@article {1677, title = {EFFECTS OF A SHORT COURSE TRAINING PROGRAM ON APPROACHES TO TEACHING IN HIGHER EDUCATION: EXAMPLE FROM CROATIA}, journal = {Problems of Education in the 21st Century}, volume = {81}, year = {2023}, month = {October/2023}, pages = {Continuous}, type = {Original article}, chapter = {572-585}, abstract = {European countries, in accordance with their higher education policy, regulate in various ways the need for additional professional education of higher education teachers. In the Republic of Croatia, despite the recognized need to improve the process of teaching and learning at the higher education level, efforts and activities in this direction are left to the universities. The main aim of the present study was to examine how the participants of the short course training program on approaches to teaching in higher education in Croatia perceived their own teaching and learning competencies before and after attending the program. University teachers from five higher education institutions in the Republic of Croatia participated in the research. The participants assessed agreement with the statements related to various teaching competencies, important for university teachers, on a 5-point Likert-type scale. The results obtained through research quantitative and qualitative methods indicate that the participants of the short course training program on approaches to teaching in higher education evaluate their own teaching competencies better at the end than at the beginning of the program. The obtained results indicate the importance of formal training and improvement of teaching competencies of university teachers and can serve as an assessment of the expediency of the short course training program on approaches to teaching in higher education at the national level and as a basis for comparison with programs implemented at other European universities. }, keywords = {higher education, short course training program, teacher training, university teachers}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/23.81.572}, url = {https://oaji.net/articles/2023/457-1698378984.pdf}, author = {Bu{\v s}ljeta Kardum, R. and Juri{\'c} Vukeli{\'c}, D. and Lovorka Brajkovi{\'c}} } @article {1657, title = {STUDY GROUP SIZE, MOTIVATION AND ENGAGEMENT IN THE DIGITAL ERA}, journal = {Problems of Education in the 21st Century}, volume = {81}, year = {2023}, month = {June/2023}, pages = {Continuous}, type = {Original article}, chapter = {361-373}, abstract = {This study explored the relationship between the size of the study group and the motivation and engagement of students in online and face-to-face classes while exploring the effect of personal and academic background variables, the number of students in the study group, and the level of their motivation to study. The study included 122 participants, students in their second, third, or fourth year of academic studies, who had experienced online studies during Covid-19 as well as face-to-face studies. They had all participated in both small classes (35 students or less) and large classes (more than 35 students). The study indicates that there is indeed a significant difference in students{\textquoteright} motivation and engagement, irrespective of the size of the study group, and the difference in motivation depends on the method of delivery, whether online or traditional (face-to-face). The research results reveal new knowledge regarding online studies and help enrich the literature on this topic, in the context of motivation for online studies and the size of the study group, which are significant causes underlying students{\textquoteright} academic success. It is evident from the study that size does not affect motivation, which is solely the student{\textquoteright}s responsibility. The challenge of academic institutions and lecturers in the digital era is to raise students{\textquoteright} motivation and engagement, irrespective of the study group.}, keywords = {Covid-19, e-learning motivation, engagement of students, face-to-face classes, higher education}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/23.81.361}, url = {https://oaji.net/articles/2023/457-1687425220.pdf}, author = {Nitza Davidovitch and Roman Yavich} } @article {1562, title = {ACADEMIC MISCONDUCT: ATTITUDES AND PERCEPTIONS OF BRAZILIAN MEDICAL STUDENTS}, journal = {Problems of Education in the 21st Century}, volume = {80}, year = {2022}, month = {June/2022}, pages = {Continuous}, type = {Original article}, chapter = {426-437}, abstract = {Academic misconduct during medical school is common, with multifactorial causes, and can negatively impact the training and professional performance of future physicians. This study investigated factors linked to academic misconducts among medical students during their training. It is a transversal, quantitative, and analytical study that assessed the perception of 240 students from five medical courses in Salvador, Bahia, Brazil. A virtual, semi-structured, anonymous, self-completed questionnaire was used, with sociodemographic and academic variables recorded. Behavioral patterns were analyzed using hypothetical situations based on medical students{\textquoteright} code of ethics, and the data were compared based on participant and institutional characteristics. Results showed that medical students reported that ethical attitudes were maintained during graduation (98.3\%) and the majority claimed to know the student code of ethics (89.2\%). However, there was a high frequency of academic misconduct, especially "recording classes without authorization" (72.9\%), "cheating on tests" (67.9\%) and " improperly sign attendance lists" (65.0\%). We observed a higher association of females with actions such as "cheating on exams" and taking "pictures with anatomical parts and dummies". In addition, posting pictures with patients and taking on duty without medical supervision occurred more frequently among students from private schools. Although the students considered themselves to be ethical, a high frequency of inappropriate behavior in academic situations was evidenced. This scenario points to the need for greater attention to training based on moral and ethical commitment in academic activities, with a view to future professional performance.}, keywords = {cross-sectional studies, higher education, medical education, medical ethics, Medical Students}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/22.80.426}, url = {https://oaji.net/articles/2022/457-1657803448.pdf}, author = {Ingrid Dorea-Bandeira and Oliveira, V. and Mariana Ara{\'u}jo-Pereira and Bruno Bezerril Andrade and Andr{\'e} Nogueira Nazar and Luiz Fernando Quintanilha and Katia de Miranda Avena} } @article {1407, title = {EMERGING EDUCATIONAL DESIGN IN ONLINE TRAINING IN HIGHER EDUCATION}, journal = {Problems of Education in the 21st Century}, volume = {79}, year = {2021}, month = {June/2021}, pages = {Continuous}, type = {Original article}, chapter = {397-411}, abstract = {Universities are living in a time of major transitions regarding the challenge of rethinking and transforming the current pedagogical models so they can respond to the needs of the global knowmad society. In this study, the Design-Based Research (DBR) approach is used to address the improvements of two emerging pedagogical designs in e-learning in the university context: the model of the Center for Research in Education and ICT (CIIET) of the University of Santiago de Chile (Chile) and the model developed by the Education Node research group of University of Extremadura (Spain). The main focus of these models is the student, who by developing activities based on the resolution of a contextualized problem and using new strategies, accompanied by open resources for resolution, resulting in a learning outcome that can be achieved and measured through assessment. This work aims to advance in identifying of some pedagogical keys for the design of online training scenarios that promote environments of production, research, and open dissemination of best practices, to experience new creative forms and collaborative learning, which have emerged within the hyper connected society and the net-culture. }, keywords = {higher education, instructional design, open educational resources, research-based design}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/21.79.397}, url = {http://oaji.net/articles/2021/457-1623676687.pdf}, author = {Mar{\'\i}a Rosa Fern{\'a}ndez-S{\'a}nchez and Juan Silva-Quiroz} } @article {1368, title = {STUDENT PERCEPTIONS OF ECUADORIAN VIRTUAL PLATFORMS DURING THE COVID-19 PANDEMIC}, journal = {Problems of Education in the 21st Century}, volume = {79}, year = {2021}, month = {April/2021}, pages = {Continuous}, type = {Original article}, chapter = {241-254}, abstract = {In February 2020 Ecuador declared a health emergency due to the Covid-19 pandemic. On-site classes were suspended. The Ecuadorian university population does not adapt to virtual educational platforms. The objective of the study was to analyse student perception of Ecuadorian educational platforms in higher education during the COVID-19 pandemic. The study was quantitative. The sample was non-probabilistic participatory, consisting of students from different universities in the Province of Chimborazo. For data collection, a questionnaire with four study variables was applied. The results were analysed with T student and MANOVA. There is a positive perception of students using the educational platforms. There were significant statistical differences according to gender variables, contrary to the levels of study and location, there is a greater sympathetic affection of students when receiving virtual classes by female teachers. It can be concluded that the Covid-19 pandemic accelerated the adoption of online learning by higher education institutions. }, keywords = {Covid-19, Ecuador, education platform, higher education, virtual education}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/21.79.241}, url = {http://oaji.net/articles/2021/457-1617434819.pdf}, author = {Cejas Martinez, M. F. and Navarro Cejas, M. and Venegas Alvarez, G. S. and Proano Rodriguez, C. E. and Mendoza Velazco, D. J.