scholarly journals INTERVENSI BERBASIS WEB SWADAYA TERAPI SEBAGAI ALTERNATIF PROGRAM PENINGKATAN KETERAMPILAN BELAJAR MAHASISWA

2014 ◽  
Vol 28 (2) ◽  
pp. 129
Author(s):  
Eka Wahyuni, Djunaedi, Nabilah
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Therapeutic Intervention ◽  
Study Skills ◽  
Intervention Study ◽  
Web Based ◽  
Active Participant ◽  
Digital World ◽  
Self Help ◽  
Key Word

Abstract: This research investigates conceptual framework and empirical bases of web-based self-help therapeuticintervention as an alternative programme to enhance students’ study skills in higher education. Urgency to provideonline services through web-based self-help therapeutic intervention is indicated by students’ digital participationand study skills result. In this study, 326 college students participated in the survey involving 7 faculties in TheState University of Jakarta. The result shows that more than fifty per cent of undergraduate students in State Universityof Jakarta have low study skills. This condition has to proactively respond by online programme provisiondue to boost students’ achievement. As an active participant in digital world, students would prefer more to onlineservices namely self-help web-based therapeutic intervention. Based on the findings, suggestions and implicationwere made for Tanya Binga website. Key word: self-help web-based therapeutic intervention, study skills.

scholarly journals Development of a Web-Based Intervention Course to Promote Students’ Well-Being and Studying in Universities: Protocol for an Experimental Study Design (Preprint)

2020 ◽  
Author(s):  
Henna Asikainen ◽  
Nina Katajavuori
Keyword(s):  
Higher Education ◽  
Experimental Study ◽  
University Students ◽  
Study Design ◽  
Study Skills ◽  
Well Being ◽  
Web Based ◽  
The University ◽  
Support Students ◽  
Experimental Study Design

BACKGROUND The decline in the well-being among university students well as increasing dropouts has become a serious issue in universities around the world. Thus, effective ways to support students’ well-being and their ability to study are highly needed. OBJECTIVE The purpose of this study was to build an intervention course for university students, which promotes both students’ well-being as well as their learning and study skills, and to describe the experimental study design that explores the effects of this intervention course. METHODS Research has shown that psychological flexibility has a great effect on the well-being as well as the study skills of students pursuing higher education. The basis of our intervention course was to promote psychological flexibility and students’ study skills with the help of peer support and reflection. RESULTS This course was offered as a voluntary course to all the students at the University of Helsinki twice during the academic year 2020-2021. The first course was from October to December and the second course was from January to March. This course was advertised in fall 2020 through social media and by different student organizations and program leaders at different faculties of the University of Helsinki. As of October 2020, we enrolled 566 students comprising 310 students for the course in fall 2020 and 256 students for the course in spring 2021. Of the 256 students who enrolled in the second course, 170 students voluntarily participated in this study and they answered the questionnaires, including all the measures, simultaneously with the participants in the first group and thus served as the control group. The effect of this course will be measured with multiple data, including questionnaire data, reflective journals, and physiological data of well-being with a longitudinal experimental design. This research very strictly follows the ethical guidelines drawn up by the Finnish National Board on Research Integrity. We expect to publish the results of this study in fall 2021 at the latest. CONCLUSIONS We argue that a web-based, 8-week intervention course, which promotes both student well-being and their study skills, is a good way to support students pursuing higher education, and both aspects should be considered when supporting university students. INTERNATIONAL REGISTERED REPORT DERR1-10.2196/23613

scholarly journals Investigating the feasibility of MePlusMe, an online intervention to support mental health, wellbeing, and study skills in higher education students

2021 ◽  
Author(s):  
Rhianna Goozee ◽  
Alexia Barrable ◽  
Jelena Lubenko ◽  
Marietta Papadatou-Pastou ◽  
Mark Haddad ◽  
...  
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
Self Efficacy ◽  
Study Skills ◽  
Online Intervention ◽  
Retention Rates ◽  
Education Students ◽  
Convenience Sample ◽  
Web Based ◽  
Qualitative Feedback

