In the present study we investigate the advantages of using smartphones in an English as a foreign language EFL classroom. We compared two groups of Japanese university students who were either prohibited from using their smartphones in the classroom, or encouraged to use them for academic purposes, examining whether those using smartphones in their EFL lessons would show a tendency toward being autonomous. The results indicated that students who were encouraged to use their smartphones during class were inclined to study more in their free time as well as show signs of autonomy by taking charge of their learning and consider ways to improve their own study habits and English proficiency. Our conclusion is that language teachers and learners should be encouraged to use smartphones in the classroom as a means of fueling the desire to learn.
Doc 15 : Encouraging Greater Student Inquiry Engagement in Science Through Motivational Support by Online Scientist‐Mentors
Next Generation Science Standards (NGSS) call for integrating knowledge and practice in learning experiences in K-12 science education. PlantingScience (PS), an ideal curriculum for use as an NGSS model, is a computer-mediated collaborative learning environment intertwining scientific inquiry, classroom instruction, and online mentoring from scientists. With implementation in hundreds of classrooms across the United States, science teachers have noted PS as successful in motivating their students to engage in classroom inquiry investigations. To investigate the role of the online scientist-mentors in motivating students in the PS learning environment, we used self-determination theory (SDT) to guide a multiple case study of 10 student inquiry teams engaged in PS in a rural public school in a large Southwestern U.S. state. We used online dialogues between scientist-mentors and their assigned student inquiry teams to answer research questions about the motivational support provided by scientist-mentors and the association between this support and students’ engagement in scientific inquiry. Analyses revealed a general relationship between scientist-mentor motivational support and student inquiry engagement. Differences were observed in the specific ways in which scientists supported autonomy, competence, and relatedness. Student inquiry engagement corresponded to high support in relatedness, whereas correspondence with autonomy support was low.
Doc 17 : A exclusão digital e sua interferência no processo de desenvolvimento em competência informacional dos usuários da biblioteca do Serviço Nacional de Aprendizagem Industrial de Minas Gerais (SENAI/MG) do município de Matozinhos
The article discusses how the digital exclusion can harm users of the National Industrial Apprenticeship Service (SENAI/MG) of the city of Matozinhos library on your development process in information literacy. In order to discover, identify interests and know the habits of its users, the library of SENAI/MG Matozinhos, in partnership with the library of SENAI/ MG Pedro Leopoldo developed and applied a questionnaire to all students in order to improve the products and services offered. Among the various issues had applied some related knowledge about the information technology area, which were essential to establish the relationship between the digital exclusion and information literacy. Through the analysis of the results identified that the asker has doubts, difficulties and lack sufficient for the use of computer software and found it basic knowledge. These factors inhibit its initiative to uncover the workings of this tool and keep you from having enough time to conduct research on the Internet, develop their homework and know the appropriate information sources autonomy.
Doc 19 : Social networking for language learners: Creating meaningful output with Web 2.0 tools
The Internet has the potential to provide language learners with vast resources of authentic written, audio, and video materials to supplement lessons. Educators can find a wide assortment of materials for learners to study in class or after class for independent learning and to encourage learner autonomy. More recently, however, the immense popularity of social networking websites has created new opportunities for language learners to interact in authentic ways that were previously difficult to achieve. Advances in technology mean that today, learners of a language can easily interact with their peers in meaningful practice that helps foster language acquisition and motivation. That is, tasks that make use of Web 2.0 interactivity can significantly raise students’ potential to generate meaningful output and stimulate their interest in language learning.
Doc 22 : Teletandem, video-recordings and usage based tasks: developing a socially situated scenario for learning
The paper describes how telecollaboration is implemented at the University of Salento (Italy) and how the experience of peer language exchange with foreign partners via VOIP (Voice Over Internet Protocol) technology has become the nucleus for developing a socially situated learning scenario, designed to promote basically oral interactional skills and learning in autonomy. The instructional program is based on different forms of web 2.0 technology mediated interactions with foreigner partners and on workshops during which students are asked to analyse their video-recorded interactions, completing usage based tasks. The learning scenario is a part of the language teaching curriculum of foreign language university degree courses for which credits are awarded.
Doc 29 : Computer-mediated communication as an autonomy-enhancement tool for advanced learners of English
This article examines the relevance of modern technology for the development of learner autonomy in the process of learning English as a foreign language. Computer-assisted language learning and computer mediated communication (CMC) appear to be particularly conducive to fostering autonomous learning, as they naturally incorporate many elements of autonomy that give learners control over and responsibility for their own learning, such as choosing the materials used, managing their contact with various genres and types of interaction, often in authentic contexts, and evaluating their own progress, measured through their success in understanding and conveying meanings. However, providing access to language resources does not automatically lead to the development of autonomy, as much depends on other factors, such as the learners’ level or previous experience in learner training. The present study investigated whether advanced learners of English made use of out-of-class CMC engagement for the purpose of learning English autonomously. The results indicate that most of the participants were eager to use CMC opportunities to deliberately practice their English, although, quite naturally, leisure and social reasons for using CMC predominated. The expressed willingness to deliberately focus on practicing English during beyond-theclassroom meaning-oriented online interactions confirms the great potential of CMC as an autonomy enhancement tool.
Doc 30 : When the Dialogue Becomes Too Difficult: A Case Study of Resistance and Backlash
This case study explains varied perspectives on a difficult dialogue. It provides recommendations for student affairs professionals and faculty members who work with students and teach courses in content areas that are related to diversity, social justice, and privilege. Educators who prepare multiculturally competent students use a variety of methods to accomplish this task. Regardless of the method, however, achieving multicultural competence inevitably involves difficult dialogues regarding race, religion, and sexual orientation. This article presents an actual case describing what happened when a difficult dialogue about race took place in a classroom setting. Student development theory including Helm’s (1990) White Identity Development model, Perry’s (1970) Scheme and Watt’s (2007) Privileged Identity Exploration (PIE) model are used to provide a theoretical framework in case analysis to discuss the involved parties’ behavior. Helms (1990) contends that Whites are innately benefactors of racism. Thus, she proposed a White racial identity development model designed to assist Whites in the process of adopting a nonracist White identity; for this to happen, Whites must abandon personal racism as well as recognize and actively renounce institutional and cultural racism. Phase I of the model Abandonment of Racism has three statuses: (1) Contact, (2) Disintegration and (3) Reintegration. Phase II - Defining a Nonracist White Identity also has three statuses: (1) Pseudo-Independence (2) Immersion-Emersion and (3) Autonomy (see Helms, 1990). Perry’s (1970) Scheme of Cognitive and Ethical Development consists of nine positions which students move through with respect to intellectual and moral development. These stages are characterized in terms of the student’s attitude towards knowledge and are grouped into four categories: Dualism, Multiplicity, Relativism and Commitment (see Perry, 1970). Watt’s Privileged Identity Exploration (PIE) Model consists of eight defensive reactions, motivated by fear and entidement, when one encounters difficult dialogue. These defensive reactions are grouped under three categories: Category I -Recognizing Privilege Identity has three defense modes (1) denial, (2) deflection, and (3) rationalisation. Category II Contemplating privileged Identity consists of (1) intellectualisation, (2) principium and (3) false envy. Category III-Addressing Privileged Identity includes (1) Benevolence and (2) Minimisation (Watt, 2007). Collectively, these theories focus on cognitive and affective as well as behavioral changes in college students (and others), and encourage student affairs practitioners and faculty members to explore creative and collaborative methods for reducing oppressive actions in the classroom and on campus. Below the case will be presented and then analyzed using the aforementioned developmental theories. The article will conclude with practical applications for student affairs professionals and faculty members. The Case (The names in the following case are pseudonyms) Dominique Stephens is an African American associate professor who has taught diversity related graduate courses in a predominately White institution for nearly a decade. She is keenly aware of how racism shapes students’, particularly White students’, reactions and responses to her as a teacher and to her as an expert on how race informs college student affairs practice. Yet, she was surprised and frustrated by the events she endured one semester while teaching the Diversity in Education course. After attending a few classes, a White male student, Kent Peterson, contacted Professor Stephens via email, indicating his discomfort with her course and the comments she and his fellow students made about race and racism. She invited Mr. Peterson to meet with her to discuss his concerns. Instead, Mr. Peterson sent another email, which he copied to her department chair, stating that the classroom environment was hostile to White males and that he was uncertain about returning to class. …
Doc 31 : Teacher Autonomy: How Far and to What Extent in ESL Classroom?
K. Jaisingh
Teacher autonomy is a taboo topic in most private institutions in India. Discipline in the classroom is an absolute necessity. But managements understand discipline as passive listening which is not appropriate for an English classroom. So what should the English teachers do? In this paper I focus on these issues and suggest some practical solutions. Can an English teachers’ association be one of the solutions? How can the English teachers convince managements that a lot of autonomy should be given for them to carry out the recent techniques? Can the English teachers do that effectively? This article also suggests that videotaping of classes and observations by peers is necessary. Feedback from previous students gives an accurate reflection. Finally this article recommends that the teachers should have a real clarity of thought on issues like usage of the latest technologies like Internet, mobile phones etc. Most importantly the teachers should have the confidence to convince senior professors of the effectiveness of this approach in this ‘Age of Globalization’.
Access to social network sites (SNS) in the workplace has been much debated. While some consider SNS a distraction, others consider them a tool for professional socialisation and that recreational access positively impacts satisfaction. This exploratory study reports results from an online survey of employees from one faculty of an Australian university, exploring how they used Facebook at work and how they would react to a hypothetical Facebook ban. Three-quarters of respondents used Facebook at work, primarily for personal socialisation during breaks. Many self-imposed a strict personal/professional separation, but opposed a hypothetical SNS ban, perceiving it as an infringement on their workplace autonomy. It is argued that university employees - academic and professional - can be trusted to self-regulate access.
Doc 34 : Innovative Models for Organizing Faculty Development Programs: Pedagogical Reflexivity, Student Learning Empathy, and Faculty Agency
I. Introduction Faculty members have been described as purveyors of culture, engines of economic development, and generators of scientific, medical, and technological discoveries that transform human society (Schuster & Finkelstein, 2006). They have been characterized as institutional agents who can foster the development of social and cultural capital, particularly within and among historically disadvantaged communities (Stanton-Salazar, 1997). Faculty have been at the forefront of social change movements, and have been viewed as teachers and mentors who can empower students to achieve their highest potential (Kingston-Mann & Sieber, 2001). But faculty have also been described, by critics, as scam artists who focus on self-interested agendas at the expense of the education of tuition-paying students (Sykes, 1988). Collectively, faculties and their academic disciplines have been defined by some postmodernists as closed communities that endorse only certain forms of knowledge generation, primarily those forms that reinforce the power positions of well-established interests within those disciplines (Foucault, 1986). Recently, faculty have been characterized as managed professionals, whose autonomy has been eroded by extensive accountability-oriented measurement systems (Rhoades, 1998) and by a rising managerialism among college and university administrators, who now are more likely to make major decisions without faculty input (Bess, 2006). These various images and metaphors suggest that expectations for the academic profession have become highly differentiated and fragmented. No longer does a quick reference to teaching, research, and service suffice to explain the work of the faculty member. Faculty roles have become increasingly complex and challenging, both for individuals to carry out and for institutions to support. Despite the multitude of images and descriptors associated with academic work, one commonality is that faculty members are people who have human needs for growth, achievement, satisfaction, and connection with others (Deci & Ryan, 2000). Faculty development programs can play an important role on college and university campuses by acknowledging the human needs of faculty members, and by providing the resources, social networks, and innovative ideas that can foster the fulfillment of those needs. This paper reports on an innovative faculty development program that focused its energies on the idea that fulfilling the human needs of faculty members is an essential prerequisite for ongoing growth and success within the academic profession. Many faculty development programs are organized around meeting functional needs, rather than human needs. These programs, many based in centers for teaching and learning, focus on the functional roles that faculty perform, and attempt to identify key areas within those functions that present unique challenges for faculty (e.g., teaching with technology or assessing students’ writing). These functional needs are sometimes identified systematically through a survey of faculty members, but more often the needs are identified by a faculty committee, or by an academic administrator charged with responsibilities for faculty development (Sorcinelli, Austin, Eddy, & Beach, 2006). Once the functional needs have been identified, programs and services are designed to identify and convey a set of skills that can be used to improve performance within a given function (Akerlind, 2005). The programs may be tailored to fit the needs of particular faculty groups, such as junior faculty or discipline-specific issues (e.g., teaching large lecture courses in the sciences). Although these programs may acknowledge different needs by career stage and by academic discipline, they typically are not organized around foundational human needs. The goal of many of these faculty development programs is to teach faculty, for example, how to use technology or how to assess students’ writing, rather than to fulfill faculty members’ needs for growth, achievement, and collegial connection. …
Doc 41 : The role of e-portfolios in supporting productive learning
e-Portfolios are a form of authentic assessment with formative functions that include showcasing and sharing learning artifacts, documenting reflective learning processes, connecting learning across various stages and enabling frequent feedback for improvements. This paper examines how e-portfolios take up these formative roles to support productive learning. Qualitative findings from interviews with selected first-year undergraduate students at a higher education institution in Hong Kong are reported concerning students’ experiences of constructing e-portfolios as assessment tasks. As part of an institutional teaching and learning initiative, e-portfolios were incorporated into three core courses for first-year students. The findings reveal that several conditions necessary to foster productive learning were missing in students’ experiences: strengthened formative role of e-portfolios through coherent assessment design; encouragement for students’ pursuit of authentic tasks to develop learning interests; engagement of students in reflective and self-regulative learning as an essential learning process; provision of constructive feedback for sustained learning support; and support for students’ autonomy through facilitation of collaborative knowledge building. By explicating how the lack of these conditions impeded students’ active involvement in e-portfolio tasks and suggesting relevant strategies for teachers at the institution in question, this paper offers implications for harnessing information and communication technology ( ICT) to support students’ productive learning. [ABSTRACT FROM AUTHOR]
Doc 43 : Impact of Electronic Resources on Collection Development, the Roles of Librarians, and Library Consortia
As LIBRARIANS ADDED AUDIOVISUAL MATERIALS to their collections and then electronic materials, they moved from selection as an individual activity to selection as a group activity. Librarians made every effort to mainstream the resulting selection process and incorporate it into the existing library organization. However, with the advent of the Internet and the ability to simultaneously share virtual resources, cooperative collection development, through consortial arrangements, became popular once again. The ability of consortia to purchase products at a better price than individual libraries can has made them very popular with funding agencies. However, the result is that the role of the selector has been diminished. As the purchase of virtual resources accelerates, particularly through consortial agreements, the autonomy of the local library will fade and the roles of librarians will change drastically. This rapid transformation is illustrated by a discussion of OhioLINK and its effects, both positive and negative, on one member library.
Doc 44 : Leadership Strategies for Integration of ICT in Kuwait Schools: Perceptions, Practices and Possibilities
Several researchers have emphasized the significant role of Information and Communication Technology (ICT) in advancing the process of teaching and learning at schools. Therefore, a number of countries started to introduce ICT resources in all levels. Similarly, the Kuwaiti Ministry of Education (MoE) has recently mandated that all school staff meet certain standards to ensure that they have the ability to use ICT resources in their schools. However, the literature indicates that the integration of ICT in the classroom does not only rest in the hands of teachers; school principals also play a vital role in determining the success or failure of ICT use in the teaching process. This study sought to document the impact of Kuwaiti secondary school principals on their teachers’ attitude toward ICT embedding in classroom teaching. The multiple case studies approach was employed to access data from three secondary schools in Kuwait. Both open ended questionnaires and focus group interviews with 15 teachers were used to collect the data. The data analysis showed that all participating teachers recognized the impact that their principals’ leadership practices had on ICT embedding. They highlighted the effectiveness of the principals’ stimulation and encouragement of ICT embedding, which resulted in a change to the teaching practices, making them more ICT related. The study revealed that school principals in Kuwait had less autonomy, authority, and opportunity to adopt unique practices and behaviours in leading their schools. Therefore, the study recommends that the MoE revisit its regulations, specifically, those related to the school principals’ roles and responsibilities. Keywords: Kuwait, leadership practices, ICT embedding, qualitative, ICT
Doc 52 : Collaborative education and autonomy concept in ICT for instructors in Higher Education
Higher education teachers are steadily challenged to adopt and use information and communication technologies (ICT) during their everyday tasks. Moreover, interplay between teaching and research demands creation and configuration of new learning environments to overcome a technology-focused approach and provide a more significant, enhanced teaching experience. Therefore it is reasonable for them to include collaborative and autonomous components as a learning strategy to simplify the acquisition of knowledge from a hands-on experience based on students’ interests. The methodology used in this work involved a literature review with a focus on analyzing the interpretation of several basic texts, the categorization and analysis of the teaching skills from a constructivist perspective within the ICT framework, allowing for a development of autonomous and collaborative education. Thus, the conclusions of this analysis point to a regular teachers’ training as one of the most important components of an action plan toward the successful implementation of teaching strategies that encourage an active involvement of students under teacher`s guide, whose main role is to stimulate the activation of the students’ metacognitive abilities and attitudes.
Doc 53 : USING ONLINE RESOURCES IN THE DEVELOPMENT OF LEARNER AUTONOMY AND ENGLISH PRONUNCIATION: THE CASE OF INDIVIDUAL LEARNERS
The paper presents the findings of a quasi-experimental study which sought to explore the effectiveness of online resources on the development of learner autonomy and to determine whether increased autonomy results in greater pronunciation gains as well as to compare it with the effects of traditional instruction when it comes to individual students. What is more, the study sets out to determine whether the gains in the two areas are maintained over time with respect to individual learners. The subjects were 45 Polish senior high school learners. The targeted structure was the final -ed sound of the simple past tense of regular English verbs. Three groups, two experimental and one control group, participated in the study. The intervention spanned the period of two weeks. The learners in Experimental Group 1 were provided with access to the Internet and were thus allowed to exercise more freedom in learning English pronunciation. The students in Experimental Group 2 were taught in a traditional way (i.e. controlled by the teacher) and the learners in the control group did not receive any instruction. The data were collected by means of a pronunciation autonomy questionnaire, as well as pronunciation tests administered before and after the study was concluded. The results reveal that the majority of individual students in Experimental Group 1 showed more autonomy and they outperformed their counterparts on the tests, which provides a justification for using digital technology as a tool for promoting autonomy and teaching pronunciation.
Doc 59 : El constructivismo cibernético como metateoría educativa : aportaciones al estudio y regulación de los procesos de enseñanza y aprendizaje
This paper discusses the basic propositions from the constructivist theory and the second-order cybernetics to study the teaching and learning processes. As a metatheory, the cybernetic constructivism provides a new theoretical framework to analyse and better regulate the educational process with the aid of a new approaches. First, this article analyses the most representative metatheory ideas: cognition, self-awareness and structural fine-tuning in order to infer a new approach to rethink the educational praxis and to promote the pupil individual autonomy. In addition, we infer to the educational process a new pedagogical approach focused to the individual autonomy, the co-operation and the communication on the educational intra-system.
Doc 60 : La educación universitaria virtual: una reflexión en torno al cultivo de las virtudes
Higher Education is not stranger to the changes produced on contemporary societies by information and communication technologies, because its dimensions of research and teaching have seen modified some of its essential practices. However, if such dimensions aspire to become renovator and not to injure the ultimate sense of the university, they could not undermine the aim of development of the person as person. In this article, we propose a theoretical reflection that considers several key aspects related to the conditions of fostering virtues on virtual higher education: the appropriate conception of autonomy of university students as members of an academic community, the relationships with peers and professors on virtual learning environments, the specificity of academic content, and the formal and relational criteria that support the aesthetic workmanship of higher education.
Doc 61 : INOVAÇÃO E APRENDIZAGEM INDEPENDENTE NA EDUCAÇÃO BÁSICA
This article discusses the possibility to include innovation into basic education and to explore within this education, a compatible methodology known as “independent learning”. An additional requirement to contemporary educational processes is to prepare future professionals and the general public to a world where innovation is of great importance. Therefore, it is crucial the role that new technologies, especially digital technologies including the Internet, can play on the educational experiences of students and teachers throughout their school lives. The main feature of the independent learning approach is to explore the learner’s autonomy, and it is of key importance to adopt the student as the center of the learning process and, the stimulus to “learn to learn” as the main reference. Although the general definition includes self-learning stricto sensu, in fact, for most cases, within the regular school, in this methodology the protagonists are the integration with the curriculum and the teacher. Likewise, even though the potential use of this approach is, in general, associated with adults, it is at the young age that the habit of learn to learn better develops, more naturally and relevant. We will also present essential issues associated to the third great educational revolution, symbolized by the digital technologies and the innovation’s central role in the contemporary world, which are deeply affecting two key items of the teaching-learning process: the way we produce new knowledge, and the way we construct it pedagogically. So, we quickly evolve to a scenario where the complex digital competence and the vocation for innovation will match, in level of importance, the traditional knowledge and to the typical skills taught in today’s schools, demanding “independent learning” as the appropriate methodology for elementary and intermediate schools.
Doc 62 : In Reply to “‘I Started to Feel Like a “Real Doctor”’: Medical Students’ Reflections on Their Psychiatry Clerkship”.
To the Editor: I read with interest the excellent report by Schatte et al. 1 on the reflective writing of medical students during the psychiatry clerkship experience. I strongly agree that narrative reflection can greatly help students process complex and challenging experiences during training, and I think it is particularly useful for us educators to understand and respond to the most important themes that emerge from such reflection. At our institution, we have required students to write a 500word reflective essay at some point during their clerkship, with the general prompt of picking a patient they worked with that stood out for them, writing about what made them stand out. This essay counts for 10 % of their final grade, with student papers assessed for empathy, ability to reflect on meaning, and presentation of broader issues beyond the case. An informal look at the past year of essays shows very similar themes to the ones reported by Schatte et al. Out of 159 essays, 18 % emphasized themes of context (that patients do not exist in a vacuum, that family and social forces matter, etc.). Another 17 % addressed the struggle of patients with mental illness, particularly recognizing the severity of illness and functional effects. The third most common theme (16 %) related to challenges in the doctor-patient relationship, particularly countertransference, provider limitations, and resistance. To our surprise, only 5 % of essays addressed issues of patient autonomy or paternalism (e.g., coercion, capacity, etc.). We were particularly interested in examining if there were any differences in themes between essays written at the very start of the students’ clerkship year, compared to the writing of students at the very end. Although the combined sample is small (n=38), it does appear that students just starting clerkships were more likely than their veteran peers to write about issues of context and the doctor-patient relationship (50 vs. 25 % for both) and less likely to address issues of autonomy, severity, or patient-centered care. When we sit down with students to discuss the clerkship experience, these are the issues we now highlight, both at the outset and during the clerkship, in an effort to help students more productively and safely grow into their professional identity and role. Using reflective writing as a prompt for group discussion can further deepen the value of such writing [2]. Finally, it also seems important that such a process takes place throughout the medical curriculum, not just on psychiatry. Although the psychiatry clerkship certainly raises unique and powerful issues related to patient care, the most common themes raised by students certainly occur in many clinical contexts, and students are likely to benefit from reflection on all clerkships. At our institution, we have successfully encouraged other clerkships to add a writing component to the requirements, and other medical schools do reflective writing throughout the curriculum, which seems to be a particularly useful way to help students with their professional development.
Doc 66 : TRANSFORMACIÓN PEDAGÓGICA MEDIADA POR TECNOLOGÍAS DE LA INFORMACIÓN Y LA COMUNICACIÓN (TIC)
The goal of the present article is to theoretically support the concept of pedagogical transformation and its relation with information and communication technologies. The epistemological analysis revolves around the theoretical possible basis that support the concept, which means that in the education context there is a need to develop pedagogical transformation processes mediated by this kind of technologies and the possible ways of joining them in the teaching-learning dynamics in order to maximize the interaction, the autonomy, the learn to learn, the team work, and the active participation of the students in their academic training.
Doc 70 : Autonomy in Secondary Education: Independence and Accountability of Secondary General Education Schools in Kazakhstan
Ayzhan Omarbekova - M. Sc. in Management Science and Operations Research, Junior Researcher, The Science Department of the Graduate School of Education, Nazarbayev University. Address: 53, Kabanbay batyra av., 010000, Astana, the Republic of Kazakhstan. Email: aizhan.omarbekova@nu.edu.kzAutonomy of educational institutions has been consistently extended in Kazakhstan over the last years: national educational standards have been broken into invariable and variable components, boards of regents have been introduced, per capita financing system is being tested, and autonomous educational organizations have been established, such as Nazarbayev University in higher education and Nazarbayev intellectual schools in secondary education. The paper analyzes legislative instruments, standards and official documents regulating the process of education in the secondary education system to define the extent to which educational institutions enjoy autonomy. Besides, the article uses the data of interviews and focus groups with 46 administrators and 95 teachers of schools, gymnasia and lyceums in different regions of Kazakhstan to analyze how they understand the notion of ‘autonomy of educational institutions’ and how they assess the current degree of autonomy of organizations they work in. The conclusion is that granting more autonomy and independence comes from above but is not requested by schools. Autonomy becomes a challenge for contemporary schools, as more independence implies greater responsibility.DOI: 10.17323/1814-9545-2015-2-152-172
Doc 75 : Community of Ownership of Learning
Lim Kim Eng Fong Kok Wah Shek Kwai Teng Soh Guan Kiong Lim See Yew Karen
New model of teaching and learning was introduced in our school to meet the needs of our students who seek greater autonomy, connectivity as well as opportunities for socio-experiential learning. The Connected Learning Pedagogy (CLP) was designed to mine the learning potential of the new social and digital media domain to create a community of ownership of learning, promoting collaboration and connectedness among students, lecturers and parents. To support the implementation of CLP, laboratories were equipped with computers and tablet PCs. Through them, students were connected to various social and digital media such as Facebook, Moodle, YouTube and iDe’Lite (ITE video portal) to conduct their required research and learning. The tablet PCs provided lecturers with the added advantage of mobility during lessons, allowing them to facilitate the learning process with ease. Students were engaged in many exciting ways through Apps in the tablet PCs. In addition, parents were connected to students learning through PRISM (ITE Parents’ Real-time Information System on Mobile). With the mobile apps, PRISM, parents are connected to realtime data on their child’s learning.
Doc 82 : Positive Effects of Internet Use by College Freshmen
There is currently an increased interest in the effect of Internet use in the college student population, a group that may be particularly susceptible to problems related to online use because of the accessibility afforded them on campuses and due to their developmental stage of identity formation. The current study examined the relationship between quan- tity of Internet use and the common concerns of college students. An online student survey of behavior and concerns was administered to 182 college freshmen. The survey included demographic variables, ratings of satisfaction with various campus experiences, and ratings of level of concerns for 78 problems or issues that are often faced by college students. Freshman students who use the Internet for less than 10 hours per week were at least twice as likely as those who do not to report concern over feeling sad or depressed, not knowing how to study effectively, feeling lonely, jug- gling too many roles, and not living up to people’s expectations. Results showed that male students who were online more than 10 hours per week expressed significantly less concern about their emerging role definitions and autonomy. Female students who used the Internet for more than 10 hours per week reported significantly less concern about being sad or depressed. These results support the hypothesis that Internet use in college freshmen may represent a successful coping mechanism. This finding is discussed in relation to recent research reports on both detriments and benefits of online use by college students.
Doc 84 : Digital equity and intercultural education
Digital equity and intercultural education continue to be areas of concern in the emerging knowledge-based society. The digital divide is present across the globe as the result of a complex of factors such as the inequality in: access to hardware and connectivity; autonomy of use; digital and literacy skills; availability of technical and social support; and access to educators skilled in the use of information and communication technologies (ICTs). Although there is rapid progress in the growth of mobile subscriptions across the globe, there remain groups of digitally excluded peoples within and across countries. Moreover, although progress has been made in addressing connectivity issues and challenges in learning about digital technology, teachers and learners continue to face issues and challenges related to teaching-and-learning with digital technologies and resources within local contexts and beyond. For instance, in an era of rapid global cultural, political, economic and social changes, the need for intercultural education has never been greater. Not only does digital exclusion contribute to a knowledge divide but it also limits opportunities for intercultural connections, communications and understandings. Building on the work of previous EDUsummITs, the EDUsumIT 2013 participants focused on exploring how digital equity and intercultural education are intertwined. This paper describes current needs and challenges as well as opportunities related to digital equity and intercultural education, as well as the increasingly important role technology plays in helping to foster intercultural understanding and education. These are illustrated by examples of how access to digital resources may help bridge both the digital and cultural divides and relate them to some of the recommendations for policy and practice made by the EduSummit 2013 Digital Equity and Intercultural Education Workgroup to help address these needs.
Doc 85 : The Role of Technology in Teaching Languages for Specific Purposes Courses
Within the integration of technology into language education, special attention needs to be paid to languages for specific purposes (LSP), drawing on developments in computer-assisted language learning and applied linguistics, on the one hand, and on the pervasive use of technology in academic and professional communication, on the other. From a definition of LSP centered on learner need, specificity of activities and materials, and teacher and learner profiles, this article examines how technology has transformed LSP teaching and learning. Through technology, LSP teachers and researchers can access discipline-specific materials and situations and compile corpora of specialized texts. Computer-mediated communication provides learning tools and a gateway to the discourse community. Technology also provides opportunities for collaborating, creating virtual environments and online courses, and fostering learner autonomy. These applications are examined within the current LSP scenario, paying attention to conditions and challenges for implementation, as well as to the roles of teachers and learners. This article also points to areas that merit further analysis from an LSP perspective, such as the use of different technologies and modes for effective learning, the analysis of specialized texts, and the integration into LSP of emerging technologies that have made their way into social uses. [ABSTRACT FROM AUTHOR]
Doc 89 : Internet en la educación virtual: un enfoque desde la investigación y la enseñanza en bibliotecología
DIVERSE PHENOMENA RELATED WITH VIRTUAL EDUCATION ARE EMPHASIZED IN THIS PAPER: THE INSTITUTIONAL RECOGNITION WHICH THIS MODALITY OF STUDY REQUIRES; THE INFLUENCE THAT INTERNET HAS EXERTED ON DIVERSE PROCESSES OF VIRTUAL EDUCATION; THE CHARACTERISTICS OF WEB IN TERACTIVITY AND ITS CONSEQUENCES FOR THIS TYPE OF EDUCATION; AND THE AUTONOMY OF STUDENTS IN VIRTUAL ENVIRONMENTS. SINCE THESE MAT TERS HAVE RAISED DISSENT AMONG EDUCATORS OF LIBRARY SCIENCE, RESEARCH MUST CONCERN IT SELF WITH THEM. THE AFORE MENTIONED DE FINES THE FRAME WORK FOR CON FRONT ING THE ELE MENTS WE HAVE TOTAKE INTO CONSIDERATION IN VIRTUAL TEACHING FOR LIBRARY SCIENCE, AND HELPS US TO REFLECT ON THE VIRTUAL CLASS ROOM AND THE DIGITAL LIBRARY AS SUPPORTS FOR TEACHING OUR DISCIPLINE USING THIS MODEL. SOME OF THE REFLECTIONS IN THIS PA PER COULD ALSO BE VALID FOR TEACHING IN OTHER DISCIPLINARY AREAS.
Doc 93 : La autonomía educativa ante los nuevos paradigmas, un criterio a seguir en la educación continua
This study is based on the new educational proposals for the development of skills in young students, one of which is: autonomously. This can be an indicator for continuing education to new social paradigms. The proposed educative management to key competencies and the question is, if the concept is convergent competent educational autonomy. The aim is to explain and propose mechanisms for quality management for construction and educational empowerment of upper secondary students. The methodology consists of a documentary analysis previously reviewing pedagogical trends that have influenced, and a field study, aimed at students: autonomy as their interest, skills, comprehensive reform and empowerment based on teachers, school and internet. educational autonomy can produce favorable results for the learning and use of knowledge building. You learn by practicing it to allow its development as an ongoing exercise to teach yourself an education according throughout life.
Doc 100 : The ‘third place’ – virtual reality applications for second language learning
Recently we have seen a shift of focus in using the Internet from often inappropriate human-computer interactivity to human-human interaction, based on collaborative learning concepts like learner autonomy and tandem learning. The renewed discussion of interface design has provoked a reconsideration of me traditional graphical user interface and a shift towards more intuitive interfaces like virtual reality, mainly building on the concept of constructionism. The MOO (multi-user domain, object oriented) system provides a flexible, easy-to-use multiple user virtual reality that allows for the integration of language learning tools and resources in a common environment, a third place.
Doc 102 : Affect and digital learning at the university level
Purpose – The purpose of the paper is to examine the efficiency of SMS based cell‐phone vocabulary learning as compared to email vocabulary delivery and snail mail vocabulary delivery at the university level.Design/methodology/approach – A total of 241 first year university students studied English vocabulary in their mandatory English foundation course. Students were divided into three groups: study via cell‐phone based SMS messages, via email messages and via snail mail delivery. Vocabulary lists were delivered weekly to students via the three delivery strategies during course. Students in the three groups were tested on English vocabulary and responded to a questionnaire that examined their attitudes toward flexibility of the learning strategy; user friendliness of the learning strategy; learner control of the learning process, learner motivation; and learner autonomy.Findings – Results of the study indicate that there were no significant differences for achievement attained by the three groups on the …
Doc 104 : Tapping into students’ digital literacy and designing negotiated learning to promote learner autonomy
Abstract Students of today are digital natives. They acquire their digital literacy autonomously and are adept at using various Information and Communication Technology (ICT) tools to enrich their daily leisure life. Although prior research has addressed such phenomenon and its relation to school learning, the focus was mostly on students’ adoption of ICT tools to facilitate their learning. This study takes a further step by relating students’ digital literacy to their school curriculum and using the pedagogy of negotiated learning to improve their learning autonomy. The proposed negotiated learning design is to scaffold students along the authenticity–generalizability continuum; from operation-oriented knowledge and experience of ICT tools to the theory and technique of tools development and operation. It is expected that, by relating the school learning to students’ digital literacy, the way of students’ autonomously acquiring their digital literacy outside school may help them develop autonomy in school learning. For validating the proposal, an experiment with 36 university students studying the engineering course of multimedia technology has been implemented and evaluated. The qualitative results showed that participants developed their autonomy to exercise their digital literacy to resolve the difficulties they faced during Web exploration and data collection for their school learning. The quantitative data also evidenced their improvement of learning autonomy. The findings and the way how the learning practice is designed and implemented should offer teachers a different perspective of connecting school learning with students’ digital literacy acquired outside schools. Moreover, under the trend of youngsters’ digital literacy development, the findings provide a positive perspective on students’ digital literacy.
Doc 106 : Teachers’ Perceptions of Using Technology in Teaching EFL
No longer are students’ experiences with new languages limited to their textbooks or immediate environment. With the pervasiveness of the internet and the increased awareness of the importance of having technology in a classroom, both teachers and students all over the world are being provided with technological tools that will further accelerate their ability to acquire or teach a second or foreign language. Technology integration in the classroom has become an important aspect of successful teaching. It has triggered many researchers to investigate different aspects of such integration. In addition, it could be an effective teaching tool when used to engage all students in the learning process. The results of the study show that teachers have positive attitudes toward the use of technology, particularly computer. The focal point of the project was to promote students’ communicative competence and autonomy via the implementation of technological tools. This study aimed at investigating the perceptions of EFL teachers about the use of technology in their classes and factors affecting technology implementation in Iranian Language Institutes. Descriptive statistics and sample t-test were used to analyze the questionnaire data. Results obtained from both the quantitative and qualitative data revealed teachers’ perceptions about integrating technology in their classes, incentives for teachers who use technology, types of technology used, facilitating and inhibiting factors affecting technology implementation, and the different attitudes of male and female teachers toward using technology. According to the results, teachers had positive attitudes regarding the use of technology, in particular computer, in their classrooms.
Doc 108 : The regional transnationalization of Latin American nursing.
As a knowledge generator, the university has always worked towards the internationalization of its research function, based on the researchers’ autonomy. As from the 1990’s, as a consequence of the globalization process, this assertion is no longer restricted to the research function, but also includes the teaching function. Nowadays, the university should work to produce pluriversity knowledge, that is, contextual knowledge to the extent that the principle organizing its production is its possible application. As the knowledge is applied beyond the university walls, the initiative to formulate the problems one intends to solve and to determine criteria for their relevance is the result of sharing between researchers and users. In pluriversity knowledge production, unilaterality is replaced by interactivity, which has gained enormous power by the revolution in information and communication technologies. Technological development is considered one of the most important tools for internationalization and for the use of the web to strengthen distance education and build collaborative research networks. As a result of globalization, the university increasingly needs to find regional synergies and intensify networks so as to stimulate and expand existing forms of transnational cooperation and multiply them in the framework of bilateral or multilateral agreements, in line with principles of mutual benefit. In this sense, Latin American Nursing has made efforts to transnationalize teaching and research institutions and establish regional collaborative networks. Initiatives in this sense include welcoming foreign students, mainly in graduate programs; international associations involving consulting services to foreign universities; collaborative research projects, distance education, virtual learning, faculty mobility, on-line libraries, research funding for students and faculty, among others. Some regional actions are just beginning, such as student exchange at undergraduate level and curriculum adaptations, while others are flourishing, such as the Collaborative Networks coordinated by the Pan American Health Organization/World Health Organization (nursing in patient safety, mental health nursing, child health nursing, nursing researchers and HIV, care management, nurse migration, nurses in elderly health, nursing journal editors etc.); the offering of distance education, such as the courses offered to health professionals from Latin American countries with a view to skills development in drugs abuse control and the Electronic journal portal in the Virtual Health Library-Nursing, currently joining 18 Nursing journals published in Brazil, Colombia, Chile and Spain. Thus, transnational research centers need to be created, addressing themes and problems of specific interest to this region, and the dissemination of their research results needs to expand. In this context, the Latin American Journal of Nursing invites researchers from Argentina, Belize, Bolivia, Brazil, Chile, Colombia, Costa Rica, Cuba, Ecuador, El Salvador, Guatemala, Haiti, Honduras, Mexico, Nicaragua, Panama, Paraguay, Peru, Dominican Republic, Uruguay and Venezuela to submit manuscripts about regional problems, with a view to encouraging new regional partnerships and contributing to the transnationalization of Nursing knowledge dissemination in Latin American nursing.
Doc 110 : Study on validity verification of Korean version of DELES and its relationship with perceived learning achievement and cyber education satisfaction
This study it to verify the validity of Korean version of DELES (distance education learning environment survey) and analyze its relationship with learning achievement and distance education satisfaction. The target population of this study is students of K cyber university and a total of 254 cases are used for the analysis. Exploratory and confirmatory factor analysis is applied to verify 6 factors of DELES and structural equation analysis is applied to examine the relationship between distance education learning environment and learning achievement and distance education satisfaction. The study result shows that DELES is composed of six factors such as instructor support, student interaction & collaboration, personal relevance, authentic learning, active learning and student autonomy and its model fits are appropriate. The result of structural equation analysis shows distance education learning environment significantly influences distance education satisfaction directly as well as indirectly mediated by learning achievement. Learning achievement also significantly influences distance education satisfaction. Conclusions and implications are followed.
Doc 112 : Multimedia in the Business English Classroom: The Learners’ Point of View
Besides the internet and the various opportunities it provides for language learning, the multimedia CD-ROM, with its potential for integrating and offering different media in one storage medium, has created quite a stir amongst language teaching professionals in the 90s. The benefits of multiple modalities, online support tools, and instant feedback are believed to have the potential of increasing learner control, motivation, and autonomy. However, a closer look at what is actually available on the market, in this instance the sub-market of Business English multimedia programmes, reveals that many such learning tools fall short of the claims that have been made for them, at least in the eyes of pedagogues. As teachers and students do not always see eye-to-eye as far as the usefulness of particular learning tools and activities is concerned, it seems paramount to let the final user and ultimate target group have their say, as well. The present study focuses on the reactions and comments of 30 students of …
Doc 113 : An activity-theoretical approach to investigate learners’ factors toward e-learning systems
The Internet and World Wide Web have provided opportunities of developing e-learning systems. The development of e-learning systems has started a revolution for instructional content delivering, learning activities, and social communication. Based on activity theory, the purpose of this research is to investigate learners’ attitude factors toward e-learning systems. A total 168 participants were asked to answer a questionnaire. After factor analysis, learners’ attitudes can be grouped four different factors - e-learning as a learner autonomy environment, e-learning as a problem-solving environment, e-learning as a multimedia learning environment, and teachers as assisted tutors in e-learning. In addition, this research approves that activity theory is an appropriate theory for understanding e-learning systems. Furthermore, this study also provides evidence that e-learning as a problem-solving environment can be positively influenced by three other factors.
Doc 114 : Creating an educational context for Open Source Intelligence: The development of Internet self-efficacy through a blogcentric course
This paper examined the effects of a blogging centered curriculum on the development of Internet self-efficacy of students taking a general education class. The class used a hybrid model (in class and online) that both integrated and strongly encouraged blogging on a community style, open source blog. The curriculum was designed to both create a more distributed educational structure and to develop greater autonomy and participation in student activity. It was hypothesized that as students engaged in increasingly complex Internet activities they would develop greater strength in Internet self-efficacy in organization and differentiation of information and reaction to and generation of information. 367 undergraduate students participated in the current study. A pre-, post-test format was used to measure whether there were significant changes in strength of Internet self-efficacy, with the inclusion of a control group of a more traditionally-structured class. The results showed that a blogcentric course has impacts on the increases in students’ Internet self-efficacy, particularly for reactive/generative self-efficacy. The findings are discussed in light of potential implications on the future direction of education.
Doc 118 : Becoming Individual in Education and Cyberspace
This article traces key competences that are necessary to master as teachers are increasingly obliged to orchestrate learning as initiation into individual autonomy. The context is one that acknowledges that learning increasingly dissipates out into cyberspace.Inspired by Gilles Deleuze and Michel Foucault, the article explores preconditions for professionalizing the teacher using project work as a generalized case. Project work claims to anticipate initiation into autonomy and reflects new power relations between professionals and clients as well. It is assumed that project work illustrates the transition from traditional school forms to a more individualized society where Information and Communication Technologies media (ICT) are increasingly integrated in learning. It is likewise assumed that the procedures and rules governing project work—as a way of shaping the image of oneself as an individual—correspond in ambivalent ways to competences that one must master in order to navigate as an up‐to‐date emp…
Doc 124 : Facilitating the Development of the Autonomous Language Learner Using Online Virtual Learning Environments
This paper argues that if used correctly, computer-mediated courseware (CMC), in the form of an online Virtual Learning Environment (VLE) such as Blackboard or Moodle, has the potential to offer adult learners in university settings an optimal autonomy-supportive environment for learning English as a second language at a distance. The paper firstly considers how to promote learner autonomy through offering participants choices during the initial stages of a course through a negotiated syllabus. It then divides the language learning process into metacognitive and cognitive linguistic capacities and provides examples of strategies to increase autonomy in these spheres. Autonomy with regard to metacognitive linguistic capacities can be developed first by the multimodal aspect of CMC, in particular, the unprecedented access to resources, second, through the array of mediums to select in the creation and submission of assignments and third, through the notion of ‘dissemination’ (Mayes, 2002), which allows for ‘vicarious learning’ (Bandura, 1986). Autonomy with regard to cognitive linguistic capacities can be promoted through goal-oriented participant interaction on spoken and written forums on the platform, followed by consciousness-raising language activities guiding students to notice patterns in the language. In conclusion, it is suggested that a VLE might lead to optimum learning through the facilitation of a state of ‘flow’ or ‘autotelic’ activity, a concept closely related to autonomy and intrinsic motivation.
Doc 126 : How Do We Know What Students Are Actually Doing? Monitoring Students’ Behavior in CALL.
This article presents a survey of computer-based tracking in CALL and the uses to which the analysis of tracking data can be put to address questions in CALL in particular and second language acquisition (SLA) in general. Adopting both quantitative and qualitative methods, researchers have found that students often use software in unexpected ways, a finding which has consequences for the notion of learner autonomy and underscores the need for learner training. In addition, researchers, especially those in computer-mediated communication (CMC), have demonstrated the operation of fundamental SLA principles and also extended our understanding of those principles. Finally, comparison of students’ actual use of software and their self-reported use of software reveals the danger of over reliance on self-report data. Although logistically challenging and potentially time-consuming, analysis of tracking data goes a long way in putting CALL on solid empirical footing.
Doc 132 : Teacher autonomy in multiple-user domains: supporting language teaching in collaborative virtual environments
Abstract The concepts of teacher and learner autonomy have played an important role in the context of language teaching and the Internet over the past few years. The full potential of Internet resources, even authentic information resources, has largely remained unused for language learning and teaching. Organisational and affective factors have discouraged many teachers from using the Internet for language teaching. The Internet-enhanced object-oriented multiple-user domain(MOO) can serve as a tool to select and enhance Internet resources, while at the same time expanding the possibilities of the traditional classroom. Its text-based, synchronous and asynchronous communications resources are integrated within a common interface. Its support mechanisms are good for language teachers, who are only too often left alone with the new technology. The author argues for an intricate interdependence of pedagogy and technology, and sees teacher autonomy and the MOO as a promising combination for language teaching …
Doc 133 : “I am a Techno-Rebel!” Malaysian Academics & their Personal Experiences of Progressing into e-Learning
Abstract As we delve deeper into the world of online learning in our attempts to evaluate our Computer-Aided Self-Access Language Learning (CASA-LL) framework ( Adnan & Zamari, 2011 ), we began working closely with e-course developers and online learning managers in different countries and educational institutions to elicit their personal experiences regarding e-learning as a whole. Moving from a macro to micro point-of-view, we noticed three components in our framework that were very relevant to course instructors and classroom tutors namely needs, design and learner autonomy - as they move their teaching from real life to the virtual universe. More interestingly, we also noticed that these three components are not just relevant to language instructors but they are relevant to all educators who wish to embrace e-learning wholeheartedly. On the downside, given that many educational institutions (in Malaysia at least) are not yet ready for e-learning or are just beginning to develop an e-learning infrastructure without clear directions, very few Malaysian academics can be seen as “true” e-learning developers and/or instructors. To collect empirical data on this critical phenomenon, we identified and personally approached two highly experienced Malaysian academics who have attempted to embrace e-learning as part of their academic existence. This research paper shares their personal drive, feelings, failures and successes given the fact that both of them had chosen to work outside of the system as it were - to prove to their peers the virtues of e-driven learning and to show others that e- learning is the path to the future. Using excerpts from unstructured narrative interviews and snippets of informal online communication with our two participants, we found that although they come from different academic backgrounds, they somehow shared common goals and faced nearly the same challenges and difficulties in their ongoing efforts to encourage, promote and support e-learning deployment.
Doc 135 : On the Front Lines: Educating Teachers about Bullying and Prevention Methods
Problem statement: Bullying is a serious problem in American schools a nd is characterized by aggressive behavior distinguished by unequal power and the intention to cause physical, social, or emotional harm to others Bullying is evolving from the classic image of a big schoolyard bully picking on smaller kids to a more technologically, sophisti cated model of kids using cyber technology to electronically tease, bully and harass their peers with texting, voicemails, emails and posts on publi c websites, like Facebook, that are popular with youn g students. While parents are and should be encouraged and trained to recognize understand the insidious nature of techno bullying, it is not enou gh. The schools should take an active stance against bu llying and this includes training teachers and othe r personnel to be trained to recognize the signs and to intervene in bullying. Approach: This article discussed a research project undertaken to get asse ss the following: how educators recognize bullying, what they can do and actually do to intervene as we ll as their need for more training and autonomy to intervene. Results: There were 145 completed surveys, with 51 partiall y completed surveys. The results were reported for the completed surveys onl y. Conclusion: This study examined how well a subset of teachers recognize the signs of cyber/tec hno bullying as well as their feelings of preparedn ess to intervene with the bullies and the bullied.
Doc 139 : The Development of Learner Autonomy Through Internet Resources and Its Impact on English Language Attainment
Abstract Since the arrival of the Internet and its tools, computer technology has become of considerable significance to both teachers and students, and it is an obvious resource for foreign language teaching and learning. The paper presents the results of a study which aimed to determine the effect of the application of Internet resources on the development of learner autonomy as well as the impact of greater learner independence on attainment in English as a foreign language. The participants were 46 Polish senior high school students divided into the experimental group (N = 28) and the control (N = 18) group. The students in the experimental group were subjected to innovative instruction with the use of the Internet and the learners in the control group were taught in a traditional way with the help of the coursebook. The data were obtained by means questionnaires, interviews, learners’ logs, an Internet forum, observations as well as language tests, and they were analyzed quantitatively and qualitatively. The results show that the experimental students manifested greater independence after the intervention and they also outperformed the controls on language tests.
Doc 142 : Facilitating Autonomy and Creativity in Second Language Learning through Cyber-Tasks, Hyperlinks and Net-Surfing.
The digitalization of academic interactions and collaborations in this present technologically conscious world is making collaborations between technology and pedagogy in the teaching and learning processes to display logical and systematic reasoning rather than the usual stereotyped informed decisions. This simply means, pedagogically, learning is being revolutionized with visible transformation from quantity to higher quality. Through independent, self-paced learning; students interact with technologies to review, construct, analyze, and make submissions. It is to be noted that the inclusion of information and communication technology (ICT) into Language education gives vent to new learning paradigms in language education and this in a way concomitantly redefines the role of the teacher as well as repositions the cognition level of the learners. This paper therefore intents to beam searchlight on possible strategy for achieving autonomy in second language learning through digitalization. It is to be noted that the challenges of second language learners may not be resolved totally in the language classroom, hence there is the need for the teacher to become a facilitator thereby paving way for students’ self- discovery through different cyber-tasks and navigating system inherent in this computer infested world. This paper therefore displays a phase of digitalized pedagogy in the language classroom.
