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Showing papers on "Competence (human resources) published in 2021"


Journal ArticleDOI
TL;DR: In this paper, the authors identified five challenges to transitioning to online education experienced by higher education institutions: synchronous/asynchronous learning tool integration, access to technology, faculty and student online competence, academic dishonesty, and privacy and confidentiality.
Abstract: Lockdowns, social distancing, and COVID safe hygiene practices have rendered the usual face-to-face course delivery options all but impossible for many higher education institutions worldwide. A forced transition to online learning has been the only viable option for preventing a wholesale closure of many institutions. The aim of this study is to identify the role of educational technologies in the transition from face-to-face to online teaching and learning activities during the COVID-19 pandemic. This paper identified five challenges to transitioning to online education experienced by higher education institutions: synchronous/asynchronous learning tool integration, access to technology, faculty and student online competence, academic dishonesty, and privacy and confidentiality. From the studies examined in this literature review, strategies for successful online implementation were also noted. These included: providing e-learning training support for faculty and students, fostering online learning communities, and expanding traditional face-to-face course delivery to incorporate more elements of blended learning. A Technology Enhanced Learning Hub that encapsulates the learning process within a modality-neutral learning space is presented as a suggested framework for delivering higher education programs in this challenging environment.

99 citations


Journal ArticleDOI
TL;DR: This study proposed digital support designs to fulfill the three innate needs identified in self-determination theory (SDT): autonomy, relatedness, and competence, and investigated how the developed forms of digital support and teacher support contributed to student engagement.

73 citations


Journal ArticleDOI
15 Feb 2021
TL;DR: The results show that distance learning is positively influenced by e-learning infrastructure and the cognitive competence of the students, the faculty, and administrative staff.
Abstract: Covid-19 has led to the closure of educational institutions around the world and turned formal learning into distance learning. This study aims to investigate the effect of e-learning infrastructure and individual’s knowledge and competence on distance learning during the Covid-19 pandemic outbreak in 2020. E-learning infrastructure and individual’s cognitive competence were also used to determine the readiness of educational institutions in distance learning. The e-learning infrastructure includes Learning Management System (LMS), electronic devices, communication applications, and internet accessibility. Quantitative approach was used in this study with a sample of 324 participants from three major universities in Yogyakarta, Indonesia. Data were collected through online surveys. The descriptive statistical approach and one-layer regression analysis were used to examine the problems raised in this study. The results show that distance learning is positively influenced by e-learning infrastructure and the cognitive competence of the students, the faculty, and administrative staff. The results also point out the university’s readiness level in adopting online learning based on their previous experience of using the learning system. Finally, the study proposes that in order to improve the e-learning process, there needs to be sufficient financial support from the government, whereas the universities are advised to conduct workshops and training, and to provide teleconferencing applications.

71 citations



Journal ArticleDOI
TL;DR: In this paper, the authors investigated differences in students who perceived themselves as high vs. low in competence with respect to these constructs and found that students who experienced themselves as highly competent use SRL strategies more often and are more intrinsically motivated than students with lower perceived competence.
Abstract: In March 2020 schools in Austria temporarily closed and switched to distance learning to contain the spread of the coronavirus (COVID-19). The resulting situation posed great challenges to teachers, guardians and students (Huber and Helm 2020). Research has shown that perceived competence (Deci and Ryan 2000) affects selfregulated learning (SRL), intrinsic motivation and procrastination, however few studies have considered these variables in context of distance learning among adolescents. This study investigated differences in students who perceived themselves as high vs. low in competence with respect to these constructs. In an online questionnaire, 2652 Austrian secondary school students answered closed questions regarding SRL, intrinsic motivation and procrastination as well as open-ended questions about challenges, successes and need for support in distance. Structural equation modeling was applied for the quantitative analysis which was complemented by thematic analysis for the qualitative questions (Braun and Clarke 2006). Results showed that students who experienced themselves as highly competent use SRL strategies (goal setting and planning, time management, metacognitive strategies) more often and are more intrinsically motivated than students with lower perceived competence. They also procrastinate less. Furthermore, qualitative analysis revealed that although all students face similar challenges (e.g., independent learning, time and task management, learning on the computer, lack of contact with teachers and peers), students who perceived themselves as highly competent seemed to cope better, and have less need for support. Implications for distance learning and future research are discussed.

