Abstract: Course timetabling problems occur every semester in a university which includes the allocation of resources (subjects, lecturers and students) to a number of fixed rooms and timeslots. The assignment is carried out in a way such that there are no conflicts within rooms, students and lecturers, as well as fulfilling a range of constraints. The constraints consist of rules and policies set up by the universities as well as lecturers’ and students’ preferences of courses to be allocated in specific timeslots. This paper specifically focuses on the preferences of the course timetabling problem in one of the public universities in Malaysia. The demands will be considered into our existing mathematical model to make it more generalized and can be used widely. We have distributed questionnaires to a number of lecturers and students of the university to investigate their demands and preferences for their desired course timetable. We classify the preferences thus converting them to construct one mathematical model that can produce such timetable.
Abstract: Electric field is an important fundamental concept in
electrostatics. In high-school, generally Thai students have already
learned about definition of electric field, electric field due to a point
charge, and superposition of electric fields due to multiple-point
charges. Those are the prerequisite basic knowledge students holding
before entrancing universities. In the first-year university level,
students will be quickly revised those basic knowledge and will be
then introduced to a more complicated topic—electric field due to
continuous charged distributions. We initially found that our
freshman students, who were from the Faculty of Science and
enrolled in the introductory physic course (SCPY 158), often
seriously struggled with the basic physics concepts—superposition of
electric fields and inverse square law and mathematics being relevant
to this topic. These also then resulted on students’ understanding of
advanced topics within the course such as Gauss's law, electric
potential difference, and capacitance. Therefore, it is very important
to determine students' understanding of electric field due to
continuous charged distributions. The open-ended question about
sketching net electric field vectors from a uniformly charged
insulating rod was administered to 260 freshman science students as
pre- and post-tests. All of their responses were analyzed and
classified into five levels of understandings. To get deep
understanding of each level, 30 students were interviewed toward
their individual responses. The pre-test result found was that about
90% of students had incorrect understanding. Even after completing
the lectures, there were only 26.5% of them could provide correct
responses. Up to 50% had confusions and irrelevant ideas. The result
implies that teaching methods in Thai high schools may be
problematic. In addition for our benefit, these students’ alternative
conceptions identified could be used as a guideline for developing the
instructional method currently used in the course especially for
teaching electrostatics.
Abstract: 21st century has transformed the labor market
landscape in a way of posing new and different demands on
university graduates as well as university lecturers, which means that
the knowledge and academic skills students acquire in the course of
their studies should be applicable and transferable from the higher
education context to their future professional careers. Given the
context of the Languages for Specific Purposes (LSP) classroom, the
teachers’ objective is not only to teach the language itself, but also to
prepare students to use that language as a medium to develop generic
skills and competences. These include media and information
literacy, critical and creative thinking, problem-solving and analytical
skills, effective written and oral communication, as well as
collaborative work and social skills, all of which are necessary to
make university graduates more competitive in everyday professional
environments. On the other hand, due to limitations of time and large
numbers of students in classes, the frequently topic-centered syllabus
of LSP courses places considerable focus on acquiring the subject
matter and specialist vocabulary instead of sufficient development of
skills and competences required by students’ prospective employers.
This paper intends to explore some of those issues as viewed both by
LSP lecturers and by business professionals in their respective
surveys. The surveys were conducted among more than 50 LSP
lecturers at higher education institutions in Croatia, more than 40 HR
professionals and more than 60 university graduates with degrees in
economics and/or business working in management positions in
mainly large and medium-sized companies in Croatia. Various elements of LSP course content have been taken into
consideration in this research, including reading and listening
comprehension of specialist texts, acquisition of specialist vocabulary
and grammatical structures, as well as presentation and negotiation
skills. The ability to hold meetings, conduct business correspondence,
write reports, academic texts, case studies and take part in debates
were also taken into consideration, as well as informal business
communication, business etiquette and core courses delivered in a
foreign language. The results of the surveys conducted among LSP
lecturers will be analyzed with reference to what extent those
elements are included in their courses and how consistently and
thoroughly they are evaluated according to their course requirements.
Their opinions will be compared to the results of the surveys
conducted among professionals from a range of industries in Croatia
so as to examine how useful and important they perceive the same
elements of the LSP course content in their working environments.
Such comparative analysis will thus show to what extent the syllabi
of LSP courses meet the demands of the employment market when it
comes to the students’ language skills and competences, as well as
transferable skills. Finally, the findings will also be compared to the
observations based on practical teaching experience and the relevant
sources that have been used in this research. In conclusion, the ideas and observations in this paper are merely
open-ended questions that do not have conclusive answers, but might
prompt LSP lecturers to re-evaluate the content and objectives of
their course syllabi.
