Part-Time Engineering Master Programmes: Implementing Real-Life Engineering Problems as a Means of Learning

Superior human resources determine the progress of a country. Universities are the highest education providers that are expected to produce quality resources. The master's study program is at level 8 of the KKNI (Indonesian National Qualifications Framework). As a conclusion to studies in the master's program, students must write a thesis. Some students experience obstacles in writing their thesis. One of them is that most master students study while working. These two conflicts of interest often lead to academic procrastination, especially in thesis writing. This research examines the role of academic resilience and grit as barriers to academic procrastination. In other words, this research aims to determine the role of the two predictors of academic procrastination. A total of 123 students at a university in Jakarta who were working and randomly selected were involved in this research. This research used three scales, namely the academic resilience scale, grit scale and procrastination scale. The results of data analysis found that the two predictors, namely academic resilience and grit, had a negative role or influence on academic procrastination with R2 of 0.357 and p<0.05. This research also found that grit is the most dominant predictor in negatively influencing academic procrastination.

Most teachers and some teacher educators have lost confidence in master's degree study for experienced teachers. After exploring the reasons for this state of affairs, I discuss my attempts to rethink this degree, particularly three markers (or indicators) that may characterize high-quality programming. I also examine several structural barriers that inhibit the rethinking of master's degree programming for experienced teachers. Moribund State of Master's Programming Each year thousands of experienced K-12 teachers study in schools, colleges, and departments of education to obtain master's degrees. Teachers dislike these programs, often intensely. They view them as detached from the daily practice of schooling, presented as if teacher participants know nothing, and taught by professors of education fascinated by esoteric knowledge. A huge practical and intellectual gap often exists between these university instructors and the elementary and secondary teachers who are the students. Master's programming routinely has organizational flaws. Coursework occurs in the late afternoon or evening after a full day of teaching. Teachers usually are admitted as individuals, not in school-based groups, thereby complicating their attempts to apply program ideas to job situations (Bradley, 1996a). This individualistic approach ignores what is known about the power of peer coaching and teacher study groups (Hord & Boyd, 1995; Joyce & Showers, 1995; Krovetz & Cohick, 1993; Meyer et al., 1998). Moreover, in the absence of cohort grouping, teacher participants rarely develop a sense of group cohesion and mutual support. It is not surprising that teachers find these programs unattractive and unhelpful. The impact of master's programs on experienced teachers seems minimal. Even when based on pertinent content--professional or subject matter--these programs typically rely on didactic instruction that does not invite teachers to be active learners. Pedantic university instruction discourages K-12 teachers from employing the very kind of learner-centered instruction vital to the improvement of public education (Darling-Hammond, 1997). Nothing is more important to the nation's social order than engaging public school students in actively and critically thinking about our history and values, our social system, our environment, our world. This approach to teaching is important not only for educating citizens for democratic living but also for preparing workers for a labor market with complex and fast-changing jobs. Master's programming for teachers fails to model these democratic and inquiry perspectives. Too Extreme a Critique? These ideas were central to a position paper/grant proposal that I circulated to a number of teacher educator acquaintances around the country, as well as to public school teachers and representatives of professional groups and state departments of education. The K-12 teachers and officials from state departments and professional associations did not see my claims about the moribund nature of master's programming as extreme. Their reactions centered on encouraging me to propose radical changes in graduate study for experienced teachers. After lamenting the current condition of master's study, one state department official said she would love to have a alternative program available in our state. Although I found supportive reactions from those outside the teacher education establishment understandable, I was surprised when many university-based teacher educators concurred with my sharp critique. Sample comments include I am quite intrigued with your proposal, particularly because you have hit the core dissatisfaction of our experienced master's students toward our programs here and, more dramatically, I have given up on our institution's ability to connect master's level study with what practicing teachers need and want. Another observed, You are so right that teachers hate existing programs; I have had many students who had completed all but the thesis in another program be so disgusted with it that they decided to start from scratch. …

To keep up with the dynamics of nowadays researches and technologies, study programmes - particularly master programmes - need to continuously evolve. Additionally, rigid regulations drive the structure and content of such programmes. Adding competitiveness to these as a must, one can easily infer that building (or updating) a study programme is not an easy task. Moreover, expectancies and requirements from industry might even interfere with specific rules that study programmes have to be compliant to. This paper introduces an approach to overpass the challenges above, by employing the TRIZ-M framework. Problem definition, needs, performances, constraints, technical conflicts and innovation vectors are the key ingredients of the framework that has been used to support the development of a competitive master study programme in Robotics at the Technical University of Cluj-Napoca.

