruction course has been effectively implemented in university teacher education programmes. This course is theory based designed to inculcate soft skills in would-be teachers within 2 semesters. We used paper questionnaires and performed data analysis by way of partial least square structural equation modelling (PLS-SEM) using SmartPLS software in a non-experimental procedure with a total of 722 prospective teachers. The analysis revealed that prospective teachers gained moderate soft skills, which, in turn, benefited them in classroom control and, ultimately, teaching success in terms of lesson planning, development, and results. It is fair to suggest that the PLS-SEM model shows that participation in the curriculum and instruction course generates different kinds of benefits to teachers at the same time

Mapping the Factors Influencing Success of Massive Open Online Courses (MOOC) in Higher Education

Massive Open Online Courses (MOOC) is a new phenomenon in online learning that has aroused increasing interest by researchers as a significant contribution to improving educational system quality and openness. The purpose of this paper is to compile and analyze MOOC research that has been published between 2012 and 2016. A systematic analysis technique was employed and Template Analysis (TA) approach was used for mapping MOOC research into three dimensions in accordance with the Biggs 3P model. First dimension is Presage, include the following factors: Learners' characteristics with sub-factors (learner demographics, learner motivation, and interactivity) and instructor. Second, Process, including factors of pedagogy, pattern of engagement, instructional design, assessment, credit, plagiarism, sustainability, and learning analytics. Third dimension is Product, including factors of student dropout rate and MOOC quality. This classification is aimed at providing a comprehensive overview for readers interested in MOOCs who seek to understand the critical success factors influencing MOOC success

Factors affecting university students’ lifelong learning in Indonesia

The present study investigates the issue of self-directed learning, students’ perception towards ICT and social networking as the key factors that affect lifelong learning by focusing on the Indonesian settings. The study follows a correlational research design to investigate and measure the degree of relationship among self-directed learning, and students’ perception towards ICT. The research was conducted in Jogjakarta and Riau Province, Indonesia. A total of 216 postgraduate students were chosen for this study by using the simple random sampling method. Data were collected using the instrument developed by Williamson and then analysed using AMOS 23 software. Hypothesis testing was done by using Structural Equation Modelling (SEM). SEM test indicate partial mediation effects of social networking for self-directed learning on lifelong learning was found and full mediation effects of social networking for self-directed learning on lifelong learning. The results imply that lectures should support postgraduate students in order to sharpen their self-directed learning, positive perception towards ICT and social networking in lifelong learning by giving suitable learning methods and proposing a sufficient teaching and learning atmosphere. © 2019, University of Malaya. All rights reserved

FAMILY CONTEXT AND ITS RELATIONSHIP WITH PARENTAL INVOLVEMENT IN THE EDUCATION OF SECONDARY SCHOOL CHILDREN

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Roles of Self-Directed Learning and Social Networking Sites in Lifelong Learning

The present research examines the relationship between self-directed learning and SNS that may affect lifelong learning. In study, 170 of the respondents are Masters students and 140 are PhD students in Malaysia. The study follows a relational survey to investigate and measure the degree of relationship amongst self-directed learning, SNS and lifelong learning. The findings of the research corroborate that self-directed learning positively affects lifelong learning. SEM analysis indicates significant and positive influence of self-directed learning on SNS. SNS are a positive partial mediator between self-directed learning and lifelong learning. In conclusion, self-directed learning positively influences the lifelong learning of students, which is affected by SNS. This study implies that lectures should support preservice teachers to sharpen teachers' self-directed learning and social networking in lifelong learning by giving suitable learning methods and proposing a sufficient teaching and learning atmosphere. © 2019, Eskisehir Osmangazi University