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Nowadays, many university students (in Macau) are required to attend computer literacy courses to develop their basic skill levels and knowledge as part of their literacy foundation requirements. To be effective, such courses, which are very staff intensive and require access to expensive equipment and software, necessitate high levels of individual teaching. Evidence gathered at two study sites during this research, strongly suggests that many students may not be benefiting sufficiently from their computer literacy courses. Teachers frequently complain about the weak IT skills of many course graduates. This research proposes an innovative model for designing and delivering computer literacy courses based on constructivist principles, using peer-tutoring and blended learning to increase cost effectiveness and to improve student outcomes. Central to the model being proposed is the training and deployment of former course graduates as peer instructors and assessors. Constructivist principles provide a conceptual framework to ensure that the curriculum content, teaching strategies, learning styles and assessment procedures are properly aligned and fully understood by both the instructors and students to achieve high quality learning outcomes. An action research approach was used during the pilot and trail phases of the research to monitor the implementation of the model and evaluate its effectiveness using mixed methods. The planned two–phase action evaluation used a questionnaire to investigate the effectiveness of knowledge and skill transfer to students, and tutors’ learning progress; in-depth semi-structured interviews were used to survey, interpret and evaluate students’ and tutors’ perceptions of the new teaching and learning approach. Most respondents had a Confucian Heritage Cultural Background. For the first time, the research provides new insights into ways in which Confucian Heritage Cultural factors, interact with constructive principles in developing peer-tutoring methods in a university setting inMacau, and more widely
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University students in Macao are required to attend computer literacy courses to raise their basic skills levels and knowledge as part of their literacy foundation. Still, teachers frequently complain about the weak IT skills of many students, suggesting that most of them may not be benefiting sufficiently from their computer literacy courses. This research proposes an enhanced framework based on constructivist principles by using peer-tutoring to increase cost effectiveness and to improve student outcomes. Essential to this proposed model is the training of former course graduates as peer-instructors to achieve high quality learning results. At Instituto de Formação Turistica (IFT), a case study was used to evaluate its effectiveness using a qualitative analysis. In Macao, most students have a Confucian Heritage Cultural (CHC) background and the current findings demonstrate that students share more easily their learning difficulties within their group as their interpersonal relationships improve. It is suggested that since CHC cooperative learning is primarily based on bonds, students involved in this 'relationship-first, learning-second' type shared a larger amount of knowledge and social skills, a dual positive outcome. Moreover, English language is a major barrier for the understanding of the teacher’s message to Chinese students. Meanwhile, the negative Western concept of plagiarism is replaced, under the CHC, as the ‘face giving’ and it is directly based on the relationship intensity to 'help friends'. At last, peer-tutors play a key role in the student increase internal motivation regarding the joy of the learning process.
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University students in Macao are required to attend computer literacy courses to raise their basic skills levels and knowledge as part of their literacy foundation. Still, teachers frequently complain about the weak IT skills of many students, suggesting that most of them may not be benefiting sufficiently from their computer literacy courses. This research proposes an enhanced framework based on constructivist principles by using peer-tutoring to increase cost effectiveness and to improve student outcomes. Essential to this proposed model is the training of former course graduates as peer-instructors to achieve high quality learning results. At Instituto de Formação Turistica (IFT), a case study was used to evaluate its effectiveness using a qualitative analysis. In Macao, most students have a Confucian Heritage Cultural (CHC) background and the current findings demonstrate that students share more easily their learning difficulties within their group as their interpersonal relationships improve. It is suggested that since CHC cooperative learning is primarily based on bonds, students involved in this "relationship-first, learning-second" type shared a larger amount of knowledge and social skills, a dual positive outcome. Moreover, English language is a major barrier for the understanding of the teacher's message to Chinese students. Meanwhile, the negative Western concept of plagiarism is replaced, under the CHC, as the "face giving" and it is directly based on the relationship intensity to "help friends". At last, peer-tutors play a key role in the student increase internal motivation regarding the joy of the learning process. [For the complete proceedings, see ED579282.]
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Projects are tactical and operational initiatives, and achieving specific outcomes through projects can help organizations achieve strategic goals. The effective use of project management tools and techniques is essential to achieve successful results, since the goal is to maximize the realization of the project's plan by effectively using the budget, time, and resources provided by the project owner to achieve the project's original purpose. The Project Management Maturity Model (PMMM) is a tool for measuring project management capabilities and is essential to improve project and portfolio performance in different industries. The main objective of this research is to analyze and characterize the maturity level and capacity of the IT industry in Macau and HengQin based on the assessment of the PMMM. The research also aims to assess and compare the maturity level in the IT industry in Macau and HengQin. An online survey was conducted and sent to IT project managers from Macau and HenqQin. A total of 34 responses were collected, divided into 3 different parts: Part I - General Information, Part II - Project Management Areas, and Part III - Perception. The results indicate that, in general, Project Managers state that their companies do not follow Project Management standards and best practices, classifying as Low and Very Low essential PM areas such as Planning and Scheduling (68%), Scope (61%) and Communications (64%). From a comparison perspective, project managers in Macau follow less formal frameworks than Hengqin in managing the triple constraints of the project. The collected data also indicate that Macau's communication management and stakeholder engagement are less mature than Hengqin's. Furthermore, the data indicate that maturity level is not necessarily related to education level, which means not higher education has a higher maturity level. Recommendations are provided for the IT industry in both areas, and specific comments are provided for each group or professionals. In conclusion, this work allows a novel characterization and a better understanding of the Project Management adoption and maturity level of the IT Industry in Macau and Hengqin
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