Search results for: teaching and learning process

Authors: Felicia K. Oluwalola

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This paper examines the relevance of technology on education. It identified the concept of technology on education, bringing real-world learning to the classroom situation, examples of where technology can be used. This study established the fact that technology facilitates students learning compared with traditional method of teaching. It was recommended that the teachers should use technology to supplement, not replace, other instructional modes. It should be used in conjunction with hands-on labs and activities that also address the concepts targeted by the technology. Also, technology should be students centered and not teachers centered.

Keywords: computer, simulation, classroom teaching, education

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Authors: Madhavi Godavarthy

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The globalized world has been witnessing the ubiquity of the English language and has made it mandatory that students be equipped with the required Communication and soft skills. For students and especially for students studying in technical streams, gaining command over the English language is only a part of the bigger challenges they will face in the future. Linguistic capabilities if blended with the right attitude and a positive personality would deliver better results in the present environment of the digitalized world. An English classroom has that ‘space’; a space if utilized well by the teacher can pay rich dividends. The prescribed syllabus for English in the process of adapting itself to the challenges of a more and more technical world has meted out an indifferent treatment in including ‘literary’ material in their curriculum. A debate has always existed regarding the same and diversified opinions have been given. When the student is motivated to reach Literature through intrinsic motivation, it may contribute to his/her personality-development. In the present paper, the element of focus is on the scope and space to motivate students by creating a specific space for herself/himself amidst the schedules of the teaching-learning processes by taking into consideration a few literary excerpts for the purpose.

Keywords: English language, teaching and learning process, reader response theory, intrinsic motivation, literary texts

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Authors: Suwaree Yordchim

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The objective is to study the satisfaction on English with an online learning. Online learning system mainly consists of English lessons, exercises, tests, web boards, and supplementary lessons for language practice. The sample groups are 80 Thai students studying English for Business Communication, majoring in Hotel and Lodging Management. The data are analyzed by mean, standard deviation (S.D.) value from the questionnaires. The results were found that the most average of satisfaction on academic aspects are technological searching tool through E-learning system that support the students’ learning (4.51), knowledge evaluation on prepost learning and teaching (4.45), and change for project selections according to their interest, subject contents including practice in the real situations (4.45), respectively.

Keywords: English language learning, online system, online learning, supplementary lessons

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Authors: Eirini Busack

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Since the outbreak of the Covid-19 pandemic and the sudden transfer to online teaching, teachers have struggled to reconstruct their teaching and learning materials to adapt them to the new reality of online teaching and learning. Consequently, the pupils’ learning was disrupted during this orientation phase. Due to the above situation, teachers from all fields concluded that it is vital that their pupils should be able to continue their learning even without the teacher being physically present. Various websites and applications have been in use since then in hope that pupils will still enjoy a qualitative education; unfortunately, this was often not the case. To address this issue, it was therefore decided to focus the research on the development of digital learning paths. The fundamentals of these learning paths include the implementation of scenario-based learning (digital storytelling), the integration of media-didactic theory to make it pedagogically appropriate for learners, alongside instructional design knowledge and the drive to promote autonomous learners. This particular research is being conducted within the frame of the research project “Sustainable integration of subject didactic digital teaching-learning concepts” (InDiKo, 2020-2023), which is currently conducted at the University of Education Karlsruhe and investigates how pre-service teachers can acquire the necessary interdisciplinary and subject-specific media-didactic competencies to provide their future learners with digitally enhanced learning opportunities, and how these competencies can be developed continuously and sustainably. As English is one of the subjects involved in this project, the English Department prepared a seminar for the pre-service secondary teachers: “Media-didactic competence development: Developing learning paths & Digital Storytelling for English grammar teaching.” During this seminar, the pre-service teachers plan and design a Moodle-based differentiated lesson sequence on an English grammar topic that is to be tested by secondary school pupils. The focus of the present research is to assess the secondary school pupils’ expectations from an English grammar-focused digital learning path created by pre-service English teachers. The nine digital learning paths that are to be distributed to 25 pupils were produced over the winter and the current summer semester as the artifact of the seminar. Finally, the data to be quantitatively analysed and interpreted derive from the online questionnaires that the secondary school pupils fill in so as to reveal their expectations on what they perceive as a stimulating and thus effective grammar-focused digital learning path.