Abstract: Teaching methods include lectures, workshops and
tutorials for the presentation and discussion of ideas have become out
of date; were developed outside the discipline of architecture from
the college of engineering and do not satisfy the architectural
students’ needs and causes them many difficulties in integrating
structure into their design. In an attempt to improve structure
teaching methods, this paper focused upon proposing a supportive
teaching/learning tool using multi-media applications which seeks to
better meet the architecture student’s needs and capabilities and
improve the understanding and application of basic and intermediate
structural engineering and technology principles. Before introducing
the use of multi-media as a supportive teaching tool, a questionnaire
was distributed to third year students of a structural design course
who were selected as a sample to be surveyed forming a sample of 90
cases. The primary aim of the questionnaire was to identify the
students’ learning style and to investigate whether the selected
method of teaching could make the teaching and learning process
more efficient. Students’ reaction on the use of this method was
measured using three key elements indicating that this method is an
appropriate teaching method for the nature of the students and the
course as well.
Abstract: In language learning, second language learners as well
as Native speakers commit errors in their attempt to achieve
competence in the target language. The realm of collocation has to do
with meaning relation between lexical items. In all human language,
there is a kind of ‘natural order’ in which words are arranged or relate
to one another in sentences so much so that when a word occurs in a
given context, the related or naturally co-occurring word will
automatically come to the mind. It becomes an error, therefore, if
students inappropriately pair or arrange such ‘naturally’ co–occurring
lexical items in a text. It has been observed that most of the second
language learners in this research group commit collocation errors. A
study of this kind is very significant as it gives insight into the kinds
of errors committed by learners. This will help the language teacher
to be able to identify the sources and causes of such errors as well as
correct them thereby guiding, helping and leading the learners
towards achieving some level of competence in the language. The
aim of the study is to understand the nature of these errors as
stumbling blocks to effective essay writing. The objective of the
study is to identify the errors, analyze their structural compositions so
as to determine whether there are similarities between students in this
regard and to find out whether there are patterns to these kinds of
errors which will enable the researcher to understand their sources
and causes. As a descriptive research, the researcher samples some
nine hundred essays collected from three hundred undergraduate
learners of English as a second language in the Federal College of
Education, Kano, North- West Nigeria, i.e. three essays per each
student. The essays which were given on three different lecture times
were of similar thematic preoccupations (i.e. same topics) and length
(i.e. same number of words). The essays were written during the
lecture hour at three different lecture occasions. The errors were
identified in a systematic manner whereby errors so identified were
recorded only once even if they occur severally in students’ essays.
The data was collated using percentages in which the identified
numbers of occurrences were converted accordingly in percentages.
The findings from the study indicate that there are similarities as well
as regular and repeated errors which provided a pattern. Based on the
pattern identified, the conclusion is that students’ collocation errors
are attributable to poor teaching and learning which resulted in wrong
generalization of rules.
Abstract: The study is the way to identify the problems that
occur in organizing short course’s lifelong learning in the information
and communication technology (ICT) education which are faced by
the lecturer and staff at the Mara Skill Institute and Industrial
Training Institute in Pahang Malaysia. The important aspects of these
issues are classified to five which are selecting the courses
administrative. Fifty lecturers and staff were selected as a respondent.
The sample is selected by using the non-random sampling method
purpose sampling. The questionnaire is used as a research instrument
and divided into five main parts. All the data that gain from the
questionnaire are analyzed by using the SPSS in term of mean,
standard deviation and percentage. The findings showed, there are the
problems occur in organizing the short course for lifelong learning in
ICT education.
Abstract: Job satisfaction and motivation have been given an
important attention in psychology because they are seen as main
instruments in maintaining organizational growth and development;
they are also used to accomplish organizational aims and objectives.
However, it has been observed that some institutions failed in
motivating and stimulating their workers; in contrast, workers may be
motivated but not satisfied with the job and failed to perform
efficiently and effectively. It is hoped that the study of this nature
would be of significance value to all stakeholders in education
specifically, lecturers in higher institutions in Nigeria. Also, it is
hoped that the findings of this study will enhance lecturers’
effectiveness and performance in discharging their duties. In the light
of the above statements, this study investigated whether job
satisfaction and motivation predict lecturers’ effectiveness in Nigeria
Police Academy, Wudil, Kano State. Correlational research method
was adopted for the study, while purposive sampling technique was
used to choose the institution and the sampled lectures (70). Simple
random sampling technique was used to select one hundred cadets
across the academy. Two instruments were used to elicit information
from both lecturers and cadets. These were job satisfaction and
motivation; and lecturers’ effectiveness Questionnaires. The
instruments were subjected to pilot testing and found to have
reliability coefficient of 0.69 and 0.71 respectively. The results of the
study revealed that there was a significance relationship among job
satisfaction, motivation and lecturers effectiveness in Nigeria Police
Academy. There was a significance relationship between job
satisfaction and lecturers’ effectiveness in Nigeria Police Academy
the cal r is 0.21 while the crt r is 0.19. at p
Abstract: This research paper presents guiding on how to design
social media into higher education courses. The research
methodology used a survey approach. The research instrument was a
questionnaire about guiding on how to design social media into
higher education courses. Thirty-one lecturers completed the
questionnaire. The data were scored by frequency and percentage.
