Search results for: positive outcoms for students

Authors: Maggie Hui

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Risk management is not a new concept; however, it is an uncharted area as applied to the translation process and translator training. Risk managers are responsible for managing risk, i.e. adopting strategies with the intention to minimize loss and maximize gains in spite of uncertainty. Which risk strategy to use often depends on the frequency of an event (i.e. probability) and the severity of its outcomes (i.e. impact). This is basically the way translation/localization project managers handle risk management. Although risk management could involve both positive and negative impacts, impact seems to be always negative in professional translators’ management models, e.g. how many days of project time are lost or how many clients are lost. However, for analysis of translation performance, the impact should be possibly positive (e.g. increased readability of the translation) or negative (e.g. loss of source-text information). In other words, the straight business model of risk management is not directly applicable to the study of risk management in the rendition process. This research aims to explore trainee translators’ risk managing while translating in a simulated setting that involves translator-client relations. A two-cycle experiment involving two roles, the translator and the simulated client, was carried out with a class of translation students to test the effects of the main variable of peer-group interaction. The researcher made use of a user-friendly screen-voice recording freeware to record subjects’ screen activities, including every word the translator typed and every change they made to the rendition, the websites they browsed and the reference tools they used, in addition to the verbalization of their thoughts throughout the process. The research observes the translation procedures subjects considered and finally adopted, and looks into the justifications for their procedures, in order to interpret their risk management. The qualitative and quantitative results of this study have some implications for translator training: (a) the experience of being a client seems to reinforce the translator’s risk aversion; (b) there is a wide gap between the translator’s internal risk management and their external presentation of risk; and (c) the use of role-playing simulation can empower students’ learning by enhancing their attitudinal or psycho-physiological competence, interpersonal competence and strategic competence.

Keywords: risk management, role-playing simulation, translation pedagogy, translator-client relations

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Authors: Mohammed Qutishat, Khaldoun Aldiabat, Khaled Bader, Mohammad Al Qadire

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Cyberchondria refers to the irrational increase of distress about the condition of one's health as a consequence of the World Wide Web quest for medical details. The aim of this study was to examine the relationship between emotional intelligence and cyberchondria among Omani university students. A descriptive correlational design was used to collect data from eligible 370 participants using the Emotional Intelligence Questionnaire, and the short-form version of the Cyberchondria Severity Scale (CSS-12) between January and May 2020 at XX University-Oman. The participants’ age ranged between 18 and 37 years (M = 20.28). The majority of the participants were female, 59.7% (n = 221), single 99.5% (368), in their second academic year, 29.2% (n =108). The mean score of cyberchondria experiences was 32.51, and the mean score of emotional intelligence was 34.91. Linear regression indicated a strong association between cyberchondria and emotional intelligence [F (34.639) = 5.885, P=.000], with a .086 R². In conclusion, the exchange of expertise and peer networking for health-related details utilizing the Internet can benefit students with and without having health problems. Further research and methods should be developed to help students track the online medical tools effectively for the right purposes.

Keywords: emotional intelligence, cyberchondria, smartphone addiction, social media

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Authors: Saira Hossain

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Well-being commonly refers to the concept that equates to a good life. Similarly, student well-being can be understood as a notion of a good life at school. What constitutes a good life at school for students? – is an emerging question that poses huge interest in this area of research. Student well-being is not only associated with a student’s socio-emotional and academic development at school but also success in life after school as an adult. Today, student well-being is a popular agenda for educators, policymakers, teachers, parents, and most importantly, for students. With the emergence of student well-being, student's voice in matters important to them at school is increasingly getting priority. However, the coin has another side too. Despite the growing importance of understanding student well-being, it is still an alien concept in countries like Bangladesh. The education system of Bangladesh is highly rigid, centralized, and exam-focused. Student's academic achievement has been given the utmost priority at school, whereas their voice, as well as their well-being, is grossly neglected in practice. In this regard, the study set out to explore students' conceptualization of well-being at school in Bangladesh. The study was qualitative. It employed a participatory research approach to elicit the views of 25 secondary school students of aged 14-16 in Bangladesh to explore the concept of well-being. Data analysis was conducted following the thematic analysis technique. The results suggested that student conceptualized well-being as a multidimensional concept with multiple domains, including having, being, relating, feeling, thinking, functioning, and striving. The future implication of the study findings is discussed. Additionally, the study also underscores the implication of the participatory approach as a research technique to explore students' opinion in Bangladesh, where there exists a culture of silence regarding the student's voice.

Keywords: Bangladesh, participatory research, secondary school, student well-being

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Authors: Gemma Reynolds, Deborah Bailey Rodriguez, Maria Paula Valdivieso Rueda

