Search results for: collaborative teaching

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

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Authors: M. Rodionov, Z. Dedovets

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The article analyses the composition and structure of the motivationally oriented methodological system of teaching mathematics (purpose, content, methods, forms, and means of teaching), viewed through the prism of the student as the subject of the learning process. Particular attention is paid to the problem of methods of teaching mathematics, which are represented in the form of an ordered triad of attributes corresponding to the selected characteristics. A systematic analysis of possible options and their methodological interpretation enriched existing ideas about known methods and technologies of training, and significantly expanded their nomenclature by including previously unstudied combinations of characteristics. In addition, examples outlined in this article illustrate the possibilities of enhancing the motivational capacity of a particular method or technology in the real learning practice of teaching mathematics through more free goal-setting and varying the conditions of the problem situations. The authors recommend the implementation of different strategies according to their characteristics in teaching and learning mathematics in secondary schools.

Keywords: education, methodological system, the teaching of mathematics, students motivation

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Authors: Wang Zhanquan, Yang Zeping, Gu Chunhua, Zhu Fazhi, Guo Weibin

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Recently, Massive Open Online Courses (MOOCs) are becoming the new trend of education. There are many problems under the environment of Database Principle curriculum teaching process in MOOCs, such as teaching ideas and theories which are out of touch with the reality, how to carry out the technical teaching and interactive practice in the MOOCs environment, thus the methods of database course under the environment of MOOCs are proposed. There are three processes to deal with problem solving in the research, which are problems proposed, problems solved, and inductive analysis. The present research includes the design of teaching contents, teaching methods in classroom, flipped classroom teaching mode under the environment of MOOCs, learning flow method and large practice homework. The database designing ability is systematically improved based on the researching methods.

Keywords: problem solving-driven, MOOCs, teaching art, learning flow;

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Authors: Oluyomi A. Abioye

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The 21st century has been witnessing a lot of technological advancements and innovations, and Information and Communication Technology (ICT) happens to be one of them. Education is the cornerstone of any nation and the language in which it is delivered is the bedrock of any development. The French language is our choice in this study. French is a language of reference on the national and international scenes; however its teaching is clouded with myriads of problems. The output of students’ academic performance depends on to a large extent on the teaching and learning the process. The methodology employed goes a long way in contributing to the effectiveness of the teaching and learning the process. Therefore, with the integration of ICT, French teaching has to align with and adapt to this new digital era. An attempt is made to define the concept of ICT. Some of the challenges encountered in the teaching of French language are highlighted. Then it discusses the existing methods of French teaching and the integration of ICT in the teaching and learning of the same language. Then some prospects and challenges of ICT in the teaching and learning of French are discussed. Data collected from questionnaires administered among some students of some selected schools are analysed. Our findings revealed that only very few schools in Nigeria have the electronic and computer-mediated facilities to teach the French language. The paper concludes by encouraging 'savoir-faire' of ICT by the French teachers, an openness of students to this digital technology and adequate provision of electronic and computer-mediated gadgets by the Nigerian government to its educational institutions.

Keywords: French language in Nigeria, integration of ICT, prospects and challenges, teaching and learning

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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: Behzad Hezarkhani, Greys Sosic

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Collaborative purchasing and replenishment have proven to be beneficial in supply chain management. This talk addresses the situation where buyers, potentially in possession of private procurement channels, carry out cooperative purchasing by submitting their bids to a coordinator. The collaborative organization is faced with two basic decisions: (1) who will be allocated with the products, and (2) how much each party should pay. We discuss mechanisms that could achieve desirable outcomes in this settings with special attention to the strategic behavior of the buyers.

