Recognizing the inability to accurately measure learning, we propose a new quantification tool. We understand the quantification of learning as a fuzzy structure; this is more general than the conventional quantification. This concept opens up new lines of research, analysis and modeling. It is an additional step in understanding the phenomenon of learning.

This paper examines the reflexions made by a set of online students regarding the results obtained in an assessment task and its consequences for the future. The sample included 43 students in continuous assessment, from both sexes. After knowing the results they were asked to indicate the implications of this exercise to their future studies. The content analysis revealed the existence of two categories - Causality (internal / external) and Influence (No consequences / Motivation / Method) - regardless of the approach to real evaluation. The reflection that students can make about their learning process and the difficulties in developing their tasks is of great relevance to achieve success. This was evident in the analysis that our students made on the completion of the assessment work, as well as the consequences for their future study. This process of reflection and awareness in the teaching learning process is particularly relevant in online education where the role of metacognitive monitoring and control system gains a prominent role. Allowing students to reflect on these issues permits them to be more effective learners..

Alternative communication means based on graphs such as photos, drawings and picture symbols could be used effectively for hearing- impaired people, but the literature provides few of such examples. Present study investigates the effectiveness of graphic symbol learning environments in problem solving skills of 4 hearing impaired students at elementary 3rd grade. The researchers made a problem pool of 22 items on add subtract. 5 of the problems were selected from the pool to give the students a test. In this way, the participants’ verbal problem solving skills in add subtract were defined in pre- test. Next, the problems were presented in graphic symbols. Each of the sentences in presentations was converted into graphic symbol sentences. It was followed by reading and understanding the problem, discussing given values, students’ noting the problem statement on notebooks (including graphic sentences of the verbal problem only), and the teacher/student solved the problem on the whiteboard. In the end of the practices, the pre test verbal problem was given again after modifying the numbers. It was found in pre tests that the students added all of the numbers in a column. On the contrary, the participants could determine which steps they should do subsequently for each problem in the post test.

I have come across that some people with technical education who are being unemployed in the domestic job market is curious which made me selecting this issue. Very few researches have conducted on this issue in Nepalese context, so it becomes important to carry out a research to explore the reality. This study attempts to explore various themes in between the content and learning outcomes of technical education. While developing this paper I have prepared the research question as why there is a gap between content and learning outcomes in TVET programs. As methodological approach I used interpretive paradigm i.e. qualitative approach. First, I raised the issue then interviewed the participant, transcribe the record, generate themes and interpret the themes with the support of literature and theory. This research was delimited to content verses learning outcomes component and other issues were ignored. It was limited to CTEVT programs only. Primary data were collected based on interview. After interpreting the data I came to conclude that improper allocation of budget, weak linkage in education, improper management, traditional approaches of teaching, not upgraded curriculum, and the learning environment is affected by politics. Based on the findings and conclusion, I have suggested some implications to cater the problems as to adopt new technology like ICT, encourage small business activities, meet employer’s expectation, enhance council’s staff capacity, allocate sufficient economic resources, connect training to work experience, decentralize and institutionalize the management.

In this study, it was aimed at determining the problems encountered by the distance education students in orientation process through system analysis. In the light of this purpose, a needs analysis was conducted. During the needs analysis, literature was reviewed and the experts were consulted for determining the problem statement. The study group of the study was composed of 44 students who were taught through distance education at Distance Education Center, a state university. The data were collected from the students, technical support group and instructors. The survey and interview techniques were used during the data collection. The frequency, percentage and mean statistics were used in data analysis. When the problems were observed, it was agreed that each of them was an educational problem. It was foreseen that all these educational problems could be overcome through an online orientation training taking the recommendations of technical support and instructors.