Pub Date : 2023-01-31DOI: 10.55057/ijares.2022.4.4.3
Educational Development (ED) also known as Academic Development (AD), Faculty Professional Development (FPD) and Faculty Development (FD)originated out of various context-based needs (student support, academic training, teaching, and learning success) in the different regions of the world. Educational Development (ED) remained outside the mainstream academic life of higher education institutions (HEI) for decades as appendages to learning and teaching transformation agendas. Four decades later, international higher education institutions require radical transformation of the former ED, AD, FPD and FD centres and initiatives to meet the needs of a new era, the ‘age of quality education’ in pursuit of research driven, discipline-integrated quality education approaches at Faculty, School, and College level. The paper presents a critical reflective review of educational development centres /models and highlights the shifting glocal (local and global) needs in HEIs for a comprehensive and integrated learning, teaching, and research approach to quality education. The author proposes that HEIs consider transforming existing centralized hybrid models of ED into discipline-integrated Quality Education Centres (QECs). The hybrid models may include several innovative approaches to institutional quality assurance processes drawn from the Australian Peer Review Portal initiative, the World Bank self-assurance training and development process in Bangladesh higher education, and the “subjects at risk” identification and review process at an Australian -Malaysian transnational university which implemented the PASS program to enhance student success. Discussion concludes with recommendations to establish discipline integrated QECs within institutions that embrace a sustainable, equitable, diverse, and inclusive quality education paradigm.
{"title":"Transforming Educational Development Centres into Quality Education Centres","authors":"","doi":"10.55057/ijares.2022.4.4.3","DOIUrl":"https://doi.org/10.55057/ijares.2022.4.4.3","url":null,"abstract":"Educational Development (ED) also known as Academic Development (AD), Faculty Professional Development (FPD) and Faculty Development (FD)originated out of various context-based needs (student support, academic training, teaching, and learning success) in the different regions of the world. Educational Development (ED) remained outside the mainstream academic life of higher education institutions (HEI) for decades as appendages to learning and teaching transformation agendas. Four decades later, international higher education institutions require radical transformation of the former ED, AD, FPD and FD centres and initiatives to meet the needs of a new era, the ‘age of quality education’ in pursuit of research driven, discipline-integrated quality education approaches at Faculty, School, and College level. The paper presents a critical reflective review of educational development centres /models and highlights the shifting glocal (local and global) needs in HEIs for a comprehensive and integrated learning, teaching, and research approach to quality education. The author proposes that HEIs consider transforming existing centralized hybrid models of ED into discipline-integrated Quality Education Centres (QECs). The hybrid models may include several innovative approaches to institutional quality assurance processes drawn from the Australian Peer Review Portal initiative, the World Bank self-assurance training and development process in Bangladesh higher education, and the “subjects at risk” identification and review process at an Australian -Malaysian transnational university which implemented the PASS program to enhance student success. Discussion concludes with recommendations to establish discipline integrated QECs within institutions that embrace a sustainable, equitable, diverse, and inclusive quality education paradigm.","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"221 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125464967","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 : 2023-01-31DOI: 10.55057/ijares.2022.4.4.12
The purpose of this study is to evaluate the effect between e-learning and traditional learning among third year nursing students at PICOMS International University College, during Covid-19 pandemic. Objectives: To assess the level of knowledge, attitude and practice (KAP) towards e-learning among 3rd year student nurses at PICOMS during Covid-19 pandemic; to determine level of KAP towards traditional learning among 3rd year student nurses at PICOMS during Covid-19 pandemic and to compare the KAP between e- learning and traditional learning among the 3rd year student nurses at PICOMS during Covid-19 pandemic. Setting: Faculty of Nursing, PICOMS, Kuala Lumpur, Malaysia. Findings: There were statistically significant difference in students’ KAP between e-learning and traditional learning, p=0.00 (p > 0.05) for both methods. Conclusion: Institutional support, preparedness and strategies play a crucial role in ensuring students ability to receive benefits during the pandemic periods of uncertainty. On the other hand, students must be prepared to face any challenges arising from the rapidly changing global landscape to ensure that they are within the loop of technological advancements. With this sense of preparedness students will fare better in their professional trials and tribulations.