Keywords: supply chain management, group purchasing organizations, game theory, mechanism design

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Authors: Sarolta Lipóczi, Ildikó Szabó

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The use of ICT in European Schools has increased over the last decade but there is still room for improvement. Also interactive technology is often used below its technical and pedagogical potentials. The pedagogical potential of interactive technology in classrooms has not yet reached classrooms in different countries and in a substantial way. To develop these materials cooperation between educational researchers and teachers from different backgrounds is necessary. INTACT project brings together experts from science education, mathematics education, social science education and foreign language education – with a focus on bilingual education – and teachers in secondary and primary schools to develop a variety of pedagogically qualitative interactive teaching and learning resources. Because of the backgrounds of the consortium members INTACT project focuses on the areas of science, mathematics and social sciences. To combine these two features (science/math and foreign language) the project focuses on bilingual education. A big issue supported by ‘interactiveness’ is social and collaborative learning. The easy way to communicate and collaborate offered by web 2.0 tools, mobile devices connected to the learning material allows students to work and learn together. There will be a wide range of possibilities for school co-operations at regional, national and also international level that allows students to communicate and cooperate with other students beyond the classroom boarders while using these interactive teaching materials. Opening up the learning scenario enhance the social, civic and cultural competences of the students by advocating their social skills and improving their cultural appreciation for other nations in Europe. To enable teachers to use the materials in indented ways descriptions of successful learning scenarios (i.e. using design patterns) will be provided as well. These materials and description will be made available to teachers by teacher trainings, teacher journals, booklets and online materials. The resources can also be used in different settings including the use of a projector and a touchpad or other technical interactive devices for the input i.e. mobile phones. Kecskemét College as a partner of INTACT project has developed two teaching and learning resources in the area of foreign language teaching. This article introduces these resources as well.

Keywords: bilingual educational settings, international cooperation, interactive teaching and learning resources, work across culture

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Authors: Sara Moridpour

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To meet emerging industry needs, engineering students must learn different software packages and enhance their computational skills. Traditionally, face-to-face is selected as the preferred approach to teaching software packages. Face-to-face tutorials and workshops provide an interactive environment for learning software packages where the students can communicate with the teacher and interact with other students, evaluate their skills, and receive feedback. However, COVID-19 significantly limited face-to-face learning and teaching activities at universities. Worldwide lockdowns and the shift to online and remote learning and teaching provided the opportunity to introduce different strategies to enhance the interaction among students and teachers in online and virtual environments and improve the learning and teaching of software packages in online and blended teaching methods. This paper introduces a blended strategy to teach engineering software packages to undergraduate students. This article evaluates the effectiveness of the proposed blended learning and teaching strategy in students’ learning by comparing the impact of face-to-face, online and the proposed blended environments on students’ software skills. The paper evaluates the students’ software skills and their software learning through an authentic assignment. According to the results, the proposed blended teaching strategy successfully improves the software learning experience among undergraduate engineering students.

Keywords: teaching software packages, undergraduate students, blended learning and teaching, authentic assessment

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Authors: Zahra Mirsanjari

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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, English Language teaching, EFL teachers, language teachers and practitioners.

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Authors: Suzanne El Takach

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The research study explored pre-service teachers’ attitudes towards 6 courses taught in 3rd till 6th semesters at the Faculty of Education, Lebanese University, during the academic year 2015-2016. They assessed science teaching courses that are essential for teacher preparation for Science at the primary and elementary level. These courses were: Action Research I and II in Teaching Science, New trends in Teaching Science, Teaching Science I and II for the elementary level and Teaching Science for Early Childhood Education. Qualitative and Quantitative Data were gathered from a) a survey questionnaire consisting of 23 closed-ended items; some were of Likert scale type, that aimed at collecting students’ opinions on courses, in terms of teaching, assessment and class interaction (N=102 respondents) and b) a second questionnaire of 10 questions was disseminated on a sample of 39 students in their last semester in science and Mathematics, in order to know more about students’ skills gained, suggestions for new courses and improvement. Students were satisfied with science teaching courses and they have admitted that they gained a good pedagogical content knowledge, such as, lesson planning, students’ misconceptions, and use of various teaching and assessment strategies.

Keywords: assessment in higher education, LMD program, pre-service teachers’ attitudes, pre-PCK skills

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Authors: David Philpott, Karen Kennedy