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In recent years, the mental health of Higher Education (HE) students has been a growing concern. This has been further exacerbated by the stresses associated with the Covid-19 pandemic, placing students at even greater risk of developing mental health issues. Support available to students in HE tends to follow an established and traditional route. The demands for counselling services have grown, not only with the increase in student numbers but with the number of students seeking support for mental health issues. One way of improving well-being and mental health in HE students is through the use of brief interventions, such as expressive writing (EW). This intervention involves encouraging individuals to write continuously for at least 15-20 minutes for three to five sessions (often on consecutive days) about their deepest thoughts and feelings to explore significant personal experiences in a meaningful way. Given the brevity, simplicity and cost-effectiveness of EW, this intervention has considerable potential as an intervention for HE populations. The current study, therefore, employed a mixed-methods design to explore the effectiveness of EW in reducing anxiety, general stress, academic stress and depression in HE students while improving well-being. HE students at MDX were randomly assigned to one of three conditions: (1) The UniExp-EW group were required to write about their emotions and thoughts about any stressors they have faced that are directly relevant to their university experience (2) The NonUniExp-EW group were required to write about their emotions and thoughts about any stressors that are NOT directly relevant to their university experience, and (3) The Control group were required to write about how they spent their weekend, with no reference to thoughts or emotions, and without thinking about university. Participants were required to carry out the EW intervention for 15minutes per day for four consecutive days. Baseline mental health and wellbeing measures were taken before the intervention via a battery of standardised questionnaires. Following completion of the intervention on day four, participants were required to complete the questionnaires a second time and again one week later. Participants were also invited to attend focus groups to discuss their experience of the intervention. This will allow an in-depth investigation into students’ perceptions of EW as an effective intervention to determine whether they would choose to use this intervention in the future. The quantitative findings will be discussed at the conference as well as a discussion of the important implications of the findings. The study is fundamental because if EW is an effective intervention for improving mental health and well-being in HE students, its brevity and simplicity means it can be easily implemented and can be freely-available to students. Improving the mental health and well-being of HE students can have knock-on implications for improving academic skills and career development.

Keywords: mental health, wellbeing, higher education students, expressive writing

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Authors: Tanvir Ahmed, Nahian Fyrose Fahim, Subrata Majumder, Sarker Kibria

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English is unanimously recognized as the standard second language in the world, and no one can deny this fact. Many people believe that possessing English proficiency skills is the key to communicating effectively globally, especially for developing countries, which can bring further success to itself on many fronts, as well as to other countries, by ensuring its people worldwide access to education, business, and technology. Bangladesh is a developing country of about 160 million people. A notable number of students in Bangladesh are currently pursuing higher education, especially at the tertiary or collegiate level, in more than 150 public and private universities. English is the dominant linguistic medium through which college instruction and lectures are given to students in Bangladesh. However, many of our students who have only completed their primary and secondary levels of education in the Bangla medium or language are generally in an awkward position to suddenly take and complete many unfamiliar requirements by the time they enter the university as freshmen. As students, they struggle to complete at least 18 courses to acquire proficiency in English. After obtaining a tertiary education certificate, the students could then have the opportunity to acquire a sustainable position in the job market industry; however, many of them do fail, unfortunately, because of poor English proficiency skills. Our study focuses on students in both public and private universities (N=150) as well as education experts (N=30) in Bangladesh. We had prepared two sets of questionnaires that were based upon a literature review on this subject, as we had also collected data and identified the reasons, and arrived at probable solutions to overcoming these problems. After statistical analysis, the study suggested certain remedial measures that could be taken in order to increase student's proficiency in English as well as to ensure their employability potential.

Keywords: tertiary education, English language proficiency, employability, unemployment problems

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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: Sulochini Pather

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Romanians are the second largest group of non-British nationals in the UK, following the Poles; over one million were reported in 2021. This follows the rapid growth in the number of Eastern Europeans settling in the UK for work which is linked to the expansion of the European Union. A recent report suggests that the growing numbers of Eastern European pupils have heightened concerns about their impact on the education of native English speakers, but little has been done to focus on the challenges faced by these students and their educational and life experiences. The pilot study presented in this paper focuses on six Romanian students aged between 14 and 19 from two schools and a college in the local area and includes data from interviews with headteachers, teachers, students, and parents. The paper highlights key findings which point to barriers and support Romanian children encounter in mainstream education, their homes, and community and the extent to which a volunteering program offered at a local charity called Community Action to Create Hope (CATCH) impacts their education and lives. The study has implications for supporting the inclusion of immigrant children.

Keywords: Romanian, Eastern European, inclusion, volunteering programme

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Authors: Ashley Sainvil

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The present study explores the relationship and possible effects of religiosity on both adverse childhood experiences and childhood attachment. Furthermore, to explore the idea that adult religiousness may play as a protective role, specifically protecting adults with a past of adverse childhood experiences and an insecure childhood attachment from reporting depression. Analyses are based on 57 participants (N= 57, 32.1% of ages 18-22; 70.2% female, 28.1% male, 1.8% other). In the form of an online Qualtrics survey through questionnaires, childhood attachment, adverse childhood experiences, sense of religiosity, and depression were measured. While not significant at conventional levels, there was no direct relationship between adverse childhood experiences, insecure childhood attachment, and sense of religiosity, and when assessing age for the relationship in later adulthood, there was no significance. Positive childhood experiences of feeling protected, love, and special had a direct relationship with a positive image and sense of closeness to God. Results highlight the importance of positive childhood experiences, secure childhood attachment quality relationship, such as trust, communication for positive health outcomes, such as less depression.

Keywords: religiosity, childhood trauma, childhood attachment, depression

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Authors: Olumide Yusuf Jimoh

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Reading comprehension is an interactive and purposeful process of getting meaning from and bringing meaning to a text. Over the years, teachers of the English Language (in Nigeria) have been glued to the monotonous method of making students read comprehension passages silently and then answer the questions that follow such passages without making the reading session interactive. Hence, students often find such exercises monotonous and boring. Consequently, students'’ interest in language learning continues to dwindle, and this often affects their overall academic performance. Relying on Communicative Accommodation Theory therefore, the study employed the qualitative research design method to x-ray Communicative Language Teaching Approach (CLTA) in reading comprehension. Moreover, techniques such as the Genuinely Collaborative Reading Approach (GCRA), Jigsaw reading, Pre-reading, and Post-reading tasks were examined. The researcher submitted that effective reading comprehension could not be done passively. Students must respond to what they read; they must interact not only with the materials being read but also with one another and with the teacher; this can be achieved by developing communicative and interactive reading programs.

