Showing papers in "Asia Pacific Education Review in 2008"
TL;DR: In this paper, the authors present a review of research on strategies for competence development in organizations, their prerequisites and effects, and what effects can realistically be achieved through competence development.
Abstract: In spite of the expectations that exist regarding efforts to develop competence and in spite of the large amounts of resources devoted to it, there is a marked lack of empirically-based research on competence development in companies and other organizations. The purpose of this article is to present a review of research on strategies for competence development in organizations, their prerequisites and effects. More specifically, the following three questions will be addressed: (i) Why do organizations invest in competence development? (ii) What effects can realistically be achieved through competence development? (iii) What characterizes successful strategies for competence development in organizations? Before these questions are dealt with, different views of the meaning of the concepts of competence and competence development are presented and discussed.
110 citations
TL;DR: This paper investigated teacher educators', prospective teachers', and K-12 teachers' opinions about the effectiveness of ICT related courses and the ways to improve the courses in Turkey's pre-service teacher education programs.
Abstract: This study investigated teacher educators’, prospective teachers’, and K-12 teachers’ opinions about the effectiveness of ICT related courses and the ways to improve the courses in Turkey’s pre-service teacher education programs. The researchers used both quantitative and qualitative research approaches within the data collection and analysis processes. The data were collected from 111 teacher educators, 1,330 prospective teachers, and 1,429 K-12 teachers through questionnaires; and from 6 teacher educators, 6 prospective teachers, and 6 K-12 teachers through interviews. Even though a majority of the participants felt that ICT related courses are effective, most participants recommended that these courses need to be redesigned to be more beneficial in practice.
92 citations
TL;DR: In this paper, the authors compared five types of bullying in middle schools among ten Asia-pacific countries and explored the impact of students' genders and family backgrounds on the bullying, finding interactions of the victimization of bullying and relevant attitudes toward schools, teachers and schoolmates.
Abstract: This study discusses and compares five types of bullying in middle schools among ten Asia-Pacific countries. The study does this in the following ways. It explores the impact of students’ genders and family backgrounds on the bullying, finds interactions of the victimization of bullying and relevant attitudes toward schools, teachers and schoolmates, and reveals the relationships between the experiences of bullying and the difficulties, pressures and achievements of academic study in each country. The findings provide meaningful reference points for understanding students’ ethics and behavior education, schools’ counseling and support systems (as well as the general improvement of the situation in the Asia-Pacific region), and for cross-cultural education comparisons.
54 citations
TL;DR: In this paper, the authors examine the current developments of transnational higher education in China and focus on how students in Zhejiang province enrolling in these overseas programs evaluate their learning experiences.
Abstract: The economic transition in China since the late 1970s has led to not only drastic social transformations but also rapid advancements in science and technology, as well as the revolution in information and communications technology In order to enhance the global competence of the Chinese population in coping with the challenges of the knowledge-based economy, the higher education sector has been going through restructuring along the lines of marketization, privatization, and decentralization Responding to the globalization challenges, the Chinese government has opened up the education market by allowing private/minban higher education institutions and even overseas universities to offer academic programs in the mainland Hence, we have witnessed the proliferation of education providers, the diversification of education financing, and the increase in private—public partnership in education provision since the policy of educational decentralization was introduced in the mid-1980s After China’s accession to the World Trade Organization (WTO), the Chinese government has allowed overseas universities in collaboration with local universities to co-launch higher education programs In this policy context, we set out in this chapter to examine the current developments of transnational higher education in China More specifically, we focus on how students in Zhejiang province enrolling in these overseas programs evaluate their learning experiences We also identify and discuss major issues arising from the onset of transnational education in China
53 citations
TL;DR: In this paper, the authors investigated the status of burnout among secondary school teachers and assessed its extent in Indian teachers and observed that teachers are also showing symptoms of burn out, which directly or indirectly affect their teaching performance.