Keywords: digital storytelling, learning paths, media-didactics, autonomous learning

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Authors: Mohammad Anwarul Kabir, Fayezul Islam

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Language invariably is learned / taught to be used primarily as means of communications. Teaching a language for its native audience differs from teaching it to non-native audience. Moreover, teaching a language for communication only is different from teaching it for specific purposes. Arabic language is primarily regarded as the language of the Quran and the Sunnah (Prophetic tradition). Arabic is, therefore, learnt and spread all over the globe. However, Arabic is also a cultural heritage shared by all Islamic nations which has used Arabic for a long period to record the contributions of Muslim thinkers made in the field of wide spectrum of knowledge and scholarship. That is why the phenomenon of teaching Arabic by different educational institutes became quite rife, and the idea of teaching Arabic for specific purposes is heavily discussed in the academic sphere. Although the number of learners of Arabic is increasing consistently, yet their purposes vary. These include religious purpose, international trade, diplomatic purpose, better livelihood in the Arab world extra. By virtue of this high demand for learning Arabic, numerous institutes have been established all over the world including Bangladesh. This paper aims at focusing on the current status of the language institutes which has been established for learning Arabic for specific purposes in Bangladesh including teaching methodology, curriculum, and teachers’ quality. Such curricula and using its materials resulted in a lot of problems. The least, it confused teachers and students as well. Islamic educationalists have been working hard to professionally meet the need. They are following a systematic approach of stating clear and achievable goals, building suitable content, and applying new technology to present these learning experiences and evaluate them. It also suggests a model for designing instructional systems that responds to the need of non-Arabic speaking Islamic communities and provide the knowledge needed in both linguistic and cultural aspects. It also puts forward a number of suggestions for the improvement of the teaching / learning Arabic for specific purposes in Bangladesh after a detailed investigation in the following areas: curriculum, teachers’ skills, method of teaching and assessment policy.

Keywords: communication, Quran, sunnah, educational institutes, specific purposes, curriculum, method of teaching

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Authors: Jimmy K. C. Lam, Carrie Wong

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One of the key goals on Learning and Teaching as documented in the University strategic plan 2012/13 – 2017/18 is to encourage active learning, the use of innovative teaching approaches and technology, and promoting the adoption of flexible and varied teaching delivery methods. This research reported the recent visited to Prof Eric Mazur at Harvard University on Peer Instruction: Collaborative learning in large class and innovative use of technology to enable new mode of learning. Peer Instruction is a research-based, interactive teaching method developed by Prof. Eric Mazur at Harvard University in the 1990s. It has been adopted across the disciplines, institutional type and throughout the world. One problem with conventional teaching lies in the presentation of the material. Frequently, it comes straight out of textbook/notes, giving students little incentive to attend class. This traditional presentation is always delivered as monologue in front of passive audience. Only exceptional lecturers are capable of holding students’ attention for an entire lecture period. Consequently, lectures simply reinforce students’ feelings that the most important step in mastering the material is memorizing a zoo of unrelated examples. In order to address these misconceptions about learning, Prof Mazur’s Team developed “Peer Instruction”, a method which involves students in their own learning during lectures and focuses their attention on underling concepts. Lectures are interspersed with conceptual questions called Concept Tests, designed to expose common difficulties in understanding the material. The students are given one or two minutes to think about the question and formulate their own answers; they then spend two or three minutes discussing their answers in a group of three or four, attempting to reach consensus on the correct answer. This process forces the students to think through the arguments being developed, and enable them to assess their understanding concepts before they leave the classroom. The findings from Peer Instruction and innovative use of technology on teaching at Harvard University were applied to the first year Textiles and Fashion students in Hong Kong. Survey conducted from 100 students showed that over 80% students enjoyed the flexibility of peer instruction and 70% of them enjoyed the instant feedback from the Clicker system (Student Response System used at Harvard University). Further work will continue to explore the possibility of peer instruction to art and fashion students.

Keywords: peer instruction, education, technology, fashion

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Authors: Liu Dan

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It was considered either unnecessary or impossible for primary school students to implement online teaching until last year. A large number of E-learning or E-teaching researches have been focused on adult-learners, andragogy and technology, however, primary school education, it is facing many problems that need to be solved. Therefore, this research is aimed at exploring barriers and influential factors on online teaching for K-12 students from teachers’ perspectives and discussing the E-pedagogy that is suitable for primary school students and teachers. Eight hundred and ninety-six teachers from 10 primary schools in Shanghai were invited to participate in a questionnaire survey. Data were analysed by hierarchical regression, and the results stress the significant three barriers by teachers with online teaching: the existing system is deficient in emotional interaction, teachers’ attitude towards the technology is negative and the present teacher training is lack of systematic E-pedagogy guidance. The barriers discovered by this study will help the software designers (E-lab) develop tools that allow for flexible and evolving pedagogical approaches whilst providing an easy entry point for cautious newcomers, so that help the teachers free to engage in E-teaching at pedagogical and disciplinary levels, to enhance their repertoire of teaching practices.

