Pub Date : 2023-10-30DOI: 10.26803/ijlter.22.10.23
Phuong Hoang Yen, Nguyen Anh Thi, Le Thanh Thao, Nguyen Huong Tra, Huynh Thi Anh Thu
Amidst the diverse landscape of modern educational methodologies, outcome-based education (OBE) has gained prominence as an effective approach to teaching and learning. Originating from the desire to produce specific and measurable outcomes for learners, OBE focuses on what students should know and be able to do by the end of their educational experience. Motivated by the need to delve deeper into the implementation of OBE, particularly regarding assessment preferences, this study aims to explore the types of assessments preferred by university lecturers for implementing OBE in Vietnam. Building on the existing gap in literature that emphasizes the intricacies of OBE assessment choices, utilizing qualitative research methods, in-depth interviews were conducted with 15 university lecturers from various disciplines. To analyze the gathered data, a thematic analysis approach was employed. The findings reveal a strong preference for formative assessments, aligning with educational theories such as Constructivism, Assessment for Learning (AfL), and the Cultural-Historical Activity Theory (CHAT). The study also highlights the growing adoption of project-based assessments, rubrics, and reflective practices as effective means of evaluating student outcomes. Contrary to prevailing trends, a subset of participants also advocated for well-designed standardized tests, providing a nuanced understanding of their role in OBE. Implications point to a significant shift in assessment culture within Vietnam’s higher education sector, with broader ramifications for educational policy and practice. Limitations and recommendations for further research are also discussed.
{"title":"Assessment Strategies in Outcome-Based Education: Preferences and Practices Among University Lecturers in Vietnam","authors":"Phuong Hoang Yen, Nguyen Anh Thi, Le Thanh Thao, Nguyen Huong Tra, Huynh Thi Anh Thu","doi":"10.26803/ijlter.22.10.23","DOIUrl":"https://doi.org/10.26803/ijlter.22.10.23","url":null,"abstract":"Amidst the diverse landscape of modern educational methodologies, outcome-based education (OBE) has gained prominence as an effective approach to teaching and learning. Originating from the desire to produce specific and measurable outcomes for learners, OBE focuses on what students should know and be able to do by the end of their educational experience. Motivated by the need to delve deeper into the implementation of OBE, particularly regarding assessment preferences, this study aims to explore the types of assessments preferred by university lecturers for implementing OBE in Vietnam. Building on the existing gap in literature that emphasizes the intricacies of OBE assessment choices, utilizing qualitative research methods, in-depth interviews were conducted with 15 university lecturers from various disciplines. To analyze the gathered data, a thematic analysis approach was employed. The findings reveal a strong preference for formative assessments, aligning with educational theories such as Constructivism, Assessment for Learning (AfL), and the Cultural-Historical Activity Theory (CHAT). The study also highlights the growing adoption of project-based assessments, rubrics, and reflective practices as effective means of evaluating student outcomes. Contrary to prevailing trends, a subset of participants also advocated for well-designed standardized tests, providing a nuanced understanding of their role in OBE. Implications point to a significant shift in assessment culture within Vietnam’s higher education sector, with broader ramifications for educational policy and practice. Limitations and recommendations for further research are also discussed.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"41 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136133169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-30DOI: 10.26803/ijlter.22.10.24
Enung Hasanah, M. Ikhsan Al Ghazy, Suyatno Suyatno, Ika Maryani, Mohd Zailani Mohd Yusoff
Differentiated Digital Instruction (DDI) is a viable solution to cater to students' personalised learning needs in 21st-century education. Despite the numerous benefits associated with this model, not every teacher has the capability or willingness to adopt it, primarily because of its perceived complexity. This research examines the direct and indirect relationship between teacher knowledge about digital differentiated learning and the availability of digital infrastructure in schools on implementing digital differentiated learning through the mediating role of teacher mindset through structural equation modelling. This study was conducted among junior high school teachers in West Sumatra, Indonesia. A simple random sampling technique was used for data collection. The collection and sample size consisted of 161 participants. The data analysis process was carried out using SmartPLS 4 Structural Equation Modelling (SEM) analysis. These findings contribute to the idea that the teacher's mindset is a mediator between digital differentiated learning and the availability of digital infrastructure for implementing digital differentiated learning. This research is helpful for school principals to prioritise developing teacher mindsets first before instructing the implementation of digital differentiated learning in schools. As this study highlighted the importance of this subject, it also emphasised the need for further exploration of additional factors regarding the implementation of the digital differentiated instruction model.