{"title":"Knowledge, Attitude and Practice Between E-Learning and Traditional Learning Among Third Year Nursing Students During Covid-19 Pandemic","authors":"","doi":"10.55057/ijares.2022.4.4.12","DOIUrl":"https://doi.org/10.55057/ijares.2022.4.4.12","url":null,"abstract":"The purpose of this study is to evaluate the effect between e-learning and traditional learning among third year nursing students at PICOMS International University College, during Covid-19 pandemic. Objectives: To assess the level of knowledge, attitude and practice (KAP) towards e-learning among 3rd year student nurses at PICOMS during Covid-19 pandemic; to determine level of KAP towards traditional learning among 3rd year student nurses at PICOMS during Covid-19 pandemic and to compare the KAP between e- learning and traditional learning among the 3rd year student nurses at PICOMS during Covid-19 pandemic. Setting: Faculty of Nursing, PICOMS, Kuala Lumpur, Malaysia. Findings: There were statistically significant difference in students’ KAP between e-learning and traditional learning, p=0.00 (p > 0.05) for both methods. Conclusion: Institutional support, preparedness and strategies play a crucial role in ensuring students ability to receive benefits during the pandemic periods of uncertainty. On the other hand, students must be prepared to face any challenges arising from the rapidly changing global landscape to ensure that they are within the loop of technological advancements. With this sense of preparedness students will fare better in their professional trials and tribulations.","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133917237","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 : 2023-01-31DOI: 10.55057/ijares.2022.4.4.15
It has been asserted that flipped learning is an educational technique that actively increases students' language learning efficiency through online materials. In Malaysia, the deficiencies of traditional classroom instruction and the enhancement of language acquisition among secondary school students with the implementation of flipped classroom instruction are less apparent. This study examines the impact of flipped learning on the narrative writing performance of Form 5 students at SMK Lake. This experimental investigation included sixty participants. 32 students were assigned to the treatment group, whereas 28 students were assigned to the control group. The experimental group (the flipped classroom) was taught in a flipped learning mode, whereas the control group (the non-flipped classroom) received standard writing instruction. The data were gathered in a Pretest-Treatment-Post test design analysed using SPSS version 26. The results demonstrated that flipped learning had a greater impact on the improvement of the students' writing performance than traditional instruction. The findings could lead to future research aimed at understanding the impact of flipped learning on language instruction and acquisition. This research could also assist Malaysian educators in implementing or enhancing the existing flipped learning technique in English language education, particularly the instruction of narrative writing.
{"title":"The Impact of Flipped Learning on Students’ Narrative Writing","authors":"","doi":"10.55057/ijares.2022.4.4.15","DOIUrl":"https://doi.org/10.55057/ijares.2022.4.4.15","url":null,"abstract":"It has been asserted that flipped learning is an educational technique that actively increases students' language learning efficiency through online materials. In Malaysia, the deficiencies of traditional classroom instruction and the enhancement of language acquisition among secondary school students with the implementation of flipped classroom instruction are less apparent. This study examines the impact of flipped learning on the narrative writing performance of Form 5 students at SMK Lake. This experimental investigation included sixty participants. 32 students were assigned to the treatment group, whereas 28 students were assigned to the control group. The experimental group (the flipped classroom) was taught in a flipped learning mode, whereas the control group (the non-flipped classroom) received standard writing instruction. The data were gathered in a Pretest-Treatment-Post test design analysed using SPSS version 26. The results demonstrated that flipped learning had a greater impact on the improvement of the students' writing performance than traditional instruction. The findings could lead to future research aimed at understanding the impact of flipped learning on language instruction and acquisition. This research could also assist Malaysian educators in implementing or enhancing the existing flipped learning technique in English language education, particularly the instruction of narrative writing.","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121739952","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 : 2023-01-31DOI: 10.55057/ijares.2022.4.4.10
This study aimed to investigate whether the experience of learning using a visual interactive learning environment through visualization impacts performance and dimensions of creative potential in terms of creative thinking. Sixteen (16) non-random non-major undergraduate computer science students learning computer programming subjects were exposed to a visual interactive learning environment through visualization in a pre-experimental single group pre-posttest research design. Before and after participants learn using visual interactive learning environment through visualization for six (6) weeks, they must complete three Visual tests and two verbal tasks of the Torrance Tests of Creative Thinking (TTCT). Both descriptive and inferential statistics were used to analyze the data. The study showed significant evidence that the performance and creative level of the students are better after learning using a visual interactive learning environment except for Verbal Fluency and Verbal Flexibility dimensions of Creative thinking. Implications of these findings for future research are discussed.