Since artificial intelligence (AI) has significantly altered learning processes and methodologies, this article addresses the topic of using AI in student learning. This research aims to evaluate the statistical relationship between the use of AI and independent behavior, critical thinking, and acts of plagiarism. The research approach uses associative descriptive quantitative methods through surveys at Al-Falah As-Sunniyah University Kencong Jember. The research population consists of students who are familiar with the ChatGPT application, with research variables including ChatGPT use, independent behavior, and plagiarism. Data was collected through a questionnaire involving 50 respondents, then analyzed using descriptive and inferential statistics with the help of SPSS. Descriptive results show that 56% of respondents were men and 44% women, of which 68.8% of men were involved in plagiarism and 55.6% showed independent behavior. Inferential analysis revealed no significant relationship between ChatGPT use and plagiarism or self-directed behavior, based on Phi, Cramer's V, and Contingency Coefficient values.

Background and Study Aim. The research validation in sports science and physical education is essential for performance measurement. This validation is also important for developing innovative educational tools and ensuring rigorous evaluation criteria in academic and school settings. The aim of the study is to evaluate and validate the research activities carried out by students in bachelor's and master's programs in sports science and physical education. Material and Methods. The study included 103 students (75 undergraduate and 28 master's) from the Physical Education and Sports Department, analyzed based on their study program and sports specialization. The content of the Research Methodology (RM) course was monitored using the e-learning platform of the university center. Knowledge evaluation was based on the requirements in the syllabus for each study program. It followed the guidelines regarding assessment rules in the credit system and gradebook completion. Each study program focused on indicators S1 for elective and compulsory activities, which included course and seminar participation (A1, A2, and A3), final evaluation (F.E.), and S2. The final grade (FG) was rounded in favor of the student. The portfolio (Project) included 3 reports (R) regarding the thematic content of the research methods addressed: literature review method (R1), survey method based on questionnaires (R2) and experimental method (R3). Statistical indicators were calculated using the KyPlot 6.0 software. To calculate the differences in means between groups (study programs), the nonparametric Kruskal-Wallis test was used. The differences between bachelor’s study programs were calculated with the Wilcoxon Rank Sum Test (Mann-Whitney U Test) for unpaired data. Statistical significance was set at p < 0.05. Results. The students from Physical Education and Sport (PES) had higher attendance (p<0.05) and better performance in course activities (p<0.05), seminars (p<0.05) and mandatory activities (p<0.01). However, the differences in final evaluation and final grade were not significant (p>0.05). The students in the master's program showed greater involvement in seminars compared to courses (+2.5%). The confidence interval analysis (0.95) pointed out lower variability for indicators A1, A2 and A3, while the final evaluation and final grade highlighted greater dispersion. Statistical tests indicated significant differences between groups (p<0.001), with a higher average for the PES program (8.00 points), suggesting the impact of different requirements and evaluation weights on academic performance. The opinions of students about the course "Research Methodology and Methods in Physical Education and Sport Science" showed a high level of appreciation (72.9% excellent, 20.4% very good). This confirmed the quality of teaching and identified opportunities to improve teaching methods meant to enhance academic motivation. Conclusions. This study aimed at evaluating and validating the research activities carried out by students in sports science and physical education. Significant differences were identified between undergraduate and master's programs regarding student involvement in academic activities and evaluation results. It is necessary to adapt teaching methods and evaluation strategies for optimizing learning and student motivation in the field of physical education and sports science.