{"title":"Unlocking Classroom Potential: Exploring the Mediating Role of Teacher Mindset on Embracing Differentiated Instruction","authors":"Enung Hasanah, M. Ikhsan Al Ghazy, Suyatno Suyatno, Ika Maryani, Mohd Zailani Mohd Yusoff","doi":"10.26803/ijlter.22.10.24","DOIUrl":"https://doi.org/10.26803/ijlter.22.10.24","url":null,"abstract":"Differentiated Digital Instruction (DDI) is a viable solution to cater to students' personalised learning needs in 21st-century education. Despite the numerous benefits associated with this model, not every teacher has the capability or willingness to adopt it, primarily because of its perceived complexity. This research examines the direct and indirect relationship between teacher knowledge about digital differentiated learning and the availability of digital infrastructure in schools on implementing digital differentiated learning through the mediating role of teacher mindset through structural equation modelling. This study was conducted among junior high school teachers in West Sumatra, Indonesia. A simple random sampling technique was used for data collection. The collection and sample size consisted of 161 participants. The data analysis process was carried out using SmartPLS 4 Structural Equation Modelling (SEM) analysis. These findings contribute to the idea that the teacher's mindset is a mediator between digital differentiated learning and the availability of digital infrastructure for implementing digital differentiated learning. This research is helpful for school principals to prioritise developing teacher mindsets first before instructing the implementation of digital differentiated learning in schools. As this study highlighted the importance of this subject, it also emphasised the need for further exploration of additional factors regarding the implementation of the digital differentiated instruction model.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"3 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136133852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-30DOI: 10.26803/ijlter.22.10.11
Ishaq Al-Naabi
Despite Moodle's initial popularity as a learning management system, recent research has revealed a decline in its usage within higher education during the post-pandemic pedagogical landscape. Drawing upon activity theory as a theoretical framework, this qualitative study aims to explore teachers' perceptions regarding the discontinuation of Moodle use once the pandemic subsided. Data for this investigation was collected through a focus group discussion involving six university teachers. Using a thematic analysis, the findings shed light on several factors contributing to the decline, including ineffective rules and policies that impact teachers, as well as confusing task allocation. Apart from contributing to the existing literature on post-pandemic pedagogy, the study's outcomes indicated the need for well-defined polices addressing roles and responsibilities of people involved in Moodle use and addressing teachers’ workload in higher education.