Doc 144 : Queer School-Based Self-Assessment, Inspiraction Research, and Second-Order Cybernetics as Thinking Tool
This is about queer school-based self-assessment and deauthorized, self-reflexive, and robust knowledge-creation processes and/as products in schools. It is about professional development and knowledge autonomy in a reform perspective, hence moving to the bricolage and inspiraction research. It is about cybernetics and circularity, so read again.
Doc 149 : Just the Two of us? The “¿Qué tal?” E-tandem Project for Translation Students
Abstract Within the academic year 2012-2013, “?Que tal?” email tandem project was implemented amongst the students of the first course of Translation at Pablo de Olavide University and students from several North American universities. The primary aim of the project was to promote the autonomous practice of literacy in L2, while reflecting upon the linguistic codes and pragmatics of L1 and L2 through the correction of errors. Alongside previous work ( Appel, 1999 , Appel and Mullen, 2000 & 2002; Appel and Gilabert, 2002 , Braun, 2006 , Munoz Vicente, 2013 , Schenker, 2012 , Ushioda, 2000 ), the present study is based on the axiomatic principles of autonomy and reciprocity in order to detect weak points in the project. The varying levels of motivation within the tandem pairs and an insufficient command of the native language are identified as the main pitfalls.
Doc 151 : Introducing Email Portfolio as a Means of Developing EFL Learner’s Autonomy
Abstract Second language teaching and learning within a communicative framework posits the learner in a more central role. This article looks at the possibility of developing EFL learner’s autonomy through application of email as an electronic portfolio. For this purpose, an experiment was set up with two randomly selected groups. The experimental group (N=42) was instructed through email portfolio process and the control group (N=42) was taught by typical ways of teaching English. The data were collected using observation and questionnaire. Comparing and analysing the outcomes showed a significant improvement in the autonomy of the first group of learners. Email portfolio had positive influence on the encouragement of learner’s autonomy and their classroom interaction. This research provides enhance for the role of electronic portfolio as a way of on-going assessment of one’s own work and the role of technology as a useful tool for give the conventional methods of language teaching to a new way.
Doc 159 : A Study of Internet Use in EFL Teaching and Learning in Northwest China
Internet has been researched and employed as an educational tool by teachers and researchers in many countries in recent years. This paper explores Internet use in EFL teaching and learning in universities in Northwest China. A quantitive research was conducted among college teachers and students. The result indicates that both teachers and students are not well prepared for the use of Internet in EFL teaching and learning. Based on the result, this paper presents three suggests: developing an EFL teaching and learning website; sharing the various English resources; cultivating teacher and learner autonomy.
Doc 160 : Learning to Learn Digitally: Getting Students on the Road to Autonomy
How can educators empower and encourage their students to be more proactive, and give them the tools necessary to learn on their own, utilizing digital language learning resources in a culturally sensitive way? Described below is a project that introduced students to how technology and the Internet can empower the independent language learner. The goal was for the students to develop knowledge of and confidence in self-instruction and learn how to use technology and the Internet to further their language education independently. This article first outlines research into autonomous language learning with computers, offers a list of key elements for autonomous language learning, gives a description of how an independent language learning project was implemented and reports on results of student surveys that measured student response to the project. These students lacked the skills, knowledge and confidence to study on their own. However, by learning autonomous language learning concepts, and with instruction on how technology and the Internet can support a digital language learner, they gained the understanding and confidence to set and accomplish language learning goals on their own.
Doc 184 : Teachers of Teachers: Faculty Working Lives and Art Teacher Education in the United States
Introduction Dream job: Working where valued as a professional art educator; teaching professionally committed students; working with quality school personnel; having time and support to continue active research and writing interests; working in a supportive and collegial atmosphere. (Professor) There is a developing consensus that the preparation of teachers should become central to art education research (Davis, 1990; Day, 1997; Galbraith, 1995; Zimmerman, 1994; 1997). Research exists on specific art teacher preparation programs (Carroll, Jones, & Sandell, 1995; Day, 1997; Galbraith, 1997; Sevigny, 1987; Thompson & Hardiman, 1991; Willis-Fisher, 1993; Zimmerman, 1997), and there is a growing interest in examining art preservice teachers’ beliefs about teaching art (Grauer 1998; Kowalchuk, 1999; Short, 1995). Yet there is a lack of research on college level faculty-the teachers of teachers-whose qualifications, expertise, beliefs, and practices, shape and define art education within over 600 diverse institutions that have some association with preparing art teachers today (Galbraith, 1997; Hutchens, 1997). This lack of attention to faculty issues is not surprising, given that the data on faculty members associated with teacher education, in general, is sparse (Ducharme & Ducharme, 1996; Howey & Zimpher, 1989; Murray, 1995). Ducharme (1993) suggested that faculty members who prepare teachers are formerly public school teachers who enter higher education to seek better rewards and to have more autonomy in their professional lives. Faculty work involves paying attention to issues affecting conditions of employment and institutional expectations (Boyer, 1990; Fullan, 1996). It also involves paying attention to decisions that affect job satisfaction, career patterns, as well as professional and personal happiness (Ducharme, 1993). As with teachers teaching in school settings (Goodson, 1992; Huberman, 1993), faculty work is intimately affected by daily interactions with students, colleagues, and administrators (Jordan, 1994). Who then are the art education college-level faculty members that prepare future art teachers? Where do they teach? What are their jobs like? What are their roles, responsibilities, and beliefs in relation to art teacher education? This article reports on data taken from an ongoing research project that aims to identify faculty who teach art education within the U.S., the institutions in which they teach, their specific faculty roles and responsibilities, and their practices and beliefs about art teacher education. Given the broad context of this research and its overall qualitative nature, my intention is to provide the reader with a sense of the issuesthe flavor-that part of this research has uncovered. To this end, I will report on where education faculty members teach, their qualifications, and what they teach, and on specific aspects of their job descriptions, especially those related to teaching and research. I will briefly discuss how selected faculty members view their jobs currently and in the best possible worlds. I will conclude with implications for developing a research agenda that studies art teacher education faculty. Data Sources The data for this article are taken from two sources: First, I sent an open-ended questionnaire to 500 faculty members who worked at a variety of institutions (e.g.; research, teaching, liberal arts, religious, professional art school, private, public, large, small, and so forth) within the U.S. Faculty names, addresses, and institutions were gathered from the NASA Higher Education Division membership list, intensive searches of institutional homepages on the Internet, annual NAEA Convention programs, and the Internet listserv associated with the NAEA Research Task Force on Teacher Education. Of the 500 questionnaires mailed, 167 were returned from 44 states, with a return rate of 33 percent. Of these, 19 questionnaires were unusable, because, for example, art education was no longer taught at that institution. …
Doc 186 : Creativity Enhancement Programs in World Fashion Schools
This study examined the curricula of well-known fashion schools and educational programs through personal interviews with industry professionals. The purpose of this study was to identify the characteristics of fashion programs that are designed to improve the creativity of students. Six fashion schools in Western Europe and the United States were selected based on the number of graduates included in the Designer Handbook published by Fairchild Books. Two Korean professionals from each school were interviewed either by email or in person, resulting in a total of 12 interviews. The data were analyzed qualitatively. The results indicated that the management styles as well as the curricula of these schools include features that enhanced student creativity. The schools are located in major fashion cities and have a close relationship with industry that is maintained to provide hands-on opportunities to students. The schools have clear and solid educational goals with instructional styles that provide students significant autonomy and responsibility. The instructors work closely with individual students to guide them through their projects and help develop students` unique styles. The schools utilized the instructions and studios as well as the social and cultural environments to help students acquire creative thinking and creative behavioral patterns. The findings of this study have implications for educators who wish to develop effective educational programs that enhance student creativity.
Doc 189 : Efl learner collaborative interaction in second life
This paper reports on the task-based interaction of English as a Foreign Language (EFL) learners in the 3D multiuser virtual environment (MUVE) Second Life. The discussion first explores research on the precursors of MUVEs, text-based 2D virtual worlds known as MOOs. This is followed by an examination of studies on the use of MUVEs in Computer Assisted Language Learning (CALL). The discussion then focuses on an investigation of the Second Life-based text chat of learners located at a university in Japan. Data analysis reveals that the environment, and tasks, elicited types of collaborative interaction hypothesized as beneficial in the sociocultural account of language development. Collaborative interaction identified in the data involved peer-scaffolding focusing on lexis, and correction. The data further showed that the participants actively maintained a supportive atmosphere through the provision of utterances designed to signal interest, and the extensive use of positive politeness. These factors facilitated social cohesion, intersubjectivity, and the consistent production of coherent target language output focused on the tasks. Participant feedback was broadly positive, and indicates that specific features of Second Life such as individual avatars, coupled to the computer-based nature of the interaction, appeared to enhance discourse management, engagement, and participation. The findings suggest that Second Life provides an arena for learner centered social interaction that offers valuable opportunities for target language practice, and the development of autonomy. Areas of potential for future research are identified.
Doc 191 : The use of new technologies among in-service Colombian ELT teachers *
This study reports on the impact of the Masters in english language Teaching with an emphasis on Autonomous learning environments from the Universidad de la Sabana. The report highlights how graduates from 12 cities from 9 departments throughout Colombia are using Information and Communication Technologies (ICT) for english language learning in order to promote autonomy. The data that has been gathered thus far reveals that teachers are becoming much more comfortable in evaluating ICT tools in accordance with their teaching context, the strengths and opportunities of ICT tools and their consequent improvement on language teaching, while promoting the development of autonomous learners.
Doc 197 : Teacher Leadership and Autonomous Student Learning: Adjusting to the New Realities.
Abstract This paper focuses on a most significant domain of inner power of teachers’ lives—their leadership of student learning. Traditional conceptions of teacher leadership owe much to the presumption of a classroom, or a formally designated site, where teacher instructed learning takes place. However, the rise of the Internet, with its ready availability of information has resulted in a shift towards much greater autonomy in student learning. The study reported here explores the perceptions of students, teachers, and parents about this shift to teacher-less learning, and the consequences it has for how we are to understand teacher leadership, especially where it concerns student engagement and participation in school. It also explores the efforts teachers themselves have made to understand their role amid these new realities.
Doc 201 : Reflections about the Use of Information and Communication Technologies in Accounting Education
Abstract The teaching of accounting sciences requires innovative alternative methodologies that allow a greater dynamism in students’ learning processes, encouraging their autonomy in order to foster greater understanding and ownership of accounting topics covered in class. In that sense, the use of ICT for educational purposes has been positioned as a dynamic and interactive alternative that allows the application of knowledge and encourages the feedback in the learning process. This paper aims to reflect on the use of ICT in accounting education as a strategy to improve teaching and learning processes in students of the Department of Finance of Metropolitan Institute of Technology of Medellin. It is proposed a teaching method with a learning virtual object through a virtual mediator of accounting formulations. It has a pedagogical purpose of providing students with a conceptual and practical tool to interpret and analyze accounting and financial topics at the enterprise level. It is observed that the interaction between accounting graph logic and logic of dynamic perception facilitates the processes of teaching and learning in the disciplines of accounting and finance. It is reflected in greater motivation and understanding of mathematical equations in financial area that will carry out to experimentation of knowledge learned in the classroom.
Doc 217 : INTRODUCING SCIENCE BY DISTANCE EDUCATION TO UNDERGRADUATE STUDENTS
Exponential growing of scientific and technological knowledge of nowadays society demands new abilities and competences of theirs citizens. In the other hand, the development of Information and Communication Technologies (ICTs) and the low cost of equipments provide a new teaching strategy, namely distance education, through intranet or internet. The familiarity with of scientific method stimulates autonomy in obtaining information, critical thinking and logical analysis of data. These are useful abilities for science students as well as for common citizens. Aiming the development of such abilities a distance course was developed in 45 hours, using mainly forum and chat in the Claroline platform with technical support of the Centro Nacional de Supercomputacao da UFRGS. All the students attending the course were from Fundacao Faculdade Federal de Ciencias Medicas de Porto Alegre. In this course the following topics were explored: (1) scientific knowledge x common sense, (2) different conceptions of science, (3) scientific method, (4) different categories of science publications, (5) principles of Logic, (6) deduction x induction (7) paper analysis simulation. Scientific project writing was taught/learned through the following items: (1) choice of a problem, (2) bibliography revision, (3) agencies for funding, (4) project presentation by videoconference and (5) analysis of results. The course was evaluated by Likert-type questionnaire and the results from students and teachers indicate a very successful outcome.
Doc 220 : Scaffolding Collaborative Exchanges Between Expert and Novice Language Teachers in Threaded Discussions
: This article presents a two-semester study that examines the effectiveness of threaded discussions for foreign language teaching methods courses. In particular, this study focuses on how students view the role of asynchronous computer-mediated communication in the development of language pedagogy through an exchange with expert teachers from secondary schools. The author gathered data from 32 students who participated in weekly discussion boards, wrote monthly reflective logs, filled out surveys, and joined group interviews. The findings demonstrated that online discussions promoted scaffolding by which expert teachers assisted students in creating reflective messages. In addition, threaded discussions fostered learners’ autonomy and accountability while supporting collaborative learning through social interaction. The study suggests three essential ingredients to maximize the potential benefits of discussion board for language teacher training: (1) use of carefully designed tasks that engage critical thinking, (2) scaffolding strategies for monitoring group discussions, and (3) inclusion of online etiquette to avoid confusion and reduce personal conflicts.
Doc 221 : Computer-Mediated Communication: promoting learner autonomy and intercultural understanding at secondary level
The use of Computer-Mediated Communication (CMC) has been hailed as a solution to the problem of access to native speakers for language learners. This project was devised to investigate whether regular and structured use of email, here via a bulletin board, might enhance learners’ study of French, with regard to developing learner autonomy and intercultural understanding. School-age learners of French and English in four countries (Belgium, England, France and Senegal) were placed in groups of about six, and encouraged to communicate both freely with each other and in response to certain stimuli. An analysis of the discourse via the online messages written by participants finds a high level of response, with learners exercising autonomy in a variety of ways. Learners use both their native tongue (L1) and the foreign language (L2) to communicate, without teacher intervention, with peers in other cultural contexts, and there is evidence to suggest that participation in E-group learning of this kind could de…
Doc 223 : Taking things into account: learning as kinaesthetically-mediated collaboration
This paper presents research on participant learning processes in challenge course workshops using the framework known as Cultural-Historical Activity Theory (CHAT). CHAT views learning as a shared, social process rather than as an individual event. Participants’ experiencing and learning was mediated by the physical and social conditions of the experience and by the contributions of other participants. The concept of mediation suggests that the meaning participants make of experience is not an individual event, but instead is enacted as a creative, collaborative process using cultural and institutional tools. The recognition that people’s physical, social and reflective learning processes are mediated, challenges longstanding assumptions about the radical autonomy of learners, about ‘direct experience,’ and about the centrality of independent, cognitive reflection in experiential learning. Empirical data showing processes of mediation are presented, and the implications for research and theory are discussed.
Doc 224 : Integrating Learning Technologies and Autonomy: A CLIL Course in Linguistics
The project we intend to present arises from the need of enhancing the process of teaching and learning academic disciplines through and with an additional language. In this paper we shall describe some online modules of a CLIL course in Linguistics dedicated to foreign students of L2 Italian. The modules are part of a course delivered both in presence and at a distance with a dual focus: learning a content - Linguistics - through a foreign language - Italian - in an integrated dimension. The online course, inspired by constructivist and learner-centred approaches, presents a series of collaborative and communicative technology-based activities developed in a virtual classroom and structured around three main sections: thematic, social and linguistic. The first presents the contents of the course (Morphology) through a video lesson with a series of interactive multimedia activities, the second promotes interaction between teachers and students through forums and chats, the third offers a virtual self-access centre with pathways and resources that students can choose, according to their levels and needs, to learn the Italian language.
Doc 226 : Online supervision : a theory of supervisors’ strategic communicative influence on student dissertations
Online supervision mainly focuses on written communication and electronic drafts, while offline supervision comprises physical and social clues, verbal communication, and drafts of texts. This article focuses on supervisors’ written online communication about drafts of undergraduate student dissertations. Theoretically, these utterances form part of the communicative exchanges performed in the practice of supervision. This means that supervision is an emergent phenomenon that relates to its past, current, and future states. The setting was a dissertation course within a bachelor programme in behavioural science. The data consists of 423 utterances from four supervisors. The utterances were analysed and categorised, and the results show different qualities and degrees of identifications in the supervisors’ communicated utterances. The study shows that the quality of supervisors’ utterances embraces the difference between the application of comments, points of view, instructions, and questions. This implicates the importance of supervisors’ awareness of the nature and the combination of their utterances if they want to increase the student autonomy when supervising online.
Doc 234 : Maybe you don’t want to face it - College students’ perspectives on cyberbullying
We reported focus group data on college-level cyberbullying in a social context.The stigma of cyberbullying in college influences avoidance of the problem.Cyberbullying terminology was often misunderstood affecting case identification.A multi-level intervention was described to shape cultural norms and reduce rates. Cyberbullying is a growing phenomenon in our society with the technological advances that are occurring. This type of bullying can transpire at all hours via text message, email, or social networking sites. According to several studies, college students are being affected by cyberbullying, with prevalence rates ranging from 8% to 21%. Many psychological ramifications exist as a result of cyberbullying among victims and bullies. It is crucial to learn more about how this phenomenon is affecting the social and learning environments in college, as well as how college students view cyberbullying. First and second-year students at a southern university were recruited to participate in this qualitative study. The researchers conducted six focus groups with 54 students. The participants reported reasons for cyberbullying in the college environment, such as retaliation in relationships. Independence and autonomy were discussed as reasons why college students do not report cyberbullying to others when it occurs. Participants discussed future interventions to reduce cyberbullying that included coping strategies, utilizing university services, and engaging in legal action. The authors recommend utilizing a multi-level Socio-Ecological approach to reduce cyberbullying rates. Additionally, evaluation research needs to be conducted on what works and what does not in the prevention of cyberbullying.
Doc 239 : Power shifts in web-based translation memory
Web-based translation memory (TM) is a recent and little-studied development that is changing the way localisation projects are conducted. This article looks at the technology that allows for the sharing of TM databases over the internet to find out how it shapes the translator’s working environment. It shows that so-called pre-translation–until now the standard way for clients to manage translation tasks with freelancers–is giving way to web-interactive translation. Thus, rather than interacting with their own desktop databases as before, translators now interface with each other through server-based translation memories, so that a newly entered term or segment can be retrieved moments later by another translator working at a remote site. The study finds that, while the interests of most stakeholders in the localisation process are well served by this web-based arrangement, it can involve drawbacks for freelancers. Once an added value, technical expertise becomes less of a determining factor in employability, while translators lose autonomy through an inability to retain the linguistic assets they generate. Web-based TM is, therefore, seen to risk disempowering and de-skilling freelancers, relegating them from valued localisation partners to mere servants of the new technology.
Doc 242 : Extensive writing in foreign‐language classrooms: a blogging approach
A weblog (blog or Web log) has recently become one of the most widely used Internet applications. The current study concerns developing a blog specifically designed for learners learning English as a foreign language. The study investigated the effects of extensive writing by comparing the writing performance in the first three and the last three blog entries written by the participants. The study also conducted a survey to examine participants’ blogging process and their perception of blogging. The results of the study show that writing on blogs could enhance participants’ overall writing performance, promote participants’ autonomous monitoring of their own writing, and promote positive attitudes toward foreign‐language writing. From its findings, the study concluded that writing weblogs in an online environment could be beneficial in improving learners’ writing skills, enhance learners’ motivation to write, and foster both learners’ monitoring strategies and learner autonomy.
Doc 243 : Identifying meta‐clusters of students’ interest in science and their change with age
A 5-year primarily qualitative study of a major effort to bring the Internet to a large urban school district in the United States suggests that Internet use brought about unplanned as well as planned change in classroom roles and relationships. Specifically, it increased student autonomy, due to factors including increased student access to external resources, technical difficulties arising when students all tried to do the exact same thing on the Internet, and a reversal of the usual knowledge disparity between teachers and students. Internet use also frequently resulted unexpectedly in warmer and less ad-versarial teacher-student relations, due to factors including the tendency for Internet use to lead to small group work which in turn personalized student-teacher relations, increased student enjoyment and motivation, teachers’ discovery of unexpected Internet skills on the part of students who had not otherwise impressed them, and increased autonomy, which influenced the affective tone of student-teac…
Doc 247 : Learner Autonomy and Tandem Learning: Putting Principles Into Practice in Synchronous and Asynchronous Telecommunications Environments
The main title of the recent UNTELE conference refers to the question whether CALL development is technology- or pedagogy-based. In this paper, I will argue, not surprisingly, that it is both. Our own research at the Centre for Language and Communication Studies at Trinity College Dublin over the past 4 years has provided us with valuable insights on the relationship between pedagogy and technology. On the one hand, our centre has for years been actively involved in shaping the concept of learner autonomy, not least through the writings of the centre’s founder, David Little. On the other hand, our involvement in the tandem network and tandem learning as an implementation of learner autonomy principles has given us first-hand experience in various computer-mediated forms of language learning, especially e-mail and object-oriented multi-user domains (MOOs). This paper will first look at three different approaches to learner autonomy: an individual-cognitive, a social-interactive, and an experimental-partici…
Doc 254 : Flexible learning activities fostering autonomy in teaching training
The flexible use of digital recordings from EFL classrooms as well as online communication with teaching experts are two promising ways of implementing e-learning in the context of initial teacher training. Our research focuses on how to blend these elements efficiently with the different theoretical and practical content layers of an introductory course “Teaching English as a Foreign Language” to foster the development of critical, reflective thinking of prospective teachers of English and to empower the learners. In this paper we discuss the concept of autonomy as a course strategy and argue that enabling a student to take responsibility and to make informed choices is the main route to an autonomous learner. We introduce and analyze learning activities such as working with multimedia-based case stories that include video episodes as situational anchors and conducting an einterview. These learning activities are two formats that integrate elearning and contact learning in a directed, interactive way to foster the learner’s autonomy. The study is a follow-up of a pilot study on blended learning in a teacher training course and was conducted as action research in the 2004/05 winter semester. It combines qualitative and quantitative research methods and integrates multiple perspectives on the teaching and learning scenarios.
Doc 255 : Independent English Learning through the Internet
The studies on independent learning based on the theories of constructivism and the advantages of technology propose valuable ideas for modern teaching theories and practices. With the variety of environment and method of English learning, independent English Learning through the Internet is playing a more and more important role in modern English learning. It challenges the traditional learning approach, and also is forwardness. This paper points out that independent English Learning through the Internet facilitates the improvement of the English level even more on the basis of the author’s acquisition and experience, as well as explains the favorable factors and unfavorable factors of autonomy English learning on the Internet, suggesting the effective strategies of independent English learning through the Internet.
Doc 256 : “MySpace” or Yours? The Ethical Dilemma of Graduate Students’ Personal Lives on the Internet
The booming popularity of the Internet, and particularly increasing use of personal Web sites, social networking sites, and blogging, raises questions regarding the ethical use of psychology graduate students’ personal online information for academic purposes. Given rising controversies such as use of such information to screen applicants, I refer to the principles and standards of the Ethics Code of the American Psychological Association (2002) to examine ethical concerns associated with graduate students’ personal information on the Internet, namely, the protection of privacy, use of informed consent, consideration of autonomy, and implications for students’ clinical work. Finally, I make several recommendations for graduate training faculty and graduate students as they consider placing and using information on and from the Internet.
Doc 259 : TECHNOLOGIES FOR SECOND LANGUAGE LITERACY
Information and communication technology (ICT) has been used in language classrooms for more than two decades. Over this time, classroom use has moved from drill, text manipulation, and word processing to more interactive and communicative applications such as e-mail, chat, and web-based programs, requiring learners to acquire computer literacies. This chapter will begin by discussing both the parameters of ICT and the scope of literacies. It is then organized around discussion of the two types of literacies at the intersection of ICT and L2 learning: how new technologies facilitate acquisition of L2 literacies and what L2 literacies are needed for learners to participate in an increasingly digital world. Although research has mostly been limited to small-scale context-dependent case studies of individual classrooms, it has identified a number of issues that need to be considered as teachers (and learners) use ICT for language learning. Although ICT provides a natural context for learner autonomy, that autonomy needs to be developed systematically. In addition, ICT provides a context for learner identity formation through hybrid uses of language(s), in ways unexpected by teachers and learners. These new ways of using language may empower and motivate learners. Similarly, whereas ICT provides opportunities for collaboration and interaction, they are not automatic, and instruction needs to be skillfully scaffolded for learners to benefit from such opportunities.
Doc 268 : A Brief Study on Web Application Technology in Autonomous Learning of Learners
With the advent of the information age, multimedia and internet technology have been high on the agenda of college English teaching reform. Much research shows great progress has been made in the multimedia environment. However, it does not necessarily follow that there exist no problems in multimedia-based teaching. In order to further improve teaching, the application of Internet technology has begun to gain more and more attention in recent years.This paper probes into the application of web in teaching. A 16-week experiment between the experimental group and the control group is conducted. Based on the comparison of the two tests that the two groups had before and after the experiment and an face-to-face interview, the author finds out that the web-based model can not only help the learners perform better but also enhance their autonomy and independent thinking in learning, and so is their learning interest.
Doc 269 : Las tecnologías de la información y la comunicación como entorno de convergencia tecnológica. El Design Thinking aplicado a la discapacidad intelectual
This article presents research related to the use of the Information and Communication Technology (ICT) by people with intellectual disabilities as a means to increase their autonomy in basic daily activities offering people with barriers in learning and participation an environment of technological convergence that meets the characteristics of universal accessibility: invisibility, ubiquity and adaptability. For this, a software with accessible interface was designed in order to make the use of the training program the most easy and attractive possible. Training with this program provided an increase of up to 10% in autonomy in some of the categories of ABVD, thus demonstrating the efficacy of the software designed through the parameter of design thinking.
Doc 280 : Promoting Independent Learning Through Language Learning and the Use of IT.
Students from the People’s Republic of China enrolled in an ‘English for academic purposes’ (EAP) programme at the National Institute of Education (NIE), Singapore is strongly encouraged to take an active role and be independent to some extent in its learning. For this purpose a self‐access centre (SAC) was set up where students themselves decide on the kinds of learning activities they wish to participate in at the centre. This weekly 1 hour session is built into the curriculum so that all students, regardless of their English proficiency, have the opportunity to develop autonomy in their learning. Unlike traditional self‐access centres, where worksheets usually form the core resource, the SAC at NIE taps resources from the Internet. Students can access these resources even when they are off campus. In addition, other resources, such as CDs, VCDs and reading materials, are available at the centre for students to use in order to improve their English. The first section of this paper provides some backgrou…
Doc 284 : Intra-group autonomy and authentic materials: a different approach to ELT in Japanese colleges and universities
Abstract Globalization and the information-technology revolution demand that Japanese citizens develop a working knowledge of English to participate in the global communication process. This requires a radical departure from traditional language teaching practices. Japanese students need to develop learner autonomy and the skills to use authentic language texts in a cooperative learning context so that they can develop the intellectual and social skills to use English as an authentic global language among Japanese language speakers. Students at a women’s college in western Japan used an Australian junior high school social science text and personal and internet resources to put these principles into practice. Small permanent groups of students chose their own areas of study in designated topic areas, engaged in collaborative research, and presented their group findings in posters supported by oral and written reports. Diaries provided students with an effective means of reporting their understanding of the learning strategies employed to the teacher. The group discussions of the collected strategies helped students expand their working knowledge of English.
Doc 286 : Local Autonomy and Training of public Librarians
A public librarian is an occupation, which requires long-term. continuous training and difficult study to acquire and cultivate professional knowledge and skills. It is a necessity to achieve new knowledge, information and skills via appropriate retraining. A training system is the method which gives chances of retraining to public librarians. After examining some of the problems with the existing training system, it is apparent that the direction of training system needs to be decentralized. That is each local branch should be autonomous in terms of new training for librarians. For the method of training system, each autonomous unit would integrate the different theories to apply to the community-at-large and invite practical specialists from the local community to lecture. The training classes would be elective in that the each librarian could choose the classes he/she wants to take and give them credits for that, but the certificate for the class would also go towards completion for the required technical training. Finally, the utilization of cyber-education should be introduced, and the library association`s role strengthened, to help public librarians cultivate their specialties.
Doc 291 : The future of the city of intellect : the changing American university
Based on new data and new analytical frameworks, this book assesses forces of change at play in development of American universities and their prospects for future. The book begins with a lengthy introduction by Clark Kerr that not only provides an overview of change since time he coined phrase the city of intellect but also discusses major changes that will affect American universities over next thirty years. Part One examines demographic and economic changes, such as rise of nearly universal higher education, private gift and corporate sponsorship of research, new labor market opportunities, and increasing inequality among institutions and disciplines. Part Two assesses profound influence of Internet and other technologies on teaching and learning. Part Three describes how various forces of change affect nature of academic research and organization of disciplines and curriculum. Part Four analyzes consequences of change for university governance and means by which universities in future can maintain high levels of achievement while maintaining high levels of autonomy. The contributors include many of today’s leading scholars of higher education. They are Andrew Abbott, Steven Brint, Richard Chait, Burton R. Clark, Randall Collins, David J. Collis, Roger L. Geiger, Patricia J. Gumport, Clark Kerr, Richard A. Lanham, Jason Owen-Smith, Walter W. Powell, Sheila Slaughter, and Carol Tomlinson-Keasey.
Doc 294 : Physical and psychosocial aspects of the learning environment in information technology rich classrooms
This paper reports on a study of environments in emerging Internet classrooms. At issue for this study is to what extent these ‘technological classrooms’ are providing a positive learning environment for students. To investigate this issue, this study involved an evaluation of the physical and psychosocial environments in computerized school settings through a combination of questionnaires and inventories that were later cross-referenced to case studies on a subset of these classrooms. Data were obtained from a series of physical evaluations of 43 settings in 24 school locations in British Columbia, Canada and Western Australia. Evaluations consisted of detailed inventories of the physical environment using the Computerised Classroom Environment Inventory (CCEI): an instrument developed specifically for this study. Data on psychosocial aspects of the environment were obtained with the What is Happening in this Class? (WIHIC) questionnaire administered to 1404 high school students making routine use of these computerized classrooms. Potential deficiencies in the physical environment of these locations included problems with individual workspaces, lighting and air quality, whereas deficiencies in the psychosocial environment were confined to the dimension of Autonomy. Further analysis of these classroom environment data indicated that student Autonomy and Task orientation were independently associated with students’ Satisfaction with learning and that many physical (e.g. lighting and workspace dimensions) and psychosocial factors (e.g. students’ perceptions of Co-operation and Collaboration) were also associated. The results provide a descriptive account of the learning environment in ‘technology-rich’ classrooms and, further, indicate that ergonomic guidelines used in the implementation of IT in classrooms may have a positive influence on the learning environment.
Doc 299 : Distributed Collaborative Learning in a Telematic Context: Telematic Learning Support and its Potential for Collaborative Learning with New Paradigms and Conceptual Mapping Tools
CSCL (Computer Supported Co‐operative Learning), better called TSCL, Telematic (and IT) Supported Co‐operative Learning, seems to be driven by both social dynamics (like the tendency to reduce the formal training component in industrial settings, and have it replaced by training on the job, handling EPSS, etc) and technological facilities like Internet‐based communication tools. This paper reports a recent research plan that anticipates the situation where individual learners, all having their individual learning agendas, look for partners in their learning process. TSCL, then, can assist those learners to announce them to the learning community, and also find appropriate partners to co‐operate with. As far as educational institutes are concerned, we expect them to increase the level of autonomy for the learner. Teaching in this case becomes ‘facilitating the information access to the learner’ and ‘facilitating the communication between actors in the learning process’.
Doc 300 : Autonomy of participation and ICT literacy in a self-directed learning environment (SDLE)
As web technologies gradually become versatile and more powerful, more flexible paths and opportunities are revealed for self-directed learning and online assessment. It is hoped officials and advocates recognize IT related certification programs (NSSB Recognizes First IT Certification Program 2002). The Internet and Computing Core Certification (IC3®) certification program is designed for individuals to develop digital literacy skills, including fundamental computer and Internet use. The particular interest of the study is to explore the relative contributions of the Certification Recognition Program (CRP) and associated autonomy of participation and achieved literacy for internet computing & technology (ICT), as well as the interactive influences of the degree programs and grade levels. Five hundred and ninety six male undergraduates majoring in IT were invited to participate in the Certification Recognition Program for a calendar year. The certification recognition program covers a set of three standardized tests based on the IC3® by CertiportTM. The study found ICT literacy is predicated by the students’ autonomy of participation (AP) in the Certification Recognition Program (CRP), and SP was related to the grade level (GL) and the enrolled degree program (DP), indirectly affecting ICT literacy as a result of the transiting effect of AP.
Doc 301 : Autonomy in Nursing Students Process of Knowledge Construction: the Educational Chat as a Teaching Tool
This documental study has the qualitative approach of a case study. It analyzes how autonomy has been developed in nursing students process of knowledge construction, in a context mediated by the use of educational chat in Learning Management Systems (LMS). The analyzed materials were eight discussions promoted by students, professors, and monitors in the chat session of TelEduc LMS. The software NVivo was used to categorize data and Content Analysis for the analysis of information. Data analysis used Freire as a reference point, revealing that nursing students need to develop their autonomy by acknowledging their incompleteness. Professors can aid this process by problematizing and developing critical dialogical relations. The potential of the educational chat as a pedagogical tool is highlighted because it encourages students to autonomously seek knowledge.
Doc 308 : Mentorship Modes: Strategies for Influencing Interactive Learners
In the age of the Internet, students are clamoring for immersive and participatory learning experiences, but how can teachers share autonomy without losing control of their classrooms? In an effort to address this important question, this article suggests three mentorship modes that educators can employ in order to effectively engage with today’s interactive learners. Lecture-based instruction is a single mode form of teaching in which information is disseminated by a lone authority-figure. In contrast, learning-centered mentorship is a three-mode process in which autonomy is shared and authority flows in multiple directions at once: bottom-up (modeling), laterally (collaborating), and topdown (organizing and supervising). This work draws on research and theories related to student-centered pedagogy, as well as the trial and error experimentation of the author and interviews with successful participatory educators working at Tribeca Flashpoint Media Arts Academy in Chicago, a school devoted almost exclusively to problem-based and project-based learning.
Doc 312 : Learner Autonomy through Smartphone Applications Vis-À-Vis Paulo Freire’s Pedagogy of The Oppressed
Paulo Freire’s classical book Pedagogy of the Oppressed (1968), written in Portuguese, calls for a pedagogy that would assume a new relationship between student, teacher and society. Freire christens traditional peda- gogy a banking system, for it considers the student an empty shell waiting to be filled with knowledge, like a piggy bank. He argues strongly for education to treat the student a co-creator of knowledge. The younger generation need not meekly accept society’s status quo and education should help them to deal with reality critically and creatively so that they can transform their worlds. This paper explores how a tech savvy student can learn a new language, based on the dictum of Friere, using smartphone apps such as Mango and Mosalingua. It explains how a gadget like smartphone can offer learner autonomy which guarantees vocabulary enrichment, pronunciation models, visualization, and comprehension of cultural complexities in respect of a new language. Smartphones and Tablets have revolutionized our way of living. Initially, we were only aware of such applications as emails and search engines. But with the advent of new breeds of smart- phones, thousands of new applications are being uploaded into the Android and the iOS markets. Only the creme de la creme of the population knows about the benefits and the usage of these applications. A majority of students are unaware of the existence of these applications, which can be used as part of cus- tomized learning pedagogy where the learner can learn at his/ her own pace and convenience. In this context, the relationship between the power of smartphone applications and a theory of pedagogy meant for the support of the oppressed needs our keen attention. Pedagogy of the Oppressed Paulo Freire’s Pedagogy of the Oppressed was written at the time of decolonization when former colonies like Africa, Asia, and Latin America became autonomous countries. Decoloniza- tion is an important subject of the book. This book is not about nation’s transformation but about individual and collective hu- man development. The discussion is about the internal colo- nization which is nothing but being oppressed even after the colonial forces and the military forces have left the state. The colonization discourses still remain. Still there are such ques- tions around as, which culture, caste, or language is superior to other? Freire’s book is about healing the self. The important issue in it is how the pedagogy of the oppressed helps people to coun- ter the internal oppression. It tells us about a pedagogy which can help people, especially students, from oppression. There are two propositions. The first one is to identify the subject dis- courses like the economic and social ties that keep people down. The second proposition is that transformation of the oppressed is possible when such people can liberate themselves from op- pression.
Doc 315 : Contribuições da neurociências para a educação matemática de uma pessoa com necessidades educativas especiais intelectivas
This article presents a framework from a qualitative research, which is a case study, conducted with a student who has Spina Bifida, implementing an individualized electronic didactic sequence, which has as its central objective to qualify his autonomy in mathematics. The investigated student was 14 years old and attended the 7th grade of elementary school in 2012. The guiding question of this research was: can a person with a mild level of Intellective Special Educational Needs overcome cognitive difficulties in Mathematics involving an electronic didactic sequence? We emphasize the importance of neuroscience advances in educational process of people with Intellective Special Educational Needs, the multimodality of stimuli offered by Information and Communication Technology and the frameworks from the experiment results carried out between 2010 and 2012, with weekly meetings between researchers and the student, which indicate an evolution related to mathematical concepts such as cardinality, ordinality, place value, additive structure, comprehension of units of time, Brazilian monetary system and resolution of problems involving these concepts, especially those related to the additive field.
Doc 317 : Digitally mastered? Technology and transition in the experience of taught postgraduate students
Taught Master’s students have been largely overlooked in research into learners’ engagement with digital technologies. This article reports work to redress this imbalance, in which an extended email correspondence was conducted with 23 Master’s students. Specifically, it investigates (1) the extent to which these students start their courses both functionally competent in the use of IT and digitally literate, and (2) the relationship between students’ engagement with digital technologies and their experience of transition to postgraduate study in five areas: knowledge and skills, autonomy, ‘deeper’ learning, enculturation into an academic community, and self-concept. Findings suggest that students may initially be less functionally competent in IT than might be expected, but use these tools in an informed manner. Engagement with a wider range of digital technologies parallels their shift from novice to expert practice and their developing self-concept as researchers; however, non-digital means also remain…
Doc 322 : Can the integration of field and classroom-based learning enhance writing? The life on our shore case study
There is a need to evaluate the benefits to children of integrated classroom and field-based learning. In this article, we describe a case study that involves children in the production of a field guide: an authentic task which integrates learner autonomy and open enquiry with field work, information and communication technologies (ICT) and classroom-based activities. We consider the impact that this task has had upon aspects of the children’s factual writing. Although we found no improvement in the ability of the children to write sentences and only a marginal improvement in their ability to write for composition and effect, we did find a significant improvement in their ability to write about the ecology of an animal that they had encountered firsthand when compared to an animal that they had not encountered in life.
Doc 323 : Motivating factors in online language teacher education in southern Argentina
Abstract Online teacher education is of growing interest and so is the study of motivation as a key factor in technology-mediated learning environments. This study is based on a pre-service language teacher education programme in Patagonia, a southern Argentinian region with no face-to-face training offers, limited Internet access and a large number of unqualified teachers. Our goal is to broaden the understanding of online teacher education programmes at undergraduate level in contexts where most trainees are practicing teachers and where online education is the only possibility for holding a teaching qualification. We focused on the motivating factors that led 71 trainees to enrol and to remain in this online teacher training course. Through a mixed methods approach, the trainees completed an online survey ( n = 71) and participated in a follow-up interview ( n = 24). Results showed that obtaining a teaching degree, autonomy, and individual activities were key factors in initial and sustaining motivation. Participants’ experiences challenged collaborative learning in an online environment.
Doc 332 : Parle avec Moi: Training in digital and linguistic competence in a French course hosted in a wiki platform
Abstract A French blended course called Parle avec Moi was developed at the University of Padua. Parle avec Moi was based on a wiki platform (PBworks). The aims of the course were manifold: linguistic, metalinguistic (since conversational analysis was the main theoretical topic of the course), and methodological. The virtual context created using Web 2.0 tools helped the students consolidate and widen their active role and autonomy, fostering many of the key competences for lifelong learning outlined by the European Parliament and the Council framework (European Union, 2008), and above all, to develop their digital competence (2006/962/EC). In particular, students experimented with the three dimensions of the concept of digital competence outlined by Calvani et al . (2009) in their research project for assessing digital competence. Besides these introductory materials, which led to a certain savoir faire, to a sound understanding of the opportunities and potential risks of internet-based communication, students were successfully instructed in becoming ( savoir etre ) good builders of common knowledge in a wiki community.
Doc 337 : How Much Does the Distance in Distance Education Matter? Our Students Speak
Distance learning programs in social work education have been growing exponentially throughout the United States. This study interviewed Master of Social Work (MSW) students enrolled in two synchronous distance-learning courses that employed a blended pedagogy, and evaluates their insights about the learning experience. For these two courses, material was presented via video conferencing and supplemented with online media at two campuses at a large school of social work. In order to give students a voice about their experiences, data were collected using semi-structured face-to-face interviews. Common themes included: autonomy, emotional connectedness, technological challenges, and knowledge acquisition. Both the strengths and challenges related to distance learning are discussed.
Doc 340 : University Instructor Perceptions of the Use of Asynchronous Text-Based Discussion in Distance Courses.
This study was conducted to extend our understanding of the impacts on instruction when asynchronous text-based Internet communication technology is integrated into distance courses. The researchers interviewed twelve university instructors to examine Berge’s (1995) four roles of the use of technologies as an interview guide. Moore’s (1972) theory of transactional distance was used to interpret the data. The results revealed that as university instructors in distance education programs gain experience, they find it is possible to translate many face-to-face instructional strategies to the online classroom and learn the technical aspects necessary for effective use of asynchronous text-based Internet communication tools. However, most instructors continue to experience a tension between structure, dialogue, and autonomy.
Abstract People are looking for flexible learning to accommodate their needs for improvements. One option is through internet based learning or online learning. Internet has provided people with unlimited access to information. Online learning enables lifelong learning become more accessible. The development of online learning offer opportunities for teachers to create mentor online as to support student engagement in learning. Online learning provides multimedia and instructional information. Therefore e-mentoring becomes a viable tool to help student engage in online learning. By using electronic communications, e-mentoring intends to develop and grow the skills, knowledge, confidence, and cultural understanding of the lesser skilled individual. E-mentoring enables teachers interacting with students through email, online chat and online bulletin board regardless of geographic location. Consequently, learners are capable to build their own knowledge when they feel connected by the activity in which their engage. The purpose of this research is to investigate learner’s factor toward e mentoring. The study aims to identify learner’s attitudes toward e- mentoring. In fact understanding learner’s attitude toward e-mentoring is essential to ensure learners can reap the benefits of mentoring. A survey analysis was carried out. A total of 205 participants were asked to answer a questionnaire. A factor analysis and multiple regression technique were carried out. Factor analysis result indicated there are two groups of learner’s attitude that is learner autonomy and teacher as assisted tutors. Finding shows that learner’s attitudes play a role in predicting e-mentoring. To ascertain the successful of e-mentoring program, this research provide evidence learner’s attitude are critical factors to ensure students would stay involve with their mentor.
Doc 343 : RSS and content syndication in higher education: subscribing to a new model of teaching and learning
While blogs, wikis and social networking sites are enjoying high levels of attention as tools to support learning, Really Simple Syndication (RSS) remains the “poor cousin” of these technologies in the higher education classroom, with relatively low uptake amongst educators and students. In this article, the authors argue that the affordances of RSS and content syndication can be used to deliver rich, active, social learning experiences that promote a high degree of learner personalisation, choice and autonomy. They describe a number of ways in which the potential of RSS can be exploited to transform pedagogy in ways that are congruent with emerging theories and models of learning, and that are consistent with the philosophy and ethos of Web 2.0 and networked society at large. The article concludes with a consideration of some of the issues and limitations facing the uptake and use of RSS for teaching and learning. La «Syndication Vraiment Simple» (SVS) des contenus dans l’enseignement superieur: l’adhesi…
Doc 347 : Foundation of theological college in Belgrade and establishment of legal framework for its functioning
The foundation of the Theological College in Belgrade is viewed in the context of complex political circumstances which followed the restoration of the Serbian state and the efforts of the Serbian church to gain autonomy and the right to elect bishops independently from the Universal Patriarchate. Once having achieved these goals, and with a conviction that the achieved must be defended and maintained by knowledge and education, the state authorities founded a seminary for education of priests and teachers capable to carry out national and spiritual reformation. The accord between the state and the Church regarding the strategic aims enabled the very first vocational school in Serbia to develop continuously its curricula and hire better and better teaching staff each year. However, due to the change of circumstances, the state passed the laws by which it enforced its dominance and showed a clear intent to subordinate theological education to its control. Yet, by its continuous activity during two crucial centuries, the Seminary became a part of collective consciousness, and its cadres contributed actively to the creation of original cultural and value patterns and preservation of national identity of the Serbian nation. The brilliant history of this school and its precious experience can be of great encouragement not only to the researchers of our pedagogical inheritance but also to all those who are engaged in reforming and adjusting education in Serbia to the European standards. .
Doc 355 : Governing and governance in education: Introduction
The theme of this special edition is ‘Governing and Governance in Education’. The way the education system is governed is important for society. However, despite its importance, educational governance is substantially underresearched in comparison with other aspects of the management in educational settings. Furthermore, governing does not have the same profile as other aspects of management in education, such as the work of the headteacher or leadership in educational settings. Policy changes in train in the United Kingdom and elsewhere, such as the increased autonomy of educational institutions, reduced funding for schools and colleges, the continual emphasis on enhancing student attainment and achievement, and the emphasis on inter-organisational collaboration are likely to enhance the importance of governing and governance. In addition, new approaches to governing and governance are needed in order to engage with diversity and to encompass a range of styles from different societies and contexts. This issue is of particular importance to me and my own research interests (Showunmi, 2012). Equality and diversity inhabit difficult and sometimes sensitive territory, reflecting the difficulties and sensitivities inherent in society. In that sense they are an inevitable – and welcome – part of the wider education landscape. Surely a 21st century school, college or university, with values of collaboration, free speech and the expression of all views, is exactly the place to embrace these issues through good governing and appropriate governance. This special edition includes a range of very varied perspectives on aspects of governing and governance. Each of the author’s articles has significant things to say. The James, et al. article identifies features of the context for school governance generally in England and within each aspect reviews the constellation of current challenges confronting school governing bodies. This article is followed by a fascinating contribution from Poultney that is seeking to investigate how a small independent girls school has, over the last four years, shaped and defined its governing body to support a new headteacher and uphold its Moravian roots through a Board of Trustees who oversee and delegate governor responsibilities to the governing committee. The next article, written by Fitzgerald and Drake, draws on a study that investigated the responsibility of primary school governors in the financial management of schools in the UK and the way these responsibilities are discharged. Baxter and Wise, the authors of the next article, examine the ways in which being a member of a federation governing body impacts upon the governor identities. Using a case study based upon a single academy federation, the investigation employs a framework for identity analysis to analyse qualitative in-depth interviews with members within governing organizations in the federation. In the following paper, Hill and James report on the findings from a research study that sought to gain a greater understanding of the ways in which senior staff contribute to further education college governance. They analyse how senior staff experience their role and how they contribute to college governance. The final paper by Cutajar, et al. focuses on the history and background of the reforms to the Maltese education system and the way that governing has developed as part of those reforms. It argues that the reforms, which were intended to promote collaboration between schools, have missed an opportunity to bring about distributed governance. This special edition has come about through the BELMAS Governing and Governance Research Interest Group. If you have an interest in governing and governance in education and would like to find out more about the Group, please contact the convenor, Dr Ron Hill (ronandjennyhill@ btinternet.com). Finally, I would like to thank all the authors for their excellent contributions to what I consider to be an important and timely edition of the journal.
Doc 356 : A new tool for teachers and researchers involved in e-mail tandem language learning
This paper presents a new teacher interface for the Electronic Tandem Resources (ETR) site, the student interface described in Appel & Mullen (2000), and a new version of the site designed specifically for research purposes. The main features of the original site geared towards the language learner were the creation of a virtual environment for tandem language learning and the provision of tools and data intended to help foster the development of learner autonomy. The new teacher interface supports the integration of tandem language learning activities in the foreign language classroom and addresses the difficult issue of performance assessment and task evaluation. Computer-mediated communication activities between students in different countries are notoriously difficult for teachers to monitor. Nevertheless, there is evidence that in certain situations it is beneficial for the teacher to be able to monitor these activities. The teacher interface of the ETR site offers a user-friendly interface which requires only basic computer skills, and gives teachers access to data such as the date of the most recently sent messages, the number of words sent by students and the percentages of text written by each student in their respective L1 and L2, without giving teachers access to the content of the messages, thus preserving students’ privacy. Furthermore, a slightly different version has also been designed for evaluation of the learning by the researcher investigating second language learning in an electronic tandem environment. This interface has been designed for setting up experiments and some of its features allow for control over variables related to the experiment. The interface records time stamps for sent and received messages.