Introduction: While there are several web-based interventions to support mental health, few target students in higher education (HE). Importantly, more research is needed to establish their effectiveness. Here, we provide a pragmatic evaluation of an online intervention (MePlusMe) specifically designed to improve the mental health, wellbeing, and study skills of HE students. Methods: In accordance with the published protocol for a feasibility study, we obtained a convenience sample of 137 HE students, with students recruited to participate in an 8-week intervention. To evaluate the feasibility and assess the effects of this online intervention, validated measures of mood (depression and anxiety), wellbeing and self-efficacy were collected at baseline, 2, 4 and 8 weeks, alongside two feedback forms assessing design and functionality (baseline), and engagement (week 4 and 8).Results: We observed statistically significant reductions in levels of anxiety and depression, and increases in wellbeing over the 8-week intervention period. However, there were no significant changes in self-efficacy. Participants rated the system design and functionality positively, and qualitative findings indicated high levels of satisfaction with MePlusMe. Some areas for improvement were also identified. Discussion: Rates of initial consent, subsequent engagement with the programme, and measure completion, together with qualitative feedback, support the acceptability of the intervention. Significant benefits were observed for the main intended outcomes, with the overall results providing qualified support for the effectiveness of MePlusMe. The significant positive changes associated with use of this system are encouraging. Nonetheless, modest retention rates limit the precision and generalisability of these findings. Further investigation should ascertain optimal duration of engagement, most acceptable means of outcome assessment, and further detail about obstacles to utilisation.

scholarly journals Learning Literacies through collaborative enquiry; collaborative enquiry through learning literacies

2012 ◽  
Vol 6 (1) ◽  
pp. 50 ◽  
Author(s):  
Jo Ashley ◽  
Freya Jarman ◽  
Tunde Varga-Atkins ◽  
Nedim Hassan
Keyword(s):  
Undergraduate Students ◽  
Study Skills ◽  
Learning Task ◽  
First Year ◽  
Student Survey ◽  
University Departments ◽  
Digital World ◽  
Academic Information ◽  
Collaboration And Communication ◽  
Central Services

The extent to which university departments foster learning literacies that equip students with the diverse skills required for employment in a digital world is an issue that is under increased scrutiny in British higher education. The Learning Literacies in the Digital Age report (LLiDA by Beetham et al. 2009) offers a framework of learning literacies, which encompasses a range of literacies including academic, information, digital and media literacies. Building on the LLiDA framework, this article outlines and discusses an approach that aimed to extend the development of information literacies of first-year undergraduate students along with digital and media literacies. The central characteristics of this approach involved students working collaboratively, in teams, on an enquiry-based learning task using the institutional virtual learning environment’s wiki tool. The task involved developing and creating a wiki on exactly the kind of learning literacies that students were meant to acquire during this enquiry. This dual development was underpinned by the collaborative input of staff from academic and central services departments. Student survey feedback and observation were used to map the various gains in the areas of 1) collaboration and communication skills, 2) information literacy (IL), academic practice (study skills) and employability skills, 3) media and digital/computer literacies and, finally, 4) disciplinary skills. The findings confirm the usefulness of the LLiDA framework as well as point to its potential for further development to map literacies specific to the discipline.

A Case Study on Web-based Learning Environment Evaluation in Higher Education: Learner Perspectives in a Private University in Malaysia.

2020 ◽  
Vol 1 (2) ◽  
pp. 18-33
Author(s):  
Zarina Che Imbi ◽  
Tse-Kian Neo ◽  
Mai Neo
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Private University ◽  
Systematic Evaluation ◽  
Digital Learning ◽  
Mixed Method Research ◽  
Web Based ◽  
Web Based Learning ◽  
Kirkpatrick’S Model

In the era of digital learning, multimedia-based classroom has been commonly used in higher education including Malaysian higher education institutions. A case study has been performed to evaluate web-based learning using Level 1 to 3 of Kirkpatrick's model in a multi-disciplinary course at Multimedia University, Malaysia. In this study, mixed method research was employed in which triangulation was performed from multiple sources of data collection to give deeper understanding. Students perceived that learning with multimedia was enjoyable. They were also motivated in learning and engaged through the use of web module as multimedia was perceived to motivate them and make learning fun. Students showed significant improvements in their knowledge based on the pre-test and post-test results on learning evaluation. Students were perceived to transfer the learning from web-based learning into the learning outcome. The systematic evaluation can provide the feedback that educators and institution as a whole need to improve the learning environment and programme quality. This study contributes to the research field by adding another perspective in evaluations of web-based learning. It also provides empirical evidence on student perspectives, learning and behaviour in a private university. It demonstrated that the Kirkpatrick's model is useful as an evaluation tool to be used in higher education.

