Criteria and Indicators of University Education Quality : The Results of Expert Interview

Безпалько, Ольга Володимирівна; Klishevych, Nataliia; Лях, Тетяна Леонідівна; Павлюк, Роман Олександрович

doi:10.15804/tner.2016.46.4.05

Cited by 6 publications

(3 citation statements)

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“…Where Azma (2011) listed some indicators about the learning environment to support virtual classes, paperless communications, and automated systems. Other researchers highlighted other areas such as monitor of education (Law et al, 2016), implementation indicators (Agrawal & Mittal, 2018), and competences and professional abilities (Bezpalko et al, 2016). Skordoulis et al (2015) proposed a set of characteristics that can be used to measure quality of education such as reputation, offered curriculum, services and additional services.…”

Section: Information Technology Indicators In Quality Of Educationmentioning

confidence: 99%

Accounting Information System Courses: Developing a Hybrid Syllabus in the Era of Digitization

Kharbat¹,

Muqattash²

2020

IJDAR

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Technology is becoming a major pillar in many professions. It plays a critical role in developing and enhancing the quality and accuracy of tasks. Because the formal education system is the first place where future employees are educated, it is very important to ensure that educational institutions offer continuously updated technology-related courses that cover a wide range of new and emerging topics. This research has two objectives. First, it explores the validity of the claim that AIS education is of low quality in the Middle East, as stated in some studies. This is conducted through highlighting the status quo for AIS courses in Arab countries within the Middle East by focusing on a representative case study. This part of the work was conducted through a thorough exploration of the universities’ websites and by distributing and analyzing a survey for faculty members in a number of universities. Second, the research performs a deep analysis to develop new, up-to-date, aligned objectives, contents, resources, and assignments in order to create a new, comprehensive syllabus in the higher-education sector that will serve stakeholders from universities to accounting communities. The output of this research identified suitable learning objectives based on current literature and faculty responses. This was followed by designing new course content and assessment tools that are aligned with learner- and competency-centered approaches.

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Section: Information Technology Indicators In Quality Of Educationmentioning

confidence: 99%

Accounting Information System Courses: Developing a Hybrid Syllabus in the Era of Digitization

Kharbat¹,

Muqattash²

2020

IJDAR

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“…Four interviews were conducted via Microsoft Teams due to travel restrictions overseas during COVID-19, while one was face-to-face (Malaysia). This research strategy aimed to obtain necessary information reflected in the knowledge, opinions, and estimates of the respondents, who are competent persons [3]. The experts were from various backgrounds, including government agencies, academia, industry practitioners, and society members.…”

Section: Phase 1: Expert Interview For Gathering Scoping and Initial ...mentioning

confidence: 99%

Evaluating the Spatial Planning Intervention for Better Cities Post-Pandemic

Hashim,

Rani,

Kamarudin

et al. 2024

IOP Conf. Ser.: Earth Environ. Sci.

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Cities play a significant role in ensuring sustainable economic growth, directly impacting the quality of livelihood among their inhabitants. The COVID-19 pandemic has caused a substantial impact on the changes in the city function that have changed the way people interact in cities. Spatial planning interventions have the potential to be pursued post-pandemic because some spaces have become abandoned, underutilised, or have changed their purpose due to the pandemic. In line with this, the present study aims to discuss the issues that the COVID-19 pandemic has brought to cities and evaluate how spatial planning interventions would build back better cities post-pandemic. The data was collected using the qualitative research approach via semi-structured interviews and focus group discussions. Five representatives from five countries within the Asia Pacific (Australia, Indonesia, Japan, Malaysia, and Singapore) were gathered to select the interviewees. Four interviews were conducted via Microsoft Teams due to travel restrictions imposed during the COVID-19 pandemic, while one was conducted face-to-face (Malaysia). Subsequently, a hybrid Focus Group Discussion (FGD) involving eight participants was conducted to verify and validate the information gathered. Data collected was later analysed using the thematic analysis technique. Key findings revealed that the spatial planning intervention includes the adaptive reuse of space, zoning modification, smart city, 15-minute city and natural resources preservation and conservation. The interventions can also be part of the response, mitigation, and preparedness strategy for future pandemic attacks. In addition, it contributes to adaptive and disaster-resilient cities that can support sustainable development.

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“…The researchers followed an interview guideline when they interviewed the preservice teachers, discussing their cognitive obstacles more thoroughly. This was done based on the recommendations of Bezpalko, Klishevych, Liakh, and Pavliuk (2016), who stated that interview guidelines are useful for investigating a particular problem more thoroughly.…”

Section: Processing Datamentioning

confidence: 99%

Fraction Sense: An Analysis of Preservice Mathematics Teachers’ Cognitive Obstacles

Murniasih

Sa’dijah

Muksar

et al. 2020

CEPSj

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Research on cognitive obstacles related to fraction sense in preservice mathematics teachers is significant, because their success depends on their skills. The acquisition of fraction sense is a complicated problem requiring a strategy to solve it. This study presents cognitive obstacles with fraction sense tests in preservice who will teach in secondary schools. It focuses on the following categories of cognitive obstacles: epistemological (language representation, tendency to generalise and rely on intuition) and didactic (less meaningful learning, and strategy). This paper takes a qualitative descriptive approach to examine 20 preservice mathematics teachers. The preservice teachers who encountered cognitive obstacles related to fraction sense testing were then grouped based on the similarity of their answers, and seven of them were selected to be interviewed. The research findings showed that five preservice teachers had overlapping obstacles: language representation and tendency to generalise; tendency to generalise and less meaningful learning; language representation, tendency to rely on intuition and trial and error strategy in; language representation and trial and error; and language representation and tendency to rely on intuition.

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Criteria and Indicators of University Education Quality : The Results of Expert Interview

Cited by 6 publications

References 0 publications

Accounting Information System Courses: Developing a Hybrid Syllabus in the Era of Digitization

Accounting Information System Courses: Developing a Hybrid Syllabus in the Era of Digitization

Evaluating the Spatial Planning Intervention for Better Cities Post-Pandemic

Fraction Sense: An Analysis of Preservice Mathematics Teachers’ Cognitive Obstacles

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