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There has been a paucity of research on the experiences of students at Pakistani universities. A survey of over 900 students at two universities examined their approaches to studying and perceptions of their courses. Evidence was obtained for a deep approach, a surface approach and two aspects of a strategic approach. Their perceptions were based upon the instructional practices, the acquisition of generic skills, the appropriateness of the assessment and of their workload, and the available learning resources. A higher‐order analysis revealed two broad dimensions of the student experience in Pakistan. Students who had positive perceptions tended to adopt a deep approach, to prefer courses, teaching and assessment that supported their understanding and to be engaged and reliable in their studies. However, students who had negative perceptions tended to adopt a surface approach and to prefer courses, teaching and assessment that reinforced this approach through the bare transmission of information. 相似文献
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Syed Hafeez Ahmad Fatima A. Junaid 《美中教育评论》2010,7(5):55-65
The troubled state of affairs in the Federally Administered Tribal Areas （FATA） of Pakistan portends serious repercussions and grave consequences, destined to affect education particularly higher education in the entire tribal belt. Ironically, no extensive study has been conducted, to investigate those dimensions of FATA higher education which have been adversely affected in the aftermath of 9/11. This exploratory study examines those areas which have been badly affected as a result of current turmoil. In fact, the higher education in FATA has its own peculiar dynamics. Inherently, the entire tribal region has very few well-maintained and properly equipped colleges. Lack of adequate educational facilities, multiplied poor security environment has aggravated the entire situation. Law and order situation in the region has undermined the already dilapidated monitoring mechanism of education department. This state of affairs provides breeding ground for extremist propensities and radical tendencies. In reality, very little attention has been devoted to reform the education system in tribal areas. The whole set up needs to be rehabilitated by taking recourse due to the proactive role of international community. The paper concludes with recommendations for policy makers besides offering new avenues for further research. 相似文献
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Ghulam Mustafa Yaser Hafeez Sharifullah Khan Gwo-Jen Hwang 《Interactive Learning Environments》2019,27(4):443-457
During early childhood, children start developing their cognitive, social, emotional, and behavioural skills, laying the foundation for life-long learning. Cognitive skills are usually taught in traditional classrooms through the use of textbooks and worksheets. The learning content in these textbooks and worksheets is static pre-authored content that is repeatedly used for teaching and learning. This repetition jeopardises the child's learning of individualised and cognitive skills. Preschool cognitive skills learning content comprises facts of everyday life. Similarly, the Semantic Web attempts to model these facts through ontologies. From this, a relationship appears between preschool cognitive skills learning content and the ontologies. The present work focuses on the stated problem and presents the theoretical and development details of a child-friendly tutoring application that dynamically generates cognitive skills learning content using ontologies as domain knowledge. The proposed application was evaluated in a preschool environment for its learning effectiveness and the correctness of the generated content. Three groups of preschool children participated in the study for preschool cognitive skills learning through the use of the proposed application. The first group learned the cognitive skills through the traditional method with textbooks and the teacher's teaching. The second group learned the skills through the proposed application at school in classroom sessions. The third group experienced the proposed application both at school and at home, along with regular classroom sessions. The results show significant gains by the third group over the other two groups, and hence support the use of the proposed application in practice. However, the enhanced learning by the third group disappears if the additional application usage time is removed. Moreover, the results of the expert evaluation show that a great deal of the learning content was correctly generated, thus justifying the true modelling of the domain ontology. 相似文献
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In Western countries, university students adopt various approaches to studying depending on how they perceive their learning environment. Their perceptions and approaches are related to demographic and contextual factors such as age, subject of study, gender, and year of study. This study looked for similar relationships in Pakistani students. A survey, administered to 494 male and 418 female undergraduates in four subject areas across four years of study at two universities in Pakistan, addressed their perceptions of the learning environment, learning preferences, motivation, and approaches to studying. Consistent with Western research, students in the arts and social sciences perceived their programmes more positively and were more likely to adopt a deep approach to studying, compared to students in science and technology or business and management. Contrary to Western research, students’ perceptions of their learning environment varied with age and year of study, but their approaches to studying did not. Gender differences were found in their perceptions and motivation. These variations appear to be specific to the context of Pakistan. 相似文献
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Benedetto Lepori Michael Thelwall Bareerah Hafeez Hoorani 《Journal of Informetrics》2018,12(3):806-818
While ResearchGate has become the most popular academic social networking site in terms of regular users, not all institutions have joined and the scores it assigns to academics and institutions are controversial. This paper assesses the presence in ResearchGate of higher education institutions in Europe and the US in 2017, and the extent to which institutional ResearchGate Scores reflect institutional academic impact. Most of the 2258 European and 4355 US higher educational institutions included in the sample had an institutional ResearchGate profile, with near universal coverage for PhD-awarding institutions found in the Web of Science (WoS). For non-PhD awarding institutions that did not publish, size (number of staff members) was most associated with presence in ResearchGate. For PhD-awarding institutions in WoS, presence in RG was strongly related to the number of WoS publications. In conclusion, a) institutional RG scores reflect research volume more than visibility and b) this indicator is highly correlated to the number of WoS publications. Hence, the value of RG Scores for institutional comparisons is limited. 相似文献
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