} } @article {1329, title = {ANALYSIS OF PRE-SERVICE FOREIGN LANGUAGE TEACHERS{\textquoteright} INCORRECT ARTICULATIONS: FREQUENCY, INFLUENCE ON COMMUNICATION, AND A SPECIFIC CORRECTIVE STRATEGY}, journal = {Problems of Education in the 21st Century}, volume = {78}, year = {2020}, month = {December/2020}, pages = {Continuous}, type = {Original article}, chapter = {933-947}, abstract = {English Foreign Language (EFL) teachers need to be especially aware of their own articulatory errors and to manage strategies to overcome them. A specific corrective strategy using phonetic notation to destabilise the most recurrent articulatory errors to be applied to Spanish pre-service English Primary School teachers is presented. Firstly, the presence of incorrectly articulated sounds in a corpus of 238 minutes of recorded improvised production of 34 pre-service EFL teachers was identified. Incorrect articulations were classified in two groups, those that presented a higher frequency were classified as fossilised errors and those appearing only once were considered mistakes. A categorisation of the most frequent articulatory errors and their possible origins was offered. Errors were also examined attending the effect they posed on communication, if they hindered it, they were considered unintelligible. Results showed that more than 80\% of fossilised incorrect articulations were perfectly understandable and did not disrupt communication. Even if these results can be considered positive, research shows that pronunciation highly influences the learning process of other skills, and that it affects learners in terms of confidence, social and work advancement. Therefore, to get rid of their own fossilised errors, future teachers need effective pronunciation skills training strategies. For that reason, a specific error corrective strategy based on phonetic notation and self-learning is proposed. }, keywords = {EFL (English as a foreign language), higher education, second language acquisition, teacher training}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/20.78.933}, url = {http://oaji.net/articles/2020/457-1607329741.pdf}, author = {Coral I. Hunt-G{\'o}mez and Macarena Navarro-Pablo} } @article {1264, title = {COMPETENCY-BASED ASSESSMENT AND THE USE OF PERFORMANCE-BASED EVALUATION RUBRICS IN HIGHER EDUCATION: CHALLENGES TOWARDS THE NEXT DECADE}, journal = {Problems of Education in the 21st Century}, volume = {78}, year = {2020}, month = {Febrary/2020}, pages = {Continuous}, type = {Original article}, chapter = {61-79}, abstract = {Rubrics are assessment guides for grading and giving feedback to students while demonstrating acquired knowledge and skills. In the last decades, rubrics have been all part of the most used learning evaluation tools in higher education. Its use is further well-related to competency-based assessment purposes. Nevertheless, criticism around design and application has been also implemented in certain reports. In order to understand rubrics{\textquoteright} evolution, practice, benefits, and trends, a systematic literature review on rubrics{\textquoteright} design and use has been conducted. Two databases were selected: Scopus and ProQuest Education. Two phases were determined: The first allowed to identify articles related to rubrics{\textquoteright} design and application for almost three decades. 584 articles were found. From these, most cited articles served to give a scope of rubric evolution and trends. The second phase permitted to identify design and use of performance-based evaluation rubrics from 2009 and 2019. Five terms and Boolean combinations were used. A total of 259 articles was found. After analyzing abstracts and content, 11 open access articles on performance-oriented rubric design and application were chosen. As a result, some facts and reflections on rubric design complexity are discussed towards responding to educational challenges related to competency-based assessment contemporary demands: integration of human learning domains going beyond cognition, authenticity, and interdisciplinarity as features that characterize learning design situations, follow students{\textquoteright} progression, educator{\textquoteright}s preparation on assessment literacy for responding to CBA demands, and the involvement of experts of the work field in determining essential evaluation indicators as the main topics looking forward to the next decade.}, keywords = {competency-based assessment, competency-based education, higher education, learning taxonomy, rubric design}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/20.78.61}, url = {http://oaji.net/articles/2020/457-1581494848.pdf}, author = {Katherina Gallardo} } @article {1335, title = {INFLUENCE OF ORGANISATIONAL FACTORS ON THE IMPLEMENTATION OF PHYSICAL EDUCATION IN EUROPEAN TERTIARY INSTITUTIONS}, journal = {Problems of Education in the 21st Century}, volume = {78}, year = {2020}, month = {December/2020}, pages = {Continuous}, type = {Original article}, chapter = {1027-1037}, abstract = {The purpose of higher education is to produce active and intellectually well-rounded individuals yet, the transition to higher education seems to have deleterious effects on university and college students{\textquoteright} (UCS) fitness levels and physical activity (PA). The aim of this quantitative research was to analyse the influences of organisational factors on the implementation of physical education (PE) among UCS in European tertiary institutions. A purposive sampling method was employed. Seven academic peers gathered information on characteristics of tertiary institutions, sport and leisure facilities, types and characteristics of PA programs available for UCS in 66 European tertiary institutions. The results suggested that the curricula requirements for PE in public tertiary institutions were similar to private establishments, with minor administrative variations. Public tertiary institutions had significantly higher number of PE hours and PE sessions per semester, PE minutes per academic hour, duration of PE session, number PE teachers and number of students per one PE teacher. Universities had significantly higher number of PE semesters, PE minutes per academic hour, and hired more PE teachers. The organizational differences between public and private institutions might be explained by a lack of clear guidelines regarding PE curricula in higher education across European countries, and greater autonomy of the private tertiary institutions. Moreover, PA programs in higher education adhere to minimum requirements of the syllabi, which restrict total amounts of PE among UCS. Thus, it is recommended PE classes should become obligatory, with extended hours, appropriately qualified teachers and improved financing. }, keywords = {European tertiary institutions, higher education, organisational factors, PE curriculum, physical education, university college students (UCS)}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/20.78.1027}, url = {http://oaji.net/articles/2020/457-1607330264.pdf}, author = {Robert Podstawski and Krzysztof Borys{\l}awski and Marta Zurawik and Alena Bukova and Bojan Masanovic and Ferenc Ihasz and Milo{\v s} Markovi{\'c} and Aneta Omelan} } @article {1311, title = {OBJECTIVE STRUCTURED CLINICAL EXAMINATION (OSCE) AS A RELIABLE EVALUATION STRATEGY: EVIDENCE FROM A BRAZILIAN MEDICAL SCHOOL}, journal = {Problems of Education in the 21st Century}, volume = {78}, year = {2020}, month = {October/2020}, pages = {Continuous}, type = {Original article}, chapter = {674-687}, abstract = {The new curriculum of medical schools has brought the need to develop a professional committed to ethics, capable of understanding the role of social factors, the insertion of the individual into the family and their role in promoting health. These skills and the use of new methodologies in teaching-learning process have demonstrated that the traditional performance assessment methods are limited in holistically evaluating the student. This study analyzed the correlation among different methods for evaluating competencies in medical internship students and Objective Structured Clinical Examination (OSCE). A cross-sectional, descriptive and analytical study was performed among 5th year medical students at Pediatric, Surgery, Medical Clinic, Family and Community Medicine and Gynecology and Obstetrics. Grades of each student obtained through different evaluations (theoretical test, conceptual evaluation and test skills) at the end of each rotation were correlated with the individual results from OSCE. In regard to correlations with the OSCE score values, it was found a weak to moderate positive and statistically significant relationship with the global cognitive score (r= .22, p< .001), global abilities score (r= .26, p< .001) and with the global behavioral score (r= .38, p< .001). The students{\textquoteright} performance in the various assessments of performance evaluated here was positively correlated to their performance on OSCE. Furthermore, the organization of an OSCE-type assessment prepared in multiple, committed and competent hands may serve as a unique assessment and, in fact, assess the development of clinical skills for future doctors.