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In recognition of an increasingly diverse student population, a Teaching and Learning Framework was developed at Memorial University of Newfoundland. This framework emphasizes work that is engaging, supportive, inclusive, responsive, committed to discovery, and is outcomes-oriented for both educators and learners. The goal of the Teaching and Learning framework was to develop a number of initiatives that builds on existing knowledge, proven programs, and existing supports in order to respond to the specific needs of identified groups of diverse learners: 1) academically vulnerable first year students; 2) students with individual learning needs associated with disorders and/or mental health issues; 3) international students and those from non-western cultures. This session provides an overview of this process. The strategies employed to develop these initiatives were drawn primarily from research on student success and retention (literature review), information on pre-existing programs (environmental scan), an analysis of in-house data on students at our institution; consultations with key informants at all of Memorial’s campuses. The first initiative that emerged from this research was a pilot project proposal for a first-year success program in support of the first-year experience of academically vulnerable students. This program offers a university experience that is enhanced by smaller classes, supplemental instruction, learning communities, and advising sessions. The second initiative that arose under the mandate of the Teaching and Learning Framework was a collaborative effort between two institutions (Memorial University and the College of the North Atlantic). Both institutions participated in a shared conversation to examine programs and services that support an accessible and inclusive environment for students with disorders and/or mental health issues. A report was prepared based on these conversations and an extensive review of research and programs across the country. Efforts are now being made to explore possible initiatives that address culturally diverse and non-traditional learners. While an expanding literature has emerged on diversity in higher education, the process of developing institutional initiatives is usually excluded from such discussions, while the focus remains on effective practice. The proposals that were developed constitute a co-ordination and strengthening of existing services and programs; a weaving of supports to engage a diverse body of students in a sense of community. This presentation will act as a guide through the process of developing projects addressing learner diversity and engage attendees in a discussion of institutional practices that have been implemented in support of overcoming challenges, as well as provide feedback on institutional and student outcomes. The focus of this session will be on effective practice, and will be of particular interest to university administrators, educational developers, and educators wishing to implement similar initiatives on their campuses; possible adaptations for practice will be addressed. A presentation of findings from this research will be followed by an open discussion where the sharing of research, initiatives, and best practices for the enhancement of teaching and learning is welcomed. There is much insight and understanding to be gained through the sharing of ideas and collaborative practice as we move forward to further develop the program and prepare other initiatives in support of diversity and inclusion.

Keywords: eco-scale, green analysis, environmentally-friendly, pharmaceuticals analysis

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Authors: Kafi Razzaq Ahmed

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Speaking fluently in a second language requires vocabulary, grammar, and pronunciation skills. Teaching the English language entails teaching pronunciation. In professional literature, there have been a lot of attempts to integrate technology into improving the pronunciation of learners. The technique is also neglected in Kurdish contexts, Salahaddin University – Erbil included. Thus, the main aim of the research is to point out the efficiency of using video materials for both language teachers and learners within and beyond classroom learning and teaching environments to enhance student's pronunciation. To collect practical data, a research project has been designed. In subsequent research, a posttest will be administered after each lesson to 100 first-year students at Salahaddin University-Erbil English departments. All students will be taught the same material using different methods, one based on video materials and the other based on the traditional approach to teaching pronunciation. Finally, the results of both tests will be analyzed (also knowing the attitudes of both the teachers and the students about both lessons) to indicate the impact of using video in the process of teaching and learning pronunciation.

Keywords: video, pronunciation, teaching, learning

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Authors: Turan Cetinkaya, Abdurrahman Kırtepe

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The aim of this study is to determine the relation of the level attitudes toward teaching as a profession to various variables of the students in physical education and sports departments. 277 students who are studying at the departments of physical education and sports teaching, sports management and coaching in Ahi Evran University, College of Physical Education and Sports participated to the research. Personal information tool and teaching profession scale consisting 34 items were used as data collection tool in the research. Distribution, frequency, t test and anova test were used in comparison of the related data. As a result of statistical analysis, attitudes toward teaching as a profession levels do not differ according to gender, but significant differences were detected in the exercise regularly and department.

Keywords: teaching profession, attitude, physical education and sports students, university students

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Authors: Zahra Mohagheghian, Fatema Agharebparast

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Professional ethic is a subject that has been an issue today, so most of the businesses, including the teaching profession, understand the need and importance of it. So they need to develop a code of professional ethics for their own. In this regard, this study seeks to answer the question, with respect to the integrity of the Qur'an (Nahl / 89), is it possible to contemplate the divine teachers conduct to extract the divine pattern for teaching and training? In the code of conduct for divine teachers what are the most important moral obligations and duties of the teaching professionals? The results of this study show that the teaching of Khidr, according to the Quran’s verses, Abundant and subtle hints emphasized that it can be as comprehensive and divine pattern used in teaching and in the drafting of the charter of professional ethics of teachers used it. Also, the results show that in there have been many ethical principles in prophet Khidr’s teaching pattern.The most important ethical principles include: Student assessment, using objective and not subjective examples, assessment during teaching, flexibility, and others. According to each of these principles can help teachers achieve their educational goals and lead human being in their path toward spiritual evaluation.