For students starting at a master program where transdisciplinary processes are an integrated part of the curriculum, it can be a difficult adaption when they have to mix methods and theories across boundaries. The overall questions dealt with in this paper are how to introduce students to understand and use the transdisciplinary approach through a problem based design project, and how to give the students a meaningful and engaging introduction to their future study. The theory behind the pedagogical approach Problem Based Learning (PBL) is reflected in a "Kick-off Project" from a new transdisciplinary master programme in Lighting Design. During the project the transdisciplinary elements of creating meaning and value through lighting design, the important elements of PBL and the process of applying this through a playful process model developing and realizing a 1:1 lighting design project in a specific context will be introduced. The results show that it is possible for students to make a meaningful design project showing insight in and understanding of a transdisciplinary education, combining PBL approach and a design model.

The transition of the electricity system to smart grids requires residential end-users to be more involved in managing energy demand and supply. New innovative products and services could help to support end-users to play a more active role in the management of the future electric power system. This paper evaluates the role of Industrial Design Methods (IDMs) in the development of new innovative smart grid related product concepts at the household level. Based on students' design projects, carried out within a master study programme, various IDMs were systematically utilized to develop new innovative products for smart grid households. Our study shows that five IDMs, namely: platform-driven product development, delft innovation model, theory of inventive problem solving, technology roadmapping, and innovative design and styling were mainly applied in the development of the conceptual products. This study shows that a thorough and careful application of various IDMs helped to develop inspiring potential smart grids product concepts that could support end-users at the household level to gain more insight into their energy use, and contribute to balancing energy demand and supply. These concepts include various in-home displays, smart plugs, and smart wall sockets. The resulting product concepts are presented in this paper. We conclude that the systematic use of various IDMs helped to identify and incorporate various technological, societal, market, and end-user aspects necessary for creating innovative smart grid related products that meet end-user and future market expectations.

Quality of teaching process requires from the teacher completion of a certain master study program and good content knowledge as well as the acquisition of pedagogical competencies. Most often, teacher education programs are offered at universities, but in the Republic of Croatia there are also programs that provide pedagogical-psychological-didactic-methodological education to all of those who did not acquire pedagogical competencies during their university education. Unlike most of the other European countries, the method of acquiring pedagogical competencies in the Republic of Croatia is regulated by law, which explicitly states mandatory areas and the total workload for those who want to acquire pedagogical competencies as a necessary condition for working in the educational system. The aim of this paper is a comparative analysis of the structure and content of programmes for the acquisition of pedagogical competencies of teachers in primary and secondary schools that are performed at higher education institutions in Croatia as additional programmes in lifelong learning The aim of this paper is also to identify similarities and differences between programmes with regard to the workload of students expressed in ECTS credits in the compulsory part of the programme, and to determine whether there is a need for harmonization of these programs at a national level. The results showed differences between analysed programmes with regard to ECTS credits and raised the idea that training in acquiring pedagogical competencies should be uniformed.

RETURN TO ISSUEPREVNewsNEXTTwo-year master's program in engineeringCarnegie-Mellon starts new curriculum this fall specializing in either environmental studies or processingHOWARD J. SANDERSCite this: Chem. Eng. News 1972, 50, 20, 15–17Publication Date (Print):May 15, 1972Publication History Published online7 November 2010Published inissue 15 May 1972https://pubs.acs.org/doi/10.1021/cen-v050n020.p015https://doi.org/10.1021/cen-v050n020.p015newsACS PublicationsCopyright © 1972 American Chemical SocietyArticle Views4Altmetric-Citations-LEARN ABOUT THESE METRICSArticle Views are the COUNTER-compliant sum of full text article downloads since November 2008 (both PDF and HTML) across all institutions and individuals. These metrics are regularly updated to reflect usage leading up to the last few days.Citations are the number of other articles citing this article, calculated by Crossref and updated daily. Find more information about Crossref citation counts.The Altmetric Attention Score is a quantitative measure of the attention that a research article has received online. Clicking on the donut icon will load a page at altmetric.com with additional details about the score and the social media presence for the given article. Find more information on the Altmetric Attention Score and how the score is calculated. Share Add toView InAdd Full Text with ReferenceAdd Description ExportRISCitationCitation and abstractCitation and referencesMore Options Share onFacebookTwitterWechatLinked InRedditEmail Other access options SUBJECTS:Computational chemistry,Curriculum,Students Get e-Alerts

