scholarly journals Does curricular change improve faculty perceptions of student experiences with the educational environment? A preliminary study in an institution undergoing curricular change

2014 ◽  
Vol 11 ◽  
pp. 7
Author(s):  
Syed Ilyas Shehnaz ◽  
Jayadevan Sreedharan ◽  
Kadayam Guruswami Gomathi
Keyword(s):  
United Arab Emirates ◽  
Integrated Curriculum ◽  
Predictive Analytics ◽  
Faculty Perceptions ◽  
Educational Environment ◽  
Organ System ◽  
Student Experiences ◽  
Rank Test ◽  
Curricular Change ◽  
Education Environment

Purpose: College of Medicine, Gulf Medical University, United Arab Emirates, underwent a major curriculum change from a discipline-based to an organ system-based integrated curriculum. However, it was not known how the faculty perceived the changes in the educational environment as experienced by the students. In this context, we aimed to compare the faculty perceptions of the student experiences in the discipline-based curriculum with those in the organ system-based integrated curriculum.Methods: The Dundee Ready Education Environment Measure (DREEM) questionnaire was modified to assess faculty perceptions of the student experiences, pilot-tested, and administered to all faculty members (n=28) involved in the discipline-based curriculum (FDC) in January 2009. In the subsequent year, data were collected from the same faculty involved in the new integrated curriculum (FIC). Collected data were transferred to Predictive Analytics Software version 18. Total, domain, and individual statement scores were assessed with the Wilcoxon signed rank test. Percentage agreement, disagreement, and uncertainty were assessed by the McNemar’s test for proportion.Results: The mean total DREEM score was significantly higher (P<0.001) for FIC (139/200) as compared to FDC (119/200). The FIC perceived significantly more positive student experiences with the educational environment as indicated by the domain scores and statement scores. The differences in proportions of agreement between FIC and FDC also reinforced that the FIC perceived more positive student experiences with the educational environment.Conclusion: The study showed that the faculty perceived the organ system-based integrated curriculum as providing a better educational environment for the students than the discipline based curriculum.

CONDITIONS FOR IMPLEMENTING THE DEVELOPING POTENTIAL OF THE SCHOOL EDUCATIONAL ENVIRONMENT

2020 ◽  
Vol 65 (1) ◽  
pp. 290-293
Author(s):  
A. Aldabergenova ◽  
◽  
L. Sarsenbaeva ◽  
Keyword(s):  
Process Development ◽  
Educational Environment ◽  
Educational Process ◽  
Social And Emotional ◽  
Education Environment ◽  
Self Development ◽  
Teachers And Students ◽  
Age Patterns ◽  
The Republic ◽  
The Individual

The urgency of the problem of providing a developing educational environment in modern conditions is justified by the reform of the education system in the Republic of Kazakhstan. At all levels of education, it is necessary to create conditions for the development of the personality of the subjects of the educational process, taking into account age patterns. The article reveals the leading approaches to the study of the essence and provision of developing educational environment. As the theoretical basics of accepted socio-cultural approach of Vygotsky humanistic approach Maslow personality-oriented approach of I. A. Baeva, the ecological approach V. A. Asvina etc. Developing educational environment is considered as an environment conducive to the development and self-development at all levels of education. In the present article the condition of maintenance of the education environment: meeting the needs of the individual in communication and development, the development of adaptive abilities of students, prevention of delactovine, the development of psychological culture of teachers, the development of social and emotional intelligence of teachers and students, formation of skills of effective communication subjects of educational process, development of skills of intercultural communication etc.

scholarly journals A Five Year Longitudinal Study of the Educational Environment in a Newly Integrated Medical Curriculum

2019 ◽  
Vol 19 (4) ◽  
pp. 335
Author(s):  
Syed I. Shehnaz
Keyword(s):  
Longitudinal Study ◽  
United Arab Emirates ◽  
Medical Curriculum ◽  
Educational Environment ◽  
Traditional Curriculum ◽  
Prospective Longitudinal Study ◽  
Significant Difference ◽  
The Mean ◽  
Prospective Longitudinal ◽  
Course Of Study