70 citations


Journal ArticleDOI
TL;DR: Results suggest that diversity-oriented leadership contributes to transparent internal communication during a crisis and increases employees’ satisfaction of autonomy, competence and relatedness needs.
Abstract: This study aims to examine the effects of diversity-oriented leadership and strategic internal communication on employees’ knowledge-sharing behavior during a crisis situation, coronavirus (COVID-19) outbreak in particular. Integrating knowledge sharing research with internal crisis communication literature as well as self-determination theory, the mediating roles of employees’ intrinsic needs satisfaction are also identified.,An online survey was conducted with 490 full-time employees in the USA across industry sectors during the COVID-19 outbreak.,Results suggest that diversity-oriented leadership contributes to transparent internal communication during a crisis and increases employees’ satisfaction of autonomy, competence and relatedness needs. Transparent internal communication also increases employees’ intrinsic needs satisfaction, which in turn fosters their job engagement and knowledge-sharing behavior during the crisis.,This study is one of the earliest studies to demonstrate the effectiveness of diversity-oriented leadership and strategic internal crisis communication in enhancing employees’ knowledge-sharing behavior, especially in the context of COVID-19.

66 citations


Journal ArticleDOI
TL;DR: In this paper, formative assessment can be seen as an integral part of teaching and learning, as formative assessments affect students' learning and vice versa, and students' motivation can theoretically be placed at...
Abstract: Formative assessment can be seen as an integral part of teaching and learning, as formative assessment affects students’ learning and vice versa. Students’ motivation can theoretically be placed at...

64 citations


Journal ArticleDOI
TL;DR: In this article, a systematic review of the fundamental motor skills (FMS) skills in children's holistic development is presented, where the authors aimed to systematically review the FMS skills of children.
Abstract: Competence in fundamental motor skills (FMS) facilitates physical activity participation and is important for children’s holistic development. This study aimed to systematically review the FMS leve...

62 citations


Journal ArticleDOI
TL;DR: This article conducted a systematic search in four databases, included 34 studies, and thematically analyzed data from all included studies, finding that low relatedness and competence satisfaction were associated with negative affect and reduced participation. Need satisfaction was associated with positive affect and increased participation.

56 citations


Journal ArticleDOI
19 Apr 2021
TL;DR: This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the COVID-19 pandemic, including the factors influencing their digital learning experiences.
Abstract: The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is wheth...

55 citations


Journal ArticleDOI
TL;DR: In this article, the authors studied the corporate digital divide through causality between competency accumulation and digital technological shifts and identified the conditions necessary for the prediction of demand shocks in relation to digital competencies in labor markets.

Journal ArticleDOI
TL;DR: A team of 14 professors with expertise in engineering and education collaborated with 17 principals and teachers from 6 secondary schools to co-create the curriculum, which successfully developed the curriculum that has been used in secondary school teaching in Hong Kong and received positive feedback.
Abstract: Contributions: The Chinese University of Hong Kong (CUHK)-Jockey Club AI for the Future Project (AI4Future) co-created the first pretertiary AI curriculum at the secondary school level for Hong Kong and evaluated its efficacy. This study added to the AI education community by introducing a new AI curriculum framework. The preposttest multifactors evaluation about students' perceptions of AI learning confirmed that the curriculum is effective in promoting AI learning. The teachers also confirmed the co-creation process enhanced their capacity to implement AI education. Background: AI4Future is a cross-sector project that engages five major partners--CUHK's Faculty of Engineering and Faculty of Education, secondary schools, Hong Kong government, and AI industry. A team of 14 professors collaborated with 17 principals and teachers from six secondary schools to co-create the curriculum. Research Questions: Would the curriculum significantly improve the student perceived competence, attitude, and motivation toward AI learning? How does the co-creation process benefit the implementation of the curriculum? Methodology: The participants were 335 students and eight teachers from the secondary schools. This study adopted a mix-method with quantitative data measures at pre- and post-questionnaires and qualitative data emphasizes teachers' perspectives on the co-creation process. Paired t-tests and ANCOVAs, and thematic analysis were used to analyze the data. Findings: 1) students perceived greater competence and developed a more positive attitude to learn AI and 2) the co-creation process enhanced teachers' knowledge in AI, as well as fostered teachers' autonomy in bringing the subject matter into their classrooms.