{"title":"Interactive Learning Environment Through Visualization to Promote Creative Thinking Among Non-Major Undergraduate Computer Science Students Learning Computer Programming Subject","authors":"","doi":"10.55057/ijares.2022.4.4.10","DOIUrl":"https://doi.org/10.55057/ijares.2022.4.4.10","url":null,"abstract":"This study aimed to investigate whether the experience of learning using a visual interactive learning environment through visualization impacts performance and dimensions of creative potential in terms of creative thinking. Sixteen (16) non-random non-major undergraduate computer science students learning computer programming subjects were exposed to a visual interactive learning environment through visualization in a pre-experimental single group pre-posttest research design. Before and after participants learn using visual interactive learning environment through visualization for six (6) weeks, they must complete three Visual tests and two verbal tasks of the Torrance Tests of Creative Thinking (TTCT). Both descriptive and inferential statistics were used to analyze the data. The study showed significant evidence that the performance and creative level of the students are better after learning using a visual interactive learning environment except for Verbal Fluency and Verbal Flexibility dimensions of Creative thinking. Implications of these findings for future research are discussed.","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124683843","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 : 2023-01-31DOI: 10.55057/ijares.2022.4.4.11
The emergence of blended learning in this fast-paced technology advancement period has provided educators, particularly ESL teachers with yet another teaching approach option that could be incorporated within their ESL teaching and learning context. This study aims to obtain insights on issues and challenges Malaysian primary school teachers face in the incorporation of this teaching approach. It seeks to answer two main questions; 1) How do Malaysia primary school teachers perceive blended learning? and 2) What are the issues and challenges Malaysian primary school teachers face in the incorporation of blended learning? This quantitative study utilized an adapted 5-point Likert scale questionnaire survey for data collection. The data was analyzed using the IBM SPSS Statistics version 27 and descriptive analysis was employed to interpret the findings. Participants were 30 ESL primary school teachers from Tanjong Malim, Perak. The findings indicated that primary school teachers reported a positive attitude towards blended learning (M = 4.34, SD = 0.599). Nevertheless, findings indicated that there are issues and challenges on the incorporation of blended learning in ESL classrooms (M = 2.72, SD = 0.939).