Keywords: online teaching barriers (OTB), e-teaching, primary school, teachers, technology

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Authors: Khashane Stephen Malatji, Makwalete Johanna Malatji

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Student evaluation of teaching (SET) is the common way of assessing teaching quality at universities and tracing the professional growth of lecturers. The aim of this study was to investigate the role played by student evaluation in the teaching and learning agenda at one South African University. The researchers used a qualitative approach and a case study research design. With regards to data collection, document analysis was used. Evaluation reports were reviewed to monitor the growth of lecturers who were evaluated during the academic years 2020 and 2021 in one faculty. The results of the study reveal that student evaluation remains the most relevant tool to inform the teaching agenda at a university. Lecturers who were evaluated were found to grow academically. All lecturers evaluated during 2020 have shown great improvement when evaluated repeatedly during 2021. Therefore, it can be concluded that student evaluation helps to improve the pedagogical and professional proficiency of lecturers. The study therefore, recommends that lecturers conduct an evaluation for each module they teach every semester or annually in case of year modules. The study also recommends that lecturers attend to all areas that draw negative comments from students in order to improve.

Keywords: students’ voices, teaching agenda, evaluation, feedback, responses

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Authors: Sima Modirkhameneh, Mohammad Mohammadpanah

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In the process of EFL teachers’ development, self-led reflection (SLR) is thought to have an imperative role because it may help teachers analyze, evaluate, and contemplate what is happening in their classes. Such contemplations can not only enhance the quality of their instruction and provide better learning environments for learners but also improve the quality of their classroom management (CM). Accordingly, understanding the effect of teachers’ SLR practices may help us gain valuable insights into what possible modifications SLR may bring about in all aspects of EFL teachers' practitioners, especially their CM. The main purpose of this case study was, thus, to investigate the impact of SLR practices of 12 Iranian EFL teachers on their CM based on the universal classroom management checklist (UCMC). In addition, another objective of the current study was to have a clear image of EFL teachers’ perceptions of their own SLR practices and their possible outcomes. By conducting repeated reflective interviews, observations, and feedback of the participants over five teaching sessions, the researcher analyzed the outcomes qualitatively through the process of meaning categorization and data interpretation based on the principles of Grounded Theory. The results demonstrated that EFL teachers utilized SLR practices to improve different aspects of their language teaching skills and CM in different contexts. Almost all participants had positive comments and reactions about the effect of SLR on their CM procedures in different aspects (expectations and routines, behavior-specific praise, error corrections, prompts and precorrections, opportunity to respond, strengths and weaknesses of CM, teachers’ perception, CM ability, and learning process). Otherwise stated, results implied that familiarity with the UCMC criteria and reflective practices contributes to modifying teacher participants’ perceptions about their CM procedure and utilizing the reflective practices in their teaching styles. The results are thought to be valuably beneficial for teachers, teacher educators, and policymakers, who are recommended to pay special attention to the contributions as well as the complexity of reflective teaching. The study concludes with more detailed results and implications and useful directions for future research.

Keywords: classroom management, EFL teachers, reflective practices, self-led reflection

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Authors: Nugraheni Widianingtyas, Niko Albert Setiawan

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For ELESP Teachers’ College, teaching learning strategies such as presentation and group discussion are classical ones to be implemented in the class. In order to create a breakthrough which can bring about more positive advancements in the learning process, a Focus Group Discussion (FGD) is being offered and implemented in certain classes. Interestingly, FGD is frequently used in the social-business inquiries such as for recruiting employees. It is then interesting to investigate FGD when it is implemented in the educational scope, especially in the Sociolinguistics class which regarded as one of the most arduous subjects in this study program. Thus, this study focused on how FGD enhances students Sociolinguistics mastery. In response to that, a quantitative survey research was conducted in which observation, questionnaire, and interview (triangulation method) became the instruments. The respondents of this study were 29 sixth-semester students who take Sociolinguistics of ELESP, Sanata Dharma University in 2017. The findings indicated that FGD could help students in enhancing Sociolinguistics mastery. In addition, it also revealed that FGD was exploring students’ logical thinking, English communication skill, and decision-making.

Keywords: focus group discussion, material mastery, sociolinguistics, teaching strategy

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Authors: Alonge Isaac Olusola

