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on Education |
| By: | Hwangji Lu (Colorado Technical University) |
| Abstract: | The innovation and maturity of education technology has enabled online learning to be more accessible and manageable than ever before. Online education becomes so appealing as programs of study can be pursued with the flexibility in time and space. However, the most pressing challenge posed is student attrition that has significant quality and economic impacts on the institutions. In response to the negative influences brought by high dropout rates, educational institutions have striven to implement strategies to improve students? learning experiences and assist them in successfully achieving their academic goals. This presentation first reviews Tinto?s student integration model as the theoretical framework. This presentation depicts a survey of literature to highlight significant factors that lead to a student?s decision on withdrawal from a course or program. This presentation also summarizes an assortment of evidence-based practices in relation to student retention. Finally, a case study is portrayed to examine the implementation of interventions in an online university. Student persistence is a vital part of the institution?s survival. A continuing monitoring and evaluation system plays a key role in improving student satisfaction and success. |
| Keywords: | Online Learning, Student Success, Student Retention |
| JEL: | I29 |
| Date: | 2018–07 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:6509152&r=edu |
| By: | Pastore, Francesco |
| Abstract: | This paper addresses the directions to follow when designing new educational systems and school-to-work transition regimes to adhere to the needs of Industry 4.0. Although a high level of general education will be important for its training content to develop adaptability, it is not the only component to develop. What will be more and more important are work related skills, both the general ones and the ones which are job-specific and need, therefore, on-the-job training to develop. This will require important educational reforms to favour an ever-better integration between educational institution and the world of work. Young people and their families alone will not be able to adapt on their own to the new human capital requirements of industry 4.0 productions. A new framework for an integrated action by governments, firms, educational institutions and families is needed to smooth the school-to-work in the future. The duality principle is the basis for a strong diversification of the supply of education. |
| Keywords: | industry 4.0,robotics,sequential versus dual education systems,human resources management and policy |
| JEL: | J24 L16 O15 O33 Q2 Q55 |
| Date: | 2018 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:glodps:267&r=edu |
| By: | Motshidisi Lekhu (Central University of Technology, Free State) |
| Abstract: | Teaching practice is an important aspect of teacher education programmes in terms of pre-service teachers? ongoing professional development. Teaching practice evaluation on the other hand, is used to measure pre-service teachers? effectiveness based on the quality of their teaching and the promotion of professional learning. This study aims to explore pre-service teachers? reflection on their teaching practice evaluations. It sought to explore pre-service teachers? perceptions and reflections based on their mentors? grading of their teaching practice evaluation. The participants were third year Bachelor of Education science students at a University of Technology. The evaluation tool focused mainly on the following items: how the lesson plan is completed, actualising learners? pre-knowledge, gaining attention and maintaining interest of the learners, facilitation of teaching and learning through activities, logical progression of lesson, attainment of lesson objectives, assessment, quality of resources, originality and creativity of the presentation. The quantitative data was based on the rating of 1 to 10 by the university lecturer or mentor teacher. To probe the quantitative data further, the participants were requested to reflect on the ratings received per item as evaluated by their mentors/lecturers. The findings indicated both positive and negative perceptions of students concerning their evaluations. Through this evaluation and reflection, this study revealed that pre-service teachers? professional learning can be promoted, and the quality of their teaching enhanced. Based on the results some recommendations on initial teacher training subject methodology and pre-service teachers? teaching practice evaluations were made |
| Keywords: | reflective practice, student teachers, teacher education |
| Date: | 2018–07 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:6509795&r=edu |