Objectives: The College of Medicine at Gulf Medical University (GMU), Ajman, United Arab Emirates, was subjected to a curricular reform, which shifted the institution from a traditional curriculum to a hybrid, studentcentred, integrated curriculum. There are no previous studies analysing the consequences of such a curricular modification on the educational environment (EE). Therefore, this study aimed to analyse the EE of a pioneer cohort of the innovative curriculum over their five-year course of study. Methods: This prospective longitudinal study was conducted between September 2009 and September 2013 at the College of Medicine. The Dundee Ready Education Environment Measure questionnaire was completed by a pioneer cohort of students at the start of each academic session for five consecutive years. The mean overall, subscale and individual statement scores were evaluated using the Kruskal-Wallis and Wilcoxon-rank sum tests. Results: A total of 178 responses were collected (response rate: 90.4%). The mean overall score throughout the five years of study was 130/200. A significant difference in the scores (P <0.05) was observed as the students proceeded through the course. The overall and subscale scores were significantly higher in the first and final years of study. Analysis of the statements recognised the medical knowledge of the teachers’ and students’ awareness of empathy and social interactions as persistent strengths of the college over the entire course of study. A curricular overload, a want for support systems for stressed students, students’ waning interest levels and assessment strategies emerged as areas that warranted further attention. Conclusion: The pioneer cohort of the new curriculum rated their EE as positive throughout their five years of study at GMU. An examination of individual statements revealed the programme’s strengths and areas for improvement for the institution.Keywords: Curriculum; Environment; Longitudinal Study; Medical Students; Perception; Undergraduate Medical Education; United Arab Emirates.

scholarly journals Peningkatan Kemampuan Berbahasa Indonesia dalam Membentuk Karakter Mahasiswa Era Revolusi Industri 5.0

2021 ◽  
Vol 5 (3) ◽  
pp. 72-78
Author(s):  
Dewirahmadanirwati Dewirahmadanirwati
Keyword(s):  
Quality Of Life ◽  
Higher Education ◽  
Industrial Revolution ◽  
Language Skills ◽  
Educational Environment ◽  
Education Environment ◽  
Integration Of Technology ◽  
Agents Of Change ◽  
Technological Developments

The improvement of language skills in the higher education environment is expected to be able to help students get to know themselves, their culture, and the culture of others, so that they can form polite and polite language characters. The era of the industrial revolution 5.0 which first appeared in Japan in 2015, brought a new civilization in the educational environment, which made humans the center of innovation by deepening the integration of technology in improving the quality of life, sustainable social responsibility. The vision of society 5.0 demands a transformation in learning, especially in terms of the needs of students, the preparation and organization of teaching materials, and the pattern of mix in learning. This study describes the improvement of Indonesian language skills in shaping the character of students in the Industrial Revolution era 5.0, which is viewed from the needs of students. Lecturers as agents of change in forming smart, skilled, innovative and creative young people need to make changes in preparing lecture materials based on current technological developments.

scholarly journals SWOT ANALYSIS OF INCLUSIVE EDUCATION ENVIRONMENT AS A STANDARD FORPREPARING STUDENTS OF SOCIO-PEDAGOGICAL PROFILE

2020 ◽  
pp. 171-177
Author(s):  
Svitlana NAKHOD ◽  
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Swot Analysis ◽  
Scientific Research ◽  
Educational Environment ◽  
The State ◽  
Special Educational Needs ◽  
Theoretical Methods ◽  
Research Results ◽  
Education Environment

The article is devoted to clarifying the pe-culiarities of forming an inclusive educational environment in the Ukrainian education system and highlighting the strategies for its effective development by conducting a SWOT analysis. Theoretical methods of studying the study and analysis of philosophical, pedagogical and psychological literature were used to identify the state of the problem of formation of inclusive educational environ-ment in science, as well as its importance in the prepara-tion of students of social and pedagogical profile; synthe-sis, induction, deduction, generalization and systematiza-tion of existing scientific research results in order to de-termine the state of development of the problem and per-spective directions of its solution. Theoretical methods of studying the study and analy-sis of philosophical, pedagogical and psychological litera-ture were used to identify the state of the problem of formation of inclusive educational environment in science, as well as its importance in the preparation of students of social and pedagogical profile; synthesis, induction, de-duction, generalization and systematization of existing scientific research results in order to determine the state of development of the problem and perspective directions of its solution.It is established that SWOT analysis is a universal strategic planning technique aimed at finding the new opportunities and identifying the potential risks to effectively define the research object. Strengths of in-clusive educational environment are identified, such as implementation of democratic foundations of public order, existence of barrier-free physical and psychological envi-ronment, elimination of discriminatory manifestations and social stereotypes, emergence of new vectors of teachers’ professional development, cohesion of parental communi-ty, etc. Among the weaknesses are the substantive, func-tional and organizational aspects that determine the activities of socio-pedagogical profile. Possibilities of inclu-sive educational environment are discovered, which in-clude the preparation of social community for acceptance of people with special educational needs, emergence of experimental education institutions, mass media involve-ment in the work on formation of positive image of inclu-sive education, etc. The threats and obstacles to the for-mation of an effective inclusive educational environment are characterized, such as the lack of an adapted domes-tic model of the organization of inclusive education, the lack of a legal framework regulating all Based on the SWOT analysis, strategies for the effec-tive development of an inclusive educational environment were identified, for instance 1) a strategy of using strengths aimed at finding internal reserves, 2) a strategy of using strengths to overcome threats, 3) a strategy of using opportunities to overcome weaknesses, 4) a strate-gy for weakness elimination and threat prevention.It is emphasized that each of the identified strategies is im-plemented through the interaction between specialists of socio-pedagogical profile who are the subjects of inclusive education practice, whose level of professional training will significantly influence the problems of forming an effective inclusive education environment.

