Sustaining Learning Engagement in Distance Education: An Achievement Goal Perspective

Ng, Clarence

doi:10.1007/978-981-10-0431-5_6

Cited by 5 publications

(3 citation statements)

References 44 publications

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“…Аналіз останніх досліджень і публікацій. Численні наукові дослідження змісту загальної професійної компетентності викладача, що деталізується у низці компетентностей, представляють намагання авторів виокремити структуру означеного утворення залежно від змісту діяльності викладача закладу вищої освіти та вимог до якості такої діяльності, особливо в умовах дистанційного навчання [2,3,4,6,7,9,10]. Враховуючи думку експертів-роботодавців щодо діяльності освітніх інституцій, представлену на Всесвітньому економічному фо-румі (World Economic Forum) (Давос, Швейцарія, січень 2016 р.…”

Section: організація процесу підвищення кваліфікації викладача заклад...unclassified

Organization of skills upgrading using means of distance learning at the tertiary level

Rezvan,

Ilienko,

Gusieva

2022

The Journal of V.N. Karazin Kharkiv National University. Series: Foreign Philology. Methods of Foreign Language Teaching

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The article notes that the problem of organization of professional development of teachers of higher educational institutions is related to the orientation of the higher education in Ukraine towards the European educational standards and is associated with the need for continuous professional development of the teaching staff at the tertiary level. Another factor is the necessity in actual professional reaction to the challenges brought about by the world pandemic and, as a result, digitalization of the basic social spheres and institutions, educational, in particular. The article provides the analysis and implementation of the world experience in organization of the process of educating and further professional development of teachers using contemporary educational online platforms. Based on modern research on the problem and taking into account the socio-economic requirements of the time, the main competences that determine the required level of the professional level of a teacher of the higher educational institution are determined. The article presents the experience of implementing upgrading skills programs for teachers of higher educational institutions using online platforms: trainings, webinars, master classes, participation in academic mobility programs, Master degree training programs which have been piloted at the universities of Kharkiv to develop certain competences.

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Section: організація процесу підвищення кваліфікації викладача заклад...unclassified

Organization of skills upgrading using means of distance learning at the tertiary level

Rezvan,

Ilienko,

Gusieva

2022

The Journal of V.N. Karazin Kharkiv National University. Series: Foreign Philology. Methods of Foreign Language Teaching

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“…Chaudhary and Dey (2013) opined that using a variety of assessment strategies such as observation, assignments, projects, and portfolios could help students to acquire such employability skills. On the other hand, Ng (2016) suggested the use of an assessment strategy that encourages collaboration and interaction among students. Egbenta (2015) suggested a reshaping of the community colleges to provide the youth with skills that prepare them for work.…”

Section: Development Of Employability Skills Using An Assessment Stra...mentioning

confidence: 99%

What We Assess Is What We Produce: Moving Towards the Development of Skills in South African FET Colleges

Teane

2020

Community College Journal of Research and Practice

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The focus of this study was to investigate the coherence between the needs of industry and the curriculum offered at Technical and Vocational Education and Training (TVET) colleges. The context of this study was TVET colleges, which is a relatively recent sector in the Department of Higher Education and Training (DHET), in South Africa. There is an unacceptably high rate of unemployment in South Africa and in particular, there is a shortage of technical skills, which the TVET sector is expected to address. Concerns have been expressed about the effectiveness of these colleges in producing graduates with employability skills. This study investigated whether the assessment strategies employed in the Electrical Engineering curriculum are appropriate in preparing the students for practice. A qualitative research design was used where a sample consisting of seven Further Education and Training (FET) College graduates and three instructors (lecturers) were selected using a snowball sampling technique. Findings of this research are that the current assessment strategy used in FET colleges (written testing) does not lead to the development of employability skills in FET graduates. The proposed TVET programs are those that promote a dual assessment throughout the course that yields the technical knowledge and employability outcomes that will meet the needs of industries.

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“…For example, in the USA during the academic year 2019-2020, the percentage of students enrolled in distance education courses at postsecondary institutions was 51.8% [3]. Adding to this, online learning is considered one of the most important forms of educational delivery in the world [4], and the recent shift to online teaching and learning during the COVID-19 pandemic provided a glimpse of what more is to come. However, this increasing trend of learning in online courses also comes with certain challenges, such as lower participation and completion rates [4,5], making knowledge about how students differ in their engagement and learning within online courses crucial (see also [6]).…”

Section: Introductionmentioning

confidence: 99%

Relevance of Students’ Goals for Learning Engagement and Knowledge Gains in an Online Learning Course

Daumiller¹,

Rinas²,

Dresel³

2022

Preprint

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Online courses are an important form of educational delivery worldwide, yet there are large differences in how well different participants learn from them. With the present research, we strive to better understand these differences and investigate how they are related to participants’ motivations and learning gains. Following an achievement goal approach, we distinguish between two types of mastery goals (task and learning goals) as well as performance approach and performance avoidance goals. We constructed an online course including 182 undergraduate students and assessed their goals and prior knowledge before, and their knowledge gains after learning with the course. Through learning analytics, we measured learning engagement based on 9 indicators concerning usage, time, and clicks regarding the different course elements. Structural equation modelling showed that task goals were particularly beneficial for learning engagement, and in turn, learning gains. This paints a more nuanced picture of how mastery goals matter and illuminates how students’ goals form a relevant premise for successful online learning.

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Sustaining Learning Engagement in Distance Education: An Achievement Goal Perspective

Cited by 5 publications

References 44 publications

Organization of skills upgrading using means of distance learning at the tertiary level

Organization of skills upgrading using means of distance learning at the tertiary level

What We Assess Is What We Produce: Moving Towards the Development of Skills in South African FET Colleges

Relevance of Students’ Goals for Learning Engagement and Knowledge Gains in an Online Learning Course

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