Keywords: professional ethics, teaching-learning process, teacher, student, Quran

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Authors: Hanan A. Abdulhameed, Huda Y. Alyami

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The study presents a new international direction to conduct collaborative educational research. It follows a qualitative and quantitative methodology in investigating the main requirements to build an e-platform for Virtual Research Teams (VRTs). The e-platform considers three main components: First, the human and cultural structure, second, the institutional/organizational structure, and third, the technological structure. The study mainly focuses on the third component, the technological structure (the e-platform), and studies how to incorporate the other components: The human/cultural structure and the institutional/organizational structure in order to build an effective e-platform. The importance of the study is that it presents a comprehensive study about VRTs in terms of definition, types, structure, and main challenges. In addition, it suggests a practical way that benefits from the information and communication technology to conduct collaborative educational research by building and managing virtual research teams through an effective e-platform. The study draws the main framework to build an e-platform for collaborative educational research teams in Arab World. Thus, it tackles mainly the theoretical aspects, the framework of an effective e-platform. Then, it presents the evaluation of 18 Arab educational experts' to the proposed e-platform.

Keywords: collaborative research, educational science, E-platform, social research networks sites (SRNS), virtual research teams (VRTs)

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Authors: Ricardo Merlo

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Attitude is a hypothetical construct that can be significantly measured to know the favorable or unfavorable predisposition that students have towards the teaching of sciences such as Physics. Although the state-of-the-art attitude test used in Physics teaching indicated different design and validation models in different groups of students, the analysis of the weight given to each dimension that supported the attitude was scarcely evaluated. Then, in this work, a methodology of attitude questionnaire construction process was proposed that allowed the teacher to design and validate the measurement instrument for different subjects of Physics at the university level developed in the classroom according to the weight considered to the affective, knowledge, and behavioural dimensions. Finally, questionnaire models were tested for the case of incoming university students, achieving significant results in the improvement of Physics teaching.

Keywords: attitude, physics teaching, motivation, academic performance

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Authors: Ka Lei Au

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The Dalcroze method has been emerging in music classrooms, and music teachers are encouraged to integrate music and movement in their teaching. Music programs in colleges in Hong Kong have been introducing method courses such as Orff and Dalcroze method in music teaching as teacher’s education program. Since the targeted students of the course are music teachers who are making the decision of what approach to use in their classroom, their perception is significantly valued to identify how this approach is applicable in their teaching in regards to the teaching and learning culture and environment. This qualitative study aims to explore how the Dalcroze method as a teacher’s education course is perceived by music teachers from three aspects: 1) application in music teaching, 2) self-enhancement, 3) expectation. Through the lens of music teachers, data were collected from 30 music teachers who are taking the Dalcroze method course in music teaching in Hong Kong by the survey. The findings reveal the value and their intention of the Dalcroze method in Hong Kong. It also provides a significant reference for better development of such courses in the future in adaption to the culture, teaching and learning environment and teacher’s, student’s and parent’s perception of this approach.

Keywords: Dalcroze method, music teaching, perception, self-enhancement, teacher’s education