Readiness of Universities for 21st Century Digital Economies: Case of Selected Lecturers from Universities in Buffalo City Metropolitan in Eastern Cape Province South Africa

10.31355/42 ◽  
2019 ◽  
Vol 3 ◽  
pp. 065-077
Author(s):  
Agyei Fosu
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Eastern Cape ◽  
Next Generation ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Management

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose...................................................................................................................................................................................................... The purpose of this study is to expand the knowledge base on factors likely to impede implementation and adoption of web-based learning management systems to blend with traditional methods of lecturing in universities to cater for the next generation of learners in Africa and Eastern Cape Province South Africa in particular. Background........................................................................................................................................................................................................ The shift from the industrial economies to 21st century digital and knowledge-based economies, fueled by rapid Information and Communication Technologies (ICTs) such as Internet, YouTube, Chartrooms, Skype, Social media networks and its introduction to the educational system not only resulted in a new teaching approach globally but also paved way to usher in new generation of learners (anytime, anywhere learners) in the higher education system. Despite the fact that universities and other institutions of higher education in developed countries and some Africa countries have since recognized that the 21st century global digital and knowledge-based economies evolution has ushered in the next generation of learners, and as a result have taken the necessary steps to blend the traditional method of lecturing in higher education with web-based learning management systems in order to accommodate these learners. However, in Africa not much research have been done on the readiness of higher education institutions in terms of blending web-based learning management systems with the traditional method of lecturing to cater for the next generation of learners. Methodology....................................................................................................................................................................................................... Quantitative and two non-probability sampling methods, namely, quota and purposive sampling was used to investigate the technological skills of selected lecturers from universities within Buffalo City Metropolitan as one of the core component to check the readiness of their faculty for the next generation of learners. Contribution........................................................................................................................................................................................................ This research will add to the growing knowledge about the blending of web-based learning management with the traditional style of lecturing in higher education in the 21st century digital economies. Findings.............................................................................................................................................................................................................. The results indicated that the participating lecturers need to be trained and sup-ported in the skills of using of the ICTs and computer programs applicable to enhance web-based learning in teaching and learning environment in higher education in order to cater for the next generation of learners associated with the 21st century digital economies. Recommendations for Practitioners................................................................................................................................................................. Much as there is a need for increased in investment in infrastructure within higher education institutions to support teaching and learning, continuous sup-port and training for academics to be technologically literate and also be abreast on rapidly evolving field of ICTs is paramount as it can expedite the teaching and learning process in higher education. Recommendation for Researchers................................................................................................................................................................... There is the need to explore in depth the other two components suggested by Mishra and Koehler (2007) which can serve as barriers for successfully integration of technology into teaching and learning by locus of knowledge. Impact on Society............................................................................................................................................................................................... The research will assist stakeholders, policy makers and agencies tasked with transforming institutions of higher learning to identify the barriers likely to hinder transformation efforts and address them accordingly. Future Research................................................................................................................................................................................................. Conducting research on technological skills of students are critical in this context.

La Superación de los Directivos en la Gestion Academíca en las Universidades y Escuelas Politécnicas

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Vicenta Inmaculada Aveiga Macay
Keyword(s):  
Higher Education ◽  
Professional Activity ◽  
Educación Superior ◽  
Stage Management ◽  
Educacion Superior ◽  
Academic Management ◽  
Key Word

RESUMEN La  superación de los directivos es una problemática que debe ser abordada con mucho interés dentro del campo de la educación superior, esto se hace evidente cuando  se valora  que estos  no sólo deben estar preparado para enfrentarse a su actividad profesional, sino que deben adquirir un contenido que le permita desarrollar un sistema de conocimientos, habilidades, hábitos y valores para afrontar la dirección de la gestión académica en las universidades, de ahí que el objetivo de este estudio es presentar las fases que conlleva el proceso de superación de los directivos en la gestión académica de las universidades y escuelas politécnicas del Ecuador, que les acceda ser pertinentes  con las funciones inherentes a su cargo.  Palabra clave: Superación, Directivos, Fase, Gestión, Académica  ABSTRAC  The authorities’ development is a problem that must be addressed with great interest in the field of higher education, this becomes evident when they are aware that they should not only be prepared to face their professional activity, but must acquire a content that will enhance a system of knowledge, skills, habits and values to deal the direction of academic management in universities, for that reason the aim of this study is to present the stages involved in the process of authorities’ development in academic management of universities and polytechnics in Ecuador, which will be relevant to access the functions inherent in their work. KEY WORD: Development, Authorities, Stage, Management, Academic

