Journal of Service-Learning in Higher Education, v8 Oct 2018. 15 pp.
Service Learning, Honors Curriculum, Sustainability, Universities, Campuses, Agricultural Production, Food, Interdisciplinary Approach, Student Projects, Recycling, Wastes, Student Attitudes, Undergraduate Students, Research Design, Problem Solving, Science Education, Humanities, Art Education, Social Sciences, Program Descriptions, and Utah
The value of service-learning as a high-impact educational practice in college courses is further documented here through client-centered student projects seeking to increase SOLE food-- sustainable, organic, local, and ethically produced--on the Utah State University campus. Honors students enrolled in a Think Tank series of courses in Science, Social Sciences, and Arts/Humanities completed six cross-disciplinary projects focused on various aspects of dining services and food sources on campus, including recycling, food waste, food recovery, and local sourcing. Post-project student reflections indicate that students were much more aware of campus-wide sustainability issues and how they, as campus citizens, could contribute in meaningful ways. Student also demonstrated the ability to property design research projects and engage in data-informed problem solving as a result of their service-learning project. Students also learned to successfully work in groups and appreciate and encourage the strengths of each team member.
Educational Research and Reviews, v13 n5 p590-597 Aug 2018. 8 pp.
English (Second Language), Second Language Learning, Second Language Instruction, Elementary School Students, Foreign Countries, Personal Autonomy, Teaching Experience, Language Teachers, Teacher Attitudes, Case Studies, Humanities, Specialists, Learning Processes, Factor Analysis, and Thailand
This study aims to develop indicators of characteristics of Learners Autonomy in English Language of Primary 6 students in the Northeast of Thailand. The researcher used a mixed research methodology. The samples were divided into 2 categories which are qualitative and quantitative samples. On qualitative sample, 7 experts in humanities and social were interviewed to assess the development of indicators of characteristics of Learners Autonomy in English Language of Primary 6 students. The interview showed that there were 7 components and 32 indicators for teachers with experience and expertise in teaching English in Primary 6. After that 11 expert teachers have a group discussion to discuss the indicators of characteristics of Learners Autonomy in English Language of Primary 6 students. The group discussion showed that there were 4 components and 13 indicators. On quantitative research, 600 students were selected for second order confirmatory factor analysis of Learners Autonomy in English Language of Primary 6 students in the Northeast of Thailand. The instruments used were interviews and questionnaires. Data analysis was done using mean, standard deviation and confirmations. For analysis of findings of qualitative research methodology on Learners Autonomy in English Language of Primary 6 Students, there were 4 components and 13 indicators in multi-case studies as follows: Component 1, How to study, 4 indicators; Component 2, Problem solving skills, 3 indicators; Component 3, Self-efficacy, 3 indicators; Component 4, Love to learn, 3 indicators. The second order confirmatory factor analysis found that the model was statistically significant, based on the statistically validated statistics of the model: [subscript chi]2 was 651.829, df was 601, p-value of 0.0741, CFI was 0.995, TLI was 0.994, RMSEA was 0.012, SRMR was 0.026, and [subscript chi]2/df was 1.085.
Turkish Online Journal of Educational Technology - TOJET, v17 n3 p1-15 July 2018. 15 pp.
Foreign Countries, College Faculty, Teacher Attitudes, College Students, Student Attitudes, Integrated Learning Systems, Statistical Analysis, Statistical Significance, Gender Differences, Instructional Program Divisions, Humanities, Medical Education, Engineering Education, and Saudi Arabia
This study aimed to identify the attitudes of university faculty members and students towards the use of the Learning Management System (LMS) in teaching and learning. The descriptive analytical approach was used, and the data were collected using two different tools constructed by the researchers. The first is related to the attitudes of faculty members towards the use of the Learning Management System in teaching, and the other is linked to the students' attitudes towards using the Learning Management System in learning. The sample included 95 university faculty members and 307 students. Calculation Means, standard deviations and ANOVA were calculated. The study revealed that the attitudes of university faculty members and students towards using the Learning Management System in teaching and learning were positive. The results showed statistically significant differences in the attitudes of university faculty members due to gender and in favor of the males. The results did not show significant statistical differences due to the faculty members' experience and the academic track. The results also indicated that there were no statistically significant differences in students' attitudes towards using the Learning Management System in learning due to their gender. Nonetheless, the results indicated that there were statistically significant differences in students' attitudes due to the academic year and for the first-year students. The positive attitudes were decreasing as the years gradually progressed. The results also evidenced differences of statistical significance in students' attitudes towards the Learning Management System attributed to the academic track and for the benefit of applied and humanities studies and then the medical track and finally the engineering track. In the light of these findings, the researchers recommended intensive training of university faculty members and students in the employment of the Learning Management System in an optimal way to increase its effectiveness in teaching and learning. They also pressed the need for conducting further studies on the impediments facing the parties in the use of the Learning Management System and revealing the ways to solve them.
Fida, Asfandyar, Ghaffar, Abdul, Zaman, Amir, and Satti, Asif Niwaz
Journal of Education and Educational Development, v5 n1 p172-188 Jun 2018. 17 pp.
Gender Differences, Emotional Intelligence, College Students, Foreign Countries, Measures (Individuals), Business Administration Education, Economics Education, Art Education, Humanities, Models, Scores, Statistical Analysis, and Pakistan
Emotional intelligence is a contributing construct to learning and other personal and career developments. It is a perplex notion involving many conceptions which resulted in various tools of emotional intelligence. University education is a terminal stage when young people are ready to enter the job arena and are expected to be emotionally sound. Numerous studies have been carried out on the differentiation of emotional intelligence of the learners, particularly at graduate and postgraduate levels. This study is an attempt to investigate emotional intelligence of the university students. Since there are differences in the findings of various studies in terms of gender; therefore, this study also considers to explore the discrepancy of the emotional cognizance of the male and female learners at university level. The target participants of this investigation were the students of all five faculties of a university in Khyber Pukhtunkhwa, a province in Pakistan. The Wong and Law Emotional Intelligence Scale (WLEIS) developed by Wong and Law (2002) was used for data collection. The outcomes of the investigation showed that female learners were ahead of male in emotional intelligence. Further, the learners of business and economics had superior level of emotional intelligence, while students of Arts and Humanities had inferior level of emotional intelligence. The study put forward some valuable suggestions, particularly through curricula enhancement and for further research activities.