Keywords: collaborative reading approach, communicative teaching, interactive reading program, pre-reading task, reading comprehension

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Authors: Isaac Kofi Mensah, Jianing Mi, Cheng Feng

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The patronage of e-government services (demand side of e-government) is vital to the successful implementation of e-government initiatives. The purpose of this study is to explore the predictors determining the willingness of African students in China to adopt and use e-government services. The Unified Theory of Acceptance and Use of Technology (UTAUT) will be used as the theoretical foundation for this research. Research instrument will be developed and administered to 500 African students in China. Factors such as performance expectancy, effort expectancy, social influence, facilitating conditions and culture will be investigated to determine its significant impact on the willingness to use e-government services. This study is a research in progress. The outcome of this study will provide valuable recommendations to improve the provision of public services through e-government.

Keywords: e-government, e-government services, predictors, UTAUT

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Authors: Mosabbir Pasha, Ijaj Mahmud Chowdhury, M. A. Afrahim Bhuiyann

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With the increasing population and intensive land use, huge traffic demand is generating worldwide both in developing and developed countries. As a developing country, Bangladesh is also facing the same problem in recent years by producing huge numbers of daily trips. As a matter of fact, extensive traffic demand is increasing day by day. Also, transport system in Dhaka is heterogeneous, reflecting the heterogeneity in the socio-economic and land use patterns. As a matter of fact, trips produced here are for different purposes such as work, business, educational etc. Due to the significant concentration of educational institutions a large share of the trips are generated by educational purpose. And one of the major percentages of educational trips is produced by university going students and most of them are travelled by car, bus, train, taxi, rickshaw etc. The aim of the study was to find out the university students’ perception on public transit ridership. A survey was conducted among 330 students from eight different universities. It was found out that 26% of the trips produced by university going students are travelled by public bus service and only 5% are by train. Percentage of car share is 16% and 12% of the trips are travelled by private taxi. From the study, it has been found that more than 42 percent student’s family resides outside of Dhaka, eventually they prefer bus instead of other options. Again those who chose to walk most of the time, of them, over 40 percent students’ family reside outside of Dhaka and of them over 85 percent students have a tendency to live in a mess. They generally choose a neighboring location to their respective university so that they can reach their destination by walk. On the other hand, those who travel by car 80 percent of their family reside inside Dhaka. The study also revealed that the most important reason that restricts students not to use public transit is poor service. Negative attitudes such as discomfort, uneasiness in using public transit also reduces the usage of public transit. The poor waiting area is another major cause of not using public transit. Insufficient security also plays a significant role in not using public transit. On the contrary, the fare is not a problem for students those who use public transit as a mode of transportation. Students also think stations are not far away from their home or institution and they do not need to wait long for the buses or trains. It was also found accessibility to public transit is moderate.

Keywords: traffic demand, fare, poor service, public transit ridership

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Authors: Alba Barbara-i-Molinero, Rosalia Cascon-Pereira, Ana Beatriz Hernandez

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Students’ transitions from high school to the university have been challenged by the lack of continuity between both contexts. This mismatch directly affects students by generating feelings of anxiety and uncertainty, which increases the dropout rates and reduces students’ academic success. This discontinuity emanates because ‘transitions concern a restructuring of what the person does and who the person perceives him or herself to be’. Hence, identity becomes essential in these transitions. Generally, identity is the answer to questions such as who am I? or who are we? This is integrated by personal identity, and as many social identities as groups, the individual feels he/she is a part. A case in point to construct a social identity is the identification with a profession. For this reason, a way to lighten the generated tension during transitions is applying strategies orientated to enhance students’ professional identity in their point of entry to the higher education institution. That would create a sense of continuity between high school and higher education contexts, increasing their Professional Identity Strength. To develop the strategies oriented to enhance students Professional Identity, it is important to analyze what influences it. There exist several influencing factors that influence Professional Identity (e.g., professional status, the recommendation of family and peers, the academic environment, or the chosen bachelor degree). There is a gap in the literature analyzing the impact of these factors on more than one bachelor degree. In this regards, our study takes an additional step with the aim of evaluating the influence of several factors on Professional Identity using a cohort of university students from multiple degrees between the ages of 17-19 years. To do so, we used hierarchical regression analyses to assess the impact of the following factors: External Motivation Conditionals (EMC), Educational Experience Conditionals (EEC) and Personal Motivational Conditional (PMP). After conducting the analyses, we found that the assessed factors influenced students’ professional identity differently according to their bachelor degree and discipline. For example, PMC and EMC positively affected science students, while architecture, law and economics and engineering students were just influenced by PMC. Basing on that influences, we proposed three different strategies aimed to enhance students’ professional identity, in the short and long term. These strategies are: to enhance students’ professional identity before the incorporation to university through campuses and icebreaker activities; to apply recruitment strategies aimed to provide realistic information of the bachelor degree; and to incorporate different activities, such as in-vitro, in situ and self-directed activities aimed to enhance longitudinally students’ professional identity from the university. From these results, theoretical contributions and practical implications arise. First, we contribute to the literature by identifying which factors influence students from different bachelor degrees since there is still no evidence. And, second, using as a benchmark the obtained results, we contribute from a practical perspective, by proposing several alternative strategies to increase students’ professional identity strength aiming to lighten their transition from high school to higher education.