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Taking a cue from countries such as China and Japan, there is no doubt that the teaching and learning of Mother Tongue ( MT) or Language of Immediate Environment (LIE) is a potential source of development in every country. The engine of economic, scientific, technological and political advancement would be more functional when the language of instruction for teaching and learning in schools is in the child’s mother tongue. The purpose of this paper therefore, is to delve into the genesis of the official recognition given to the teaching and learning of Nigerian languages at national level with special focus on Yoruba language. Yoruba language and other Nigerian languages were placed on a national pedestal by a Nigerian Educational Minister, Late Professor Babatunde Fafunwa, who served under the government of General Ibrahim Babangida (1985 – 1993). Through his laudable effort, the teaching and learning of Nigerian languages in schools all over the nation was incorporated officially in the national policy of education. Among all the Nigerian languages, Hausa, Igbo and Yoruba were given foremost priorities because of the large population of their speakers. Since the Fafunwa era, Yoruba language has become a national subject taught in primary, secondary and tertiary institutions in Nigeria. However, like every new policy, its implementation has suffered several forms of criticisms and impediments from governments, policy makers, curriculum developers, school administrators, teachers and learners. This paper has been able to arrive at certain findings through oral interviews, questionnaires and evaluation of pupils/students enrolment and performances in Yoruba language with special focus on the South-west and North central regions of Nigeria. From the research carried out, some factors have been found to be responsible for the successful implementation or otherwise of Yoruba language instruction policy in some schools, colleges and higher institutions in Nigeria. In conclusion, the paper made recommendations on how the National Policy of Education would be implemented to enhance the teaching and learning of Yoruba language in all Nigerian schools.

Keywords: language of immediate environment, mother tongue, national policy of education, yoruba language

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Authors: Joshua Osondu

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This research explores how Artificial Intelligence (AI) can be utilized as a policy response to address teaching and learning (TL) issues in education in Ghana. The dual (AI and human) instructor model is used as a theoretical framework to examine how AI can be employed to improve teaching and learning processes and to equip learners with the necessary skills in the emerging AI society. A qualitative research design was employed to assess the impact of AI on various TL issues, such as teacher workloads, a lack of qualified educators, low academic performance, unequal access to education and educational resources, a lack of participation in learning, and poor access and participation based on gender, place of origin, and disability. The study concludes that AI can be an effective policy response to TL issues in Ghana, as it has the potential to increase students’ participation in learning, increase access to quality education, reduce teacher workloads, and provide more personalized instruction. The findings of this study are significant for filling in the gaps in AI research in Ghana and other developing countries and for motivating the government and educational institutions to implement AI in TL, as this would ensure quality, access, and participation in education and help Ghana industrialize.

Keywords: artificial intelligence, teacher, learner, students, policy response

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Authors: Musbah Abdussayed

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The washback effect refers to the influence of assessment on teaching and learning, and this washback effect can either be positive or negative. This study implemented, sequentially, self-assessment (SA) and peer assessment (PA) and examined the washback effect of self and peer assessment (SPA) activities on the writing growth during the revision phase in the writing process. Twenty advanced Arabic as a second language learners from a private school in the USA participated in the study. The participants composed and then revised a short Arabic story as a part of a midterm grade. Qualitative data was collected, analyzed, and synthesized from ten interviews with the learners and from the twenty learners’ post-reflective journals. The findings indicate positive washback effects on the learners’ writing growth. The PA activity enhanced descriptions and meaning, promoted creativity, and improved textual coherence, whereas the SA activity led to detecting editing issues. Furthermore, both SPA activities had washback effects in common, including helping the learners meet the writing genre conventions and developing metacognitive awareness. However, the findings also demonstrate negative washback effects on the learners’ attitudes during the revision phase in the writing process, including bias toward self-evaluation during the SA activity and reluctance to rate peers’ writing performance during the PA activity. The findings suggest that self-and peer assessment activities are essential teaching and learning tools that can be utilized sequentially to help learners tackle multiple writing areas during the revision phase in the writing process.

Keywords: self assessment, peer assessment, washback effect, second language writing, writing process

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Authors: Azadeh Afrasyabi, Ali Khaleghi, Aliakbar Alijarahi

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Training at an early age is so important, because of tremendous changes in adolescence, including the formation of character, physical changes and other factors. One of the most sensitive sectors in this field is the children with a disability and are somehow special children who have trouble in communicating with their environment. One of the emerging technologies in the field of education that can be effectively profitable called augmented reality, where the combination of real world and virtual images in real time produces new concepts that can facilitate learning. The purpose of this paper is to propose an effective training method for special and disabled children based on augmented reality. Of course, in particular, the efficiency of augmented reality in teaching children with autism will consider, also examine the various aspect of this disease and different learning methods in this area.

