Nurturing Compassion-Based Empathy

Abstract

In the last decade, the emergence of violence has been since visible among the youth in school and even in higher education (HE). The number is various forms such as bullying, cyber bullying and even bullying victimization. It can be seen that forms of instance reported are many violence which refers to the perpetration among the school aged students. This paper aims to examine the problems on violence at any forms to propose a model to solve the knowledge set of compassionate based empathy. The findings reveal that the series of feeling mindful of self and social empathy should be developed to enhance the awareness with the ability to interact and care among HE. Providing the framework for the current issue of impending futile effort in terms of caring for terminal patients, nurturing compassionate based empathy could be one of the sources to assist the knowledge on the instructional design and assessment through best practice to improve the social and self-empathy awareness with compassion in HE.

Big Data Emerging Technology: Insights into Innovative Environment for Online Learning Resources

“…Among interpersonal skills in enhancing their teaching skills, students learning experience can be yielded into the myriad of useful resources together with the sustainable learning culture [22] [23]. In terms of the dynamics of learning with ethical consideration, they can understand the good way to the learning process to enable them be aware of circumstance sphere [24] [25]. In particular, sharing the knowledge together with pointing out the result about the academic performance can be carried out the engaged basis of integrating the video presentation, Internet sources use, and so on.…”

Implementation of fuzzy analytical hierarchy process on notebook selection

“…Equipped with the distinctive features, notebook was facilitated more simply for one touch screen basis to enable freely in exploring the users' creativity [49][50][51][52]. Emerging trends in maximizing notebook was enlarged with the skills of personalized behavior to commit with measurement on subject expertise [53][54][55][56]. It should be pointed out the way to manage in contributing the learning analytic in strengthening the way of enhancing this initiative [57][58][59][60], to achieve the initial value of with Analytical Hierarchy Process method [61][62][63][64].…”

Demystifying Learning Analytics in Personalised Learning

“…In contrast to learning analytics, academic analytics focuses on the improvement of organizational processes, workflows, resource allocation, and institutional measurement, through the use of learner, academic, and institutional data. Academic analytics also helps address the public's desire for institutional accountability with regard to students' success, given the widespread concern over the cost of higher education and its challenges in terms of economic and budgetary conditions, which is prevailing worldwide compassionate based learning enhancement [35]. By replacing academic with learning, the definition of academic analytics could also be used for learning analytics.…”

“…Personalised learning increases motivation and engagement by encouraging students to take charge of and design learning experiences that are meaningful to them to engage into sustainable learning with traditional wisdom [50]. Educating with creative quality [35][47] and familiarity with watchful abilities transmitted into the setting of higher education [35] [45]. Personalised learning aims to build a profile of each student's strengths, weaknesses, and pace of learning, similar to how learning analytics monitors student performance, looking for patterns likely to predict how students will fare, and customize educational experiences and support accordingly.…”

“…Additionally, there will still be a required body of knowledge in various subjects or disciplines. However, learning is the focus of attention rather than instruction; the focus is on nurturing curriculum based on learning preferences with the learning ability [58] and innovative teaching competencies [35] [80]. The design or the curriculum and teaching cycle is set in such a way that it is not time bounded and it allows students to interact to content in multiple ways.…”