Quality Assurance for the Engineering Paraprofessional in Thailand

Jitgarun, Kalayanee; Kiattikomol, Paiboon; Tongsakul, Anuvat

doi:10.1007/978-1-4419-0555-0_8

Cited by 3 publications

(2 citation statements)

References 1 publication

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“…According to Tari (2008) and Calvo‐Mora et al (2006), quality concepts started to gain importance in HE since the early 1990s in developed countries such as the UK. However, although this concept is attracting the attention of academic leaders in many developing countries (Sohail et al , 2003; Billing, 2004; Le and Nguyen, 2009; Jitgarun et al , 2009; Letelier et al , 2009; Natarajan, 2009; Puteh et al , 2009; Valiulis and Valiulis, 2009; Aqlan et al , 2010; Ministry of Higher Education, 2009), the quality movement is still slow in the HE of such countries (Koubâa et al , 2010), especially with the absence of many required conditions for a successful quality implementation (Lim, 1999).…”

Section: Evolution Of Quality Concepts In Hementioning

confidence: 99%

Student perception of higher education quality in Tunisian business schools

Belhaj¹,

Ben‐Ayed²,

Kammoun³

2013

Journal of Applied Research in Higher Education

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PurposeIn Tunisia there are 23 business schools, five of which are at the University of Sfax. There are no data in the Tunisian higher education literature regarding the difference between these schools, especially in terms of their performance. The aim of this study is to carry out a first‐hand assessment of the teaching process and form an idea about higher education quality in these schools.Design/methodology/approachIn order to achieve such an objective a survey is conducted on students’ perception of their learning experience. The data are collected through a questionnaire administered to samples of students from the different business schools at the University of Sfax.FindingsThe assessment investigation reveals some strengths, such as students’ satisfaction about the knowledge they are acquiring. However, there are several weaknesses including the sceptical attitude of the respondents towards the contents of the courses they are taking and the way they are being evaluated. The findings lead to two main conclusions. First, a culture of self‐assessment is needed in higher education institutions in order to improve the teaching process. Second, higher education institutions need to be more process‐oriented.Originality/valueTo the authors’ knowledge, this is the first work investigating students’ perception of their learning experience in Tunisia.

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Section: Evolution Of Quality Concepts In Hementioning

confidence: 99%

Student perception of higher education quality in Tunisian business schools

Belhaj¹,

Ben‐Ayed²,

Kammoun³

2013

Journal of Applied Research in Higher Education

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“…For example, the internet, an indispensable element of modern life, is used by the majority of today's youth for information, communication and entertainment purposes. For example, the Internet has become the indispensable part of the majority of the youth's today, and it has become the source of information, communication and entertainment purpose for them now [25,13]. The widespread use of technology and the constant exchange of information have revealed concepts such as distance education, e-learning, m-learning.…”

Section: Introductionmentioning

confidence: 99%

Perceptions of Foreign Language Teachers for M-Learning

Çavuş

Shukshina

Chernova

et al. 2020

Int. J. Emerg. Technol. Learn.

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Educational technology is a set of systems consisting of tech savvy equipment, processes and methods for the effective and positive implementation of educational theories. Nowadays, when the internet is becoming widespread, and mobile device technologies such as smartphones and tablets have been developing rapidly, it is possible to access educational content without being connected to a place. Today, almost everyone has smartphones. Many social networks, sites, applications are available. Many studies have shown that technology is effective in the field of education. For teachers with foreign language and their perceptions of learning through the help of technology are important. In this study, it is important to determine teachers' perception levels of mobile applications that contribute to foreign language learning. The "mobile learning perception scale" developed to access the research data. Items that are mentioned in the scale are basically positive question, "absolutely disagree", "disagree", "undecided", "agree", "strongly agree". After analysing the reliability of the survey, the overall result was found as Cronbach ? = 0,963. A total of 180 teachers attended from North Cyprus and Russian universities. According to the result of the research, the teachers' perception of mobile learning is high. But this rate is proportional to age. There is a difference in the findings regarding the use of mobile technology when looking at the professional seniority and age ranges. This is due to the fact that recently, technology-supported trainings have been increased and the addition of "material design courses" and "technology-supported trainings" at universities play an important role in increasing perceptions. The use of mobile technology can be increased by providing in-service trainings to teachers with high professional experience and ages.

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Developing global teamwork skills: The Runestone project

Pears

Daniels

2010

IEEE EDUCON 2010 Conference

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Abstract-The Runestone project is a collaborative course currently offered by Universities in Sweden, Finland, and China. The course provides a unique opportunity for third year engineering students from a variety of programs to experience the opportunities and challenges that international teamwork involves. Teams composed of students from two countries work intensively over a 10 to 13 week project cycle to develop a system which allows a user to remote-control a LEGO NXT robot. The teams negotiate the features of their final system with the academic supervisors from the participating Universities, propose a development time-frame and deliverables, and develop and demonstrate a prototype system. This paper uses teaching and learning findings from engineering education research. The evidence is used to arrive at an instructional design that aligns learning outcomes, with instruction and assessment to support student's learning outcomes development throughout the course, We also discuss the evolution of the course over the past 12 years as we moved from a pilot version with eight students from two universities to a large scale course with between sixty and eighty students from between three and five universities distributed over three continents and widely different educational and social cultures.

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Quality Assurance for the Engineering Paraprofessional in Thailand

Cited by 3 publications

References 1 publication

Student perception of higher education quality in Tunisian business schools

Student perception of higher education quality in Tunisian business schools

Perceptions of Foreign Language Teachers for M-Learning

Developing global teamwork skills: The Runestone project

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