{"title":"Exploring Moodle Usage in Higher Education in the Post-pandemic Era: An Activity-theoretical Investigation of Systemic Contradictions","authors":"Ishaq Al-Naabi","doi":"10.26803/ijlter.22.10.11","DOIUrl":"https://doi.org/10.26803/ijlter.22.10.11","url":null,"abstract":"Despite Moodle's initial popularity as a learning management system, recent research has revealed a decline in its usage within higher education during the post-pandemic pedagogical landscape. Drawing upon activity theory as a theoretical framework, this qualitative study aims to explore teachers' perceptions regarding the discontinuation of Moodle use once the pandemic subsided. Data for this investigation was collected through a focus group discussion involving six university teachers. Using a thematic analysis, the findings shed light on several factors contributing to the decline, including ineffective rules and policies that impact teachers, as well as confusing task allocation. Apart from contributing to the existing literature on post-pandemic pedagogy, the study's outcomes indicated the need for well-defined polices addressing roles and responsibilities of people involved in Moodle use and addressing teachers’ workload in higher education.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136132174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-30DOI: 10.26803/ijlter.22.10.12
Adi Bandono, Mukhlis Mukhlis, A K Susilo, A R Prabowo
The goal of this study is to determine the variables and difficulties that contribute to collaborative learning at tertiary institutions during the fourth industrial revolution and future research gaps. This study employs a systematic literature review to summarise and provide a comprehensive understanding of collaborative learning. The systematic literature review process used the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P) technique between 2008 and 2022, supported by NVivo and Microsoft Excel. A systematic literature review, which is an appropriate method for strengthening research issues and gaps, was conducted with 61 papers. It should be noted that this manuscript only presents work from the Scopus database with journal criteria. This study has identified six factors related to collaborative learning in tertiary institutions in the fourth industrial revolution era including Task & Context, Environment, Social, Technology, Teacher, and Learner. This study presents a comprehensive literature assessment of collaborative learning in tertiary institutions during the fourth industrial revolution in order to acquire a clear grasp of its importance and application in higher education. Furthermore, Several higher education models have adopted the online-based collaborative learning paradigm, according to the study's findings.
{"title":"Collaborative Learning in Higher Education in the Fourth Industrial Revolution: A Systematic Literature Review and Future Research","authors":"Adi Bandono, Mukhlis Mukhlis, A K Susilo, A R Prabowo","doi":"10.26803/ijlter.22.10.12","DOIUrl":"https://doi.org/10.26803/ijlter.22.10.12","url":null,"abstract":"The goal of this study is to determine the variables and difficulties that contribute to collaborative learning at tertiary institutions during the fourth industrial revolution and future research gaps. This study employs a systematic literature review to summarise and provide a comprehensive understanding of collaborative learning. The systematic literature review process used the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P) technique between 2008 and 2022, supported by NVivo and Microsoft Excel. A systematic literature review, which is an appropriate method for strengthening research issues and gaps, was conducted with 61 papers. It should be noted that this manuscript only presents work from the Scopus database with journal criteria. This study has identified six factors related to collaborative learning in tertiary institutions in the fourth industrial revolution era including Task & Context, Environment, Social, Technology, Teacher, and Learner. This study presents a comprehensive literature assessment of collaborative learning in tertiary institutions during the fourth industrial revolution in order to acquire a clear grasp of its importance and application in higher education. Furthermore, Several higher education models have adopted the online-based collaborative learning paradigm, according to the study's findings.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136132172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-30DOI: 10.26803/ijlter.22.10.22
Gao Jing, Lin Siew Eng
In response to the challenges in enhancing English major undergraduates’ academic thesis writing and research capabilities, particularly in writing empirical research-based theses, this study addresses the current deficiencies in English academic thesis writing instruction. The current course in Chinese universities cannot offer sufficient information for Chinese graduates to participate in international graduate programs and publication. This study aimed to develop the English Academic Thesis Writing Module (EATWM) for English major undergraduates of a public university in China and to determine the participants’ performance after completing it. The theoretical foundation of this study was based on Dewey’s learning by doing theory and Kolb’s Experiential Learning Cycle. The study employed a mixed-methods design involving three stages: module development, validity and reliability assessment, and performance analysis. The prototype EATWM was designed and developed using the ADDIE model. Through the pilot study, the content validity and reliability of the EATWM were verified, and 20 participants’ theses were marked by 3 inter-raters to calculate the inter-rater reliability. In the main study, 70 participants’ academic thesis writing performance and interview responses were analyzed. The analysis of the participants’ feedback highlights benefits gained by using the module, challenges faced in academic thesis writing, solutions to address challenges using the module, and suggestions for module improvement. These results indicate that the module succeeds in facilitating students to write an English academic thesis. The EATWM benefits teachers by including sections that are not in the current syllabus and helps students better adapt to the international education system and publication context.