Keywords: professional identity, higher education, educational strategies , students

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Authors: M. Rilliard

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Based on a Multiliteracies-inspired and sociolinguistically-informed advanced French composition class, this study employed autobiographical narratives from speakers traditionally considered non-legitimate models for L2 teaching purposes of inspiring students to develop an authentic L2 voice and to see themselves as legitimate L2 speakers. Students explored their L2 identities in French through a self-inspired fictional character. Two autobiographical narratives of identity quest by non-traditional French speakers provided them guidance through this process: the novel Le Bleu des Abeilles (2013) and the film Qu’Allah Bénisse la France (2014). Written and French oral productions for different genres, as well as metalinguistic reflections in English, were collected and analyzed. Results indicate that ideas and materials that were relatable to students, namely relatable experiences and relatable language, were most useful to them in developing their L2 voices and achieving authentic and legitimate L2 speakership. These results point towards the benefits of using non-traditional speakers as pedagogical models, as they serve to legitimize students’ sense of their own L2-speakership, which ultimately leads them towards a better, more informed, mastery of the language.

Keywords: foreign language classroom, L2 identity, L2 learning and teaching, L2 writing, sociolinguistics

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Authors: Cristina Costa-Lobo, Carla B. Vestena, Filomena E. Ponte

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Creativity and intelligence are concepts that have aroused very expressive interest in the field of educational sciences and the field of psychological science since the middle of the last century since they have a great impact on the potential and well-being of individuals. However, due to progress in cognitive and positive psychology, there has been a growing interest in the psychoeducational domain of intelligence and creativity in the last decade. In this theoretical work, are analyzed comparatively the theoretical models that relate the intelligence and the creativity, are analyzed several psychoeducational intervention programs that have been implemented with a view to the promotion of creativity and signal possibilities, realities and ironies around the psychological evaluation of intelligence and creativity. In order to reach a broad perspective on creativity, the evidence is presented that points the need to evaluate different psychological domains. The psychoeducational intervention programs addressed have, with a common characteristic, the full stimulation of the creative potential of the participants, assumed as a highly valued capacity at the present time. The results point to the systematize that all interventions in the ambit of creativity have two guiding principles: all individuals can be creative, and creativity is a capacity that can be stimulated. This work refers to the importance of stimulus creativity in educational contexts, to the usefulness and pertinence of the creation, the implementation, and monitoring of flexible curricula, adapted to the educational needs of students, promoting a collaborative work among teachers, parents, students, psychologists, managers and educational administrators.

Keywords: creativity, intelligence, psychoeducational intervention programs, psychological evaluation, educational contexts

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Authors: Mei Xuan Tan, Eng Ying Bong

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Academic discussion during and after instructional teaching is an integral part of learning. Such discussion between the instructor and student or peer-to-peer discussion can be in several different forms. It could be face-to-face discussion, via email and use of online discussion forum. In this study, the effectiveness of using WhatsApp for academic discussion for a first year half-credit Chemistry course was examined. This study was run over two years with two different batches of students. Participation in the study was voluntary and student volunteers were recruited within the first week of the term. The activity in the WhatsApp group was monitored by two instructors teaching the course. At the end of the course, the students participated in an online survey to evaluate their experience of using WhatsApp for academic discussion. There were a total of 26 questions. The survey had a total of 4 sections with regards to the use of WhatsApp for academic discussion: 1) Familiarity with WhatsApp, 2) Effectiveness of using WhatsApp for discussion, 3) Challenges and 4) Overall experience. The main purpose of using an IM platform for academic discussion was to encourage after-class discussion amongst the students. 32% of the participants had used other online platform, such as Piazza and forums in Learning Management System (LMS), for after-class academic discussion with their instructors and peers. This was a low percentage considering that some courses use such online platform as their main forum amongst instructors and students. At the end of our study, over 83% of the participants felt that WhatsApp was a more effective platform compared to other online forum. One interesting finding was the effect of WhatsApp discussion on face-to-face interaction with instructors. 28% of the students agreed that the use of WhatsApp as a discussion forum had encouraged them to approach their instructors during or after class. 51% of students answered neutral. This could be interpreted that the use of WhatsApp had not affected the frequent (or lack of) face-to-face interaction with their instructors. A second survey question, similar but phrased differently from the first, was also asked to evaluate the aspect of face-to-face interaction with instructors. 34% disagreed that the use of WhatsApp had reduced the frequency of face-to-face interaction. This could imply that the frequency remained the same or might have increased. The 38% who agreed to a decrease in face-to-face interaction have either asked the questions in WhatsApp or had their questions answered by a query from another student in the group chat. These outcomes suggested that the use of technology aided and complemented face-to-face interaction between instructors and students. The study also looked at the challenges of using WhatsApp for academic discussion. Some challenges included difficulty in referring back to previous discussion and students finding some discussions irrelevant to them. In conclusion, the use of IM platform for academic discussion was desirable for the students, but it should not be the only channel as face-to-face consultation and online forum for lengthy discussion are still important for after-class learning of students.