Journal ArticleDOI
TL;DR: Data confirm that general level of burnout increased and personal accomplishment was reduced during the COVID-19 pandemic; elevated personal accomplishment appears to be a predictor of emotional, socio-relational, and didactic competences before and during the pandemic.
Abstract: Prolonged school closures, forced isolation, and mutations in social interactions due to the COVID-19 pandemic have posed challenges for actors in the educational context; teachers, in particular, have had to develop new instructional strategies to ensure that lessons could continue. The present research measures in a group of 374 Italian teachers—curricular and specialist support teachers—the relationship between self-perceived instructional competence, self-efficacy, and burnout. The present research, conducted between April and December 2020, represents the second part of a larger study conducted from November 2018 to October 2019, which was replicated during COVID-19. Participants completed an anamnestic questionnaire, the Assessment Teaching Scale, and the Maslach Burnout Inventory in both phases of research; an ad hoc questionnaire (to measure teaching practices) and the Teacher Sense of Self Efficacy Scale were added in the second phase. Data confirm that general level of burnout increased and personal accomplishment was reduced during the pandemic; elevated personal accomplishment appears to be a predictor of emotional, socio-relational, and didactic competences before and during the pandemic. Feelings of frustration and accomplishment represent some manifestations of distress caused by the pandemic condition; these dynamics favor the crystallization of roles and behaviors towards the perception of metacognitive teaching processes.

Journal ArticleDOI
TL;DR: In this article, the authors investigated gender differences in the digital learning environment students faced during the COVID-19 pandemic in spring 2020 and found higher perceived teacher support, intrinsic value, and learning engagement among girls than boys, while no significant sex differences in competence beliefs regarding digital learning.
Abstract: The spread of the COVID-19 pandemic quickly necessitated digital learning, which bore challenges for all pupils but especially for groups disadvantaged in a virtual classroom As some studies indicate persistent differences between boys and girls in use of technologies and related skills, the aim of this study was to investigate gender differences in the digital learning environment students faced in spring 2020 Previous studies investigating gender differences in digital learning largely used biological sex as the only indicator of gender This study includes both biological sex and gender role self-concept in order to investigate the role of gender in different components of this stereotyped domain in a more differentiated way A total of 19,190 Austrian secondary school students (61 9% girls, M age = 14 55, SDage = 2 49, age range 10-21) participated in an online study in April 2020 and answered questions regarding their competence beliefs, intrinsic value, engagement, and perceived teacher support in digital learning during the pandemic-induced school closures Results showed higher perceived teacher support, intrinsic value, and learning engagement among girls than boys, while no significant sex differences were found in competence beliefs regarding digital learning Furthermore, our results indicated clear benefits of an androgynous gender role self-concept for all studied components of digital learning Implications of the findings for theory and practice are discussed

Journal ArticleDOI
TL;DR: Six dimensions of teachers’ basic ICT competence beliefs are identified: information and data literacy, communication and collaboration, digital content creation, safety and security, problem solving, and analyzing and reflecting.

Journal ArticleDOI
13 Jul 2021
TL;DR: In this article, the authors analyzed the effect of competence, motivation, learning environment on teacher performance, the quality of education, and indirect effects through teacher performance on the QoE.
Abstract: This research is motivated by efforts to improve the quality of education, and teacher performance has not been achieved as expected. This can be seen from the number of students' achievement decreases. Due to the teacher's performance has not yet produced a standard output of students who excel. The cause that occurs can not be separated from the competence, motivation, and learning environment that still has to be improved. These three variables directly or indirectly have an influence on teacher performance and the quality of education. This study aims to determine and analyze the effect of competence, motivation, learning environment on teacher performance, the quality of education, and indirect effects through teacher performance on the quality of education. The population of this study was all elementary school teachers at the Education Office of South Sulawesi Province. The total sample study is 393 respondents. The data were analyzed using the Structural Equation Model (SEM) utilizing AMOS 18. The study results found that direct or indirect effect the competence, motivation, learning environment had a positive and significant effect on teacher performance, as well as relationship antecedent variables on the quality of education. Including the performance of teachers, effect on quality of education.

