Needs Analysis for Ict in Teaching and Learning

Schüßler, Philipp; Freudenberg, Rita; Roehming, Marcus; Herper, Henry

doi:10.21125/inted.2019.2158

Cited by 2 publications

(2 citation statements)

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“…Basically, these needs-based assessments are motivated by their own conditions. Schuler et al (2019) indicate that learners could be required to develop survival skills; that is to state, it would be urgent to implement educational programs and curricula that meet the needs of potential students, particularly for postgraduate studies. In order to design a curriculum, the needs analysis primarily seeks to assess the instructional requirements for the intended course material (Rose & Sookraj, 2015;Rashidi & Kehtarfard, 2014).…”

Section: Notion Of Needs Analysismentioning

confidence: 99%

Needs Assessment Report Adopting a Mixed-Method Design: Chinese Postgraduates’ Impressions of Critical Thinking Approach in Research Method Course

Wei

2023

EJEL

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In the contemporary milieu of academia and quotidian endeavors, the faculty of critical thinking is recognized as an essential and irreplaceable aptitude for each individual. Over the course of recent decades, the subject of critical thinking has garnered substantial attention across the sphere of higher education, with Chinese students being no exception. The present investigation seeks to elucidate the exigencies evaluation of international Chinese postgraduate students' perceptions pertaining to the incorporation of critical thinking methodologies within research methods coursework, in conjunction with their requisites and expectations for the inculcation of critical thinking proficiencies as an integral constituent of the academic writing curriculum. This empirical inquiry, employing a mixed-methods approach, drew upon the Critical Thinking Disposition Inventory (CTDI) as its primary instrument. A total of 147 Chinese international college master's students voluntarily partook in the study. The resultant data revealed that the understanding of critical thinking abilities among the overseas Chinese postgraduate population was marked by ambiguity and perplexity. Such a phenomenon can be attributed to the influence of the traditional Chinese educational system, which engenders a prevalent indifference towards critical thinking competencies among the majority of the international Chinese postgraduate demographic. To address the exigency of bolstering their scholastic achievements and enhancing their thesis-writing efficacy through more analytical and critical means, the Chinese postgraduate respondents underscored the imperative to amalgamate critical thinking skills into their research methods coursework. Article visualizations:<img src="/-counters-/soc/0026/a.php" alt="Hit counter" />

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Section: Notion Of Needs Analysismentioning

confidence: 99%

Needs Assessment Report Adopting a Mixed-Method Design: Chinese Postgraduates’ Impressions of Critical Thinking Approach in Research Method Course

Wei

2023

EJEL

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“…That is, individuals are driven by their own circumstances. According to Schuler et al (2019), students may need to master survival skills. It's critical to create educational programs and curricula that cater to prospective students' demands, especially for post-graduate work.…”

Section: Needs Analysis As a Conceptmentioning

confidence: 99%

Critical Thinking Instruction Incorporated in Cross-Cultural Communication Course Design: A Needs Analysis Report Based on Voices of Chinese International College Undergraduates

Huang¹,

Chang²

2022

JEL

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Critical thinking represents one of the most absolutely vital talents for every individual, both in the workplace and in their personal lives. Critical thinking has become a primary concern for all educational institution students in recent decades, particularly Chinese undergraduates. The intention of this study was to investigate the needs analysis of Chinese international college undergraduates’ perceptions of critical thinking skills incorporated into a cross-cultural communication course, as well as their expectations of critical thinking skills instructional coursework throughout the cross-cultural communication context. Throughout this mixed-methods investigation, 78 Chinese international college students volunteered to complete a critical thinking disposition inventory (CTDI) as the primary research instrument, in addition to a semi-structured interview. The research uncovered that Chinese international undergraduates exhibited unclear notions of critical thinking abilities. As a byproduct of China’s education system, the majority of Chinese international college undergraduates were flooded with dismissive attitudes toward critical thinking abilities. In order to control their academic advancement in a more critical and analytical fashion, Chinese students expressed a pressing need for critical thinking skills to be included in their cross-cultural communication course.

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Needs Analysis for Ict in Teaching and Learning

Cited by 2 publications

References 0 publications

Needs Assessment Report Adopting a Mixed-Method Design: Chinese Postgraduates’ Impressions of Critical Thinking Approach in Research Method Course

Needs Assessment Report Adopting a Mixed-Method Design: Chinese Postgraduates’ Impressions of Critical Thinking Approach in Research Method Course

Critical Thinking Instruction Incorporated in Cross-Cultural Communication Course Design: A Needs Analysis Report Based on Voices of Chinese International College Undergraduates

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