{"title":"Issues and Challenges of Malaysian Primary School Teachers in Incorporating Blended Learning in ESL Classroom","authors":"","doi":"10.55057/ijares.2022.4.4.11","DOIUrl":"https://doi.org/10.55057/ijares.2022.4.4.11","url":null,"abstract":"The emergence of blended learning in this fast-paced technology advancement period has provided educators, particularly ESL teachers with yet another teaching approach option that could be incorporated within their ESL teaching and learning context. This study aims to obtain insights on issues and challenges Malaysian primary school teachers face in the incorporation of this teaching approach. It seeks to answer two main questions; 1) How do Malaysia primary school teachers perceive blended learning? and 2) What are the issues and challenges Malaysian primary school teachers face in the incorporation of blended learning? This quantitative study utilized an adapted 5-point Likert scale questionnaire survey for data collection. The data was analyzed using the IBM SPSS Statistics version 27 and descriptive analysis was employed to interpret the findings. Participants were 30 ESL primary school teachers from Tanjong Malim, Perak. The findings indicated that primary school teachers reported a positive attitude towards blended learning (M = 4.34, SD = 0.599). Nevertheless, findings indicated that there are issues and challenges on the incorporation of blended learning in ESL classrooms (M = 2.72, SD = 0.939).","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115729274","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 : 2023-01-31DOI: 10.55057/ijares.2022.4.4.14
e-InductionUni is an e-module created to substitute the physical induction programme that is normally conducted at the beginning of the semester with the freshly registered students of an institution. Previously, the Academy of Language Studies, Universiti Teknologi MARA Cawangan Johor (UiTMCJ) was also one of the faculties which actively appeared in organising its face-to-face induction programme with the new intake of English for Professional Communication (LG120) students. However, the unwelcome visit of pandemic Covid-19 has shifted everything to a new norm and one of them is the implementation of Open and Distance Learning classes. Yusof et al. (2021) highlighted that Malaysia Movement Control Order has made it impossible for the face-to-face interaction between students and educators to be executed thus, ODL classes were starred as the ultimate alternative. The shift has triggered nerve-wracking anxiety among the students, educators, and educational institution management. This is because e-mailing manuals, pamphlets, and other pdf files and hoping for the students to digest all the information seem insufficient. Therefore, e-InductionUni was introduced to celebrate their admission to the university and introduce them to university life, especially ODL. The e-module was executed with the participation of 80 LG120 Semester 1,2, and 3 students. e-InductionUni involves common platforms and applications used in ODL namely Telegram, Microsoft PowerPoint, and Google Form. Throughout the programme, students were trained to do some activities by using the mentioned platforms and applications for familiarisation as a preparation for ODL. Apart from that, the participants were also virtually fetched by a bonus section of e-InductionUni called e-CampusTour (e-CT) for campus sightseeing. The participants were then asked to answer a set of questionnaires for their feedbacks on e-InductionUni and their motivation to participate in ODL classes. The quantitative data obtained were analysed using SPSS for frequencies. The results yielded listed positive feedbacks from the participants in experiencing e-InductionUni and virtuous motivation to conquer ODL. The findings will be beneficial for higher learning institutions especially faculties in terms of some of the suggested activities that could be included as part of their virtual induction.
{"title":"e-InductionUni and UiTMCJ LG120 Students’ Motivation to Participate in Open and Distance Learning (ODL) Class","authors":"","doi":"10.55057/ijares.2022.4.4.14","DOIUrl":"https://doi.org/10.55057/ijares.2022.4.4.14","url":null,"abstract":"e-InductionUni is an e-module created to substitute the physical induction programme that is normally conducted at the beginning of the semester with the freshly registered students of an institution. Previously, the Academy of Language Studies, Universiti Teknologi MARA Cawangan Johor (UiTMCJ) was also one of the faculties which actively appeared in organising its face-to-face induction programme with the new intake of English for Professional Communication (LG120) students. However, the unwelcome visit of pandemic Covid-19 has shifted everything to a new norm and one of them is the implementation of Open and Distance Learning classes. Yusof et al. (2021) highlighted that Malaysia Movement Control Order has made it impossible for the face-to-face interaction