Hasil untuk "Education"

T. Schultz

R. S. Dean

An alarming number of America’s students are enrolling in remedial courses once they get to college, according to a new study conducted by the National Center for Education Statistics. The study found that almost half of all entering freshmen at public two-year schools and one out of five entering freshmen at four-year schools enrolled in at least one remedial course in the fall of 2000. The study also found that students spent a longer period of time in remediation in 2000 than they did in 1995. The President’s proposed reforms are designed to help reduce the need for remedial education by ensuring that students obtain the academic skills they need while they still are in high school.

Raymond E. Callahan

Ira Katznelson

B. Horak, W. Welton, S. Shortell

J. Gal-Ezer

M. Trow

A. Fayolle, B. Gailly

Evelyn E. Cowie

J. Reid

J. Gilbert

A. P. Rovai

D. Gillborn

G. Lindsay

Adrienne Dixson, Celia K. Rousseau

E. Sharp, M. Gatz

J. Sallis, T. McKenzie, M. Beets et al.

K. Mann

Intan Purnama Yani, Serli Ahzari, Asrizal et al.

This study aims to conduct a bibliometric analysis of scientific publications discussing technology integration in the Project-Based Learning (PjBL) model during the 2015-2024 period. With the evolving 21st century educational paradigm, PjBL has emerged as one of the most promising pedagogical approaches. In this context, the integration of technology in PjBL becomes an important catalyst that expands the scope and depth of learning experiences while preparing students to face challenges in the digital era. This research applies a bibliometric analysis methodology and systematic literature review, utilizing the Publish or Perish (POP) application for data collection and VOSviewer for data analysis and visualization. The results reveal emerging research trends, collaboration patterns, and focus areas in the scientific literature related to technology integration in PjBL. The bibliometric analysis uncovers research dynamics and knowledge gaps that need to be addressed. These findings provide valuable insights for researchers, practitioners, and policymakers in optimizing the implementation of technology-based PjBL and formulating educational policies responsive to technological developments and 21st-century learning needs. The results of this study are expected to contribute significantly to the academic community and educational practitioners in developing more effective technology based PjBL implementation strategies and fostering interdisciplinary collaboration to advance education in the digital age.

Lizhu Zhang, Cecilia X. Wang

Artificial intelligence has deeply permeated numerous fields, especially the design area which relies on technology as a tool for innovation. This change naturally extends to the field of design education, which is closest to design practice. This has led to further exploration of the impact of AI on college-level education in the design discipline. This study aims to examine how current design educators perceive the role of AI in college-level design education, their perspectives on integrating AI into teaching and research, and their concerns regarding its potential challenges in design education and research. Through qualitative, semi-structured, in-depth interviews with seven faculties in U.S. design colleges, the findings reveal that AI, as a tool and source of information, has become an integral part of design education. AI- derived functionalities are increasingly utilized in design software, and educators are actively incorporating AI as a theoretical framework in their teaching. Educators can guide students in using AI tools, but only if they first acquire a strong foundation in basic design principles and skills. This study also indicates the importance of promoting a cooperative relationship between design educators and AI. At the same time, educators express anticipation for advancements in ethical standards, authenticity, and the resolution of copyright issues related to AI.