}, keywords = {educational measurements, higher education, medical education, objective structured clinical examination}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/20.78.674}, url = {http://oaji.net/articles/2020/457-1600951390.pdf}, author = {Luciana Castellani and Luiz Fernando Quintanilha and Maria Belen Arriaga and Lourdes Lima, M. and Bruno Bezerril Andrade} } @article {1302, title = {QUALITY AND FEATURE OF MULTIPLE-CHOICE QUESTIONS IN EDUCATION}, journal = {Problems of Education in the 21st Century}, volume = {78}, year = {2020}, month = {August/2020}, pages = {Continuous}, type = {Original article}, chapter = {576-594}, abstract = {The quality of multiple-choice questions (MCQs) as well as the student{\textquoteright}s solve behavior in MCQs are educational concerns. MCQs cover wide educational content and can be immediately and accurately scored. However, many studies have found some flawed items in this exam type, thereby possibly resulting in misleading insights into students{\textquoteright} performance and affecting important decisions. This research sought to determine the characteristics of MCQs and factors that may affect the quality of MCQs by using item response theory (IRT) to evaluate data. For this, four samples of different sizes from US and China in secondary and higher education were chosen. Item difficulty and discrimination were determined using item response theory statistical item analysis models. Results were as follows. First, only a few guessing behaviors are included in MCQ exams because all data fit the two-parameter logistic model better than the three-parameter logistic model. Second, the quality of MCQs depended more on the degree of training of examiners and less on middle or higher education levels. Lastly, MCQs must be evaluated to ensure that high-quality items can be used as bases of inference in middle and higher education.}, keywords = {higher education, item evaluation, item response theory, multiple-choice test, secondary education}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/20.78.576}, url = {http://oaji.net/articles/2020/457-1596902595.pdf}, author = {Bing Jia and Dan He and Zhemin Zhu} } @article {1310, title = {URGENT ISSUES AND MODERN CHALLENGES OF HIGHER EDUCATION}, journal = {Problems of Education in the 21st Century}, volume = {78}, year = {2020}, month = {October/2020}, pages = {Continuous}, type = {Editorial}, chapter = {671-673}, abstract = {Modern society, which is experiencing dynamic changes due to the new global challenges, is definitely looking for solutions in science and education. The life of many generations has proved that no matter what problems humanity faces, their solution requires intellectual effort, a scientific approach and a quality education system as one of the most effective means of disseminating ideas, knowledge and values. At the same time, such a situation always leads to the thorough attention to the phenomenon of education, in particular higher education. Great expectations and hopes cause significant demands and fundamental tasks that the society puts forward to the academic community. Satisfaction of these requirements and the solution of such tasks is probably not possible without self-analysis and self-reflection, without identifying those problems that inhibit the development of education itself, decrease its functionality, and discredit its status as the spiritual basis of social life. Therefore, we will further try to formulate our vision of current issues and current challenges in higher education. }, keywords = {dynamic changes, educational paradigms, higher education}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/20.78.671}, url = {http://oaji.net/articles/2020/457-1600951237.pdf}, author = {Yurii Pelekh} } @article {1218, title = {EFFICIENCY OF PUBLIC SPENDING ON HIGHER EDUCATION: A DATA ENVELOPMENT ANALYSIS FOR EU-28}, journal = {Problems of Education in the 21st Century}, volume = {77}, year = {2019}, month = {June/2019}, pages = {Continuous}, type = {Original article}, chapter = {396-409}, abstract = {One of the main goals of education policy is to enhance educational outcomes. If resources are used inefficiently, they will fail to maximise those outcomes. Data Envelopment Analysis was used to calculate technical efficiency of public spending on education for EU-28 using the latest higher education statistics available. Focusing on European higher education, conceptual and methodological issues related to the measurement and analysis of efficiency were discussed. The most efficient countries are identified and also countries for which real efficiency improvements are possible. A novel set of variables is used to highlight more appropriately the distinctiveness of the higher education sector and the relationship between input and outputs. The advantage of using Data Envelopment Analysis is that it identifies the best performing decision, making units and not the averages. This type of information about the efficiency of public spending on education is of importance to many parties. It can be used to promote {\textquoteleft}yardstick{\textquoteright} competition in the areas of education where the lack of market mechanisms is apparent, guide policy proposals, and to enhance the monitoring of education. }, keywords = {data envelopment analysis, efficiency in education, European Union, higher education, public spending}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/19.77.396}, url = {http://oaji.net/articles/2019/457-1561382224.pdf}, author = {Maja Mihaljevic Kosor and Lena Malesevic Perovic and Silva Golem} } @article {1166, title = {RUSSIAN LANGUAGE NEEDS AMONG UNIVERSITY STUDENTS IN MALAYSIA}, journal = {Problems of Education in the 21st Century}, volume = {76}, year = {2018}, month = {October/2018}, pages = {Continuous}, type = {Original article}, chapter = {693-705}, abstract = {In the context of higher education foreign language courses are viewed as skills-oriented subjects that aim to enable students to communicate in a foreign language. The main four language skills to be developed are listening, speaking, reading and writing. Until recently, decisions about which of the linguistic skills should be emphasized in a foreign language program have been taken without seeking the opinions of language learners. To address this issue, the present research examined needs for learning the Russian language among students in a Malaysian public university. To achieve this research aim, a survey questionnaire was distributed among prospective learners of Russian. Four different statistical methods were performed to analyse the data, namely, the descriptive statistics, the independent t-test, the exploratory factor analysis and the reliability test. The findings from the descriptive statistics revealed that the respondents considered developing face-to-face interactive skills, such as the speaking and listening skills, as most important. The findings of the t-test suggested that demographic variables might have some influence on the students{\textquoteright} perceptions of the skills{\textquoteright} importance. For example, the students who spoke Malay at home placed a higher value on developing their ability to speak in a polite manner and to understand non-verbal communitive acts, such as gestures. The results of the exploratory factor analysis revealed that the language skills as perceived by the students formed several dimensions where interactive and non-interactive skills tended to form distinct clusters. This research concludes with a discussion of pedagogical implications to be drawn from the findings. }, keywords = {higher education, language needs, Malaysia, Russian