Abstract: Burnout is a concept which was born in the mid 1970’s in the USA and with astonishing rapidity has become a catch-word to convey an almost unlimited variety of social and personal problems afflicting workers. It describes a specific dysfunction among helping professionals, believed to be the result of excessive demands made upon their energy, strength and resources. Although a clearly agreed upon definition does not exist, burnout is characterized by the inability to be sufficiently concerned about and involved with service recipients. A burnt out worker tends to withdraw emotionally from the demands of the job. Burnout is reflected in emotional exhaustion and apathy, physical fatigue, lack of energy, psychosomatic illness, increased alcohol and drug consumption, cynicism, inappropriate anger, depression and lack of personal achievements. Now, it is observed that teachers are also showing symptoms of burnout, which directly or indirectly affect their teaching performance. Motivated by these reasons the investigators decided to investigate the status of burnout among secondary school teachers and assess its extent in Indian teachers.
52 citations
TL;DR: In this paper, the authors examined how Korean elementary teachers implement curriculum integration in their teaching practice and what Korean elementary elementary teachers experience in implementing curriculum integration, and the implications of the findings are discussed in terms of teacher preparation and training.
Abstract: This study examines 1) how Korean elementary teachers implement curriculum integration in their teaching practice and 2) what Korean elementary teachers experience in implementing curriculum integration. Several issues evolved from the analysis of three teachers ’ experiences: firstly, the teachers ’ lack of theoretical frameworks for curriculum integration, secondly, the teachers ’ pragmatic approach to curriculum integration, and thirdly, the limitations on implementing curriculum integration. In order for curriculum integration to be properly implemented and sustained, teachers ’ roles in and understanding of the curricula are crucial. Thus, the implications of the findings are discussed in terms of teacher preparation and training.
44 citations
TL;DR: This article investigated the attitudes of Hong Kong primary school principals toward integration, with a view to determining if these school leaders are prepared to implement integrated education practices in their schools, and found that having a family member or close friend with a disability had a significant and positive effect on the principals' attitudes toward integration.
Abstract: Positive attitudes of key stakeholders, such as school principals, towards a new policy are considered a necessary pre-requisite to implement any such policy. Hong Kong has recently formulated a policy that supports the integration of students with disabilities into regular schools. This study investigated the attitudes of Hong Kong primary school principals toward integration, with a view to determining if these school leaders are prepared to implement integrated education practices in their schools. A modified version of the School Principals’ Attitudes toward Inclusion scale (Bailey, 2004) was used to collect data from participants. Based on the responses of 130 primary school principals, it was found that their attitudes toward integration were slightly negative. Principals who had less teaching experience and who were administering schools with smaller student enrolment were found to hold more positive attitudes toward integration. The variable of “having a family member or close friend with a disability” had a significant and positive effect on the principals’ attitudes toward integration.
42 citations
TL;DR: In this article, a more rigorous conceptual analysis of what it is to make competent practical judgements, through inferences, in context-specific and accountable ways (such as to one's peer group of professionals, or to the public).
Abstract: Professional practice can be conceptualised holistically, and in fact during the 1990s the ‘Australian model’ of integrated or holistic competence emerged empirically. This piece outlines that story, and then develops a more rigorous conceptual analysis of what it is to make competent practical judgements, through inferences, in context-specific and accountable ways (such as to one’s peer group of professionals, or to the public). Current research interest in the Schonian swamp-like messiness of judgements (e.g. in clinical medicine) is drawn upon to advance a new epistemology of practice, which takes seriously the ‘know how’ of real work situations, as the basis for a revival of Aristotelianphronesis.
39 citations
TL;DR: In this paper, the authors analyze changing patterns of governance in Korean higher education through the window of the NPM, so as to compare policy developments in Korea to wider international trends.
Abstract: The purpose of this study is to analyze changing patterns of governance in Korean higher education through the window of the NPM, so as to compare policy developments in Korea to wider international trends. Building upon Braun & Merrien (1999)’s earlier analytical framework on university governance, the study focuses on the following dimensions in analyzing the Korean case: (1) the belief system of the government regarding the role of universities; (2) the university-state relationship in terms of both ‘procedural’ and ‘substantive’ autonomy; and (3) the distribution of power and authority within individual universities. The results of the analysis suggest that, although some typical elements of the NPM governance model can be found, the NPM principles have yet to be firmly incorporated into Korean higher education. The study argues that the main reasons for this retardation in the implementation of the NPM driven reforms in Korea would be: (1) the general cynical attitude of professors towards the NPM governance model which was considered as the legacy of the former military regime and (2) the lack of a necessary coherence of government policies over the past two decades (i.e., the heavy emphasis on accountability without an accompanying increase in institutional autonomy). The study recommends, as a conclusion, that a more systematic and integrated implementation strategy would be needed so as to create the necessary preconditions for the NPM principles to be able to work properly in Korean higher education.
