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An Evaluation Quality Framework for Analysing School-Based Learning (SBL) to Work-Based Learning (WBL) Transition Module

Alseddiqi, Mohamed, Mishra, Rakesh and Pislaru, Crinela (2012) An Evaluation Quality Framework for Analysing School-Based Learning (SBL) to Work-Based Learning (WBL) Transition Module. In: COMADEM 2012, 18th-20th June 2012, University of Huddersfield, UK.

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    Abstract

    The paper presents the results from a quality framework to measure the effectiveness of a new engineering course entitled ‘school-based learning (SBL) to work-based learning (WBL) transition module’ in the Technical and Vocational Education (TVE) system in Bahrain. The framework is an extended version of existing information quality frameworks with respect to pedagogical and technological contexts. It incorporates specific pedagogical and technological dimensions as per the Bahrain modern industry requirements. Users’ views questionnaire on the effectiveness of the new transition module was distributed to various stakeholders including TVE teachers and students. The aim was to receive critical information in diagnosing, monitoring and evaluating different views and perceptions about the effectiveness of the new module. The analysis categorised the quality dimensions by their relative importance. This was carried out using the principal component analysis available in SPSS. The analysis clearly identified the most important quality dimensions integrated in the new module for SBL-to-WBL transition. It was also apparent that the new module contains workplace proficiencies, prepares TVE students for work placement, provides effective teaching and learning methodologies, integrates innovative technology in the process of learning, meets modern industrial needs, and presents a cooperative learning environment for TVE students. From the principal component analysis finding, to calculate the percentage of relative importance of each factor and its quality dimensions, was significant. The percentage comparison would justify the most important factor as well as the most important quality dimensions. Also, the new, re-arranged quality dimensions from the finding with an extended number of factors tended to improve the extended version of the quality information framework to a revised quality framework.

    Item Type: Conference or Workshop Item (Paper)
    Subjects: L Education > L Education (General)
    Schools: School of Computing and Engineering
    School of Computing and Engineering > Automotive Engineering Research Group
    School of Computing and Engineering > Diagnostic Engineering Research Centre
    School of Computing and Engineering > Diagnostic Engineering Research Centre > Energy, Emissions and the Environment Research Group
    School of Computing and Engineering > Diagnostic Engineering Research Centre > Machinery Condition and Performance Monitoring Research Group
    School of Computing and Engineering > Diagnostic Engineering Research Centre > Measurement System and Signal Processing Research Group
    School of Computing and Engineering > Informatics Research Group > XML, Database and Information Retrieval Research Group
    School of Computing and Engineering > Pedagogical Research Group
    Related URLs:
    Depositing User: Mohamed Alseddiqi
    Date Deposited: 19 Jun 2012 14:13
    Last Modified: 13 Feb 2013 11:50
    URI: http://eprints.hud.ac.uk/id/eprint/13795

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