language}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/18.76.693}, url = {http://oaji.net/articles/2017/457-1540320341.pdf}, author = {Larisa Nikitina and Ma Tin Cho Mar and Fumitaka Furuoka} } @article {1146, title = {THE TRUE PRIVATE COST OF A {\textquotedblleft}FREE{\textquotedblright} UNIVERSITY EDUCATION: A COMPARATIVE STUDY}, journal = {Problems of Education in the 21st Century}, volume = {76}, year = {2018}, month = {August/2018}, pages = {Continuous}, type = {Original article}, chapter = {437-450}, abstract = {The ostensibly free university education in Greece actually has several private costs. A comparative research design was used to compare Greek families{\textquoteright} private expenditures for university education in 2014-2015 to families{\textquoteright} costs for the same education in the year 2000 to determine whether there have been any changes during ensuring years. Data were gathered from a 2014-2015 survey of a random sample of over 2.300 Greek first-year university students and compared to results from a similar survey of over 3.000 first-year university students conducted in the year 2000. Income elasticity of demand was the theoretical framework used to examine and compare results. As with the older survey data, it is shown that despite the {\textquotedblleft}free education{\textquotedblright} supposedly available in Greece, families actually still spend more than the state in preparing students for and supporting them at a university. It is also demonstrated that lower-income families spend a higher share of income on a university education for their children, a discrepancy that has grown over the past 13 years. Finally, it is shown that private expenditures for a university education appear to remain a necessity in Greece, with income elasticity calculated at between 0.2 and 0.3. Results suggest the need to reallocate the Greek university budget to help relieve the financial burden on families of lower-income students. Results also suggest the importance of reducing the Greek emphasis on expensive preparation of secondary students for national university entrance examinations. }, keywords = {Greece, higher education, private tutoring, university finance}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/18.76.437}, url = {http://oaji.net/articles/2017/457-1533495427.pdf}, author = {Marilou Ioakimidis and George Papakonstantinou} } @article {1044, title = {FORMATIVE ASSESSMENT ON AN INDIVIDUAL AND AN INSTITUTIONAL LEVEL ON THE WAY TO QUALITY CULTURE IN HIGHER EDUCATION}, journal = {Problems of Education in the 21st Century}, volume = {75}, year = {2017}, month = {February/2017}, pages = {Continuous}, type = {Original article}, chapter = {54-71}, abstract = {Several issues are always on the agenda in higher education, most notably quality assessment methods and whether this methodology has a direct influence on teaching, and the improvement of teaching quality by including effectiveness, efficiency, reliability, responsiveness as well as empathy. On the one hand it is a logical and a justified movement towards the standardisation of quality assessment procedures, but on the other hand, integration of an individualised approach, which would allow assessing one{\textquoteright}s performance in essence and providing solutions for different higher education practice specifics, which we can see both in higher education institutions internationally as well as locally. The purpose of quality assessment is to define must-do and must-have things, so that higher education institutions would integrate emerging tendencies. Transforming assessment is crucial for the performance of the entire institution, both in planning and in managing the everyday work of the institution, as well as by applying assessment methods to the academic staff and students individually. By acknowledging the results, additional decisions should be made, e.g., what strategies and methods should be used to promote teacher motivation, what should be done to achieve better study results, what do better performing students need, and how to approach those students who are performing poorly. This research aims to explore the formative assessment experience at the Riga Stradin{\v s} University (hereinafter RSU), which is crucial to nurture quality culture in higher education. The formative approach in quality allows you to build and strengthen the understanding of quality within the organisation showing that quality assessment is quality forming and altogether it is a continuous process. }, keywords = {formative assessment, higher education, quality assessment, quality assurance, quality culture}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/17.75.54}, url = {http://journals.indexcopernicus.com/abstract.php?icid=1232393}, author = {Tatjana Koke and Nora Jansone-Ratinika and Rudite Koka} } @article {1065, title = {LEARNING ASSESSMENT VIEWS AND PERCEPTIONS OF FINNISH TEACHERS AND INTERNATIONAL STUDENTS IN POSTGRADUATE PHYSICS STUDIES}, journal = {Problems of Education in the 21st Century}, volume = {75}, year = {2017}, month = {June/2017}, pages = {Continuous}, type = {Original article}, chapter = {270-287}, abstract = {The way teachers view assessment has a considerable impact on their practice of assessment. Student perceptions of assessment, in turn, affect the ways in which they take advantage of its potential to direct their learning processes and to develop metacognitive skills. In this research, physics teachers and international postgraduate students at a Finnish university were surveyed for their views of assessment. The teachers were found to use assessment in a restricted fashion, which indicates that their conceptions of assessment are also limited in scope. The international students appeared to have a loose grasp of the concepts pertaining to assessment. Furthermore, clear differences were found in the purposes ascribed to assessment by the teachers and students. The implications of the findings are discussed and suggestions are made for the development of assessment practices to ensure a better use of its potential as a tool for achieving learning objectives.}, keywords = {educational programmes, higher education, international students, postgraduate studies, views of assessment}, isbn = {E-ISSN 2538-7111}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/17.75.270}, url = {http://oaji.net/articles/2017/457-1498501191.pdf}, author = {Roni Tinell and Mervi A. Asikainen and Pekka E. Hirvonen} } @article {1084, title = {NEOLIBERALISM AND HIGHER EDUCATION IN IRAN: A CRITICAL PERSPECTIVE}, journal = {Problems of Education in the 21st Century}, volume = {75}, year = {2017}, month = {October/2017}, pages = {Continuous}, type = {Original article}, chapter = {467-482}, abstract = {Present research aims to explore the effects of Neoliberalism on higher education based on the Henry Giroux{\textquoteright}s artistic view points and to examine the process of commercialization and privatization of higher education in Iran, from the same perspective. Giroux considers market-oriented reforms in higher education as a part of the hegemony of Neoliberalism, which seeks to realize the competitive homo economicus, as the ideal man, through using the new techniques of governmentality. Today market-oriented reforms in higher education are prevalent throughout the world. But what is currently in progress as privatization and commercialization in the higher education of Iran is a pale copy of Neoliberalism{\textquoteright}s logic which is to justify the profit-oriented view of the knowledge and university. Market-oriented reforms of this type are not compatible with Islamic educational goals and will do much harm to Iranian higher education and will have negative impacts on Iranian universities. }, keywords = {Henry Giroux, higher education, Iran, neoliberalism}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/17.75.467}, url = {http://oaji.net/articles/2017/457-1509895565.pdf}, author = {Mohammad Hasan Mirzamohammadi and Hamdollah Mohammadi} } @article {1066, title = {PREPAREDNESS AND PHYSICS-RELATED EPISTEMOLOGICAL VIEWS OF INTERNATIONAL PHYSICS MAJORS AT A FINNISH UNIVERSITY}, journal = {Problems of Education in the 21st Century}, volume = {75}, year = {2017}, month = {June/2017}, pages = {Continuous}, type = {Original article}, chapter = {288-314}, abstract = {The aim of this research is to depict foreign entrant students{\textquoteright} preparedness for studies in an international Master{\textquoteright}s degree programme of physics at a Finnish university in order to lay the ground for a research-based development of the study programme. Interviews were conducted with the academic staff involved in the programme to investigate their views on the international physics students as learners. Conceptual tests were deployed to assess international students{\textquoteright} conceptual understanding of the areas fundamental to acquiring a solid expertise in physics. To enrich the data, a survey was conducted to obtain information about students{\textquoteright} physics-related epistemological views. Both qualitative and quantitative methods were used for the data analysis. The main results suggest that the entrant international students comprise a very heterogeneous group with regard to their preparedness for commencing physics studies. The staff were specifically concerned with the international students{\textquoteright} pre-knowledge of physics, a notion that is supported by the test results. Suggestions based on present findings are made for further development of international degree programmes such as the one considered in this article.