Abstract This article discusses the informal learning of English by non-native speakers with particular reference to the role of virtual communities. The concept of informal learning is presented and related to current areas of interest in the literature such as incidental learning, and dynamic systems theory. Our research investigates how non-specialist language learners use the Internet in their spare time to read and listen to English, and also communicate in English, notably in online communities through social networking websites. The study looks particularly at the dynamics of these phenomena by studying a small number of non-native users of English over a period of two months. The results of this research will be used to question the relevance of the learner autonomy paradigm, which has been a cornerstone of language learning policy in Europe for the past thirty years.
Doc 360 : CALL and the development of learner autonomy: Towards an activity-theoretical perspective
While the concepts and principles associated with learner autonomy underpin a broad range of CALL applications and research projects, current debates and research paradigms in CALL do not provide adequate tools and models to investigate in depth the relationship between CALL and the development of learner autonomy. This paper explores the potential of cultural-historical activity theory to study this relationship. Starting from the complex and multidimensional nature of learner autonomy, it highlights some of the weaknesses in the CALL literature addressing some aspects of this relationship. Following a presentation of the main tenets of cultural-historical activity theory (CHAT), including the notion of contradiction which is at the core of CHAT, it then seeks to demonstrate how activity theory can assist us in rethinking our understanding of learner autonomy in the context of technology-rich language learning environments and in formulating suitable criteria and questions, which can guide judgemental and empirical analyses. The paper concludes by illustrating some of the principles explored through examples drawn from an activity-theoretical judgemental analysis of a French module delivered to first year students in Dublin City University.
Doc 362 : Iranian EFL Teachers’ Familiarity, Attitudes and Willingness towards Different Internet Tools and their Applications
The purpose of this study was to explore the Iranian EFL teachers’ familiarity, attitudes and willingness toward applying different internet tools in their classrooms. It also investigated the platform problems and teachers’ main concerns towards integrating these tools. Accordingly, 263 EFL teachers who were randomly selected from different institutes in three Iranian provinces were asked to answer the researchers-made questionnaire. The results revealed that EFL teachers 1) are highly familiar with most of the internet tools; 2) have highly positive attitudes towards using and integrating internet tools in their classrooms; 3) are willing to use these technologies for developing certain language skills competency; and 4) are highly concerned about culturally inappropriate materials and students’ internet dependability and autonomy. Furthermore, it was found that the results were affected by variables such as teachers’ age and educational degree. Finally, it was concluded that in spite of the EFL teachers’ positive attitudes and willingness towards these tools, still they are facing some challenging concerns about the application of the given tools due to some cultural and platform problems. Normal 0 false false false RU X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:Обычная таблица; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:Calibri,sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;}
Doc 363 : Cybernetic embodiment and the role of autonomy in the design process
Purpose – This paper aims to develop the role of autonomy in the emergence of the design process. It shows how the design process is facilitated by autonomy, how autonomy is enhanced through the design process and how the emergence of anticipatory and future‐oriented representational content in an autonomous cognitive system provides the functionality needed for the strengthening of both its autonomy and the design process, in which the autonomous cognitive system purposefully engages.Design/methodology/approach – Initially, the essential characteristics of the design process and of the cognitive systems participating in it will be identified. Then, an attempt to demonstrate the ability of an enhanced second‐order cybernetic framework to satisfy these characteristics will be made. Next, an analytic description of the design process under this framework is presented and the respective implications are critically discussed.Findings – The role of autonomy is crucial for the design process, as it seems that a…
Doc 365 : Representative Model Of The Learning Process In Virtual Spaces Supported By Ict
The demand of responsibilities among teachers has evolved not only in classroom management but also to the extent of promoting communication and interpersonal skills. Social media is integrated in schools and higher learning institutions for communication and reflection of learning which enhance teachers’ performance in leadership quality and effective teaching. This study was designed in a qualitative approach mainly to explore the extent of interest and enjoyment students experienced during an intensive ICT course. Blog was used as a medium for reflection during the class where students posted their creations of videos, posters and other ICT materials. The three needs investigated were namely autonomy, competence, and relatedness support. The researcher further examined on students’ awareness of the usefulness of the ICT skill they learned and how much they can use the blog for teaching and learning. Based on the Basic Psychological Needs Theory framework (BPNT), this study has adopted the direct observation, journal entry, and interviews as a triangulation approach.
Doc 373 : A holistic experience in the integrated learning of specialized English and content in engineering degrees
This paper aims to outline a theory-based Content and Language Integrated Learning (CLIL) course and to establish the rationale for adopting a holistic approach to the teaching of languages in tertiary education. Our work focuses on the interdependence between Content and Language Integrated Learning, and the use of Information and Communication Technologies (ICT), in particular regarding the learning of English within the framework of Telecommunications Engineering. The study first analyses the diverse components of the instructional approach and the extent to which this approach interrelates with technologies within the context of what we have defined as a holistic experience, since it also aims to develop a set of generic competences or transferable skills. Second, an example of a course project framed in this holistic approach is described in order to exemplify the specific actions suggested for learner autonomy and CLIL. The approach provides both an adequate framework as well as the conditions needed to carry out a lifelong learning experience within our context, a Spanish School of Engineering. In addition to specialized language and content, the approach integrates the learning of skills and capacities required by the new plans that have been established following the Bologna Declaration in 1999.
Doc 375 : Using Contradictions to Ravel Teaching and Learning Challenges in a Blended Is Course in an African University
Introduction As university student interaction and sharing of electronic resources in Web-enabled environments are becoming an embedded practice (Ng’ambi & Rambe, 2008), educators are under pressure to evolve pedagogical approaches (Salmon, 2007) that could support and leverage these forms of interactions. However, educators’ implementation of Web-enabled courses for first year university students is often constrained by varying student academic underpreparedness, large classes, and inadequate curriculum design (Jaffer, Ng’ambi, & Czerniewicz, 2007) and student incapacity to learn when confronted with a learning environment that requires an unfamiliar degree of initiative and autonomy (Tan & Chan, 1997). The latter is the case for Social Media-enhanced learning environments that often put additional cognitive demands on learners to generate, share, and meaningfully engage with Web content, notwithstanding their underdeveloped self-regulation and learning abilities. Social Media denotes an aggregate of Web 2.0 based tools, applications, business models, and social networking that allows people to collaborate in novel ways at a large scale (Leadbeater, 2007). Instances of Social Media encapsulate social networking sites, blogs, podcasts, multimedia sharing sites, and aggregation tools. Pargetter et al. (1998) suggest that students consistently identify independent learning and self-iscipline as basic goals of their university education, although many are unsure about how to achieve those goals. In Social Media where there is limited lecturer-student direct interaction, not only are students challenged by using social networking applications for meaningful learning, but rather how self-directed learning can be fostered in these quasi-formal learning spaces. As Dabbagh and Kitsantas (2005) suggest, in Web-based learning environments, the physical absence of the instructor and the increased responsibility demanded of learners to effectively engage with learning tasks may present difficulties for learners, particularly those with low self-regulatory skills. The challenge, therefore, is grasping how Social Media like Facebook could impact student conceptual and practical understanding of Information Systems (IS) if it was appropriated for teaching and learning. Mindful of the uptake of these technologies in South African universities for sharing academic information, responding to student queries and building trust among academic communities (Moore, 2010), exploring the implications of implementing them in university is essential to effective pedagogical delivery. The South African government expects Information Systems (IS) education to produce technically competent graduates who not only know how to effectively apply Web-based technology for their lifelong learning, but also understand how to appropriate it to solve complex work-elated problems. Emphasising the social relevance of higher education training to nation development, the South African White Paper on Higher Education (Republic of South Africa, 1997) reiterates the need to develop professionals and knowledge workers with globally equivalent skills and who are conscious of their role in contributing to national development. As Shen, Lee, and Tsai (2007) comment, a vocational education system constantly involves meeting the needs and the new demand for highly skilled manpower, the continued progress of modern technology, the worldwide economic development, and the changing industrial structure. The above points out the central role that technological skills play in the structural dynamics of national development in addition to psychological development. The challenge however for IS practitioners is designing learning environments that afford the acquisition and development of sophisticated IS skills and respond to the learning needs of university learners. Graetz (2006) argues that the migration of content which lecturers traditionally delivered in lecture format to the Web is helping shift the function served by brick and mortar classrooms from information delivery to collaboration and discussion. …
Doc 378 : Blogging: Promoting Learner Autonomy and Intercultural Competence through Study Abroad
Lina Lee University of New Hampshire The current study explores closely how using a combined modalities of asynchronous computer-mediated communication (CMC) via blogs and face-to-face (FTF) interaction through ethnographic interviews with native speakers (L1s) supports autonomous learning as the result of reflective and social processes. The study involves 16 American undergraduate students who participated in blogs to develop their intercultural competence over the course of one-semester study abroad. The results show that blogs afforded students the opportunity to work independently (e.g., content creation) and reflect upon cross-cultural issues. Critical reflection, however, relied on the teacher’s guidance and feedback, as most of the students were cognitively challenged by not being able to clearly articulate different points of view. It is likely that students were not accustomed to reflecting. The findings also indicate that task type fostered autonomy in different ways. While free topics gave students more control of their own learning, teacher-assigned topics required them to critically think about the readings. Lack of access to Internet at the host institution and family also contributed to a limited level of social interaction. The study concludes that well-designed tasks, effective metacognitive and cognitive skills, and the accessibility to Internet are essential to maximize the potentials of blogs for learner autonomy and intercultural communication.
Doc 382 : Second language acquisition through email interaction
This paper deals with the analysis of a communicative activity involving English learners of French, its advantages and drawbacks as well as the outcome that teachers can expect of such an activity. The first part examines some reasons, both theoretical and practical for using communication technology, particularly electronic mail, for promoting language acquisition and developing learner autonomy. The second pan of the paper deals with the theoretical framework within which the activity was carried out, that Is, Stephen Krashen’s language acquisition theory which establishes a distinction between language acquisition and language learning. Email interaction offers the possibility of addressing both processes.
Doc 389 : A Study of Autonomy English Learning on the Internet.
With the variety of environment and method of English learning, Autonomy English learning on the Internet is playing a more and more important role in modern English learning. It challenges the traditional learning approach, and also is forwardness. This paper points out that autonomy English learning on the Internet facilitates the improvement of the English level even more on the basis of the author’s acquisition and experience, as well as explains the favorable factors and unfavorable factors of autonomy English learning on the Internet, suggesting the effective strategies of autonomy English learning on the Internet.
Doc 401 : Technology management and american culture: Implications for business process redesign
Seeing beyond corporate cultural boundaries is a necessary first step toward effective process integration and corporate transformation. But to ignore national culture is to invite failure. OVERVIEW: Culture creates barriers to business process reengineering. Three distinctive levels of culture must be recognized in process redesign-national, corporate and work group culture. American national culture has the most profound influence. Individualism and autonomy are key features of American culture that work against the logic of process integration and commonization by rewarding individuals for pursuing their own self-interests. This tendency also generates a lack of trust, which in turn creates barriers to sharing electronic data. Reengineering difficulties are exacerbated by an American fascination with technological solutions, and a view of new technology as a silver bullet that yields benefits automatically. Often, process redesign cannot be implemented without culture change. Culture can be influenced by exposing internal groups to external pressures, ensuring employee participation in reengineering, recognizing that training alone does not achieve culture change, redefining group boundaries, managing anti-champions, building trust, and leveraging the strengths of national and corporate culture. To compete effectively in world markets, many American corporations are attempting to redesign basic processes in ways that enable closer collaboration or integration of Marietta Baba is professor and chair of the Department of Anthropology at Wayne State University, in Detroit, Michigan. She is founder of the department’s graduate program in business and industrial anthropology. She has been on loan to the National Science Foundation during 19941996 to direct the launch of NSF’s new industry-funded research program on Transformations to Quality Organizations. She holds a Ph.D. in anthropology and an MBA. E-mail address: Internet:75031.322@compuserve.com Donald Falkenburg is professor and chair of the Department of Industrial and Manufacturing Engineering at Wayne State University. Previously, he was vice president for research and acting president of the Industrial Technology Institute in Ann Arbor, Michigan. He has a Ph.D. in systems engineering. David Hill has an executive background in information management, manufacturing and international trade obtained through a variety of operating assignments with General Motors Corporation in the United States and abroad. Most recently, he was executive in charge, Corporate Information Management. He holds an M.S. in mechanical engineering. internal functions and/or external relationships. Integration of business processes often is equated with the introduction of new information technology (IT). Investing in IT, however, does not guarantee benefits. In a review of several recent studies, Majchrzak reported failure rates for the implementation of computer-automated technology in American industry that ranged from 30 to 75 percent (1). One explanation for these difficulties is that IT is only an enabler of better business processes; as an enabler, it cannot of itself achieve process improvement. Adler and others have reviewed in detail changes in workforce skills, work procedures, organizational structure, strategy, and culture that must accompany the introduction of advanced computer-automation if corporations are to realize the full benefits of IT (2). Culture in particular is mentioned frequently as an important factor affecting redesign efforts, but its nature and implications typically are not understood sufficiently to provide a base of knowledge for planned culture change. In this article, we address this need by exploring the role of culture in business process-redesign, and by providing suggestions for managers who are engaged in implementing new information technology aimed at process change. Although cultural factors may affect virtually any element of a process redesign initiation (e. …
Doc 406 : Preparing schools to accommodate the challenge of Web 2.0 technologies
With laptops, mobile phones, tablets and broadband wireless access becoming more widely available, Web 2.0 is now entering schools. This changes the way students work and communicate, altering their relationship with knowledge, and generating new objectives for media literacy in the digital society. Thus, schools face new challenges and this paper aims at highlighting four of them. A first challenge relates to trust. Web 2.0 opens the classroom to the world and educators have to face new dangers and irrelevant uses, while bringing their students to gain better access to information and culture. The second challenge relates to teachers’ professional identities. The role of teachers is changing as Web 2.0 tools are being used by students, and policymakers should take this into account. A third challenge relates to a growing need to control working time, timetable organization and rhythm in schools. The fourth challenge that we underline is the need for common rules that allow students to benefit from the opportunities offered by Web 2.0 to develop their autonomy and to foster ethical practices.
Doc 408 : Adding a new perspective to distance (language) learning and teaching – the tutor’s perspective
To respond to students’ need for more speaking practice, the Open University’s Centre for Modern Languages is currently investigating the benefits of using an Internet-based, real-time audio application in distance learning/teaching. During a four-month trial period, French and German students met at weekly intervals to use the target language and participated in role-plays or other pre-arranged learning tasks requiring collaborative interaction. This paper describes the FLUENT (Framework for Language Use in Environments Embedded in New Technology) project from the tutors’ point of view, focusing on how learner autonomy and the tutor role were affected by the new learning environment.
Doc 409 : Pirates and Librarians: Big Media, Technology, and the Role of Liberal Education
Because the new processes of domination to which people react are embedded in information flows, the building of autonomy has to rely on reverse information flows. –Manuel Castells, The Power of Identity Introduction In recent decades, advances in information technology have vastly increased the channels by which librarians and educators can connect patrons or students with relevant resources. Certainly, it is difficult for librarians today–whether in reference or technical services–to imagine doing their jobs without access to online databases, internet resources, cataloging or circulation software, and the many other tools we now take for granted. Similarly, it is difficult to imagine contemporary patrons voluntarily relinquishing the ability to search OPACs, export bibliographic citations, retrieve full-text articles from thousands of journals, or contact a librarian at all hours via e-mail, chat, or text messaging. These new information-seeking habits of patrons drive libraries–and librarians–to keep up with new applications of technology, whether by using blogs and social networking sites to help promote the services we offer or by ensuring remote access to library resources on mobile devices. Given this centrality of technology to the evolving practice of contemporary librarianship–especially academic librarianship–it is difficult to remember that not all librarians welcomed the appearance of computers in libraries during the transformative era of the 1990s. Yet if we agree with Ranganathan’s most basic principles that books are for use and that librarians should save the time of the reader, why would any librarian object to new tools that help connect more users with more resources, more quickly than ever (Ranganathan, 1963)? Some, perhaps, felt threatened by the new skill sets required or the uncertainty of a transitional period. However, this paper will argue that the deeper answer points to a fundamental question of how librarians view our profession, its mission, and its role in fostering the values essential to liberal education and democracy. The technology that has enabled libraries to expand their roles has also led them to depend increasingly upon powerful commercial publishers, even as governments surrender more and more oversight to these corporate interests. Increasing consolidation of major media channels–including sources of scholarly communication–has allowed a shrinking number of corporations to control distribution and access to the materials libraries offer, through licensing fees, copyright restrictions, and digital rights management. If left unchecked, this trend threatens to stifle access to the information students need to construct knowledge, thereby undermining information literacy, critical pedagogy, and the development of those critical thinking skills so crucial to the mission of liberal education. I. Critical Pedagogy and the Threat to Liberal Education In order to understand how libraries arrived at this crossroads, it is instructive to assess the traditionally agreed upon values of libraries and liberal education, and to examine why some librarians felt those values to be under attack when technology took a larger role in libraries. Within the larger world of higher education, advocates for liberal education in the humanities argue that the critical thinking skills engendered in these fields can fortify an open society against domination by corporate or political elites. In her recently released book Why Democracy Needs the Humanities, the philosopher Martha Nussbaum argues that [a]s the critical thinking taught by the humanities is replaced by the unexamined life of the job-seekers, our ability to argue rights and wrongs is silenced. In a society of unreflective, undiscerning yes-men and yes-women, politics becomes meaner and business can invite disasters such as the economic meltdown or the BP oil spill in the Gulf of Mexico (Allemang, 2010, p. …
Today, we observe widespread application of the internet, both synchronous and asynchronous communication, by educators in many worldwide classes. Weblog (blog or web log) can be one of the instructional and integral components for ESL instructors. By applying interview and observation, this study reports on ESL students’ experience and perceptions in applying weblog throughout a semester in a writing class in Malaysia. Besides, this study examined the effect of using Weblog on students’ writing autonomy. The findings revealed that students enjoyed the process of publishing their writings, and exchanging their experience in the weblog. Students also acknowledged weblog as a tool which provides more opportunities to publish their writing freely, extend their interaction with their peers outside the class setting, be able to publish and share interesting videos, have the chance to look for the appropriate materials in the World Wide Web (WWW) and check their sentences in the Google simultaneously. Students enjoyed some features in weblog which cannot be found in conventional modes of teaching and learning, such as experiencing unlimited time and place, more independency and freedom in publishing and exchanging comments. With the empirical data presented in this study, weblog can be applied as a suitable instructional tool to promote autonomy among language learners.
Doc 414 : Managing Perceived Challenges of E-Learning in Nigerian Higher Education
Higher Education is the climax of the process of providing knowledge, changing learners attitude and inculcating specialized skills in individuals preparatory to taking a life-long employment with intent to earning a living and equally contributing to national economic growth and development. The Teaching and learning process is cardinal to the realization of the educational objectives of any nation. The advent of information and communication technology has made teaching and learning easier and beyond the traditional face to face interaction between the teacher and the learner. E-learning basically involving the transfer of skills and knowledge through an electronic device aims at improving the teaching/learning process. In spite of the benefits of e-learning to both regular students and distance learners, e-learning has been fraught with some challenges in Africa. Therefore, this paper discusses some of the challenges facing e-learning in Africa particularly in the Nigerian higher education system. These among others are epileptic power supply, high cost of procurement of computer hardware, inadequate infrastructure, and resistance to change on the part of the instructors, inability of learners to make use of ICT infrastructure, inadequate skilled manpower ICT, and corruption of computer storage device through viruses. Effectively managing the identified challenges means that the government would have to ensure regular power supply, lecturers and learners should be trained in the use of ICT infrastructure, and the government should evolve viable ICT policy as well as control or subsidise the price of the s of ICT infrastructure to make it affordable for both lecturers and learners. Keywords - Education, Challenges, Information and Communication Technology, National Educational Objectives, University system, Descriptive Research, Ibadan, Nigeria
Doc 416 : Assisting learning in e-assessment: a closer look at educational supports
This study analyses the educational support offered through information and communication technology during formative assessment in two different cases in higher education. We analysed one blended and one virtual case from two different universities. The study aimed at identifying specific patterns of educational support intended to foster two interaction processes: (1) the promotion of greater autonomy in the students and (2) the construction of more appropriate meanings by them. The analysis showed that these two processes were achieved with different attainment levels in each of the two study cases. Specific patterns of support mediated by technology were found underlying these different results. This led us to identify ‘suitable’ and ‘undesirable’ patterns of support in e-assessment practices.
Doc 417 : Evaluating Tandem Language Learning in the MOO: Discourse Repair Strategies in a Bilingual Internet Project
Over the past years, the Internet has developed communication tools as well as information resources. Text-based tools have been established as valuable modular environments for education. One of them, the MOO virtual environment, has maintained its appeal, not least through initiatives such as the CALLMOO project, which developed an educational database with a Java-based interface and undertook systematic research on educational uses of MOOs (Aarseth & Jopp, 1998). In this paper, we will give a short overview of the concepts of learners autonomy and tandem learning. We will then look at repair strategies as represented in two types of data, questionnaires and transcripts, from a bilateral tandem MOO project between Information and Communication Technology (ICT) students from Trinity College Dublin and the Fachhochschule Rhein-Sieg near St. Augustin, Germany. By triangulating the data, we will show how repair strategies, in particular translation and paraphrase are distributed, and how learners’ intention…
TED (Technology Entertainment Design), a collection of regularly updated talks, offers a web-based platform that is easily accessible. This platform affords language learners across multiple proficiency levels an opportunity to develop autonomy and critical thinking skills alongside their second language (L2) development. With an international community of TED presenters proffering diverse and progressive ideas, learners gain access to authentic language settings and valuable exposure to World Englishes. This will serve learners as they become members of an increasingly global community. By adapting literature circles into the context of blended learning, this article illustrates how such a learning platform can offer students a meaningful and interactive (language) learning experience. This article also contributes to ongoing discussions regarding technology and second language acquisition, and how these intersect to provide effective and relevant social media–based lessons that serve the demands of L2 learners in the digital age.
This article explores whether the perception of learner autonomy that is promoted in language pedagogy is suitable for preparing students to perform successfully in the changed circumstances of the use of English. Recent developments, which include the growing role of English as a lingua franca and computer-mediated communication (CMC), give rise to fluid and emergent contexts in which speakers from a variety of language and cultural backgrounds interact. It is argued that the current training-oriented view of learner autonomy in ELT, with its focus on learning processes, should be amended to enable learners to cope with the challenges of communication in the twenty-first century. In this article, an approach that shifts the attention to language use is suggested, where autonomy is developed through tasks and activities that engage learners on their own terms and allow them to effectively exploit their linguistic resources in online negotiation of meaning.
Doc 428 : Some Factors to Consider when Designing Semi-Autonomous Learning Environments.
This research aims to answer the question, what ways do mediated learning environments support or hinder learner autonomy? Learner autonomy has been identified as one important factor in the success of mediated learning environments. The central aspect of learner autonomy is the control that the learner exercises over the various aspects of learning, beginning with the decision to learn or not to learn. But as Candy (1995) points out, there are several areas where learner-control can be exercised. The first are the motivational-intentional forces that drive the learner to apply some determination (or vigour) to the act of learning. They are the conative functions of learning and include learner intiative, motivation and personal involvement. They are often associated with life goals that are independent of the actual learning goals pursued within the strict confines of the learning environment (Long, 1994). The second area of learner-control is the one comprising the nuts-and-bolts of the act of learning, such as defining learning goals, deciding on a learning sequence, choosing a workable pacing of learning activities, and selecting learning resources (Hrimech & Bouchard, 1998). These are the algorithmic aspects of learning, and in traditional schooling, they are the sole responsibility of the teacher. In mediated learning environments, it can be shared between the platform and the actual learner. Just a few years ago, learner control was necessarily limited to these two sets of features, conative and algorithmic. Today however, with the proliferation of educational offerings in both the private and public sector, as well as the developments in educational technology, two other aspects of the learning environment emerge as important areas where learner-control can be exercised. The semiotic dimension of learner-control includes the symbolic platforms used to convey information and meaning, for example web pages, hypertext, video/audio multimedia, animation, each of these bringing with them their own specific set of possibilities and limitations for autonomy in learning. And then again, all learning environments exist in their own distinct economic sphere where decisions about whether, what and how to learn are made on the basis of cost-benefit, opportunity cost, and extrinsic market value. We will examine the implications of each of these areas of learner-control, and share our analysis of a series of interviews with cyber-learners, based on this framework of conative, algorithmic, semiotic and economic factors.
Doc 442 : The student and the ovum: the lack of autonomy and informed consent in trading genes for tuition.
Rising tuition costs have forced university students to become creative in finding ways to fund their education. Some female university students have decided that ova donation may be an acceptable alternative in which to pay for their tuition. This alternative presents itself because of the insufficient number of ova available for assisted reproduction and emerging stem cell technologies. Young female university students are encouraged by Internet sources and respectable electronic and print media to donate their ova in the cause of assisted reproduction for monetary compensation. While university students generally exhibit autonomy, the constraining influence of their financial predicament compromises the elements of informed consent (voluntariness, competence, capacity, understanding, and disclosure) as to their making an autonomous decision in regard to egg donation. Thus, any moral possibility of giving informed consent is negated. Informed consent can only occur through autonomy. A female university student in need of financial resources to pay for her education cannot make an autonomous choice to trade her genes for tuition. Donated ova are not only needed for assisted reproduction, but for stem cell technologies. While the long-term health of women who donate their ova is of concern (a potential risk of cancer after long term use of ovulation induction), of equal concern is the possibility of a growth in the trade of ova targeting third world and Eastern European women where the precedence for autonomy and informed consent is not well established.
Doc 443 : Language Learning Activities of Distance EFL Learners in the Turkish Open Education System as the Indicator of Their Learner Autonomy.
This study investigates the noncompulsory language learning activities performed by a group of distance EFL learners in the Turkish Open Education System. Performance of these activities has been considered as an indicator of their learner autonomy. The data were collected through an online questionnaire and interviews. The study shows that in general learners do not demonstrate autonomous language learning behaviour. They prefer learning English in a relaxed environment particularly by engaging in entertaining activities, and through note-taking. However, they do not have sufficient interaction with their facilitator, other learners or speakers. Although the participants are distance learners, they do not prefer Internet-based activities. Conditions stemming from adulthood, lack of skills necessary to perform an activity, lack of awareness of some activities and learners’ experiences in their previous years of education are some of the reasons for their unautonomous behaviour. The article also includes suggestions for teaching and future research.
Doc 446 : Impacts of Learning Management System on Learner Autonomy in EFL Learning
The integration of interactive online communication into different educational settings has been widely researched since the emergence of Web 2.0 technology. It has been particularly identified to give EFL students more opportunities to express ideas, enhance their engagement in learning activities and promote their confidence during virtual interactions. These benefits coincide with attributes of a learning environment that can foster learner autonomy. Therefore, this paper reports on an investigation into the impacts of the employment of a web 2.0 Learning Management System (LMS) in an EFL course. Data extracted from individual interviews with four undergraduate students in a Vietnamese university was analyzed to illustrate possible effects of LMS in students’ ability to initiate, monitor and evaluate their learning process. The presentation continues with a discussion on the cyclic relationship among these three capabilities. It also addresses the local students’ perspective on socializing and academic activities as well as the relationship between them in the socio-cultural context of Vietnam. It then concludes with implications for EFL teaching practices with the adoption of LMS and puts forward suggestions for further research.
Doc 455 : Powerful Devices: How Teens’ Smartphones Disrupt Power in the Theatre, Classroom and Beyond.
During a series of high school English and Drama class trips to the theatre, so many students were online, the entire back row often glowed blue. Although much of the literature suggests that information and communication technologies are benign and neutral, this back-row collision of digital and live culture signals to teachers that technology is freighted with issues of power: questions of identity formation, consumerism, autonomy and freedom. This qualitative study of high school students at the conclusion of their four-play series suggests that cell phones shape the youth audience experience, that etiquette regarding the use of these powerful devices remains sharply contested, and that students apply a range of strategies to dealing with issues of power and agency around their use.
Doc 456 : Communication and Collaboration, Satisfaction, Equity, and Autonomy in Blended Learning Environments: A Case from Turkey
Research studies conducted in the area of e-learning and blended learning lead to the emergence of new concepts, which directly influence quality. Among these concepts, the ones taken into consideration for this research study are as follows: communication and collaboration, satisfaction, equity, and autonomy. The perceptions of students taking blended ICT courses in a private university in Turkey were gathered through an Online Learning Environment Survey (OLES). Additionally, the suggestions of instructors for improving the quality of blended learning were obtained through a focus group interview. The findings of this study show that the perceived communication, collaboration, and satisfaction levels of students vary according to their levels of computer and Internet literacy. Also, there are differences in the students’ satisfaction levels based on gender. The majority of students revealed that they considered themselves to be autonomous and equal in the blended learning environment. The findings of this research study, together with our review of recent literature, lead us to conclude that there are four major areas (containing several factors) that must be considered when developing a high-quality blended learning environment: technology, instructors, students, and pedagogy. Based on the findings, some practical suggestions for transforming traditional courses into blended ones are also offered at the end of the research study. Finally, suggestions for the future are provided.
Doc 466 : Students’ profile as autonomous learners in an Internet-based EAP course
This study aims to find out to what extent university students are able to develop learner autonomy through an EAP course delivered through the Internet. The course, oriented to the use of Internet resources for language learning, was designed specifically to foster learner autonomy. Based on a previous exploratory study (Arno et al. 2003), this research seeks to refine the profile of the autonomous learner initially developed and to discover which specific actions and attitudes related to learner autonomy are found in students’ behaviour. Thus, combining qualitative and quantitative methods, we carried out an analysis of the autonomous behaviour displayed by students when using different Internet resources through activities designed to foster learner autonomy. This study has allowed us to outline the profile of autonomous learners in a virtual classroom, with students who are able to take the initiative and make decisions on the organization and management of their learning process. Focusing on the connection between making the most of the Internet and developing students’ autonomy, our ultimate aim is to point to ways in which students may be encouraged to become more autonomous and explore the role that the Internet may play in helping us attain this objective.
Doc 468 : Predictors of Learning Satisfaction in Japanese Online Distance Learners
Japanese distance education has been slow to utilize the Internet, and mainly depends on the mail system and to a lesser extent TV broadcasting as its mode of delivery. However, since 2001 regulations have been relaxed to allow students to complete all course requirements for a university degree via online distance learning. This paper reports the results of a questionnaire study administered to the students (N=424) enrolled in one of Japan’s few online distance universities. Satisfaction with learning was explored by examining student opinions and learning preferences in regard to five aspects of distance learning identified as important: 1) teacher interaction, 2) content interaction, 3) student interaction, 4) computer interaction and 5) student autonomy. In addition, student responses to three open-ended questions were included in the analysis. The results indicated students were generally satisfied with their learning, and that specifically, learning satisfaction was higher for students who: 1) could persevere in the face of distance learning challenges, 2) found computers easy to use, 3) found it easy to interact with instructors, and 4) did not prefer social interaction with others when learning.
Doc 469 : Efficiency, Feasibility and Desirability of Learner Autonomy Based on Teachers” and Learners” Point of Views
Learner autonomy has been a recent trend in education which highlights the students’ engagement in their own learning. Although over the past 30 years, a large body of research has been carried on learner autonomy, limited attention has been paid to the sense teachers in comparison to learners would make of this concept. The present study is an attempt to shed light on the general existing pattern of the way teachers and learners view learner autonomy. To do so, applying the convenience method of sampling, a structured questionnaire consisting of five sections was emailed to most of the teachers teaching English as a foreign language in Isfahan, Iran. In order to have a more precise analysis, an interview was carried out to see what reasons are behind the participants’ answers. Employing the referential statistics, the results indicated that nearly all the teachers and learners agreed on the fact that learner autonomy allows language learners to learn more efficiently than they otherwise would. Furthermore, in relation to desirability and feasibility of learner autonomy, almost all the participants agreed that it is more desirable than feasible. The findings of this study might benefit those teachers and institution officials interested in enhancing learning autonomy among their students and even educating themselves or the other teachers to make use of it practically in classrooms.
Doc 471 : THE WONDERFUL WORLD OF WORDS: A COMPUTER-BASED LEARNING EXPERIENCE
This article reports on an action research project that took place as part of two regular and compulsory courses in the 3 rd year of English Studies at Alcala University, developed in the Blackboard learning system, that is, a computer-mediated format. The steps of the project were the following: Firstly, the integration of computerized tools in the curriculum of the two university subjects. Secondly, the implementation of this learning experience was based on a corpus of selected texts which were annotated to help and guide students in their work (the World of Texts); and a database used by students to deal with lexical analysis and to record their findings and their knowledge about lexical items from the texts compiled (the Web of Words). By integrating ICT in the teaching process, we expected to foster students’ autonomy and motivation as well as to improve their lexical and semantic competence. The research results suggest that, in the first place, the computer-mediated format increased students’ motivation and encouraged autonomy in the learning process; in addition, it contributed to a better understanding of both subjects.
Doc 474 : An activity-theoretical approach to research of ICT integration in Singapore schools: Orienting activities and learner autonomy
This paper discusses the findings of two case studies (two primary schools in Singapore), which are part of a larger research study, that aims to examine and analyze where and how information and communication technologies (ICTs) are integrated in Singapore schools to engage students in higher order thinking activities. For students to engage in higher order thinking, they first need to have autonomy over their learning processes. The focus of the paper is on how orienting activities support learner autonomy in the ICT-based learning environment. Taking the activity system as a unit of analysis, the study documents the actual processes by which orienting activities are planned and organized to support learner autonomy in their contexts.
By employing methods such as observations, focus group discussions with students, and face-to-face interviews with teachers, an account of how the activity systems within and between classrooms, and the schools are generated. The account identifies and describes five categories of orienting activities: introductory sessions to ICT tools, advance organizers and instructional objectives, worksheets and checklists, dialogues among participants, and tools for post-instructional reflection. It also highlights the constraints of time and lack of knowledge and experience in the contexts that the teachers are working under, and how these constraints are addressed.
Doc 475 : The contribution of Information and Communication Technology (ICT) to language learning environments or the mystery of the secret agent
In this paper, E. Esch and C. Zahner argue that the learners themselves are the key agents in the construction of new language learning environments. Learners differ in their ability to import new elements – such as ICTs – into their model of what constitutes an appropriate language learning environment. It is argued that accessibility, autonomy, ‘reflectivity’ and interactivity are conditions which must be met if ICTs are to become truly relevant to language learners. The way these principles have been guiding the development of the network-based language learning environment installed by the Language Centre of the University of Cambridge is described.
Doc 476 : Learner autonomy via Asynchronous Online Interactions: A Malaysian perspective
The integration of information and communication technologies (ICT) in course offerings in institutions of higher learning (IHLs) is the catalyst towards empowering learners to become autonomous lifelong learners. In an effort to produce quality and independent learners, Learning Management Systems (LMS) are seen as a means to assist educators in developing quality online internet based courses and websites as well as to fulfil students’ needs in acquiring information anywhere and anytime. This paper explores the Malaysian perspective in addressing issues and challenges faced by adult learners in IHLs to keep abreast with this latest trend. This research paper is based on a pilot study that investigated learner autonomy via a distance learning programme in a local university in Malaysia. Initial findings indicated that first-year students lacked the confidence needed to learn autonomously. Even though they showed some confidence in planning, results indicated they needed help in organising, monitoring and evaluating their learning. If students are required to participate in asynchronous online learning, necessary steps have to be taken to ensure they are empowered with the necessary skills and tools to help them manage their own learning for their journey to become lifelong autonomous learners.
Doc 478 : Narratives of Africa in a Digital World: Kony 2012 and Student Perceptions of Conflict and Agency in Sub-Saharan Africa
Kony 2012, a film released by the nonprofit Invisible Children in the spring of 2012, drew a flurry of Facebook “shares” and “likes.” However, critics expressed a concern that the film offered a distorted portrayal of Africans and African politics. In this article, we test these criticisms by asking what effects the film had on college students’ perceptions of Africa and Africans. To address this question, we draw on a survey and an experiment conducted at a small liberal arts college where Kony 2012 enjoyed popularity. The results show that the film did affect students’ perceptions of Africa; specifically, it led many to perceive Africans as lacking agency and autonomy. We argue that whereas the film did have initial negative effects on students’ perceptions of Africa, these effects seem to fade over time. Future research should explore the compounding effects of exposure to images that misrepresent the African continent.
Doc 484 : The iLab Shared Architecture: A Web Services Infrastructure to Build Communities of Internet Accessible Laboratories
https://doi.org/10.1109/jproc.2008.921607 V. J. Harward J.A. del Alamo Steven R. Lerman Philip H. Bailey Joel Carpenter K. DeLong C. Felknor James L. Hardison B. Harrison I. Jabbour Phillip D. Long Tingting Mao L. Naamani J. Northridge M. F. Schulz D. Talavera Charuleka Varadharajan Shaomin Wang K. Yehia Rabih Zbib D. Zych
The Massachusetts Institute of Technology’s iLab project has developed a distributed software toolkit and middleware service infrastructure to support Internet-accessible laboratories and promote their sharing among schools and universities on a worldwide scale. The project starts with the assumption that the faculty teaching with online labs and the faculty or academic departments that provide those labs are acting in two roles with different goals and concerns. The iLab architecture focuses on fast platform-independent lab development, scalable access for students, and efficient management for lab providers while preserving the autonomy of the faculty actually teaching the students. Over the past two years, the iLab architecture has been adopted by an increasing number of partner universities in Europe, Australia, Africa, Asia, and the United States. The iLab project has demonstrated that online laboratory use can scale to thousands of students dispersed on several continents.
Doc 486 : Factors Affecting Sexual Autonomy among Female University Students
Abstract This study examined the factors affecting the sexual autonomy of female university students to provide thebasic data for developing an intervention program for sex education. The data was collected from 322 female collegestudents and analyzed with a t-test and multiple regression using the SPSS 21.0 program. The significant factors of sexual autonomy were intercourse experience (β=0.115, p=.040), sex knowledge (β=0.118, p=.028), permissiveness ofsexual violence (β=-0.290, p<.001), and the perception of unwed pregnancy (β=-0.104, p=.048). These factors explained 21.7% of the variance in sexual autonomy. In conclusion, there is a need to develop a sex education program to increase sexual autonomy considering the factors affecting sexual autonomy. Key Words : Sex, Autonomy, Knowledge, Attitude. * Corresponding Author : Yun-Hee Kim(Pukyong National Univ.)Tel: +82-51-629-5783 email: soohappy@pknu.ac.krReceived September 11, 2014 Revised (1st October 6, 2014, 2nd October 16, 2014, 3rd October 24, 2014, 4th October 28, 2014) Accepted November 6, 2014
Doc 488 : INFORMATION-SEEKING BEHAVIOUR ON INTERNET: A comparison between Arts and Science Undergraduate Students in Iran
The demand of responsibilities among teachers has evolved not only in classroom management but also to the extent of promoting communication and interpersonal skills. Social media is integrated in schools and higher learning institutions for communication and reflection of learning which enhance teachers’ performance in leadership quality and effective teaching. This study was designed in a qualitative approach mainly to explore the extent of interest and enjoyment students experienced during an intensive ICT course. Blog was used as a medium for reflection during the class where students posted their creations of videos, posters and other ICT materials. The three needs investigated were namely autonomy, competence, and relatedness support. The researcher further examined on students’ awareness of the usefulness of the ICT skill they learned and how much they can use the blog for teaching and learning. Based on the Basic Psychological Needs Theory framework (BPNT), this study has adopted the direct observation, journal entry, and interviews as a triangulation approach.
Doc 501 : Influence of Facebook in Pakistani Pedagogy
This study grounds itself in the communication, information sharing, discussion and cocreation potential of ICTs with reference to social media-Facebook. Taking a qualitative approach, it explores the above as building blocks of new educational paradigms of learner autonomy; learner-centered education and co-creation of knowledge through discussion and collaboration, by exploring the various ways and reasons teachers use Facebook as part of pedagogy in Pakistan. It suggests that, in order to understand fully the potential of Facebook as a pedagogical tool, being egalitarian, autonomous and emancipatory, there is a need to review the ways in which learning is viewed and evaluated.
Doc 505 : Internet Filtering: The Effects in a Middle and High School Setting
The purpose of this study was to identify the effects of Internet filtering and restricted Internet access in a school system and its effects on teaching and learning. A total of 120 middle and high school teachers and support and administrative staff completed a questionnaire with 14 Likert-type items and one openended response question about their perceptions of Internet filtering in their school. A chi-square test between middle and high school respondents revealed no significant differences. The majority (N=87) reported they accessed the Internet on a daily basis. Nearly all agreed that technology support was available (N=118), but 117 respondents felt legitimate sites had been blocked. Although user agreements were in place, results indicated that some felt students were not always punished for downloading offensive material. Some admitted they themselves used techniques to get around the filter or block to complete their tasks. A majority of the respondents reported e-mail as a critical function. Most felt the restrictions imposed in this county school system were designed to be more of a ban on Internet access. Teachers who used the Internet to develop lesson plans must show how the web sites will be used to support the lesson, and get approval to access the Internet. Sites must be bookmarked for the students’ use, and teachers are responsible for students accessing only those pre-approved sites. Frequent comments regarded the “filtering” system as essentially a block that: hampered their duties, created an inconvenience, reduced student autonomy, lowered morale, and decreased the likelihood they would create lessons integrating
Doc 509 : Organizational Realignment of LIS Programs in Academia: From Independent Standalone Units to Incorporated Programs
This research includes both a descriptive and an exploratory study of seventeen library and information science (LIS) education academic units or programs that have been involved in mergers or administrative realignments that have positioned them in new organizational homes between the years 1982-2001. These LIS schools have been subject to a process that has moved them, willingly or not, from a status of relative independence and autonomy (and in many cases, cultural isolation), to that of partners in new alliances, or protected adoptees in new administrative and organizational homes. The authors wished to discover what took place, and learn of the conditions surrounding the merger or repositioning of the schools. We also wished to explore why these changes were implemented and to learn as much as possible about the outcomes of these developments. For the descriptive part of the study we relied on available documentation, often online, and telephone interviews with key participants in the mergers. Deans, directors, and senior faculty members were selected as a purposive sample for the exploratory, qualitative part of this study. A questionnaire consisting of twenty-three, mostly open-ended, questions was administered in telephone interviews. A follow-up brief questionnaire on specific outcomes was administered by email to the participants in the study. What we learned about the rationales, responses to, and outcomes of these mergers and realignments is reported here. While such mergers and relocations have been successful so far as survival strategies, many of the anticipated benefits have yet to be realized.
Doc 510 : The Use of New Technologies in Teaching Italian Language in the Southern Region of Albania
The aim of this paper, is to give a overview of the real situation of the use of new technologies in teaching process of Italian language in the southern region of Albania. The development of information technologies is already influencing all spheres of human life. Nowadays, computers are used in learning and teaching foreign languages, as well as the education of other disciplines. The new technologies help students go into an active learning process. When it is thought in terms of the learner, it provides learning autonomy for the person. The learner can reach a linguistic competence in a shorter time by reaching several visual and auditory texts in foreign language, increasing his/her vocabulary knowledge, doing very productive grammar exercises in an interactively way, seeing the pronunciation of a word and the usage of it in a sentence, benefiting from translating programs, finding a chat friend to improve his/her communication ability, reaching the academic journals in the libraries ,reading and listening to the news in foreign language. In the Southern region of Albania this process has not been completely successful. DOI: 10.5901/mjss.2015.v6n6s2p93
Doc 512 : The Role of Facebook in Foreign Language Learning
Recently, the way languages are learned has been greatly influenced by technology. Both learners and professors are exposed to the Internet daily, so they can take advantage of it to teach and learn a foreign language. For this reason, it has become necessary to find ways to blend technology with language instruction. This paper presents the findings of a study carried out with students who have been exposed to the use of Facebook in their English courses. It emphasizes the ways Facebook can be used as a means to promote learners’ autonomy, and summarizes the results of the implementation of this experience.
Doc 513 : Document Management in Universities as a Managerial Practice The Russian experience of the first half of the 19th century
Yelena Vishlenkova, Ph.D. in History, Professor in the Subdepartment of Social History, Faculty of History, National Research University - Higher School of Economics, Moscow, Russian Federation. Email: evishlenkoa@mail.ru Kira Ilyina, Ph.D. in History, junior researcher at Poletayev Institute for Theoretical and Historical Studies in the Humanities, National Research University - Higher School of Economics, Moscow, Russian Federation. Email: glukist@mail.ru Using archival and legislative sources, the authors reconstruct template documents, rate of document flow and features of document management in Russian universities of the first half of the 19th century. Document management is regarded as an administrative practice allowing the Ministry to inculcate bureaucratic values and an ethos of serving the government in professor, making them renounce their administrative autonomy.Being engaged in bureaucratic re-arrangement of reality, Russian professors very soon embarked on paperwork, which boosted the document flow in universities. The large scale of this behavior model indicates that a new type of university culture was born. Bureaucratic management of universities in the Russian Empire was different from that in Western countries in that it aimed to make the document flow uniform with other public institutions and to develop uniform rules and formal language. As a result, professors gradually lost the opportunity to express their own opinions and to take initiative in communicating with the government. The authors emphasize the subordinate nature of activities performed by professors to satisfy relevant governmental demands, which suggested that professors assisted in opening new schools, controlled existing ones, eradicated prejudice, obtained primary data on imperial regions and resources (topographic, meteorological, ethnographic, and economic data), and disseminated Western scientific ideas and knowledge in regional culture. An analysis of document management in Russian universities of the first half of the 19th century has shown that they were part of the administrative structure at that time, which diminished their status significantly, as compared to Western universities.
Doc 514 : Exploring the extent to which ELT students utilise smartphones for language learning purposes
The advent of smartphones has had dramatic influences on our daily lives and has rendered human beings ‘walking computers’. This holds important reflections in the realm of language learning, as well as in many other areas. This study aimed to explore the extent to which English Language Teaching (ELT) students utilise smartphones for language learning purposes. To this end, a 25-item questionnaire was administered to 120 Grade Three and Four ELT students at Ondokuz Mayis University in Turkey. Following the questionnaire, a follow-up oral interview was conducted with 29 of the participants on a voluntary basis in order to further investigate their perceptions of smartphones. The statistical analysis of the participants’ responses to the items in the questionnaire clearly shows that smartphones are actively used for language learning purposes. In particular, their contribution to the development of vocabulary skills is frequently reported, which is also verified by the answers given during the interview. The analysis regarding the ‘gender’ and ‘length of the students’ possession of a smartphone’ variables does not yield any statistically significant effect on the degree to which students utilise smartphones for language learning purposes. Given the fact that almost all students have a personal smartphone, and use it very often, and considering the findings of this study, it is suggested that students be encouraged to utilise the invaluable language learning opportunities offered by smartphones when put to conscious use. Keywords: autonomy; ELT students; language learning; smartphone; technology
Doc 515 : Supported teaching autonomy support. [Enseñanza apoyada en el soporte de autonomía].