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Authors: Aparna Datey

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This paper explores the theoretical frameworks underpinning professional learning, professional development, and academic identity. The focus is on sessional teachers (also called tutors or adjuncts) in architectural design studios, who may be practitioners, masters or doctoral students and academics hired ‘as needed’. Drawing from Schön’s work on reflective practice, learning and developmental theories of Vygotsky (social constructionism and zones of proximal development), informal and workplace learning, this research proposes that sessional teachers not only develop their teaching skills but also shape their identities through their 'everyday' work. Continuing academic staff develop their teaching through a combination of active teaching, self-reflection on teaching, as well as learning to teach from others via formalised programs and informally in the workplace. They are provided professional development and recognised for their teaching efforts through promotion, student citations, and awards for teaching excellence. The teaching experiences of sessional staff, by comparison, may be discontinuous and they generally have fewer opportunities and incentives for teaching development. In the absence of access to formalised programs, sessional teachers develop their teaching informally in workplace settings that may be supportive or unhelpful. Their learning as teachers is embedded in everyday practice applying problem-solving skills in ambiguous and uncertain settings. Depending on their level of expertise, they understand how to teach a subject such that students are stimulated to learn. Adult learning theories posit that adults have different motivations for learning and fall into a matrix of readiness, that an adult’s ability to make sense of their learning is shaped by their values, expectations, beliefs, feelings, attitudes, and judgements, and they are self-directed. The level of expertise of sessional teachers depends on their individual attributes and motivations, as well as on their work environment, the good practices they acquire and enhance through their practice, career training and development, the clarity of their role in the delivery of teaching, and other factors. The architectural design studio is ideal for study due to the historical persistence of the vocational learning or apprenticeship model (learning under the guidance of experts) and a pedagogical format using two key approaches: project-based problem solving and collaborative learning. Hence, investigating the theoretical frameworks underlying academic roles and informal professional learning in the workplace would deepen understanding of their professional development and how they shape their academic identities. This qualitative research is ongoing at a major university in Australia, but the growing trend towards hiring sessional staff to teach core courses in many disciplines is a global one. This research will contribute to including transient sessional teachers in the discourse on institutional quality, effectiveness, and student learning.

Keywords: academic identity, architectural design learning, pedagogy, teaching and learning, sessional teachers

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Authors: Cristie Ann Jaca-Delfin, Felino Javines Jr.

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Teachers especially those who are teaching elementary and high school students need to upgrade their teaching practices in order to become effective and efficient facilitators of learning. It is in this context that this study is conducted in order to present the perceived teaching-learning activities needs among basic education teachers in the three campuses of the University of San Carlos, Cebu City, the Philippines as expressed during their In-Service Teacher Training. The study employed the quantitative-qualitative research design and used the researcher-made survey questionnaire to look into the ten items under Teaching-Learning Activities to determine which item teachers need to be trained and retrained on. The data were solicited during the teachers’ In-Service Teacher Training period conducted in May 2015. It was found out that designing interesting and meaningful classroom activities, strategies in teaching and assessment procedures were identified as the most needed areas teachers want to be included in their in-service training. As these expressed needs were identified, the teachers’ in-service training must a venue for teachers’ instructional development needs to be addressed so as to maximize the students’ learning outcomes

Keywords: in-service teacher training, perceived needs, teaching-learning activities, teaching practices

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Authors: Wichuda Kunnu, Aungkana Sukwises

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Audio-lingual method (ALM) is a teaching approach that is claimed that ineffective for teaching second/foreign languages. Because some linguists and second/foreign language teachers believe that ALM is a rote learning style. However, this study is done on a belief that ALM will be able to solve Thais’ English speaking problem. This paper aims to report the findings on teaching English speaking to adult learners with an “adapted ALM”, one distinction of which is to use Thai as the medium language of instruction. The participants are consisted of 9 adult learners. They were allowed to speak English more freely using both the materials presented in the class and their background knowledge of English. At the end of the course, they spoke English more fluently, more confidently, to the extent that they applied what they learnt both in and outside the class.

Keywords: teaching English, audio lingual method, cognitive science, psychology

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Authors: Joanne Hardman

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South Africa’s crisis in mathematics attainment is well documented. To meet the need to develop students’ mathematical performance in schools the government has launched various initiatives using computers to impact on mathematical attainment. While it is clear that computers can change pedagogical practices, there is a dearth of qualitative studies indicating exactly how pedagogy is transformed with Information Communication Technologies (ICTs) in a teaching activity. Consequently, this paper addresses the following question: how, along which dimensions in an activity, does pedagogy alter with the use of computer drill and practice software in four disadvantaged grade 6 mathematics classrooms in the Western Cape province of South Africa? The paper draws on Cultural Historical Activity Theory (CHAT) to develop a view of pedagogy as socially situated. Four ideal pedagogical types are identified: Reinforcement pedagogy, which has the reinforcement of specialised knowledge as its object; Collaborative pedagogy, which has the development of metacognitive engagement with specialised knowledge as its object; Directive pedagogy, which has the development of technical task skills as its object, and finally, Defensive pedagogy, which has student regulation as its object. Face-to-face lessons were characterised as predominantly Reinforcement and Collaborative pedagogy and most computer lessons were characterised as mainly either Defensive or Directive.

