Don't reinvent the wheel: resources to support the teaching of academic skills across the curriculum

Howard, Helen; Schneider, Michelle

doi:10.47408/jldhe.v0i5.170

Cited by 1 publication

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“…Education, on the one hand, reveals the stimulating and invigorating power existing in human beings and makes it functional, and on the other hand, it enables people to create ideals and to discover methods that can be adapted to various value judgments and life styles by developing alternatives on the way to their ideals (Bilhan, 1991). In all educational activities, whether formal or non-formal, it is aimed to achieve the objectives determined in line with a program prepared and planned in advance (Howard, 2007). Undoubtedly, achieving these goals is possible through qualified education practices.…”

Section: Introductionmentioning

confidence: 99%

Program Evaluation in Open and Distance Learning: The Case of Open Education System Call Center Services Associate Degree Program

TUC,

KARADAG

2023

Turkish Online Journal of Distance Education

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In this study, it is aimed to evaluate Anadolu University Open Education Faculty Call Center Services Associate Degree Program, which is carried out through open and distance education, according to learner views within the framework of Stufflebeam’s Context, Input, Process, Product (CIPP) Evaluation Model and to make suggestions for the development of the program. In the study in which Exploratory Sequential design, one of the mixed method research designs, was used; “Anadolu University Call Center Services Associate Degree Program Evaluation Questionnaire” was prepared to collect quantitative data. The questionnaire was applied online to learners who graduated from Anadolu University Open Education Faculty Call Center Services Associate Degree Program. Semi-structured interview questions were used to collect qualitative data. In the interpretation of quantitative data, percentage and frequency tables, mean and standard deviation values were used to compare and interpret the average score that can be obtained in the four dimensions (Context, Input, Process and Product) in the measurement tool and the average scores of the participants in these dimensions. In addition, the mean score values obtained in the sub-dimensions were analyzed and interpreted in terms of gender, age, marital status and employment status variables. Descriptive analysis method was used to analyze the qualitative data. The results revealed that the program objectives were determined in accordance with the expectations of the learners, learning resources were designed in accordance with the objectives, learning activities were carried out in accordance with the expectations of the participants and learning outcomes were achieved in the program.

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Section: Introductionmentioning

confidence: 99%