The research results were the lecturers’ opinions concerning the
designing social media into higher education courses as follows: 1)
Lecturers deem that the most suitable learning theory is Collaborative
Learning. 2) Lecturers consider that the most important learning and
innovation Skill in the 21st century is communication and
collaboration skills. 3) Lecturers think that the most suitable
evaluation technique is authentic assessment. 4) Lecturers consider
that the most appropriate portion used as blended learning should be
70% in the classroom setting and 30% online.
Abstract: In this study, the signal of brain electrical activities of
the sixteen students selected from the Department of Electrical and
Energy at Usak University have been recorded during a lecturer
performed happiness emotions for the first group and anger emotions
for the second group in different time while the groups were in the
classroom separately. The attention and meditation data extracted
from the recorded signals have been analyzed and evaluated toward
the teacher’s specific emotion states simultaneously. Attention levels
of students who are under influence of happiness emotions of the
lecturer have a positive trend and attention levels of students who are
under influence of anger emotions of the lecturer have a negative
trend. The meditation or mental relaxation levels of students who are
under influence of happiness emotions of the lecturer are 34.3%
higher comparing with the mental relaxation levels of students who
are under influence of anger emotions of the lecturer.
Abstract: In light of the technological development and its
introduction into the field of education, an online course was
designed in parallel to the 'conventional' course for teaching the
''Qualitative Research Methods''. This course aimed to characterize
learning-teaching processes in a 'Qualitative Research Methods'
course studied in two different frameworks. Moreover, its objective
was to explore the difference between the culture of a physical
learning environment and that of online learning. The research
monitored four learner groups, a total of 72 students, for two years,
two groups from the two course frameworks each year. The courses
were obligatory for M.Ed. students at an academic college of
education and were given by one female-lecturer. The research was
conducted in the qualitative method as a case study in order to attain
insights about occurrences in the actual contexts and sites in which
they transpire. The research tools were open-ended questionnaire and
reflections in the form of vignettes (meaningful short pictures) to all
students as well as an interview with the lecturer. The tools facilitated
not only triangulation but also collecting data consisting of voices
and pictures of teaching and learning. The most prominent findings
are: differences between the two courses in the change features of the
learning environment culture for the acquisition of contents and
qualitative research tools. They were manifested by teaching
methods, illustration aids, lecturer's profile and students' profile.
Abstract: To ensure student success in a non-majors biology course, a flipped classroom pedagogical approach was developed and implemented. All students were assigned online lectures to listen to before they come to class. A three hour lecture was split into one hour of online component, one hour of in class lecture and one hour of worksheets done by students in the classroom. This deviation from a traditional 3 hour in class lecture has resulted in increased student interest in science as well as better understanding of difficult scientific concepts. A pre and post survey was given to measure the interest in the subject and grades were used to measure the success rates. While the overall grade average did not change dramatically, students reported a much better appreciation of biology. Also, students overwhelmingly like the use of worksheets in class to help them understand the concepts. They liked the fact that they could listen to lectures at their own pace on line and even repeat if needed. The flipped classroom approach turned out to work really well our non-science majors and the author is ready to implement this in other classrooms.
Abstract: This study examined how individuals in their
respective teams contributed to innovation performance besides
defining the term of innovation in their own respective views. This
study also identified factors that motivated University staff to
contribute to the innovation products. In addition, it examined
whether there is a significant relationship between professional
training level and the length of service among university staff
towards innovation and to what extent do the two variables
contributed towards innovative products. The significance of this
study is that it revealed the strengths and weaknesses of the
university staff when contributing to innovation performance.
