The Need for Case Studies to Illustrate Quality Practice: Teaching in Higher Education to Ensure Quality of Entry Level Professionals

Newman, Tara; Trimmer, Karen; Padró, Fernando F.

doi:10.1007/978-3-030-01096-6_1

Cited by 3 publications

(1 citation statement)

References 37 publications

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“…Information about the entry-level competencies of students is useful for lecturers because it can then be used to plan lessons to allow more effective application of the learning process (Newman Trimmer, & Padró, 2019) and to decide on the right portion of learning materials and other applicable learning strategies (Barrette & Paesani, 2018). Similarly, an understanding of the entry-level competence of students allows the teachers to better determine whether the individual fits in with the learning tasks being performed (Jiang, Zhang, May, & Qin, 2018) as the overall effectiveness of the learning process often depends on the perspective, background, and prior knowledge of the students (Kennedy, Coffrin, Barba, & Corrin, 2015).…”

Section: The Students' Entry-level Competenciesmentioning

confidence: 99%

How students’ entry-level competencies determine the learning needs of BIPA lectures?

Pratiwi

Suyitno²,

Fawzi³

et al. 2022

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BIPA (the acronym of Bahasa Indonesia untuk Pelajar Asing) is one of the Indonesian-language learning programs for foreign learners. Understanding entry-level of student competencies are very useful as a starting point for preparing learning according to their learning needs in future lectures. This study aimed to describe how to assess student competence before conducting the lecture to determine their learning needs. This study used a qualitative and quantitative approach conducted in BIPA lectures involving seven lecturers as informants and 159 students as samples. Data were collected through document analysis, interviews, and tests. Qualitative data were used to describe the essential learning materials studied in BIPA lectures. Quantitative data were analyzed using the statistical tool 'Pearson Product Moment to assess entry-level competencies of students before taking courses. The results showed that the entry-level of students were in a low category. The correlation showed that the Grade Point Index (GPI) achieved in the previous lecture did not contribute significantly to student understanding in BIPA lectures because of the different substantial topic of the subjects. The low entry-level test scores reflect the students have not mastered the essential materials for BIPA lectures so they need to study them seriously. These findings can be used as a reference in determining the learning needs of students in the BIPA special program lectures. Therefore, these findings are useful for designing learning and determining policies that can meet the learning needs of students.

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Section: The Students' Entry-level Competenciesmentioning

confidence: 99%

How students’ entry-level competencies determine the learning needs of BIPA lectures?

Pratiwi

Suyitno²,

Fawzi³

et al. 2022

View full text Add to dashboard Cite

show abstract

Roles of the Professional Program Instructor

Gibbons,

Spangler,

Miller

et al. 2023

Educational Principles and Practice in Veterinary Medicine

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Higher Education Quality Improvement Strategies Through Enriched Teaching and Learning

Igbinakhase

Naidoo

2020

Quality Management Principles and Policies in Higher Education

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This chapter focuses on the critical analysis of evidence of higher education improvement strategies in improving teaching and learning in higher education institutions. Several higher education improvement strategies such as preparation for accreditation and student learning assessment has been utilized in the area of teaching and learning in higher education institutions with diverse outcomes. Overall and despite some recorded successes, there still exist some situations where improvement strategies create challenges and conflicts in the institutions as a result of the improvement strategies not serving their defined purpose. Some of these challenges are ineffective teacher professional development initiatives and lack of specifically developed programs designed for specific students' needs. In order to resolve higher education improvement challenges, decision makers in higher educational institutions must be willing to involve key stakeholders in designing the right approach to quality assurance in higher educational institutions.

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The Need for Case Studies to Illustrate Quality Practice: Teaching in Higher Education to Ensure Quality of Entry Level Professionals

Cited by 3 publications

References 37 publications

How students’ entry-level competencies determine the learning needs of BIPA lectures?

How students’ entry-level competencies determine the learning needs of BIPA lectures?

Roles of the Professional Program Instructor

Higher Education Quality Improvement Strategies Through Enriched Teaching and Learning

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