Journal ArticleDOI
TL;DR: To build trust with patients, health providers should actively listen, provide detailed explanations, show caring for patients, and demonstrate their knowledge.

Journal ArticleDOI
TL;DR: Analysis of the entrustment concept reveals that trust in a learner to work without assistance or supervision encompasses more than the observation of "doing" in practice (the "does" level) and implies the readiness of educators to accept the inherent risks involved in health care tasks.
Abstract: The iconic Miller's pyramid, proposed in 1989, characterizes 4 levels of assessment in medical education ("knows," "knows how," "shows how," "does"). The frame work has created a worldwide awareness of the need to have different assessment approaches for different expected outcomes of education and training. At the time, Miller stressed the innovative use of simulation techniques, geared at the third level ("shows how"); however, the "does" level, assessment in the workplace, remained a largely uncharted area. In the 30 years since Miller's conference address and seminal paper, much attention has been devoted to procedures and instrument development for workplace-based assessment. With the rise of competency-based medical education (CBME), the need for approaches to determine the competence of learners in the clinical workplace has intensified. The proposal to use entrustable professional activities as a framework of assessment and the related entrustment decision making for clinical responsibilities at designated levels of supervision of learners (e.g., direct, indirect, and no supervision) has become a recent critical innovation of CBME at the "does" level. Analysis of the entrustment concept reveals that trust in a learner to work without assistance or supervision encompasses more than the observation of "doing" in practice (the "does" level). It implies the readiness of educators to accept the inherent risks involved in health care tasks and the judgment that the learner has enough experience to act appropriately when facing unexpected challenges. Earning this qualification requires qualities beyond observed proficiency, which led the authors to propose adding the level "trusted" to the apex of Miller's pyramid.

Journal ArticleDOI
TL;DR: Simulation based learning is effective in improving nursing students' perceived competence, self-efficacy, and learning satisfaction after repeated exposures to simulations, and it is the accumulated multiple exposure experiences collectively improve students' learning outcomes.

Journal ArticleDOI
25 Feb 2021-PLOS ONE
TL;DR: This paper conducted a 12-month mixed-methods study alongside the Rehabilitation Intervention for people with Schizophrenia in Ethiopia (RISE) pilot study and found that CBR workers experienced improvements in competence throughout the training and 12 months pilot study.
Abstract: Background There are gaps in our understanding of how non-specialists, such as lay health workers, can achieve core competencies to deliver psychosocial interventions in low- and middle-income countries. Methods We conducted a 12-month mixed-methods study alongside the Rehabilitation Intervention for people with Schizophrenia in Ethiopia (RISE) pilot study. We rated a total of 30 role-plays and 55 clinical encounters of ten community-based rehabilitation (CBR) lay workers using an Ethiopian adaptation of the ENhancing Assessment of Common Therapeutic factors (ENACT) structured observational rating scale. To explore factors influencing competence, six focus group discussions and four in-depth interviews were conducted with 11 CBR workers and two supervisors at three time-points. We conducted a thematic analysis and triangulated the qualitative and quantitative data. Results There were improvements in CBR worker competence throughout the training and 12-month pilot study. Therapeutic alliance competencies (e.g., empathy) saw the earliest improvements. Competencies in personal factors (e.g., substance use) and external factors (e.g., assessing social networks) were initially rated lower, but scores improved during the pilot. Problem-solving and giving advice competencies saw the least improvements overall. Multimodal training, including role-plays, field work and group discussions, contributed to early development of competence. Initial stigma towards CBR participants was reduced through contact. Over time CBR workers occupied dual roles of expert and close friend for the people with schizophrenia in the programme. Competence was sustained through peer supervision, which also supported wellbeing. More intensive specialist supervision was needed. Conclusion It is possible to equip lay health workers with the core competencies to deliver a psychosocial intervention for people with schizophrenia in a low-income setting. A prolonged period of work experience is needed to develop advanced skills such as problem-solving. A structured intervention with clear protocols, combined with peer supervision to support wellbeing, is recommended for good quality intervention delivery. Repeated ENACT assessments can feasibly and successfully be used to identify areas needing improvement and to guide on-going training and supervision.