Stratified-random sampling was employed to determine the samples
representing the population of lecturers in the study, involving 123
lecturers in one of the local universities in Malaysia. The method
employed to analyze the data is through categorizing into themes for
the open-ended questions besides using descriptive and inferential
statistics for the quantitative data. This study revealed that two types
of definition for the term “innovation” exist among the university
staff, namely, creation of new product or new approach to do things
as well as value-added creative way to upgrade or improve existing
process and service to be more efficient. This study found that the
most prominent factor that propels them towards innovation is to
improve the product in order to benefit users, followed by selfsatisfaction
and recognition. This implies that the staff in the
organization viewed the creation of innovative products as a process
of growth to fulfill the needs of others and also to realize their
personal potential. This study also found that there was only a
significant relationship between the professional training level and
the length of service of 4 - 6 years among the university staff. The
rest of the groups based on the length of service showed that there
was no significant relationship with the professional training level
towards innovation. Moreover, results of the study on directional
measures depicted that the relationship for the length of service of 4-
6 years with professional training level among the university staff is
quite weak. This implies that good organization management lies on
the shoulders of the key leaders who enlighten the path to be
followed by the staff.
Abstract: Our globalizing world has become almost a small
village and everyone can access any information at any time.
Everyone lets each other know who does whatever in which place.
We can learn which social events occur in which place in the world.
From the perspective of education, the course notes that a lecturer use
in lessons in a university in any state of America can be examined by
a student studying in a city of Africa or the Far East. This dizzying
communication we have mentioned happened thanks to fast
developments in computer and internet technologies. While these
developments occur in the world, Turkey that has a very large young
population and whose electronic infrastructure rapidly improves has
also been affected by these developments. Nowadays, mobile devices
have become common and thus, it causes to increase data traffic in
social networks. This study was carried out on students in the
different age groups in Selcuk University Vocational School of
Technical Sciences, the Department of Computer Technology.
Students’ opinions about the use of internet and social media were
obtained. The features such as using the Internet and social media
skills, purposes, operating frequency, accessing facilities and tools,
social life and effects on vocational education and so forth were
explored. The positive effects and negative effects of both internet
and social media use on the students in this department and findings
are evaluated from different perspectives and results are obtained. In
addition, relations and differences were found out statistically.
Abstract: The explosion of the World Wide Web and the
electronic trend of university teaching have transformed the learning
style to become more learner-centered, which has popularized the
digital delivery of mediated lectures as an alternative or an adjunct to
traditional lectures. Despite its potential and popularity, virtual
lectures have not been adopted yet in Jordanian universities. This
research aimed to fill this gap by studying the factors that influence
students’ willingness to accept virtual lectures in one Jordanian
University. A quantitative approach was followed, by obtaining 216
survey responses and statistically applying the UTAUT model with
some modifications. Results revealed that performance expectancy,
effort expectancy, social influences, and self-efficacy could
significantly influence students’ attitudes towards virtual lectures.
Additionally, Facilitating conditions and attitudes towards virtual
lectures were found with significant influence on students’ intention
to take virtual lectures. Research implications and future work were
specified afterwards.
Abstract: This study aimed to examine the management and
development of forest tourism Kamchanoad. Ban Dung, Udon Thani
sustainability. Data were collected by means of qualitative research
including in-depth interviews, semi- structured, and then the data
were summarized and discussed in accordance with the objectives.
And make a presentation in the form of lectures. The target
population for the study consisted of 16 people, including
representatives from government agencies, community leaders and
the community. The results showed that Guidelines for the
Management and Development of Forest Tourism Kamchanoad
include management of buildings and infrastructure such as roads,
water, electricity, toilets. Other developments are the establishment
of a service center that provides information and resources to
facilitate tourists.; nature trails and informative signage to educate
visitors on the path to the jungle Kamchanoad; forest activities for
tourists who are interested only in occasional educational activities
such as vegetation, etc.; disseminating information on various aspects
of tourism through various channels in both Thailand and English, as
well as a web site to encourage community involvement in the
planning and management of tourism together with the care and
preservation of natural resources and preserving the local cultural
tourist area of Kamchanoad.
Abstract: Learning Management System (LMS) is the system
which uses to manage the learning in order to grouping the content
and learning activity between the lecturer and learner including
online examination and evaluation. Nowadays, it is the borderless
learning era so the learning activities can be accessed from
everywhere in the world and also anytime via the information
technology and media. The learner can easily access to the
knowledge so the different in time and distance is not a constraint for
learning anymore.
The learning pattern which was used in this research is the
integration of the in-class learning and online learning via internet
and will be able to monitor the progress by the Learning management
system which will create the fast response and accessible learning
process via the social media. In order to increase the capability and
freedom of the learner, the system can show the current and history
of the learning document, video conference and also has the chat
room for the learner and lecturer to interact to each other.