Keywords: technology in education, augmented reality, special education, teaching methods

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Authors: Mark Anthony Burdeos, Kara Ella Catoto, Alraine Pauyon, Elesar Malicoban

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This study sought to develop, validate, and implement the WebQuest and Online Treasure Hunt as instructional materials in teaching Motion in One Dimension for Grade 7 students and to determine its effects on the students’ conceptual learning, performance and attitude towards Physics. In the development stage, several steps were taken, such as the actual planning and developing the WebQuest and Online Treasure Hunt and making the lesson plan and achievement test. The content and the ICT(Information Communications Technology) effect of the developed instructional materials were evaluated by the Content and ICT experts using adapted evaluation forms. During the implementation, pretest and posttest were administered to determine students’ performance, and pre-attitude and post-attitude tests to investigate students’ attitudes towards Physics before and after the WebQuest and Online Treasure Hunt activity. The developed WebQuest and Online Treasure Hunt passed the validation of Content experts and ICT experts. Students acquired more knowledge on Motion in One Dimension and gained a positive attitude towards Physics after the utilization of WebQuest and Online Treasure Hunt, evidenced significantly higher scores in posttest compared to pretest and higher ratings in post-attitude than pre-attitude. The developed WebQuest and Online Treasure Hunt were proven good in quality and effective materials in teaching Motion in One Dimension and developing a positive attitude towards Physics. However, students performed better in the pretest and posttest and rated higher in the pre-attitude and post-attitude tests in the WebQuest than in the Online Treasure Hunt. This study would provide significant learning experiences to the students that would be useful in building their knowledge, in understanding concepts in a most understandable way, in exercising to use their higher-order thinking skills, and in utilizing their capabilities and abilities to relate Physics topics to real-life situations thereby, students can have in-depth learning about Motion in One Dimension. This study would help teachers to enhance the teaching strategies as the two instructional materials provide interesting, engaging, and innovative teaching-learning experiences for the learners, which are helpful in increasing the level of their motivation and participation in learning Physics. In addition, it would provide information as a reference in using technology in the classroom and to determine which of the two instructional materials, WebQuest and Online Treasure Hunt, is suitable for the teaching-learning process in Motion in One Dimension.

Keywords: ICT integration, motion in one dimension, online treasure hunt, Webquest

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Authors: T. Konst

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Most jobs include training and communication tasks, but often the people in these jobs lack pedagogical competences to plan, implement and assess learning. This paper aims to discuss how a learning approach called innovation pedagogy developed in higher education can be utilized for learning development in various organizations. The methods presented how to implement innovation pedagogy such as process consultation and train the trainer model can provide added value to develop pedagogical knowhow in organizations and thus support their internal learning and development.

Keywords: innovation pedagogy, learning, organizational development, process consultation

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Authors: Grace D. Severo, Lopita U. Jung

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This study aimed to determine the educational philosophies and teaching styles of the college faculty of the University of Perpetual Help System DALTA in the campuses of Las-Piñas, Molino, and Calamba, south of Metro Manila. It sought to determine the relationships of educational philosophy and teaching styles of the college faculty vis-à-vis the university system’s educational philosophies and teaching style preferences. A hundred and five faculty members from the Colleges of Education, Arts and Sciences responded to the survey during the academic year 2014-2015. The Philosophy of Adult Education Inventory measured the faculty’s preferred educational philosophies. The Principles of Adult Learning Scale measured the faculty’s teaching style preference. Findings show that there is a similarity between the university system and the faculty members in using the progressive educational philosophy, however both contrasted in the preferred teaching style. Majority of the faculty held progressive educational philosophy but their preference for teacher-centered teaching style did not match. This implies that the majority are certain of having progressive educational philosophy but are not utilizing the learner-centered teaching styles; a high degree of support and commitment to practice a progressive and humanist philosophical orientation in education; and a high degree of support on teacher-centered teaching style promotion from the institution can strengthen a high degree of commitment for the faculty to enunciate their values and practice through these educational philosophies and teaching styles.

Keywords: educational philosophies, teaching styles, philosophy of adult education inventory, principles of adult learning scale

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Authors: Ajda Osifo, Fatma Elshafie

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Mobile-assisted language learning favors social-constructivist and connectivist theories to learning and adaptive approaches to teaching. It offers many opportunities to differentiated instruction in meaningful ways as it enables learners to become more collaborative, engaged and independent through additional dimensions such as web-based media, virtual learning environments, online publishing to an imagined audience and digitally mediated communication. MALL applications can be a tool for the teacher to personalize and adjust instruction according to the learners’ needs and give continuous feedback to improve learning and performance in the process, which support differentiated instruction practices. This paper explores the utilization of Mobile Assisted Language Learning applications as a supporting tool for effective differentiation in the language classroom. It reports overall experience in terms of implementing MALL to shape and apply differentiated instruction and expand learning options. This session is structured in three main parts: first, a review of literature and effective practice of academically responsive instruction will be discussed. Second, samples of differentiated tasks, activities, projects and learner work will be demonstrated with relevant learning outcomes and learners’ survey results. Finally, project findings and conclusions will be given.

