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Full-Text Articles in Education
Ranking Of Indian Institution Of Technology (Iits) In Global And Indian Ranking System: A Comparative Study, Mukesh Behera, Rajan Kumar
Ranking Of Indian Institution Of Technology (Iits) In Global And Indian Ranking System: A Comparative Study, Mukesh Behera, Rajan Kumar
Library Philosophy and Practice (e-journal)
Rankings at both the international and national scales are becoming more significant in higher education in every corner of the world. Higher education institutions are ranked in a variety of national as well as global lists. The current study evaluates the academic achievements of Indian Institutes of Technology in national as well as global rankings, including those produced by Quacquarelli Symonds (QS), Times Higher Education (THE), Academic Ranking of World Universities (ARWU), The Centre for World University Rankings (CWUR), UI GreenMetric World University Rankings, National Institutional Ranking Framework (NIRF), and Atal Ranking of Institutions.
Measuring Metacognitive Awareness: Applying Multiple, Triangulated, And Mixed-Methods Approaches For An Encompassing Measure Of Metacognitive Awareness, Andrew J. Hughes
Measuring Metacognitive Awareness: Applying Multiple, Triangulated, And Mixed-Methods Approaches For An Encompassing Measure Of Metacognitive Awareness, Andrew J. Hughes
Educational Leadership & Technology Faculty Publications
The article provides an overview of the quantitative analysis of teachers’ metacognitive awareness. The purpose of the overview is to express the need for encompassing measures of metacognition for improving metacognitive awareness in the field of technology and engineering education. The data presented come from using the Metacognitive Awareness Inventory to measure technology and engineering teachers’ metacognitive awareness at the end of 2 specific professional development (PD) programs. The study had a sample size of 21. Participants were combined into 3 groups based on their participation in the PD programs. Group 1 consisted of teachers that actively participated in the …
Proctored Vs. Un-Proctored Exams In A Hybrid Course: A Brief Comparison Of Student Results, Kimberly Hollister
Proctored Vs. Un-Proctored Exams In A Hybrid Course: A Brief Comparison Of Student Results, Kimberly Hollister
Department of Information Management and Business Analytics Faculty Scholarship and Creative Works
The research aims to examine whether there is a difference in undergraduate student performance on skill-based exams in an introductory computer literacy course at a state comprehensive university when exams are administered in-class vs. online. Two samples, each consisting of approximately 107 students, are considered for this study. A comparison of exam scores will be used to identify differences in exam performance between the two groups.