}, keywords = {epistemological views, higher education, international students, postgraduate studies, pre-knowledge}, isbn = {E-ISSN 2538-7111}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/17.75.288}, url = {http://oaji.net/articles/2017/457-1498501259.pdf}, author = {Roni Tinell and Mervi A. Asikainen and Pekka E. Hirvonen} } @article {1045, title = {QUALITY OF HIGHER EDUCATION IN BANGLADESH: APPLICATION OF A MODIFIED SERVQUAL MODEL}, journal = {Problems of Education in the 21st Century}, volume = {75}, year = {2017}, month = {February/2017}, pages = {Continuous}, type = {Original article}, chapter = {72-91}, abstract = {Progressive importance, swelling investment, and mounting national and global competition necessitate evaluation of the service quality of higher education. Quantifiable indicators such as student teacher ratio, student number, women participation, establishing new departments, and increase in the number of universities are no longer enough unless the student{\textquoteright}s stand point is considered. This research probed the service quality of higher education in a public university in southern Bangladesh utilizing modified SERVQUAL gap model. The t-test results suggest that there is a significant service gap in all the selected service dimensions such as learning, teaching, recognition, assessment system, internet and library facilities, campus life, and non-academic administration. The results also mirror that little more than half (54.1\%) students are satisfied with the service quality of the selected university and almost similar proportion (52.1 \%) of the students have future interest in studying in the same university. Regression analysis reveals that learning and recognition are two important determinants of client{\textquoteright}s overall satisfaction with the service of selected university. Importance Performance Analysis (IPA) advocates that the university should take immediate step in improving internet and library facilities, campus life, and non-academic administration. Factor analysis output confirms that slight modification of the proposed seven set model into six set factors can be employed by the management as off-the-rack service quality measurement tool. }, keywords = {Bangladesh, higher education, service quality, SERVQUAL}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/17.75.72}, url = {http://journals.indexcopernicus.com/abstract.php?icid=1232394}, author = {Md. Mamun-ur-Rashid and Md. Zillur Rhman} } @article {1069, title = {TEACHING AND LEARNING {\textendash} WHAT IS THIS IN TROUBLED SPACES?}, journal = {Problems of Education in the 21st Century}, volume = {75}, year = {2017}, month = {August/2017}, pages = {Continuous}, type = {Editorial}, chapter = {322-323}, abstract = {Teaching for five, 10, 15 years. Why are you still teaching? Why are you still teaching science subjects? So, what is it about teaching that attracts you or in other words {\textendash} What is in it for you? Most importantly, what is in it for the learners, the community and the world? Teaching is a double-binded affair with yourself and with others (learners, colleagues and others). With every aspect of what you do the introspective and reflexive questioning and responses to why you teach how and what you teach has a historical and almost umbilical cord to your first days of teaching or even learning how to teach or becoming a teacher. Reflecting on these days may reveal much about the decision to teach or was it just an act of putting pen to the teacher degree application form because there was nothing else? Or was it {\textendash} {\textquotedblleft}My daughter has been working for an insurance company for five years and she is now unemployed. I told her to do teaching because she will always have a job{\textquotedblright} (a conversation with a school principal). }, keywords = {higher education, schooling, sustainable living}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/17.75.322 }, url = {http://oaji.net/articles/2017/457-1503750186.pdf}, author = {Angela James} } @article {988, title = {OPPORTUNITIES FOR STUDENTS{\textquoteright} INDEPENDENT PROFESSIONAL ACTIVITIES IN DESIGN STUDY PROCESS}, journal = {Problems of Education in the 21st Century}, volume = {67}, year = {2015}, month = {October/2015}, pages = {Discontinuous}, type = {Original article}, chapter = {95-102}, abstract = {The research problem is determined by involvement and competitiveness of young designers in the labour market that is related to the opportunities of gaining professional experience within independent professional activities during the design studies in higher education. The aim of the research is to determine development of the formation of students{\textquoteright}-prospective designers{\textquoteright} professionalism in the study process. Literature study, questionnaire and interview included in mixed methods design. Qualitative and quantitative data collected from six 4th year students of Rezekne Higher Education Institution Bachelor program "Interior design". The research results show the opportunities for independent professional activities during the design study process in the context of interaction between personality and professional abilities.}, keywords = {design education, higher education, mixed methods design, professionalism}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/15.67.95}, url = {http://oaji.net/articles/2017/457-1529249565.pdf}, author = {Aina Strode} } @article {907, title = {MAKING GENDER A SUBJECT OF DISCUSSION - A MISSION (IM) POSSIBLE IN THE 21TH CENTURY?! STUDENTS OF EDUCATIONAL STUDIES AS AN EXAMPLE WITHIN THE CONTEXT OF ACADEMIA}, journal = {Problems of Education in the 21st Century}, volume = {60}, year = {2014}, month = {July/2014}, pages = {Discontinuous}, type = {Original article}, chapter = {101-113}, abstract = {Higher education is supposed to create open-minded graduates within social topics. General assump-tions about educational science transfer a quiet sensitive picture across in particular gender issues and the awareness of gender inequalities. In contrast to other disciplines, scientific debates about gen-der issues do have a long tradition, even if not always thematised as such. The curriculum of educa-tional science offers a wide range of so called gender-seminars, where students can spend time on gender related topics and the awareness of gender equality. Women are overrepresented among edu-cational students and regarding to a {\textquotedblleft}new deal for young women{\textquotedblright} (McRobbie 2009), which may influ-ence the way young woman and men think about the importance of gender-related topics, the question about the relevance of gender and gender issues for the discipline of educational studies often remains vague. According to this following research questions arose: how do students of educational science discuss gender issues, how does a de-articulation form gender issues, and how is rhetoric equality produced among university students of educational science. The data are based on a qualitative em-pirical survey composed of four group discussions carried out with 14 university students of educa-tional studies from German speaking universities. The aim was to reconstruct and analyse both - an individual and collective - understanding or interpretations regarding gender issues. The findings of this study have revealed that the reflection of gender issues and talking about gender is somehow caught between gender equality, difference and usurpation. This takes into account the mechanisms and masking effects of neoliberal activation. Deliberations about how educational studies can handle these challenges should imply a gender-reflected understanding of learning and educational processes.