Keywords: chemistry, pedogogy, technological tools, undergraduate

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Authors: Simao E. Luis

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From the 1960s to the 1990s, the social-psychological framework of language attitudes that emerged from the Canadian research tradition was very influential. Integrativeness was one of the main variables in Gardner’s theory because refugees and immigrants were motivated to learn English and French to integrate into the Canadian community. Second language (L2) scholars have expressed concerns over integrativeness because it cannot explain the motivation of L2 learners in global contexts. This study aims to investigate student motivation to learn English as a foreign language in Mozambique, and to contribute to the ongoing validation of the L2 Motivational Self System theory in an under-researched country. One hundred thirty-seven (N=137) university students completed a well-established motivation questionnaire. The data were analyzed with SPSS, and descriptive statistics, correlations, multiple regressions, and MANOVA were conducted. Results show that many variables contribute to motivated learning behavior, particularly the L2 learning experience and attitudes towards the English language. Statistically significant differences were found between males and females, with males expressing more motivation to learn the English language for personal interests. Statistically significant differences were found between older and younger students, with older students reporting more vivid images of themselves as future English language users. These findings have pedagogical implications because motivational strategies are positively correlated with student motivated learning behavior. Therefore, teachers should design L2 tasks that can help students to develop their future L2 selves.

Keywords: English as a foreign language, L2 motivational self system, Mozambique, university students

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Authors: Bhaskar Basu

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Universities and higher education institutes are finding it increasingly difficult to engage students fruitfully through traditional pedagogic tools. Web 2.0 technologies comprising social networking sites (SNSs) offer a platform for students to collaborate and share information, thereby enhancing their learning experience. Despite the potential and reach of SNSs, its use has been limited in academic settings promoting higher education. The purpose of this paper is to assess the perception of social networking sites among business school students in India and analyze its role in enhancing quality of student experiences in a business school leading to the proposal of an agenda for future research. In this study, more than 300 students of a reputed business school were involved in a survey of their preferences of different social networking sites and their perceptions and attitudes towards these sites. A questionnaire with three major sections was designed, validated and distributed among  a sample of students, the research method being descriptive in nature. Crucial questions were addressed to the students concerning time commitment, reasons for usage, nature of interaction on these sites, and the propensity to share information leading to direct and indirect modes of learning. It was further supplemented with focus group discussion to analyze the findings. The paper notes the resistance in the adoption of new technology by a section of business school faculty, who are staunch supporters of the classical “face-to-face” instruction. In conclusion, social networking sites like Facebook and LinkedIn provide new avenues for students to express themselves and to interact with one another. Universities could take advantage of the new ways  in which students are communicating with one another. Although interactive educational options such as Moodle exist, social networking sites are rarely used for academic purposes. Using this medium opens new ways of academically-oriented interactions where faculty could discover more about students' interests, and students, in turn, might express and develop more intellectual facets of their lives. hitherto unknown intellectual facets.  This study also throws up the enormous potential of mobile phones as a tool for “blended learning” in business schools going forward.

Keywords: business school, India, learning, social media, social networking, university

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Authors: Khishig-Undrakh Mijgee, Yerkyejan Amanbyek, Yilina, Bayarkhuu Agvaanbayar, Anudari Chingiskhuu

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The study of happiness focuses on how people perceive their well-being, the ways they seek happiness, and the factors that affect their feelings of happiness, including self-esteem, depression, satisfaction, and the quality of life. Researchers also aim to explore the relationship between happiness, self-esteem, depression, satisfaction, and quality of life, with the goal of assessing people's sense of achievement. Happiness is strongly linked to an individual's sense of achievement and overall life satisfaction. In this article, we will discuss the findings of a study that examines the feelings of happiness and the factors that influence them among 562 high school students.

Keywords: happiness, high school students, feelings of happiness, happiness level

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Authors: Gamze Atay, Altay Colak

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It is a fact that today's technology shapes the change and development of architectural forms by creating different perspectives. The research is an experimental study that explores the integration of architectural forms in this process of change/development into design education through traditional design tools. An examination of the practices in the studio environment shows that the students who just started architectural education have difficulty accessing the form. The main objective of this study has been to enable students to use and interpret different disciplines in the design process to improve their perception of form. In this sense, the origami, which is defined as "the art of paper folding", and isomorphous (equally formed) approaches have been used with design studio students at the beginning stage as methods in the process of 3-dimensional thinking and creating the form. These two methods were examined with students in three stages: analysis, creation, and outcome. As a result of the study, it was seen that the use of different disciplines as a method during form creation gave the designs of the student originality, freedom, and dynamism.

Keywords: architectural form, design education, isomorphic approach, origamic approach

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Authors: P. Srisuruk, P. Narot

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The purpose of this research were 1) to develop the curriculum and instructional approach that are suitable for children with autism, attention deficit hyperactivity disorder and learning disability as well as to arrange the instructional approach that can be integrated into inclusive classroom 2) to increase the competency of the children in these group. The research processes were to a) study related documents, b) arrange workshops to clarify fundamental issues in developing core curriculum among the researchers and experts in curriculum development, c) arrange workshops to develop the curriculum, submit it to the experts for criticism and editing, d) implement the instructional approach to examine its effectiveness, e) select the schools to participate in the project and arrange training programs for teachers in the selected school, f) implement the instruction approach in the selected schools in different regions. The research results were 1) the core curriculum to enhance the competency of children with autism, attention deficit hyperactivity disorder and learning disability , and to be used as a guideline for teachers, and these group of children in order to arrange classrooms for students with special needs to study with normal students, 2) teaching and learning methods arranged for students with autism, attention deficit, hyperactivity disorder and learning disability to study with normal students can be used as a framework for writing plans to help students with parallel problems by developing teaching materials as part of the instructional approach. However, the details of how to help the students in each skill or content differ according to the demand of development as well as the problems of individual students or group of students. Furthermore; it was found that most of target teacher could implement the instructional approach based on the guideline model developed by the research team. School in each region does not have much difference in their implementation. The good point of the developed instructional model is that teacher can construct a parallel lesson plan. So teacher did not fell that they have to do extra work it was also shown that students in regular classroom enjoyed studying with the developed instructional model as well.