Journal ArticleDOI
TL;DR: This article examined the effects of restaurant employees' social perceptions of their supervisors on employees' work engagement and extra-role customer service behavior, and found that restaurant employees were more likely to report negative experiences with their supervisors.
Abstract: The purpose of this study was to examine the effects of restaurant employees’ social perceptions of their supervisors on employees’ work engagement and extra-role customer service behavior. We also...

Journal ArticleDOI
TL;DR: In this paper, the authors present an overview of the growth mindset and how it aligns with the goals of competency-based medical education (CBME) and discuss potential solutions and strategies at the individual, relational, and systems levels.
Abstract: The ongoing adoption of competency-based medical education (CBME) across health professions training draws focus to learner-centred educational design and the importance of fostering a growth mindset in learners, teachers, and educational programs. An emerging body of literature addresses the instructional practices and features of learning environments that foster the skills and strategies necessary for trainees to be partners in their own learning and progression to competence and to develop skills for lifelong learning. Aligned with this emerging area is an interest in Dweck's self theory and the concept of the growth mindset. The growth mindset is an implicit belief held by an individual that intelligence and abilities are changeable, rather than fixed and immutable. In this paper, we present an overview of the growth mindset and how it aligns with the goals of CBME. We describe the challenges associated with shifting away from the fixed mindset of most traditional medical education assumptions and practices and discuss potential solutions and strategies at the individual, relational, and systems levels. Finally, we present future directions for research to better understand the growth mindset in the context of CBME.

Journal ArticleDOI
TL;DR: Physical literacy has become a focus in school physical education and youth sports programs as discussed by the authors, but despite the global attention, physical literacy remains an elusive concept in regards to its definition and it is difficult to define its definition.
Abstract: Physical literacy has become a focus in school physical education and youth sports programs. Despite the global attention, physical literacy remains an elusive concept in regards to its definition,...

Journal ArticleDOI
TL;DR: In 2018, the OECD added a set of global competence measures to its PISA program, and reported on the outcomes in November 2020 as discussed by the authors, and explored the provenance of the idea of global compete...
Abstract: In 2018 the OECD added a set of global competence measures to its PISA programme, and reported on the outcomes in November 2020. In this paper I explore the provenance of the idea of global compete...

Journal ArticleDOI
01 Feb 2021-System
TL;DR: This paper examined the relationship between motivational beliefs, use of self-regulated learning (SRL) strategies, and competence in English as a second/foreign language (ESL/EFL) writing.

Journal ArticleDOI
TL;DR: In this article, the public's perceptions of scientists, impacts of those perceptions, and how communication tactics can affect the public perception of scientists are discussed, and the impact of these perceptions can be quantified.
Abstract: Both academics and science communication practitioners have long been interested in the public’s perceptions of scientists, impacts of those perceptions, and how communication tactics can affect th...