36 citations
TL;DR: In this paper, a qualitative case study was conducted with 22 foreign, and 13 local students to determine the issues pertaining to different dimensions of internationalization from the perspectives of both foreign and local students, and the results suggest that asymmetrical aims of local and foreign students endanger fulfillment of the academic, social and cultural rationales behind internationalization.
Abstract: The purpose of this qualitative case study is to discern the issues pertaining to different dimensions of internationalization from the perspectives of both foreign and local students. Semi-structured interviews were conducted with 22 foreign, and 13 local students. The results show that there is a dissonance between policy makers and implementers, and the students themselves on “what a truly international higher education organization” in fact is. Moreover, the results suggest that asymmetrical aims of local and foreign students endanger fulfillment of the academic, social, and cultural rationales behind internationalization. Fulfilling the rationales of internationalization depends not only the adaptability of foreign students to local conditions but also on the priorities, choices and level of commitment of local students, administrative staff, and faculty members to the imperatives of internationalization.
36 citations
TL;DR: In this paper, the authors measured and applied Senge's (1990) fifth discipline model of learning organizations in a culturally distinct population, namely teachers in 17 vocational high schools located in the Seoul megalopolis.
Abstract: This study measured and applied Senge ’s (1990) fifth discipline model of learning organizations in a culturally distinct population, namely teachers in 17 vocational high schools located in the Seoul megalopolis. The participants were 976 full-time vocational and academic teachers in public trade/industry-technical and business high schools in the Seoul megalopolis. Exploratory factor analysis was used to examine responses from Korean vocational high school teachers to questionnaire items designed to test the theoretical constructs and indices of Senge ’s learning organization model to establish a measurement model. The hypothesized model was tested using confirmatory factor analysis. Strong evidence was provided for the construct validity of the measurement model (i.e., instrument) to measure the learning organization concept in school contexts. The results also support the notion that the theory of learning organization and related concepts, initially developed against the background of Western culture, can apply to a South Korean school context, reflecting Asian culture.
TL;DR: In this article, an empirical study of Korean mid-level employees in diverse industries, investigating the effects of different understandings of work and non-work dimensions on job satisfaction, career satisfaction, and organizational commitment, was conducted.
Abstract: The study contributes to the work values literature as well as to the knowledge base of meaning of working in Asian economies. It represents the results of an empirical study of Korean mid-level employees in diverse industries, investigating the effects of different understandings of work and non-work dimensions on job satisfaction, career satisfaction, and organizational commitment. With a sample size of some 420 responses from 16 different companies, age differences were found for overall meaning of work and also for the effects of importance of working for global organizational commitment. Non-work related dimensions appeared unrelated to work-related outcome variables. We conclude that to a limited degree, age related differentiation exist in relation to work meanings and separation of work and non-work domains for work-related effects. The implications for theory and practice of this research are also discussed.
TL;DR: In this paper, the authors surveyed the opinions of Taiwanese parents on current English education policy and practice and found that the extent to which parents support English education reform played a large role in the success of the implementation of the policy and are important factors for the government to consider when shaping future education policies.
Abstract: Taiwan, like many other countries in Asia, introduced considerable changes in English education policy in response to the need for English communication in the global market. During the process of implementing the new English education policy, the Ministry of Education (MOE) of Taiwan encountered several problems. Although researchers have examined other issues concerning the implementation of the English education policy, such as the shortage of trained English teaching personnel, the selection of textbooks and the difficulty of teaching a class of heterogeneous learners, parental attitudes toward or expectations for the English education policy itself remain unexplored. Parental opinions about English education and the extent to which parents support English education reform play a large role in the success of the implementation of the policy and are important factors for the government to consider when shaping future education policies. The perspectives of parents, therefore, should be included in a research-based examination. This study surveyed the opinions of Taiwanese parents on current English education policy and practice.