Keywords: instructional approach, autism, attention deficit hyperactivity disorder, learning disability

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Authors: Siham Boulaknadel

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Every culture has its share of a rich history of storytelling in oral, visual, and textual form. The Amazigh language, as many languages, has its own which has entertained and informed across centuries and cultures, and its instructional potential continues to serve teachers. According to many researchers, listening to stories draws attention to the sounds of language and helps children develop sensitivity to the way language works. Stories including repetitive phrases, unique words, and enticing description encourage students to join in actively to repeat, chant, sing, or even retell the story. This kind of practice is important to language learners’ oral language development, which is believed to correlate completely with student’s academic success. Today, with the advent of multimedia, digital storytelling for instance can be a practical and powerful learning tool. It has the potential in transforming traditional learning into a world of unlimited imaginary environment. This paper reports on a research project on development of multimedia Storytelling Website using traditional Amazigh oral narratives called “tell me a story”. It is a didactic tool created for the learning of good moral values in an interactive multimedia environment combining on-screen text, graphics and audio in an enticing environment and enabling the positive values of stories to be projected. This Website developed in this study is based on various pedagogical approaches and learning theories deemed suitable for children age 8 to 9 year-old. The design and development of Website was based on a well-researched conceptual framework enabling users to: (1) re-play and share the stories in schools or at home, and (2) access the Website anytime and anywhere. Furthermore, the system stores the students work and activities over the system, allowing parents or teachers to monitor students’ works, and provide online feedback. The Website contains following main feature modules: Storytelling incorporates a variety of media such as audio, text and graphics in presenting the stories. It introduces the children to various kinds of traditional Amazigh oral narratives. The focus of this module is to project the positive values and images of stories using digital storytelling technique. Besides development good moral sense in children using projected positive images and moral values, it also allows children to practice their comprehending and listening skills. Reading module is developed based on multimedia material approach which offers the potential for addressing the challenges of reading instruction. This module is able to stimulate children and develop reading practice indirectly due to the tutoring strategies of scaffolding, self-explanation and hyperlinks offered in this module. Word Enhancement assists the children in understanding the story and appreciating the good moral values more efficiently. The difficult words or vocabularies are attached to present the explanation, which makes the children understand the vocabulary better. In conclusion, we believe that the interactive multimedia storytelling reveals an interesting and exciting tool for learning Amazigh. We plan to address some learning issues, in particularly the uses of activities to test and evaluate the children on their overall understanding of story and words presented in the learning modules.

Keywords: Amazigh language, e-learning, storytelling, language teaching

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Authors: Sevim Ugur, Cemile Kutmec Yilmaz, Omer Us, Sevdenur Koksaldi

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Aim: This study aims to investigate the effect of digital game playing and Internet addiction on perceived stress levels in university students. Method: The descriptive study was conducted through face-to-face interview method with a total of 364 university students studying at Aksaray University between November 15 and December 30, 2017. The research data were collected using personal information form, a questionnaire to determine the characteristics of playing digital game, the Internet addiction scale and the perceived stress scale. In the evaluation of the data, Mann-Whitney U test was used for two-group comparison of the sample with non-normal distribution, Kruskal-Wallis H-test was used in the comparison of more than two groups, and the Spearman correlation test was used to determine the relationship between Internet addiction and the perceived stress level. Results: It was determined that the mean age of the students participated in the study was 20.13 ± 1.7 years, 67.6% was female, 35.7% was sophomore, and 62.1% had an income 500 TL or less. It was found that 83.5% of the students use the Internet every day and 70.6% uses the Internet for 5 hours or less per day. Of the students, 12.4% prefers digital games instead of spending time outdoors, 8% plays a game as the first activity in leisure time, 12.4% plays all day, 15.7% feels anger when he/she is prevented from playing, 14.8% prefers playing games to get away from his/her problems, 23.4% had his/her school achievement affected negatively because of game playing, and 8% argues with family members due to the time spent for gaming. Students who play games on the computer for a long time were found to feel back pain (30.8%), headache (28.6%), insomnia (26.9%), dryness and pain in the eyes (26.6%), pain in the wrist (21.2%), feeling excessive tension and anger (16.2%), humpback (12.9), vision loss (9.6%) and pain in the wrist and fingers (7.4%). In our study, students' Internet addiction scale mean score was found to be 45.47 ± 16.1 and mean perceived stress scale score was 28.56 ± 2.7. A significant and negative correlation (p=0.037) was found between the total score of the Internet addiction scale and the total score of the perceived stress scale (r=-0.110). Conclusion: It was found in the study that Internet addiction and perceived stress of the students were at a moderate level and that there was a negative correlation between Internet addiction and perceived stress levels. Internet addiction was found to increase with the increasing perceived stress levels of students, and students were found to have health problems such as back pain, dryness in the eyes, pain, insomnia, headache, and humpback. Therefore, it is recommended to inform students about different coping methods other than spending time on the Internet to cope with the stress they perceive.