A Digital Rights Management System for Educational Content Distribution

2009 ◽  
pp. 196-213
Author(s):  
Tom S. Chan
Keyword(s):  
Intellectual Property ◽  
Teaching And Learning ◽  
Content Distribution ◽  
Digital Rights Management ◽  
Educational Environment ◽  
The Internet ◽  
Educational Content ◽  
Digital Rights ◽  
Education Environment ◽  
Rights Management

While delivering content via the Internet can be efficient and economical, content owners risk losing control of their intellectual property. Any business that wishes to control access to, and use of its intellectual property, is a potential user of Digital Rights Management (DRM) technologies. Traditional DRM has a passive one-way downstream consumption of content from producer to consumer focus primarily concerns digital rights enforcement. This model does not translate well to the education environment where openness, informal decision making, sharing of ideas, and decentralization are valued. Collaboration and multiple authorships are common in the educational environment, as is the repurposing and modification of digital content used for teaching and learning. A DRM system for educational content distribution must be substantially more sophisticated and flexible than what is available right now to gain support in the educational community.

scholarly journals Nursing students’ perceptions of their educational environment in the bachelor’s programs of the Shifa College of Nursing, Pakistan

2016 ◽  
Vol 13 ◽  
pp. 43 ◽  
Author(s):  
Gideon Victor ◽  
Muhammad Ishtiaq ◽  
Subia Parveen
Keyword(s):  
Nursing Students ◽  
Educational Environment ◽  
T Test ◽  
Male Students ◽  
Bachelor Of Science ◽  
Education Environment ◽  
The Social ◽  
Negative Perceptions ◽  
And Gender ◽  
College Of Nursing

Purpose: The objective of this study was to evaluate nursing students’ perceptions of their educational environment in a private college. Perceptions were compared between genders and 2 bachelor’s programs. Methods: A total of 219 students participated in this study, drawn from the Generic Bachelor of Science in Nursing (GBSN) and the Post-Registered Nurse Bachelor of Science in Nursing (PRBSN) programs of the Shifa College of Nursing, Islamabad, Pakistan. The Dundee Ready Education Environment Measure was utilized for data collection. Descriptive statistics were used to calculate total scores, as well as means and standard deviations, and the t-test was applied for comparisons according to program and gender. Results: The overall total mean score (119 of 200) is suggestive of more positive than negative perceptions of the educational environment. The mean score of 13 of 28 on the social self-perception subscale suggests that the social environment was felt to be ‘not a nice place.’ The t-test revealed more positive perceptions among students enrolled in the PRBSN program (P<0.0001) than among those enrolled in the GBSN program and more positive perceptions among female students than among male students (P<0.0001). Conclusion: Commonalities and differences were found in the perceptions of the nursing students. Both positive and negative perceptions were reported; the overall sense of a positive environment was present, but the social component requires immediate attention, along with other unsatisfactory components. Establishing a supportive environment conducive to competence-based learning would play an important role in bringing desirable changes to the educational environment.

scholarly journals ORGANIZATIONAL SUPPORT FOR THE PROFESSIONAL TRAINING OF BARCHELORS IN AGRICULTURAL ENGINEERING IN THE INFORMATIONAL AND EDUCATIONAL ENVIRONMENT

2020 ◽  
Vol 1 (37) ◽  
pp. 137
Author(s):  
N. Dotsenko
Keyword(s):  
Higher Education ◽  
Organizational Support ◽  
Professional Training ◽  
Educational Environment ◽  
Educational Process ◽  
Self Control ◽  
Agricultural Engineering ◽  
Education Environment ◽  
Independent Work