Keywords: computers, cultural historical activity theory, mathematics, pedagogy

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Authors: Sultan Ahmed Arishi

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The objective of the study was to investigate the attitude of the Saudi students attending the English Language programmes of the Royal Commission for Jubail towards using CALL, as well as to discover whether computer-assisted teaching is useful and valuable for students in learning English. Data were collected with the help of interviews and survey questionnaires. The outcomes of the investigation showed that students had a positive attitude towards CALL. Moreover, the listening skills of the students had the most substantial effect on students learning English through CALL. Unexpectedly, the teaching staff, equipment, curriculum, or even a student's poor English background was a distinct barrier that attributed to any weaknesses of using CALL, or in other words, all these factors were of a similar attitude.

Keywords: CALL, teaching aids, teaching technology, teaching English with technology, teaching English in Saudi Arabia

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Authors: Vasudeva Murthy Challakere Ramaswamy

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Background: Conventionally forensic pathology is learnt through autopsy demonstrations which carry various limitations such as unavailability of cases in the mortuary, medico-legal implication and infection. Over the years forensic pathology and science has undergone significant evolution in this digital world. Forensic imaging is a technology which can be effectively utilized for overcoming the current limitations in the undergraduate learning of forensic curriculum. Materials and methods: demonstration of forensic imaging was done using a novel technology of autopsy which has been recently introduced across the globe. Three sessions were conducted in international medical university for a total of 196 medical students. The innovative educational tool was evacuated by using quantitative questionnaire with the scoring scales between 1 to 10. Results: The mean score for acceptance of new tool was 82% and about 74% of the students recommended incorporation of the forensic imaging in the regular curriculum. 82% of students were keen on collaborative research and taking further training courses in forensic imaging. Conclusion: forensic imaging can be an effective tool and also a suitable alternative for teaching undergraduate students. This feedback also supports the fact that students favour the use of contemporary technologies in learning medicine.

Keywords: forensic imaging, forensic pathology, medical students, learning tool

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Authors: Henriette van Rensburg, Betty Adcock

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Concern about the lack of knowledge of quality teaching and teacher retention in rural and remote areas of Australia, has caused academics to improve pre-service teachers’ understanding of this problem. The participants in this study were forty students enrolled in an undergraduate educational course (EDO3341 Teaching in rural and remote communities) at the University of Southern Queensland in Toowoomba in 2012. This study involved an innovative case-based teaching approach in order to broaden their generally under-informed understanding of teaching in a rural and remote area. Three themes have been identified through analysing students’ critical reflections: learning expertise, case-based learning support and authentic learning. The outcomes identified the changes in pre-service teachers’ understanding after they have deepened their knowledge of the realities of teaching in rural and remote areas.

Keywords: rural and remote education, case based teaching, innovative education approach, higher education

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Authors: Ting Hsiang Chang

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Nowadays in Taiwan, higher education, which was previously more emphasized on teaching-oriented approaches, has gradually shifted to an approach more focusing on students learning outcomes. With student employment rate as an important indicator for University Program Evaluation periodically held by the Ministry of Education, it becomes extremely critical for a university to build up a teaching and learning quality assurance system to bridge the gap between learning and practice. Teaching and Learning Quality Assurance System has been built and implemented at Chaoyang University of Technology for years and has received substantial results. By employing various forms of evaluation and performance appraisals, the effectiveness of teaching and learning can consistently be tracked as a means of ensuring teaching and learning quality. This study aims to explore the evaluation system of teaching and learning quality assurance system at the Chaoyang University of Technology by means of content analysis. The study contents the evaluation reports on the teaching and learning quality assurance at the Chaoyang University of Technology in the Academic Year 2013-2015. The quantitative results of the assessment were analyzed using the five-point Likert Scale. Quality assurance Committee meetings were further held for examining and discussions on the results. To the end, the annual evaluation report is to be produced as references used to improve approaches in both teaching and learning. The findings indicate that there is a respective relationship between the overall teaching evaluation items and the teaching goals and core competencies. In addition, graduates’ feedbacks were also collected for further analysis to examine if the current educational planning is able to achieve the university’s teaching goal and cultivation of core competencies.