{"title":"Comprehensive Academic Thesis Writing Module for English Major Undergraduates in a Public University in China","authors":"Gao Jing, Lin Siew Eng","doi":"10.26803/ijlter.22.10.22","DOIUrl":"https://doi.org/10.26803/ijlter.22.10.22","url":null,"abstract":"In response to the challenges in enhancing English major undergraduates’ academic thesis writing and research capabilities, particularly in writing empirical research-based theses, this study addresses the current deficiencies in English academic thesis writing instruction. The current course in Chinese universities cannot offer sufficient information for Chinese graduates to participate in international graduate programs and publication. This study aimed to develop the English Academic Thesis Writing Module (EATWM) for English major undergraduates of a public university in China and to determine the participants’ performance after completing it. The theoretical foundation of this study was based on Dewey’s learning by doing theory and Kolb’s Experiential Learning Cycle. The study employed a mixed-methods design involving three stages: module development, validity and reliability assessment, and performance analysis. The prototype EATWM was designed and developed using the ADDIE model. Through the pilot study, the content validity and reliability of the EATWM were verified, and 20 participants’ theses were marked by 3 inter-raters to calculate the inter-rater reliability. In the main study, 70 participants’ academic thesis writing performance and interview responses were analyzed. The analysis of the participants’ feedback highlights benefits gained by using the module, challenges faced in academic thesis writing, solutions to address challenges using the module, and suggestions for module improvement. These results indicate that the module succeeds in facilitating students to write an English academic thesis. The EATWM benefits teachers by including sections that are not in the current syllabus and helps students better adapt to the international education system and publication context.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"242 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136132716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-30DOI: 10.26803/ijlter.22.10.19
Fathor Rasyid, Hidayatul Hanjariyah, Nurul Aini
This study aimed to investigate the students' perceptions of the impacts of English content shared via TikTok on their English competence and examine the reasons for their perceptions. Two hundred and seven English students consisting of 117 females and 90 males in East Java, Indonesia with prior high experience of watching English content shared via TikTok participated in the study. The participants included 52 high school students, 97 university English students, and 58 English course students with diverse backgrounds. A wide range of perspectives was obtained from the research instrument, namely a four-point Likert-scale questionnaire. This was used to elicit quantitative data on students' perceived impacts of English content shared via TikTok on their English competence as well as the underlying reasons for their perceptions. The questionnaire consisted of 20 statements and was developed from four subscales of the perception construct. Quantitative data were analyzed through frequency and percentage, while qualitative data were analyzed based on themes. The findings revealed that students have positively perceived impacts of English content shared via TikTok on their English competence. This positive perception ranged from 60.1% to 94.7%, implying that research participants responded positively to all questionnaire items. This suggests that English content shared via TikTok contributes to students' English competence. In addition, four themes emerged in the qualitative analysis, namely attractiveness, effectiveness, relevance, and the motivation aspect. The data indicated that students have positive reasons for their perceptions. Therefore, the results of both the qualitative and quantitative data analysis suggest that English content shared via TikTok is beneficial for improving students’ English competence.