TL;DR: This paper investigated the interactions between identity and career aspirations among Taiwanese Aborigines and American Indians and found that American Indians generally live in a more multicultural society than Taiwanese aborigines, and that affirmative action policies are more favorable in Taiwan than they are in the United States.
Abstract: This article investigates the interactions between identity and career aspirations among Taiwanese Aborigines and American Indians. While many similarities exist between the two indigenous groups, several differences remain as well. In comparing the identity issue between these two groups, this study shows that American Indians generally live in a more multicultural society than Taiwanese Aborigines. American Indian students do not experience the same degree of stereotype or racial discrimination from their teachers and peers as experienced by Taiwanese Aborigines. However, affirmative action policies are more favorable in Taiwan than they are in the United States. Drawing from a critical standpoint theory, we argue that families, tribes, and communities should play a more prominent role in the education of indigenous peoples.
TL;DR: In this paper, the authors investigated how in-service teachers in elementary schools conceptualize their practical knowledge about English teaching in Taiwan and provided practical principles and rules of practice for elementary EFL teachers.
Abstract: Teaching English in elementary schools has been an important educational policy in Asian countries over the past several decades. This study investigates how in-service teachers in elementary schools conceptualize their practical knowledge about English teaching in Taiwan. It provides examples of experiences and practical knowledge that English teachers have developed in their own contexts. The practical knowledge of teachers was investigated using a qualitative case study. Three in-service teachers participated in this study. Data include interviews, classroom observations, teachers’ reflective journals, and teaching materials. The study provides practical principles and rules of practice for elementary EFL teachers. It offers insights that policy makers need to consider in setting up a sound English teaching and learning program for elementary schools in EFL contexts.
TL;DR: The authors argue for a view of NQFs as a work-in-progress and as contestable artefacts of modern society, which can provide an opportunity to address, in a modest manner, aspects of lifelong learning that contribute to economic development, social justice and personal empowerment.
Abstract: During the last thirty years, National Qualification Frameworks have emerged as an attempt by the state to ‘manage’ the relations between education, training and work. Drawing on South African experiences of ten years of development of a competency and outcomes based National Qualifications Framework (NQF), this paper highlights the areas of greatest contestation and achievement. We argue for a view of NQFs as a work-in-progress and as contestable artefacts of modern society, which can provide an opportunity to address, in a modest manner, aspects of lifelong learning that contribute to economic development, social justice and personal empowerment.
TL;DR: In this article, a study was conducted to segment Filipino college students' views of their teachers' caring behavior and their orientations as caring-for individuals, and identified clusters of teacher roles that indicate caring behavior imply that acts of teaching become acts of caring depending on how the teachers, theefficient cause of education, perform their ordinary tasks in the context of extraordinary uniqueness.
Abstract: Caring, as a universal human phenomenon, should permeate elementary, secondary and tertiary level instruction. The practice of teaching, especially at the tertiary level, is not only substantial and procedural but relational as well. To teach with a heart is the essence that makes teaching a form of caring. When teaching is viewed as a form of caring, teachers become relational geniuses in their own right. This study is an attempt to segment Filipino college students’ views (n=1000) of their teachers’ caring behavior and their orientations as cared-for individuals. The identified clusters of teacher roles that indicate caring behavior imply that acts of teaching become acts of caring depending on how the teachers, theefficient cause of education, perform their ordinary tasks in the context ofextraordinariness. Such extraordinariness spells out a big difference in the way teachers practice the so-calledsingle loop caring or caring visibility anddouble- loop caring or caring presence. The former refers to teaching from the heart while the latter pertains to teaching with a heart. Interestingly, the extent to which teachers’ caring behavior is felt and experienced by the students positively shapes their orientations as cared-for individuals.
TL;DR: In this article, a two-year longitudinal study analyses the implementation of task-based learning (TBL) in three Hong Kong secondary schools, focusing on teachers' conceptions of TBL and classroom practice, and the support provided by senior management.