Journal ArticleDOI
TL;DR: In this article, a mobile chatbot-based learning approach is proposed to enable students to learn and think deeply in the contexts of handling obstetric vaccine cases via interacting with the chatbot.
Abstract: The aims of nursing training include not only mastering skills but also fostering the competence to make decisions for problem solving. In prenatal education, cultivating nurses' knowledge and competence of vaccine administration is a crucial issue for protecting pregnant women and newborns from infection. Therefore, obstetric vaccination knowledge has become a basic and essential training program for nursing students. However, most of these training programs are given via the lecture-based teaching approach with skills practice, providing students with few opportunities to think deeply about the relevant issues owing to the lack of interaction and context. This could have a negative impact on their learning effectiveness and clinical judgment. To address this problem, a mobile chatbot-based learning approach is proposed in this study to enable students to learn and think deeply in the contexts of handling obstetric vaccine cases via interacting with the chatbot. In order to verify the effectiveness of the proposed approach, an experiment was implemented. Two classes of 36 students from a university in northern Taiwan were recruited as participants. One class was the experimental group learning with the proposed approach, while the other class was the control group learning with the conventional approach (ie, giving lectures to explain the instructional content and training cases). The results indicate that applying a mobile chatbot for learning can enhance nursing students' learning achievement and self-efficacy. In addition, based on the analysis of the interview results, students generally believed that learning through the mobile chatbot was able to promote their self-efficacy as well as their learning engagement and performance. Practitioner notes What is already known about this topic Issues relevant to AI technology in education have been extensively discussed and explored around the world. Among the various AI systems, the potential of chatbots has been highlighted by researchers owing to the user-friendly interface developed using the natural language processing (NLP) technology. Few studies using AI chatbots in professional training have been conducted. What this paper adds In this study, a mobile chatbot was used in a nursing training program to enhance students' learning achievement and self-efficacy for handling vaccine cases. The mobile chatbot significantly improved the students' learning achievement and self-efficacy in comparison with the conventional learning approach in the vaccine training program. From the interview results, it was found that the students generally believed that the mobile chatbot was able to promote their self-efficacy as well as learning engagement and performances in the vaccine training program. Implications for practice and/or policy Mobile chatbots have great potential for professional training owing to their convenient and user-friendly features. It would be worth applying mobile chatbots as well as other NLP-based applications to other professional training programs in the future. © 2021 British Educational Research Association.

Journal ArticleDOI
TL;DR: Zhang et al. as mentioned in this paper analyzed the relationship between the curriculum of artificial intelligence and the cultivation of students' key competencies through collecting students' questionnaires, and found that the 7 categories of Artificial Intelligence courses are beneficial to the six key sub-competencies of students.
Abstract: Cultivating students’ key competencies contributes to students’ adaptation to the fast developing intelligent era. Artificial intelligence education is an important way to cultivate students’ key competencies. It is increasingly important to set up appropriate artificial intelligence courses at the fundamental education stage and cultivate students’ key competencies via such courses. This paper describes quantitatively how AI courses cultivate students’ key competencies. First, we analyze the necessity of artificial intelligence education at the fundamental education stage and the status quo of artificial intelligence education in China. Next, we elaborate the students’ key competencies which is composed of knowledge competence, team competence and learning competence, and design the curriculum of artificial intelligence at the fundamental education stage. Finally, through collecting students’ questionnaires, we analyze the relationship between the curriculum of artificial intelligence and the cultivation of students’ key competencies. Experimental evaluations demonstrate that the 7 categories of artificial intelligence courses are beneficial to the cultivation of the six key sub-competencies of students. In addition, the problems in the current artificial intelligence curriculum are identified and suggestions for improvement are put forward.

Journal ArticleDOI
TL;DR: In this article, the authors used survey research with a quantitative approach to analyze the level of difficulty of teachers and students in vocational education and analyze the differences in the difficulties faced in education.
Abstract: The 21st century learning requires complex competencies, transformations of technology-based learning and non-cognitive skills need. This situation makes it difficult for teachers of Indonesian vocational education apply 21st century skills. This study aimed to analyze the level of difficulty of teachers and students in vocational education and analyzing the differences in the difficulties faced in vocational education. This research used survey research with a quantitative approach. A total of 178 people participated in the study consisting of two public vocational high schools and two private vocational schools with the distribution of respondents consisting of 155 students and 23 teachers. Collecting data using a questionnaire in the form of a statement of difficulties faced by teachers and students, including creativity skills, critical thinking, problem solving, communication, collaboration, and digital literacy or information and communication technology (ICT) as many as 50 items. The instrument used was a Likert scale with very difficult, difficult, easy, and very easy categories. The findings of the study showed: i) All skills were identified on the “easy” criteria; and ii) There were significant differences between the difficulties faced by teachers and students, especially communication skills. The recommendation in this study is the need to improve 21st century skills to produce competitive graduate candidates in vocational education.

Journal ArticleDOI
TL;DR: The authors complements the discussion on theoretically derived competence models through an empirical analysis that gives a voice to teachers who are experienced in education for sustainable development of a sustainable education for all learners.
Abstract: This study complements the discussion on theoretically derived competence models through an empirical analysis that gives a voice to teachers who are experienced in education for sustainable develo...