Keywords: digital game, internet addiction, student, stress level

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Authors: Daniel Ihemtuge Akim, Micheal O. Ikeanumba

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This research focused on team teaching; students perception, challenges, and remedies for effective implementation, a case study of the department of Biology, Alvan Ikoku Federal College of Education, Owerri Imo State, Nigeria. It seeks to address the misconception by students on the use of team teaching as a methodology for learning. Five purposes and five research questions guided this study. Descriptive survey design was used in the study. The students of biology department enrolled in both Bachelor degree and National Certificate in Education in Alvan Ikoku Federal College of Education, Owerri, formed the population size. Simple random sampling technique was used to select the sampled students and 20% of whole lecturers were selected out of the whole given sample size of three hundred and forty (340). The instrument used for data collection was structured 4 point Likert scale questionnaire and analysis was made using mean method. The result revealed that poor time management by lectures, lack of lecture venues, manpower are some of the challenges hindering the effective implementation of team teaching. It was also observed that students perform better in academic when team teaching approach is used than single teaching approach. Finally, recommendations made suggested that teachers involved in team teaching should work together with their teaching strategies and within the time frame to achieve the stated objectives.

Keywords: challenges, implementation, perception, team teaching

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Authors: Arif Tri Setyanto, Aditya Nanda Priyatama, Nugraha Arif Karyanta, Fadjri Kirana A., Afia Fitriani, Rini Setyowati, Moh.Abdul Hakim

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The Basic Health Research Report by the Ministry of Health (2018) shows an increase in the prevalence of mental health disorders in the adolescent and early adult age ranges. Supporting this finding, data on the psychological examination of the student health service unit at one State University recorded 115 cases of moderate and severe health problems in the period 2016 - 2019. More specifically, the highest number of cases was experienced by clients in the age range of 21-23 years or equivalent, with the mid-semester stage towards the end. Based on the distribution of cases experienced and the disorder becomes a psychological problem experienced by students. A total of 29% or the equivalent of 33 students experienced anxiety disorders, 25% or 29 students experienced problems ranging from mild to severe, as well as other classifications of disorders experienced, including adjustment disorders, family problems, academics, mood disorders, self-concept disorders, personality disorders, cognitive disorders, and others such as trauma and sexual disorders. Various mental health disorders have a significant impact on the academic life of students, such as low GPA, exceeding the limit in college, dropping out, disruption of social life on campus, to suicide. Based on literature reviews and best practices from universities in various countries, one of the effective ways to prevent and treat student mental health disorders is to implement a mental health monitoring system in universities. This study uses a participatory action research approach, with a sample of 423 from a total population of 32,112 students. The scale used in this study is the Beck Depression Inventory (BDI) to measure depression and the Taylor Minnesota Anxiety Scale (TMAS) to measure anxiety levels. This study aims to (1) develop a digital-based health monitoring system for students' mental health situations in the mental health category. , dangers, or those who have mental disorders, especially indications of symptoms of depression and anxiety disorders, and (2) implementing a mental health monitoring system in universities at the beginning and end of each semester. The results of the analysis show that from 423 respondents, the main problems faced by all coursework, such as thesis and academic assignments. Based on the scoring and categorization of the Beck Depression Inventory (BDI), 191 students experienced symptoms of depression. A total of 24.35%, or 103 students experienced mild depression, 14.42% (61 students) had moderate depression, and 6.38% (27 students) experienced severe or extreme depression. Furthermore, as many as 80.38% (340 students) experienced anxiety in the high category. This article will review this review of the student mental health service system on campus.

Keywords: monitoring system, mental health, psychological problems, students

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Authors: Abigaile Rose Mary R. Capay, Janne Ly Castillon-Gilpo, Sheila A. Javier

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The transition to online learning has been a challenging feat on the mental health of tertiary students. This study investigated whether learning mindfulness strategies online would help in improving students’ imagination, conscientiousness, extraversion, agreeableness and emotional stability, as measured by the International Personality Item Pool (IPIP) Big Five Factor Markers, as well as their dispositional mindfulness as measured by the Mindfulness Attention Awareness Scale (MAAS). Fifty-two college students participated in the experiment. The 23 participants assigned to the treatment condition received 6-weekly experiential sessions of online mindfulness training and were advised to follow a daily mindfulness practice, while the 29 participants from the control group only received a 1-hour lecture. Scores were collected at pretest and posttest. Findings show that there was a significant difference in the pretest and posttest scores of students assigned in the treatment group, likewise medium effect sizes in the variables: dispositional mindfulness (t (22) = 2.64, p = 0.015, d = .550), extraversion (t (22) = 2.76, p = 0.011, d = 0.575), emotional stability (t (22) = 2.99, p = 0.007, d = .624), conscientiousness (t (22) = 2.74, p = 0.012, d = .572) and imagination (t (22) = 4.08, p < .001), but not for agreeableness (t (22) = 2.01, p = 0.057, d = .419). No significant differences were observed on the scores of the control group. Educational institutions are recommended to consider teaching basic mindfulness strategies to tertiary students, as a valuable resource in improving their mental health as they navigate through adjustments in online learning.

Keywords: mindfulness, school-based interventions, MAAS, IPIP Big Five Markers, experiment

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Authors: Sumaira Taj

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Blended learning is emerged as a prerequisite approach for teaching in all schools after the outbreak of the COVID-19 pandemic. However, how much public elementary and secondary schools in Pakistan are ready for adapting this approach and what should be done to prepare schools and students for blended learning are the questions that this paper attempts to answer. Mixed-method research methodology was used to collect data from 40 teachers, 500 students, and 10 mothers. Descriptive statistics was used to analyze quantitative data. As for as readiness is concerned, schools lack resources for blended/ virtual/ online classes from infra-structure to skills, parents’ literacy level hindered students’ learning process and teachers’ skills presented challenges in a smooth and swift shift of the schools from face-to-face learning to blended learning. It is recommended to establish a conducive environment in schools by providing all required resources and skills. Special trainings should be organized for low literacy level parents. Multiple ways should be adopted to benefit all students.