Keywords: academically responsive instruction, differentiation, mobile learning, mobile-assisted language learning

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Authors: Sajjad Ali

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The Quranic pedagogical methods don't imply that the Quran explicitly prescribes teaching methods. Instead, it acknowledges the inherent ways of learning and teaching that align with human nature, offering guidance in this direction. Qur'an briefly describes different angles of acquiring knowledge. Narrative, interrogative, question, analytical, poetic, comparative and critical methods of teaching are briefly described in the Holy Quran. The Muslim Ummah has a firm belief that the Qur'an is a comprehensive book which mentions every dry and wet, but this does not mean that the Qur'an is a manual book. This means that the Qur'an contains symbols and hints about everything. The fact that everything is mentioned in the Qur'an means that the Qur'an only provides guidance, while its interpretation requires contemplation.

Keywords: hadith, knowledge, reality, understanding

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Authors: Zahra Mirsanjari, Mohammad Reza Baradaran, Mehdi Rastegari Ghiri

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Research in the field of education has widely documented that teachers’ sense of efficacy has strong impacts on various aspects of teaching and learning. The present study is an attempt to examine Iranian EFL teachers’ degree of self-efficacy for teaching English. The data required for the study was gathered from Iranian EFL teachers teaching English as a foreign language in different schools and language institutes in Iran. Data were collected using Teacher’s Sense of Efficacy Scale (TSES). Results identified four dimensions of teachers’ English teaching-specific sense of efficacy: instructional strategies, classroom management, student engagement, and oral English language use. It was also found that teachers rated their self-efficacy in teaching English at a moderate level in the dimensions of instructional strategies, classroom management, and student engagement. Results have implications for language teachers and practitioners.

Keywords: Self-efficacy, teaching, EFL, teachers

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Authors: Chen-Ya Juan

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Problem-Based Learning uses vague questions to guide student thinking and enhance their self-learning and collaboration. Most teachers implement PBL in a physical classroom, where teachers can monitor and evaluate students’ learning progress and guide them to search resources for answers. However, the prevalence of the Covid-19 in the world had changed from physical teaching to distance teaching. This instruction used many cases and applied Problem-Based Learning combined on the distance teaching via the internet for college students. This study involved an experimental group with PBL and a control group without PBL. The teacher divided all students in PBL class into eight groups, and 7~8 students in each group. The teacher assigned different cases for each group of the PBL class. Three stages of instruction were developed, including background knowledge of Learning, case analysis, and solving problems for each case. This study used a quantitative research method, a two-sample t-test, to find a significant difference in groups with PBL and without PBL. Findings indicated that PBL incased the average score of special education knowledge. The average score was improved by 20.46% in the PBL group and 15.4% without PBL. Results didn’t show significant differences (0.589>0.05) in special education professional knowledge. However, the feedback of the PBL students implied learning more about the application, problem-solving skills, and critical thinking. PBL students were more likely to apply professional knowledge on the actual case, find questions, resources, and answers. Most of them understood the importance of collaboration, working as a team, and communicating with other team members. The suggestions of this study included that (a) different web-based teaching instruments influenced student’s Learning; (b) it is difficult to monitor online PBL progress; (c) online PBL should be implemented flexible and multi-oriented; (d) although PBL did not show a significant difference on the group with PBL and without PBL, it did increase student’s problem-solving skills and critical thinking.

Keywords: problem-based learning, college students, distance learning, case analysis, problem-solving

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Authors: Adeniran Adetunji, Babalola M. Florence, Akande Ademola

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In this paper, we made an overview on the concept of adaptive e-Learning system, enumerates the elements of adaptive learning concepts e.g. A pedagogical framework, multiple learning strategies and pathways, continuous monitoring and feedback on student performance, statistical inference to reach final learning strategy that works for an individual learner by “mass-customization”. Briefly highlights the motivation of this new system proposed for effective learning teaching. E-Review literature on the concept of adaptive e-learning system and emphasises on the Item Response Calibration, which is an important approach to developing an adaptive e-Learning system. This paper write-up is concluded on the justification of item response calibration/estimation towards designing a successful and effective adaptive e-Learning system.

Keywords: adaptive e-learning system, pedagogical framework, item response, computer applications

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Authors: April Love Palad, Charita B. Lasala