{"title":"TikTok as a Source of English Language Content – Perceived Impacts on Students’ Competence: Views from Indonesia","authors":"Fathor Rasyid, Hidayatul Hanjariyah, Nurul Aini","doi":"10.26803/ijlter.22.10.19","DOIUrl":"https://doi.org/10.26803/ijlter.22.10.19","url":null,"abstract":"This study aimed to investigate the students' perceptions of the impacts of English content shared via TikTok on their English competence and examine the reasons for their perceptions. Two hundred and seven English students consisting of 117 females and 90 males in East Java, Indonesia with prior high experience of watching English content shared via TikTok participated in the study. The participants included 52 high school students, 97 university English students, and 58 English course students with diverse backgrounds. A wide range of perspectives was obtained from the research instrument, namely a four-point Likert-scale questionnaire. This was used to elicit quantitative data on students' perceived impacts of English content shared via TikTok on their English competence as well as the underlying reasons for their perceptions. The questionnaire consisted of 20 statements and was developed from four subscales of the perception construct. Quantitative data were analyzed through frequency and percentage, while qualitative data were analyzed based on themes. The findings revealed that students have positively perceived impacts of English content shared via TikTok on their English competence. This positive perception ranged from 60.1% to 94.7%, implying that research participants responded positively to all questionnaire items. This suggests that English content shared via TikTok contributes to students' English competence. In addition, four themes emerged in the qualitative analysis, namely attractiveness, effectiveness, relevance, and the motivation aspect. The data indicated that students have positive reasons for their perceptions. Therefore, the results of both the qualitative and quantitative data analysis suggest that English content shared via TikTok is beneficial for improving students’ English competence.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136132874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Creativity is one of the most marketable skills in the digital age. The main purpose of this study is to explore and enhance the creativity of undergraduate students through knowledge management using storytelling with infographics. In this study, an experiment was conducted with 40 third- and fourth-year students from various majors of the Faculty of Arts at Silpakorn University. All participants had enrolled in the Multimedia Design and Production course. A one-group quasi-experiment with a pretest and posttest design was used. Several instruments were employed, including a creativity assessment form, a self-creativity assessment form, an infographic assessment form, and an infographic design attitudes questionnaire. Initially, participants were asked to complete the self-creativity assessment form and the creativity assessment form. During the sessions, all participants were taught using storytelling with infographics. After they finished designing the infographics, the instructor assessed the students’ work using a rubric for infographic assessment. Additionally, students evaluated their own work. At the end of the course, the students were asked to retake the self-creativity assessment form and creativity assessment form. The results showed that students’ creativity scores were significantly higher in all components (e.g., originality, fluency, flexibility, and elaboration). Moreover, most students received average scores in infographic design at the advanced level. However, students were found to lack confidence and courage in expressing diverging ideas. This highlights the challenges for instructors and learning designers in researching and developing suitable and effective methods to boost students’ confidence and encourage thinking outside the box.
{"title":"Knowledge Management Using Storytelling with Infographics to Develop Creativity of Undergraduate Students","authors":"Virawan Amnouychokanant","doi":"10.26803/ijlter.22.10.2","DOIUrl":"https://doi.org/10.26803/ijlter.22.10.2","url":null,"abstract":"Creativity is one of the most marketable skills in the digital age. The main purpose of this study is to explore and enhance the creativity of undergraduate students through knowledge management using storytelling with infographics. In this study, an experiment was conducted with 40 third- and fourth-year students from various majors of the Faculty of Arts at Silpakorn University. All participants had enrolled in the Multimedia Design and Production course. A one-group quasi-experiment with a pretest and posttest design was used. Several instruments were employed, including a creativity assessment form, a self-creativity assessment form, an infographic assessment form, and an infographic design attitudes questionnaire. Initially, participants were asked to complete the self-creativity assessment form and the creativity assessment form. During the sessions, all participants were taught using storytelling with infographics. After they finished designing the infographics, the instructor assessed the students’ work using a rubric for infographic assessment. Additionally, students evaluated their own work. At the end of the course, the students were asked to retake the self-creativity assessment form and creativity assessment form. The results showed that students’ creativity scores were significantly higher in all components (e.g., originality, fluency, flexibility, and elaboration). Moreover, most students received average scores in infographic design at the advanced level. However, students were found to lack confidence and courage in expressing diverging ideas. This highlights the challenges for instructors and learning designers in researching and developing suitable and effective methods to boost students’ confidence and encourage thinking outside the box.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"21 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136133297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Fairuz Adilah Rusdi, Ateerah Abdul Razak, Zaleha Embong
This study investigated the academic burnout experiences of staff at various universities in Malaysia. Qualitative content analysis was used to deconstruct the interview texts. The study involved n = 12 academics (ages 28–46) from several Malaysian higher education institutions. The key findings of this study centre on resilience, engagement and burnout. Eight themes were found: warning indicators of burnout, academic burnout triggers, coping strategies, work-life balance, love for the career, resilience and surviving in academia, the impact of burnout phases on oneself, and stress-inducing variables. The themes were connected to the academics’ unique experiences with the burnout phenomenon and problems in their current profession. Data from interviews revealed that most academics considered their work taxing and blamed issues like unmanageable workloads, excessive university requirements and a lack of resources for their burnout episodes. The results also demonstrate that academics were aware of the difficulties and institutional circumstances that add to the complexity of their day-to-day burnout experiences, offering a rich picture of their individual perspectives. Furthermore, individuals with specific personality types, such as perfectionistic traits or standards, tend to be more vulnerable to burnout. The results imply that for academics who experience burnout, relevant interventions and emotional support are essential and that the most resilient are those who maintain a positive attitude and have the capacity to cope with the challenges and responsibilities of an academic profession.