Investigating the Efficacy and Cost-Effectiveness of a Web-based Self-help Program for People With Adjustment Problems After an Accident (SelFIT): Protocol for a Randomized Controlled Trial (Preprint)

2020 ◽  
Author(s):  
Julia Hegy ◽  
Noemi Anja Brog ◽  
Thomas Berger ◽  
Hansjoerg Znoj
Keyword(s):  
Health Care ◽  
Psychological Distress ◽  
Cost Effectiveness ◽  
Well Being ◽  
User Friendliness ◽  
Adjustment Problems ◽  
Health Care Consumption ◽  
Web Based ◽  
Self Help ◽  
Wide Range

BACKGROUND Accidents and the resulting injuries are one of the world’s biggest health care issues often causing long-term effects on psychological and physical health. With regard to psychological consequences, accidents can cause a wide range of burdens including adjustment problems. Although adjustment problems are among the most frequent mental health problems, there are few specific interventions available. The newly developed program SelFIT aims to remedy this situation by offering a low-threshold web-based self-help intervention for psychological distress after an accident. OBJECTIVE The overall aim is to evaluate the efficacy and cost-effectiveness of the SelFIT program plus care as usual (CAU) compared to only care as usual. Furthermore, the program’s user friendliness, acceptance and adherence are assessed. We expect that the use of SelFIT is associated with a greater reduction in psychological distress, greater improvement in mental and physical well-being, and greater cost-effectiveness compared to CAU. METHODS Adults (n=240) showing adjustment problems due to an accident they experienced between 2 weeks and 2 years before entering the study will be randomized. Participants in the intervention group receive direct access to SelFIT. The control group receives access to the program after 12 weeks. There are 6 measurement points for both groups (baseline as well as after 4, 8, 12, 24 and 36 weeks). The main outcome is a reduction in anxiety, depression and stress symptoms that indicate adjustment problems. Secondary outcomes include well-being, optimism, embitterment, self-esteem, self-efficacy, emotion regulation, pain, costs of health care consumption and productivity loss as well as the program’s adherence, acceptance and user-friendliness. RESULTS Recruitment started in December 2019 and is ongoing. CONCLUSIONS To the best of our knowledge, this is the first study examining a web-based self-help program designed to treat adjustment problems resulting from an accident. If effective, the program could complement the still limited offer of secondary and tertiary psychological prevention after an accident. CLINICALTRIAL ClinicalTrials.gov NCT03785912; https://clinicaltrials.gov/ct2/show/NCT03785912?cond=NCT03785912&draw=2&rank=1

The Politics of Distance Edcucation

Public Voices ◽  
2017 ◽  
Vol 5 (3) ◽  
pp. 3
Author(s):  
Mark Peterson
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Interactive Television ◽  
Small Population ◽  
The Internet ◽  
Instructional Software ◽  
College Level ◽  
Web Based ◽  
Political Perceptions ◽  
Fiscal Efficiency

"Distance education" at the college level is well over a century old.  It has served the needs of a numerically large, but proportionately small population of learners who have eschewed the campus classroom.  These correspondence school enrollees, educational TV watchers, and audiocassette listeners have had only modest impact on the structure, mission, and strategy of the institutions serving them.  But that is now changing, and changing very dramatically.  The advent of the Internet, interactive television technology, and web-based instructional software, coupled with administrative and political perceptions of educational reformation and fiscal efficiency, may be causing nothing less than a revolution in higher education.  By applying a feminist model of assessment called "unthinking technology," that is to say, exploring the potential, but unthought of socio-political aspects of this technological revolution, this paper raises significant questions about the security of the traditional academic enterprise.  "The Politics of Distance Education" urges a pro-active embrace of these technologies by the academy in order to enable a legitimate "competency for grievance" so that the protection of the validity of higher education, and legitimacy of the academic profession can be ethically defended and publicly respected, rather than being viewed as mulish resistance to the inevitable.

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