The findings obtained from the study and research into the consequences of applying determined teaching styles has led to a growing interest in this area among the scientific community. The student-centered and constructivist learning environments which enable students to gain a significant understanding through their own efforts has grown in importance compared with the traditional learning environment based on the transfer of learning by teachers (Oguz, 2013). In the context of the constructivist approach, students create their own knowledge by actively participating in the learning process (Wang, 2011), and by giving importance to the learners’ autonomy. In these environments of interaction, the teacher becomes the learning facilitator, planning tasks and supporting responsibility for learning (Koc, 2006), providing students with options, helping them make their own decisions and solve problems for themselves. Consequently, this new focus provides students with opportunities to ask their own questions, and create their own learning concepts and strategies based on existing knowledge. The teacher has to accept students’ autonomy and their enterprising spirit, and support them in this sense. In the context of this constructivist focus, one of the the main objectives of education is to promote students’ autonomy (Ozturk, 2011). ( Full text ) http://dx.doi.org/10.5232/ricyde2016.043ed References/referencias Buff, A.; Reusser, K.; Rakoczy, K., & Pauli, C. (2011). Activating positive affective experiences in the classroom: “Nice to have” or something more? Learning and Instruction, 21 (3), 452-466. Deci, E. L., & Ryan, R. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53 (6), 1024-1037. http://dx.doi.org/10.1037/0022-3514.53.6.1024 Dunn, R. S., & Dunn, K. J. (1979). Learning styles/teaching styles: Should they… can they… be matched. Educational leadership, 36 (4), 238-244. Hagger, M. S.; Chatzisarantis, N. L. D.; Hein, V.; Pihu, M.; Soos, I., & Karsai, I. (2007). The perceived autonomy support scale for exercise settings (PASSES): Development, validity and cross-cultural invariance in young people. Psychology of Sport and Exercise, 8 , 632-653. http://dx.doi.org/10.1016/j.psychsport.2006.09.001 Karagozoglu, S. (2009). Nursing students’ level of autonomy: A study from Turkey. Nurse Education Today, 29 (2), 176-187. http://dx.doi.org/10.1016/j.nedt.2008.08.002 Koc, G. (2006). Yapilandirmaci siniflarda ogretmen-ogre- nen rolleri ve etkilesim sistemi. Egitim ve Bilim, 31 (142), 56-64. Oguz, A. (2013). Developing a Scale for Learner Autonomy Support. Educational Sciences: Theory and Practice, 13 (4), 2187-2194. Ozturk, I. H. (2011). Curriculum reform and teacher auto- nomy in Turkey: The case of the history teaching. International Journal of Instruction, 4 (2), 113-128. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55 , 68-78. http://dx.doi.org/10.1037/0003-066X.55.1.68 Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. The Elementary School Journal, 106 , 225-236. http://dx.doi.org/10.1086/501484 Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44 (3), 159-175. http://dx.doi.org/10.1080/00461520903028990 Sierens, E.; Vansteenkiste, M.; Goossens, L.; Soenens, B., & Dochy, F. (2009). The synergistic relationship of perceived autonomy support and structure in the prediction of self‐regulated learning. British Journal of Educational Psychology, 79 (1), 57-68. http://dx.doi.org/10.1348/000709908X304398 Silk, J. S.; Morris, A. S.; Kanaya, T., & Steinberg, L. (2003). 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Doc 517 : Building Computer Games as Effective Learning Tools for Digital Natives - and Similars
https://doi.org/10.28945/1406 Ismar Frango Silveira Carlos Fernando de Araújo Jaime Sandro da Veiga Luis Naito Mendes Bezerra Leonardo Carlos Comotti Kasperavicius
Introduction Several authors discuss the use of digital games as effective learning tools. Aguilera and Mendiz (2003) and Gee (2003) bring extensive discussions–and seminal works–on the topic, as Bransford et al. (2000) and Prensky (2001) have done before. The role of digital games in these processes is being explored in the scientific literature for some time already, as evidenced by the work of Squire (2002). All these authors discuss computer games, as possessors of an attractive addition with strong appeal to motivate children and adults, could amplify the power of exploration and imagination of students, providing moments of research, reflection and learning. Nowadays, more recent discussions bring to light the need for narrative games and applications directed to specific areas such as education in Health Sciences (Tashiro, 2009), Engineering (Mayo, 2007) and Computer Sciences (Mustaro, Silva, & Silveira, 2008), for instance. Studies on contemporary culture, such as Johnson (2005), lead to the need to address further and specifically on the impact of the games in the education of a young of digital natives appropriating the term coined by Prensky (2001). Tapscott (1998) uses the nomenclature net generation to describe this generation, characterized by a high degree of autonomy, intellectual openness, inclusion, technology, freedom of expression, curiosity, short-termism and especially confidence. Shaffer (2007) highlights the use of computer games as effective for children’s learning, while Prensky (2007) presents a broader approach, examining the impact of digital games in educational processes in general. Mustaro et al. (2008) argue that this scenario fully justifies even andragogical proposals focused on games, since it is possible to take advantage of nowadays’ technological culture to subsidize the construction of learning resources for both formal education and for situations of non-formal learning, for both digital natives and older students that are immersed into (or are strongly influenced by) a culture with a pervasive presence of technology. The main point behind all these works could be resumed as: the content carried both in formal and non-formal education present some structural problems. Some of them are listed below: * Content (usually in formal education) have a degree of abstraction that often prevents efficient learning when teaching strategies are used that put students under the condition of passive learners. * Some learning situations require students to spend huge mental efforts to memorize large amount of information and procedures. This situation occurs equally in formal and non-formal education, being more common in certain knowledge fields than others. * Presentation of the content in face-to-face education sometime lacks from real-world examples of application of such content. This is more usual in theoretical subjects than hands-on ones. * Even in practical learning situations, the subject being taught could carry a very high complexity, given the amount of variables involved in real-world experiences. Physics labs and field experiences are good examples of it. These are situations where real conditions do not help the learning process–the world could be not so real in these cases. In all these contexts, the application of Information and Communication Technologies (ICTs) in learning and teaching situations could allow new perspectives on various aspects ranging from content organization to a wide range of new opportunities promoted by the effective incorporation of technology into the entire teaching-learning process. At this point, the concept of Learning Objects (Wiley, 2000) is fundamental for the development of digital educational resources for use both in experimental and large-scale projects involving a massive number of students and disciplines in formal education. …
Doc 523 : Indonesian EFL Teachers’ Familiarity with and Opinion on the Internet-Based Teaching of Writing.
The use of the Information and Communication Technology (ICT) especially the Internet has been a common practice in education. However, research studies show that the Internet has not been frequently used in the teaching of English as a foreign language (EFL) writing, especially in the Indonesian context. This study aimed to find out whether or not Indonesian EFL teachers are familiar with the Internet-based techniques for the teaching of writing. In addition, it investigated their opinions on the Internet-based techniques of teaching of writing. This study involved 17 EFL teachers from various parts of the country who were asked about their experiences and opinions dealing with the Internet-based teaching of writing. The results of the study showed that almost half of the teachers admitted that they have used Internet facilities for the teaching of writing. The other EFL teachers either have indirect involvement with the teaching of writing using Internet application or have never used Internet applications at all. However, these teachers had intention to teach writing by applying Internet-based techniques for their future practices. The study also showed that Indonesian EFL teachers valued the Internet-based teaching of writing as this practice benefits the students in terms of their writing quality and quantity, autonomy, flexibility, as well as confidence. This implies that with the development of advanced ICT, there is a hope that students’ learning of writing could be improved well.
Doc 525 : Lacan, Poe, and Cybernetics, or How the Symbol Learns How to Fend for Itself
This paper discusses Lacan’s reference to cybernetics, mainly in Seminar II. It shows both the importance of this reference (since it supports the autonomy of the symbolic) and, by comparison with Wiener, the difficulties it introduces.
Doc 528 : A Cinderella or a Princess? The Italian School Between Practices and Reforms
What has really happened in the Italian schools in the last few years? One of the main issues for the Italian school is to answer a series of seemingly simple questions: what is the improvement in the performance of students and teachers brought about by these reforms? Do these reforms contribute to improve the students’ learning abilities? Do these reforms make the school better? The objective of the contribution is to closely examine the effects of the school reforms ten years after the beginning of the Autonomy season, by focusing on the daily practices performed by many Italian schools. Key-words: School Autonomy, Reform, Education Policy ________________________________________________________ The Italian School: a Cinderella aiming at being a Princess One of the main issues for the Italian school – which has undergone many reforms, in particular with regard to autonomy, decentralization, regionalization, equality of schools, rationalization, “the smock, the sole teacher and the behaviour mark of 5” – is to answer a series of seemingly simple questions: what is the improvement in the performance of students and teachers brought about by these reforms? To what extent does this 1 Dies, Via Salaria, 113 00198 Roma (Roma). Email: assunta.viteritti@uniroma1.it 2 This was one of the slogans used in the public communication to define some aspects of the recent school reform promoted by Berlusconi’s Government and by the Minister of Education Maria Stella Gelmini. Italian Journal of Sociology of Education, 3, 2009.
Doc 532 : What are the determinants of rural-urban digital inequality among schoolchildren in Taiwan? Insights from Blinder-Oaxaca decomposition
Since digital inequality among schoolchildren may exacerbate the existing rural-urban disparity, determining how to reduce rural-urban digital inequality among students remains an important policy issue. This study uses a unique and nationally representative dataset of 1953 elementary and junior high school students in Taiwan to examine the extent to which students’ characteristics, autonomy of use, family background and resource inputs may be associated with the digital self-efficacy of schoolchildren. The Blinder-Oaxaca decomposition method was applied to further investigate the relative contributions the observed characteristics made to the rural-urban digital inequality of schoolchildren. The results show that the observed differences in factors associated with students’ digital self-efficacy account for 35% of rural-urban digital inequality. Furthermore, the number of computers in homes and schools, internet connectivity at home, mothers’ educational level, and the number of weekly computer classes provided by the school play a significant role with regard to the digital inequality between rural and urban students. We examine digital divide of students between rural and urban areas in Taiwan.The Blinder-Oaxaca decomposition method was utilized.Differences in observed characteristics account for 35% of the digital divide.To increase computer availability can reduce digital divide of students.
Doc 535 : On the Democratisation of Science Education through Facebook: Implications for Autonomy, Equality and Teacher Education in Universities
In this article I offer a defence for using educational technology to democratise classroom practices in relation to science education and teacher education at universities. My contention is that educational technology, more specifically using Facebook, can engender pedagogical action amongst learners and educators that resonates with democratic practices. In other words, using educational technology in science and teacher education can enhance learner autonomy and equality, so that critical, self-reflexive thinking and disruptive thought and action respectively can be cultivated through technology-assisted education. Keywords: Education, democracy, autonomy, equality and technology
Doc 542 : A avaliação institucional como instrumento de racionalização e o retorno à escola como organização formal
The central role of evaluation, institutional assessment and quality assurance processes of schools and universities in education policy is object of discussion also considering the reform of the state. New Public Management theories and managerialist perspectives are considered some of the main sources of inspiration and legitimation in the dominant context of an audit education. Preliminary empirical data from external assessment of Portuguese primary and secondary schools are introduced and interpreted according to the main concepts and organizational representations of school found in external reports. Examining some of the central organizational images and meanings of school, school culture, autonomy, goals, leadership and effectiveness included in the external reviews, the author stresses the importance of formal, rational and bureaucratic images of schools. Several new research questions are presented for further inquiry based on the hypothesis of what it is called by the author the process of hyperbureaucratization of educational organizations. Some of the main dimensions of the concept of bureaucracy as presented by Max Weber are revisited in close relation with neo-scientific approaches of quality assurance and taking in consideration the use of information and communication technologies. Accordingly the author suggests that much more importance must be given to formal and rational models of interpreting educational organizations because assessment and quality assurance procedures are contributing to the formalization of schools and universities and to the intensification of their process of rationalization, i. e., to the emergence of an analytic image of schools as hyperbureaucracies.
Doc 543 : Exploring Constructivist Perspectives in the College Classroom
Emmanuel Mensah, University of North Dakota, 3904 University Avenue, Room # 18, Grand Forks, ND 58202-7189, USA. Email: emmanuel.mensah{at}my.und.edu
The study used Explanatory Sequential Design (ESD) of Mixed-Methods to investigate college students’ and instructors’ perspectives of constructivist learning environment (CLE). Students, including graduates and undergraduates from a Midwestern university, rated their preference for personal relevance, collaboration, negotiation, and autonomy as key learning experiences embodied in CLE. Results indicated that undergraduates were more likely than graduate students to prefer collaboration and negotiation experiences. Expanding on the results of students’ quantitative ratings, students’ and instructors’ perspectives of collaboration were explored. Eight participants (four students and four instructors) participated in one-on-one interview sessions. Themes that emerged from the qualitative analysis showed that the differences in students’ preference for collaboration related to students’ perceptions of unequal opportunities to collaborate, perceived benefits, and diverse backgrounds and orientations. In addition, conditions necessary for effective collaboration in the college environment were explored. Thematic analysis produced three themes: understanding collaboration process; monitoring, assessment, and evaluation system; and group composition. Implications for practice in the college classroom have been discussed.
Doc 547 : ASSOCIATING COLLABORATION WITH ACTIVE LEARNING: AN EXPERIENCE IN INDUSTRIAL ENGINEERING COURSE
The Internet changed the way of learning; it promotes interactivity and autonomy. Through Web 2.0 many tools could be used to plan strategies to motivate students for autonomous learning. This paper presents an analysis of such strategies applied to an industrial engineering course. It discusses an application in an Organizational Productive Arrangement (OPA) course using web tools to promote autonomous learning using an active strategy methodology. Two tools were used: a blog to promote interaction and a wiki to motivate research and collaboration. An information system was used to support an active strategy methodology. A survey of 40 students was conducted; the data is presented and discussed.
Doc 548 : The Internet in British Columbia Classrooms: Learning Environments in New Contexts, 7(15)
David B. Zandvliet Laura Buker
This article reports on a study of classroom environments in emerging Internet classrooms in British Columbia, Canada. The study involved an evaluation of the physical and psychosocial learning environments in these settings through a combination of case studies and questionnaires. This work focuses on the results obtained from the administration of a student questionnaire designed to measure aspects of the psychosocial learning environment in these settings and to relate these factors to students’ satisfaction with learning and to other physical aspects of the learning environment. Versions of the What Is Happening in This Classroom (WIHIC) instrument and Computerized Classroom Environment Checklist (CCEC) were administered to 358 high school students in 22 classrooms from six schools around the province. Analysis of classroom environment data revealed that student autonomy/independence and task orientation are associated with students’ satisfaction with learning. Relating data to physical measures such as the workspace and visual environments demonstrated significant associations between the physical and psychosocial learning environment in technology-rich classrooms. Further qualitative data suggest that factors related to teaching styles, classroom design, and the learning environment interact to influence students’ satisfaction with learning.
Doc 550 : Promoting Learner Autonomy and Classroom Interaction Through Multimedia-Assisted English Language Teaching
The recent state-of-the-art networking technology has made the Internet a vital medium to promote effective communication and education in language learning and teaching. Universities and schools have been reinforcing traditional classroom-based instructions with online learning management systems. Students can be benefited through the more frequent online interaction with the teacher for their independent learning outside the classroom. This paper explains what the multimedia-assisted language instruction means in English education in college classrooms and then examines how teachers can help students develop learner autonomy and classroom interaction using Moodle, an open source learning management system. Students of this study responded that English language materials provided through this multimedia-assisted instruction were very effective and that they felt doing class activities through online was very convenient because they could control their own learning according to their pace and situations. While sharing common interests and ideas about studying English or life events, they could study in interactive and collaborative ways. Students also answered that they could study voluntarily and more through these online learning activities.
Doc 554 : Utilization of Internet for Autonomous Learning in Speaking
Internet use for promoting students’ autonomy in language learning has been a great phenomenon to discuss. Many researches have been conducted about this issue. Now the tendency is pointed out specifically for improving students’ competency in speaking. Speaking is normally learned in the classroom setting in which learners have interlocutor as their speaking partner and under direct supervision from the lecturer. The discussion bellow will concern about some internet links that can be used for speaking study. The learners can study by using these internet links independently and record their own voice and video for their own self- assessment. They choose their own target and links to access and determine their own learning target. In the meantime, they also collect the recording to their teacher for assessment purpose.
Doc 560 : Beyond Utopian and Nostalgic Views of Information Technology and Education: Implications for Research and Practice
Education is in a state of rapid change. The influx of new information and communication technologies (ICTs) lead us to question: “How do we find the balance between continuity and discontinuity whilst critically renewing our educational traditions?” The paper develops a philosophical understanding that transcends utopian and dystopian claims that IT is either “becoming education” or “destroying the essence of education,” respectively. This philosophical perspective is developed around: (1) the question of student autonomy and the potential of its being undermined through ICT and (2) the processes through which students can potentially resist these threats. The paper develops and applies the philosophical understanding to the question of student autonomy. First, the paper emphasizes the importance of considering student autonomy in the debates around the relationship of ICT and education. Second, the paper proposes a conceptual model of autonomy, drawing upon some important ideas of Habermas and pragmatist thinking. Third, the paper identifies some systemic threats on educational processes arising from globalization and corporatization. Fourth, I outline the Habermasian response to these threats as a means to understand the nature of student response. Finally, drawing upon the conceptual ideas of autonomy presented, I consider five specific approaches to examine the question of the reform of MIS education.
Doc 562 : University and Academic Milieu in Russia of the Early 20th Century
Sergey Druzhilov, Psy.D., Associate Professor, leading researcher at the Research Institute for Complex Problems of Hygiene and Occupational Diseases, Siberian Department of the Russian academy of Medical Sciences, Novokuznetsk, Russian Federation. Email: druzhilov@mail.ru Address: 23 Kutuzova St., Novokuznetsk, 654041, Russian Federation.The study aims to investigate into the higher education system that had been developed in Russia by the Revolution of 1917. It has been demonstrated that the accumulated educational lag had been eliminated actively during the two decades preceding the World War I by establishing new universities and professional educational institutions and by creating a series of private universities in addition to the system of governmental ones.In the dawn of capitalism, higher education was on the rise in Russia. There were ever more professors, and the number of students had increased almost ten times by that time. There also was an increase in social value of university graduates’ labor. The academic degree system was pretty close to that of Western Europe (Master and Doctor degrees), while requirements for candidates were much higher in Russia than abroad. As a professional group, university intelligentsia played a prominent role in social, economic, political, and cultural life of the pre-revolutionary Russia. In the dialogue with the government and the society, the university association defended the principles of university autonomy, which, at the time, was limited by bureaucracy and total control of the Ministry of National Education.The Soviet Union put an end to the progressive development of higher schools in Russia. The existing higher education system was fully destroyed, while university intelligentsia, as a social and professional group bearing educational culture and university traditions, was virtually obliterated in the epoch of revolutionary terror and political repressions.
Doc 563 : Teachers’ Views of the School Community Support in the Context of a Science Curricular Reform
This study examines teachers’ perceptions and comprehension of their school community support for change in implementing a new teaching approach in science and technology in the context of a reform initiative at the secondary level. It is part of a two-year research-intervention conducted with science teachers from a private school. Data was first collected through ethnographic notes and audio-recorded focus groups with 256 students. Although appreciated by students, the implementation provoked conflicts at the school community level. Building on the Cultural-Historical Activity Theory (CHAT) and on the expansive learning cycle aiming at transforming an activity system, the actual study aims at deepening our understanding of the origins of contradictions at and between some of the poles of multileveled activity system that is object-oriented, mediated by artefacts (instruments), and comprises the community, rules and division of labor poles. Findings highlight the clash in the participant teachers’ values versus the community’s in implementing innovative teaching practice. Teachers report favoring nontraditional ways of teaching and giving more room to adolescents’ autonomy while the stakeholders (school principal, parents) are often looking for traditional teaching practices and students’ school achievement. The results put into evidence the need to identify common grounds and to make sense of the new science teaching approach aiming at promoting students’ autonomy, critical judgment, and school success levels.
Doc 568 : LEARNERS’ PERCEPTIONS ON COMPUTER ASSISTED NON-FORMAL EDUCATION IN COMMUNITY LEARNING CENTERS
Marife Carpio Takanori Maesako
The study gathered the perspectives of non-formal learners in communitylearning centers that make use of computers and other information and communication technologies (ICT). Learning with computers improves autonomy in learning, stimulates curiosity, boosts self-confidence, facilitates understanding of ideas and concepts, and allows self-paced learning. However, it requires discipline, minimizes teacher-student interaction, and requires creativity and extra effort from learning facilitators to design interactive and relevant learning situations.
Doc 569 : Autonomy as a Core Value of Lifelong Learning
Implementing a new lifelong learning paradigm is hardly possible by only increasing the number of educational resources and using more information and communication technology. It should be based on promoting educational actors’ critical awareness of the educational context and their autonomy. This paper reveals the potential of educational actors’ autonomy as a core value of lifelong learning. It demonstrates the relevance of autonomy as an important competence of educational actors from philosophical, psychological and pedagogical perspectives. The paper proves that autonomy is beneficial for students’ and teachers’ personal and professional self-development, as well as for their educational and professional efficiency and psychological comfort. It emphasizes readiness for autonomy in both university teachers and students as a key factor in successful and productive use of the benefits autonomy offers for lifelong learning.
Doc 571 : Diário de pesquisa virtual: uma experiência formativa on-line
The present paper aims at discussing the importance of using the Virtual Research Journal as a strategy in the education of subjects and researchers in education and its importance in the development of concepts and in the education needed in order to use the information and communication technologies in a multi-referential and committed perspective. From the empirical experience of using the Virtual Research Journal in the Masters course of Umesp, we see it as an important support in the task of systematizing information; in the act of writing; in the effort to rewrite and rethink ideas and stands; in the arduous learning to relate the subject’s issues in a subjective dimension of authorization, creation and autonomy to macro-social spheres as power structures, geo-political relations, class struggles, and globalization.
Doc 592 : Enhancing Project-Based Learning Through Student and Industry Engagement in a Video-Augmented 3-D Virtual Trade Fair
Project-based learning is a widely used pedagogical strategy in engineering education shown to be effective in fostering problem-solving, design, and teamwork skills. There are distinct benefits to be gained from giving students autonomy in determining the nature and scope of the projects that they wish to undertake, but a lack of expert guidance and of a clear direction at the outset can result in confusion, frustration, and unfulfilled goals. Moreover, engineering schools face the imperative of providing students with opportunities to engage with industry during their courses, which can be difficult to accomplish due to logistical and time constraints. This paper reports on a case study in which undergraduate students of electrical, computer, mechatronics, and telecommunications engineering interacted with representatives from industry to obtain feedback at the inception phase of their design projects. Students pitched their ideas to the industry guests at a virtual “trade fair” held within a hybrid video conferencing and three-dimensional (3-D) virtual world environment, in preparation for the assessable pitches that they had to deliver on campus to a faculty audience. Survey and assessment results attest to the participants’ satisfaction as well as to the effectiveness of the approach in improving student self-efficacy and performance. The paper concludes with recommendations for engineering educators looking to implement similar initiatives and a brief outline of the authors’ plans for the future.
Doc 597 : When Campus SNS Sparks Reality ——Xiaonei net’s Computer-Mediated Interpersonal Communication
SNS is one of typical Web 2.0 application modes.SNS’s major form is Interpersonal communication.Taking the registered user of Xiaonei net as the object of the study,we collect the statistics among two Universities’ users through the internet investigation,combining with the 7W mode,from the sounder,content,media,audience,effect,intention and circumstance seven aspects to analyze the feature of Campus SNS.Comparing with some media like Blog and so on,we induce eight characteristics of the Xiaonei’s diffusion,including the self-organized and none-centre of propagating source;micro-content diffusion which taking the privacy and autonomy as the prerequisites;multiplicity of the diffusion symbol;the identical age of communication group;regression of the reality and socialization;destination,immediacy and none-utility of the intention.Referring to the theory of Using and satisfied,we analyze the interact relationships in the rules of real name system between campus SNS’s ?Computer-mediated Interpersonal Communication(CM IC) and the recipient’s need,image,gender,community relationship in the physical world.Intergrating with the new situation of structuring harmonious campus to forecast the Campus SNS’s prospect.
Doc 599 : Study on Using the Meta-Cognitive Strategies to Improve the Internet-based Autonomy Learning in College English
Meta-cognitive strategy is a general management of procedures for effective learning of a foreign language such as planning,monitoring and evaluating.Based on the studies on the features of internet-based learning and development of the meta-cognitive strategies,this paper offers a new approach towards successful and effective internet-based autonomy learning by introducing a new learning model for College English.
Doc 601 : On Senior Middle School English Teaching Practice by Using Network Resourses
In today’s information society,the role of the Internet has become inreplaceable.In view of the undesirable effect and poor efficiency in senior middle school English teaching,it has become a new research project as to how to create a more favorable language learning environment for students by using network resourses,so as to promote learning interest and learning autonomy,and to complement traditional classroom teaching.
Doc 603 : Autonomous Learning of College English Based on Constructivism and Network
The reform of college English teaching is being undertaken in a way that adapts to the interest and autonomy of individual student.Constructivism and modern network respectively render this new teaching mode theoretical and technical support.Through constructing perfect network environment,strengthening cyberspace-learning supervisory system and taking diversified evaluating measures,teachers can effectively arouse and maintain learners’ subjectivity and initiative.
Doc 604 : The Training Mode of Learner Autonomy in Vocational & Technical College English Teaching
Vocational technical colleges should establish a new English teaching mode which caters for student’s individual learning and autonomous learning.According to the theory of modern educational technology and the humanistic concept of teaching and learning,such a new teaching mode should be composed of multi-media aided classroom teaching mode,students’ autonomous learning mode on the basis of internet,institutionalized after-class activities and a supervising evaluating system which emphasize the learning process.
Doc 613 : Applying Net Corpus-based Approaches to EFL Writing
This paper discusses the potential use of corpus-based technology in teaching EFL writing and reveals the advantages of this approach.It also provides suggestions for teachers to make the best use of corpus in writing classrooms.The paper is concluded that making use of resources on the internet and corpus-based data-driven learning can be used as an effective means to promote students’ autonomy in English learning,hence improve the teaching and learning effect in general.
Doc 615 : Washback of Internet-based CET on College English Listening and Teaching Mode
This paper, based on a review of the action research on the Web-based English listening and speaking in China, aims to describe the effective teaching mode that helps to improve college students’English listening and speaking and nurture their autonomy. Combining the introduction of meta-cognitive knowledge with the practice of meta-cognitive strategies in teaching, implementing formative assessment, recording a student-centered portfolio are the critical elements in the successful teaching of English listening. The implementation of Internet-based CET has prompted the action research in the teaching of English speaking. The establishment of English listening and speaking teaching mode is based on further exploration in such areas as the scientific combination of listening and speaking tasks, the development of English speaking ability rating systems, and the design and implementation of English speaking test, etc.
Doc 616 : Multiple Intelligence Theory in the Reform of Translation Teaching
The Multiple Intelligence Theory provides the most important theoretical guidance for reforming translation teaching. This article explores how this theory can be applied in combination with internet resources in the reform. Suggestions are made to improve translation teaching with the aim to enhance students’ autonomy in learning.
Doc 618 : On Vocabulary Increase Based on the Internet Through Learner Autonomy Theory
Vocabulary learning has long been a challenge to college students studying English.It is a fact that students have difficulty remembering and using words.This paper discusses and proposes an alternative to the problem,pointing out that based on the learner autonomy theory and assisted by the Internet technology and online resources,teachers can design a new approach to English teaching,i.e.online reading through which students can be expected to be motivated for enlarging their vocabulary and using words correctly.
Information age is also an internet age,in which new characteristics of teaching like teaching personalization,learner autonomy and collaborative learning ask for the attempts of new teaching mode.Digitalized learning has changed conventional teaching modes and promoted learning surroundings,learning materials,and learning methods to develop towards digitalization.This paper discusses the characteristic basic elements of digitalized learning and its application in the network education from the view of development of information technology.
Doc 624 : Defending Teacher’s Manipulation of Classroom Teaching
With the further promotion of new curriculum reform,children’s freedom,autonomy,rights,and happiness are increasingly emphasized by people who are also growingly suspicious of teacher’s manipulating of classroom teaching.From the perspective of cybernetics,classroom manipulation is characterized by student-based domain,two-way communication,unexpected outcome,and intangible functions of self-organization,which is conducive to maintaining the optimal state of teaching system,helping allocate various elements,and catalyzing self-organization.Therefore,classroom manipulation is not the hindrance to students’ autonomous learning,nor the internal factors resulting in teacher’s powerfulness and teaching fossilization.
Doc 625 : Use of Internet Interaction to Develop EFL Learners’ Communicative Competence
In EFL classrooms,teachers have gradually adopted the CLT approach focusing on meaning and language use,due to the linier feature of face-to-face interaction,the learning outcome is still not efficient enough.EFL teachers now urgently need a solution to increase exposure and use of the target knowledge both inside and outside of the classroom.This paper assumes that the integration of CMC(Computer Mediated Communication) into EFL learning can provide learners with more authentic input and more opportunities to participate in the target sociocultural contexts;both linguistic and pragmatic knowledge can be promoted.Moreover,motivation,learners’ autonomy and equal opportunities for output can also be encouraged through the use of CMC inside and outside of the classroom.
Doc 629 : The Role of Computer Network in Fostering Students’ Self-Study Abilities in English Learning
Based on the constructivism theory in Cognitive Linguistics,this essay discusses the function of the computer and internet when training students’ autonomy learning ability through the questionnaire.The author hopes that it can be helpful for the English teaching and learning.
Doc 631 : The Exploration and Application of “Write to Learn” Teaching Mode Under the Internet Environment
Write to learnteaching mode under the Internet environment can construct an interactive network between language materials,teachers and students,and enrich the contents and the ways of teaching Write to learnteaching mode under the Internet environment can promote the advantages of thewriting-learningteaching mode,make up for the limitations of itself to a certain extent,arouse students’ motivation and interest in foreign language learning,enhance the sense of achievement and confidence and cultivate their learning autonomy
Doc 632 : The Promoting of Learner Autonomy in the Teaching of New Horizon College English
Learner autonomy theory becomes well known in linguistics both at home and abroad.It is impractical to complete all the content in the teaching of New Horizon College English because of the insufficient classroom time,which,in turn,creates possibility and feasibility for autonomous learning.The author,in the light of the six factors affecting learner autonomy,analyses their dynamic interaction in promoting learner autonomy and affirms the positive role of multi-media and Internet resources in it.
Doc 634 : The Research of College English Learner’s Autonomy Based on the Internet
With the society rapid development and the requirement,developing student’s English autonomous learning capability in the Web environment is one key of college English teaching.Under the Internet environment,students,according to their own demands,can choose all kinds of effective information provided by the Internet to study and exchange in the teaching platform and apply language flexibly and independently in the fictitious communicated environment.Students can achieve the goal of constructing the ability of autonomous learning and improving study efficiency.
Doc 635 : Fostering Students’ Autonomy through Internet
Many language teaching scholars both at home and abroad believe that language is learned,not taught.With the development of computer and information technology,internet has turned into a sufficient learning resource.Therefore,the writer,during his own teaching,did some trial work by using internet in order to develop students’ autonomous learning ability and to enrich the teaching materials and methods.
Doc 636 : The Strategies to Cultivate Learner Autonomy in China’s Institutions of Higher Learning
The paper, beginning with the role of institutions of higher learning in cultivating learner autonomy, puts forward the following strategies: updating educational theories, reforming student records administration system, teacher’s example set in learn autonomy. Moreover, more emphases should be put on constructing campus internet culture and the importance of ideological education in promoting learner autonomy. Examination system should be reinforced in order to further learns’ initiative in learning. This paper also attempts to explore how to create more opportunities to improve learner autonomy by taking advantage of comprehensive facilities in society and educational institutions.
Doc 638 : Problems of Developing Learners’ Autonomy in Network Environment
With further reform of college English teaching,developing learners’ autonomous ability has been putting great attention,English teaching mode based on computer technology and internet has become the most effective way of developing learners autonomous ability.Under this English teaching mode,lack of college computer facilities and computer network facilities,teachers ’ poor command of computer technology and learners’ self- control weakness have tremendously resulted in some problems that need to be solved forwardly.
Doc 639 : A Discussion on Learner Autonomy under Internet Language-teaching Model——A Survey on the Use of Autonomous Learning System for DUT Postgraduates
The Autonomous Learning System for DUT(Dalian University of Technology) postgraduates is a newly developed computer-assisted net language-teaching model.Its development and use aims to improve students’ competence of language use on one hand and to promote learner autonomy on the other.A survey was conducted to evaluate the effect of this teaching model from the perspective of learner autonomy so as to bring this model into full play.The feedback shows that the system has produced a positive effect to some extent on the promotion of leaner autonomy while it also tells that it still leaves something to be desired,for which some correspondent improvements are suggested.
Doc 640 : Research on the Mode of College English Learning under Multimedia Environment
This paper studies how the college students learn English with the methods of autonomy,cooperation,and inquiry on the basis of multimedia environment.It also analyses some problems which have the bad effects on English learning in using the internet holding that the English teachers should adapt to the new teaching environment to instruct students English learning effectively.
Doc 643 : A Study on College English Autonomous Learning via Internet
The paper focuses on the survey and analysis of college English autonomous learning in an online environment through questionnaire.The results convey that students speak highly of English learning via Internet,but show low utilization rate and no strong motivation,which indicates that autonomous learning ability,English practicability,and specialization need further improvement.Thus,it is necessary to push teachers’ autonomy,improve students’ autonomous consciousness,and develop implicit courses system.
Doc 645 : The Development of College English Learner’s Autonomy in the Internet Environment
Since the department of education started the reform of college English teaching in March 2003,the first duty of English teaching is to develop the learners’ practical ability.In order to reach this target,Internet is applied into English teaching,aiming to improve the learners’ learning activity and autonomy.Learner autonomy is the target as well as the means of English teaching on Internet.This paper mainly deals with the characteristics of teaching on Internet and the development of learner’s autonomy,hoping to improve the learner’s practical abilities.
Doc 647 : How to Effectively Promote Students’ Autonomous Learning in Open Education
Open education is a new type of teaching mode in which students learn in their spare time and learn autonomously through multimedia resources provided by the internet,under the guidance of teachers,and on the basis of a variety of media.Importance should be attached to the cultivation of the students’ autonomy.This paper discusses the connotation of autonomous learning,analyzes the necessity of autonomous learning and the present situation of the students’ autonomous learning in open education,and expounds the preliminary conception of promoting effectively the students’ learning autonomy from such aspects as changing outlook,stimulating motivation,cultivating competence,building system and providing human care.
Doc 651 : Discussion on Interactive English Learning under Internet Environment
Web-based College English teaching breaks through the traditional constraints of time,making it possible for teachers and students to communicate at a more extensive level,realizing the opening,interacting,sharing,cooperating and autonomy of English leaning and teaching,and providing good environment and convenient condition for teacher and students’ English cooperative leaning.This paper discusses the features and advantages of web-based cooperative learning,and indicates the main factors which restrict the development of English cooperative leaning,like the language ability,study motive,the interpersonal communication ability and web media.The effective way to solve above problems is enhance interactions between teacher-student,student-student and human-computer.
Doc 654 : Preliminary Explore and Analysis the Path of the Online Education Development
With the continuous development of Internet technology,online education began to break the traditional learning mode. Online education of openness and sharing,autonomy and personalized,low cost and impartiality,meet people’s different learning needs.,of course,the development of online education still exists many problems,online education is an open platform,provider of learning materials without strict regulations,making online education limited education quality improvement; Online education learning material as the carrier,such as video,text makes the lack of real- time interactive teaching process; At present,China’s network coverage has not reached popularization,make the audience for online education lack of universality. In the development of online education should break through the single teaching mode,using the advantage of Internet to grasp the learners’ needs,optimizing education services conform to the information age. Online education development to a certain extent to draw lessons from the advantages of traditional education,actively seek and the integration of traditional education development.
Doc 655 : Research and Practice on Email-Based Assignment Management Mode
This paper designs and implements an email-based assignment management mode in allusion to current problems in teaching activities such as low efficiency and burdensome load in traditional methods of assignment management,and inferior autonomy of teachers in most professional assignment management systems.The mode receives and sends assignments making use of the receiving and sending functions of email,and captures assignment information by parsing the MIME format of email.By the mode,teachers can deal with arranging,examining,out-sending and statistically analyzing assignments at any moment.The mode greatly improves the efficiency of assignment management,and does make it automatic and paperless in teaching activities.
Doc 658 : How to Cultivate and Improve Students’ Communicative Competence with the Help of Net teaching
The cyber-information technology creates good and lively environment for foreign language teaching and learning.Based on the theory of communicative teaching and communicative competence cultivation,this article points out the advantage of net teaching and learning,it holds that net teaching and learning can improve learning environment,create authentic communicative context,enhance students’ integrative language skills and their learning autonomy.Last,some net learning and teaching opportunity and challenge are pointed out.
Doc 661 : Training of the Meta-cognitive Ability in the Process of Internet-based College English Autonomous Learning
This paper discusses the way of training students’ meta-cognitive competence in the teaching of English under the multi-media and the network environment,by the use of the cognitive psychology research result,with the combination of the theory and practice from the research of language learning strategy.Through analysis of the structure and characteristics of meta-cognition,this paper discusses the relationship between meta-cognition and learner autonomy.An investigation has been made into the students’ meta-cognitive awareness and ability,and it has pointed out that it is necessary to cultivate the students’ meta-cognitive awareness and ability so that they can manage their own studies through the network.The paper also puts forward some suggestions as to how to enhance the students’ meta-cognitive ability.
Doc 662 : On Autonomy in English Language Teaching and Practice
Autonomy advocates students-oriented development and emphasizes the autonomous capability and creativity of the students.However,up to now,the interpretation and explan-ation of Autonomy remains great diversity.Autonomy calls for further identical recognition and more empirical practice.The current computer-internet-mediated language teaching context provides feasibility for self-directed learning and autonomous development.Based on the research on teaching context,this text is aimed to give detailed analysis of feasibility concerning autonomy and offer some reflection.
Doc 666 : Approach to Teaching Mode of Internet and Multimedia Technology of College English
The introduction of internet and multimedia technology into college English has posed a great challenge to the traditional teacher-centered method.This paper reports the exploration and practice of internet and multimedia technology in college English teaching,which has proved to be widely accepted by students being experimented since it is learner-centered and aims at promoting autonomy in language learning.
Doc 668 : A Discussion on the Approach to Improving Learner Autonomy of Computer Science Undergraduates
This paper discusses the approach to improving the learner autonomy of undergraduate students in computer science through the study of the teaching of computer science courses.In addition,by analyzing individual diversity and needs of students in the teaching process,it proposes to develop task-driven individual learner autonomy and create information sharing channels via Internet so as to boost the collective awareness of learner autonomy among students.
Doc 671 : Research Report of College English Teaching Reform
Since 2004,we have made a series of large-scale teaching experiments in our university to develop the learners’ autonomy,including an Internet-based listening and speaking course,group tutoring,oral English teaching,learning strategy training,cross-cultural extracurricular activities,etc.Through the experiments,the students’ independent learning abilities,their listening and speaking skills,and their overall English proficiency have been improved significantly.
Doc 673 : Using the Internet to Cultivate Autonomous Learning
Learner Autonomy in the recent 20 years has become a heated topic in the field of present foreign language education and research. It is also regarded as the target of foreign language teaching. But in China this the utilization of this theory is dramatically restricted. Based on the fact of Chinese educational environment, this paper conduct a tentative discussion on how to use Internet to develop and cultivate English learners’ Autonomous Learning in the network-age.
Doc 675 : The research of the intervention effect of internet-based autonomous learning model in universities on learners’ readiness
As computer and web technology have been developing dramatically,how to combine them with learner autonomy in order to establish a new model of autonomous has been a focus in the field of Second Language Education.As the motivation of behaviours,learners’ readiness has long been considered an indispensable factor in autonomous learning.While,the specific research of the intervention effect of internet-based autonomous on learners’ readiness is still not explored.This study explores this issue from looking into sixty non-English majors for one and half years.The findings prove the fact that the situation of students’ motivation,cognition on self role and teacher role,as well autonomous abilities under internet-based autonomous model are superior to those under the normal college English teaching model.Additionally,the positive role of internet-based autonomous model in learner’s readiness can extend to the post-college English learning era.
Doc 676 : Promoting Learner Autonomy,Improving Learning Resources of College English
The article tries to probe into several principles of constructing learning resources for College English Course for the aim of promoting Learner Autonomy in language teaching.It is pointed out that learning resource in language learning based on internet should be student-oriented,and at the same time they need comply with principles of language teaching and learning,and reflect development of social economy and culture.The platform of such learning resources also need take role of promoting communication between teacher and student,student and student.
Doc 677 : On Cultivating Autonomy of Adult Students in EnglishLearning with the Use of Web Resources
Internet is a rich language resource for the adult students, which helps inspire their study autonomy and provides learning process with greater interaction significance. On web there are genuine English materials and information gap existing between them and the learner. The teacher can assign to the students authentic interaction activity, and consequently, cultivate their interaction ability in English and increase their acknowledge of target language culture. Most importantly, learning on web will help form autonomic approaches and strategies of employing resources.
Doc 678 : Student’s Autonomous Learning Ability in the Multi-media Environment
Based on constructivism,the wide application of multi-media and Internet on the teaching can improve students’ study efficiency and foster students’autonomy.In the studying process,the students have more flexible study time and flexible study place,and study more autonomously.Therefore,the study resources can be organically integrated and made full use.
Doc 679 : Teaching Design and Study of Multimedia Course of Aerobic Exercise“Interactive Teaching”
Combining internet technology and the features of aerobic exercise science,the paper car- ried out the teaching design and study of multimedia course of aerobic exercise“interactive teach- ing”.As a result,it can equip the students with an open teaching environment and excellent internet resources,direct them to actively participate in the learning process,and achieve the teaching indi- viduality and the students’ autonomy in a real sense.Therefore,it can accumulate the experience for the making of sports science multimedia courseware and provide diversified teaching mode for PE teaching.
Doc 682 : Training Program Reform about Nursing Correspondence Education in Army
To adapt to the task of the armed forces in new circumstances,the nurses should improve their level of theory,technical ability and comprehensive ability.On the basis of common education in the school,the training program was innovated about nursing continuing education in army,which focuses on flexibility,autonomy, comprehensive,pertinence and layer of the content.The training methods were also perfect,including learning by self,teaching by face to face,teaching by internet,special topics lecture and so on,which has promoted the education quality.
Doc 684 : On the action and cultivating approach of metacognition at college English self-learning which based on network
From the features and problems of College English Autonomy based on the internet,the paper analyzes the active role of meta-cognition in this learning pattern and puts forward some ways to foster meta-cognition in students with an aim to develop their autonomy ability.
Doc 688 : Students’ Collective Knowledge Construction in the Virtual Learning Environment ““ToLigado”–Your School Interactive Newspaper”.
Introduction. The ToLigado Project Your School Interactive Newspaper is an interactive virtual learning environment conceived, developed, implemented and supported by researchers at the School of the Future Research Laboratory of the University of Sao Paulo, Brazil. Method. This virtual learning environment aims to motivate trans-disciplinary research among public school students and teachers in 2,931 schools equipped with Internet-access computer rooms. Within this virtual community, students produce collective multimedia research documents that are immediately published in the portal. The project also aims to increase students’ autonomy for research, collaborative work and Web authorship. Main sections of the portal are presented and described. Results. Partial results of the first two years’ implementation are presented and indicate a strong motivation among students to produce knowledge despite the fragile hardware and software infrastructure at the time. Discussion. In this new environment, students should be seen as ‘knowledge architects’ and teachers as facilitators, or ‘curiosity managers’. The ToLigado portal may constitute a repository for future studies regarding student attitudes in virtual learning environments, students’ behaviour as ‘authors’, Web authorship involving collective knowledge production, teachers’ behaviour as facilitators, and virtual learning environments as digital repositories of students’ knowledge construction and social capital in virtual learning communities. Abstract
Doc 696 : The role of risky behaviors and health education in college students’ health information acquisition on the internet
Prior research shows that students use the Internet as a main source of health information. When starting college, students get greater autonomy over their behaviors and responsibility for their own health, which creates a number of health-related information needs. As a result of this newly acquired autonomy, students also frequently engage in various risky behaviors, putting their well-being in jeopardy. This study aimed to answer whether the self-reported frequency in which students engage in risky behaviors and their enrollment in health-related courses affect how frequently they obtain health-related information. A novel aspect of this study is that it incorporated both intentional and opportunistic information acquisition. An analysis of online survey responses from 810 undergraduates attending a mid-western U.S. university showed that the frequency of their engagement in risky behaviors (e.g., the use of substances and alcohol and engagement in high-risk sexual activities) is not significantly associated with the frequency of neither intentional nor opportunistic health information acquisition on the Internet. However, students enrolled in health-related courses more frequently obtain health information by both intentional search and opportunistic discovery. This opportunistic style of was often described in the literature using terms such as passive, unintentional, accidental, serendipitous, encountering or acquiring by chance. The study findings provide valuable directions for librarians and health educators on how to design new and improve existing e-health literacy instructions to better suit students’ current needs and information behavior patterns.
Doc 700 : [First mandatory training in evidence-based medicine in the Medical Education Programme of the University of Frankfurt].
Changes in the German medical licensing law in 2002 demanded the inclusion of sound scientific knowledge and practical skills in the medical education programme for undergraduates. The universities were given ample autonomy to implement this goal, so that subjects not yet included in the curricula, such as Evidence-based Medicine (EbM), could now be integrated in the study course. Hence, in 2003 the Medical Faculty of the Johann Wolfgang Goethe University, Frankfurt/Germany implemented (as first institution) a mandatory clinical training in EbM for third-year medical students. The content and structure of the seminar are based on the “Curriculum EbM” of the German Network of Evidence-Based Medicine. This project is conducted exclusively by intern medical students with previous training in teaching skills and specific knowledge. The seminar is integrated in the interdisciplinary field “Epidemiology, biostatistics, and informatics”. The four-day seminars consist of lectures and small-group teaching based on Internet search of medical information as well as on the critical appraisal of studies that deal with therapeutic and diagnostic problems; the self-evaluation of the information-retrieval process is also included. Special importance is attached to the need of scrutinising published medical information. The grades are based on seminar-oriented tests as well as on end-of-term examinations. The Frankfurt project shows that EbM can be easily implemented in medical undergraduate courses.
Doc 702 : The Implementation of Technology Approaches to Develop Learners’ Autonomy in Learning English
With the development of computer and internet technology, web-based autonomous learning is increasingly becoming an essential element in the learning process for college students. Web-based autonomous learning, based on humanism and constructivism, has combined autonomous learning and internet technology, and opened up a new path to college English learning. Mastering English is even more important for engineering students whose native language is not English, as many engineering graduates encounter difficulties in their English-related work. Most scientific papers or journals globally are written in English. Most engineering graphs are also marked in English. To prepare engineering students for their future careers and life-long study, research is conducted in this paper to investigate the current situation of web-based autonomous English learning of engineering students in particular and current problems in their process of learning. Based on research findings, possible solutions and suggestions are proposed to solve the problems and improve students’ autonomy in English learning.
Doc 713 : Novelties in the use of social networks by leading teachers in their classes
We report on a study on the ways leading teachers in secondary schools use social networks while interacting with their students. We undertook in-depth interviews with five leading teachers, and analyzed logs of interactions in order to identify teaching practices combining social networks. One teacher considerably strengthened her traditional teaching practices to control students according to a pedagogical approach of transmission of knowledge. We found that four teachers fostered social learning, autonomy and active engagement among their students. They thereby fostered the constitution of a learning community - of inquiry, or a moral community, through the use of social network sites. Additionally, we identified the distinctive role of social networks in contributing to the students’ learning to be part of their community. We examined five Israeli leading teachers who use social networks in their classes.Four teachers were found to foster social learning, autonomy and active learning.The fifth teacher used FB to strengthen traditional teaching practices.SNSs help students learning to be members of communities for better or for worse.With SNSs, leading teachers become potential agents of educational change.
Doc 718 : An Investigation into the Factors Enhancing English Learning by Using New Media
This study involving 252 students from four different higher educational institutions in China investigates the attitudes and practices towards learner autonomy with the use of technology in learning English. Questionnaires were distributed to the 252 participants and follow-up in-depth interviews were undertaken with a number of participants. Meanwhile, the teacher as a researcher conducted the action research project in order to understand how the use of modern technology and the Internet enhanced English proficiency of learners, especially their listening and speaking abilities. Additionally, some invaluable data were collected from interviews with participants and learning diaries on their experiences in using advanced technology. The research results demonstrate that: 1) One of the most important roles for language teachers is to motivate students to learn English, and to teach them correct learning strategies and learning methods; 2) Learner autonomy plays a crucial role in learning English; 3) The combination of the use of autonomy and advanced technology, such as computers and the Internet, helps learners improve their English language proficiency, and is considered to be one of the most effective ways to learn a language. Finally, this paper concludes with some implications and suggestions on English language teaching and learning by the use of the new media.
Doc 726 : Kajian Strategis Dan Prioritas Pembangunan Pendidikan Menengah Untuk Meningkatkan Mutu Pendidikan Di Pulau Madura
Efforts in quality improvement and development of education in the era of regional autonomy are not only the responsibility of the central government and provincial governments, but also the responsibility of local governments. Quality improvement and development of education thus become strategic issues for any local government. This study aims to address issues related to: (1) the condition of school facilities and infrastructure (2) the role of school committees which is not optimal; (3) the absence of equitable distribution of teachers; and (4) the lack of Information and Communication Technology/ICT-based learning application in in secondary schools. The research was conducted in four districts, namely Bangkalan, Sampang, Pamekasan and Sumenep. The main theory employed in this study is the School Based Management (SBM) or the so-called School Based Management (SBM). The population was students, parents and teachers. The total number of samples was 250 people comprising 100 students, 100 parents and 50 teachers. The research data were obtained from primary and secondary data. The study yielded a number of key findings. First, 90% of High School (or its equivalent) teachers master the materials taught. This is due to fact that the materials taught are in accordance with the education qualification of the teacher. Secondly, the mismatch found in Madurese high schools was apparently caused by the lack of educators with suitable qualification for the subjects they teach concurrently. Almost all secondary teachers in Madura island require trainings related to the development of competency for mastering the subject materials. The last but not the least, the majority of teachers still apply simple learning methods. Although the method applied by teachers are generally similar, there are significant differences between the favorite schools and the other schools.
Doc 728 : Facebook as a Tool in University English Language Education
Over the past several years, there has been an explosion in the availability and widespread use of social media sites such as Facebook, Twitter, and YouTube. This study evaluates the potentially relative effectiveness of Facebook as one of the most popular social networks applied for the development of English language skills, fostering metacognitive awareness and promoting learner autonomy by Lithuanian intermediate EFL learners in university settings. To this end, 63 intermediate EFL learners were questionnaired to express their beliefs about the use of Facebook and to assess their views on the improvement of language skills and motivation in English language learning, fostering their metacognitive confidence, attitudes and sense of autonomy towards English language learning. The research revealed that applying Facebook by learners improves their language skills and promotes their sense of autonomy.
Doc 730 : A Spanish-Finnish Telecollaboration to Develop Intercultural Competence and Learner Autonomy
Telecollaboration enables students from different geographical locations to interact in a more authentic environment, share their views with their partners, create profiles as well as build online communities enjoying common interests. With this in mind, a Spanish-Finnish task-based project was designed to examine how students perceived their cultural exchange via Facebook and the extent to which such online interactions assisted them in becoming autonomous learners. Nineteen Spanish and seventeen Finnish participants were provided with the opportunity to interact with each other outside the classroom with a view to exploring the target culture and, consequently, experiencing intercultural learning. The findings suggest that the learning experience was positive and that the participants felt motivated to examine each other’s cultural traits and manage their own learning tasks. Sharing information and reciprocally exchanging views on comments are paramount in developing skills to become independent learners.