Abstract: Task-based learning (TBL) was a methodological innovation in the 1999 English Language syllabus for secondary schools and the 2006 curriculum for senior secondary schools in Hong Kong, designed to replace teacher-centred, grammar-focused approaches that were identified as previously prevalent. This two-year longitudinal study analyses the implementation of TBL in three schools. It focuses on teachers’ conceptions of TBL and classroom practice, and the support provided by senior management. It finds that TBL is enacted differently by individual teachers, and that the lack of senior leadership is significant in causing the innovation either to wither or to become diffuse. In some cases, problems associated with implementing TBL were addressed through the determined commitment of pioneering teachers and the collaborative efforts by staff, but change was nonetheless hampered.
TL;DR: In this article, a review of contributions to understanding the skill/competence question emerging from sociology of work literature is presented, along with a more detailed, comparative analysis of Norway and Canada; here we see the lofty "knowledge economy" rhetoric brought down to earth by the realities of industrial relations, employer intransigence and intra-labour movement differences.
Abstract: Skill/competency approaches to workplace-based policy seek to assess and train for discrete individual competencies with the goal of increasing employability and productivity. These approaches have become increasingly prominent across a range of advanced capitalist countries. A substantial critique has emerged over this same period regarding issues of instrumentality and social control, as well as the failure of skill/compentancy approaches to articulate a meaningful understanding of human learning capacities. In this article, these critical perspectives are clarified further by a review of contributions to understanding the skill/competence question emerging from sociology of work literature. Building from these critiques, this article outlines recent experiences with and perspectives on skill/competency frameworks amongst different national labour movements. Included in this outline is a more detailed, comparative analysis of Norway and Canada; here we see the lofty ‘new’, ‘knowledge economy’ rhetoric – in two countries where one might expect to see it blossom in application – brought down to earth by the realities of industrial relations, employer intransigence and intra-labour movement differences. ‘Skill/competence’ proves to be a floating signifier that, amongst both employers and labour, stands as a proxy for ‘power/control’ struggles. Degenerating in this way, from a labour perspective, the new politics of skill/competency formation is seen to have spiraled toward irrelevance in Norway and Canada; awaiting, in both countries, a re-invigoration through attention to changes in the participatory structure of the labour process itself.
TL;DR: Choi et al. as discussed by the authors identified competencies and expertise levels needed by port and logistics industry personnel, a sector that has growth potential in Busan, South Korea, using expert interviews to develop a competency survey.
Abstract: Human resource development for regional strategic industries is an emerging emphasis for the development of industries that have growth potential. This article identifies competencies and expertise levels needed by port and logistics industry personnel, a sector that has growth potential in Busan, South Korea. The research consisted of expert interviews to develop a competency survey. Six competency clusters and 16 sub-competencies were developed. This research was useful in the development of an educational program and suggests ways in which regional human resource development (RHRD) can be used.
TL;DR: In this article, a quasi-experimental study aims to streamline cognitive models on fraction multiplication and division that contain the most worthwhile features of other existing models, such as exploratory nature and its approach to proof elicitation can be used to help establish its effectiveness in building students' understanding of fractions.
Abstract: This quasi-experimental study aims to streamline cognitive models on fraction multiplication and division that contain the most worthwhile features of other existing models. Its exploratory nature and its approach to proof elicitation can be used to help establish its effectiveness in building students’ understanding of fractions as compared to the traditional algorithmic way of teaching, vis-a-vis the students’ negative notions about learning fractions. Interestingly, the study showed the benefits and drawbacks of using these cognitive models in the teaching and learning of mathematics.
TL;DR: This paper used a modified version of the Perception of Science Classes Survey (Kardash & Wallace, 2001) to survey 7,885 grade school and high school students in different provinces in the Philippines regarding their perceptions of their science classes.