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Mastery on English language is one of the important goals of all English language teachers. This goal can be seen based from the students’ actual performance using the target language which is English. Learning the English language includes hard work where efforts need to be exerted and this can be attained gradually over a long period of time. It is extremely important for all English language teachers to know the effects of incorporating games in teaching. Whether this strategy can have positive or negative effects in students learning, teachers should always consider what is best for their learners. Games may help and provide confidents language learners. These games help teachers to create context in which the language is suitable and significant. Focusing in accuracy and fluency is the heart of this study and this will be obtain in either teaching English using the traditional method or teaching English using language games. It is very important for all English teachers to know which strategy is effective in teaching English to be able to cope with students’ underachievement in this subject. This study made use of the comparative-experimental method. It made use of the pre-post test design with the aim to explore the effectiveness of the language games as strategy used in language teaching for high school students. There were two groups of students being observed, the controlled and the experimental, employing the two strategies in teaching English –traditional and with the use of language games. The scores obtained by two samples were compared to know the effectiveness of the two strategies in teaching English. In this study, it found out that language games help improve students’ fluency and accuracy in the use of target language and this is very evident in the results obtained in the pre-test and post –test result as well the mean gain scores by the two groups of students. In addition, this study also gives us a clear view on the positive effects on the use of language games in teaching which also supported by the related studies based from this research. The findings of the study served as the bases for the creation of the proposed learning plan that integrated language games that teachers may use in their own teaching. This study further concluded that language games are effective in developing students’ fluency in using the English language. This justifies that games help encourage students to learn and be entertained at the same time. Aside from that, games also promote developing language competency. This study will be very useful to teachers who are in doubt in the use of this strategy in their teaching.

Keywords: language games, experimental, comparative, strategy, language teaching, methodology

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Authors: Zahra Mirsanjari

Abstract:

Research in the field of education has widely documented that teachers’ sense of efficacy has strong impacts on various aspects of teaching and learning. The present study is an attempt to examine Iranian EFL teachers’ degree of self-efficacy for teaching English. The data required for the study was gathered from Iranian EFL teachers teaching English as a foreign language in different schools and language institutes in Iran. Data were collected using Teacher’s Sense of Efficacy Scale (TSES). Results identified four dimensions of teachers’ English teaching-specific sense of efficacy: instructional strategies, classroom Management, Student Engagement, and Oral English Language Use.It was also found that teachers rated their self-efficacy in teaching English at a moderate level in the dimensions of instructional strategies, classroom management, and student engagement. Results have implications for language teachers and practitioners.

Keywords: self-efficacy, English Language teaching, EFL teachers, language teachers and practitioners.

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Authors: Cleto J. Sauer Jr

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Introduction: Brazil’s new national curriculum guidelines (NCG) for medical education were published in 2014, presenting active learning methodologies as a cornerstone. Simulation was initially applied for aviation pilots’ training and is currently applied in health sciences. The high-fidelity simulator replicates human body anatomy in detail, also reproducing physiological functions and its use is increasing in medical schools. Realistic Simulation (RS) has pedagogical aspects that are aligned with Brazil’s NCG teaching concepts. The main objective of this study is to carry on a narrative review on RS’s aspects that are aligned with Brazil’s new NCG teaching concepts. Methodology: A narrative review was conducted, with search in three databases (PubMed, Embase and BVS) of studies published between 2010 and 2020. Results: After systematized search, 49 studies were selected and divided into four thematic groups. RS is aligned with new Brazilian medical curriculum as it is an active learning methodology, providing greater patient safety, uniform teaching, and student's emotional skills enhancement. RS is based on reflective learning, a teaching concept developed for adult’s education. Conclusion: RS is a methodology aligned with NCG teaching concepts and has potential to assist in the implementation of new Brazilian medical school’s curriculum. It is an immersive and interactive methodology, which provides reflective learning in a safe environment for students and patients.

Keywords: curriculum, high-fidelity simulator, medical education, realistic simulation

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Authors: Vine Petzer, Mirna Nel

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An explanatory mixed method design was used to investigate accounting classroom conditions in the Further Education and Training (FET) Phase in South Africa. A descriptive survey research study with a heterogeneous group of learners and teachers was conducted in the first phase. In the qualitative phase, semi-structured individual interviews with learners and teachers, as well as observations in the accounting classroom, were employed to gain more in depth understanding of the learning conditions in the accounting classroom. The findings of the empirical research informed the development of a model for teachers in accounting, supporting them to use more effective teaching methods and create positive learning conditions for all learners to experience successful learning. A model towards creating positive Accounting classroom conditions that support successful learning was developed and recommended for education policy and decision-makers for use as a classroom intervention capacity building tool. The model identifies and delineates classroom practices that exert significant effect on learner attainment of quality education.

Keywords: accounting classroom conditions, positive education, successful learning, teaching accounting

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Authors: Rochelle Botha-Marais

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When lecturing future educators in South Africa, praxis is an indispensable aspect that is often neglected. Without properly understanding how the theory taught in lecture halls relates to their future position as educators, we can not expect these students to be fully equipped future teachers. To enable education students at the Vaal Campus of the North West University - who have the Afrikaans language as major - to discover the link between theory and practice, the author created an assignment on phonetics in which the use of technology was incorporated. In the past, students had to submit an assignment or worksheet and they did not get the opportunity to apply their newly found knowledge in a practical manner. For potential future teachers, this application is essential. This paper will demonstrate how technology is used in the second year Afrikaans education module to promote student engagement and self-directed learning. Students were introduced to innovative new technologies alongside more familiar applications to shape a 21st century learning environment where students can think, communicate, solve problems, collaborate and take responsibility for their own teaching and learning. The paper will also reflect on student feedback pertaining the use and efficiency of technology in the Afrikaans module and the possible impact thereof on their own teaching and learning landscape. The aim of this paper is to showcase how technology can be used to maximize the students learning experience and equip future education students with the tools and knowledge to introduce technology-enhanced learning in their own teaching practice.

