Blended Learning Dilemma: Teacher Education in the Confucian Heritage Culture

Chan, Esther

doi:10.14221/ajte.2018v44n1.3

Cited by 43 publications

(38 citation statements)

References 35 publications

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“…The success of introducing e-learning, as well as students' satisfaction, may be dependent on cultural aspects (Chan, 2019). Chan's findings indicate that participants favor face-to-face lectures over e-learning, and they exhibited strong preferences for traditional modes of learning.…”

Section: Resultsmentioning

confidence: 99%

Is e-learning a panacea for the current challenges of business ethics teaching?

Horodecka

2020

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The scope of the paper is to investigate whether e-learning is a good alternative to achieve business ethics teaching goals in the challenging context of disembedded economies. To achieve this goal, I used various interdisciplinary methods and approaches, content analysis of the relevant literature, and a case study. Firstly, I focus on the current challenges of business ethics teaching. Then, based on my experience of teaching business ethics in various forms, I distinguish the methods applied within them and evaluate them, taking as criteria the cognitive, applicative, and reflective goals of teaching business ethics. Models and theories of educational psychology provide a framework to distinguish some elements that are responsible for the learning success of the student in terms of the defined teaching goal. Empirical results show that although e-learning scored best when it comes to achieving three differentiated goals of business ethics teaching, it is followed closely by seminars. This leads to the conclusion that perhaps a hybrid form, containing e-learning and seminars, would be the optimal way to achieve the goals.

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Section: Resultsmentioning

confidence: 99%

Is e-learning a panacea for the current challenges of business ethics teaching?

Horodecka

2020

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“…For example, in the share component, the lecturer must master several methods and techniques such as Public speaking, Discussion, Online learning, and Presentation. These techniques and methods must be supported by relevant learning activities [28], [32], [33].…”

Section: Fig 3 the Percentage Level On The Components Of The Heutagmentioning

confidence: 99%

Mapping the Implementation of the Heutagogy Model to Vocational Education Students in the Era of Education 4.0

Putra,

Syafrudie,

Nidhom

et al. 2020

IJEAT

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This study aims to: (1) mapping the components of the heutagogy model by lecturers; (2) analyzing the percentage of heutagogy model components by lecturers; and (3) interpret the components of the heutagogy model by lecturers to the era of education 4.0. The method used is quantitative methods. The population in this study is all vocational education lecturers at State University of Malang (UM), Indonesia. The sample in this study were 200 vocational education lecturers at UM. Data analysis techniques with SPSS 24 through descriptive statistics. The findings in this study include: (1) components in the heutagogy model include explore, Create, Collaborate, Connect, Share, Reflect; (2) the percentage of the components of the heutagogy model by lecturers includes explore (86.92%), Create (87.87%), Collaborate (87.42%), Connect (87.89%), Share (88.72), Reflect (89,30); and (3) all components of the heutagogy model are related to the Education 4.0 era.

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“…In essence, vocational education must be designed so that graduates have the skills, abilities, knowledge, attitudes, and work habits that are in accordance with the needs of the workforce. Higher education as a final level educational institution that aims to produce graduates who have national standard knowledge, skills, attitudes and attitudes that are in line with the IR 4.0 era (Jani et al, 2018;Chan, 2019;Elyakim et al, 2019;Srinivasan et al, 2019).…”

Section: Increased Absorption Of Graduates In the Ir 40 Eramentioning

confidence: 99%

Analysis of Self Concept and Graduation Capability in the Era of Industrial Revolution 4.0 to Increase Absorption of Vocational Student Graduates

Mukhadis¹,

Putra²,

Irdianto³

et al. 2019

Proceedings of the 1st Vocational Education International Conference (VEIC 2019)

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This study aims to: (1) map self-concept needs in the era of IR 4.0; (2) mapping the graduation capability needs in the era of IR 4.0; and (3) mapping the efforts of universities to increase the absorption of graduates of vocational students. The method used is a qualitative method. Data collection techniques with interviews, documentation, literature review, and observation. The research subjects included lecturers, students, and stakeholders. Data analysis techniques through data reduction, data interpretation and triangulation. Conclusions from this study indicate that: (1) the need for self-concept in the era of IR 4.0 in vocational students includes internal dimensions (the identity self, the behavioural self, the judging self), and external dimensions (physical self, moral ethical self, personal self, family self, social self); (2) the need for graduation capability in the era of IR 4.0 in vocational students includes speed in taking effective and appropriate actions, the ability to map the vision and mission of life, the ability to cooperate with everyone, being able to adapt to all conditions of the work environment; and (3) higher education efforts in the field of vocational education to increase the absorption of graduates of vocational fields including the application of the synchronized curriculum of DU / DI needs, expansion of the number and quality of vocational education institutions, cooperation with graduate users, development of tracer studies, and student entrepreneurship improvement.

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Blended Learning Dilemma: Teacher Education in the Confucian Heritage Culture

Cited by 43 publications

References 35 publications

Is e-learning a panacea for the current challenges of business ethics teaching?

Is e-learning a panacea for the current challenges of business ethics teaching?

Mapping the Implementation of the Heutagogy Model to Vocational Education Students in the Era of Education 4.0

Analysis of Self Concept and Graduation Capability in the Era of Industrial Revolution 4.0 to Increase Absorption of Vocational Student Graduates

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