Doc 731 : Некоторые эффекты информатизации образовательной среды современного вуза
The paper analyzes the effects that occur in the process of the educational environment informatization. The following effects were analyzed: information richness, openness, individualization of learning and collaboration. Examples of educational practice, illustrating the significant changes of the university educational environment associated with the manifestation of these effects, are presented. The aim of the pilot study carried out in Herzen University was to identify the attitude to the listed effects of teachers and students who are using information and communication technology in the educational interactions. The leading method of study were a series of surveys addressed to teachers and students. Groups of questions were related to basic information effects, manifested in the educational environment of the university. The total number of the survey participants is 200 students (bachelors and masters) and 100 teachers, most actively using electronic environment for research, education and professional activities. Qualitative and quantitative analysis of the results showed that information richness, spatial and temporal freedom of educational interactions are demanded by students, but at the same time, the data indicated a lack of systematic pedagogical support for the information and educational activities of students. A large part of students show a high autonomy in the information educational environment, but also demands implementing individualized information and communication educational request. Students and teachers are actively using a variety of information and communication opportunities of the electronic environment, but students’ activeness in the electronic environment is largely determined by the recommendations of teachers, rather than by a free choice of educational opportunities. The participants of the educational environment acquire a significant degree of freedom in relation to the time and place of interaction with educational resources, but evidence suggests that educational activities in the electronic environment is not sufficiently focused on expanding the range of educational opportunities and preparing students for continual self-improvement of knowledge and skills. As the conclusions, we note the need to improve both the corporate strategy of the university electronic environment development and the competences of educational interactions in the extended information and communication space. This will reveal the full potential of e-learning environment and provide greater guarantees for obtaining high-quality educational outcomes. For teachers are in demand special competences, providing the possibility of forming a diverse and adaptive media environment for saturated solution of educational problems in accordance with university policies, introduction of e-learning and global education trends. For students, come to the fore the competences which help to improve their information culture and individual requests for the use of a variety of educational opportunities available in the electronic space. These ideas are fully consistent with the demanded by modern society the lifelong learning strategy.
Doc 732 : Iranian EFL Students’ Emotional Intelligence and Autonomy in Distance Education
The present study aimed to clarify EFL learners’ conceptions of autonomy and whether their autonomy was correlated with their emotional intelligence. The research was carried out with the participation of 110 learners at Distance Education University in Urmia, Iran. Questionnaires were emailed to the participants. Results of statistical analyses revealed substantial correlations between learners’ conceptions of autonomy and their emotional intelligence. ‘Independence’, ‘Stress Tolerance’, ‘Problem- Solving’, ‘Happiness’, ‘Self-actualization’, ‘Self-awareness’, ‘Optimism’, ‘Self-regard’, ‘Empathy,’ and ‘Impulse Control’ became the most determining elements of emotional intelligence (EI) for learners. Overall, the findings led the researcher to conclude that learners’ EI is a key factor influencing the extent to which they are ready to learn autonomously, and that teachers could therefore strive to ascertain learners’ intelligence type before they train them to become autonomous.
Doc 735 : Teachers of mathematics interchanging by a social network: do they comprehend among them?
This paper is framed in a triennial project in the area of Information and Communication Technologies (ICT) in Mathematics Education. We constituted part of a group of university teachers who engaged in a kind of training teachers in service. In particular we were interested on the use of ICT in two senses: as a means of communication (Facebook) and as a teaching tool (GeoGebra). The work consisted on constructing a process of accompaniment to teachers of Mathematics at middle schools of four localities of Argentinean Patagonia. They were distributed in two groups of two schools each one. One group treated contents of algebra y the other one of functions. The process was to co-generate didactical cycles of three phases: priori analysis, commissioning classroom and posteriori analysis. In this presentation we pay attention to some aspects of the communicational use of the ICT which were made in the algebra group, with special focus in the produced levels of confidence and autonomy.
Doc 739 : Processos de trabalho e de subjetivação de professores universitários de cursos de educação à distância
This study aimed to analyze the relationship between work processes and subjective processes in the activity of teaching school of distance education (DE). We chose to perform a qualitative exploratory study, which had a policy of the single case study and as instruments observation, documentary research, questionnaire and semistructured interview. The results revealed that teachers realize the Information and Communication Technologies (ICT) as inherent in all spheres of their lives, occurring also an intensification of the workload and the need for them to discipline themselves. The organization of work in distance education requires a new way of structuring, in which there is increased control, which restricts the teaching autonomy; socio-professional relations mediated by ICTs make the work of distance education teachers lonelier but at the same time, require a multidisciplinary team to execute the teaching.
Doc 740 : Language Learners Perceptions and Experiences on the Use of Mobile Applications for Independent Language Learning in Higher Education
With the widespread use of mobile phones and portable devices it is inevitable to think of Mobile Assisted Language Learning as a means of independent learning in Higher Education. Nowadays many learners are keen to explore the wide variety of applications available in their portable and always readily available mobile phones and tablets. The fact that they are keen to take control of their learning and autonomy is thought to lead to greater motivation and engagement, and the link with games-based learning suggests that the fun factor involved should not be overseen. This paper focuses on the use of mobile applications for independent language learning in higher education. It investigates how learners use mobile apps in line with their classes to enhance their learning experience. We base our analysis on a survey carried out in autumn 2013 in which 286 credited and non-credited language students from various levels of proficiency at The University of Manchester express their perceptions on the advantages and disadvantages of the use of mobile applications for independent language learning, together with examples of useful apps and suggestions of how these could be integrated in the language class.
Doc 744 : Translingualism as an Open Educational Language Practice: Raising Critical Language Awareness on Facebook
The term Open Educational Practice (OEP) is often defined as the process of creating and adapting OER. However, in the context of this study, we take OEP to include any practice that opens up a closed educational ecosystem by expanding learners’ social networks and by increasing learners’ participation and autonomy. Our study is framed in terms of one of the Research Hub’s guiding hypotheses: OER leads to critical reflection by educators, with evidence of improvement in their practice. In this case, the improved practice refers to how French-language educators sought to overcome prescriptivist attitudes linked to the monolingual orientation of traditional classroom instruction by adopting a translingual paradigm in keeping with recent research in applied linguistics (Cook, 1992, 1999; Blyth, 1995; MLA Report, 2007; Kramsch, 2010; Levine, 2011; Canagarajah, 2015). More precisely, we examine how language educators extended an titled Francais interactif (Blyth, 2009, 2012; Kelton, Guilloteau & Blyth, 2011) by creating an accompanying Facebook page as an online space (Gee, 2005) where traditionally proscribed practices such as code switching and lexical borrowing were not only accepted but encouraged. Following Canagarajah (2015), we understand translingual practice as an umbrella term referring to a language learner’s integrated repertoire of communicative strategies based on multiple languages and modalities. We examine the social dynamics of various translingual practices that routinely occur on the Francais interactif Facebook page and conclude by arguing that open, translingual affinity spaces provide an ideal place for raising learners’ critical language awareness.
Doc 745 : Learner Autonomy through the Adoption of Open Educational Resources Using Social Network Services and Multi-media E-textbooks
With the development of social network services (SNS) on the Internet, the world has gained access to vast amounts of information resources, allowing people to carefully research and select what they need and want to share with others. The main idea behind open educational resources (OER) is providing freely accessible and openly licensed documents, which fits well with the online learning system using SNS. However, the gap between higher education and social network media in relation to shared activities and OER use remains a challenge. The main reason for this is that teachers lack knowledge of mutual assistance and the skills to use OER. Teachers are dissatisfied with having to use others’ resources, which indicates that the problem lies in teachers’ psychological conflicts and technical capabilities. Our learning platform, Creative Higher Education with Learning Objects (CHiLO), is based on e-textbooks and aims to develop a flexible learning environment. The CHiLO e-textbooks were developed with a completely new design that considered large-scale online courses, such as open online courses. The core component of CHiLO is the CHiLO Book, which is created in EPUB3 format and has media-rich contents, including graphics, animations, audios and embedded videos. Our set of experimental outcomes shows that CHiLO, which includes not only Web services but also e-textbooks, is easy for teachers to handle.
Doc 748 : IMPROVING CURRICULUM THROUGH BLENDED LEARNING PEDAGOGY
This paper is a study of blended learning pedagogy in open and distance learning (ODL), involving two universities in Southeast Asia, STOU Thailand and UT Indonesia. The purpose of this study is to understand the issues related to the implementation of blended-learning pedagogy. Existing theories in Distance education (DE) specifically interaction and communication theory proposed by Holmberg (1995), autonomy and independence theory based on the work Wedemeyer (1981) and Moore (1994) and community of inquiry (CoI) model contributed by Garrison, Anderson, and Archer (2000) are detected to provide a general picture on how practices in teaching-learning provisions and DE theories may inform each other. Qualitative case study was employed to optimize my understanding of the blended learning phenomena gathered through semi-structured interview and documentary analysis. Whilst they operated in different educational settings, these two universities shared similarities. They have developed blended learning pedagogy to promote students’ learning classified into three dimensions: printed learning materials, F2F sessions, and online learning. Printed materials, however, may be identified as a major one and online learning have been regarded as strategic policies for further development. They have been equipped with their VLE; the use of VLE helped these universities to provide two-way traffic communications. They have been involved in developing internet-based instruction to widening access and to meet challenges for better future.
Doc 750 : Contribuições da extensão universitária na formação de acadêmicos de enfermagem
https://doi.org/10.5902/2179769219966 Taisa de Paula Paiva Freitas Cristiane Cardoso de Paula Bruna Pase Zanon Fernando Setembrino Cruz Meirelles Teresinha Heck Welleir Stela Maris de Mello Padoin
Aim: to analyze the contributions of extension actions in the teaching of egressed students from the extension projects of AIDS, education and citizenship Program. Method: quantitative cross-sectional study. The participating population of the study was 43 egressed students from the extension project, linked to the nursing course of a Federal University. Data colletion occured through questionnaires that were sent by email from April to May, 2015 and were analyzed by Prictive Analytics software program. Results: the autonomies obtained after the participation in extension activities wesr emphasized, such as the autonomy on personal development, related to their own learning process, the teamwork, the mutual respect in the work enviroment and the academic improvement, since they had the opportunity to perform activities that are not found in the curriculum. Conclusion: The participation of academics in extension projects increases the responsibility to contribute decisively to social, individual and collective changes
Doc 754 : Socio-Cultural Challenges in Global Software Engineering Education
Global software engineering education (GSEE) is aimed at providing software engineering (SE) students with knowledge, skills, and understanding of working in globally distributed arrangements so they can be prepared for the global SE (GSE) paradigm. It is important to understand the challenges involved in GSEE for improving the quality and experience of educators and students. This paper reports the findings of an empirical study on the socio-cultural aspects of GSEE. A case study was conducted involving 14 participants from ten different universities in eight countries. The data was analyzed using grounded theory’s open coding procedure. The key contributions of this paper are the identification and description of seven dimensions of socio-cultural distance that caused several significant challenges in the courses: 1) language differences; 2) concept of time; 3) attitude toward grades; 4) assumptions about national culture; 5) differences in autonomy; 6) influence of the course lecturer; and 7) work habits. Recommendations from this paper that are expected to benefit GSEE educators and students include: cross-cultural orientation of students prior to the course; use of various strategies to support better comprehension of different English accents (e.g., speaking slowly, replaying recorded video messages, and text chatting); and educators familiarizing themselves and their students with the relevant GSE and GSEE literature.
Doc 756 : O conceito de autonomia aplicado ao processo de aquisição de línguas estrangeiras na era da informação
The use of Internet tools for educational purposes has been commonly associated, in the school, with the notion of autonomy. This concept, however, involves elements that go beyond methodological issues regarding the acquisition of foreign languages in Web process - also encompasses social, political and gnostic issues. Therefore, we will try to explore the concept of autonomy applied to foreign languages teaching and learning process through the Internet, based on the principle that the autonomous individual can not be determined by other individuals, and even by technological devices, no matter how advanced they are. We will examine, however, to what extent the use of communication technology tools in the Web can contribute to the process of formation of autonomous and active individuals in their own process of acquiring a foreign language.
Doc 757 : Enhancing Students’ Language Skills through Blended Learning.
Abstract: This paper presents a case study of using blended learning to enhance students language skills and learner autonomy in an Asian university environment. Blended learning represents an educational environment for much of the world where computers and the Internet are readily available. It combines self‑study with valuable face‑to‑face interaction with a teacher. This study puts the spotlight on learning outcomes in an English for Specific Purposes (ESP) class in Thailand in which e‑learning strategies are used in parallel with traditional classroom language teaching methods of the four language learning skills. These skills are listening, speaking, reading and writing. The achievements and attitudes of students were compared between the control group and the experimental group to measure the potential of available technology to develop language skills and learner autonomy. The findings from this study show that online practice is directly beneficial to enhance the four language learning skills as well as autonomous learning and learner motivation.
Doc 758 : What American College Students Want from Religion: Facebookismanity, Lucid Dreaming, and Bodhisattva Tupac Shakur
In 2007, 10 groups of college students in an introductory-level religion course were asked to create a new religion that would appeal to their peers. This article analyzes the content of those religions, as well as student reflections on them, in light of quantitative studies and original analysis of a sample of college students drawn from Wave 3 of the National Study of Youth and Religion. It finds that college students see themselves and their cohort as interested primarily in religions that revolve around three axes: tolerance and inclusivity, moral and intellectual autonomy, and this-worldly happiness. These findings suggest that a synthesis of literature on the life course and on American moral culture provides the best analytical framework for viewing American college student approaches to religion and spirituality.
Doc 765 : Mobile English Learning: An Empirical Study on an APP, English Fun Dubbing
The availability of smart phones connected to mobile network and the occurrence of APPs developed for the educational purposes provide us with the possibility and feasibility of mobile teaching and learning. English Fun Dubbing, an APP designed for its users to practice oral English, was employed in this one-academic-year empirical study to evaluate the benefits of mobile APPs in the field of pedagogy. When the study ended, an anonymous online questionnaire was distributed to the 123 participants to survey the effects of English Fun Dubbing on their English language learning. The results showed that the majority of the respondents were satisfied with it in many aspects including its conveniences, flexibility, user-friendliness, rich materials, authentic language context, etc. and also its functions to inspire learning interests, foster learner autonomy, help realize personalized learning, and so on. We concluded that a reasonable and wise choice of APPs would not only be useful for students’ English learning, but also help lead them to use mobile phones in a positive way.
Doc 768 : Heutagogic approach to developing capable learners
The twenty-first century higher education sector has come a long way after undergoing continuous metamorphosis from pedagogy to andragogy. Most of the educational approaches adopted in medical schools are directed towards developing more of competencies and less of capability, which is the ability to use competencies in novel contexts. Competencies alone are not sufficient to thrive in the present day work place as medical profession subsumes complex contexts; it is in this scenario that, medical educators are entrusted with the challenging task of developing “capable learners”. In the heutagogical approach, learners are required to decide upon what to learn and how to learn and therefore the control of the learning process is on the learner and the role of the teacher becomes that of a navigator. This paper highlights the current higher educational practices based on heutagogy, considers its application in the context of Problem-based learning and also discusses a few challenges in incorporating this approach in the existing undergraduate medical curriculum. The article proposes the use of social media in order to support learner autonomy, which in turn improves learners’ cognitive engagement with content and tasks, thereby assisting the development of attributes associated with capability.
Doc 770 : A Brief Study on English Autonomous Learning Ability Based on Mobile Learning in EFL Curriculum
As a transformed learning mode of the traditional learning environment, mobile learning is of great potential for foreign language learning, it enables the learner to study at anytime, anywhere and at their own pace. This paper attempts to examine the impact of mobile technology on the college students’ autonomous learning ability in EFL curriculum. It also puts forward effective strategies to foster learner autonomy by means of efficient smartphone-based mobile learning.
Doc 775 : Motivating Gifted Students: Technology as a Tool for Authenticity and Autonomy
Gifted student may underperform if unmotivated. Teachers can help students who are gifted to be motivated by using technology to help provide autonomy and authenticity in the curriculum. Technology can be used as a tool for student autonomy when it is used in ways that give the student choices. Teacher can use the Internet to provide students access to different topics. When students can control the depth and breadth of content through what they learn using technology, they are motivated. Technology also allows individual students control over the pacing of learning when they can accelerate through easily mastered or already mastered material, and then slow down when something particularly interesting is encountered. Authenticity, where students are doing work or experiencing learning activities that are equivalent to adult or expert experiences, are accessible to students through technology, but only if teachers plan for it. Particularly web 2.0 technologies allow students to create authentic products for authentic audiences because the can publish and share a variety of media. Technology can facilitate student collaboration and allow for mentoring from experts. Gifted students, who can be motivated by competition, can also increase the competitions available to them by looking for competitions online. Teachers control student access to and uses for technology within the school setting. If teachers are concerned about students who are gifted developing to their full potential, then planning for motivation makes sense and technology is a ready tool.
Doc 782 : Cultivating Online English Learner Autonomy in Internet Plus Era: A DST Perspective
Based on Dynamic Systems Theory (DST), the article proposes that cultivating online English learner autonomy is a complex dynamic system. Under the interactions of learners, learning resources, learning task and learning environment, the development of online English learner autonomy is featured with being non-linearity, self-organization and “butterfly effects”. It proposes that in internet plus era, online English learner autonomy can be improved in resource-based, technology-based, student-based and teacher-based approach.
Doc 787 : The use of Twitter to facilitate engagement and reflection in a constructionist learning environment
Determine students’ self-reported use of Twitter in a health systems course and gauge their perceptions of its value and utility for self-guided supplementation of course material, and evaluate the quality of students’ reflections from information they found on Twitter.Students in a health systems course create a Twitter account to remain abreast of current developments in pharmacy and health systems. They were afforded the autonomy to follow organizations/individuals they chose and write reflective mini-papers on selected tweets from their Twitter feed prior to each course session. A self-administered survey solicited students’ favor toward various aspects of the Twitter reflection assignment. An examination of students’ reflections as the course progressed was also undertaken.Approximately 2/3 of the students enrolled in the course responded to the survey. Student perceptions of the Twitter assignment were quite favorable, with highest favor related to facets regarding the construction of their own learning and continuation of engagement throughout the course. Responses to open-ended questions corroborated students’ perceptions of their own learning, as did the content and quality of their reflections during progression of the course.The course design reinforced previous claims outside of pharmacy that Twitter can be a useful tool to reinforce or create new learning paradigms, but especially under the auspices of established theory, such as a constructivist environment employing constructionism pedagogy. A course like health systems in programs of academic pharmacy might especially benefit from use of Twitter and such course design.
Doc 789 : A PRÁTICA PEDAGÓGICA E A FORMAÇÃO CONTINUADA DE PROFESSORES: REFLEXÕES NUM CONTEXTO MULTIFACETADO - DOI: 10.5212/Rev.Conexao.v.13.i1.0011
This article presents an analysis of the revealed knowledge concerning the teaching practice in the interaction and mediation process developed by means of chats in the virtual environment Moodle, throughout 2014, involving Science and Chemistry teachers of local schools, undergraduate students and professors of the Chemistry teaching degree course in the Universidade de Passo Fundo - RS. The extension project “Training for Science/Chemistry teachers: round of conversation involving teachers’ knowledge and practices” aims to establish the so called “Triads of Professional (interaction) Training”. This process aims to problematize the knowledge by experience and to allow reflection, an important aspect for the constitution of a teacher’s autonomy and protagonism. Data was analyzed based on a Discourse Textual Analysis. Results indicate that teachers have a being knowledge and a doing knowledge that originate from practice, but that need to be revealed and problematized so that it can produce progress and qualify the teaching action. The interaction process involving the triad is potentially significant for the continuous training.
Doc 793 : Towards new roles for learners and teachers in a language learning system
In a flexible language learning system, developed at a French university and gradually improved through Action Research, different elements are combined: individual work on a virtual learning environment (VLE), pair-work and counselling appointments. One of the objectives of the system is to help the students involved progress towards autonomy – defined as “the ability to take charge of one’s own learning” (Holec 1981: 3) or “as the capacity to take control over one’s own learning” (Benson 2001: 2) – in their learning of English. The implementation of the system involves a new conception of the different actors’ roles. Teachers become tutors, or counsellors, as defined by CRAPEL (Gremmo, 1995; Ciekanski, 2005) with new specific pedagogical goals (Bertin, Grave & Narcy-Combes, 2010) and the learners have a new role to play. The introduction of two new guidance tools over the last years – a logbook, and specific sections in the existing forum of the VLE – were meant to help the students develop a reflexive approach and thus enhance autonomization, or developing learners’ capacity to learn (Holec 1990: 77), and, in a second time, to promote the development of collaborative learning strategies and encourage the students to use strategies which they would not primarily have thought of. The guidance tools used in this specific language learning environment such as the counselling appointments, the logbook, and the forum, may influence the roles played by the different actors, but also the representations they have of their own roles, which may have an impact on their motivation and thus on the autonomization process (Dickinson, 1995). From the creation of the flexible system five years ago, the research has studied a population of 610 students through quantitative and qualitative analyses (Chateau, 2008; Chateau & Zumbihl, 2010). Focusing on the results obtained with the last population of students, the paper discusses the differences between them and the previous populations, and in particular whether the evolution of the roles played by the different actors, as compared with traditional language teaching/learning situations, has been enhanced.
Doc 795 : Calidad de vida relacionada con la salud en estudiantes universitarios de primer año
Objetive: To evaluate the health-related quality of life (HRQoL) of first-year university students at the University of Chile in 2015 Material and Method: Observational, transversal, and analytical study of first year students, 17 to 18 years of age, attending 14 Faculties, 2 Institutes, and 1 Bachelor Program of the University of Chile. Delivery of Kidscreen-52 test by email to 3,738 students, of which 1,277 replied (34.16%). The Winsteps program model and Rasch punctuation were used. Results: The dimensions Physical Well-being, State of Mood and Emotions, and Autonomy scored less than 42 Rasch points, and the other two dimensions – Psychological Well-being and Friends and Social Support - had significantly lower scores than those found in Chilean adolescents of a comparable age, in women, in students of lower socio-economical levels in municipal public schools with a Scholar Vulnerability Index, or those with a disability, health problem, or chronic illness. The differences are greater in Faculties with heavier academic demands. Discussion: This first study gives new information in an area seldom studied, which is important for students, academics, and authorities. It is suspected that similar results would be found in other university settings. Conclusions: HRQoL studies are feasible to apply in institutions of higher education, to benefit both students and educators. This study contributes to the diagnosis and evaluation of public policies on student support, and for teaching strategies. In the near future, HRQoL instruments could be applied with other students and other members of the university community, in combination with studies on risk factors.
Doc 796 : The Internet and Autonomous Language Learning: A Typology of Suggested Aids.
As leading languages spoken all over the world, a number of learning and teaching sites or pages on the Internet specifically concerning the teaching of English, French, German and Spanish are available. A review of these sites shows that they have low standards as opposed to language teaching CD-ROMs. Generally speaking, affected largely from the structural approach, these sites present structural exercises while employing very few possibilities expected from the vast possibilities of the Internet. In the absence of satisfactory explanations in relation to previously determined objectives and direction towards other sites, the students are not only misdirected but also exposed to trouble some self-measurement processes. Knowing that the Internet contributes to learning autonomy and remote learning, the present study examines the extent of suggested helps for autonomous consultation
Doc 798 : Autonomous Space Exploration Online in a Writing SAC or OWL
Virtual spaces to help learn a language or write autonomously have become common and are only likely to increase. Multiple resources can be placed on a site easily accessible 24/7 and computer mediated communication in various forms can supply needed human interaction spaces. But how are these sites used by the local students? Following the path of several individuals in detail can allow more understanding and depth of the precise usage of space. This paper tracks two Arab students exploring and using a newly formed online self-access centre (SAC) for writing or online writing lab (OWL) for the best part of a semester. As an exploratory action research study, it was data driven and multiple data sources were mainly unobtrusive so that the study could proceed very naturally. The choices, learning style, autonomy types and personality differences between the two students suggest a range of support is ideal in an online SAC to cater for individuals in this context, including resources, how to learn, 1-1 asynchronous with advisor (emails), forums, electronic writing raters, and a high profile test. Ongoing action research should help to keep the online facility relevant to needs and open to new ways.
Doc 801 : Correlation Between Class Room and Online Learning In Engineering Education-A Comparitive Study
Self directed learning gives control and responsibility to a learner for learning, though there are three important conditions. These conditions are that the learner must at least be prepared to accept the degree of autonomy given to them. They must have the skills and attitudes required for developing and managing this autonomy. This paper throws light on Traditional and Internet learning and affirms that understudy execution as measured by assessment is self-governing. 21st century guideline structure is advancing the internet usage to accomplish consideration of extra time-and place-bound students. Engineering students incline towards this to get the degree from top rank Universities or to learn particular course or surpass desires in a specific branch of knowledge. How many online understudies are compelling when stood out from their classroom accomplices is essential for demonstrating workforce and others blamed for evaluation. Eagerness in an online circumstance may be more trying in examination system classes than in other open association classes. In addition, backing may be less frightening, and the quality and measure of affiliation may be extended in online classes. The remote correspondence permits learner to get the taking in materials and addresses from any place the length of they are associated with the web. In this paper we likewise talk about the benefits and negative marks of both the strategies with the assistance of factual information examination by considering a group of Students from an engineering college. We also discuss the merits and demerits of both the methods with the help of statistical data analysis.
Doc 802 : Autonomous Learning Writing Promoted by the Use of Facebook Group
In aglobalized world, internet facilities and social media are becoming increasingly important and take a strategic role in most of human activities. One of them is in the education and learning sector. This qualitative research explored the role of a Facebook group to increase students’ autonomy in learning writing. The experiment was conducted with qualitative methodology to 6 students as a sample. The process of data collection is done through the media Facebook group which was developed during the data collection through observation and interviews. The research lasted for 30(thirty) days in which researchers became the administrator and facilitator. From the process of collecting and analyzing the data assumed that Facebook group influenced the autonomy and promote independent of students learning in writing. Keywords: Facebook group ; Students autonomy ; Learning writing
Doc 807 : La comunicación y la colaboración vistas a través de la experiencia en un MOOC
The following text presents an analysis of communication and collaboration as two central aspects in the design of virtual learning environments, noticing that in many offered courses the design does not necessarily focus on creating learning communities, but to develop a series of learning activities that basically maintain a control scheme by teaching through moderation and instructions, which leaves little margin for autonomy and self-management among students. To this end, has been analyzed the MOOC Information and Communication Technologies in Education in the Coursera platform. The working methodology was based on the review of the main concepts (communication and collaboration) discussed in relation to the AVA, the main topics of discussion forums, management students in learning communities, participation in various communication channels, results of course approval. These results demonstrated that communication and collaboration is possible in MOOCs, and how autonomy and motivation is substantial for collaborative efforts among hundreds of participants. The study confirmed that collaborative products can be made voluntarily, if participants have a common language and similar incentives.
Doc 812 : Beyond learner autonomy: A dynamic systems view of the informal learning of English in virtual online communities
Abstract This paper discusses the informal learning of English by non-native speakers with particular reference to the role of virtual communities. A model of informal language learning is presented and related to current areas of interest in the literature such as task-based learning and dynamic systems theory. This model is used to question the relevance of the learner autonomy model, which has been a cornerstone of language learning policy in Europe for the past 30 years. A research project is discussed, with particular attention to the relevant research methodologies in this field, investigating how non-specialist language learners use the Internet in their spare time to read and listen to English, and also communicate in English, notably in online communities through social networking websites.
Doc 814 : Mobile-Assisted Language Learning (MALL) Applications for Interactive and Engaging Classrooms: APPsolutely!
Mobile Assisted Language Learning, a specialization of mobile learning, represents a new field of the educational system, which offers new possibilities of delivering content to learners and facilitates the learning process. Mobile-assisted language learning (MALL) or m-learning which is defined as learning with mobile devices that can be utilized in any place that is equipped with unbroken transmission signals1 has created new opportunities and challenges for educational use. It introduced a new learning model combining new types of mobile devices, wireless communication services and technologies with teaching and learning. Recent advancements in the mobile world such as the Apple IOS devices (IPhone, IPod Touch and IPad), Android devices and other smartphone devices and environments (such as Windows Phone 7and Blackberry), allowed learning to be more flexible inside and outside the classroom, making the learning experience unique, adaptable and tailored to each user [2]. Creativity, learner autonomy, collaboration and digital practices of language learners are encouraged as well as innovative pedagogical applications, like the flipped classroom, for such practices in classroom contexts are enhanced. These developments are gradually embedded in daily life and they also seem to be heralding the sustainable move to paperless classrooms. Since these varied digital technologies are increasingly viewed as a main platform for delivery, we as educators need to design our activities, materials and learning environments in such a way to ensure that learners are engaged and feel comfortable. This paper presents how apps (for Apple devices) can be integrated into teaching and learning in higher education. Current Approaches to MALL The use of mobile devices in education has become common across all educational sectors and the range of research into the use of mobile communication technologies for the purposes of language learning has been diverse. This is motivated by a search for effective pedagogical innovations and educational applications of new media since classroom instruction needs to constantly adapt to new technologies and interests. As mobile learning has gradually gained popularity, several researchers have attempted to develop models and frameworks to explain where and how mobile learning fits within the context of education to support various kinds of learning. Pereira and Rodrigues [3] presented “the evolution of the learning models” where mobile learning is the most recent model, which reduces the limitations of the previous models. Fig. 1. The evolution of the learning models [3] Naismith, Lonsdale, Vavoula and Sharples’ report [4] stated that mobile devices can support traditional pedagogical approaches as well as contemporary approaches. In their literature review, Viberg and Gronlund [5] found that the theories and models applied on MALL mostly derive from previous theories of learning such as constructivism and social constructivism. With a constructivist approach to learning, learners actively generate ideas or concepts based on their current knowledge and build on what they already know as they are encouraged to collaborate with peers to do so. Project-based learning, a constructivist approach, allows mobile technology integration in meaningful ways so that learners can explore and develop content purposefully and engage in authentic problem-based, casebased and inquiry-based learning using the most efficient mobile applications and tools such as mobile investigations or casual games. A more recent development is Siemens’ theory of “connectivism” [6] which is described as “..including technology and connection making as learning activities begins to move learning theories into a digital age”. Combining connectivism with constructivist approaches offers learners an opportunity to achieve 21 st century skills such as technology-mediated multi tasking. Blended-learning approach [7] is another way to integrate mobile technology applications into classroom practice by using Learning Management System Apps or Personal Learning Environments such as blogs. The flipped classroom, where the sequence of activities or assignments is rearranged so learners watch teacher created videos outside the classroom so that they spend more time for practice in class, is conceptually grounded in active learning and student engagement theories and is made effective with MALL applications. Given that mobile technology devices and tools are still rather new and developing, using an integrated pedagogy in ways that support engagement of learners should be the driving force behind our classroom practice. MALL Apps in Language Learning Mobile technology involves the use of portable devices that are also embedded in our daily lives, such as mobile phones, smart phones, tablet PCs and other hand-held gadgets and the fact that learners are already using communication facilities and technology-related activities such as content creation on their portable gadgets has contributed to teachers’ efforts to integrate them into teaching and learning. These screen-based technologies are significant in educational technology as they provide many advantages like mobility of the learners and flexibility of the learning environment, connectivity and accessibility to materials, authenticity, creativity and collaborative learning. With MALL, learners are able to combine the advantages of the Internet with personalized and ongoing learning activities anytime, anywhere. Ally [8] describes mobile learning as “powerful support for effective learning and performance-based assessment”. Since the arrival of Apple IPhone in 2007 and the IPad in 2010, a wide range of MALL applications have been developed which are intended to enhance the learning process, create a learner-centred environment and focus on the ongoing process of learning rather than the end result. Learners increasingly lead tech-filled lives outside the classroom and mobile apps offer the ability to capture the full attention of the learners with full customization in regards to personal preferences and differentiation. There are a lot of apps available for carrying out a variety of tasks from media creation to productivity.
Doc 815 : Glottotecnologie didattiche per i migranti L’italiano fra le altre lingue nel progetto L-Pack (Citizenship Language Pack for Migrants in Europe)
Teaching languages to migrants through ICT L-Pack Project for Italian and other languages (Citizenship Language Pack for Migrants in Europe) The most recent trends in technology and the internet, commonly called Web 2.0., have determined new concepts in teaching and learning that involve autonomy, multimodality and flexibility. New approaches to ‘knowledge by technology’ are changing both teachers’ and learners’ roles, responding to their different aims and needs. At the same time, nearly 4 million people are presently involved in massive migration processes all over Europe, coming either from outside Europe or from another EU member state. The EU policies on migrants state the importance of a basic knowledge of the host country’s language, history and institutions for an effective integration process, and EU governments are expected to contribute to this aim. This paper describes the European Project ‘L-PACK: Citizenship Language Pack For Migrants in Europe’ (2011-2016), whose main aim consisted in developing a series of internet video texts, accompanied with materials and resources to lead adult migrants to A2 level (according to QCER levels scale) in different EU languages. The project has been developed in two main stages. In the first part of the programme, called L-Pack 1, from 2011 to 2013, the languages were Italian, Spanish, German, Lithuanian, Greek and Czech. In the second part, called L-Pack 2 extended, from 2014 to 2016, the project added English and French and was integrated with new resources and tools. The L-PACK course, which consists of 60 short video dialogues from everyday life, supported by comprehension activities and linguistic explanation and rules, is totally free and available through Youtube, Wikibooks and Soundcloud. The dedicated website http://www.l-pack.eu was visited by 120.000 users from 146 countries in the period 2011-2016. L-Pack teaching materials have also been used by teachers in classroom activities. The authors analyze and evaluate the results of the L-Pack Project, from pilot to dissemination, in different learning contexts both in situ and through e-learning. This is carried out on the basis of surveys concerning the project as a whole and in particular its use in Italian language teaching classes for migrants in Italy.
Doc 818 : Towards online student-directed communities of inquiry
AbstractThis paper opens by summarising the case for student-directed learning in online higher education as a means of bringing about the development and use of higher-level cognitive and interpersonal abilities such as critical and creative thinking. The writers refine their conceptualisations of student-direction, different to, but flowing from student-centred learning, by scrutinising a progressive series of face-to-face examples offering some autonomy in learning. Nine features are identified as essential in a student-directed programme. They review Garrison’s recent account of learning-centred Communities of Inquiry (CoI), identifying aspects of the teacher/instructor’s role that would need to be altered for student-directed online communities. Guidelines are suggested for creating a student-directed CoI including programme design addressing the development, and use, of generic abilities. Finally, the writers provide an example programme structure incorporating preparation of learners for the respon…
Doc 822 : Open Educational Resources Development on Higher Education in a Collaborative Process of Co-Creation
This paper aims to expose the results of a qualitative research process based by participatory research methodology, developed within a research of Theory and Pedagogical Practice in the Instruction of Professors, from the StrictoSensu Post-Graduate Program in Education (PPGE) at Pontificia Universidade Catolica do Parana (PUCPR), Curitiba, Brazil, as part of the activities of the research group Pedagogical Practice on Teaching and Learning with Educational Technologies (PRAPETEC) research group. From 2013 to 2016, several actions were developed by the research group to contribute to research on collaborative learning, co-creation, open education and open educational resources, due to a partnership with the Collaborative Open Learning Community (coLearn) under the coordination of Dr. Alexandra Okada. In this context, the question to this investigation was as follows: how can open educational resources (OER) development on Higher Education in a collaborative process of co-creation contribute to student learning? The aim of this study was to promote a collaborative and open educational experience for students through the creation of OER as well as the incorporation of Facebook, YouTube and Whats App as supporting environments in the teaching and learning process. Based on the analysis of the obtained results, it was observed that this experience was positive for contributing to the knowledge production in a collaborative way, with criticality, autonomy and creativity. And also, the students experienced an innovative methodology, allowing those who already act as professors to reflect on their pedagogical practice.
Doc 823 : Patterns of Interactions in a Synchronous Computer Mediated Communication (CMC) Collaborative Activity in the Saudi EFL Context
This study explored patterns of interaction in a synchronous Computer Mediated Communication (CMC) collaborative activity in an English as a Foreign Language (EFL) setting in the Saudi Arabian context. The study focused on the use of synchronous Chat in teaching and learning. Collaborative learning is considered to lead to a deeper level of learning, enhanced critical thinking, shared understanding and long-term recognition of the learned material. A qualitative approach was used in the data collection process. Participants were 20 high school students, native speakers of Arabic, in Jeddah, Saudi Arabia. The study examined participants’ English usage in conversation, a quiz, and a discussion, all of which took place online, in a CMC format. There was also a paired work presentation of 25 minutes’ duration. Results revealed that CMC enabled learners to further their understanding of instructional content and to better apply what they had learned when they were placed in a group. The results from the online discussion showed that participants’ linguistic performance improved, including better utilization of words. Although grammatical usages lack certain accuracy, the use of CMC to a larger extent contributed to enhanced communication skills and autonomy. Based on the findings some suggestions and recommendations were provided as to aid teachers as well as students in implementing the Internet technology in EFL classrooms.
Doc 828 : New Frontiers: Exploring the Power and Possibilities of the Unconference as a Transformative Approach to Faculty Development
Innovation happens when minds come together to share (Ferriter & Provenzano, 2013, p. 19). The commitment to evolving ideas is a cornerstone of academia, informing the varied teaching and learning spaces we occupy as well as the professional spaces where we collaborate, share, and learn: from faculty lounges to hallways, from conferences to journals, from handwritten correspondences to emails, blogs, and tweets. 21st century technologies continue to multiply, affording us an ever expanding arena of modalities and methods to refine and impart our intellectual craftsmanship as scholars and as faculty developers. Faculty developers can benefit from the insights, methods, and examples of the unconference as a powerful platform for imagining and crafting dynamic and potentially transformative faculty learning experiences (West, 2012).The unconference is powerful because of the rate at which ideas can be generated and shared; because the unconference celebrates autonomy and encourages the emergence of our personal narratives; because the unconference challenges traditional notions of learning space redefining the locations, relationships and by which we communicate and build understanding; and because of the unconference’s democratic-participatory structure (Association for Learning Technology; Kassner, 2014). The unconference is an arena of possibilities that organically build off the very foundations that drive those interested in developing knowledge to connect with others. Conceived as such, the unconference can substantively inform and inspire new directions for the future of faculty development so that the field continues to remain programmatically relevant, agile, and exciting.With the spirit of exploration in mind, this paper discusses the what, why, and how of unconferencing and probes its implications as a transformative approach to faculty development in higher education. The paper examines theory that informs the unconference, canvasses resources and tools that can be used to organize and build unconference learning experiences, and highlights ways the unconference can prompt critical reflection among faculty. To this end, best practices and strategies are offered, including reference to web-based resources that may assist in preparations for unconference experiences. Moreover, the authors discuss the importance of and methods for networking stakeholders as a practical means by which to set strong foundations for unconferencing to take place and become valued on institutional campuses. Three iterations of unconferencing as modes for substantively engaging faculty are examined as a practical basis for considering implications of the unconference on the future of faculty development.What is an Unconference and How is it Different?‘Unconferences’ are a non-traditional form of professional activity defined by the absence of many conventional conference structures (Carpenter, 2015, p. 78). Stated differently, ‘Unconferences’ are voluntary, informal learning experiences that reject traditional conference such as a predetermined slate of speakers and sessions (Boule, 2011). Unconferences manifest themselves in different ways, yet all share common principles and structures. At its core, unconference events are participant driven. From topics to participation, from goals to agendas, the unconference works to organically surface interests and problems relevant to those attending, provide a place for them to work, and relies on the contributions of each participant to move group defined goals forward. The unconference approach is in direct contrast to traditional academic conference that exemplify more didactic modes of engagement.To a large extent, attending a [traditional] conference can be a passive experience (Sweeting & Hohl, 2015, p. 2). The roots of dominant conference formats date back to the 1660’s when travel and copies of physical manuscripts posed challenging obstacles to sharing knowledge. …
The Context of Worth Striking For Isabel NunezI WAS A FIRST GRADE TEACHER in Southern California in the early 1990s, and it was the most fulfilling work I’ve ever done. This was back in the days before curriculum standardization-or even standards; my first graders took one standardized test a year and the results were only used to help us teach them better. I spent 5 years abroad and returned to an educational landscape that was nearly unrecognizable.My current students, who are teaching now, have a hard time imagining what this was like: the freedom and autonomy that I enjoyed in my classroom. My graduate students will sometimes ask me ‘What did you do at staff meetings?’ Well, we did have staff meetings, and we did complain about how long they were, but we did NOT analyze test score data. We had the luxury of talking about students as people, not as numbers.From No Child Left Behind to the current push for teacher evaluation via test scores and ranking, it has been a really tough decade or so to be an educator. Every few weeks brings another devastating discovery, whether a new round of school closures or a ridiculous-sounding idea from a conservative think tank-which by now we’ve learned is likely to turn up as a serious policy proposal. I used to laugh at these, but now I tremble.Watching all the dots connect has been worse still: It’s not well-intentioned error; it’s a strategic assault on public education as an enterprise. Most recently, the offensive has been targeted at teachers themselves. I’m already seeing the signs of despair in my graduate students as the public discourse casts teachers as enemy number one-even while high-stakes testing makes it harder to actually teach. The efforts to undermine teachers’ unions and tenure, programs like Teach for America which ask just a few years’ commitment to the classroom: All of these point in one direction. If the reform movement is successful, teaching will no longer be a career, but a job-and a low-paid, temporary one at that. Since for most teachers, neither of these is an adequate descriptor for what is truly a vocation, the struggle in which we are now engaged is for our very survival as professionals.I was feeling demoralized, disillusioned, and dangerously close to despair in 2012. There is very little exaggeration when I say that the Chicago teachers’ strike saved my life. Being in Chicago then, as the city’s teachers took to the streets, was transformative. The summer vote by Chicago Teachers Union (CTU) members authorizing the strike garnered more than 90% of Chicago teachers’ approval. It flew in the face of a statutory requirement that 75% of members authorize a strike-a legislative move that was designed to be debilitating to teachers’ unions. In fact, Jonah Edelman, the astroturf reform group Stand for Children CEO, had bragged in Aspen that he’d succeeding in ensuring that the CTU would never strike. He envisioned a state-by-state capitulation that would neutralize the power of unions nationwide. Well, the teachers had something to say about that.During the strike itself, teachers showed incredible courage and dignity, never flinching in their support of their students and their schools-this despite the threat to their bank accounts and the attacks on their already battered reputations. One of my own students shared how she cried as she read the callously critical comments on the strike from some Facebook ‘friends’ - until just then she saw herself on the news in front of Chicago Public Schools (CPS) headquarters and was re-energized. As the strike came to a close, CTU president Karen Lewis explained that this is not just about teachers, connecting the event to the wider struggle for basic fairness to workers, a fight that is only intensifying.This was our inspiration for writing Worth Striking For: Why Education Policy is Every Teacher ’s Concern. Pamela Konkol, Gregory Michie, and I initially proposed a book of education history on the strike to Teachers College Press. …
Doc 833 : (De) formando o educador: uma discussão teórica acerca do professor e tutor na EaD
The article aims to contribute to the reflection on the researchers’s education experience in different modalities (onsite and distance) allied to theoretical elements, to understand the insertion process of the university professor in the distance mode classes (EaD, in portuguese), during the expansion period of the fully e-learning or semi-distance higher education courses (2010-2016). The problematizing question is to what extent our teaching practice in distance education distracts the teacher from his praxis? We start from the assumption that it is necessary to understand the dimension of the process of proletarianization, alienation, wich distances the teacher from his praxis, that is, from his autonomy in class preparation, from content management and also human relations with his students, in order to evaluate the consequences for the educator. After all. it is discussed the context of cyberculture, wich requires a new practice in virtual space and time for online education.
Doc 834 : Preparing for the European Language Portfolio: Internet connections
The European Language Portfolio (ELP) is a tool for developing learner responsibility and autonomy through reflection and self-awareness. The ELP is based on the Common European Framework (CEF) Reference Levels that enable learners to describe what they can do in different languages. The CEF is a Council of Europe initiative aimed at improving the learning of foreign languages. This paper uses the internet to look at how the ELP has been implemented in different settings and to suggest how the ELP may be approached. The paper introduces a small-scale case study of ELP pilot implementation in a university preparatory school. The results from this institution show many similarities with responses in other places, and demonstrate the importance of integrating the ELP with the existing programme, providing teacher training and clarifying the status and purpose of the ELP. Analysis of documents on the internet shows a number of important factors. The most successful examples of ELP use involved integration of the ELP in the institution’s programme, training for teachers and students and a high level of commitment of time and financial resources by teachers and administrators. Responses from teachers were often extremely positive, others showed interest but many also expressed reservations about the ELP. Student responses were generally but not universally positive and a number of criticisms were raised concerning the status and purpose of the ELP. The paper provides full internet links so readers can access the same documents. The paper concludes firstly that future ELP use could exploit the internet for teacher training and secondly that thorough preparation of staff, students and programmes are needed when an innovative tool such as ELP is introduced. The basis for thorough preparation could involve detailed familiarisation with the CEF Reference Levels.
Doc 836 : Four Characteristics of Facebook Activities for English Language Learning: A study of Malaysian University Students’ Needs and Preferences
This paper identifies Malaysian university students’ needs and preferences for online English language activities on a Facebook group that supports their formal learning. Two methods of data collection were employed; content analysis of the Facebook interactions, and semi structured interviews. Four main learning preferences or characteristics of online activities are identified; a) teacher-led activities (tasks and learning content provided by teachers), b) teachers’ presence (one or two authority figures to facilitate learning and keep group lively), c) topics or content (entertainment-oriented, grammar quizzes, opinion-based discussions), d) structure of the group (optional and ungraded). The passive participants found the activity beneficial in improving their online communication ability, while the more active participants felt a boost of confidence to use English in a more public space like Facebook. The findings indicate that the students are in need of technological changes in learning, but are dependent on teachers’ instructions to initiate the process. They exert selective interests in learning topics and content, and demonstrate partial autonomy in negotiating the online group’s structure. The theoretical and practical implications, and recommendation for future research are briefly presented.
Doc 848 : How Finnish and Swedish Learners’ Academic Self-Control Relates to Time Spent Online in Class, Perceptions of Educator Qualities, and School Appreciation: A Cross-Sectional Comparison
In school settings, self-control is central to the ability of learners to complete their academic work successfully. Learners’ self-control is directly influenced by the ways in which educators execute their work, including their instructional explanations, their classroom management, and the expectations that they express to their learners. Our research on this phenomenon investigated Finnish and Swedish learners in upper secondary schools. Not only is the use of digital technology very different in these two countries; the autonomy and status of educators are as well. This article compares the empirical significance of antecedents of learners’ academic self-control in the two national settings by surveying 2191 learners in Swedish and Finnish schools. Our analysis applies structural equation modeling to two cross-sectional datasets, and the results reveal that the associations between educators’ instructional explanations, classroom management, and their high expectations on the one hand and learners’ academic self-control on the other are stronger overall among Finnish students than among Swedish students. Furthermore, the association between digital technology use and learners’ perceptions of conflict between school norms and Internet opportunities are much stronger in the Swedish sample than the Finnish sample. Lastly, we discuss the meaning of these results and their possible implications for research and practice.
Doc 850 : PROMOTING LEARNING AUTONOMY THROUGH SELF-ACCESS CENTER ACITIVITIES
This paper attempts to shed some light on the activities and facilities in one Self-Access Center (SAC) in one university in Bandung. On the ground of this investigation, a context description of SAC in university levels is put forward followed by an overt statement of the objectives and the rationales of the study. There are three research problems being investigated: What is the typology of the SAC? What are the self-access language learning (SALL) activities and materials provided in this SAC? And how do the students perceive the self-access language learning (SALL) activities and materials? This qualitative study reveals that this SAC is categorized into supermarket typology of SAC. This is because of the SAC system offers learners the chance to look around and choose what they want to study. This system displays materials under clearly marked categories like in supermarket. This typology of SAC is suitable for all learner contexts (Gardner and Miller, 2008). However, this SAC still lack the materials and activities for SALL. Further development, in terms of materials and activities which can promote learning autonomy should be done. Most students (72%) perceive positively about certain SAC facilities, such as books, resources, strong internet connection, and cozy environment of reading and writing area. However, there should be more improvement in certain SAC facilities (such as rooms for consultation with SAC tutor, TV viewing area) and certain SAC activities (such as English club and native speaker contact). Keywords : autonomy, self-access center (SAC) , self-access language learning (SALL)
Doc 852 : MENUMBUHKAN SEMANGAT WIRAUSAHA MENUJU KEMANDIRIAN EKONOMI UMAT BERBASIS PESANTREN (Studi Kasus Di PP Darul Ulum Banyuanyar Pamekasan)
Islamic boarding school is currently experiencing a tremendous value shift especially related to the world of work. Nowdays the development of entrepreneurship at schools has become a necessity or need, especially if it is associated with a boarding school education that emphasizes self-reliance, hard work, discipline and honest that support the spirit of entrepreneurship. Islamic boarding school of Darul Ulum Banyuanyar Pamekasan is one of the oldest boarding school in Madura, which has a firm commitment to the development of entrepreneurship among its students. Islamic boarding school of Darul Ulum Banyuanyar have a very big role in creating young entrepreneurs with innovative, independent, and creative as an effort to arouse the economic autonomy of students either at the time they are still at boarding school or later in the midle of society. From the results of this research, it is expected to be a reference and inspiration for other Islamic boarding schools in creating new entrepreneurs and arousing creative economic efforts to set up public economic autonomy The present research uses qualitative descriptive technique. Data collection techniques include observation, interviews and documentation. Respondents in this study are leader and caretaker of Islamic boarding school of Darul Ulum Banyuanyar, business manager who owns Boarding School, students and alumni of the participating students as involved in entrepreneurship at Darul Ulum Islamic boarding school, Banyuanyar. While the secondary data in this study come from the supporting data in the form of books, journals, internet, papers, and literature or libraries that support other research studies. The research result are: 1) Islamic boarding school of Darul Ulum Banyuanyar Pamekasan in fostering the entrepreneurial spirit among its students with vision for bearing Islamic generations that behave well, have applicable knowledge, and act scientifically. In practice, the students are given freedom in doing activities that support the achievement of the vision as long as those provide benefits to himself and others. 2) Creative business is run by the students and alumni of Islamic boarding school of Darul Ulum Banyuanyar Pamekasan including shops, products, services and finance sector. The entrepreneurial activities in the department store include the household segmentation to the local area around the pesantren. Production activities include the production of drinking water in the packaging of Nuri, the production of ice cubes, snack production, and handicraft production. While in the service sector include copying, typing and binding. And the financial activities of the establishment of BMT Nuri which already has 16 branches. 3) Islamic boarding school of Darul Ulum Banyuanyar, Pamekasan educate autonomy in all fields including economic autonomy. The attempts of the students for being autonomous contitute by participating in running a business during becoming students and their own business after diving in the community.