between students and educators to be executed thus, ODL classes were starred as the ultimate alternative. The shift has triggered nerve-wracking anxiety among the students, educators, and educational institution management. This is because e-mailing manuals, pamphlets, and other pdf files and hoping for the students to digest all the information seem insufficient. Therefore, e-InductionUni was introduced to celebrate their admission to the university and introduce them to university life, especially ODL. The e-module was executed with the participation of 80 LG120 Semester 1,2, and 3 students. e-InductionUni involves common platforms and applications used in ODL namely Telegram, Microsoft PowerPoint, and Google Form. Throughout the programme, students were trained to do some activities by using the mentioned platforms and applications for familiarisation as a preparation for ODL. Apart from that, the participants were also virtually fetched by a bonus section of e-InductionUni called e-CampusTour (e-CT) for campus sightseeing. The participants were then asked to answer a set of questionnaires for their feedbacks on e-InductionUni and their motivation to participate in ODL classes. The quantitative data obtained were analysed using SPSS for frequencies. The results yielded listed positive feedbacks from the participants in experiencing e-InductionUni and virtuous motivation to conquer ODL. The findings will be beneficial for higher learning institutions especially faculties in terms of some of the suggested activities that could be included as part of their virtual induction.","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132806242","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 : 2023-01-31DOI: 10.55057/ijares.2022.4.4.4
There has been sustained research effort over the years in Professional Learning Community (PLC) in education. However, there are only a few alternative points of view in terms of research bodies. Thus, this study sought to investigate and provide examples of the current trend of research on teachers’ PLC (2012 -2022) using bibliometric analysis. The data was collected from Scopus-indexed documents based on the ‘article title, abstract, and keywords’. 217 journal articles (JAs) and conference papers (CPs) were used for analysis. The frequency and percentage were analysed using Microsoft Excel, and data visualisation was done using VOSviewer and Harzing's Publish or Perish. The standard bibliometric indicators were used to report the findings. This study found that 94.47% of the total publication were JAs. Then, the growth of related publications was increased. English was the most prevalent language used in publications. The United States of America (USA) was the most productive in publishing most of both documents, followed by China. Science Social contributed the most to publishing both documents (93.09%) over the eleven years. An analysis of the most influential institution also was done. The institution from Singapore (Nanyang Technological University) had the most publications. The Journal of Professional Development in Education published the greatest number of articles related to the PLC of teachers. The citation analysis results can help to identify key authors and documents that shaped the course of this review. The keywords from a JA or CP summarise the key contents of papers. The emerging keywords used in JAs or CPs for PLC of teachers are Science, Technology, Engineering and Mathematics (STEM), computer, and climate change, which aligns with The Sustainable Development Goal 2030 (SDG 2030). The result from this bibliometric review provides researchers a reference for any future research in this 21st century of Education.
多年来，专业学习社区(PLC)在教育领域的研究一直在持续进行。然而，就研究机构而言，只有少数几种不同的观点。因此，本研究试图使用文献计量学分析来调查和提供教师PLC研究的当前趋势(2012 -2022)的例子。数据是根据“文章标题、摘要和关键词”从scopus索引的文档中收集的。217篇期刊文章(JAs)和会议论文(CPs)用于分析。使用Microsoft Excel分析频率和百分比，并使用VOSviewer和Harzing's Publish or Perish进行数据可视化。采用标准文献计量指标报告研究结果。本研究发现，JAs占总发表量的94.47%。然后，相关出版物的增长有所增加。英语是出版物中最常用的语言。美利坚合众国(美国)出版了这两份文件的大部分，成果最多，其次是中国。11年间，Science Social对两篇文献的发表贡献最大(93.09%)。对最具影响力的机构也进行了分析。新加坡南洋理工大学发表的论文最多。《教育专业发展杂志》发表的有关教师PLC的文章最多。引文分析结果可以帮助确定影响这篇综述进程的关键作者和文献。JA或CP中的关键词概括了论文的关键内容。教师PLC的JAs或CPs中使用的新兴关键词是科学、技术、工程和数学(STEM)、计算机和气候变化，这与2030年可持续发展目标(SDG 2030)相一致。这一文献计量学综述的结果为研究者在21世纪的教育研究提供了参考。
