Strengthening 21st Century Skills of Learners through Open and Distance Learning in Malaysia | Chapter 5 | Language, Literature and Education: Research Updates Vol. 3

A dynamic, flexible and highly skilled workforce is needed in the twenty-first century to ensure economic growth can be sustained in an era of volatility, uncertainty, complexity and ambiguity. The education sector needs to play a key role in providing a workforce that meets the needs of the future in accordance with the digital transformation that is driving economic growth in the 21^st century. Open and Distance Learning (ODL), as an alternative to traditional education, is seen as a platform to develop capable and adaptable individuals with strong values and skills that meet the demands of the 21^st century and beyond. Therefore, education that focuses on future readiness is needed in line with the needs of the 21^st century workforce. This study examines the importance of 21^st century skills in preparing future-ready learners in an ODL institution in Malaysia. This study uses descriptive methodology and purposive sampling techniques to collect primary data through structured questionnaires distributed to ODL learners. The findings indicate that 21^st century skills have a significant impact on learners’ future readiness and are in line with the evolving demands of the 21^st century workforce. The results of this study can provide insights to various stakeholders to design appropriate teaching and learning processes in ODL institutions to produce graduates who meet the future workforce, which will boost economic growth in Malaysia.

 

Author (s) Details

Zulaihan Ismail
Faculty of Business and Management, Open University Malaysia, Malaysia.

 

Raziana Che Aziz
Faculty of Technology and Applied Science, Open University Malaysia, Malaysia.

 

Chiam Chooi Chea
Faculty of Business and Management, Open University Malaysia, Malaysia.

 

 

Please see the book here:- https://doi.org/10.9734/bpi/lleru/v3/4665

Highlighting the Importance of ATP Energy in Biology with Regard to Viruses | Chapter 1 | Research Aspects in Biological Science Vol. 9

 In light of the corona virus Covid 19's pandemic spread, biologists continue to disagree about whether viruses are alive or not. The argument behind this, however, is that since viruses cannot produce adenosine triphosphate (ATP) on their own, they must rely on other living bacteria that can in order to acquire the energy that ATP provides upon hydrolysis. This distinction is the main reason why viruses are restricted to an ill-defined region that separates living things from nonliving objects. However, it appears that viruses have a natural ability to get beyond this impenetrable barrier and make a connection with the ATP molecule, which powers their operations. A review of these difficulties in relation to physics, biochemistry, and microbiology is provided here.

Author(s) Details:

Fritz Lewertoff,
Service de Recherche Pédagogique, Québec, Canada.

Please see the link here: https://stm.bookpi.org/RABS-V9/article/view/8340

Investigation of Technical College Students’ Perceptions of English for Specific Purposes Vocabulary Learning and Teaching | Chapter 7 | Modern Perspectives in Language, Literature and Education Vol. 10

The goal of this research was to look into the learning challenges and preferred teaching technique among Taiwanese junior college students studying English for Specific Purpose (ESP) vocabulary classes. Subjects were 232 students from Fooyin University's Junior College Division in southern Taiwan. The researcher presented the ESP vocabulary learning questionnaire to chosen nursing department students who had enrolled in the medical terminology course as a requirement. Throughout the semester, the participants' learning challenges, learning sources, and attitudes regarding ESP vocabulary were all monitored. The most challenging aspect of the poll for most participants was vocabulary abstractness, followed by pronunciation, word length, and spelling. To improve learners' motivation to study, effective ESP vocabulary teaching should be linked with authentic teaching resources. It is impossible to overlook the importance of improving pronunciation accuracy for English as a foreign language (EFL)/ESP educators. Furthermore, word morphology should be prioritised for ESP vocabulary learning, especially for EFL/ESP vocabulary learners. Another key challenge in launching an ESP programme is a lack of ESP instructors. It's difficult to find qualified ESP instructors because many language teachers believe they're unqualified to offer ESP vocabulary classes.

Author(S) Details

Lin-Fang Wu
Language Education Center, Fooyin University, Taiwan.

View Book:- https://stm.bookpi.org/MPLLE-V10/article/view/4313

Teamwork Assessment with Several Levels of Hierarchy in Education: The Hierarchical Aggregate Assessment (HAA) Process | Chapter 11 | New Horizons in Education and Social Studies Vol. 7

