Abstract:PurposeEvaluating educational programs can improve the quality of education. The present study evaluated the undergraduate occupational health program at the Semnan University of Medical Sciences in Semnan, Iran, with a focus on the associations between alumni perceptions of the learning environment and the outcomes of the occupational health program.MethodsA cross-sectional questionnaire survey was conducted among alumni of the undergraduate occupational health program. We asked alumni to rate their perceptio… Show more
“…The purpose of this study is to examine if teacher performance affects OPJBL and ESP learning outcomes to better understand the role of teacher performance in ensuring course implementation success and improving learning outcomes. Prior research has also found that instructional resources are essential influences in ensuring course implementation success (Cobb et al, 2015;Mehralizadeh et al, 2017). The term 'technology resource' is used in this study to refer to all items needed to implement the program.…”
Evaluating the learning outcomes of a certain course implementation can improve the quality of education. This study is focused on Indonesian EFL undergraduates’ perceptions of the relationships between teacher performance, technological resources, online project-based learning (OPJBL), and ESP learning outcomes. Participants of the study have attended English for specific purposes (ESP) online courses during school closures due to Covid-19. A survey was addressed to 350 undergraduates after a one-semester implementation of the OPJBL. The students were requested to rate their perceptions on validated items using a 7-point Likert-type scale for the data collection. The data were modelled and computed through partial least square structural equation modelling (PLS-SEM). The main findings of the study revealed that teacher performance and technological resources were significant in predicting OPJBL. Similarly, OPJBL was found to play a significant role in affecting ESP learning outcomes. Teacher performance and technological resources were also correlated to ESP learning outcomes. Significant differences were found among students’ locations for all variables. The findings highlight the benefits of the SEM approach for establishing the proposed framework and assessing the links between variables concerning the OPJBL and learning outcomes.
“…The purpose of this study is to examine if teacher performance affects OPJBL and ESP learning outcomes to better understand the role of teacher performance in ensuring course implementation success and improving learning outcomes. Prior research has also found that instructional resources are essential influences in ensuring course implementation success (Cobb et al, 2015;Mehralizadeh et al, 2017). The term 'technology resource' is used in this study to refer to all items needed to implement the program.…”
Evaluating the learning outcomes of a certain course implementation can improve the quality of education. This study is focused on Indonesian EFL undergraduates’ perceptions of the relationships between teacher performance, technological resources, online project-based learning (OPJBL), and ESP learning outcomes. Participants of the study have attended English for specific purposes (ESP) online courses during school closures due to Covid-19. A survey was addressed to 350 undergraduates after a one-semester implementation of the OPJBL. The students were requested to rate their perceptions on validated items using a 7-point Likert-type scale for the data collection. The data were modelled and computed through partial least square structural equation modelling (PLS-SEM). The main findings of the study revealed that teacher performance and technological resources were significant in predicting OPJBL. Similarly, OPJBL was found to play a significant role in affecting ESP learning outcomes. Teacher performance and technological resources were also correlated to ESP learning outcomes. Significant differences were found among students’ locations for all variables. The findings highlight the benefits of the SEM approach for establishing the proposed framework and assessing the links between variables concerning the OPJBL and learning outcomes.
Inovasi pembelajaran yang adaptif dengan situasi normal dan tidak normal sangat diperlukan untuk membelajarkan mahasiswa mencapai kompetensinya. Penelitian ini bertujuan untuk menginovasi sumber belajar dengan proyek pada pengajaran Keselamatan dan Kesehatan Kerja (K3) yang adaptif dipergunakan pada saat pandemi Covid-19. Penelitian dilakukan dengan melibatkan 53 orang mahasiswa Prodi Pendidikan Teknik Otomotif pada Semester Genap 2020-2021. Penelitian dilakukan dengan cara mengemas sumber belajar inovatif yang dilengkapi dengan penugasan dan proyek untuk dipergunakan dalam pembelajaran daring. Pembelajaran dilakukan melalui pemberian tugas proyek mencari kasus terkait risiko kerja, menganalisis dan mencari upaya pengendalian risiko untuk menyelesaikan masalah tersebut. Hasil penelitian menunjukkan bahwa sumber belajar inovatif efektif dalam membelajarkan K3 kepada mahasiswa secara daring. Ketersediaan paket sumber belajar inovatif dengan proyek menjadikan proses belajar lebih menarik dan interaktif karena mahasiswa dapat mengimplementasikan teori yang dipelajari ke dalam pengerjaan tugas proyek. Hasil belajar yang diperoleh dari portofolio berdasarkan penilaian tugas dan evaluasi belajar (M=84,82±8,01), semuanya tergolong baik. Kompetensi dalam bidang K3 tercapai. Inovasi pembelajaran yang dikembangkan ini memotivasi mahasiswa belajar sehingga potensi belajar dapat dioptimumkan di masa pandemi Covid-19.
“…Tourism curriculum may include, courses related to the Tourism management, educational and training environments, educational materials and information, research projects, field trips, laboratory courses etc. (Mehralizadeh, Dehdashti, & Kashani, 2017).…”
Section: Curriculummentioning
confidence: 99%
“…Most evaluation studies in academic environments have focused on the curriculum, teaching and learning methods, student-faculty interactions, and student outcomes (Mehralizadeh et al, 2017) In a previous study, researchers assessed the quality of faculty members according to achievements in education, training, research, and scholarship (Arimoto et al, 2012). Previous research reported that faculty members who focused on improving the overall quality of their teaching could enhance the students' level of motivation and higher-order thinking skills (Dehdashti et al, 2013).…”
Section: The Relationship Between Tourism Education and Learning Outcmentioning
Each one in eleven jobs in the world are from tourism sector where a well trained, educated and skilled work force is mandetory. Despite the growth in provision of tourism higher education during past 40 years, uncertainties remain about the content and nature of tourism degrees and how these are aligned with tourism industry needs. Substantial evidence is available on designing tourism higher education curriculum but the extent to which tourism higher education meets the industry needs and the job performance of the graduates has not yet been closely investigated. This study aims to identify the impact of tourism education on the job performance of the tourism graduates. Self-administered questionnaire fielded across the Island secured 260 public sector university tourism graduates response. Data was analyzed using Structural Equation Modeling in Smart-PLS-3. The study found learning outcomes have a moderate positive relationship on job performance. Tourism graduates showed optimistic perception about tourism education in meeting industry requirements. As recommendations tourism curriculum must be well planned and enriched with supplementary practical exposure. Faculty members must provide a great support for the undergraduates in accomplishing their carrier objectives and the learning outcomes. Conducive learning environment should be facilitated to reach learning outcomes smoothly.
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