{"title":"A Bibliometric Review on Teachers’ Professional Learning Community (PLC), 2012 to 2022","authors":"","doi":"10.55057/ijares.2022.4.4.4","DOIUrl":"https://doi.org/10.55057/ijares.2022.4.4.4","url":null,"abstract":"There has been sustained research effort over the years in Professional Learning Community (PLC) in education. However, there are only a few alternative points of view in terms of research bodies. Thus, this study sought to investigate and provide examples of the current trend of research on teachers’ PLC (2012 -2022) using bibliometric analysis. The data was collected from Scopus-indexed documents based on the ‘article title, abstract, and keywords’. 217 journal articles (JAs) and conference papers (CPs) were used for analysis. The frequency and percentage were analysed using Microsoft Excel, and data visualisation was done using VOSviewer and Harzing's Publish or Perish. The standard bibliometric indicators were used to report the findings. This study found that 94.47% of the total publication were JAs. Then, the growth of related publications was increased. English was the most prevalent language used in publications. The United States of America (USA) was the most productive in publishing most of both documents, followed by China. Science Social contributed the most to publishing both documents (93.09%) over the eleven years. An analysis of the most influential institution also was done. The institution from Singapore (Nanyang Technological University) had the most publications. The Journal of Professional Development in Education published the greatest number of articles related to the PLC of teachers. The citation analysis results can help to identify key authors and documents that shaped the course of this review. The keywords from a JA or CP summarise the key contents of papers. The emerging keywords used in JAs or CPs for PLC of teachers are Science, Technology, Engineering and Mathematics (STEM), computer, and climate change, which aligns with The Sustainable Development Goal 2030 (SDG 2030). The result from this bibliometric review provides researchers a reference for any future research in this 21st century of Education.","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"1 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114031489","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 : 2023-01-31DOI: 10.55057/ijares.2022.4.4.2
Research has linked prolonged sitting will cause several health concerns. Our bodies are designed to move, and research has shown that sedentary lifestyles increase health risks. In addition, musculoskeletal disorders (MSD), diabetes, cancers, cardiovascular diseases, and sedentary lifestyles can lead to premature mortality. Sitting between 4 - 8 hours will indicate a medium risk of sitting disease and sitting between 8 - 11 hours will demonstrate high trouble of sitting disease. In Malaysia, Guidelines on Occupational Safety and Health for Seating at Work were developed for workers, but unfortunately, this guideline does not include primary and secondary school students. This situation causes many discrepancies in school furniture's provision and specification requirements.
{"title":"The Importance of Development Student’s Health and Safety Guidelines for Sitting in The Classroom: A Brief Overview","authors":"","doi":"10.55057/ijares.2022.4.4.2","DOIUrl":"https://doi.org/10.55057/ijares.2022.4.4.2","url":null,"abstract":"Research has linked prolonged sitting will cause several health concerns. Our bodies are designed to move, and research has shown that sedentary lifestyles increase health risks. In addition, musculoskeletal disorders (MSD), diabetes, cancers, cardiovascular diseases, and sedentary lifestyles can lead to premature mortality. Sitting between 4 - 8 hours will indicate a medium risk of sitting disease and sitting between 8 - 11 hours will demonstrate high trouble of sitting disease. In Malaysia, Guidelines on Occupational Safety and Health for Seating at Work were developed for workers, but unfortunately, this guideline does not include primary and secondary school students. This situation causes many discrepancies in school furniture's provision and specification requirements.","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117164262","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 : 2023-01-31DOI: 10.55057/ijares.2022.4.4.9
Engineering students graduating from a higher education institution (HEI) are expected to have hands-on experience to be relevance in employment. Work-Based Learning (WBL) is defined as a learning method that engages or includes students in real-world employment so that they may learn the needs of job competencies, experience the job culture first-hand, and uncover career options. Industrial training (IT) is a work-based learning approach required of engineering students as part of their diploma courses. Implementation of IT with duration of 18 weeks was employed for 27 students Diploma in Electrical Engineering students. Students undergo fields rotation with different appointed supervisors throughout the IT period. The IT that was implemented enabled students to obtain important industrial exposure. Industrial visitation at a coal power plant was arranged to give additional industrial exposure to the students. Oral presentation at the end of the course, logbook and final report submission are assessed by assigned supervisors and lecturers for evaluation of each student. The study has offered insights into current IT implementation as well as some suggestions for the future implementation. To track the institution's IT implementation, the study should be applied to the following cohorts.