Master study program of Arabic Education (PBA) in UIN Raden Intan Lampung Postgraduate was established in 2017. The draft curriculum for this study program has not been reviewed and validated according to the needs of the graduates. In the curriculum, a formulation of graduates’ profile is needed. This research aims to determine the perceptions of Stakeholders about the profile of master study program of Arabic Education (PBA) graduates of UIN Raden Intan Lampung is as their expectation and the demand of the IQF (Indonesian Qualification Framework) level 8 in applied master program.This research was conducted in qualitative with Survey method. Data collection instruments include questionnaires, interviews and documentation. Data is analyzed in qualitative. The survey results of stakeholders are known that the profile of the main graduates of master study program of Arabic Education (PBA) in UIN Raden Intan Lampung Postgraduate is as a teacher of Arabic in the Bachelor program (S1), supporting profiles as researchers, Arabic Education designers and the preferred profiles as Arabic philologists or journalists. The formulation of the Graduate Profile has implications for curriculum development and the preparation of the documents.

Scores on the Test of English as a Foreign Language (TOEFL), achieved by 67 Asian graduate students seeking the Master of Science in engineering, were examined in relationship to scores on the Graduate Record Examination (GRE) and success in completing their program of study as measured by final grade point average. Significant correlations (p < .01) were obtained between TOEFL and GRE Verbal (r = .63), GRE Quantitative (r = .30), and GRE Analytical (r = .35) scores. The best predictor of success in graduate study was the Quantitative score from the GRE (r = .32,p < .01).

This special issue of seminar.net is the result of a collaboration between teachers at the two master programmes, “Communication, Design and Learning” at the University of Oslo and “ICT Supported Learning” at the Oslo and Akershus University College of Applied Sciences. For 2013-2015, we received a grant from Norgesuniversitetet to develop partnership, flexible teaching and study methods, and to increase learning outcomes among students. The four papers represent the first research results from our project. We are grateful to Norgesuniversitetet for its support.Per HetlandGeneral editorThe first paper, by Per Hetland and Anders I. Mørch, both from the University of Oslo has a title called “Ethnography for Investigating the Internet”. They describe the field by giving an overview of the competing concepts, and argue for their chosen path. They point at important crossing roads and selections that needs to be taken for future research.Jan Erik Dahl, also of The University of Oslo, presents the paper “Supporting learning through epistemic scaffolds embedded in a highlighter tool”. It explores how the use of the tool was used to support students’ readings and discussions of research articles. He argues that the use of annotation technologies in education is increasing, and that annotations can play a wide variety of epistemic roles; e.g., they can facilitate a deeper level of engagement, support critical thinking, develop cognitive and metacognitive skills and introduce practices that can support knowledge building and independent learning. Dahl criticises some of the underlying assumption of present research in the field and suggest that one needs to look for the active co-construction that students do in collaboration with others.Monica Johannesen and Leikny Øgrim, of the Oslo and Akershus University College of Applied Sciences, has collaborated with Ole Smørdal of the University of Oslo on the paper “Facebook as an actor - a case of students negotiating their social presence in an online course”. Their paperreports on a study of a higher education online course based on asynchronous communication. In the selection of technology for online discussions they aimed at creating a sense of togetherness among the teachers and the students. Their choice proved to be a insightful experience of how the differences of agency of a virtual learning environment (VLE) are compared to social media when it comes to social presence.Anders I. Mørch of the University of Oslo has collaborated with Louise Mifsud and Bård Kjetil Engen, of Oslo and Akershus University College of Applied Sciences on the fourth paper, called “Problem-Based Learning in Synchronous Networked Environments: Comparing Adobe Connect and Second Life”. Their approach was to compare experiences from using two networked learning environments: Adobe Connect (AC) and Second Life (SL) for supporting teaching and learning in distance education courses. Data were collected from two separate case studies: one in Norway (AC) and the other in the United States (SL), using different but comparable methods of data analysis. They focus on problem-based learning (PBL), using four application characteristics of PBL (learner activity, collaborative learning, feedback, and valuation of previous knowledge).General sectionIn addition to the four papers in the special issue of Seminar.net, we also contribute with two more papers.David Hallberg, representing both The Swedish Red Cross University College and the Stockholm University, has written a paper with Henrik Hansson and Anders G.Nilsson, also from Stockholm University called: “Immigrant Women's Reasoning and Use of Information and Communications Technology in Lifelong Learning”. The paper explores the reasoning and use of information and communications technology (ICT) in lifelong learning by immigrant women. The researchers collected data from semi-structured and unstructured interviews. The study was carried out primarily in a school environment, which also made it possible to draw conclusions about the connection between learning in and outside school environments.Trine Fossland, of University of Tromsø UiT The Arctic University of Norway, presents the last paper in this issue. Her paper, “Stories of technology-enhancement in higher education – a critical approach”, continues a critical stance of educational technology, suggesting that even if there is a large body of research on technology-enhanced learning, questions related to the educational effectiveness of technology use still needs to be questioned. She argues that “digital innovators’” stories about technology enhancement may constitute a rich source for understanding this complex educational phenomenon both in relation to teachers’ daily practices and the implementation of ICT in higher education at large. Her paper relies on biographical interviews with “digital innovators”. Her findings suggest that technology-enhancement is linked to nine key characteristics: different educational models, authenticity, pedagogical added values, meaningful student activities, changing approaches to feedback, assessment and connection with the outside world, as well as holistic planning, supportive leaders and strong micro-cultures. This paper proposes a more nuanced understanding of the term technology enhanced learning and suggests strategies for educational development and further investigations related to this phenomenon in higher education. Yngve Nordkvelle