Abstract: This study used a modified version of the Perception of Science Classes Survey (Kardash & Wallace, 2001) to survey 7,885 grade school and high school students in different provinces in the Philippines regarding their perceptions of their science classes. Factor analysis revealed five dimensions of the students ’ perceptions that relate to different aspects of the teacher ’s pedagogy and the learning environment created by the teachers: (a) Learner-Centered Pedagogy, (b) Science Inquiry Activities, (c) Positive Affect and Attitudes, (d) Grades as Feedback, and (e) Support for Self-Learning and Effort. Factor scores were compared across grade levels and genders. The results indicate a decrease in science inquiry activities and the use of grades as feedback in the higher grades, but an increase in support for self-learning and effort, and also positive affects and attitudes. These trends were discussed in relation to possible problems related to teacher practices that may contribute to low student achievement levels in science.
TL;DR: In this article, the authors argue that scientific literacy should be rethought in that it involves ethics as its core element, and they draw on the concept of integrity of knowing to analyze knowledge about the environment in Korean sixth-grade science classrooms.
Abstract: In this paper we argue that scientific literacy ought to be rethought in that it involves ethics as its core element. Considering the fact that science education has addressed ethical dilemmas of Science, Technology, Society and Environment (STSE) issues, it is worthwhile to question what the ethics of scientific knowledge mean in terms of their implications in modern society where knowledge generally is separated from action and thereby from the responsibility for knowing. We draw on the concept of integrity of knowing to analyze knowledge about the environment in Korean sixth—grade science classrooms. Examining the notion of immediate coping and ConfucianCheng, we differentiate ‘knowing about ethics’ and ‘knowing ethically’ with respect to STSE issues. We challenge the notion of knowing, suggesting instead that there is not only knowing about but knowingin andfor action. Participatory scientific literacy ought to aim for the latter form of knowing. This understanding of ethics and scientific literacy could help science educators bring forth the responsibility for knowledge in science classrooms by encouraging students to become active and responsible concerning STSE issues.
TL;DR: In this paper, the authors analyze the meaning and presumptions of competence in the concrete context of knowledge capitalism, and explain how competence discourse has a great deal to do with the current drastic changes in the educational paradigm from "nation-state education" to "global learning economy".
Abstract: The purpose of this article is to analyze the meaning and presumptions of competence in the concrete context of knowledge capitalism. First, the nature of competence as a ‘commodification of human ability’ that obtains a standardized monetary value to sell in the labor market, is elucidated by applying Karl Marx’s critical theory. Second, it is further investigated that, in the new context of the global learning economy, the production of the competence as a commodity itself becomes a key industry, representing itself a crucialsub- system of knowledge capitalism. Third, this paper explains how competence discourse has a great deal to do with the current drastic changes in the educational paradigm from ‘nation-state education’ to ‘global learning economy’. These changes are illustrated by how traditional school subject-based curricula are replaced by competency-based curricula, academic qualifications integrated into a unified form of qualification framework, and school achievement is evaluated according to the ‘demanded workplace competence’. It is also argued that human competencies by nature have ‘double-bind’ characteristics: while it is pushed to meet the demands as knowledge commodities, human beings themselves are beyond any notion of tradability, and the new capitalism based on human commodities, if any, should reveal new rules to play the game.
TL;DR: In this article, the authors discuss competence development in the public sector: development, or dismantling of professionalism, and propose a solution to the problem of professionalism degradation in public sector. But
Abstract: Competence development in the public sector : development, or dismantling of professionalism
TL;DR: Choi et al. as mentioned in this paper explored the career barrier typology of 318 college students using the Korean college students' Career Barrier Inventory (KCBI) and found that the results suggest discrepant differences of personality variables and career attitude maturity among the clustered groups.
Abstract: While most studies have focused primarily on the correlates of career barriers, research examining specific career barrier typology experienced among college students remains limited. Employing cluster analysis, this study explored the career barrier typology of 318 college students using the Korean college students’ Career Barrier Inventory (KCBI). The variables used in this study included ‘personality’ (hardiness, trait anxiety, locus of control, resilience, and optimism) and ‘career maturity attitude’. Two major conclusions were drawn. Firstly, cluster analysis of the KCBI identified four groups of participants; (a) a salient external career barrier group, (b) a well adjusted group, (c) a salient internal career barrier group, and (d) the worst career barrier group. Secondly, the results suggest discrepant differences of personality variables and career attitude maturity among the clustered groups. Limitations of the present study and suggestions for future research are also discussed.