Keywords: core competencies, teaching and learning quality assurance system, teaching goals, university program evaluation

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Authors: Lee Bih Ni, Kiu Su Na

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This paper discusses the Chinese Language Teaching as a Second Language by focusing on Immersion Teaching. Researchers used narrative literature review to describe the current states of both art and science in focused areas of inquiry. Immersion teaching comes with a standard that teachers must reliably meet. Chinese language-immersion instruction consists of language and content lessons, including functional usage of the language, academic language, authentic language, and correct Chinese sociocultural language. Researchers used narrative literature reviews to build a scientific knowledge base. Researchers collected all the important points of discussion, and put them here with reference to the specific field where this paper is originally based on. The findings show that Chinese Language in immersion teaching is not like standard foreign language classroom; immersion setting provides more opportunities to teach students colloquial language than academic. Immersion techniques also introduce a language’s cultural and social contexts in a meaningful and memorable way. It is particularly important that immersion teachers connect classwork with real-life experiences. Immersion also includes more elements of discovery and inquiry based learning than do other kinds of instructional practices. Students are always and consistently interpreted the conclusions and context clues.

Keywords: a second language, Chinese language teaching, immersion teaching, instructional strategies

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Authors: Cherres Sara, Cajas Diego

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This paper explores how EFL teachers understand the process of Lesson Study in Ecuadorian schools and the challenges and opportunities that it brings to the improvement of their teaching practice. Using a narrative research methodology, this study presents the results of the application of the four steps of Lesson Study carried out by seven teachers in four different schools located in the Southern part of Ecuador during four months. Before starting the implementation of the lesson study, 30 teachers were trained on this model. This training was opened to EFL teachers working in public and private schools without any charge. The criteria to select these teachers were first, to be minimum a one-year in-service teacher, second, to have a b2 level of English, and third, to be able to commit to follow the course guidelines. After the course, seven teachers decided to continue with the implementation of the Lesson Study in their respective institutions. During the implementation of the Lesson Study, data was collected through observations, in-depth interviews and teachers’ planning meetings; and analyzed using a thematic analysis. The results of this study are presented using the lenses of seven EFL teachers that explained the challenges and opportunities that the implementation of Lesson Study conveyed. The challenges identified were the limited capacity of reflection and recognition of the activities that required improvement after the class, limited capacity to provide truthful peer feedback, teachers wrong notions about their performance in their classes, difficulties to follow a collaborative lesson plan; and, the disconnection between class activities and the class content. The opportunities identified were teachers’ predisposition to collaborate, teachers’ disposition to attend professional development courses, their commitment to work extra hours in planning meetings, their openness and their desired to be observed in their classes; and, their willingness to share class materials and knowledge. On the other hand, the results show that there is a disconnection between teachers’ knowledge of ELT and its proper application in class (from theory to practice). There are also, rigid institutional conceptions of teaching that do not allow teaching innovations. The authors concluded that there is a disconnection between teachers’ knowledge of ELT and its proper application in class (from theory to practice). There are also, rigid institutional conceptions of teaching that do not allow teaching innovations for example: excessive institutional paperwork and activities that are not connected to the development of students’ competences.

Keywords: ELT, lesson study, teachers’ professional development, teachers’ collaboration

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Authors: Z. M. T. Lim, W. Q. Yow

