Cracking the Code of Effective Learning through Management of Learning Experiences

Autor/in	Al-Fuqaha, Isam Najib
Titel	Cracking the Code of Effective Learning through Management of Learning Experiences
Quelle	In: Journal of Educational Technology, 13 (2016) 3, S.46-60 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-0559
Schlagwörter	Colleges; College Graduates; Gender Differences; Age Differences; Experience; Specialization; Teacher Role; Measurement; Skill Development; Online Surveys; Questionnaires; Foreign Countries; Statistical Analysis; Student Experience; Hypothesis Testing; Statistical Significance; Jordan + Suchen Sie Ihr Suchwort? College; Hochschule; Fachhochschule; Hochschulabsolvent; Hochschulabsolventin; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Erfahrung; Arbeitsteilige Spezialisierung; Lehrerrolle; Messverfahren; Kompetenzentwicklung; Qualifikationsentwicklung; Fragebogen; Ausland; Statistische Analyse; Studienerfahrung; Hypothesenprüfung; Hypothesentest
Abstract	This article is an attempt to explore why the efforts of universities fall short of accomplishing their objectives, and fail to improve the caliber of their graduates, as large numbers of them are unable to encounter real-life problems. It also probes the relations between four independent demographic variables (gender, age, experience, and specialization) and four dependent variables (role of faculty members, learning experiences focused upon, measures principally administered to achieve learning experiences, and the skills necessary to create synergy and momentum). A relevant online questionnaire is devised to survey the views of a sample of (176) faculty members, comprising (60.5%) of the faculty society at Philadelphia University/Jordan in 2015-2016. SPSS program is utilized for data processing. The article concludes that faculty members focus upon facilitating provision of information instead of achieving self-actualization. The farther objectives of learning experiences are from that, the more learners are subject to become incompetent. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01