Doc 855 : Pengajaran Penerjemahan dalam Kelas Penulisan Akademis (Academic Writing) di Universitas Multimedia Nusantara
As information and communication technology grows wider and more influential in shaping the training of translators recently, the needs to reformulate translator’s competences are also increasing. By combining some necessary traits and characteristics of good translators coming from the field of linguistics with critical pedagogy fostered in Academic Writing course, the author will argue that translation teaching within the framework of Academic Writing class, yields creativity and more promises on the spirit of keeping humanization alive which is at the same time challenged by the ascent notion of machine translation. The growing dependence on using google translate, for most of the students observed in this case study, highlights the importance to embrace both familiarity with the logic and limitation of MT as well as rootedness within the discourse which empowers human autonomy, thus didactic translation. In this respect, the lecturer plays dual role in becoming role-model for students in translation as well as critical evaluator for their imperfect results of translating text on plagiarism seen from the linguistic phenomenon.
Doc 856 : Promoting Students’ Self-Regulated Learning Through Digital Platforms: New Horizon in Educational Psychology
In the last few decades, Information and Communication Technologies (ICTs) and Self-Regulation have become topics of prime interest in education. ICTs, for instance, are nowadays widely used in English as a foreign language (EFL) classes for being effective tools in facilitating teaching and learning. On the other hand, self-regulated learning is broadly demanded toemphasise students’ autonomy and engagement in the learning process. With regard to educational psychology, self-regulated learning (SRL) has a notable effect on students’ cognition, metacognition, motivation, and behaviours. However, in self-regulated learning, unlike self-directed learning, the teacher is primarily involved in the students’ regulation practices. This creates a challenge to the teachers concerning their abilities to support self-regulation inside the classroom walls and in a limited time, especially with the rapid evolution of technology including online platforms. The major concern of this research paper lies in the ways that support students’ self-regulation. Therefore, it ultimately discusses how online platforms, the case of ‘Easyclass’ can strengthen students’ self-regulation skills in order to improve their achievement. It also tries to assist instructors in teaching students how to be effective self-regulated learners and promote their study skills and habits through technologies.
Doc 864 : Elaboración del guion instruccional mediante la herramienta didáctica del recurso educativo digital
One of the most important approaches in the use of information and communication technologies (ICTs) in the teaching-learning process is to be able to implement digital educational resources (REDs) that favor educational autonomy in the student and that Allow the teacher to focus on more meaningful and specific areas of knowledge. This article presents the results of a research project whose purpose was to evaluate the RED as a didactic tool in the elaboration of the instructional guide that allows the design of digital educational resources, as a support to the classroom. This research was contextualized in the classroom work of university professors of the University Jorge Tadeo Lozano (Bogota, Colombia). The results allowed to determine the perception of the teachers on the RED as a didactic tool and to sustain strategies for their elaboration and use.
Doc 875 : Impact of Adding Internet Technology on Student Performance and Perception of Autonomy in Fundamentals of Electronics Course
The coupling of the traditional classroom instruction and a virtual learning environment (VLE) in an engineering course is critical to stimulating the learning process and to encouraging students to develop competencies outside of the classroom. This can be achieved through planned activities and the use of information and communication technologies (ICTs), resources designed to complement students’ autonomous learning needs. A quantitative analysis of students’ academic performance using final course grades was performed for a fundamentals of electronics course and we examine students’ perception of their autonomy using surveys. The students’ progress and attitudes were monitored over four consecutive semesters. The first began with the design of the intervention and the following three consisted in the implementation. The strategy was focused on the development of course competencies through autonomous learning with ICT tools presented in the VLE. Findings indicate that the students who did the activities in the VLE showed an increase in performance scores in comparison with students who did not do them. The strategy used in this study, which enhanced perceived autonomy, was associated with a positive effect on their learning process. This research shows that a technology-enhanced course supported by ICT activities can both improve academic performance and foster autonomy in students.
Doc 882 : THE USE OF E-PORTFOLIO TO DEVELOP ENGLISH LANGUAGE LEARNERS’ AUTONOMY AND INDEPENDENCE
This paper discusses the findings of a research study concerning the use of e-portfolios to develop learners’ autonomy and independence, from the perspectives of teachers and students participating in this study. The findings demonstrate many of the benefits of e-portfolio practice regarding learners’ increased sense of ownership, teacher and peer feedback, enriched learning experience at both individual and technological levels, enhanced opportunity for self-improvement and increased awareness of the learning process. Despite many positive aspects of e-portfolios use, the study reveals some challenges facing students, teachers and support staff, mainly connected with technical problems and Internet access, and the necessity for teachers and learners to change their roles to become more independent in the learning process. The author concludes that e-portfolio is a promising tool to stimulate and challenge students to become independent and self-regulated learners that should be implemented in English language learning at higher educational institutions.
Doc 885 : From being one-sided to being diverse: the use of e-portofolio as a tool in distance learning of environmental issues for young children
The prospects of the dynamic interactive environment that was established with distance education can be broadened by the development of information and communication technology (ICT). The digital folder (e-portofolio) constitutes an educational breakthrough which fulfils the criterion of polymorphism. Our goal, in this study is the research concerning the contribution of the e-portofolio in the promotion of the cooperative freedom during flexible zone to second grade primary school students. As a basic research tool we created an e-portofolio utilising the Mahara software. In this research, 12 second grade students from an urban area of Athens took part. The introduction of the e-portofolio was created in two phases during the school year 2014-2015. Initially, the pilot application in the program ‘all the earth, an embrace’ and the main one was realised with the program ‘the water’. Through the methodological approach of the qualitative action research we concluded that cooperation and autonomy can be achieved within the context of the educational community in a distance learning environment with the use of guided educational dialogue.
Doc 894 : Teaching Sex Education with Poetry: An Intimate Coupling
Amber Moore
English are multifaceted and polymathic. Alongside our students, we explore cultures, perspectives, and lived experiences through text, often encouraging intellectual development and affective maturation (Williams, 2012, p. xi). Thus, through such diverse learning, sometimes-complicated discussions arise, and texts that touch on sexualities surface our classrooms. Pickering (2004), who inspired the film Dead Poets Society (1989), argues that teachers never escape sexual doings (p. 237); if it true that (in general) can’t escape sex, how might English (in particular) purposefully integrate it their curriculum? Johnson (2015), citing Lewis and Tierney’s (2011) work, posits in the English classroom, where personal growth often an explicit part of the curriculum . . . , sex might seem a natural fit (p. 61). Therefore, English would do well to develop effective teaching strategies for addressing issues related to sex education including sexualities, healthy relationships, consent, and so forth. Further, finding dynamic ways for educators to exercise reflexivity their teaching practice also important when trying new approaches to learning.I have been fortunate to teach English a progressive public secondary school western Canada where the have a great deal of autonomy to develop curriculum that attends to students’ collective needs and interests. As Brezicha, Bergmark, and Mitra (2014) argue, Effectively leading a complex and dynamic system requires leaders who [understand and respect] how individuals make sense of their work while working within the context of their social environment and boundaries of the school setting (p. 124). We have such leadership at the helm of our school, which I realize makes my context a bit of an educational nirvana. Nonetheless, I hope my experiences might have some applicability for the readers of English Education.As evidence of our school’s commitment to best practices, my administration approached me as the English department leader to organize our five literacy to embed a healthy relationships curriculum, comprised of sex and consent education material, into grade 9 English. As Jones (2011) describes, this curriculum is seen as a hyponym under which sub-types such as sex education (education mainly concerned with the act of intercourse or reproduction), relationship education (education mainly concerned with the creation of romantic or sexual relationships) and other types fall (p. 371). This opportunity emerged from challenges with scheduling the ninthgrade class timetable, which runs differently than other grades. In an effort to provide new options, physical education classes faced losing critical time the gymnasium unless another department took on teaching the health curriculum component, which how our English team got this exciting chance to explore sex education with a fresh approach.Fortunately, each teacher had previously taught sex education some capacity, including roles such as a physical education teacher, a social worker, a volunteer sexual assault counselor, or teacher of a locally developed career and life management course that included a healthy relationships curriculum. As such, we had complete freedom with bringing this learning our classrooms; we could simply take a break from our literacy studies to complete the curriculum, or we could integrate with a text or film study- whatever would work best.Each teacher uniquely approached the subject matter, embracing the opportunity to try something new. As we taught it differently, we also supported one another by sharing our ideas and observations, swapping lesson plans, and emailing links to resources. This a common practice our department, as the majority of us contend, meaningful collaboration benefits educators and students alike (Ketterlin-Geller, Baumer, & Lichon, 2015, p. …
Doc 895 : Satellite stories: capturing professional experiences of academic health sciences librarians working in delocalized health sciences programs.
Objective: Health sciences training programs have progressively expanded onto satellite campuses, allowing students the opportunity to learn in communities away from an academic institution’s main campus. This expansion has encouraged a new role for librarians to assume, in that a subset of health sciences librarians identify as “satellite librarians” who are permanently located at a distance from the main campus. Due to the unique nature of this role and lack of existing data on the topic, the authors investigated the experiences and perceptions of this unique group of information professionals. Methods: An electronic survey was distributed to health sciences librarians via two prominent North American email discussion lists. Questions addressed the librarians’ demographics, feelings of social inclusion, technological support, autonomy, professional support, and more. Results: Eighteen surveys were analyzed. While several respondents stated that they had positive working relationships with colleagues, many cited issues with technology, scheduling, and lack of consideration as barriers to feeling socially included at both the parent and local campuses. Social inclusion, policy creation, and collection management issues were subject to their unique situations and their colleagues’ perceptions of their roles as satellite librarians. Conclusions: The results from this survey suggest that the role of the academic health sciences librarian at the satellite campus needs to be clearly communicated and defined. This, in turn, will enhance the experience for the librarian and provide better service to the client.
Doc 906 : EFL learners’ perceptions of factors influencing learner autonomy development
Abstract Together with recent technological advances in a variety of tools (such as Facebook, Twitter, Google, YouTube), learners have been provided with freedom and openness to communicate with each other and to become proactive and independent in their learning. It is believed, however, that Asian learners seem to possess reactive autonomy so that while they can organize their resources autonomously to achieve their learning goals, they are unable to take responsibility for their own learning. Therefore, the aim of this paper was to explore the factors that influence Vietnamese EFL learners’ support for or resistance to promoting learner autonomy within a 15-week, portfolio-based writing course. The data were collected using semi-structured interviews and writing logs in this qualitative research and analyzed through content analysis. The findings showed three major factors (personal, academic, and external) supporting and resisting developing learner autonomy in the portfolio-based writing course.
Doc 907 : An Exploration on the Teaching Reform of Marketing Management Course in the Era of Internet Plus
“Internet + Education” is a hot issue in the field of education in recent years, which has raised many new questions in traditional higher education. This study took the course “Marketing Management” as an example. It analyzed the challenges and opportunities for this course in the era of Internet. Based on the analysis, the study gave several suggestions about the course content, teaching modes and methods, and assessment forms. It puts forward that marketing course must follow the trend of Internet, expand the content, innovate the teaching mode, use the diversified teaching methods, and adopt the dynamic teaching evaluation mechanisms. Then the enthusiasm and autonomy of the students could be increased, and the teaching quality could be improved.
Doc 911 : METHODICAL ASPECTS OF PERSONAL WORK ORGANIZATION IN THE PROCESS OF PROFESSIONAL EDUCATION OF PROFESSIONAL TRAINING TEACHERS (AS EXEMPLIFIED BY STUDY OF PROFESSIONAL AND PRACTICAL TRAINING PROGRAM)
Based on the status growth of professional development of future specialists when studying at higher educational establishments, the author of the article outlined the tasks designed to solve the specifics of the approach to independent work organization in the professional training process of future teachers of the first (Bachelor) level of higher education by example of studying profile and practical disciplines. The emphasis is made on a number of new tasks related to the education content update. Implementation of the function of deliberate development management lies in a combination of traditional education with modern electronic technologies. Therefore, in order to achieve the training objectives (the expected application of acquired competencies) and improve the quality of education, a student must master existing forms of self-education. The practicability of using electronic means in educational activities has been proved as most students are active Internet and programs users that help to interest them, concentrate students’ attention on studying new material, motivate their active cognitive activity. Since it is a priority task of modern higher education establishments to create pedagogical conditions for the identification and development of students’ abilities, satisfaction of their needs and interests, formation of competences, development of educational and cognitive activity and creative autonomy, purposeful regulation of independence development is carried out in the process of educational interaction by helping to form creative student activity experience. The pedagogical aspect of students’ motivation for independent cognitive activity has also been analyzed in the article by the author. It has been proved that the formation of educational motives is directly proportional to the success and further individual development as a future specialist.
Doc 912 : THE EFFECTS OF ICT-BASED LEARNING ON STUDENTS’ VOCABULARY MASTERY IN JUNIOR HIGH SCHOOLS IN BANDUNG
ICT plays a vital role in English language learning since it boosts motivation (Schoepp & Erogul, 2001), learners’ autonomy (Tri. et al., 2014) and learning skills (Galavis, 1998). This study aimed to examine the effects of ICT-based learning using wiki on learning of students’ vocabulary mastery at the junior high school. The design of the present study was quasi-experimental study. The population of the study was seventh graders of a junior high school in Bandung. Experimental group and control group comprised of 25 students each. The instruments of the study were a pre-test and a post-test of vocabulary mastery and an online learning platform called wiki. The data were analyzed by SPSS 16.0 for the windows. The findings revealed that there were significant differences at .05 level between experimental group and control group (df= 49, t= 2.02). Furthermore, recommendations are proposed for the teachers whose teaching philosophy is twisted with ICT-based learning. For instance, they should provide an interesting topic on the wiki, let them chat while working online, assign them working at home and well prepare the facilities used in the class before starting of the lesson.
Doc 917 : Students’ and Teachers’ Perceptions About Hospital Educational Environment In Selected Postgraduate Medical Institutes of Bangladesh
This descriptive type of cross sectional study was carried out to observe the hospital educational environment of selected postgraduate medical institutes of Bangladesh. Study period was from July 2016 to June 2017.Sample size was 289 postgraduate clinical students of various course (MD, FCPS & Diploma) and 20 clinical teachers of 10 selected postgraduate medical institutes of Bangladesh. Convenience sampling technique was adopted. Data collection was done with self- administered semi-structured questionnaire using Postgraduate Hospital Educational Environment Measurement (PHEEM) inventory and by In-depth interview of teachers. Three subscales of PHEEM are students’ perceptions about ‘role autonomy’, students’ perceptions about quality of teaching and students’ perceptions about social support. In-depth interview of the clinical teachers was undertaken to explore the training facilities in the selected postgraduate medical institutes of Bangladesh. Study result revealed total PHEEM score was110.08.Mean score of subscales of PHEEM were 34.51, 36.29 and 26.28 for ‘role autonomy’, quality of teaching and social support respectively. All these values indicates that the students’ perception were in the right or positive direction. Analysis of individual items had shown mean score of most of the individual item were 2-3 that indicated the aspects of the climate that could be enhanced. There were few items that had mean score 2 or less than 2 that indicated the problematic areas of hospital educational environment. In-depth interview of the teachers revealed that there was also some problematic issues on postgraduate training facilities like work overload, lack of proper monitoring or supervision of training, inadequate library, internet, ICU and investigation facilities etc. Study recommended that significant attention should be paid in the problematic areas (lack of supervised training, heavy work load of student, lack of library facility etc.) as well as improvement needed on several areas of hospital educational environment of postgraduate medical institutes of Bangladesh. Bangladesh Journal of Medical Education Vol.9(1) 2018: 7-9
Doc 923 : “What do you want for dinner?”: need anticipation and the design of proactive technologies for the home
This paper examines ‘the routine shop’ as part of a project that is exploring automation and autonomy in the Internet of Things. In particular we explicate the ‘work’ involved in anticipating need using an ethnomethodological analysis that makes visible the mundane, ‘seen but unnoticed’ methodologies that household members accountably employ to organise list construction and accomplish calculation on the shop floor. We discuss and reflect on the challenges members’ methodologies pose for proactive systems that seek to support domestic grocery shopping, including the challenges of sensing, learning and predicting, and gearing autonomous agents into social practice within the home.
Doc 924 : CAMBIO DE PERSPECTIVA EN EL APRENDIZAJE DE LENGUAS EXTRANJERAS: HACIA LA AUTONOMÍA CON EL e-PEL (PORTFOLIO EUROPEO DE LAS LENGUAS ELECTRÓNICO)
INTRODUCTION. The change of approach advocated by the Common European Framework of Reference for Languages (CEFRL), implemented by Information and Communication Technology (ICT), has led to the Electronic European Language Portfolio (eELP). This new model involves a change in methodology, which benefits from new ways of managing information and interacting with the personal learning environment. METHOD. This article analyzes the development of autonomy through the eELP by using data collected in a qualitative study conducted on a group of students studying German (level A2.1 of the CEFRL) of the Official School of Languages of Alicante (Spain) between October 2016 and February 2017. The purpose of this study is to analyze the progression of the students in three subsections of the section Learning to learn of the eELP: Reflection and organization, Learning the new and Fixing the learned. RESULTS . If we analyze the results, we conclude that the eELP has encouraged the change of focus from the teacher to the student. Likewise, meaningful learning has meant that the activities have had to be adapted to the student in regards to goals, content and tasks, thus responding to the needs of the learner, so that it has been possible to integrate and restructure these activities in their world of experiences. DISCUSSION . The motivation of all the students has increased and they have developed confidence in themselves thanks to the positive formulation of their capacities through rubrics. In spite of the progress in autonomy, the implementation time has been insufficient to develop all the capacities that integrate autonomous learning.
Doc 929 : A social web based pedagogical strategy for teaching journalism in higher education
This article presents a pedagogical strategy for the education of journalists in higher education. Its main characteristic is that it occurs mainly on the social web, with the students sharing their journalistic productions in a collective blog and discussing their work on a Facebook page. The strategy also aims at developing the sense of autonomy and democratic participation of the students and their awareness of the values and practices of the profession. The strategy is the culmination of a three-cycle action-research project, developed over a period of five years, on how to educate journalists through innovative learning experiences based on new technologies. We believe that both the strategy and the research that led to it may be inspiring to educators and researchers concerned with the challenges of education on the social web.
Doc 932 : Linking Virtual and Physical Mobility: A Success Story of a Multilingual and Multicultural Exchange
Summary The article presents a scientific analysis of a practical application of multilingual and multicultural education at higher education, more specifically, the description of the eTandem project developed and launched by the Language Center of the University of Padua, which won the European Language Label (ELL) in December 2016. The project was selected and nominated since it provides a methodological approach and study strategies which favour multilingualism, mobility for young people and inclusiveness. The project is based on an online exchange between Italian students enrolled at the University of Padua and international students who will be coming to the University. It differs from many other telecollaboration projects in that it involves different languages, levels of language competence as well as various ways of interaction. Indeed, it implies three different ways of communication among participants: (1) one-to-one partnership in the students’ target language; (2) many-to-many interaction in Italian and/or English/French/Spanish as linguae francae on a Moodle platform and/or in a social Facebook area; (3) one-to-many multilingual interaction carried out by e-tutors in Facebook. They provide students with useful links regarding cultural events and things to do in Padua and its surroundings, as well as recent news and interesting linguistic and cultural issues related to different countries. Mobility, informality, autonomy, reciprocity, friendship, fun and multilingual community are the key words of this initiative whose objectives are aimed at developing linguistic, cultural, personal, social and digital skills in different languages, even in the less used and less taught ones.
Doc 933 : Onuma LAKARNCHUA Punchalee WASANASOMSITHI Chulalongkorn University Language Institute Chulalongkorn University
Onuma Lakarnchua Punchalee Wasanasomsithi
The demand of responsibilities among teachers has evolved not only in classroom management but also to the extent of promoting communication and interpersonal skills. Social media is integrated in schools and higher learning institutions for communication and reflection of learning which enhance teachers’ performance in leadership quality and effective teaching. This study was designed in a qualitative approach mainly to explore the extent of interest and enjoyment students experienced during an intensive ICT course. Blog was used as a medium for reflection during the class where students posted their creations of videos, posters and other ICT materials. The three needs investigated were namely autonomy, competence, and relatedness support. The researcher further examined on students’ awareness of the usefulness of the ICT skill they learned and how much they can use the blog for teaching and learning. Based on the Basic Psychological Needs Theory framework (BPNT), this study has adopted the direct observation, journal entry, and interviews as a triangulation approach.
Doc 948 : FRANCHISING MODEL OF COMMERCIALIZATION OF SCIENTIFIC LIBRARIES’ SERVICES AT RESEARCH UNIVERSITIES
The aim of the article is the formation of an innovative model for the commercialization of the services of scientific libraries of research universities in order to increase their financial autonomy. The methodology of the research is based on the use of methods: scientific generalization, systematization, comparison, modelling. The object of research is the activity of scientific libraries of research universities, which strive to vary in the current conditions of rapid technological development. The research results consist of the systematization of the main and secondary functions of scientific libraries of research universities. A new economic category of “digital franchising” has been proposed and characterized as a model of cooperation between the franchisor and the franchisee when the rights to use and represent the company of the franchisor in the intercontinental digital space are transferred. The franchisee has the right to use the company name, services, goods, technological processes, and software of the franchisor to create its own digital network of sub-franchisees and digital products on the basis of the conditions specified in the contract. Such kind of franchising will allow settling relations in a digital cyberspace, promptly developing and getting new, yet not completely studied forms. Comparison of traditional and digital models of franchising has allowed to show differences on ten basic criteria: costs for building a network; speed of interaction; level of managerial flexibility; updating of the system; the possibility of expanding the network; financial control; brand management; rate of return; the speed of information about new services; need for operational management. The revealed discrepancies are mainly characterized by different time frames for implementing managerial decisions and excellent approaches to the formation and use of the necessary financial and organizational resources. The author has developed an innovative franchise model, which makes it possible to effectively commercialize the services of scientific libraries. This model is based on the use of franchising by building a broad network of digital services. The peculiarity of digital franchising is revealed, which consists in the essential optimization of expenses for organizing the activities of scientific libraries, in comparison with the traditional model, and speeding up the pace and quality of service. The practical significance of the obtained results lies in new opportunities for pushing a new wave of development of methods for commercializing the services of scientific libraries of research universities and their dissemination at the global level. Using the developed innovative franchise model will be useful for theorists and practitioners engaged in the development of strategies for the development of research universities and their scientific libraries. The main conclusion of the research is that the introduction of a developed marketing tool by talented managers with an entrepreneurial type of thinking will become a source of financial autonomy for scientific libraries of research universities they manage. Digital expansion in a strategic perspective will absorb all the major information flows that affect the development of the world. Libraries of research universities, as key centres for aggregation and translation of scientific information and knowledge, should be ready for such scenario and already experiment with new tools for the future, which is digital franchising.
Doc 961 : Using the Internet to Promote Business Learners’ Autonomy in Vietnam
In Vietnam, despite the widespread use of computers and the Internet in the educational settings, little attention has been paid to the role of the Internet in promoting students’ autonomy. Particularly, in the author’s real teaching context at Thuong Mai University (TMU), there exists a serious problem relating to students’ lack of independency in language learning. The study, therefore, was implemented to investigate the effectiveness of the Internet use in promoting business learners’ autonomy and improving their learning skill. To fulfill the study, questionnaires and interviews were conducted to 200 third-year students and 10 teachers of English at TMU respectively. The qualitative approach was adopted to reveal the significant findings of the descriptive case study on the learners’ positive attitudes and awareness of their learning autonomy through the popularity yet ineffective use of the Internet use but the ineffective use of the Internet in improving English study and motivation, what and how teachers and learners do to promote learners’ autonomy in language learning. The study, consequently, came up with some effective pedagogical implications that may help teachers recognize the significant role of the Internet in enhancing learners’ autonomy inside and outside the class.
Doc 967 : The Impact of Social Strategies through Smartphones on the Saudi Learners Socio-cultural Autonomy in EFL Reading Context
This study investigated the impact of social strategies mediated by smartphone features and applications socio-cultural autonomy in English as a Foreign Language (EFL) reading context among undergraduates in Saudi Arabia. Two EFL reading classes of 70 students acted as an experimental and a control group participated in this study. A questionnaire was administered to collect the quantitative data from the participants prior to and post the interventional programme. The experimental group utilised their own smartphone features and applications (dictionaries, WhatsApp, camera, internet search engines, notes, and recorders) to employ the social strategies of asking for clarification and correction, cooperating and empathising with others inside and outside the classroom for 12 weeks whereas the control group learned using the traditional methods. The findings of the study revealed that the employment of social strategies mediated by smartphone features and applications promoted the learners’ socio-culturally autonomous learning characteristics of interaction, interdependence, self-regulation, self-worth, mutual support, and understating in EFL reading context. It is recommended strategy use training programmes and smartphones integration in language learning should be highly considered in curricula design, teaching and learning methods, training programmes in order to empower learners to take more responsible roles in the learning of EFL reading skills.
Doc 969 : Самоорганизующиеся экспертные среды в образовательных проектах
Purpose of the study. The purpose of the study is the problem of forming a knowledge model of a specialist with higher education that is a part of an educational project. Its relevance is related to the need for an adequate response to strengthening the scientific and technological progress dynamics and the transition to the information interactions economy in the current conditions of the higher education system. Materials and methods. The information base of the research includes the laws on education of the Russian Federation, educational standards of higher professional education, scientists’ publications on the issues under investigation. The study used the following methods: system analysis, active systems theory, reflexive control theory, and modeling. Results. The research analyzes the consequences of Russia’s entry into the Bologna Convention on education. It shows that this event caused the problem of efficiency and quality of training specialists, as well as the problem of integrating higher education institutions into a new social and economic system related to their adaptation to market relations. According to the principle of institutional autonomy, solution of these problems is the responsibility of universities. The paper shows that the way to solve these problems is to transfer universities to a design and technological type of administration. The most promising form of education project management is the model of information interaction within the framework of active self-developing network expert environments. The elementary part of such an environment is an expert professional, who owns modern telecommunication technologies and Internet means. Integration in the natural intelligence network structure forms a collective strategic subject, which is a tool of a knowledge and action synergy in the interaction process. The paper describes the developed structure of the active self-developing network expert environment and two principles of its functioning as an active multi-agent system when forming a specialist knowledge model. It is proposed to consider the construction of specialist’s knowledge model in the context of corporate knowledge management strategies in organizations to increase competitiveness, as the established support systems for organization knowledge lifecycle and specialist’s integral knowledge model are used to integrate strategic corporate tasks with strategic tasks of developing employees’ corporate knowledge. They consider a specialist as an element of a company production system. His purpose is to give a product specified quantitative and qualitative parameters that ensure its competitive advantages. To carry out production activities, a specialist uses a complex of abilities, knowledge and skills that should be considered as models of his production and technological activities. At each moment, this complex should be considered as a subjective model of its production and technological activity. This creates a basis for a university self-development process by involving advanced consumers using network technologies in the innovative process of improving educational services, receiving ideas or content by referring to their creative abilities in exchange for a reward that corresponds to a contribution. The paper proposes a system that provides a direction for finding solutions and ideas, as well as filtering, summarizing information, determining its value and prospects. It is shown that the method of improving the quality of solutions on an educational project is the synthesis of crowdsourcing technologies, network expertise and the methodology of the active systems theory. Conclusions. The proposed approach allows considering the process of extracting new ideas and knowledge when forming a specialist’s knowledge model as an active system with heterogeneous agents with a counter way of sharing information and active influence of the center in the form of queries to obtain reflexive estimates. It also allows ensuring the interaction of universities and an organization in managing their intellectual capital.
Doc 975 : Analysis of European Experience in solving modern problems in education and science
Normative documents of the European Union in the field of education and science are analyzed, including the EU Framework Program for updated key competencies and establishment of European Qualifications Framework for lifelong education. The need to combine education within the lifelong learning process at all levels, the definition of processes, strategies and plans concerning youth, employment, social integration and research policies in this area is determined. The importance of ensuring the autonomy of universities in the development of curricula and the choice of forms of education, promotion of the development of general competencies is stated. Basic requirements of the Strategy for a reasonable, sustainable and comprehensive growth of Europe 2020 are named, results of research on knowledge, skills and competences of future specialists demanded by Europe in 2030 and further are presented. The key trends of the EU policy in the field of education and culture, the EU “Erasmus +” program and Ukraine’s participation in the EU “Eastern Partnership” initiative, improvement of intercultural understanding, civic participation and ethical awareness, as well as ensuring equitable access to higher education in a united and inclusive society are determined. Worldwide, including the European Higher Education Area, experience of solving educational problems has confirmed the thesis about the importance of integrating competencies of all types, as each of them contributes to a successful life in a knowledge-based society. It is summed up that general knowledge of languages, education, ability to quantitative thinking and awareness in the field of information and communication technologies is the necessary basis for learning, and education for the sake of knowledge includes the whole educational activity. Measures are identified and the goals for ensuring comprehensive and sustainable development, social cohesion and further enhancement of the democratic culture of the European Union countries are set out. In order to progressively develop the European Higher Education Area, it is necessary to intensify interdisciplinary and cross-border cooperation, as well as to develop inclusive and innovative approaches to learning and teaching
Doc 992 : ВИДИ І ФОРМИ БЕЗПЕРЕРВНОГО ПРОФЕСІЙНОГО РОЗВИТКУ НАУКОВО-ПЕДАГОГІЧНИХ ПРАЦІВНИКІВ (ЗА РЕЗУЛЬТАТАМИ ОПИТУВАННЯ)
The article is devoted to the results of the academic stuff of Ukrainian universities employees regarding to the types and forms of their professional development. Professional development forms are ordered according to their reducing degree in meaning for respondents by a ranking method. It was determined that the first three ranked places among the named types and forms of university lecturers professional development took such activities as studying at trainings, courses, coaching sessions outside the native educational institution; using online forms and self-analysing of own professional experience accordingly. Nationwide advanced training courses and a system of professional development within native higher education institutions are highly demanded among lecturers, although are clearly underdeveloped forms. According to the results of the study, it is suggested to cultivate types of professional growth of the academic stuff of higher education institutions at the expense of accredited educational programs in educational or scientific institutions; expanding of educational online resources of a Ukrainian Internet segment, as well as involvement of European and worldwide relevant resources. It is also perspective to develop the lecturers training system in the context of institutional autonomy as this is an all-European trend.
Doc 996 : THE USE OF TECHNOLOGY IN ENGLISH AS A FOREIGN LANGUAGE LEARNING OUTSIDE THE CLASSROOM: AN INSIGHT INTO LEARNER AUTONOMY
This research was conducted to examine Indonesian students’ experiences in using technology in learning English outside the classroom with regards to learner autonomy as an important capacity for students learning success. The subjects of the study were students of a private Senior High School in South Tangerang. As for the methodology, this research applied quantitative and qualitative design. Quantitative elements include questionnaires as the data collecting method, while qualitative elements used semi structured interviews. In this interview, five students were chosen purposively based on students responses on the questionnaires. The findings of this study indicate that the use of technology to learn English outside the classroom has encouraged the development of learner autonomy which includes aspects of learning motivation, metacognitive awareness, self-confidence and social skills. This research is expected to help English teachers improve their students’ English proficiency with the concern on the development of learner autonomy by using various information and communication technology.DOI:doi.org/10.24071/llt.2018.210203
Doc 1000 : Students’ behavioural engagement in reviewing their tele-consultation feedback within an online clinical communication skills platform
Abstract The benefit of reviewing personal feedback to students’ learning of clinical communication skills is well researched. Less is known about the factors that related to students’ engagement in reviewing non-compulsory online feedback, and ways to motivate their behavioural engagement. In this paper, we reported two studies in which medical students completed assessed clinical video conferencing consultations with human simulated patients via an online training platform that also provided automated and human feedback for students. In Study 1, three days after the consultation, an email with different instructional styles (autonomy-supportive, controlling or control) was sent to different groups reminding students to review their feedback. In Study 2, up to three repetitions of the same, either autonomy-supportive or controlling, emails were sent to students. Results of Study 1 revealed that students who reviewed feedback before receiving emails achieved higher assessment results and reported higher degree of autonomy to participate in the training program than the remaining students. However, the different instructional styles of the single email in this study did not significantly influence the students’ engagement differently. Study 2 results revealed that students who received controlling emails displayed higher engagement than students who received autonomy-supportive emails. Findings suggested that multiple factors might influence students’ engagement in reviewing their online feedback, and this study provided evidences of the effects of using emails to motivate students to review the feedback.
Doc 1001 : EFL Prospective Teacher Educators’ Beliefs towards the Use of WhatsApp in English Learning and Teaching
This study was aimed to investigate the beliefs of EFL prospective teacher educators towards the use of WhatsApp in English learning and teaching. This study used survey research design and the samples were 44 master students of Applied Linguistics Department who had academic degree of B.Ed in TEFL in one of state universities in Yogyakarta. This study found that EFL prospective teacher educators had favorable beliefs towards WhatsApp integration in English learning and teaching. They perceived true that the use of WhatsApp was sine qua non of increasing the learners’ English learning proficiency, motivation, autonomy, and language attitude and creating fun and enjoyable English learning atmosphere. Consequently, present English teachers should integrate WhatsApp smartphone application in English learning and teaching.
Doc 1004 : Technical and Didactic Knowledge of the Moodle LMS in Higher Education. Beyond Functional Use
Higher education institutions at the international level have seen the need to adopt and integrate information and communication technologies to meet the opportunities and challenges of innovation in teaching and learning processes. This logic has led to the implementation of virtual learning environments called ‘Learning Management Systems’, the functionalities of which support flexible and active learning under a constructivist approach. This study measured didactic and technological use of Moodle and its implications in teaching from a quantitative approach by administering a questionnaire to a sample of 640 higher education teachers. Some guiding questions were as follows: Are teachers using the Moodle platform for didactic purposes? What strategies, resources and tools are teachers using, and what do they contribute to student-centred teaching? Are teaching strategies that are focused on collaboration, interaction and student autonomy promoted? The results coincide with those of other studies, confirming an instrumental and functional use of the platform, which is mainly being used as a repository for materials and information, while its pedagogical use remains limited. This is becoming a problem in higher education institutions, something that requires debate and reflection from a systemic perspective on the adoption and integration of technology in the classroom.
Doc 1008 : A Research on the Reform of College English Blended Teaching Mode under the Background of Educational Informatization
Nowadays, the rapid development of information technology has increasingly penetrated into all walks of society and even people’s lives. With the development of education informatization, traditional teaching can’t meet the needs of talents in the new era. Developing a new teaching mode by integrating internet, big data and traditional teaching has become the main theme of contemporary education. This paper studies the connotation of educational informatization and Blended Teaching theory and puts forward the Blended Teaching mode of College English by improving teachers’ informationized teaching ability, constructing the diversified teaching platform, and setting up informationized teaching resource base, adopting different teaching methods and strategies, so as to improve students’ enthusiasm and autonomy in College English learning and enhance the effect of College English teaching.
Doc 1013 : The question of students’ autonomy in academic learning when using ICT: Case study in analysing help interactions involving two 9th graders with a visual impairment
Research on help-seeking and tutoring has mostly been experimental. Still, identified categories can be found in natural learning situations. The use of Information and communication technologies (ICT) by students with a visual impairment (VI) modifies learning conditions and brings students’ autonomy into play. This article aims to present a pilot study involving several research domains: academic help; ICT; visual impairment. New categories associated to help strategies, ICT and visual impairment have been identified using a new methodological approach.
Doc 1014 : Technology as a mediating tool: videoconferencing, L2 learning, and learner autonomy
This study qualitatively and quantitatively investigated synchronous (real-time) computer-mediated communication (SCMC), via Zoom (https://zoom.us) videoconferencing, to explore second language (L2…
Doc 1016 : PROMOTING THE STUDENTS’ AUTONOMY LEARNING: NEWS PROGRAM, AN OUT-OF-SPEAKING CLASS ACTIVITY
This paper presents the result of the pilot project of an out-of-class; it is the making of a news program with 20-25 minutes duration. The pilot project took place at UIN Malulana Malik Ibrahim Malang; it was conducted benefitted from the familiarity of the young people toward social media. The aims of this task were to promote the students’ autonomy learning by giving them the opportunities to practice their speaking skill, building up their self-confidence, and challenging their creativity. Therefore, the questionnaire, as the self-reflection feedback, consisted of three questions; whether the making of news program gives them the opportunities to practice their speaking skill, builds up their confidence, and challenges their creativity. There were 30 students involved in this pilot project. The result of data analysis showed that most of the participants strongly agreed the making a new program give them a chance to practice their speaking skill, build up their self-confidence, and challenge their creativity. Therefore, making a news program can be an out-of-speaking class activity in order to promote the students’ autonomy learning.
Doc 1022 : The Influence of Teachers’ Professional Development Activities on the Factors Promoting ICT Integration in Primary Schools in Mongolia
This paper examines the influences of professional development activities on important teacher-level factors that are important for the use of Information and Communication Technology (ICT) in education for primary school teachers in Mongolia. The study utilizes the survey data collected in 2012 (n = 826) and 2016 (n = 1161) to identify the changes in factors that are important to the use of ICT in education. The study result shows that six teacher level factors that are important for the ICT integration have been improved over time through professional development activities. These are professional competency in educational use of ICT, collaboration for ICT integration, benefits on use of ICT, autonomy to innovate, recognition as a professional, and skills and practices in educational use of ICT. This provides supporting evidence to educational practitioners for the implementation of effective professional development programs to promote ICT integration in education, especially in the developing country’s context.
Doc 1024 : Adolescent students’ perceived information and communication technology (ICT) competence and autonomy: Examining links to dispositions toward science in 42 countries
Abstract A growing body of research has examined the relations of dispositions toward information and communication technology (ICT) to science achievement among adolescent students. However, there is little research exploring the associations between ICT-related dispositions and science-related dispositions among adolescent students. Therefore, this study, employing a self-determination theory perspective, investigated the relationships of perceived competence in ICT usage and perceived autonomy related to ICT usage with dispositions toward science—enjoyment of science, interest in broad science topics, science self-efficacy, and epistemological beliefs about science—among 258,192 adolescent students from 10,767 schools in 42 PISA 2015 participating countries. Results of multilevel structural equation modeling (MSEM) analyses, after accounting for student-, school-, and country-level demographic characteristics, indicated that students’ perceived competence in ICT usage and perceived autonomy related to ICT usage were significantly positively related to their enjoyment of science, interest in broad science topics, science self-efficacy, and epistemological beliefs about science. Further, the results of the study revealed that students’ perceived autonomy related to ICT usage was more strongly associated with their dispositions toward science than perceived competence in ICT usage. Implications of the findings for policy and practice are discussed.
Doc 1026 : Propuesta educativa invertida en la formación de futuros profesores en eduacación física
We describe a flipped class proposal in the Teacher in Physical Education of the Universidad Nacional of Rio Cuarto, Argentina. The experience was designed and implemented using the social network Facebook and the selection of short videos, it was carried out in two groups with different teachers. The perceptions andsuggestions on the flipped class model were recovered with an ad hoc questionnaire of closed and open questions, frequencies of exchanges, publications and comments on Facebook were also analyzed. The results show highly positive aspects such as the autonomy of the students, the guiding role and facilitator of the teacher. It is concluded that the planning of flipped classes and the sustained accompaniment topromote self-regulation in students is important.
Doc 1029 : Application Research of an Innovative Online Education Model in Big Data Environment
Online education is a network-based approach to teaching. It is a method of content dissemination and rapid learning through the application of UGC and Internet technology.Compared with traditional school education, online learning can obtain more resources, more autonomy, and no longer limited time and space for learning.Through the questionnaire, this paper finds that learners in the online education model still have some shortcomings in the learning process.For example, the learning process is not durable.Therefore, this paper uses neural network classification algorithm to analyze the related factors that affect the learning behavior of online education students.And propose corresponding control strategies for different influencing factors.By constructing a learning process control strategy model for large educational data, to help learners improve their learning efficiency, help the online education model break through the bottleneck, the online education industry has maintained rapid development.Finally, through the comparative analysis of the improved online education model and the traditional online education model, finding an improved online education model can better improve students’ interest in learning.Provided a reference for the development of online education,It also provides a reference for the transformation and upgrading of traditional education to online education.
Doc 1032 : El aprendizaje autónomo de Lenguas Extranjeras y el uso de las Tecnologías de la Información y las Comunicaciones
The following article is related to the use of technologies to promote autonomous learning. To this end, the experience of implementing a self-access centre is described. It includes some theoretical considerations about autonomy and information and communication technologies as a source of information and self-management of knowledge. In line with this, reference is made to the theoretical and practical elements related to the creation and implementation of the self-access project. In this sense, the functions of the teacher-tutor in the transit of students through the different levels of autonomy are addressed and a general evaluation is made of the evidence of the impact of the implementation of this proposal.
Doc 1035 : What foresees college students’ tendency to use facebook for diverse educational purposes?
The present study investigates some factors affecting college students’ tendency to use Facebook for different educational purposes. We reached 120 participants who were college students. Our sample comprised of 63 (52.5%) females and 57 (47.5%) males. We applied convenience sampling technique and an online questionnaire to collect data. Descriptive statistics, multiple regression analysis, and Structural Equation Modelling using IBM SPSS AMOS were utilized. The findings provide that GPA, Personal Use of Facebook for Studying and Socialization, Autonomy Psychological Need, and Academic Procrastination foresee college students’ willingness to use Facebook in their courses. GPA and Personal Use of Facebook for studying are the most influential factors while Autonomy Psychological Need is the least impactful. We also examined the impact of these factors on different educational use types of Facebook: communication, collaboration, resources and material sharing. The results are discussed, and further recommendations for future research and implications are presented in the current study.
Doc 1038 : Measurement invariance of the ICT engagement construct and its association with students’ performance in China and Germany: Evidence from PISA 2015 data
The present study investigated the factor structure of and measurement invariance in the information and communication technology (ICT) engagement construct, and the relationship between ICT engagement and students’ performance on science, mathematics and reading in China and Germany. Samples were derived from the Programme for International Student Assessment (PISA) 2015 survey. Configural, metric and scalar equivalence were found in a multigroup exploratory structural equation model. In the regression model, a significantly positive association between interest in ICT and student achievement was found in China, in contrast to a significantly negative association in Germany. All achievement scores were negatively and significantly correlated with perceived ICT competence scores in China, whereas science and mathematics achievement scores were not predicted by scores on ICT competence in Germany. Similar patterns were found in China and Germany in terms of perceived autonomy in using ICT and social relatedness in using ICT to predict students’ achievement. The implications of all the findings were discussed. [ABSTRACT FROM AUTHOR]
Doc 1039 : Instant-messaging for improving literacy and communication skills in FLT: students’ evaluation
<p>The present work presents an example of using Computer-Mediated Communication (CMC) in Foreign Language Teaching (FLT) with the aim to increase students’ hours of exposure to English as a Foreign Language (EFL). Since class time is sometimes limited, it is necessary to look for reinforcement tasks for students to properly develop literacy and communication skills. In addition, CMC is considered by scholars a new variety of language, with its own features and rules, one that students must master as well as other traditional language varieties. As secondary goals, this project intended to develop students’ motivation, autonomy, linguistic awareness and cooperative learning. By using a Mobile Instant Messaging (MIM) application, Remind, students were encouraged to communicate in groups and, thereby, supplement hours of practicing the foreign language outside the classroom, without limitation of time and space. Students evaluated the task by means of an online questionnaire and results proved to be positive, showing that they enjoyed the activity and considered it useful and effective. Moreover, they realised the importance of cooperative learning, of responsibility and of being aware of their own learning process. Likewise, the real and authentic purpose of communication enhanced motivation among students.</p>
Doc 1042 : Cultivating Global Citizens through Study Abroad and the Use of Technology with Undergraduate Social Work Students
This article examines factors of successful use of faculty-led short-term study abroad programs as a teaching strategy in promoting cultural humility among undergraduate social work students. Key attributes that influence improved cultural awareness in social work students are detailed, including the use of social media prior to, during and after travel abroad. Undergraduate social work students (n=8) participated in a summer course including travel to Costa Rica. Description of the teaching techniques and strategies are described pre-travel, in-country and post-travel. Two measures are described given to students pre-travel and post-travel to assess cultural flexibility, adaptability, openness and personal autonomy. These include the Cross Cultural Adaptability Inventory (CCAI) and the Short Term Study Abroad Survey. Results included all of the students reporting a change in their world view, attitude changes as a result of in- home stays, and agency visits. There was a significant difference on the CCAI on the Personal Autonomy subscale.
Doc 1043 : EFL Teachers’ Perspectives on Learner Autonomy
Teachers have a central role in fostering learner autonomy and their views regarding LA are essential. They should maintain the learning environment and activities to support LA. This research aimed to find out teachers’ attitudes towards their roles and learning practices to support LA. A questionnaire was administered to 19 teachers who are studying for a Masters degree at UPI. It is found that teachers rated their responsibilities in choosing classroom activities and evaluating students’ progress at the highest point. However, they viewed students’ decision making abilities in choosing learning objectives and evaluating their learning at the lowest score. Furthermore, the activities which teachers often recommended to are listen to English songs, read books and use the internet. It can be concluded that teachers have a strong belief towards their roles in LA. Even though they are already conscious about the importance of LA, it should be implemented into practice.
Doc 1044 : Development of Pre-Service English Teachers’ Language Skills and Learner Autonomy via Blended Learning
The use of information and communication technology greatly improved foreign languages teaching and learning. Learning management systems, such as Moodle, used to create and deliver courses, facilitate e-learning in different types of educational institutions. Blended learning as a combination of face-to face and e-learning is conducive to deep learning. We designed a new course “Teaching English as a foreign language to learners with special educational needs” to provide students enrolled in a master’s programme – pre-service English teachers, with an opportunity to enhance their language and professional skills as well as to develop their learner autonomy through meaningful learning experiences blending learning can supplement. We considered micro, meso and macro levels of the course implementation and functioning. In this paper we describe the context in which the course is introduced by providing information about the setting, the curriculum, the need for including this course in the master’s programme at the faculty of foreign languages. We also outline the way the course is designed, including its structure, particular tasks and assessment procedures and present students’ feedback about the impact of the course on their foreign language skills and learner autonomy. The results indicate that blended learning is an effective tool for development of pre-service teachers’ English language skills and learner autonomy. The findings of the study can be applied by faculty and administrators involved in the design of courses at tertiary level.
Doc 1046 : O papel das TIC no estímulo à autonomia dos estudantes do ensino superior: Visão dos professores
This article reflects on the insights of higher education teachers about the role that information and communication technologies (ICT) can have in enhancing students’ autonomy in the teaching and learning process. In order to accomplish this goal, it was necessary to build a theoretical framework that explored the context of higher education under the assumptions of the Bologna process and educative policies, exploring the encouragement to students’ autonomy and the use of ICT in the teaching and learning process. A quantitative exploratory approach was adopted with the purpose of collecting the insights of teachers involved in two courses of the Portuguese public higher education. The data collection was made through the curricular plans and though a survey to the teachers. With this research, we conclude that teachers reveal efforts to enhance students’ autonomy and feel motivated to use ICT in their educational practices. The most frequently mentioned motivations are that ICT facilitates the access to resources and information, innovates their practice, improves the regulation, tutoring and intervention, and in interaction and communication. Teachers also appear to hold positive perceptions on the potential of ICT to support their teaching and learning process, especially the perception of utility and ease of use of ICT.