TL;DR: This article analyzed the effects of student and course characteristics on student satisfaction in courses by using a two-level hierarchical linear model (HLM) based on literature reviews, 13 research variables (1 student gender, 2 student academic year, 3 student major, 4 student reason for taking the course, 5 student level of course participation, 6 student expected grade, 7 student achieved grade, 8 faculty gender, 9 faculty age, 10 faculty status, 11 academic field of course, 12 class size and 13 course type) were selected and specified as fixed effects in the analysis model.
Abstract: The purpose of this study is to analyze the effects of student and course characteristics on student satisfaction in courses by using a two-level hierarchical linear model (HLM). Based on literature reviews, 13 research variables (1 student gender, 2 student academic year, 3 student major, 4 student reason for taking the course, 5 student level of course participation, 6 student expected grade, 7 student achieved grade, 8 faculty gender, 9 faculty age, 10 faculty status, 11 academic field of the course, 12 class size, and 13 course type) were selected and specified as fixed effects in the analysis model. Data were 57,216 ratings of 1,481 undergraduate liberal arts courses at Seoul National University in 2006. The result of unconditional model analysis revealed that student characteristics’ effects on student satisfaction in courses (within-course effects, 88.1%) were much larger than course characteristics’ effects (between-courses effects, 11.9%). The result of conditional model analysis specifying student and course level predictors revealed that those 12 research variables, with the exception of student gender, had statistically significant effects on student satisfaction in courses. The explained variance was 22.0% in student level, 65.8% in course level, and 27.2% of the total variance.
TL;DR: This article investigated the influence of informational complexity and working memory capacity on problem-solving efficiency and found that there is a trade-off between accuracy and time when information differs with respect to informational complexity.
Abstract: This study investigated the influence of informational complexity and working memory capacity on problem-solving efficiency. We examined two predictions of thesituational efficiency hypothesis, which states that the efficiency of problem solving varies as a function of situational constraints. One prediction is that informational complexity affects problem-solving efficiency. A second prediction is that working memory capacity affects problem-solving efficiency. Students completed a working memory task and solved abstract and concrete syllogisms. Participants solved abstract syllogisms more accurately than concrete syllogisms and spent more time solving abstract syllogisms. Thus participants demonstrated greater problem-solving efficiency when solving concrete syllogisms. Results indicate that there is a trade-off between problem-solving accuracy and problem-solving time when information differs with respect to informational complexity, a phenomenon we refer to as theefficiency paradox. Working memory capacity did not affect accuracy or efficiency. The results support the conclusion that problem-solving efficiency is situational and a function of the complexity of information. Educational implications and directions for future research are suggested.
TL;DR: In this paper, the authors synthesize cognitive learning strategy intervention studies conducted in Korea between 1990 and 2006, using meta-analysis, and find that cognitive learning strategies had large effect sizes.
Abstract: The purpose of this study was to synthesize the cognitive learning strategy intervention studies conducted in Korea between 1990 and 2006, using meta-analysis. By means of pre-established systematic criteria, 50 articles were selected and 97 effect sizes were calculated. Effect size was calculated using ‘the Cohen’s d’ (Cooper & Hedges, 1994). The research questions of the present study were as follows: (a) Are cognitive learning strategies generally effective? (b) What type of cognitive learning strategy is most effective? (c) Are effect sizes of different types of cognitive learning strategies different according to the applied domains, grade levels, and achievement levels? The results of the study indicate that, first of all, the overall cognitive learning strategies (97 ESs) yielded a large effect size (ESsm=.96), which was not homogenous (Q=55.19,p <.05). Thus, in each subcategory of learners’ characteristics and applied domains, we calculated effect sizes and conducted the test of homogeneity separately. Except for grade level, the effect sizes were generally homogenous in each subcategory. The findings revealed that cognitive strategies had large effect sizes (.82–1.69). For average achieving students as well as underachieving students (Learning Disabilities), cognitive learning strategies were very effective (.82–1.42). The effect of cognitive learning strategies was very large in terms of students in all grades (1.02–1.34), except for middle school students (.70). Lastly, the implications for the application of different cognitive learning strategies were discussed.