So the objectives of the “The Design and Applied of Learning
Management System via Social Media on Internet: Case Study of
Operating System for Business Subject” are to expand the
opportunity of learning and to increase the efficiency of learning as
well as increase the communication channel between lecturer and
student. The data of this research was collect from 30 users of the
system which are students who enroll in the subject. And the result of
the research is in the “Very Good” which is conformed to the
hypothesis.
Abstract: The implementation of e-assessment as tool to support
the process of teaching and learning in university has become a
popular technological means in universities. E-Assessment provides
many advantages to the users especially the flexibility in teaching and
learning. The e-assessment system has the capability to improve its
quality of delivering education. However, there still exists a
drawback in terms of security which limits the user acceptance of the
online learning system. Even though there are studies providing
solutions for identified security threats in e-learning usage, there is no
particular model which addresses the factors that influences the
acceptance of e-assessment system by lecturers from security
perspective. The aim of this study is to explore security aspects of eassessment
in regard to the acceptance of the technology. As a result
a conceptual model of secure acceptance of e-assessment is proposed.
Both human and security factors are considered in formulation of this
conceptual model. In order to increase understanding of critical issues
related to the subject of this study, interpretive approach involving
convergent mixed method research method is proposed to be used to
execute the research. This study will be useful in providing more
insightful understanding regarding the factors that influence the user
acceptance of e-assessment system from security perspective.
Abstract: This paper presents an adaptive thermal comfort
model study in the tropical country of Malaysia. A number of
researchers have been interested in applying the adaptive thermal
comfort model to different climates throughout the world, but so far
no study has been performed in Malaysia. For the use as a thermal
comfort model, which better applies to hot and humid climates, the
adaptive thermal comfort model was developed as part of this
research by using the collected results from a large field study in six
lecture halls with 178 students. The relationship between the
operative temperature and behavioral adaptations was determined. In
the developed adaptive model, the acceptable indoor neutral
temperatures lay within the range of 23.9-26.0C, with outdoor
temperatures ranging between 27.0-34.6C. The most comfortable
temperature for students in lecture hall was 25.7C.
Abstract: In this paper we describe one critical research
program within a complex, ongoing multi-year project (2010 to 2014
inclusive) with the overall goal to improve the learning outcomes for
first year undergraduate commerce/business students within an
Information Systems (IS) subject with very large enrolment. The
single research program described in this paper is the analysis of
student attitudes and decision making in relation to the availability of
formative assessment feedback via Web-based real time conferencing
and document exchange software (Adobe Connect). The formative
assessment feedback between teaching staff and students is in respect
of an authentic problem-based, team-completed assignment. The
analysis of student attitudes and decision making is investigated via
both qualitative (firstly) and quantitative (secondly) application of the
Theory of Planned Behavior (TPB) with a two statistically-significant
and separate trial samples of the enrolled students. The initial
qualitative TPB investigation revealed that perceived self-efficacy,
improved time-management, and lecturer-student relationship
building were the major factors in shaping an overall favorable
student attitude to online feedback, whilst some students expressed
valid concerns with perceived control limitations identified within the
online feedback protocols. The subsequent quantitative TPB
investigation then confirmed that attitude towards usage, subjective
norms surrounding usage, and perceived behavioral control of usage
were all significant in shaping student intention to use the online
feedback protocol, with these three variables explaining 63 percent of
the variance in the behavioral intention to use the online feedback
protocol. The identification in this research of perceived behavioral
control as a significant determinant in student usage of a specific
technology component within a virtual learning environment (VLE)
suggests that VLEs could now be viewed not as a single, atomic
entity, but as a spectrum of technology offerings ranging from the
mature and simple (e.g., email, Web downloads) to the cutting-edge
and challenging (e.g., Web conferencing and real-time document
exchange). That is, that all VLEs should not be considered the same.
The results of this research suggest that tertiary students have the
technological sophistication to assess a VLE in this more selective
manner.
Abstract: This paper discusses the potential benefits of an
interactive multimedia information representation in enhancing
students’ critical thinking aligned with history reasoning in learning
history amongst Secondary School students in Malaysia. Two modes
of multimedia information representation were implemented;
chronologic and thematic information representations. A qualitative
study of an unstructured interview was conducted among two history
teachers, one history education lecturer, two i-think experts, and five
students from Form Four secondary school. The interview was to
elicit their opinions on the implementation of thinking maps and
interactive multimedia information representation in history learning.
The key elements of the interactive multimedia (e.g. multiple media,
user control, interactivity and use of timelines and concept maps)
were then considered to improve the learning process. Findings of the
preliminary investigation reveal that the interactive multimedia
information representations have the potential benefits to be
implemented as an instructional resource in enhancing students’
higher order thinking skills (HOTs). This paper concludes by giving
suggestions for future work.