Doc 1049 : Undergraduates’ Out-Of-Class Learning: Exploring EFL Students’ Autonomous Learning Behaviors and Their Usage of Resources
Educational research is increasingly paying attention to students’ out-of-class learning. Students’ out-of-class learning is linked to improved class performance and constitutes an important part of learner development. Prior research has argued that learning-resources provision should encourage students’ autonomous learning both in and out of the classroom [Benson, 2013; Benson & Reinders, 2011; Gardner & Miller, 1999; Little, 1997; Richards, 2015]. However, work on autonomy often proceeds via generalities rather than focusing on its enactment in individual behavior. Accordingly, this study investigated 35 EFL undergraduates’ autonomous learning behaviors and their use of resources of the learning center of a university. Data were collected via email interviews with the participants and examination of their resources-usage records. Content analysis of the interview data, using six categories based on a learner-autonomy model, was used to generate each participant’s autonomy score. Spearman rho testing of the relationship between those scores and the students’ resources-usage scores suggested a very strong positive relationship between autonomous learning behaviors and overall usage of resources, as well as the variety of those resources used by individuals. Data analysis also revealed that, to varying degrees, each participant’s autonomous-learning behaviors (based on qualitative examples) fell into more than one of the six learner-autonomy types. Based on these findings, it is recommended that students be encouraged to learn beyond the classroom through pedagogical activities that link classroom learning to learning-center resources. Based on the findings of this study we make suggestions on pedagogical design with SAC and applications for SACs in other educational contexts.
The combined trends of learner-centred teaching and ubiquitous technology use in the classroom have given instructors a unique opportunity to support students in developing lifelong learning skills. Heutagogy (or self-determined learning) provides a promising framework for capitalizing on these developing trends, drawing on established learner-centred education theories that strongly emphasize learner autonomy. The key principles of heutagogy – learner agency, self-efficacy and capability, reflection and metacognition, and non-linear learning – provide a foundation for designing and developing learning ecologies, the potential of which can be further maximized through the use of digital media. This article describes the theory of heutagogy and the learner-centred pedagogies on which the theory is founded, as well as providing an explanation of the pedagogy-andragogy-heutagogy (PAH) continuum and its use in developing student skills. It also explores the role of social media in supporting the development of those skills.
Doc 1055 : Does student orientation improve nursing image and positively influence the enrolment of nursing students in the University? An observational study.
https://pubmed.ncbi.nlm.nih.gov/31292417/ Ivan Rubbi Gianandrea Pasquinelli Valeria Cremonini Flavio Fortunato Lorenzo Gatti Federica Lepanto Giovanna Artioli Antonio Bonacaro
Nursing has not yet received full social recognition and in general the public opinion does not have a completely positive perception of it, which regards it as an auxiliary profession to the medical profession. This study aims to investigate the image of the nurse among year 4 and 5 high school students.Two groups of students were interviewed, one at their institution without any previous orientation (n = 102) and one at the University of Bologna during orientation day (n = 388). A validated questionnaire (Nursing Attitude Questionnaire) of 30 items was delivered. Two additional questions were added to explore the possibility of advising relatives and acquaintances to become a nurse and therefore to choose the nursing degree course.All areas of the NAQ scored significantly higher in the group where students attended the orientation day, especially the ones related to the professional role, stereotypes and professional value items. Female students ≥ 21 had a more positive image of the nurse. Both groups recognized that nurses are important figures for patients and that they are intelligent people, who must have a degree in order to carry out their work duties. Differences between the groups were recorded. Students in group 1 did not accept nursing autonomy while students in group 2 understood differences between nursing and medical careers, attributing to them the same value. A positive correlation between the positive image of the nursing profession and the interest in becoming nurses or advising others to undertake the nursing course was found. In conclusion, orientation is effective in helping high school students in the choice of their university courses. Regarding nursing, strategies to improve the image of the nurse and enrollment should be combined during orientation day with current up to date communication and learning tools, such as social media and simulation laboratories. Furthermore, it appears increasingly important to extend orientation and tutoring activities to junior high school students, families and teachers.
Doc 1056 : Regression Analysis of ICT Impact Factors on Early Adolescents’ Reading Proficiency in Five High-Performing Countries
The popularity of information and communication technology (ICT) has had a significant influence on the reading proficiency of early adolescents. Achieving excellent reading proficiency, which is related not only to a student’s inherent talent but also to various impact factors, can greatly enhance the effectiveness of reading education. The Program for International Student Assessment (PISA) 2015 provides an international view on the reading proficiency of 15-year-olds in a computer-based testing environment. In this study, a multiple linear regression model was constructed using the computing language R to investigate the association between student-level ICT impact factors (the availability of ICT, the use of ICT and attitudes toward ICT) and reading proficiency among early adolescents. The sample included 37,155 15-year-olds from five representative countries with extremely high reading proficiency. The results showed that the students’ ICT-related attitudinal factors concerning their interest in ICT and perceived autonomy in using ICT, rather than ICT availability and ICT use, were closely associated with high reading proficiency. In addition, ICT devices should be integrated not only as instructional media but also as a cognitive tool for teaching reading with timely and appropriate scrutiny.
Doc 1061 : Online communication and interaction in distance higher education: A framework study of good practice
Distance education requires an instructional design approach that can lead to educational transformation. This is characterised by advanced flexibility, learner autonomy and extensive use of digital technologies to enhance learning outcomes. The main feature of such methodology is the physical distance between teaching staff, peers and educational institutions. Various technological tools are used to bridge this distance and improve communication and interaction. This article attempts to review the literature in the field, with the aim of highlighting strategies for enhancing communication and interaction in online learning environments. After discussing the theoretical framework for online communication and interaction, the authors outline the factors involved in creating well-structured, interactive and dynamic online courses and programmes for higher education students. The article explores the multi-dimensional aspects of communication in online learning environments and the differing forms of interaction involved. Using qualitative methods, the authors’ aim is to produce a framework to help tutors and instructional designers develop more effective online courses in higher education. In addition, this article may be of value to researchers and scholar-practitioners interested in communication issues, to online learning designers, and to institutional managers recruiting teaching staff for online educational courses.
Doc 1063 : APRENDENDO INGLÊS A DISTÂNCIA: UMA ANÁLISE DE PRÁTICAS DE SPEAKING NA LICENCIATURA EM LETRAS PELA UFC VIRTUAL
Learning how to speak English might be challenging in a distance education program, due to its necessity of methodological adaptations to those who teach, as well as to the autonomy necessary to those who learn. This work aimed at investigating how the Virtual University Institute (UFC Virtual), connected to the Federal University of Ceara in partnership with The Open University of Brazil (UAB), enables licentiate degree students to learn how to speak English. The corpus of this research is the English Language – Oral Production and Oral Comprehension course, offered during the third term of the undergraduate program, between March and May 2018. In this qualitative study, we develop a participant observation, accessing the website Solar, a Virtual Learning Environment (VLE), in order to analyze which resources were available for students to chat between them and with their tutor. We verify which type of interactions were offered in the platform: synchronous (communication in real time); asynchronous (learning opportunities that can be accessed at any time); or multi-synchronous (combining the two forms of delivery). We exam, as well, the scripts provided during the speaking tasks, aiming at identifying if the students would practice authentic conversations, or if they would repeat previous formulated phrases. The results show that the learners did not have opportunities to communicate in real time at a distance English learning environment from Solar, nor to receive corrections or synchronic feedback from the tutor. We also confirm that the scripted tasks could allow the students to not engage in spontaneous dialogues.
Doc 1065 : Barriers in teacher perception about the use of technology for evaluation in Higher Education
This article addresses perceptions that higher education teachers have on the integration of technology in evaluation processes, focusing on their beliefs about learning, evaluation and technology that enable or hinder this pedagogical innovation. This study considered teachers as part of a project using rubrics in Moodle to evaluate learning in a Chilean higher education institution in 2014, 2015 and 2016. Forming and evaluating in a competency-based approach involves challenges for the teaching staff and changes in their role that are accepted or resisted. The same happens in the face of innovation processes with information and communication technologies (ICT) integration in teaching practices. The primary results show a relationship between pedagogical beliefs and evaluation which is consistent with adoption and assessment of the digital tool used. In addition, it reveals the role of beliefs as secondary barriers to change in the face of access or primary barriers (Ertmert, 1999). The value of autonomy in student work and feedback are identified as key beliefs in technology adoption.
Doc 1093 : Human-centred maritime autonomy - An ethnography of the future
Abstract To date, autonomous shipping appears to primarily have been about a technology push rather than considering and providing sociotechnical solutions including re-design of work, capturing knowledge and addressing human factors in modern shipping. Autonomous shipping is frequently claimed to reduce human error, whereas in reality, any issue connected to humans will arguably move with the people from ship to shore in that different people will make different mistakes; with possibly more severe consequences. Furthermore, autonomous shipping is likely to require changes to regulation and increased attention to cyber security and other IT human-centred quality factors if it is to succeed. What the HUMANE project is interested in is how (in certain scenarios) the human collaborates with, hands over to, or takes over from the technology/automation to achieve an overall safe state of the system. The aim is to map and investigate a potential gap between current human skills, training and education and an autonomous maritime future, and to provide insight to enable mitigating change. The main project method is expert workshops, performed in a focus group style. Four workshops are planned and to date (mid 2019), two have been performed. The topic of the first was technology, and the second was legal, class and insurance implications. For this paper, we have analysed the data relevant to future skills. Results show that not only is the skill set imagined to be needed very different from that of today, it also contains many contradictory elements and, occasionally, demands for abilities that humans do not possess, and are unlikely to evolve.
Doc 1105 : Actions to be taken in Mexico towards education 4.0 and society 5.0
<span>Education in Mexico has not evolved in the way it is taught and evaluated. In the historical moment that postmodernism enters, it has not been possible to adapt to</span><span lang=“IN”> Information and Communication Technologies</span><span lang=“IN”>(</span><span>ICT</span><span lang=“IN”>)</span><span>, or rapid technological innovation, or changes and trends in the industry, to the sharing economy or the rise of distance races. In its analysis, an essential deficiency is detected in the current education models, and it is detected that educational freedom is nil or scarce, which has led to poor student performance, high youth unemployment, which cause severe social problems and the economy of the economy. The current government is working closely with the private sector to connect education and promote employment. It is necessary to grant public schools more autonomy, freedom and responsibility. This paper explains how to act so that Mexico can adapt education 4.0 with solid steps to reach society 5.0.</span>
Doc 1108 : Re-envisioning Asynchronous Communication
Abstract Facilitating a collaborative community in an online class takes a delicate balance of technology and personal communication. This article explores the use of asynchronous tools, including threaded discussions, announcements, and personal emails to create and maintain a high-touch online classroom. The resulting course structure both increases student autonomy and enhances instructor efficacy. Introduction In fall 2003, I accepted a position that required me to adapt a core professional and technical writing course at the University of Wyoming (UW) to a virtual classroom. As an instructor for the only baccalaureate-degree-granting institution in Wyoming–a large, rural state with significant economic and educational diversity–I was used to serving a broad population with diverse learning styles and needs. Furthermore, I knew that although the technologies and processes in Web-based instruction provide flexibility for the distance learner, they also can produce specific challenges (DeTure 21). Nevertheless, I was unprepared for the glut of individual communications and the volume of personal attention my would require. Since then, I have developed the use of asynchronous tools to limit the repetitive, individual communications that overwhelmed me during my early semesters teaching online. Instead of relying on email for mass communication, for example, I now use the course platform’s built-in Announcements tool. I also rely heavily on the materials posted on the course website and on students’ expertise with online learning in my responses to individual student inquiries. Finally, I continue building infrastructure into my course Home area. I have dubbed the resulting online course, which relies heavily on student-teacher and student-student communication, high-tech, high-touch. On the following pages, I discuss the development and application of these techniques. After a brief review of current literature and research into online teaching and learning, I contextualize my discussion by introducing course strategies and objectives. Next, I briefly overview the course platform, and finally, I discuss how I have used asynchronous tools, including threaded discussions, announcements, and email both to facilitate community in the online classroom and to manage my teaching time more efficiently. Background In February 2004, the Conference on Composition and Communication (CCCC) issued a position statement identifying numerous best practices for faculty teaching writing and composition in the online environment. According to these guidelines, successful online instruction encourages contacts between student and faculty, develops reciprocity and cooperation among students, and uses active learning techniques (Yancey et al., par. 15). Indeed, as Cheng-Chang Pen and Michael Sullivan assert, communication is always a top priority in an online [teaching] environment (par. 1). In College Students’ Perceptions of Quality in Distance Education: The Importance of Communication, Madeline Ortiz-Rodriguez et al. affirm this assertion: Students related quality in with the following features: interaction between and instructors, and between and students; timely feedback from instructors; and availability and accessibility of teaching assistants, facilitators, professors, help staff, and technical staff (101). Communication in the online environment, however, is unlike the spontaneous that takes place in a physical classroom. Although course management systems (CMS) include synchronous tools, such as chat rooms and white boards, as Alvin Wang and Michael Newlin explain, most Web-based courses rely primarily on asynchronous to deliver course information to students (par. 1). Furthermore, the very nature of online creates expectations of constant and immediate availability of faculty. …
Doc 1109 : Issues and challenges of affiliation system in Indian higher education
The paper explores the issues and challenges of the affiliation system in Indian higher education system. India has the one of the largest system of higher education in the world with 33,023 institutes (UGC,2012) compared with 6,742 in the US and 4,297 in China(FICCI, E&Y Report, 2011). However in terms of quality only one Indian university, IIT Bombay (317th rank) appear in top 400 universities of the world according to Times Higher Education 2012. Several committees and experts have argued that affiliation system needs to be reformed to reduce the burden on affiliating universities and improve quality. Reforming affiliation system requires an alternative which promotes autonomy, innovation, and better management. The paper concludes with recommendations for promoting clusters, information and communication technology (ICT), reducing political influence, autonomous colleges and streamlining regulatory framework.
Doc 1111 : Professional Self-Development Based on Informal Learning: A Case Study of Foreign Language Teachers in a University of China
Teachers at all stages of their careers need to engage in lifelong learning to keep abreast with the changing and challenging pedagogical environment. The purpose of the study is to find out how informal learning helps experienced English teachers teaching non-English majors in a Chinese university to keep professional development in an age of web 2.0. A survey was conducted firstly to find out the status quo and the need of foreign language teachers’ professional development followed by in-depth interviews to elicit informal learning activities from three experienced English teachers. The study points to the changes in teachers’ informal learning activities in the new era of Internet and emerging technologies, characterized by the wide use of online learning resources, online learning communities and mobile phones in addition to seeking help from colleagues. Teachers’ awareness and belief of autonomy play a crucial role in their learning to achieve professional development.
Doc 1119 : Assessing Google reviews to monitor student experience
Purpose The emergence of social media has provided an alternative mechanism for students to provide and access online reviews about universities. These forms of feedback are often not systematically monitored and interpreted by universities. The purpose of this paper is to analyse quantitative ratings and qualitative comments provided by students via Google reviews of 40 Australian universities. The qualitative comments were analysed via thematic coding which identified four key themes including quality of teaching, course design, learning environment and administrative support. The data were also subjected to automated content analysis using the text analytics software Leximancer to enhance the objectivity and reliability of findings. Design/methodology/approach The study involved the extraction of quantitative ratings as well as qualitative comments from Google reviews of 40 Australian universities. Each university was searched on Google and their rating and comments were collected as of August 2019. The qualitative data were included in an Excel spreadsheet along with the name of the universities, and their quantitative ratings. Using thematic coding techniques, the qualitative data were manually coded into four themes: quality of teaching, course design, learning environment and administrative support. Furthermore, the qualitative comments were grouped into two categories: positive comments and negative comments. Findings The paper argues the need for universities to actively monitor these new forms of student feedback which have provided autonomy and freedom for students and other stakeholders to access and provide 24/7 feedback. The study found common themes emerging from the positive and negative student comments related to: quality of teaching, course design, learning environments and administrative support. These aspects contributed to the students’ satisfaction levels when they reflected on their educational experience on Google reviews. The study also found that institutions with high numbers of negative comments tend to have lower ratings compared to those with positive comments. Research limitations/implications The study did not use other learning analytic tools to measure and assess the feedback from students using social media and other forms of feedback. Originality/value Many studies have been undertaken on student experience. Studies have focussed on the experience of home and international students, on-campus and online students, and students from various underrepresented backgrounds. So far no study has been undertaken on the reviews provided by students using Google reviews.
Doc 1120 : The Place of Information and Communication Technologies in Curriculum Design and Development.
With the introduction of more modern instructional practices, the traditional approach to learning and teaching is becoming ever more obsolete. Education practitioners all over the world have been calling for educational institutions, in both developed and developing countries, to improve pedagogical practices as a means of significantly enhancing learner experiences and outcomes in the learning-teaching process. There is evidence that rapid technological changes are taking place in the educational landscape and that the utilisation of Information and Communication Technologies in the instructional process is becoming more and more mandatory. Bearing in mind the afore-mentioned, the objective of this discussion is to underscore the place of Information and Communication Technologies in curriculum design and development. The focus of this discussion and review of literature is on curriculum and what it entails, the importance of curriculum, curriculum design and development, and ICTs and curriculum design and development (which looks at learning theories and ICT-based curricula, integration of ICTs into educational curricula, integration of ICTs into foreign language curricula, and the need for ICT-based curricula). Special consideration is given to ICT-based foreign language curricula because of the increasing importance of language didactics and foreign language education today. Information and Communication Technologies should be considered and integrated into educational curricula because they can revolutionise instructional practices and stimulate pedagogical innovation; foster learner engagement; cater for student learning diversity; promote learner independence and autonomy; increase learner interaction and communication, and support intellectual expressiveness and creativity of learners, application, and lifelong learning.
Doc 1127 : English-language podcasting as the most up-to-date interactive and communicative technology
The article is devoted to the theoretical substantiation of the podcasting as the most up-to-date interactive and communicative technology for learning English, determining the essential characteristics and selection criteria from the perspective of teaching a foreign language. It is determined that the podcast is a meaningfully completed and informationally self-sufficient audio file that reflects the characteristics of speech, consciousness and thinking of speakers of a particular language and sociocultural traditions. Due to the analysis of various classifications of podcasts, some scientists have established that there is no generally accepted classification. The complexity of their classification lies in the fact that there are many criterias by which we can classify podcasts in accordance with: 1) the purpose of use; 2) the level of language training of the target audience; 3) the study of individual sections of linguistics; 4) topics; 5) genres. It is proved that the Internet technology of podcasting is based on the basics of technical and didactic characteristics: authenticity, autonomy (distance), relevance, formation of competence in the field of media and Internet technologies, interactivity, performance and use of a mobile technical device outside the school. The key point in the selection of podcasts is the definition and justification of the relevant linguistic criteria (phonetic, lexical and grammatical).
Doc 1128 : Six critical dimensions: A model for widening participation in open, online and blended programs
Working from the perspective of open and online learning for widening participation in higher education, this article advances a new conceptual model to guide practitioners and researchers in maximising the enablers and minimising the constraints to foundation level online learning for equity students. The model is adapted from technology for social inclusion research addressing persistent inequalities in Internet use. First, the proposed model is introduced with definitions for the six dimensions (course purpose, technology, social support, autonomy, learning materials and skills) and research propositions for how the dimensions enable and constrain learning. A qualitative synthesis of empirically tested open and online programs (including massive open online courses) is used to clarify how the six critical dimensions interact to enable and constrain diverse learners in distance and blended modes. Results support the model with new definitions for each dimension in light of unexpected findings: courses designed to enable particular groups; breadth of learner supports; technology amplifying other dimensions; and aspects of the model designed to empower disadvantaged learners. This model should assist course design research and practice at higher education institutions where open and online provision for diverse and educationally disadvantaged learners is the current or approaching reality.
Doc 1129 : EVALUATION OF THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN ENGLISH COURSEBOOKS
The aim of the article is to present an analysis of the assessment of the use of information and communication technology (ICT) in conventional textbooks for teaching English. After presenting the theoretical framework of the new core curriculum in terms of autonomy and ICT application, the study describes the way in which ICT tools are integrated or ignored in current English textbooks. The study covered textbooks used in the seventh grade of primary school. Six of the eight (one per publisher) textbooks available on the market were selected for this purpose. Qualitative research comprised a thorough evaluation of tasks which comprised explicit references to ICT. The quality of the analysed didactic materials was determined by the potential level of supporting students’ autonomy by using the coursebook tasks in question, measured through a specially designed Likert scale. The conclusions served to propose changes and improvements to these textbooks.
Doc 1131 : Academic Effects of the Use of Flipped Learning in Physical Education
https://doi.org/10.3390/ijerph17010276 Francisco Javier Hinojo Lucena Jesús López Belmonte Arturo Fuentes Cabrera Juan Manuel Trujillo Torres Santiago Pozo Sánchez
The technological characteristics of today’s society have favored the inclusion of information and communication technology (ICT) and the emergence of new training methodologies in educational spaces. This study addresses flipped learning as an innovative approach in the teaching and learning processes of physical education at two educational stages, primary and secondary education. The objective of this study is to analyze the effectiveness of flipped learning with respect to traditional methodology. A descriptive and correlational experimental research design was used through a quantitative perspective. Two study groups were established, one control (traditional methodology) and one experimental (flipped learning) in each educational stage. A total of 119 students from an educational center in Ceuta (Spain) participated. These participants were chosen intentionally. The data were collected through a questionnaire. The results show that the experimental group obtained better evaluations in the academic indicators, highlighting the motivation, autonomy, and interactions between the different agents. Regarding the effectiveness of flipped learning according to the educational stage, its potential was demonstrated in both stages, highlighting a significant improvement in autonomy in secondary education.
Doc 1133 : Social media in foreign language teaching and learning – a review
The main purpose of this review is to present why and how social media can be applied in language teaching and learning, as seen from the point of view of practitioners. Vygotskian constructionism has provided the theoretical framework for the investigation. The wide availability of social media and their high penetration rate are seen as key advantages. The stress has been put on the fact that such platforms enable users to interact with others and acquire the target language in their own community of practice. The learning process, thus, gets enriched by both individual and collaborative dimensions. Negotiation of meaning, as well as the autonomy in creating one’s new identity and customizing the study content, become crucial aspects of the experience. Assuming accountability for one’s own learning results in increased intrinsic motivation to bridge the gap between the current level of knowledge and the desired proficiency level. Finally, certain features of social media that allow instructors to use them in class are discussed.
Doc 1136 : Training for Long-Duration Space Missions: A Literature Review into Skill Retention and Generalizability
Abstract On long-duration space missions, skill retention and generalizability become ever more important as mission length increases, for it is through these capabilities that astronaut crews achieve autonomy. Because simulators are used extensively in all types of training, the effects of simulator fidelity on skill retention and generalizability are paramount to understand. A literature survey was performed to identify current research gaps in skill retention and generalizability. The survey identified a need for a structured and quantifiable approach to characterize skill decay, for example, using a cybernetic approach. Such an approach would allow for gaining a deeper understanding of the mechanisms through which skill decay operates. Furthermore, the literature survey identified three research gaps and opportunities for future research: (1) developing skill decay functions provides theoretical insights into skill decay and could allow for several practical applications, such as planning refresher training, (2) investigating the effects of simulator fidelity on skill decay functions could allow for better simulator utilization during training, and (3) investigating the generalizability of skills learned in initial training to other tasks could provide space crews with greater autonomy.
Doc 1140 : Formation of a united information space of a research library
Over the past decade, the issue of uncontrolled growth of unsystematic information in Internet has remained acute for the scientific community. The problem of finding relevant information related to the distribution and autonomy of scientific information resources remains. A priority in the field of centralized access to the key scientifically significant sources of information is the creation of a united information space (UIS). The study aims to identify the main models to form systems integrating distributed information resources, and as a result to determine the structure of UIS formation in a research library. Two models were considered and analyzed in the study: a meta-aggregator and an integrated electronic library. During the analysis, elements, structure and a set of functions for users and employees of a research library are revealed for each model. The study allowed the drawing of the following conclusions: • The choice of a model for the UIS formation depends mostly on the formulation of tasks, the solution of which is the purpose of creating a system, as well as on the technological potential of the organizations involved in the process. •Multifunctionality of the system allows simultaneous use of the above-mentioned formation models. • Adding the element of interactivity to the structure of UIS of the research library will allow timely monitoring of changes in the information needs of scientists, reduction of time, labor and financial costs of both the library and a user. The article presents the criteria for choosing a model. For the first time the optimal effective structure of the UIS in the research library is described.
Doc 1149 : Teaching Autonomy and Speaking Skill: A Case Study of Iranian EFL Learners
English speaking proficiency requires more than knowing its grammatical and semantic rules. It also includes the knowledge of how native speakers of one language use the language in the context of structures of interpersonal exchange in which many factors interact. In this study, autonomy was implemented by journal or diary writing, sharing and discussing journals, sharing feedback on journals, reflection, promoting dictionary use, introducing useful internet websites, forming yahoo groups, sharing valuable links, creating online self-access center, watching preferable movies, and goal setting. The present quasi-experimental study aimed to investigate the impact of teaching autonomy on the speaking skill of Iranian EFL learners. To this end, 44 male and female intermediate students at Respina Talk (i.e., Iran-Canada) language school with the age range of 20-35 were selected in order to achieve the objectives of the study. According to the obtained results, there was a significant relationship between teaching autonomy and EFL learners’ speaking skill. The findings of this study may have some theoretical and practical implications for material developers, EFL teachers, language learners, etc.
Doc 1150 : Everything in moderation: ICT and reading performance of Dutch 15-year-olds
Abstract Previous research on the relationship between students’ home and school Information and Communication Technology (ICT) resources and academic performance has shown ambiguous results. The availability of ICT resources at school has been found to be unrelated or negatively related to academic performance, whereas the availability of ICT resources at home has been found to be both positively and negatively related to academic performance. In addition, the frequency of use of ICT is related to students’ academic achievement. This relationship has been found to be negative for ICT use at school, however, for ICT use at home the literature on the relationship with academic performance is again ambiguous. In addition to ICT availability and ICT use, students’ attitudes towards ICT have also been found to play a role in student performance. In the present study, we examine how availability of ICT resources, students’ use of those resources (at school, outside school for schoolwork, outside school for leisure), and students’ attitudes toward ICT (interest in ICT, perceived ICT competence, perceived ICT autonomy) relate to individual differences in performance on a digital assessment of reading in one comprehensive model using the Dutch PISA 2015 sample of 5183 15-year-olds (49.2% male). Student gender and students’ economic, social, and cultural status accounted for a substantial part of the variation in digitally assessed reading performance. Controlling for these relationships, results indicated that students with moderate access to ICT resources, moderate use of ICT at school or outside school for schoolwork, and moderate interest in ICT had the highest digitally assessed reading performance. In contrast, students who reported moderate competence in ICT had the lowest digitally assessed reading performance. In addition, frequent use of ICT outside school for leisure was negatively related to digitally assessed reading performance, whereas perceived autonomy was positively related. Taken together, the findings suggest that excessive access to ICT resources, excessive use of ICT, and excessive interest in ICT is associated with lower digitally assessed reading performance.
Doc 1157 : TECNOLOGIAS QUE INTEGRAM PAIS, ALUNOS E PROFESSOR: O CASO DA PLATAFORMA DIGITAL DE UM COLÉGIO PRIVADO
This paper explores the use of Information and Communication Technologies (ICT) in an educational institution. Its objective is to understand the relationship between students, parents, and teachers when using the digital platform, as well as to verify how each one of them appropriates the technological tool. Reflection is based on the premise that the accelerated pace of technological innovation requires that people increasingly assimilate their potential not only in the business field but also in the scholar communities. More than presenting concepts and theories on ICT (KERCKHOVE, 1995, MACHADO, 2004; VEEN, VRAKKING, 2009; MORAN, 2015, and others), the article carries out an empirical research exercise in which the authors conduct observations to the digital platform of a private school in the city of Taquara (Brazil), besides applying a questionnaire with three parents, three students and one teacher of a 4th-grade class in the same school. This research aims to understand if the classes are more attractive, interactive, collaborative and, especially if there is a greater engagement of parents, students and the teacher due to the possibility of digital connections between them. In short, the results pointed out that the digital platform encourages practices with active methodologies in and outside the classroom (at home). In the universe researched, it was also identified that interactions with digital media encourage student autonomy, but parents could use it to become more involved in the process of learning with their children.
Doc 1159 : Digital Opportunities for Outcomes in Recovery Services (DOORS): A Pragmatic Hands-On Group Approach Toward Increasing Digital Health and Smartphone Competencies, Autonomy, Relatedness, and Alliance for Those With Serious Mental Illness
Digital health technologies such as smartphones present the potential for increased access to care and on-demand services. However, many patients with serious mental illnesses (eg, schizophrenia) have not been offered the digital health training necessary to fully utilize these innovative approaches. To bridge this digital divide in knowledge and skills, we created a hands-on and interactive training program grounded in self-determination theory, technology use cases, and the therapeutic alliance. This article introduces the need and theoretical foundation for and the experience of running the resulting Digital Opportunities for Outcomes in Recovery Services (DOORS) group in the setting of 2 programs: a first-episode psychosis program and a clubhouse for individuals with serious mental illness. The experience of running these 2 DOORS groups resulted in 2 publicly available, free training manuals to empower others to run such groups and adapt them for local needs. Future work on DOORS will expand the curriculum to best support digital health needs and increase equity of access to and knowledge and skills related to technology use in serious mental illness.
Doc 1160 : Application of Mobile Phone as a Motivational Tool in the ESP Classrooms of Dhofar University
The present paper investigated the factors of motivation and the role of teachers in motivating English language learners in the ESP classes of Dhofar University as well as the significance of motivation in teaching and learning through mobile application technology. Mobile phones are handy devices that are readily available with all the students in universities and colleges nowadays. Furthermore, the innovative use of mobile applications and internet technology is very common among the undergraduate students. This paper is a detailed description of some of the teaching strategies employed through mobile phones to motivate the students who have very low level of motivation. Since lack of motivation among students is a common challenge faced by most of the ELT teachers in their classrooms, practical solutions centred on mobile applications is the focus of this study. Furthermore, supplementing classroom practices with mobile application technology can promote learner autonomy and peer learning opportunities within the classroom resulting in a visible rise in the motivational graph of the whole class. This paper is also a practical account of how mobile applications can be integrated into classroom teaching without affecting the traditional syllabus of a conventional university curriculum.
Doc 1161 : Humanizing Technology: Smartphone usage in the learning environment
The continuous advancement in technology has transformed physical learning platforms into digital spaces in higher education. In Malaysia, instructors and students are gradually adopting the e-learning or blended-learning approach by using online discussion forums (e.g. BlackBoard) or social networking sites (e.g. Facebook groups) to engage students’ participation in courses and encourage self-directed learning. This study presents a qualitative view of students’ perception of engaging in online discussion forums in a synchronous learning environment, and their views on the positive and negative aspects of using online discussion forums for learning. Results indicate that students perceive autonomy and sense of belongingness in the online community as main factors that influence their voluntary and active participation in the online discussion forums. Technical challenges remain as a key factor in determining students’ interests to utilize online discussion forums for learning. While future research is needed to assess the sentiments of Malaysian students in online learning, this study was intended to provide Malaysian instructors and higher education institutions a preview on the sentiments of students towards online learning to better improve the aspects of technical, pedagogical methods and policies for online learning as the nation moves towards Education 4.0.
Doc 1180 : Chapter 6: Preservice Teachers’ Perceptions of Twitter for Health and Physical Education Teacher Education: A Self-Determination Theoretical Approach
Purpose : Limited research has been conducted relating to the use of social media during health and physical education teacher education. The aim of this study was to investigate preservice teachers’ perceptions of the value of using Twitter for health and physical education teacher education. Methods : Preservice teachers completed a qualitatively designed survey. Thematic analyses were conducted via Computer Assisted Qualitative Data Analysis Software, aligned to self-determination theory. Results : Twitter was perceived to be valuable for the following motivational components: (a) autonomy (choice over professional development, latest ideas, and learning flexibility), (b) relatedness (enhancing communication, tailored collaborations, and receiving practical support), and (c) competence (transferring ideas to classes, increasing technological competence, and keeping ahead of other teachers). Yet there were concerns due to Twitter’s public exposure to undesired Twitter users (relatedness) and how to navigate the platform (competence). Discussion/Conclusions : The study provides guidance to health and physical education teacher education providers on how digital learning via Twitter can meet preservice teachers’ learning needs.
Doc 1187 : The application of “Internet+” model in medical education
In the era of digital information,internet plus mode provides new opportunities for the development of traditional medical education. This paper introduces the application patterns of internet plus mode in the medical education, including the following aspects, such as the construction of medical quality resources sharing class, the implementing of medical massive open online courses and other kinds of open online courses, making comprehensive construction of textbooks, using social interactive software and some new wearable devices such as Google glass, distance education and so on. And from the construction of autonomy, sharing, dynamic teaching atmosphere and building a new relationship between teachers and students, it explores the application advantage of Internet plus in medical education, emphasizes that Internet plus mode and traditional medical education should be organically integrated and financed. At the same time, we should improve the evaluation of information quality, study the integrity test, and the application of big data processing, so as to provide some ideas for the sustainable development.
Key words: Internet+; Medical education; Digital education
Doc 1193 : El teléfono móvil: ua herramienta que puede servir de apoyo para la enseñanza de inglés en el sistema educativo público costarricense
This article presents the usefulness of the mobile device as a tool that can support the teaching of the English language in the Costa Rican public system. This paper aims on the use of the mobile phone not only as a source of information, but also as a didactic resource to integrate cooperative learning, self-autonomy, authenticity, creativity and critical thinking. Departing from the current governmental initiatives to implement technological tools in the English class, this work offers an integrative and innovative methodology for the English teacher in the public sector. This methodology focuses on the model of Mobile Assisted Language Learning (MALL) that intends to adjust and integrate to the available technological tools, classroom settings and students’ needs and interest.
Doc 1200 : A Suggested Web-Mediated Process Genre -Based Program for Developing Writing Autonomy of EFL Prospective Teachers
The aim of this study is to investigate the effect of a web-mediated program based on the combination of the process approach and the genre approach on developing writing autonomy among prospective teachers at Sohag Faculty of Education. Participants of the present study consisted of forty-six students who were chosen randomly from third- year students enrolled in English section at Faculty of Education, Sohag University, Egypt. The design of the study is the two-group post-assessment design, (N=23) for the experimental group and (N=23) for the control group. Both groups were tested before and after the intervention. The instruments of the research included a writing autonomy scale (WAS) and the suggested web-mediated process genre (WMPG) -based program. Results of the research revealed a statistically significant difference between the mean score of the experimental group and that of the control group in the post test of WAS in favor of the experimental group. These results were ascribed to using a program based on the combination of the process approach and the genre approach via the facilities of the Internet.
Doc 1203 : B-Learning in Basic Vocational Training Students for the Development of the Module of Applied Sciences I
https://doi.org/10.3390/math8071102 Francisco-Javier Hinojo-Lucena Juan Manuel Trujillo-Torres José-Antonio Marín-Marín Carmen Rodríguez-Jiménez
Information and communication technologies are a step forward in education, as they have given rise to innovative methodologies, such as blended learning. This type of training can be applied at any stage or educational typology such as basic vocational training. The main objective of this article is to know the degree of effectiveness of this methodology in this stage, specifically in an applied science module. For this purpose, a quasi-experimental design has been applied with a control group and an experimental group with a total of 147 participants. The results show how those students who have worked through b-learning have experienced better results in all the dimensions of the study. In conclusion, the implementation of this methodology in basic vocational training brings benefits, such as motivation and autonomy in the teaching–learning processes of all students.
Doc 1204 : Understanding Learner Autonomy Through Research: A Summary of a Forum at JALT 2019
https://doi.org/10.37237/110106 Jo Mynard Louise Ohashi Ward Peeters Scott J. Shelton-Strong Andrew D. Tweed Satoko Watkins Isra Wongsarnpigoon
This paper reports on a forum featuring four presentations on learner autonomy research, all with practical applications. The paper gives an overview of the purpose of the forum, a short summary of each of the presentations, a discussion of some of the main themes and methods, and a summary of the ways in which the forum themes were continued to be investigated through the Q&A session and in follow-up recordings and interviews. The four projects described in the paper are: the role of classroom teachers in fostering out-of-class, autonomous language learning, exploring online peer interaction in social networking sites, examining the relationship between students’ agency and affordances for learning when studying abroad, and investigating learner autonomy in a self-access context from a self-determination theory perspective.
Doc 1206 : The Impact of Using Cambly on EFL University Students’ Speaking Proficiency
This study sought to investigate the impact of using Cambly, a computer-mediated communication tool, on the speaking proficiency of English as a foreign language (EFL) learners. Further, it aimed to explore the participants’ perceptions of using Cambly. The study employed an experimental design featuring a mixed-methods approach to data collection that involved pre- and post-testing of the participants’ speaking proficiency as well as semi-structured face-to-face interviews. The study sample consisted of 28 EFL university students who were divided into the control and experimental groups. The participants in the experimental group used Cambly to conduct audio calls with native speakers of English over a period of 4 weeks. The quantitative analysis of the participants’ speaking proficiency tests revealed no significant differences between the experimental and control groups’ post-test scores. Moreover, no significant differences were found between the experimental group’s pre- and post-test scores. The qualitative analysis of the participants’ interviews revealed that the use of Cambly had a positive influence on their speaking proficiency, motivation, anxiety level, speaking opportunities, autonomy, social relationships, and cultural awareness.
Doc 1207 : ICT-SUPPORTED EXTRA-CURRICULAR ACTIVITIES FOR UNIVERSITY STUDENTS MAJORING IN TRANSLATION STUDIES
In the context of the reformation of the higher education in Ukraine the preparation of translators and interpreters requires new approaches to the process of teaching and learning. It presupposes the implementation of ways and forms aimed at active rather than passive learning, an increased sense of academic autonomy, development of motivation, responsibility and accountability in acquiring profession-specific knowledge, skills, communicative abilities and attitudes as well as interdependence and mutual respect between the academic teacher and the student.
The authors of the article argue that the language tuition to students majoring in translation studies contributing to the overall development of their professional competence of intercultural mediators can be carried out in the form of extra-curricular activities via information and communication technology tools.
With respect to the results of the grounded study of current tendencies, achievements and problems, valuable experience and outcomes related to the issue under consideration, the paper reflects on two extra-curricular activities, their stages, aims, objectives and tasks performed; analyses their importance and efficiency in promoting students’ autonomy and responsibility; outlines the role and the functions of information and communication technology tools used.
The English Speaking Club involves specially arranged meetings intended to provide practising English autonomously outside the classroom context. Participating in conversations with a native speaker students have the opportunity to improve their vocabulary, grammar, pronunciation skills, enrich their background knowledge of traditions and culture of the English-speaking countries as well as overcome psychological barriers while expressing personal views and ideas.
Translation and Voice Over Recording Studio is organised as a project activity tailored to initiate student translators and interpreters to the real workflow of a project team specialising in translation of different types of audio and video texts in the English language into Ukrainian and their further voice over recording. Performing roles of translators, proofreaders, editors, voice-over artists and sound directors, the participants have the opportunity to practically implement knowledge, skills and communicative abilities obtained while learning profession-specific subjects at the university, developing and improving translation and interpretation skills in particular. Specially selected information and communication technology tools provide the efficient organisation of the Club’s and Studio’s work.
Doc 1213 : The use of Internet technologies in the implementation of offline teaching a foreign language to students of non-linguistic universities
The article discusses the use of Internet technologies in the implementation of autonomous foreign language teaching for students of non-linguistic universities. The analysis of various pedagogical approaches to the definition of the category of “autonomous learning” as a special type of educational activity. The possibilities of using ICT in the process of offline learning a foreign language for students of non-linguistic universities are described. The advantages of using the Internet when teaching a foreign language are given, the means of instruction, the types of independent work when using information technologies, information technologies are identified. A model of the educational process organization on the basis of students’ educational autonomy using Internet technologies is presented, examples of the corresponding exercise system using Internet technologies are substantiated and given.
Doc 1215 : Development and Diagnosis of a Teaching Experience Using Participatory Methods: Towards an Ecosystemic Learning in Higher Education
The redefinition of the objectives of the European Higher Education Area (EHEA) generates novelty in the teaching design developed by universities. The constructivist perspective encourages the use of methods that promote teamwork, an interest for information searching, autonomy and an increased motivation for learning, among others. Currently, the acquisition of the established curricular content receives feedback thanks to information and communication technologies (ICTs). This research describes the implementation of an experience related to the use of teaching/learning participatory methods with first- and second-year students in Early Childhood Education and Primary Education bachelor’s degrees. This experience is based on flipped classrooms and role-playing and is supported by ICTs. A questionnaire was delivered to a total of 100 individuals on their perception of participatory methods and their assessment of the methods used for the described experience. After performing the analysis, the conclusions showed that higher education students considered that classroom implementation of emerging methods helped them at a theoretical, practical and professional level as well as motivated them, which allows us to advance towards the goals of the EHEA.
Doc 1223 : The obstacles faced by distance learning students in achieving their autonomy. The case of the Hellenic Open University
SummaryThe autonomy of the students refers to the control that the student has in the learning process, to decide on the content, the goals and the way of learning and is connected with the concepts of self-direction and self-regulation. The concept of autonomy presupposes the development of a psychological relationship with the process and the content of the learning act, while the autonomous student is able to make decisions, to distance himself but also to reflect critically. Autonomy is related to the notion of personal responsibility that the learner assumes in his learning process, while two dimensions are distinguished. The first is autonomous learning, in which the learner assumes responsibility for the design, organization and evaluation of the educational process, which concerns its external characteristics. The second is the autonomous student, which refers to the internal characteristics of the learner. However, an important factor for the autonomy of the students is considered to be the context in which the educational process takes place, ie when the general socio-political and learning context encourages the learners to take responsibility for their learning, then their autonomy is promoted.In the context of distance education, students are at a distance from their teachers, their classmates and the institution that provides education, but they are called to meet the requirements of the study program they choose. And while the concept of autonomy is intertwined with the method of distance education, the factors that hinder its realization have not been sufficiently explored. This empirical research, therefore, comes to fill the gap in the literature on the obstacles that students themselves face in the realization of autonomy.This paper explores the barriers faced by distance education students in achieving their autonomy. In particular, it focuses on exploring the obstacles that students face with regard to autonomy in distance education and the factors that contribute to removing the obstacles to student autonomy in distance education. The quantitative approach was chosen and the tool of our research was the online questionnaire, which was completed by 215 research participants, postgraduate and undergraduate students of the Hellenic Open University. The selection of the sample was random sampling as the questionnaire was published on a social networking page (facebook) in specific groups formed by the Hellenic Open University students and the participants chose to answer and complete the questionnaire. The empirical research took place in March - April 2019.The questionnaire included two axes. The first axis concerned demographic data. The second axis included twenty-one (21) questions that answered the research questions. Seventeen (17) of the questions were closed-ended, graded Likert scale, one (1) question with answer options, while three (3) questions were open-ended. Open-ended questions were included in order for participants to express their views on the obstacles they face, and to enrich the data from the closed-ended questions.For the analysis of the data collected from the closed-ended questions of the questionnaire, the statistical program SPSS and the descriptive statistics were used. Regarding the data of the open-ended questions, after their inclusion in broader categories, the next step was to codify the conversion of the data from nominal to numerical. In order to identify any differences in the answers of the participants, depending on the gender and the level of studies, correlations were used.The theoretical framework of the present study is closely related to the empirical research carried out. Obstacles to the autonomy of distance learning students identified in the theoretical part are confirmed by the empirical research, with the difference that the empirical research has shown that students’ personal characteristics as well as the “distance” factor do not constitute a significant obstacle to the realization of their autonomy.However, the empirical research also revealed several factors that were not identified in the bibliographic review as barriers to student autonomy, such as inadequate administrative organization, financial factors, the small number of group meetings, the lack of different types of papers, exams based on memorization and exams with books closed. It is also worth noting that while the majority of students consider that they have developed skills in order to be autonomous, they agree that a preparatory course that would prepare them for the requirements of distance education would be very helpful. The analysis and discussion of the results highlighted the prominent role of the teacher in distance education, as the lack of support for students can impede their autonomy, however, the teacher has the potential to contribute to its realization by guiding and encouraging students. The multidimensional role of the teacher in distance education also emerges from our research, as described in the theoretical part of our work, since the participants expressed the need for teachers combining a number of characteristics in order to promote their autonomy.Another important finding of the research is that students feel their personal characteristics and personal abilities can help them realize their autonomy. In line with the bibliographic review, the factors that are an obstacle to the autonomy of the students of distance education, as well as the factors contributing to the removal of these obstacles, are related both to the students themselves and to the educational process.As for the factors that contribute to the removal of barriers to the autonomy of distance learning students, they coincide with the factors that have a positive effect on the realization of autonomy and have been identified in the theoretical framework of our work. The most important factor is the personal characteristics of the students themselves and their own personal effort. Following, the support, guidance from the teacher on a psychological and practical level and communication with him. Also very important factors are the existence of appropriate educational material and the conduct of group meetings, which students ask to be more frequent.The need for a digital learning framework to promote student autonomy, as found in the theoretical framework, is confirmed by the empirical research, as well as the need for electronic group meetings and the use of electronic libraries, access to specialized digital material, and easier access to the Hellenic Open University platforms.A very important factor in removing the barriers to student autonomy as it emerged from the empirical research is more flexible schedules concerning the delivery of papers, while access to educational material and a better administrative organization are also considered important.Regarding the correlation of the curriculum with the factors that constitute an obstacle to autonomy, the majority of postgraduate and undergraduate students agree with some differentiation regarding the factors “comments of the teacher on written work”, “educational material”, “psychological support from the teacher”and“ lack of psychological support from the teacher” while gender did not appear to have any particular effect on the factors that impede students’ autonomy
Doc 1228 : LEADERSHIP ROLES IN MANAGING EDUCATION IN CRISES: THE CASE OF KENYA DURING COVID-19 PANDEMIC
<p>Covid-19, a disease caused by a novel coronavirus (SARS-CoV-2) was first reported in Wuhan, China, in December 2019 and in Kenya in March 2020. In Kenya, the Covid-19 pandemic has brought to light some unknown talents among the stakeholders at different levels. The economic sector has had manufacturing potential for goods, and from mass media reports, this has been demonstrated through production of Personal Protective Equipment (PPEs), ventilators and innovations in technology in the creation of apps such as the Linda App for contact tracing and Gumzo, a video conferencing app. Similarly, the education sector has also demonstrated potential for adaptation in some situations. For example, after all institutions of learning were closed to prevent the spread of coronavirus in March 2020, many universities have continued learning through Online, Distance and E-learning (ODEL) platforms, and some have even conducted virtual graduations. Others like Kenyatta University have reported innovations such as development of ventilators and modified testing swabs for Covid-19. This is admirable despite numerous limitations of internet accessibilities and other shortcomings. This remarkable achievement has been possible due to semi-autonomy in the university education sector, where Senates are given the right and power, by the Education Act, to make autonomous decisions for their universities which are regulated and monitored using the standards and regulations set by the Commission of University Education (CUE). However, other levels of the education sector do not have this autonomy and have had to depend on the ministry of education for guidance. On 8<sup>th</sup> July 2020, the ministry of education announced the result of a consultative meeting with stakeholders, to postpone the reopening of schools to January 2021. This was due to the rising cases of corona virus infections in May and June, steeping the infection curve, expected to reach the peak by November and to have flattened by January 2021 (Magoha, 2020). However, what surprised many was the additional and unforeseen announcement that all basic education students (apart from standard 8 and form 4 examination candidates whose details were not clarified) will repeat their current class levels in 2021. The pronouncement caused anxiety and has attracted mixed reactions from various stakeholders. The purpose of this paper is therefore to explain the leadership decisions made by the ministry of education analyze their impact on basic education and propose possible ways for educational leaders and administrators, community leaders and volunteers to facilitate home-based education during the Covid-19 pandemic. This should be done with a goal for progression and promotion of students to the next class level when the 2020 syllabus is eventually covered. The study method utilized desktop literature research where interactions with educational leaders, scholars and practitioners were used to investigate threats and opportunities in managing education during crises.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src=“/-counters-/edu_01/0641/a.php” alt=“Hit counter” /></p>
Doc 1231 : Analysis of Influencing Factors of Flip Class Mode in the Application of Psychological Teaching in Colleges and Universities
Introduction: This article mainly through the literature research method and content analysis method, has carried on the analysis to the university turnover classroom. This paper analyses the characteristics and development trend of flipped classroom research from the aspects of research fields, research topics, research methods, literature sources, author information and references. Method: This teaching method undoubtedly fully demonstrates the concept of quality education, that is, while respecting students ‘individual differences in learning, it also cultivates students’ autonomy, allowing them to learn independently and develop their ability to analyze and solve problems. The flipped classroom uses the Internet as a platform to adjust the teaching steps, which has changed the organization of teaching and learning, class and off-class, teaching and self-study. Result: Teachers can supplement other resources on the Flipping classroom. At the same time, according to the content of the textbook, the teacher should design the test questions. In addition, teachers should also participate in the discussion of students before class, answering questions for students online. Throughout the online learning process, teachers can obtain students’ mastery of the unit’s knowledge points through the support of big data, such as which knowledge points are difficult, which ones are mastered, and which students are well mastered, so that the teaching can be effectively adjusted. plan. The main content of the teacher in the pre-course period is to check the content of the student’s reply in the classroom exchange area to understand the students’ knowledge of the knowledge points. Conclusion: It can be seen from the above column chart that the following conclusions can be drawn through the investigation and study of the factors affecting the College psychology teaching in colleges and universities. University leaders have a certain degree of emphasis on College psychology courses, but teaching management needs to be Further improvement; the number of people in some psychology majors is too high. Some colleges and universities in the teaching objectives of psychology special courses lack the target requirements of students’ social adaptation and scientific research; most of the teachers’ theoretical teaching content is not comprehensive enough and the content is single. Discussion: This article is based on an in-depth analysis of the advantages of domestic SPOC platforms and flipped classrooms, and analyzes the course goals of psychological teaching in colleges and universities. A teaching model of psychological courses based on the SPOC platform was constructed. This article is based on the teaching of psychology, and discusses the problems related to the flip reading teaching of psychology. The purpose is to sort out the theoretical and practical problems of flipped reading teaching in psychology lessons, and better adapt to the teaching of psychology lessons in the new era and new technology.