{"title":"“I find it very difficult to go to work; it is emotionally exhausting”: Understanding the Burnout and Underlying Emotions among Malaysian University Academics","authors":"Fairuz Adilah Rusdi, Ateerah Abdul Razak, Zaleha Embong","doi":"10.26803/ijlter.22.10.3","DOIUrl":"https://doi.org/10.26803/ijlter.22.10.3","url":null,"abstract":"This study investigated the academic burnout experiences of staff at various universities in Malaysia. Qualitative content analysis was used to deconstruct the interview texts. The study involved n = 12 academics (ages 28–46) from several Malaysian higher education institutions. The key findings of this study centre on resilience, engagement and burnout. Eight themes were found: warning indicators of burnout, academic burnout triggers, coping strategies, work-life balance, love for the career, resilience and surviving in academia, the impact of burnout phases on oneself, and stress-inducing variables. The themes were connected to the academics’ unique experiences with the burnout phenomenon and problems in their current profession. Data from interviews revealed that most academics considered their work taxing and blamed issues like unmanageable workloads, excessive university requirements and a lack of resources for their burnout episodes. The results also demonstrate that academics were aware of the difficulties and institutional circumstances that add to the complexity of their day-to-day burnout experiences, offering a rich picture of their individual perspectives. Furthermore, individuals with specific personality types, such as perfectionistic traits or standards, tend to be more vulnerable to burnout. The results imply that for academics who experience burnout, relevant interventions and emotional support are essential and that the most resilient are those who maintain a positive attitude and have the capacity to cope with the challenges and responsibilities of an academic profession.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"21 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136133302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-30DOI: 10.26803/ijlter.22.10.10
Rolly Robert Oroh, Muhammad Muhdi Attaufiq, Metsi Daud, Rocky Frangky Roring
A vocational high school (VHS) is intended to equip students with job skills. The work skills of VHS students must be relevant to the industry needs. This research was to determine the student performance criteria on work skills based on industry needs. This research uses a quantitative descriptive research approach. Research data was obtained through instruments distributed to participants. The research instrument was designed according to a job description of reinforced concrete beam structures. There were 112 VHS student participants involved in this research. This study found that the student performance criteria on the work skills of concrete structure work include several types of work, namely casting work, formwork, reinforcement work and scaffolding work. The student performance criteria obtained in this research can be a supporting component of the VHS student work skills test instrument because they are in accordance with industry needs. The VHS student work skills test instrument is intended to determine whether students are competent. The work skills of VHS students can be assessed from the 'show how' and 'do' competency levels as the basis for assessing student performance. Student work skills will be relevant if students are given real learning experiences through student practical work directly in the industry as a form of theoretical and practical collaboration.