Keywords: education students, theory and practice, self-directed learning, student engagement, technology

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Authors: Said Ahmed Zohairy

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Significant shifts in the theory and practice of teaching vocabulary affect teachers’ decisions about learning materials’ design. Relevant literature supports teaching specialised, authentic, and multi-word lexical items rather than focusing on single-word vocabulary lists. Corpora, collections of texts stored in a database, presents a reliable source of teaching and learning materials. Although corpus-informed studies provided guidance for teachers to identify useful language chunks and phraseological units, there is a scarcity in the literature discussing the use of corpora in teaching English for academic and specific purposes (EASP). The aim of this study is to improve teaching practices and provide a description of the pedagogical choices and procedures of an EASP tutor in an attempt to offer guidance for novice corpus users. It draws on the researcher’s experience of utilising corpus linguistic tools to design vocabulary learning activities without focusing on students’ learning outcomes. Hence, it adopts a self-study research methodology which is based on five methodological components suggested by other self-study researchers. The findings of the study noted that designing specialised and corpus-informed vocabulary learning activities could be challenging for teachers, as they require technical knowledge of how to navigate corpora and utilise corpus analysis tools. Findings also include a description of the researcher’s approach to building and analysing a specialised corpus for the benefit of novice corpus users; they should be able to start their own journey of designing corpus-based activities.

Keywords: corpora, corpus linguistics, corpus-informed, English for academic and specific purposes, agribusiness, vocabulary, phraseological units, materials design

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Authors: Jaya Bishnu Pradhan

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Weaving mat is one of the common activities performed in different community generally in the rural part of Nepal. Mat weavers’ practice mathematical ideas and concepts implicitly in order to perform their job. This study is intended to uncover the mathematical ideas embedded in mat weaving that can help teachers and students for the teaching and learning of school geometry. The ethnographic methodology was used to uncover and describe the beliefs, values, understanding, perceptions, and attitudes of the mat weavers towards mathematical ideas and concepts in the process of mat weaving. A total of 4 mat weavers, two mathematics teachers and 12 students from grade level 6-8, who are used to participate in weaving, were selected for the study. The whole process of the mat weaving was observed in a natural setting. The classroom observation and in-depth interview were taken with the participants with the help of interview guidelines and observation checklist. The data obtained from the field were categorized according to the themes regarding mathematical ideas embedded in the weaving activities, and its possibilities in teaching learning of school geometry. In this study, the mathematical activities in different sectors of their lives, their ways of understanding the natural phenomena, and their ethnomathematical knowledge were analyzed with the notions of pluralism. From the field data, it was found that the mat weaver exhibited sophisticated geometrical ideas in the process of construction of frame of mat. They used x-test method for confirming if the mat is rectangular. Mat also provides a good opportunity to understand the space geometry. A rectangular form of mat may be rolled up when it is not in use and can be converted to a cylindrical form, which usually can be used as larder so as to reserve food grains. From the observation of the situations, this cultural experience enables students to calculate volume, curved surface area and total surface area of the cylinder. The possibilities of incorporation of these cultural activities and its pedagogical use were observed in mathematics classroom. It is argued that it is possible to use mat weaving activities in the teaching and learning of school geometry.

Keywords: ethnography, ethnomathematics, geometry, mat weaving, school pedagogy

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Authors: Huang Yajing

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Multimodal discourse refers to the phenomenon of using various senses such as hearing, vision, and touch to communicate through various means and symbolic resources such as language, images, sounds, and movements. With the development of modern technology and multimedia, language and technology have become inseparable, and foreign language teaching is becoming more and more modal. Teacher-student communication resorts to multiple senses and uses multiple symbol systems to construct and interpret meaning. The classroom is a semiotic space where multimodal discourses are intertwined. College English multi-modal teaching is to rationally utilize traditional teaching methods while mobilizing and coordinating various modern teaching methods to form a joint force to promote teaching and learning. Multimodal teaching makes full and reasonable use of various meaning resources and can maximize the advantages of multimedia and network environments. Based upon the above theories about multimodal discourse and multimedia technology, the present paper will propose a multi-modal teaching model for college English in China.

Keywords: multimodal discourse, multimedia technology, English education, applied linguistics

Procedia PDF Downloads 69