{"title":"Implementation of Work-Based Learning Among Electrical Engineering Diploma Students in an Electric Utility Company","authors":"","doi":"10.55057/ijares.2022.4.4.9","DOIUrl":"https://doi.org/10.55057/ijares.2022.4.4.9","url":null,"abstract":"Engineering students graduating from a higher education institution (HEI) are expected to have hands-on experience to be relevance in employment. Work-Based Learning (WBL) is defined as a learning method that engages or includes students in real-world employment so that they may learn the needs of job competencies, experience the job culture first-hand, and uncover career options. Industrial training (IT) is a work-based learning approach required of engineering students as part of their diploma courses. Implementation of IT with duration of 18 weeks was employed for 27 students Diploma in Electrical Engineering students. Students undergo fields rotation with different appointed supervisors throughout the IT period. The IT that was implemented enabled students to obtain important industrial exposure. Industrial visitation at a coal power plant was arranged to give additional industrial exposure to the students. Oral presentation at the end of the course, logbook and final report submission are assessed by assigned supervisors and lecturers for evaluation of each student. The study has offered insights into current IT implementation as well as some suggestions for the future implementation. To track the institution's IT implementation, the study should be applied to the following cohorts.","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134209936","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 : 2023-01-31DOI: 10.55057/ijares.2022.4.4.7
Recently, the higher education sector has faced enormous competition as a result of the internationalisation of higher education globally. Despite developing active recruitment strategies, the higher education sector is still struggling with the critical issue of dissatisfaction with the service delivery experience among international students. As a result, there is a need to develop a model to comprehend international students' experiences with service delivery in higher education. In this paper, the theoretical foundation is explored to explain a systematic view of the customer (international students) experience phenomenon by specifying the relevance variables. The underlying theories include the means-end chain (MEC) theory, value-percept disparity theory, and theory of planned behaviour. These theories explain the customer experience in service delivery through a cognitive-emotional-behavioural path that links the causal interrelationships among variables. The variables include service personal values, service value, service quality, emotional satisfaction, and behaviour intentions. The empirical studies have supported the existence of interrelationships among these variables. The theoretical and practical (managerial) implications of the model developed are discussed, as are the directions for future research.
{"title":"Developing a Model of Higher Education Service Delivery Experience Among International Students","authors":"","doi":"10.55057/ijares.2022.4.4.7","DOIUrl":"https://doi.org/10.55057/ijares.2022.4.4.7","url":null,"abstract":"Recently, the higher education sector has faced enormous competition as a result of the internationalisation of higher education globally. Despite developing active recruitment strategies, the higher education sector is still struggling with the critical issue of dissatisfaction with the service delivery experience among international students. As a result, there is a need to develop a model to comprehend international students' experiences with service delivery in higher education. In this paper, the theoretical foundation is explored to explain a systematic view of the customer (international students) experience phenomenon by specifying the relevance variables. The underlying theories include the means-end chain (MEC) theory, value-percept disparity theory, and theory of planned behaviour. These theories explain the customer experience in service delivery through a cognitive-emotional-behavioural path that links the causal interrelationships among variables. The variables include service personal values, service value, service quality, emotional satisfaction, and behaviour intentions. The empirical studies have supported the existence of interrelationships among these variables. The theoretical and practical (managerial) implications of the model developed are discussed, as are the directions for future research.","PeriodicalId":426882,"journal":{"name":"International Journal of Advanced Research in Education and Society","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116677506","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}
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