}, keywords = {gender, higher education, university students}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/14.60.101}, url = {http://oaji.net/articles/2015/457-1421876706.pdf}, author = {Sabine Klinger and Ines Findenig} } @article {930, title = {SCIENCE COMPETENCY OF ARGENTINIAN UNIVERSITY STUDENTS IN THE FIRST YEAR OF BIOCHEMISTRY AND BIOTECHNOLOGY COURSES}, journal = {Problems of Education in the 21st Century}, volume = {62}, year = {2014}, month = {December/2014}, pages = {Discontinuous}, type = {Original article}, chapter = {29-39}, abstract = {The aim of this study is to assess the science competency of university students enrolling in the School of Biochemistry and Biological Sciences (first year of the courses of Biochemistry and Biotechnology at the Universidad Nacional del Litoral de Santa Fe, Argentina) and examine the effects of these courses on their competencies of Chemistry proficiency. The concept of science competency has been drawn from the 2006 Program for International Student Assessment (PISA). To collect the information, two ad hoc questionnaires were drafted with questions addressing three science sub-competencies: identifying scientific issues (ISI), explaining phenomena scientifically (EPS) and using scientific evidence (USE). The first questionnaire was designed with the aim to inquire into the initial sub-competencies of the first-year students (n= 84). The second one (n= 50) was designed to explore the influence of the courses on their developments of such sub-competencies. The results indicate that first-year students started with a low performance level for all the sub-competencies assessed but the first-year of education influenced to develop the sub-competencies identifying scientific issues and explaining phenomena scientifically. Performance levels on using scientific evidence decreased. Therefore, the findings suggested that the courses in the first year need to help students or boost this sub-competency to be able to draw conclusions based on evidence about science-related issues. }, keywords = {higher education, science competency, scientific knowledge}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/14.62.29}, url = {http://oaji.net/articles/2015/457-1423570474.pdf}, author = {Claudia Beatriz Falicoff and Jose Manuel Dom{\'\i}nguez Casti{\~n}eiras and Hector Santiago Odetti} } @article {911, title = {UNIVERSAL DESIGN FOR LEARNING - APPLICATION IN HIGHER EDUCATION: A GREEK PARADIGM}, journal = {Problems of Education in the 21st Century}, volume = {60}, year = {2014}, month = {July/2014}, pages = {Discontinuous}, type = {Original article}, chapter = {156-166}, abstract = {Universal Design supported by literature as an appropriate and effective procedure can help all students including the learning disabled ones to improve their accessibility to written materials (Evans et al., 2010; Rose \& Meyer, 2002). The present study reports a UDL application in higher education. More specifically, it aimed to investigate if the revision of the study guide of a Pedagogical Department according to the UDL principles helped the students to improve their access to crucial information regarding their studies. A quantitative method based on pre and post evaluation of the UDL revision of the study guide was employed. The results showed that this revision was regarded by the students as helpful and efficient as they could be well-informed about their studies and ready for making decisions related to their future careers. These findings could have an important impact on higher education course design, instruction and the produced academic written stuff, and finally, the university could become more accessible for all students.}, keywords = {higher education, learning disabilities, universal design for learning}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/14.60.156}, url = {http://oaji.net/articles/2015/457-1421876950.pdf}, author = {Sotiria Tzivinikou} } @article {872, title = {PEDAGOGY 1:1 IN HIGHER EDUCATION: A CASE STUDY}, journal = {Problems of Education in the 21st Century}, volume = {57}, year = {2013}, month = {December/2013}, pages = {Discontinuous}, type = {Original article}, chapter = {102-110}, abstract = {The use of ICT in education has changed substantially over the last two decades. The development of new technologies has enabled us, the users, to mature and gain experience. The introduction of ICT in the educational process at the same time means a change of the teachers{\textquoteright} role. The teacher appears in the role of a mentor who directs the activities of the learner. There has been a change in the teacher preparation to teach. He should provide both the content as well as technical support and to create a suitable learning environment. The way of teaching in the natural science and engineering education is specific due to the need of transfer knowledge into the practice. The nature of work in this kind of education requires more experimental work, based on individual learning process. There are many different implementation options of laboratory exercises that advantageously incorporate ICT into the nature of their work. The most popular in engineering education are two different types of laboratories: Simulation (virtual) and Remote controlled (online) labs, defined by Balamuralithara and Woods (2009). A remote controlled laboratory for conducting remote experiments at the University of Maribor, Faculty of Mechanical Engineering was developed. Development of the remote lab was carried out as an exploratory work of the group of students and professors. The lab was developed in the following three phases: development of the construction with corresponding technical documentation, development of the control system and development of the system for remote control of a lift. The successful student project is evident through the applicability of the developed laboratory that serves as a great tool for studying and offers all the benefits of ICT.}, keywords = {experimental work, higher education, learning environment, pedagogy 1:1}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/13.57.102}, url = {http://oaji.net/articles/2014/457-1420056880.pdf}, author = {Mateja Ploj Virti{\v c} and Uro{\v s} {\v Z}uperl and Marija Javornik Kre{\v c}i{\v c}} } @article {677, title = {A CASE STUDY OF "HABITUS" AND "FIELD": THE CHINESE RURAL STUDENTS ON THE UNIVERSITY CAMPUS}, journal = {Problems of Education in the 21st Century}, volume = {40}, year = {2012}, month = {March/2012}, type = {Original article}, chapter = {45-64}, abstract = {This research focuses its inquiry on the economic aspect of rural university students{\textquoteright} life in China, but the discussion goes beyond the economic field. Massification in the Chinese higher education system has increased the chance for rural youths to receive tertiary education. However, there is rarely sufficient data to record their status quo on the campus. This research intends to fill up the gap by making a comparison between the rural students who are located at different levels in the higher education system. This comparative analysis eventually leads to such findings: Those at the higher extreme of the hierarchy, who have more subsidies, tend to experience more frustration under financial pressure than those at the lower extreme, who are insufficiently funded. Presumably, the former are more directly exposed to rural-urban disparity. While the latter experience less frustration, they are less prepared to impacts from the unfamiliar urban society. The research, eventually going beyond the economic problems, has exposed a process in which the rural youths are victimized by the system that discriminates against the Chinese peasants, in which the higher education system plays a critical role.}, keywords = {higher education, inequality, rural students}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/12.40.45}, url = {http://oaji.net/articles/2014/457-1408531978.pdf}, author = {Jingyi Dong} } @article {680, title = {CONTROL, FREEDOM AND TRUST: SEEKING FOR A HIGHER EDUCATION MODEL IN A POST-COMMUNIST COUNTRY}, journal = {Problems of Education in the 21st Century}, volume = {40}, year = {2012}, month = {March/2012}, type = {Original article}, chapter = {88-95}, abstract = {Higher education in Estonia as in all post-communist countries has undergone rapid changes during the last 20 years. Soviet-type centralised model was replaced during the 1990s with liberal and sometimes even chaotic self-organisation of the whole sector. From the beginning of the new century, through the use of both financial mechanisms and quality control procedures state regulation has been strengthened. During last years the new paradigm of trust has been frequently discussed, and some first steps taken to introduce this approach, for example the replacement of control-centred curricula accreditation with quality evaluation and institutional accreditation, aimed at supporting the development of university{\textquoteright}s strategic management and quality culture. Analysis of the higher education paradigm change in the research is based on Hargreaves{\textquoteright}s Bigger, Tighter, Harder and Flatter model, which describes the large scale educational change taking place in the western world during recent decades. The article studies changes in the Estonian higher education sector and observes possible future developments originating from the EU and Estonian strategies.