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Diversity in individual problem-solving approaches, culture and nationality have been shown to have positive effects on collaborative creative processes in organizational and scholastic settings. For example, diverse graduate and organizational teams consisting of members with both structured and unstructured problem-solving styles were found to have more creative ideas on a collaborative idea generation task than teams that comprised solely of members with either structured or unstructured problem-solving styles. However, being different may not always provide benefits to the collaborative creative process. In particular, speaking different languages may hinder mutual engagement through impaired communication and thus collaboration. Instead, sharing similar languages may have facilitative effects on mutual engagement in collaborative tasks. However, no studies have explored the relations between language diversity and adults’ collaborative creative problem solving. Sixty-four Singaporean English-speaking bilingual undergraduates were paired up into similar or dissimilar language pairs based on the second language they spoke (e.g., for similar language pairs, both participants spoke English-Mandarin; for dissimilar language pairs, one participant spoke English-Mandarin and the other spoke English-Korean). Each participant completed the Ravens Progressive Matrices Task individually. Next, they worked in pairs to complete a collaborative divergent thinking task where they used mind-mapping techniques to brainstorm ideas on a given problem together (e.g., how to keep insects out of the house). Lastly, the pairs worked on a collaborative insight problem-solving task (Triangle of Coins puzzle) where they needed to flip a triangle of ten coins around by moving only three coins. Pairs who had prior knowledge of the Triangle of Coins puzzle were asked to complete an equivalent Matchstick task instead, where they needed to make seven squares by moving only two matchsticks based on a given array of matchsticks. Results showed that, after controlling for intelligence, similar language pairs completed the collaborative insight problem-solving task faster than dissimilar language pairs. Intelligence also moderated these relations. Among adults of lower intelligence, similar language pairs solved the insight problem-solving task faster than dissimilar language pairs. These differences in speed were not found in adults with higher intelligence. No differences were found in the number of ideas generated in the collaborative divergent thinking task between similar language and dissimilar language pairs. In conclusion, sharing similar languages seem to enrich collaborative creative processes. These effects were especially pertinent to pairs with lower intelligence. This provides guidelines for the formation of groups based on shared languages in collaborative creative processes. However, the positive effects of shared languages appear to be limited to the insight problem-solving task and not the divergent thinking task. This could be due to the facilitative effects of other factors of diversity as found in previous literature. Background diversity, for example, may have a larger facilitative effect on the divergent thinking task as compared to the insight problem-solving task due to the varied experiences individuals bring to the task. In conclusion, this study contributes to the understanding of the effects of language diversity in collaborative creative processes and challenges the general positive effects that diversity has on these processes.

Keywords: bilingualism, diversity, creativity, collaboration

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Authors: Kazeem Oluwatoyin Ajape

Abstract:

The study is concerned with the problem of how to improve the teaching of Arabic as a foreign language in Nigerian Higher Education System. The paper traces the historical background of Arabic education in Nigeria and also outlines the problems facing the language in Nigerian Institutions. It lays down some of the essential foundation work necessary for bringing about systematic and constructive improvements in the Teaching of Arabic as a Foreign Language (TAFL) by giving answers to the following research questions: what is the appropriate medium of instruction in teaching a foreign or second language? What is the position of English language in the teaching and learning of Arabic/Islamic education? What is the relevance of the present curriculum of Arabic /Islamic education in Nigerian institutions to the contemporary society? A survey of the literature indicates that a revolution is currently taking place in FL teaching and that a new approach known as the Communicative Approach (CA), has begun to emerge and influence the teaching of FLs in general, over the last decade or so. Since the CA is currently being adapted to the teaching of most major FLs and since this revolution has not yet had much impact on TAPL, the study explores the possibility of the application of the CA to the teaching of Arabic as a living language and also makes recommendations towards the development of the language in Nigerian Institutions of Higher Learning.

Keywords: Arabic Language, foreign language, Nigerian institutions, curriculum, communicative approach

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Authors: Malin Isaksson

Abstract:

Teaching French as a foreign language usually implies teaching French literature, especially in higher education. Training university students in literary reading in a foreign language requires addressing several aspects at the same time: the (foreign) language, the poetic language, the aesthetic aspects of the studied works, and various interpretations of them. A pilot study sought to test a teaching model that would support students in learning to perform competent readings and short analyses of French literary works, in a rather independent manner. This shared practice paper describes the use of a flipped classroom method in two French literature courses, a campus course and an online course, and suggests that the teaching model may provide efficient tools for teaching literary reading and analysis in a foreign language. The teaching model builds on a high level of student activity and focuses on attentive reading, meta-perspectives such as theoretical concepts, individual analyses by students where said concepts are applied, and group discussions of the studied texts and of possible interpretations.

Keywords: attentive reading, flipped classroom, literature in foreign language studies, teaching literature analysis

Procedia PDF Downloads 94