Ahmad Muhammad Imran, Khan Irfan Ahmed, Ahmad Masuda, Husain Abbas, Jamaludin Rozinah
Department of Chemical Engineering, University of Engineering and Technology, Peshawar, Pakistan.
National Institute of Urban Infrastructure Planning, University of Engineering and Technology, Peshawar, Pakistan.
Syst Pract Action Res. 2022;35(4):591-606. doi: 10.1007/s11213-021-09585-6. Epub 2021 Nov 20.
Every individual is unique and may serve a unique purpose in this life. Education is widely accepted to be the means of transformation of individuals so that they may achieve their unique success or create their own lives. However, not every individual seems to be realizing their true potential. This paper explores the concept of entropy in education system as a force that is usually imagined to oppose realization of potential of an individual during life in this phenomenal world. Alternatively, the same may provide an impetus that is necessary to bring in organization in oneself to realize the hidden potential. A one group Pretest-Posttest quasi-experimental design was used to draw the conclusions on data obtained from participants of workshops in three different modes, viz. face-to-face Pre COVID-19, face-to-face in COVID-19 with SOPs, and online in COVID-19. Realization of an individual's potential was represented as a dependent variable, i.e. transformation in cognition, skills, and attitude while the independent variables taken into account were the meaningful interactions of an individual with peers and advanced learners in a designed environment. It was inferred from the results that transformation in learners' cognition (6-30 %), skills (0-20 %), and attitude (5-32 %) occurred through human discourse, in a community of inquiry.
每个人都是独一无二的，在这一生中可能有着独特的使命。教育被广泛认为是改变个人的手段，以便他们能够取得独特的成功或创造属于自己的生活。然而，并非每个人似乎都在实现自己的真正潜力。本文探讨了教育系统中的熵概念，它通常被视为一种力量，在这个现象世界中，它往往被认为会阻碍个人潜力的实现。或者，它也可能提供一种动力，促使个人进行自我组织，以实现隐藏的潜力。采用单组前后测准实验设计，对从三种不同模式的工作坊参与者那里获得的数据得出结论，这三种模式分别是：新冠肺炎疫情前的面对面模式、新冠肺炎疫情期间遵循标准操作程序的面对面模式以及新冠肺炎疫情期间的在线模式。个人潜力的实现被表示为因变量，即认知、技能和态度的转变，而考虑的自变量是个人在设计环境中与同伴和高级学习者的有意义互动。从结果推断，学习者的认知（6 - 30%）、技能（0 - 20%）和态度（5 - 32%）的转变是通过在探究社区中的人际话语实现的。