}, keywords = {educational change, higher education, quality assurance}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/12.40.88}, url = {http://oaji.net/articles/2014/457-1408532108.pdf}, author = {Mati Heidmets and Birgit Vilgats} } @article {708, title = {LEGAL FRAMEWORK FOR HIGHER EDUCATION QUALITY STATE STANDARDS. A CASE OF ALBANIA}, journal = {Problems of Education in the 21st Century}, volume = {42}, year = {2012}, month = {May/2012}, type = {Original article}, chapter = {63-73}, abstract = {Albania{\textquoteright}s higher education development is very dynamic. Higher education in Albania is being characterized by a massive expansion process and by competition between both the public and private education sectors. The number of higher education institutions has grown fivefold during the last eight years. There are currently thirteen (13) public and forty six (46) private institutions. This article is aimed at the research of analysing the legal framework for higher education quality state standards. This analysis will address three important issues: 1. What is the legal framework for higher education quality state standards? 2. How is the quality assured in higher education institutions? 3. To what extent are Albanian quality standards compared to the European ones? This study is based on an analysis of the domestic and European legislation, interviews with fifteen (15) key persons that are divided into three groups: officials of the Ministry of Education and Science/Public Agency for the Accreditation of Higher Education, officials of the public Higher Education Institution, and officials of private Higher Education in Albania including reports and policy documents. The conclusions of this research article will help in understanding the role of the higher education quality state standards and will contribute to the improvement of the quality legal framework in the country.}, keywords = {higher education, legal framework, quality standards}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/12.42.63}, url = {http://oaji.net/articles/2014/457-1410006344.pdf}, author = {Juliana Latifi} } @article {732, title = {THE RELATION BETWEEN COMPETITION AND HIGHER EDUCATION. LEGAL FRAMEWORK OF AN ALBANIAN CASE}, journal = {Problems of Education in the 21st Century}, volume = {44}, year = {2012}, month = {July/2012}, type = {Original article}, chapter = {43-52}, abstract = {At present, Albania faces a reality in which education as a public interest is provided by both public as well as private institutions. The liberalisation of access in higher education has resulted in public and/or private institutions which provide the same service {\textendash} education, compete with each other in trying to attract the same customer {\textendash} the student. Competition is considered as a key instrument that has produced a diversity/variety of higher education institutions and with more choices to the student. This research is aimed at analysing the relation existing between competition and higher education as well as its impact on higher education in Albania. In this analysis we have addressed four important issues: 1. Liberalisation of higher education and the impact of competition 2. Competition law in education 3. The mechanism of free competition - the market of students 4. Using competition to promote reform in higher education This study is based on the interpretation of the domestic legislation, analysis of policy documents and articles, as well as interviews with 10 key persons and 20 students. This research helps understanding the role competition plays in the higher education sector, which has resulted in a tangible reform being undertaken by the public and private HEI themselves. This reform is based on the adaptation of competition rules with the purpose of achieving provision of a qualitative service {\textendash} standards based education.}, keywords = {competition law, higher education, quality}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/12.44.43}, url = {http://oaji.net/articles/2014/457-1413726658.pdf}, author = {Juliana Latifi} } @article {573, title = {ACADEMIC SATISFACTION AS AN AMPLIFIER OF THE ORGANIZATIONAL INTELLECTUAL CAPITAL}, journal = {Problems of Education in the 21st Century}, volume = {32}, year = {2011}, month = {July/2011}, type = {Original article}, chapter = {58-71}, abstract = {In this paper data will be provided from an ongoing study on academic satisfaction in Portuguese higher education. The realization of this study is providing a diverse range of information on multiple dimensions of the faculty job in higher education, in particular dimensions of satisfaction, as well as dimensions of the academic career and the professional context in which it is exercised. In the context of this paper we will discuss particularly the academic job satisfaction as an amplifier of the organizational intellectual capital within the Portuguese higher education institutions. The research is being carried out at the Center for Research on Higher Education Policies (CIPES) and is being financed by Foundation for Science and Technology. The main research objectives are as follows: RO1: Determine the dimensions associated with job satisfaction of the academic staff; RO2: Analyze how job satisfaction differs among sub-groups of academics {\textendash} sex, degree of education and institutional type. The main conclusions are that academics are in general satisfied with their jobs but not very or extremely satisfied. Academics more dissatisfied were those with a higher degree of education (PhD) and those teaching in public higher education institutions, especially those in public universities. Academics are more satisfied with {\textquotedblleft}Non academic staff (administrative staff, technical and laboratorial staff){\textquotedblright}, {\textquotedblleft}Teaching Climate{\textquotedblright} and {\textquotedblleft}Colleagues{\textquotedblright} and express dissatisfaction with {\textquotedblleft}Research Climate{\textquotedblright} and {\textquotedblleft}Conditions of Employment{\textquotedblright}. The results are intended as an aid in identifying areas for improvement and, consequently, this data can be used to shape policies and change, promoting the organizational intellectual capital.}, keywords = {higher education, intellectual capital, job satisfaction}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/11.32.58}, url = {https://oaji.net/articles/2014/457-1406541524.pdf}, author = {Maria de Lourdes Machado-Taylor and Od{\'\i}lia Maria Rocha Gouveia} } @article {592, title = {DESIRED CULTURE AND REALISTIC VALUE-JUDGEMENT}, journal = {Problems of Education in the 21st Century}, volume = {34}, year = {2011}, month = {October/2011}, type = {Original article}, chapter = {9-23}, abstract = {To create and to operate a knowledge management system is becoming a more and more popular targets of companies. Realizing the changes above can result in a failure - in spite of the strongest will {\textendash} if organizations lack certain prerequisites which are necessary in companies{\textquoteright} lives. One of the most important prerequisites is organizational culture which can be characterized by confidence, common learning, development and an open atmosphere. This is called a learning organizational culture. This research has focused on bringing to light what kind of dreams colleagues in higher education have about their own organizational culture. These results were gained from an investigation with questionnaires which were realized by an advisory team. To evaluate the results of the investigation a circumplex method was used. These results were compared with the characteristics of a learning organization to confirm the hypothesis. As a result it can be stated that colleagues have the same images about their successful organization as the characteristics of learning organizations. }, keywords = {circumplex model, higher education, knowledge management}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/11.34.07}, url = {https://oaji.net/articles/2014/457-1406611783.pdf}, author = {Andrea Bencsik and Ildik{\'o} Marosi and Vikt{\'o}ria Stifter} } @article {532, title = {MYTHS IN THE ACADEME {\textendash} PRE-ENROLLMENT PROFILES AND ACADEMIC EDUCATION AS KEY TO POST-GRADUATION EMPLOYMENT AND SATISFACTION}, journal = {Problems of Education in the 21st Century}, volume = {29}, year = {2011}, month = {May/2011}, type = {Original article}, chapter = {22-34}, abstract = {Academic education is considered a key to gaining employment and satisfaction. This scientific research attempts to explain the association between the demographic and pre-enrollment profiles of graduates of one academic institution, and their retrospectively reported satisfaction with their academic studies, and with their career. The study, based on a case study of the Ariel University Center of Samaria, Israel, integrates Holland{\textquoteright}s classic congruence theory and Seligman{\textquoteright}s innovative theory of positive psychology, specifically the hypothesis concerning everyday deployment of individual character strengths. Findings of the study demonstrate that deployment of character strengths was a significant predictor of graduates{\textquoteright} work satisfaction. The interesting finding in this exploratory study is