 Although the evaluation of teams with multiple levels of hierarchy has been carried out over the years, this method has never been formalised and published with theoretical models until this actual research project and has not been taught at university and college levels, except for the work of Professor Nance[1]. Both individuals have the same evaluation in the traditional evaluation model, in contrast to the Hierarchical Aggregate Assessment (HAA), where the evaluation varies with the team member's hierarchical rank. This type of evaluation provides ratings on the role to be completed and on soft skills for leadership. This brings improvements to the traditional appraisal theories and paradigms. In the outcomes, the roles assigned to the participants and the evaluation tasks, a hierarchy is found. Hierarchical Aggregate Assessment (HAA) thus means a hierarchy of team members, tasks for evaluation and outcomes for evaluation. A description, a method, hypotheses, two software applications that computerised the aggregation process and four experiments are included in the actual analysis. For a long time, the computerised evaluation of teams at many hierarchical levels has existed, albeit in the area of information systems management (MIS). In the field of education, however, little research has been conducted. The theory of HAA is based on the evaluation of classes with many levels of hierarchy in education. This evaluation process is carried out in a tree-like organisation similar to those in information systems management systems (MIS). The process is carried out in three stages, the first step consists of team forming and the attribution to team members of hierarchical ranks, which is the aggregation process, the second phase is the presentation to the student of a test or evaluation assignment performed in team and the third phase is the dislocation of the team and the return to the initial phase until the course is completed. The curriculum management of the course consists of this iterative process. As the process iterates, evaluation data is gathered as summative (marks and scores) and formative evaluation (self-assessment and peer evaluation) data through the process that can be used to evaluate the progress of the course or to direct students for change, further study would be done for growth. Teamwork via computer applications that could be applied in parallel programming, cloud computing and distributed computing paradigms with multiple hierarchy level evaluation tasks in the Hierarchical Aggregate Assessment (HAA) area. Software software for Hierarchical Aggregate Assessment (HAA) may also be seen as a broad electronic portfolio of teamwork recording team work, results, outcomes, ratings, marks, and even self-assessment of team members and peer review for the entire length of the course. It may also be useful to research group dynamics, soft skills, soft skills leadership ability, resistance to change and impact on work environments in computer applications for teamwork evaluation.

Author(s) Details

Dr. Martin Lesage
Département d'éducation et pédagogie, Faculté des sciences de l'éducation, Université du Québec à Montréal (UQÀM), Montréal, QC, Canada.

Pr. Gilles Raîche
Département d'éducation et pédagogie, Faculté des sciences de l'éducation, Université du Québec à Montréal (UQÀM), Montréal, QC, Canada.

Pr. Martin Riopel
Département d'éducation et pédagogie, Faculté des sciences de l'éducation, Université du Québec à Montréal (UQÀM), Montréal, QC, Canada.

Mr. Frédérick Fortin
Département d'éducation et pédagogie, Faculté des sciences de l'éducation, Université du Québec à Montréal (UQÀM), Montréal, QC, Canada.

Mrs. Dalila Sebkhi
Département d'éducation et pédagogie, Faculté des sciences de l'éducation, Université du Québec à Montréal (UQÀM), Montréal, QC, Canada.

Mr. Yves Otis
Département d'éducation et pédagogie, Faculté des sciences de l'éducation, Université du Québec à Montréal (UQÀM), Montréal, QC, Canada.

View Book :- https://bp.bookpi.org/index.php/bpi/catalog/book/357

Traditional Eye Medicine Practitioners in South Western Nigeria: A Need for Collaboration and Standardization of Current Practices | Chapter 7 | Current Topics in Medicine and Medical Research Vol.2

Aim: To determine the magnitude of traditional eye medicine practitioners (TEMP), the eye conditions
they treat in a local community and proffer a form of continuous education to improve on their
practices.
Study Design: A prospective cross sectional study.
Methodology: Traditional medical practitioners (TMP) from two randomly selected local Government
areas (LGA) in Ogun State were invited for a One-day seminar on Primary healthcare in conjunction
with the Public Health department of The Babcock University Teaching Hospital, Ilishan-Remo, Ogun
State in April 2013. Each respondent completed an assistant administered Questionnaire.
Results: Fifty-six respondents took part in the study with 61% females. Age range was 28-73 years
with a mean of 50.49±11.24 years. 96.4% had at least Primary school education. Only 14.3%
indicated that they treat Eye conditions, while 32.1% did not indicate if they treated or did not treat eye
conditions. Eye conditions treated, were red eyes, eye discharges and Cataract. Medications used
were mainly plant extracts, breast milk, urine mixture and other native mixtures. Seventy-five percent
of the respondents that indicated treating eye conditions, learnt the treatment from their ‘masters’ and
50% of them presently have trainees. 32.1% of the respondents declined answering our questionnaire
but indicated interest in learning more about Primary eye care.
Conclusion: Reaching out to the traditional eye care practitioners is an essential tool towards
achieving Universal eye care in Nigeria.

Author(s) Details

Dr. O. Jagun Omodele,
Department of Surgery, Babcock University, Ilishan, Ogun, Nigeria.

Dr. I. Faturoti Olubukola
Department of Surgery, General Hospital Odan, Lagos State Nigeria

Dr. Ogechukwu Taiwo
Department of Surgery, Babcock University, Ilishan, Ogun, Nigeria

View Book :-  http://bp.bookpi.org/index.php/bpi/catalog/book/220