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About 3 months ago I went to Puncak with a couple of my motorcycling buddies. Before we went to Puncak we gather in our meeting point at Pertamina gas station in Margonda at 6:00 AM.  We then left Margonda at 7:00 AM and we went to one our friend’s place in Sentul first before we continue our trip to Puncak. We decided to go through Bukit Pelangi because it’s closer from where we were before. We went from our friend’s place at 8:00 AM and arrived there at 9:30 AM. The road is not so crowded as it usually happens at Puncak so we were able to arrived there sooner. There we chat with each other, eat puffer cheese, indomie, drink hot coffee, and enjoying the view. But then the rain started pouring at 11:00 AM so we had to wait for the rain to stop. At 12:00 AM the hasn’t stopped yet but it’s starting to subside. One of our buddy had to left sooner for some reason at that point. We can’t let him went alone so we all went together even though it was still raining slightly. The rain got worst and worst along the way but eventually we made it to our friend’s place at Sentul at 3:00 PM. At 5:00 PM I had to head home so I had to say goodbye to my friends and head back home.

Career Consequences of Transnational Educational Mobility: A Systematic Literature Review

Stine Waibel, Heiko Rüger, Andreas Ette, Lenore Sauer.

Published on February 2017.

Transnational educational mobility (TEM) – stays abroad between and during basic and post-secondary education – has become increasingly popular in advanced societies. In this systematic research review, we synthesize findings of existing empirical studies on the potential career benefits of educational mobility. Our extensive search procedure yielded 65 documents that were reviewed with respect to three vertical career outcomes: career planning skills, transition into employment, and professional status or income. Results reveal a moderate positive effect of educational mobility on income after graduation. While individuals themselves perceive a connection between their transnational mobility practices and subsequent job search success, objective effect assessments disprove assumptions about faster school to work transitions. Individuals also perceive a positive impact of TEM on career planning skills, but studies using more elaborate methods report no impact. The review also buttresses the relevance of individual and contextual factors as moderators of the career impact of educational mobility.

Source: http://www.sciencedirect.com/science/article/pii/S1747938X16300653

Four Key Challenges to The Design of Blended Learning: A Systematic Literature Review

Ruth Boelens, Bram De Wever, Michiel Voet.

The design of blended learning environments brings with it four key challenges: (1) incorporating flexibility, (2) stimulating interaction, (3) facilitating students' learning processes, and (4) fostering an affective learning climate. Seeing that attempts to resolve these challenges are fragmented across the literature, a systematic review was performed. Starting from 640 sources, 20 studies on the design of blended learning environments were selected through a staged procedure based on the guidelines of the PRISMA statement, using predefined selection criteria. For each study, the instructional activities for dealing with these four challenges were analyzed by two coders. The results show that few studies offer learners control over the realization of the blend. Social interaction is generally stimulated through introductory face-to-face meetings, while personalization and monitoring of students’ learning progress is commonly organized through online instructional activities. Finally, little attention is paid to instructional activities that foster an affective learning climate.

Source: http://www.sciencedirect.com/science/article/pii/S1747938X17300258