the failure of graduates{\textquoteright} pre-enrollment admission profiles to distinguish among graduates based on their post-graduate employment status or job satisfaction. This finding is especially interesting and scientifically significant in the context of the accepted myth in the academe, according to which admission profiles are key predictors of future success. }, keywords = {academic access, higher education}, issn = {1822-7864}, url = {https://oaji.net/articles/2014/457-1405178393.pdf}, author = {Nitza Davidovitch and Hadassah Littman-Ovadia and Dan Soen} } @article {539, title = {SELF ASSESSMENT CRITERIA OF INTEGRATED FOREIGN LANGUAGE ACQUISITION}, journal = {Problems of Education in the 21st Century}, volume = {29}, year = {2011}, month = {May/2011}, type = {Original article}, chapter = {89-101}, abstract = {Tendencies in the labour market are indicative of the fact that foreign language mastery and its professional usage are indispensable, which manifests itself in different levels of particular language skills (listening, reading, taking part in conversations, monologue, and writing). Aim of the study - to provide criteria, levels and indicators of the self-assessment of foreign language proficiency. In the study, the author analyses theoretical sources and research data. Using statistical methods the results were analyzed on the basis of the examination of the interplay of data by means of the quantitative statistical program SPSS 17, 0 (Statistical package for Social Sciences). In the present research a personalized approach to the assessment of language proficiency level has been adopted. The language proficiency level of each language learner is assessed separately without the juxtaposition of different language learners. To broaden students{\textquoteright} experience the self-assessment criteria of language learners{\textquoteright} language proficiency established pursuant to the language proficiency levels of European Framework of Reference can be applied. It can be concluded that majority of language learners admit the necessity to perfect the level of language because they encounter difficulties to use oral and written communication in their professional field. }, keywords = {higher education, integrated foreign language acquisition, self assessment}, issn = {1822-7864}, url = {https://oaji.net/articles/2014/457-1405178794.pdf}, author = {Diana Liepa} } @article {586, title = {TECHNOLOGY USE FOR COLLABORATION IN BLENDED LEARNING}, journal = {Problems of Education in the 21st Century}, volume = {33}, year = {2011}, month = {August/2011}, type = {Original article}, chapter = {83-91}, abstract = {E-learning traditionally is seen as individually oriented learning. The main effort was on creation of effective learning materials. Development of information and communication technologies (ICT) is bringing new possibilities for e-learning mainly on the area of collaboration. The idea of collaborative learning in e-learning becomes more popular. The main question for research is - is it possible or appropriate to use technology for collaborative learning in blended-learning settings at Liepaja University. Research based on partly structured interviews with lecturers about their experience and future view of usage of ICT as a tool for collaborative learning. Case studies of e-learning part of blended learning shows that lecturers still using e-learning tools mainly for content delivering. And for the future they still see e-learning as tool to make learning materials available. }, keywords = {blended learning, collaborative learning, e-learning, higher education}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/11.33.83}, url = {https://oaji.net/articles/2014/457-1406576325.pdf}, author = {Lasma Ulmane-Ozolina} } @article {372, title = {REFLECTIVE LEARNING MODELS IN THE CONTEXT OF HIGHER EDUCATION: CONCEPT ANALYSIS}, journal = {Problems of Education in the 21st Century }, volume = {20}, year = {2010}, month = {April/2010}, type = {Original article}, chapter = {58-70}, abstract = {The article presents reflective learning models in higher education. While presenting the reflecting possibilities in teaching / learning in higher education, researchers refer to Kolb{\textquoteright}s model, which does not elaborate the reflection as an essential process and feature by applying it in higher education. The researchers view reflecting / reflective learning as a basic for successful learners{\textquoteright} activity analysis and learning from one{\textquoteright}s own experience. Research focus in the article is conceptual relationship between reflective learning models and context of higher education. The aim of research is to substantiate the relationship between reflective learning and context of higher education by comparing reflective learning models and illustrating possibilities of implementation of reflective learning in higher education. Research design: conceptual modeling. Method: conceptual analysis. Research outcomes: integration of models while organizing teaching/learning at the higher education enhances the interrelationship between learning experience and reflective activity. Reflective learning as a continuous educational process at the individual and collective levels encompasses the content, process, premises, and is an endless loopy process. Such process starts with reflection for action, orientation towards links of new information and continues with reflection in and on action.}, keywords = {concept analysis, higher education, reflective learning}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1400134170.pdf}, author = {Remigijus Bubnys and Vilma {\v Z}yd{\v z}iunaite} } @article {411, title = {UNIVERSITY STUDENTS{\textquoteright} ARGUMENTATION IN SCIENCE AND ENVIRONMENTAL EDUCATION}, journal = {Problems of Education in the 21st Century }, volume = {22}, year = {2010}, month = {June/2010}, type = {Original article}, chapter = {54-63}, abstract = {In science and environmental education, one of the objectives is to prepare students for participation in the decision making. To be able as an informed citizen to make decisions, it is important to learn to present an argued point of view. The everyday sense of argumentation suggests that participants present claims, defend their claims, and rebut the claims of their opponents. The study focuses on practising university students{\textquoteright} argumentation in an authentic situation and also the way students argue. University students familiarized themselves with a proposal to change a provincial plan. After reading the plan, they assumed to the role of a resident of the area in question and wrote to the planners starting their opinion. We had two different cases: the first case was in science education course and the other case in environmental education course. In the second case students wrote to the Wiki-environment and the opponent commented on the argumentation. These writings (N=17) were analysed by content analysis. Although the students used scientific knowledge, especially ecology, in their argumentation, it often consisted of personal feelings about the effect of the plan on their own lives.}, keywords = {environmental education, higher education, science education}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1400515358.pdf}, author = {Tuula Keinonen and Sirpa K{\"a}rkk{\"a}inen} } @article {223, title = {A KNOWLEDGE-BASED SOCIETY NEEDS QUALITY IN HIGHER EDUCATION}, journal = {Problems of Education in the 21st Century }, volume = {12}, year = {2009}, month = {May/2009}, type = {Original article}, chapter = {15-21}, abstract = {The model of a {\textquotedblleft}knowledge-based society{\textquotedblright} represents an ideal towards which the whole world strives. Today{\textquoteright}s society is based on knowledge as the main good, virtue and competitive advantage and higher education plays a crucial role in shaping a knowledge-based society. The purpose of this article is to position higher education within knowledge-based societies and to emphasis the growing importance of higher education. Discussions about the shift from elite to mass higher education will be outlined as well as the concept of {\textquotedblleft}universal higher education{\textquotedblleft}in the 21st century. With this theoretical basis the need of quality assurance in higher education will be stressed in to enhance, improve and even maintain a quality-focused orientation. Higher education institutions are in a time of great tensions {\textendash} they have to react quickly to educational needs of a fast-changing society and to assert one{\textquoteright}s position with other higher education providers. At present as well as for the future the necessity to assure quality for higher education systems to compete in a knowledge-based society at all levels {\textendash} national and global {\textendash} is evident.}, keywords = {higher education, knowledge-based society}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1393266717.pdf}, author = {Andrea Bernhard} }