The article presents the organizational support for the professional training of bachelors in agricultural engineering in the conditions of information and educational environment: regulatory support for filling the information and education environment and preventing plagiarism, regulatory support for conducting online and offline classes, and regulatory support for independent work, self-control, and monitoring. Regulatory provision for filling the educational environment and preventing plagiarism includes provisions for the Cloud 365 information and education environment and provisions for the prevention of academic plagiarism while learning in the educational environment. Regulatory support for online and offline training includes online training and interactive computer training to provide a competent approach to the training of higher education applicants. Regulatory support for independent work, self-control and monitoring includes provisions on monitoring the quality of the educational process, provisions on the quality of the educational and provisions on the organization of independent work of higher education students in the context of information and education. educational environment.Key words: organizational support, vocational training, bachelors in agricultural engineering, information and educational environment.

scholarly journals СТРУКТУРНО-ФУНКЦІЙНА МОДЕЛЬ ІНФОРМАЦІЙНО-ОСВІТНЬОГО СЕРЕДОВИЩА УНІВЕРСИТЕТУ

2019 ◽  
Vol 69 (1) ◽  
pp. 268
Author(s):  
Oksana P. Buinytska
Keyword(s):  
System Development ◽  
Educational Environment ◽  
Educational Process ◽  
Educational Activity ◽  
Educational Systems ◽  
Sufficient Information ◽  
Value Functions ◽  
Education Environment ◽  
Semantic Component ◽  
The University

One of the ways to solve the problem of preparing competitive graduates of the University is to create an effective information and educational environment. At the present stage, such an environment should include the means of realization of educational, scientific and management activities; support environment for collective and individual communication; objects of educational activity and interaction; training platforms and security tools. Taking into account the requirements for ensuring not only the functioning but also the system development of the university, the general principles of management and the principles of the development of educational systems as the guiding principles of designing the information and education environment we are guided by the principles: system approach; modular structuring of information and data; modifications, addition and permanent updates; adequacy; providing the necessary and sufficient information; sharing data. A prerequisite for the creation of the university's information and educational environment is the availability of electronic content, technologies and the electronic communication of all participants in the educational process. Modeling a qualitative and effective information and educational environment is possible only with the development of all its components - managerial, content, organizational, technological. To the managerial component, we include educational policy, management standards and electronic control that perform planning, organizational, motivational and controlling functions. The semantic component includes scientific, educational, controlling and information and methodological resources that are aimed at providing cognitive, creative and value functions. Organizational component contains, respectively, the organizational structure, normative base, corporate standards and performs the integration, systematization and information functions. In the technological component, we allocate centralized and decentralized services, which are aimed at implementation of modeling, productive and instrumental functions. An example of designing such a model is an effective information and educational environment aimed at training competitive specialists at the Borys Grinchenko Kyiv University.

scholarly journals Perception of Medical Students Regarding Educational Environment in a Public Sector Medical College: A Cross-Sectional Survey Using the Dundee Ready Education Environment Measure (DREEM) Questionnaire

2018 ◽  
Vol 24 (1) ◽  
pp. 643-647
Author(s):  
Shumaila Irum ◽  
Muhammad Zafar Iqbal ◽  
Fatima Naumeri
Keyword(s):  
Medical Students ◽  
Public Sector ◽  
Educational Environment ◽  
Self Perception ◽  
Undergraduate Medical Students ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Medical College ◽  
Education Environment ◽  
Primary Success

The primary success of educational environment heavily depends upon benefits to learners and this further facilitates the learning processing. The most commonly used tool, to measure it, is Dundee Ready Educational Environment Measure (DREEM). Objective: This study was designed to evaluate the perceptions of medical students in pre-clinical years about educational environment in a public sector medical college of Pakistan and to compare the DREEM scores with previous published scores. Material and Methods: The DREEM questionnaire was conducted on undergraduate medical students (n=300) of Sheikh Zayed Medical College, Rahim Yar Khan, during the month of June 2015. Results: Two eighty-six (n=286) of the 300 students (95.33%) completed the questionnaire. Analysisof these subjected indicated a total mean score of 113.68. Mean for students’ perception of learning was 26.65±10.235, mean for students’ perceptions of teachers was 26.63±10.177. On the other hands, the mean scores for students’ academic self-perception, students’ perception of the atmosphere, and students’ social self-perception were 17.17±6.73, 26.89±10.89, and 16.34±6.70, respectively. Conclusion: Although DREEM scores showed improvement from previously published scores of same medical college, it also highlighted the areas needing further improvement.

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