Keywords: blended learning, challenges in online classes, education in covid-19, public schools in pakistan

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Authors: Yafa Haron, Hanna Adami

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Background: World Health Organization emphasizes the contribution of nurses in planning and implementing health policies and reforms. Aim: To evaluate nursing students’ attitudes towards nurses’ involvement in health policy issues. Methods: Mixed-methods; qualitative and quantitative – a descriptive study. Participants - nursing students who were enrolled in their last year in the undergraduate program (BSN). Qualitative data included two open-ended questions: What is health policy and what is the importance of studying health policy, and 18 statements on the Likert Scale range 1-5. Results: Qualitativeanalysisrevealed that the majority of students defined health policy as a set of rules and regulations that defined procedures, borders, and proper conduct. 73% of students responded that nurses should be active in policymaking, but only 22% thought that nurses were currently involved in political issues. 28% thought that nurses do not have the knowledge and the time needed (60%) for political activity. 77% thought that the work environment did not encourage nurses to be politically active. Nursing students are aware of the importance towards nurses’ involvement in health policy issues, however, they do not have role models based on their low evaluation regarding nurses’ involvement in the health policy decision making process at the local or national level. Conclusions: Results emphasize the importance and the need of implementation the recommendation to include “advance policy changes” as core competency in nursing education and practice.

Keywords: health policy, nursing education, health systems, student perceptions

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Authors: Edu Marcelina, Sule Sheidu A., Nsor Eunice

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As open and distance education is gradually becoming an acceptable means of solving the problem of access in higher education, quality has now become one of the main concerns among institutions and stakeholders of open and distance learning (ODL) and the education sector in general. This study assessed the challenges of academic quality in the open and distance learning (ODL) education in Nigeria using Distance Learning Institute (DLI), University of Lagos and National Open University of Nigeria as a case. In carrying out the study, a descriptive survey research design was employed. A researcher-designed and validated questionnaire was used to elicit responses that translated to the quantitative data for this study. The sample comprised 665 students of the Distance Learning Institute (DLI), and National Open University of Nigeria (NOUN), carefully selected through the method of simple random sampling. Data collected from the study were analyzed using Chi-Square (X2) at 0.05 Level of significance. The results of the analysis revealed that; the use of ICT tools is a factor in ensuring quality in the Open and Distance Learning (ODL) operations; the quality of the materials made available to ODL students will determine the quality of education that will be received by the students; and the time scheduled for students for self-study, online lecturing/interaction and face to face study and the quality of education in Open and Distance Learning Institutions has a lot of impact on the quality of education the students receive. Based on the findings, a number of recommendations were made.

Keywords: open and distance learning, quality, ICT, face-to-face interaction

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Authors: Zikra Faiz, Nisar Abid, Muhammad Waqas

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This study aim to examine the challenges faced by teachers during teaching to those students who are intellectually disable, suffering from autism spectrum disorder, learning disability, and ADHD at the primary level. The descriptive research design of quantitative approach was adopted to conduct this study; a cross-sectional survey method was used to collect data. The sample was comprised of 258 (43 male and 215 female) teachers who teach at special education institutes of Lahore district selected through proportionate stratified random sampling technique. Self-developed questionnaire was used which was comprised of 22 closed-ended items. Collected data were analyzed through descriptive and inferential statistical techniques by using Statistical Package for Social Sciences (SPSS) version 21. Results show that teachers faced problems during group activities, to handle bad behavior and different disabilities of students. It is concluded that there was a significant difference between male and female teachers perceptions about challenges faced during teaching with developmental disable students. Furthermore, there was a significant difference exist in the perceptions of teachers regarding challenges faced during teaching to students with developmental disabilities in term of teachers’ age and area of specialization. It is recommended that developmentally disable student require extra attention so that, teacher should trained through pre-service and in-service training to teach developmentally disabled students.

Keywords: intellectual disability, autism spectrum disorder, ADHD, learning disability

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Authors: Charles Lemckert

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E-Learning and E-Teaching can mean many things to different people. For some, the implication is that all material must be delivered in an E way, while for others it only forms part of the learning/teaching process, and (unfortunately) for some it is considered too much work. However, just look around and you will see all generations learning using E devices. In this study we used different forms of teaching, including E, to look at how students responded to set activities and how they performed academically. The particular context was set around a postgraduate university course where students were either present at a face-to-face intensive workshop (on water treatment plant design) or where they were not. For the latter, students needed to make sole use of E media. It is relevant to note that even though some were at the face-to-face class, they were still exposed to E material as the lecturer did use PC projections. Additionally, some also accessed the associate E material (pdf slides and video recordings) to assist their required activities. Analysis of the student performance, in their set assignment, showed that the actual form of delivery did not affect the student performance. This is because, in the end, all the students had access to the recorded/presented E material. The study also showed (somewhat expectedly) that when the material they required for the assignment was clear, the student performance did drop. Therefore, it is possible to enhance future delivery of courses through careful reflection and appropriate support. In the end, we must remember innovation is not just restricted to E.

Keywords: postgraduate, engineering, assignment, perforamance

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