Problem-based learning is an evidence-based, pedagogical approach that invites students to solve complex, real-life problems using knowledge learned in the classroom. Effective use of problem-based learning in undergraduate gerontology courses, specifically, is likely to deepen students’ knowledge about course content related to aging and may also promote students’ long-term interest in gerontology. House Hunters: Gerontology Style is a problem-based learning activity that can be used in small-group discussions to facilitate students’ understanding of issues related to relocation and homebuying in older adulthood. In this activity – based on the popular television show – students act as real estate agents for a fictional older couple relocating closer to adult children. Assignment features can be tailored easily by the instructor to optimize specific learning objectives. In an evaluation of the activity, students who completed this activity reported that it was engaging, that it enabled them to apply material from the class, and that it facilitated their application of course material to a “real world” problem. Suggestions for modifications to future iterations of this assignment may include a more pointed focus on budgetary constraints on homebuying in older adulthood, approaching homebuying from a life course lens, and considering the role of disparities in the home buying process.

Teaching Specialized Terminology at Mendel University in Brno – Creating Interactive Multimedia CD

The relevance of the study is due to the need to introduce active learning methods into the modern pedagogical process of a university, especially in the context of distance education. Traditional methods do not always ensure sufficient student engagement, while problem-based learning using cases and situational tasks promotes the development of critical thinking, independence, and professional competencies. The purpose of this work is to justify the effectiveness of using active methods, such as case-based technologies and situational tasks, in the educational process of sports university students. Special attention is paid to integrating these methods into the distance learning format. The research materials and methods include the analysis of pedagogical literature, the development of author's cases and tasks based on sports practice, and their approbation in the educational process of the Volga State University of Physical Culture, Sports and Tourism. The study used the methods of observation, questioning, and pedagogical experimentation. The main results showed that the use of cases and situational tasks increases students' cognitive activity and develops their analytical and creative abilities. The article provides examples of classes that include intellectual warm-ups, cases on the periodization of training and sports psychology, as well as mathematical problems that stimulate logical thinking. Conclusion. Active learning methods have proven to be effective, but their use requires a balance with traditional teaching methods. The cases and tasks developed by the authors have been successfully tested in the master's program and can be recommended to teachers for improving the educational process.