{"title":"Analysis of Vocational Student Performance Criteria on Work Skills Based on Industry Needs: An Analysis for Students' Skill Test Instruments","authors":"Rolly Robert Oroh, Muhammad Muhdi Attaufiq, Metsi Daud, Rocky Frangky Roring","doi":"10.26803/ijlter.22.10.10","DOIUrl":"https://doi.org/10.26803/ijlter.22.10.10","url":null,"abstract":"A vocational high school (VHS) is intended to equip students with job skills. The work skills of VHS students must be relevant to the industry needs. This research was to determine the student performance criteria on work skills based on industry needs. This research uses a quantitative descriptive research approach. Research data was obtained through instruments distributed to participants. The research instrument was designed according to a job description of reinforced concrete beam structures. There were 112 VHS student participants involved in this research. This study found that the student performance criteria on the work skills of concrete structure work include several types of work, namely casting work, formwork, reinforcement work and scaffolding work. The student performance criteria obtained in this research can be a supporting component of the VHS student work skills test instrument because they are in accordance with industry needs. The VHS student work skills test instrument is intended to determine whether students are competent. The work skills of VHS students can be assessed from the 'show how' and 'do' competency levels as the basis for assessing student performance. Student work skills will be relevant if students are given real learning experiences through student practical work directly in the industry as a form of theoretical and practical collaboration.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"21 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136132175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hartono Bancong, Sukmawati Sukmawati, Nursalam Nursalam, Danilo Jr Tadeo
Over the past two decades, the goal of supporting students and teachers in developing views on the Nature of Science (NoS) has been increasingly central to the vision and discourse goals for global physics education reform. Understanding the Nos is a critical and essential component of scientific literacy. The main objective of this study is to present a comprehensive picture of the NoS in physics textbooks in Indonesia and South Korea. This research is a descriptive study, and the data source consisted of 10 high school physics textbooks (five textbooks from each country). The textbooks were chosen based on the results of a Google Forms survey about the most common use of physics textbooks in schools. The results show that the total number of NoS elements presented in Indonesian physics textbooks is 71, of which 47 are on the cognitive-epistemic aspect, and 24 relate to the social-institutional aspect. In contrast, the number of NoS items presented in Korean physics textbooks is 84, with 54 on the cognitive-epistemic aspect and 30 on the social-institutional aspect. This study also revealed that 59% of the NoS in Indonesian physics textbooks were located in the main text, 35% were found in secondary texts, while 6% were presented in both. Similarly, 48% of NoS items in Korean physics textbooks were located in the main text, 44% in secondary texts, and 8% were presented together. Therefore, this study concludes that Korean high school physics textbooks contain more NoS than Indonesian high school physics textbooks.
{"title":"Nature of Science: A Comparative Analysis of the High School Physics Textbooks in Indonesia and Korea","authors":"Hartono Bancong, Sukmawati Sukmawati, Nursalam Nursalam, Danilo Jr Tadeo","doi":"10.26803/ijlter.22.10.7","DOIUrl":"https://doi.org/10.26803/ijlter.22.10.7","url":null,"abstract":"Over the past two decades, the goal of supporting students and teachers in developing views on the Nature of Science (NoS) has been increasingly central to the vision and discourse goals for global physics education reform. Understanding the Nos is a critical and essential component of scientific literacy. The main objective of this study is to present a comprehensive picture of the NoS in physics textbooks in Indonesia and South Korea. This research is a descriptive study, and the data source consisted of 10 high school physics textbooks (five textbooks from each country). The textbooks were chosen based on the results of a Google Forms survey about the most common use of physics textbooks in schools. The results show that the total number of NoS elements presented in Indonesian physics textbooks is 71, of which 47 are on the cognitive-epistemic aspect, and 24 relate to the social-institutional aspect. In contrast, the number of NoS items presented in Korean physics textbooks is 84, with 54 on the cognitive-epistemic aspect and 30 on the social-institutional aspect. This study also revealed that 59% of the NoS in Indonesian physics textbooks were located in the main text, 35% were found in secondary texts, while 6% were presented in both. Similarly, 48% of NoS items in Korean physics textbooks were located in the main text, 44% in secondary texts, and 8% were presented together. Therefore, this study concludes that Korean high school physics textbooks contain more NoS than Indonesian high school physics textbooks.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"21 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136133298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：