Doc 1236 : Has Covid-19 Provided a Rare Opportunity to Integrate Knowledge Delivery with Technology at University Level? Role of Teacher’s Technological Knowledge, E-Autonomy and ICT Practices In the context of Pakistan
The Corona Virus outbreak has impacted various sectors of various countries all over the globe and the education sector is one of those sectors that are impacted by COVID-19 even worse as compared to the other sectors. To ensure the continuity of learning and education, various educational institutes used the concept of online learning using information and communication technology. The effectiveness of education through online learning has been a great challenge for the students as well as for the teachers. In this regard, the current study has been designed with the motive to find out the impact of teacher’s perceived technological knowledge, teachers e-autonomy and ICT pedagogical practices on the technology integration in knowledge delivery along with the mediating role of perceived effect of teaching with technology on students in the educational institutions of Pakistan. The data was collected from 447 teachers teaching online through ICT and the results were obtained through the analysis of the collected data. The results have suggested that all the independent variables i.e. teacher’s perceived technological knowledge, teachers’ e-autonomy, and ICT pedagogical practices are having a significant impact on the technology integration in knowledge delivery. On the other hand, in case of mediating role of perceived effect of teaching with technology is considered, it is found significant in case of only teacher’s perceived technological knowledge and teacher’s e-autonomy but in case of the relation between ICT pedagogical practices, the mediating role of PETT is not significant.
Doc 1248 : Technological and Pedagogical Considerations in Supporting Electronic Self-Access Language Learning (e-SALL): In-Person Learning Practice in the Time of Crisis
The COVID-19 pandemic outbreak has brought a significant impact on the in-person learning access to the on-campus Self-Access Center (SAC). Therefore, there is a need for an electronic Self-Access Language Learning (e-SALL) innovation to address the newly emerging issues in the field. This perspectives article suggests several ways of facilitating self-access learning using web-based technologies. It also includes some key technological and pedagogical considerations in providing in-person learning access beyond the school. We argue that the integration between a Learning Management System (LMS) as a web-based learning platform and the internet-based materials and resources will sustain the in-person learning practice from a lens of technology and the pedagogy of learner autonomy.
Doc 1254 : E-learning: The Scenario During COVID-19 Pandemic
Background: E-learning is essential in health science education, and the COVID-19 pandemic has accelerated its utility. Objectives: The study aimed to observe the changes in the scenario of e-learning in Indian Medical Education during the COVID-19 pandemic. Methods: A descriptive cross-sectional study was conducted on 905 undergraduate health science students who agreed with an online survey. A questionnaire was prepared, including sociodemographic details, utilization of commercially available e-learning programs before the pandemic, and the scenario of teaching-learning activities during the COVID-19 pandemic. It was validated and circulated among medical students of various states across India through social media. Qualitative data were presented as numbers and percentages and quantitative data as mean (SD). Results: Of the 905 students surveyed, 69.17% (n = 626) were female students and 30.83% (n = 279) were male students. Besides, 85% (n = 395) of the students found commercial programs useful in clarifying concepts. Institutional e-learning was mandatory for 71.16% (n = 644) during the COVID-19 pandemic. Of the 644 students for whom e-learning was mandatory, 69.10% (n = 445) found tools like videoconferencing, Google classroom, zoom meetings, etc. useful in flexibility and autonomy. However, 50.47% (n = 325) of the students preferred a combined method of classroom teaching and e-learning, whereas only 9.93% (n = 64) of students preferred only e-learning as a method of teaching. They were satisfied with institutional programs for clarifying concepts (n = 386; 60%) and communication skills (n = 320; 50%). Conclusions: The utility of e-learning has increased during the COVID-19 pandemic. However, students preferred e-learning in combination with traditional teaching, especially in health science courses.
Doc 1256 : OTONOMI PEMBELAJARAN BAHASA INGGRIS KAMPUS MERDEKA – MERDEKA BELAJAR
Kampus Merdeka – Merdeka Belajar (freedom to learn) is a new learning program designed by the Indonesian Minister of Education and Culture as a response toward the Industrial Revolution 4.0. Through this way, the graduates are able to be inovative, creative, autonomous, and competitive. Beside hard working, the next religious teacher and chatecists also expected to be literate and fluent in English, since it was established as international, business, and technological language. This paper aims to analyze English learning autonomy in term of learning methods toward religious teacher and chatecists. The writer uses analytical approach to analyze topic of discussion. Some datas and references used to find out what will we do as a lecturer in English learning process toward religious teacher and cathecists through freedom to learn.
Doc 1262 : Students’ Perceptions of a Learning Support Initiative for b-MOOCs
Blended learning based on MOOCs (b-MOOC) has become a new and wide-spread approach to combining internet technologies with face-to-face instruction in higher education. In the implementation of b-MOOCs, learning support or scaffolding proves to be essential and determines to some extent the success of blended learning, while available literature shows lack of re-search on it. Aiming at exploring a feasible learning support approach for b-MOOCs in practice, this study constructed a support framework with four key elements of resources (R), interaction (I), strategy (S) and evaluation (E) support, briefed as RISE, and implemented it in the Business English course in a Chinese university. A survey and semi-structured interview were conducted to make clear its effects, the perceptions and expectations of students. It shows that the RISE support initiative got wide recognition and resulted in various improvements, promoting learning autonomy, improving learning strategy, increasing interaction and time devoted. As to suggestions, more targeted and higher degree of support is expected by learners and they show preference for face-to-face instruction and suggestion is raised that the proportion of face-to-face section should be no less than the online part. The results of this study may offer practical reference in b-MOOC design about how to support learning process of students and what components and methods are effective.
Doc 1266 : DEGREE OF DIGITAL TECHNOLOGICAL INTEGRATION IN THE BULGARIAN SECONDARY TECHNOLOGICAL EDUCATION
Global informatization is one of the dominant trends in contemporary social reality. Digital information and communication technologies have enormous innovation potential for the overall modernization and transformation of education and the enrichment of pedagogical sciences. Realizing this potential requires technologies to be fully integrated into educational practice. A high degree of integration is a prerequisite for the implementation of constructivism, increasing autonomy, personal responsibility of learners and the opportunity for personalized learning.
Digital technological integration is a progressive change of education to a degree of transformation. In the process of gradual merging of information and communication and pedagogical technologies, innovative pedagogical practices are created, and they cannot be realized without modern technological means. The characteristics of the methods of teaching and learning with digital technologies determine different degrees of integration which are entry, adoption, adaptation, infusion, and transformation.
The current features of the applied methods for using Information Communication Technology (ICT) in the Bulgarian secondary education in technology, and entrepreneurship (grades 5-7) were studied by surveying 127 pedagogues teaching this subject. A questionnaire is attached examining the goals, frequency use of digital tools in the educational process, and the applied management decisions for choosing the digital tools and working with them. The analysis of the obtained data showed that ICT was used, but the degree of integration was low and corresponded to the initial levels of entry and initial adoption of the integration process. In isolated cases, lessons were held according to how students performed in activities specific to their level of adaptation.
Doc 1267 : MATURE UNDERGRADUATE STUDENTS’ SATISFACTION WITH ONLINE TEACHING DURING THE COVID-19
The online teaching accelerated at an unprecedented pace in the wake of the physical closure of educational institutions in the United Kingdom on 23 March 2020 due to the COVID-19 crisis. This study is based on a survey of mature undergraduate students in private higher education institutes in the South of England and their experience with online teaching during the COVID-19. The questionnaire was sent out to mature undergraduate students studying in three private higher education institutes, and we received 225 responses. A quantitative approach was used to analyse the results. Majority of students 95% were using online teaching for the first time, and they were novice with the online teaching software (Zoom and Microsoft Teams, etc.). They were provided with training for online teaching, especially how to use the software, and they were satisfied with the training. The study also identified challenges students faced during the online teaching such as weak Internet connection, old devices (computer and laptop etc.) low level of digital competency especially among older students, lack of technical support from the institute and stressful transition period. The final findings from the study indicated that the quick decision of switching to online teaching was right, and the majority of students found online teaching excited. Consequently, the majority of students wanted to continue online teaching after the COVID-19 because it provides ease and convenience, no travelling time & cost, freedom and autonomy. The online teaching training for students could be made more effective, and private higher education institutions could also address challenges such as weak Internet connection and old devices (computer, laptop, etc.).
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Doc 1272 : Reflective Hyperconnectivity of Social Networks Virtual Space as a Factor in the Design of Distant Learning Environment
In this article, topics related to the urgent transition to distance education (DE), through decisive measures taken to protect Russian university community against consequences of COVID-19 epidemic are covered. Based on semi-structured interviews with administrators, faculty, IT specialists and students, it is argued that in the force majeure circumstances the university offers for DE a standard model of one-size-fits-all curriculum though modified through information and communication technologies. The use of the Internet in a localized online space is limited to delivering courses without considering needs of individual learners, their autonomy, preferences and prior knowledge of the subject. The observation method was used by both participant and non-participant. An experiment on the teachers’ self-assessment proves that many still view the university as a source of offline information for students. The article purports to discuss ways to promote DE by the concepts of postindustrial educational space connectivism, hyperconnectivity of social networks, teachers’ reflective practice, digital nativity of teachers and students in mastering information and communication technologies. It is claimed that real transition of a Russian university to DE cannot be achieved without internet-provided increased transactional distance in the dialogue between the teacher and students mediated by technology and reflective approach.
Doc 1280 : Discussion on the Application Strategy of “Live Class MOOC” in English Teaching
With the rapid development of information technology and the popularization of Internet, traditional English teaching class has gradually exposed some shortcomings that cannot stimulate the enthusiasm and autonomy of contemporary students. Actively explore the application strategies of live class MOOC in English teaching can help to resolve this dilemma. This article analyzes the basic concepts, important significance and application strategy of live class MOOC in English teaching, which can help to improve the effectiveness of English teaching.
Doc 1287 : The Application and Research of College English Blended Teaching Mode Based on MosoTeach
Now it is the digital information age. With the maturity of mobile Internet technology and the increase of online education demand, mobile learning applications based on mobile Internet terminals have been vigorously developed and widely used. Blended English teaching based on mobile network technology has become an inevitable trend in College English teaching. The new teaching mode is student-centered and emphasizes the interaction between teachers and students. The implementation of personalized teaching mode is conducive to improving students’ learning autonomy and innovation, it can improve the classroom teaching effect to a certain extent. At present, the post-90s college students are the pioneers of the Internet era, but also the trendsetters in the wave of mobile Internet. How to effectively apply the mobile learning platform such as MosoTeach to College English teaching is the core theme of this paper.
Doc 1289 : LEARNING AMID CRISIS: EFL STUDENTS’ PERCEPTION ON ONLINE LEARNING DURING COVID-19 OUTBREAK
This paper investigated tertiary EFL students’ overall perception of the use of fully online learning during the Covid-19 pandemic. By administering a survey to 125 students of the English Language Education Program in a State Islamic University in West Nusa Tenggara, Indonesia, using 26 items of a questionnaire with a five-point Likert scale, this study unravelled students’ responses in terms of three constructs including Perceived Usefulness (PU), Perceived Ease of Use (PEOU) and Perceived Instructor Characteristics (PIC). The findings suggested that in terms of PU, even though the data mostly demonstrated neutral responses for most of the questionnaire items, the students tended to perceive online learning as to provide flexible time for their learning and foster their autonomy/independence and confidence. However, the students tended to perceive online learning as less facilitating for their understanding of subjects. In terms of PEOU, the responses reflected the students’ readiness to employ online learning as the data suggested that they possessed both the technology and the knowledge to use it. However, they tended to encounter problems when operating the technology, especially concerning the internet connection. On the other hand, these students perceived instructor characteristics as mostly positive. Therefore, online learning seemed to have not been designed to engage all students, yet seemed to be an inevitable option during the outbreak as the report from the interviews demonstrated that F2F classes were still preferred over online learning. Finally, these findings imply the need for redesigning online learning to better engage students in virtual classes.
Doc 1291 : ICT with Open and Distance Learning for Capability Enhancement: Practices of Higher Education Institutions of Nepal
This paper deals with the role of Information and Communication Technology (ICT) in higher education institutions in terms of capability enhancement of learners. In addition, the intents of this research paper is to focus towards online and distance education related with higher education institutions of Nepal. Particularly, the relation of ICT with capability enhancement, the relation of ICT and ODL mode of higher education learners, and the relation of ICT and capability with student learning has been explored in this paper. Theoretically, capability enhancement has been discussed in terms of connectivism and learner autonomy. Moreover, the theories of capability enhancement as interpreted by Amartya Sen and Martha Nussbaum have also been used to discuss this issue. Besides contributing to quality human life, ICT is found to be helpful in promoting good behavior and attitudes, increasing their ability toward being, doing, and functioning. Integrating technology in education can help change people’s lives.
Doc 1309 : Autonomous Space Exploration Online in a Writing SAC or OWL
Virtual spaces to help learn a language or write autonomously have become common and are only likely to increase. Multiple resources can be placed on a site easily accessible 24/7 and computer mediated communication in various forms can supply needed human interaction spaces. But how are these sites used by the local students? Following the path of several individuals in detail can allow more understanding and depth of the precise usage of space. This paper tracks two Arab students exploring and using a newly formed online self-access centre (SAC) for writing or online writing lab (OWL) for the best part of a semester. As an exploratory action research study, it was data driven and multiple data sources were mainly unobtrusive so that the study could proceed very naturally. The choices, learning style, autonomy types and personality differences between the two students suggest a range of support is ideal in an online SAC to cater for individuals in this context, including resources, how to learn, 1-1 asynchronous with advisor (emails), forums, electronic writing raters, and a high profile test. Ongoing action research should help to keep the online facility relevant to needs and open to new ways.
Doc 1310 : Remote, but not far: the reinvention of teaching in Higher Education in times of COVID-19
This article aims to investigate what were the challenges and solutions to reinvent teaching in Higher Education, in the face of the overwhelming scenario of contamination by COVID-19, using Information and Communication Technologies (ICTs) Data were collected by an electronic questionnaire and interviews The survey was answered by 41 students The information was systematized and analyzed using the content analysis that was proposed by Bardin (2010), it is possible to identify three categories: 1) Application of ICTs in the teaching and learning processes, 2) Pedagogical mediations that were necessary for the students’ development and 3) Students’ autonomy The results revealed that many students underutilized digital technologies and that the pandemic provided opportunities for attitudinal changes Teachers had to reinvent didactic strategies for remote teaching, as well as the use of ICTs in collaborative spaces that fostered empowerment, autonomy and intellectual emancipation in the students
Doc 1317 : Overblocking autonomy: the case of mandatory library filtering software
In U.S. v.American Library Association (2003), the Supreme Court upheld the Child Internet Protection Act (CIPA), which mandated that libraries receiving federal funding for public Internet access install content-filtering programs on computers which provide that access. These programs analyze incoming content, and block the receipt of objectionable material, in particular pornography. Thus, patrons at public libraries are protected from unintentionally (or intentionally) accessing objectionable material, and, in the case of minors, from accessing potentially damaging material. At least, that is the official story. In this paper, I develop three points. (1) I argue that CIPA and ALA are better read as examples of the enforcement of a regime of normative sexuality. The question of minors accessing pornography is only relevant to the official story insofar as it provides a rhetorically persuasive example of deviance from that normative regime. CIPAs full target includes information about topics such as homosexuality and contraception. (2) Rather than (or in addition to) punishing deviances directly, CIPA attempts to constitute a “public” in which such deviancy can never occur in the first place. Hence, the designation of a “public” space serves to domesticate alternative sexualities and to sanitize that space of sexual difference. (3) This interaction at the border of the public and private spheres offers an opportunity to reflect on and underscore the ways that subject formation and subjectivity are mediated through technological artifacts like the Internet.
Doc 1319 : Online Artistic Activism: Case-Study of Hungarian-Romanian Intercultural Communication
Technical reproduction in general, and photography in particular have changed the status and practices of art. Similarly, the expansion of Web 2.0 interactive spaces presents opportunities and challenges to artistic communities. Present study focuses on artistic activism: socially sensitive artists publish their creation on the internet on its most interactive space – social media. These artworks carry both artistic and social messages. Such practices force us to reinterpret some elements of the classical art paradigm: its autonomy, authorship, uniqueness (as opposed to copies and series), and the social role of art. The analysis is aimed at Hungarian and Romanian online artistic projects from Transylvania region of Romania, relevant as intercultural communication endeavours. Our research question is the way they differ from the traditional artistic paradigm.
Doc 1324 : Impact of Mobile Assisted Language Learning on Learner Autonomy in EFL Reading Context
Traditional classrooms confine English as a Foreign Language (EFL) reading to the textbook and the classroom setting, something that demotivates active reading. With the advent of mobile technology, however, such boundaries can be broken to include external reading materials where students could read and share anytime and anywhere. This paper investigates the role of mobile technology in enhancing Learner Autonomy (LA) in the EFL reading context among students in the Preparatory Year (PY) of Najran University in Saudi Arabia. A reading class of 30 students utilised mobile applications (WhatsApp and internet search engines such as Google) to access external reading materials and interact with their peers and teachers outside the classroom. Qualitative data collection underwent a number of procedures. The baseline data was constructed from the students’ portfolios, which reported the participants’ traditional reading practices and use of mobiles. Then, the participants were encouraged to use internet search engines and WhatsApp group to share their readings. Finally, five participants were interviewed. The data analysis revealed that the participants’ LA is improved through the use of selected mobile applications in terms of taking responsibility for and making decisions about reading materials and the time and place of reading. The study recommends further investigation into the role of mobile applications for generating learners’ own tasks and writing skills.
The world is constantly undergoing changes, and the Internet is being used as an important teaching resource. From the chalk piece to the computer, technology has been present in school as a link between action and learning for professors and students. Technological tools are more and more frequent in the class room: the computer along with its chief resource – the Internet – have raised a debate about their effectiveness in school education. The use of the Internet in educational programs has revealed that this resource gives rise to educational environments which are different from that of the traditional attendance classes regarding the roles of teachers and students, the flow of information, the degree of autonomy and participation of students, and the development of complex competencies such as those involving the resolution of problems. Nevertheless, experience shows that these results are useful and effective only when teachers are technically prepared for them. To educate using new technology is a challenge which has not yet been thoroughly tackled. Technology may help, but to educate is fundamentally to learn how to manage a set of information and turn it into something significant to the individual, namely knowledge. The introduction of the Internet into school programs acts as a catalyst for change. Therefore it is appropriate to consider this new tool as a precious aid to learning.
Doc 1338 : A comparison of the affective affordances of a static and interactive VR system on learner FLA and motivation
This paper introduces a virtual reality (VR) system which was designed to promote English speaking proficiency as learners carry out collaborative information gap tasks. In a former study, a simpler system was developed to explore the effect of modality on learners’ foreign language anxiety (FLA) where results suggested that anxiety was statistically significantly lower in the VR environment compared to a voice and video chat system. However, of three key affordances—presence, interactivity, and autonomy—the previous system only focused on presence. The current system features an interactive component also. In this paper, we present results of a study which compared the two systems (presence-only versus interactive system) with the aim of answering the question: Does more-fully utilizing the affordances of VR lower or increase learners’ FLA? In a counterbalanced design, 30 participants (15 pairs) completed a spot-the-difference task in two different VR environments: static-VR (former system) and interactive-VR (current system). Results of a post-experimental questionnaire suggested that there was no difference in participants’ FLA for the two domains. However, a significant difference was found in terms of ease of communication and enjoyment which favored the interactive-VR mode. Additionally, compared to predictions that the interactive-VR task would be more cognitively demanding, it was considered simpler than the static-VR task. This suggests that using more of the affordances of VR by increasing interactivity further may make the embodied experience more life-like and therefore increase opportunities for learning. This paper introduces the system, implications for researchers and teachers, and future research directions.
Doc 1342 : INDIVIDUALIZATION OF LEARNING IN CANADIAN MULTINATIONAL CORPORATIONS: FOREIGN EXPERIENCE AND WAYS OF IMPLEMENTATION
The corporations perceive human capital as the greatest potential for competitive advantage, and staff training as a prerequisite for achieving the company’s strategic aim since business success and market competitiveness directly depend on the ability of employees to provide life long learning. In the context of searching the ways of optimizing this process, the aim of our study is to determine the features and opportunities for the development of individualization of learning by means of information and communication technologies in multinational corporations in Canada in order to use their experience in Ukrainian higher education. The set of interrelated general scientific research methods was used to achieve this goal: analysis, synthesis, comparison, generalization, systematization, which were used to study the scientific literature, programs and corporate training courses in multinational corporations in Canada. Analysis of training in Canadian multinational corporations shows that the use of the advanced information and communication technologies in independent non-formal learning, including mobile learning, social networks, Massive Open Online Courses, electronic coaching, corporate blogs, gamification, wikis, etc., contributes to the deepening of individualization of training, and the practice of employee’s independent planning and implementation of his/her learning process is becoming more common. The study concludes that individualization is an important aspect of training in Canadian multinational corporations. The basis of individualization of learning is self-direction, autonomy of students, their willingness to take responsibility for planning and implementation of all stages of their learning.
Doc 1346 : The Construction of Blended Teaching Mode of Cooking Technology Course Under the Background of "Gold Course"
Under the trend of “Internet+Education”, the online and offline blended teaching mode has become an important direction of teaching reform. This article takes the course “Cooking Technology” as an example to build an online and offline blended teaching mode, and investigates the application of blended teaching in the teaching of applied undergraduate courses. Using empirical analysis and interview methods, the article found that the curriculum teaching of “Cooking Technology” has insufficient combination of theory and practice, single teaching mode, poor teaching effect, and heavy teaching tasks. Base on the principle of student-centered, pedagogical coherence, integration of theory and practice, this article designs the blended teaching activities for the “Cooking Technology” course from the three major links, which is the pre-course phase, in-class stage and after-school phase. This article puts forward the issues that should be focus on interaction in blended learning and teaching, establishing a reasonable and sound appraisal method, pay attention to the percentage of online instruction used, so as to provide reference and reference for the construction of “golden courses” of culinary majors and other majors. Finally, the study found that the blended teaching can better cultivate students’ autonomy in learning and solve the basic problems that most students are not interested in learning.
Doc 1347 : Mobile Phones-Assisted Practice and Note-Taking in Foreign Language Oral Production
In foreign language instruction, students are often exposed to computer-mediated testing in international exams and language courses; however, regular classrooms are not equipped with computer labs to offer a lesson coherent with that testing procedure. To fill this gap, mobile-assisted language learning emerges as a portable option for computer-mediated learning and testing. Hence, this action research aims to study the implementation of mobile phones-assisted practice, combined with note-taking, as test-wise and test-management strategies, to tackle the needs of 218 participants who were taking an English as a foreign language program at a Colombian university. In the diagnostic stage, learners expressed that the most difficult computer-assessed skill was speaking, due to lack of confidence and suitable strategies. Findings revealed an improvement in students’ oral performance, collaboration levels, and high acceptance of mobile phones-assisted practice as a test preparation tool that facilitates autonomy, metacognition, and peer-feedback.
Doc 1353 : La media literacy come supporto all’apprendimento della lingua
While in the 90s the New London Group advocated a definition of literacy that takes into account modes of expression other than written, today the comparison of different cultures (Cole, 1996) makes it more essential than ever to reflect on what kind of literacy enables integration into contemporary Western societies.We propose some ideas developed within the Italian L2 classes for refugees and asylum seekers from the DiCO education project, which is committed to promoting the research and the implementation of discoveries in contemporary glottodidactics research studies through training, workshops and innovative teaching and learning materials.The paper aims at both investigating the notion of literacy itself and illustrating some insights on possible digital literacy (Buckingham 2015) paths parallel to traditional literacy acquisition ones, with particular focus on the so-called media-literacy (ibid.) as a means to support learning and teaching.Some hands-on examples will be provided throughout the paper, presenting smartphone built- in features that, by changing the shape of the educational content (Pireddu, Maragliano 2012), facilitate language acquisition of adult learners with low education. The research results lead to reflecting on the potential role of media literacy in the development of learners’ autonomy.
Doc 1356 : Motivating for Reading through Transmedia Storytelling: A Case Study with Students from a Middle School in the Médio Tejo Region
The evolution of information and communication technologies has changed the way we relate to each other and how we build our knowledge. This creates challenges for education systems, as school must provide all students with the educational experiences that will enable them to develop the skills reflected in the profile of the 21st-century student on com pletion of compulsory schooling. It is up to teachers to find new ways of teaching, making the most of the resources and digital tools made available by mobile technologies. Technology can make a significant contribution to increasing students’ motivation because it is closer to what they like and use in their daily lives. And this introduction of technology into the classroom can promote student-oriented teaching, which contributes to the development of skills such as autonomy, critical thinking and self-esteem.
One of the areas that can contribute to this paradigm shift is the creation of experiences in immersive learning environments such as Transmedia Storytelling. Immersive learning environments can favour the creation and implementation of projects that promote reading skills in schools. This is the focus of this article.
The aim of this study is to evaluate the impact of transmedia storytelling on the level of motivation of students and on the improvement of pedagogical practices implemented by the teachers involved. This case study was carried out in the subject of Portuguese in three 7th-grade classes of a school from the Médio Tejo region.
The results obtained suggest a high level of motivation of students and teachers. The latter recognise that pedagogical routes using Transmedia Storytelling contribute to the motivation, autonomy and improvement of students’ learning.
Doc 1357 : The Development of Motivation of Linguistic and Professional Training of Higher Education Students in the Conditions of Distance Learning
The article investigates the problem of developing motivation for learning of higher education students in the process of linguistic and professional training in the conditions of distance learning. Motivation for learning is interpreted as a system of external and internal motives for learning, the hierarchy and interaction of which is formed under the influence of pedagogical conditions, has a multilevel structure, the formation levels of which can be assessed by a certain criteria and indicators. The specific factors of motivation for learning are characterized, the reasons for the motivation decrease of students of non-language specialities when studying a foreign language are regarded. The necessity of realizing the principles of subjectivity, professionally-oriented technological effectiveness, interactivity, independence (autonomy), communicativeness, consciousness, accessibility, and stages in the linguistic and professional development of students in the conditions of distance learning is proved. The active introduction of distance learning technologies to the education system of Ukraine is emphasized. The distance learning is interpreted as a system of professionally oriented training of students constructed in a certain way in the Internet environment. The effectiveness of distance learning and the specifics of designing individual educational routes of higher education students are substantiated. The main tasks and imperatives of linguistic and professional training of future specialists are determined. The special importance of improving the goals, content, forms and methods of teaching in order to increase motivation for learning of students is emphasized.
Doc 1363 : Sharing the Passion for Learning Around the World
This paper reports the positive impact of international collaboration, utilization of technology and the Independent Learning Centre Program (ILCP) on student confidence and personal achievement. During 2008-2009, Concordia Lutheran College (CLC), an Australian K-12 school and Patrick County High School (PCHS), an American secondary school worked together to deliver the Independent Learning Centre Program (ILCP) as developed by Carmichael (2008). This project utilized the Learning Activity Management System (LAMS) as a support system for delivery. The purpose of the online delivery was to make available to Patrick County High School, the teaching and learning strategies enhancing independent learning skills for information literacy and differentiated instruction (Tomlinson, 2003) via the Internet. The program gave students in both schools the opportunity to collaborate internationally and engage in a research topic of personal interest. It was anticipated this program would foster a sense of learner autonomy (Confessore & Confessore, 1994) enhancing students’ faith in their ability to accomplish an individual project contributing to cognitive development and furthering their journey in learning for the duration of their formal schooling.
Doc 1365 : EXPERIENCE ON THE IMPLEMENTATION OF INFORMATION AND COMMUNICATION TECHNOLOGIES OF EDUCATION (ICTN) AT LEARNING PHILOSOPHY IN PROFESSIONAL PREPARATION FOR FUTURE PROFESSIONAL EDUCATION PEDAGOGES (LABOR PROTECTION)
The article deals with theoretical and practical aspects of the use of information and communication technologies of training in philosophy classes in the process of professional training of future specialists in labor protection. The author analyzed the use of information and communication technologies during training sessions - lectures and seminars on philosophy, preparation of abstracts and scientific works on the specified discipline. It is revealed that the systematic use of information and communication technologies of teaching allows creating a fundamentally new information educational sphere, thus providing wide opportunities for educational activities, greatly affects the redistribution of roles among its participants, increases motivation, develops autonomy, provides individualization and differentiation of the educational process , contributes to the modernization of the traditional education system. All this makes it possible to improve the quality of learning. The article states that the inclusion of information and communication technologies in the educational process creates a network environment in which education becomes a sequence of social contacts, each of which is communication. Thanks to the use of modern information and communication technologies, in particular in philosophy classes, the teacher has the opportunity to use all the necessary tools for effective assimilation and perception of the researched issues. Lectures become more saturated with factual material, and students listen more, rather than writing under dictation, which is positively perceived by listeners. Modern multimedia technologies, opening students access to non-traditional sources of information, increase the efficiency of independent work in philosophy, provide completely new opportunities for creativity, finding and consolidating new professional skills, allow to implement fundamentally new forms and methods of learning, which certainly has a positive effect on the common activities of teacher and student in the process of studying philosophy.
Doc 1366 : Onyms in Internet communication and electronic environment: new phenomena and functions
The development of electronic communication brings to rapid language and speech-communicative changes. These changes make the scientific task of their timely conceptualization urgent. The purpose of this study is to generalize and analyze the research results on the onyms functioning in the electronic environment and Internet communication. The analysis highlights two the main areas of the research that have developed in science to date. The functioning of the proper name in the Internet discourse is the study object of the first group. The Internet environment is mainly a source of language material according to this group research, which is analyzed considering the electronic communications features (its polycode, informality, interactivity). The feature of this group research is that its’ the main object is represented either by specific linguistic phenomena or special types of discourse, while electronic communication is a secondary feature for its highlight. The second research direction involves the study of new onomastic phenomena that owe their existence to the context of the electronic environment and its communicative, pragmatic, and technical features. This research direction implies both the detection of new types of onyms that were generated by Internet communications, and the description of their characteristic semantic, pragmatic, stylistic, and formal grammatical features. A special status among the objects studied in the second direction is given to such a phenomenon as a nickname, which implements a whole set of features that allow us to talk about its principal novelty and uniqueness. A nickname is the result of autonomy in terms of pragmatic and communication. This contributes to its use as a means of self-presentation and expression; also, a nickname has noticeable formal features that represent the ways of its construction (free choice of motivational bases, language play, active use of non-alphabetic characters). There is also noted an impact of new phenomena in Internet onomastics on the onomastic system and emphasized the need for closer attention to this influence.
Doc 1367 : Learner Autonomy: Learners’ Perceptions on Strategies to Achieve Autonomy in an EFL Classroom
Learner autonomy is considered as one of the most important factors contributing to lifelong learning for language learners studying at university. This is primarily because learners were likely to feel motivated and engaged when they were given the freedom to take charge of their learning. Higher Education in Oman has been relatively a recent phenomenon that was introduced three decades before. Ministry of Higher Education in Oman emphasis developing lifelong learning and self-study skills in learners studying at a higher educational institution in Oman. Most of the learners studying at higher educational institutions were taught by the native Arab speakers in schools, and they were mostly dependent on their teachers for the completion of different academic tasks in schools. Learner autonomy is now not desired but the obligatory aspect of learning under the current unprecedented circumstances where learners were required to take control of their learning, complete their tasks, assignments and projects on their own and where teacher intervention is minimal due to ‘remote teaching’ situation. The prevalent situation where technology has now taken the pivotal role in shaping the 21st century teaching and learning process, it is high need for the EFL learners studying at tertiary level at the university should be autonomous and critical thinkers who can control of their learning process and aware of the necessities of learning. Therefore, considering the learners’ spoon-feeding learning attitude at school and fast-changing learning requirement, the researcher aimed at identifying learners’ understanding and perceptions to achieve autonomy in learning in an EFL Context. This study also aims at finding out learners’ belief on the role of peers, teachers and social media in achieving autonomy in learning. By using mixed method approach, the researcher designed a 35-items Likert scale questionnaire and semi-structured interview questions to record the perceptions of 135 EFL learners studying at tertiary level in a private university in Oman. The results of the current study revealed that students were aware of the concept of learner autonomy and they believe that teacher’s scaffolding, peer intervention and use of social media platforms can not only help them to foster autonomy in them but also to gain confidence, motivation, self-esteem, sense of responsibility and self-determination in an EFL language learning environment. The implications of this research will assist the EFL teachers and the administration to consider EFL learners learning needs and learners’ self-efficacy and attitude towards their own learning.
Doc 1374 : The lonely struggle with autonomy: A case study of first-year university students’ experiences during emergency online teaching
This paper explores how first-year students experienced emergency online teaching during COVID-19 and aims at understanding individual experiences related to basic psychological need satisfaction, considering different levels of contextual facilitators for learning activities involving technology in higher education derived from the C-flat model. Employing a case study approach, interviews of 15 chemistry students were qualitatively analyzed. The results show negative effects of lacking internet connectivity and concurrence of learning and home spaces but positive effects of ceased commute between home and campus. Teachers’ implementation of digital learning opportunities was perceived as adequate but did not sufficiently address the overwhelming increase in students’ autonomy and decrease in social relatedness. Students’ self-regulation skills as well as skills to initiate and maintain social contacts for interactive learning activities and for motivational support emerged as crucial aspects. Many students were not able to cope appropriately and students’ need satisfaction during emergency online teaching appeared to be related to students’ prior need satisfaction resulting in five groups of students, with two being relatively resilient and three being vulnerable to the disruptions of regular onsite teaching. Implications for further research and practice are discussed. • First year students experienced overwhelming autonomy during emergency online teaching. • Students struggled with maintaining social contacts for learning and motivational support. • Coping abilities are related to earlier study related psychological need satisfaction. • Lacking internet and concurrence of learning and home space are major problems. • Teaching via webinars provides structure, but interactive teaching forms are needed.
Doc 1375 : Smartphone-based mobile assisted language learning application in higher vocational education in Indonesia
This study sought to examine the educational affordance and constraints of smartphone-based assistive technology in language learning from the students’ point of view along with their recommendations on the possible future advancement of smartphone-based assistive technology to help students engage better. This study employed content analysis in analyzing the data obtained from open-ended questions administered to students. The findings of this study denote the use of smartphones in widening vocabulary range, providing practices for English exercise, having attractive and interactive features, and fostering autonomy, self-regulation, and independence learning due to its practicality, portability, accessibility, and flexibility. This study highlights technical problems and confusion as the obstacles emerging from the use of smartphones in language learning. Meanwhile, the recommendations for future smartphone-based application updates are discussed in detail. All in all, smartphone-based assistive language learning application is fruitful for students and is recommended to be used for vocational higher education students as the part of informal learning during the COVID-19 pandemic situation.
HIGHLIGHTS:
Language learning has stepped forward to more personal learning tools by integrating smartphones as an aid for mobile learning.
smartphones are fruitful in widening vocabulary range, providing practices for English exercise, having attractive and interactive features, and fostering autonomy, self-regulation, and independence learning due to its practicality, portability, accessibility, and flexibility.
From language learning mobile application, students demanded simpler reading exercises and vocabularies and slower listening practice in the applications.
Doc 1377 : The D-Learning Alternative during COVID-19 Crisis: A Preliminary Evaluation based on Kirkpatrick’s Model
The COVID-19 pandemic has placed schools around the world under unprecedented challenges where saving students’ lives is placed ahead of education as a priority. Within these conditions of distress and uncertainty, education authorities had no choice but to move traditional classes into online ones to ensure the sustainability of studies. The abrupt inevitable decision has been a first for most if not all teachers and students who are invited to cope with a totally new teaching/learning model without necessarily having prior experience in Distance Learning in terms of apparatus or techniques. This study comes as an in-progress appraisal of the D-learning scenarios proposed by Moulay Ismail University (MIU) in Meknes, Morocco, based on a two-level evaluation model (Reaction and Learning) proposed by Daniel Kirkpatrick. It is a real-time evaluation of a learning strategy that has long been considered optional for some students, to become, rather, a plan A constituent for many education departments around the world. The study investigates areas of success and failure from the students’ perspective via 4 sub-indicators: accessibility, autonomy, retention and psychological impact. The study concludes that the figures can be more reassuring about the D-learning experience in MIU once issues related to connectivity and communication are redressed. Keywords: d-learning, e-learning, pandemic, COVID-19, Kirkpatrick’s model, information and communication technology
Doc 1380 : The e-Learning Method for Teaching Mathematical Content in the COVID-19 Era
The technological progress in the social field in a sudden way, specifically in the pedagogical field due to the spread of COVID-19, has had to force and use new teaching and learning strategies. As one of these many teaching processes is the method known as e-learning, which has become more valuable and very important in these times due to the rapid spread of the COVID-19 pandemic. The research method applied is descriptive, correlational, cross-sectional and predictive. The sample applied in this research is 608 students of the 5th grade of secondary education in the province of Sullana, Piura region of Peru. The results reveal the existence of a very significant influence in almost all the dimensions of the study. The dimensions with the highest association values are participation-autonomy, outcome resolution, decision concepts and decision outcomes. The dimensions with the lowest strength of association are undoubtedly the motivation rating, which can be interpreted as meaning that motivation does not have a strong influence on the results. It can be concluded that the application of the e-learning method in the teaching of 5th grade high school students in the area of mathematics is positively valued, although a strong incidence of the method on the grades is not observed, due to the fact that a lower percentage of students were unaware of the application of information and communication technologies for online learning. In addition, women tend to rate autonomy and participation more positively than men when the aforementioned teaching method is applied.
Doc 1386 : Investigating Iraqi EFL Secondary School Students’ Perceptions towards Using Mobile Language Learning Technique
Changes in mobile technologies, developments in information technologies and telecommunication, computers programs and expansion of mobile market, likewise have inspired people to make use of these “anytime” and “anywhere” technologies in second language teaching. Use of mobile devices in language teaching has been the focus of language learning studies since language learning necessitates interaction and autonomy which are the key concepts in mobile assisted language learning for learners.
The research aims at investigating Iraqi EFL secondary school students’ perceptions towards using mobile language learning technique.
To achieve the aim of the present research, a sample of 40 secondary school students were chosen randomly from many schools .
To fulfill the aim of the study, the questionnaire of students consists of (17) items. After the analysis of the data, the findings indicated that the vast majority of students had had used their mobile phones to study English. Also, they expressed their welcome towards using this technology to study English in the future.
It is recommended to promote the use of mobile learning devices, and encourage students to use mobile as a means of learning and teaching English language in various stages of education.
Doc 1388 : From Textbook to Facebook: English Language Learning Strategy
Technology has posed many challenges to the teaching methods and materials of English as a second language. English teachers have to switch over to hi tech-based productive teaching methods from the conventional chalk and board method which no longer appeals to students of an entirely new generation of English learners with changing needs. Facebook, the most widely used type of social networking service, can be explored as an alternative learner- friendly mode of learning English. Irrespective of social status, most of the students own mobile phones with net facilities and students can be motivated to use them for improving their communication skills while they enjoy communicating with their circle of friends the matters that matter most to them. This paper proposes to examine the viability of the use of facebook as a strategy of doing (communicating) as learning (English) to improve students’ conversational, commentary, and information-sharing skills in English and to assess how it contributes to learner autonomy. The central hypothesis of the proposed paper is that students enjoy communicating through facebook their thoughts, feelings, and values and they do not feel any constraints in doing so. The very act of communicating that they are reluctant in formal classroom atmosphere becomes a rewarding experience and motivating factor. The proposed study intends to employ empirical method for collection and interpretation of data.
Doc 1392 : Toward Collaboration and Inclusion: The Electronic Portfolio and Outcomes Assessment
Anthony F. Chelte
The need to move away from autonomous academic endeavors toward a more inclusive process involving all stakeholders in higher education provides the backdrop for this article. The introduction of the Paradigm of Autonomy and arguments for moving away from this view to one of collaboration and inclusion is framed within the context of educational outcomes and assessment. Research has shown that limited work has been done across institutions in developing “shared” outcomes and assessment across curriculum and “values.” The Electronic Portfolio (utilization of the Internet as a platform for wide distribution and discussion of materials) is introduced as a mechanism to harness information technology for achieving the objectives of developing discourse on achieving acceptance of wide-ranging outcomes and assessment measures. The involvement of all stakeholders in the process, particularly those beyond the academy, is seen as an integral part of building an emerging paradigm of collaboration and inclusion in the development of shared outcomes and assessment metrics. The use of the Electronic Portfolio as the information technology vehicle is described in some detail.
Doc 1400 : Paradigm Shift in English Language Learning from Textbook to Facebook
Technology has posed many challenges to the teaching methods and materials of English as a second language. English teachers need to switch over to hi tech-based productive teaching methods from the conventional chalk and board method which no longer appeals to students of an entirely new generation of English learners with changing needs. Facebook, the most widely used type of social networking service, can be explored as an alternative learner- friendly mode of learning English outside classroom. Irrespective of social status, most students own (smart) mobile phones with the internet connectivity and they can be motivated to use it for improving their communication skills while they enjoy communicating with their circle of friends the matters that matter most to them. This paper proposes to examine the viability of the use of Facebook as a strategy of doing (communicating) as learning (English) to improve students’ conversational, commentary, and information-sharing skills in English and to assess how it contributes to learner autonomy. The central hypothesis of the proposed paper is that students enjoy communicating through Facebook their thoughts, feelings, and values and they do not feel any constraints in doing so. The very act of communicating that they are reluctant in formal classroom atmosphere becomes a rewarding experience and motivating factor in the virtual world. The proposed study intends to employ empirical method for collection and interpretation of data.
Doc 1405 : Evaluation of the activity of scientific and pedagogical staff: domestic experience and vectors of development under the university autonomy
The article reveals the evaluation of the activities carried out by scientific and pedagogical staff in domestic higher education institutions from a process point of view and the standpoint of the result. The main types of assessment used in higher education institutions are described. The results obtained during the analysis of scientific publications, normative documents and questionnaires of teachers and managers confirmed the massive rating of the activities of scientific and pedagogical workers, its superiority among other types of assessment.
According to the materials available in the open Internet access, a comparative analysis of the rating policy of 20 higher education institutions, located in different regions of Ukraine, was carried out. It was found that in each university the determinant of the rating policy is Development Strategy, according to which the evaluation of research and teaching staff is positioned as an important procedure for internal quality assurance of higher education and a factor in stimulating professional development of teachers.
Based on a comparative analysis of the regulatory framework, criteria, indicators and evaluation procedures inherent in different institutions of higher education, common features and characteristics of rating evaluation of research and teaching staff. The personal and institutional dimensions of the significance of various evaluation of the activity of scientific and pedagogical workers are revealed. Emphasis is placed on modern indicators and problematic evaluation issues identified in the process of studying domestic practices. Insufficient use of information collected through rating assessment for prognostic purposes is emphasized.
The tendency of updating criteria and indicators of a rating estimation of activities carried out by scientific and pedagogical workers of universities is established. An objective relationship between the establishment of coefficients for the rating of the main types of professional activities of research and teaching staff (educational, scientific, methodological, organizational and educational) and the priority of the holding activities for the university at the time of the rating.
Doc 1419 : Resoconto sul Convegno Internazionale in video-conferenza Rome Education Forum 2020 «Didattiche e didattica universitaria: teorie, cultura, pratiche alla prova del lockdown da Covid-19»
The learning processes of the academic year 2019/2020 were characterized by a great change: the general suspension of teaching in presence and the synchronous and asynchronous start of lessons due to the spread of the Sars-Cov-2 virus (Covid-19). This change required teachers of all types and institutional grades to re-design educational activities using information and communication technologies. The International Conference on «Didactics and university didactics: Theories, cultures, practices» at the test of the Covid- 19 Lockdown, had as its objective the comparison between experts who have returned, on the basis of empirical evidences, a picture of the impact that the use of ICT has determined on the learning and socialization of pupils and on the autonomy of the various scholastic and university institutions.
Doc 1426 : Grammarly’s Tone Detector: Helping Students Write Pragmatically Appropriate Texts
Grammarly’s Tone Detector is included in the free version of the application and is available for major phone and computer program platforms. Its strength is in helping students compose pragmatically appropriate texts which could substantially increase their confidence and the feeling of autonomy. It accomplishes this by providing writers with tone indications of their text paired with emojis to help navigate the sometimes opaque waters of pragmatics. However, this tool does not provide indications of which words or phrases contribute to an indicated tone, nor does it offer suggestions for improvement. It is a perpetual beta tool in that it asks for user input to continually adapt and learn to the changing communicative situation. Although there are some areas for improvement, it is a useful tool that teachers could recommend to their students to support their ability to raise their confidence about the pragmatic appropriateness when writing emails and other texts where pragmatics are important.
Doc 1429 : A Survey on the Level of School’s Staff Familiarity with the Fundamental Reform Document of Education and Readiness for Implementation
The Fundamental Reform Document of Education, IRI was approved by the Supreme Council of Cultural Revolution in 2011. Based on different reports and studies, however, it seems that a decade after approval, not only the majority of its operational strategies have not been implemented, but its setting and establishment is still in a state of ambiguity. As school’s educational staff are the most crucial element of implementing such a document, this survey measures school readiness and staff familiarity. In this case, the survey method was used comprises the number of 129 educational staff working in public and private schools at different levels elementary, middle, and high schools including girls and boys) was studied in Tehran and Kerman provinces. Results showed that educational staff is familiar with the Fundamental Reform Document of Education, its theoretical foundation, and subsequently with its six subsystems, respectively. The readiness of schools to implement the Fundamental Reform Document of Education is also as follows: 81% for the relationship between schools and institutions, 77% for educational staffs readiness, 76% fostering affairs, 73% for the preparedness of classrooms, workshops, and laboratories, 72% for teachers with professional experiences, 71% for access to internet infrastructure, 66% for sports space, facilities, and equipment, 65% for schools’ institutional autonomy for decision-making, and 56% for financial resources. At the final stage of this article, we submitted a model for utilizing the school’s capacity to implement the Fundamental Reform Document of Education. https://dorl.net/dor /20.1001.1.20088302.2021.19.2.11.9
Doc 1430 : Experiencing the Peer Feedback Activities with Teacher’s Intervention through Face-to-Face and Asynchronous Online Interaction: The Impact on Students’ Writing Development and Perceptions
The objectives of this study were to compare the impact of peer feedback implementation with teacher involvement through training in the classroom and asynchronous online communication on the quality of students’ writing revisions, as well as to investigate students’ perceptions of peer feedback activities. Twenty-five students participated in the experimental study. Eleven students were willingly to be interviewed. Inferential statistical analysis was used to interpret the quantitative data collected from students’ essay writing scores. Meanwhile, the data obtained through observations and interviews was interpreted using qualitative coding analysis. The results of the inferential statistical analysis revealed that peer feedback activities conducted through asynchronous online interactions had more significant effects compared to those conducted face to face on students’ writing revision. Further, after conducting a thematic analysis, six themes emerged: 1) peer feedback activities could increase students’ autonomy in learning, 2) the teacher’s involvement in peer feedback activities was beneficial in terms of improving the consistency of feedback and revision, 3) peer feedback through asynchronous online interactions gave extra time to produce more beneficial comments, 4) peer feedback activities through asynchronous online interactions gave more chances to become a writing audience, 5) communicating via Facebook made the students feel awkward, and 6) recorded feedback via Facebook comments was more beneficial for students’ revision. The implication of the research is that teachers of English needs to consider asynchronous online interactions for students’ writing revision when teaching writing.
Doc 1434 : Inhibitors to the Electronic Teaching and Learning of Library Science in the Nigerian Universities of the Post-COVID-19 Pandemic Era and the Way Forward
This is a review of the extant literature on inhibitors to the electronic teaching and learning of Library and Information Science (LIS) in Nigerian universities. The university-wide inhibitors as identified by the study are non-provision or inadequacy of: funding, administrative and infrastructural supports, functional ICT laboratories/tools, ICT-compliant teaching staff and standby and responsive technical support for both teachers and students. Library schools’ inhibitors include poor maintenance culture, lack of Internet presence, dedicated bandwidth and active websites while the teaching and learning inhibitors highlighted by the study are (older) teachers’ poor attitude, concerns on how to retain the copyright of their lecture contents, plagiarism and the quality of students’ work; fear of additional workload which may result in stress and burnt-out; lack of freedom or teaching autonomy (as teaching may now take the collaborations of colleagues, computer experts and instructional/graphic designers); teachers’/students’ poor expertise and technology background and nature of course, among others. The author made suggestions on the way forward for an increased and a sustainable integration of ICTs in teaching and learning, especially in this Post-COVID-19 Pandemic Era where physical contact and interactions may need to be reduced to the barest minimum to contain contagious communication and consequent health hazards. This review has implications for library educators, students and educational managers in the universities of other developing countries.
Doc 1437 : Netspeak as a New Mode of Communication in English
The Internet is the greatest gift of science and technology to mankind and the mobile phone is the cheapest technological tool that has reached the common man irrespective of social and economic status. The mobile phone with the internet is an interesting and exciting language learning tool that offers myriad opportunities for English language learners outside the formal classroom. It also promotes learner autonomy and communication skills. Though some private educational institutions do not encourage students to use it on campus, it cannot be denied that it offers a lot of learning experiences to students as well as teachers on campus and off campus. It helps students spend leisure time more usefully and constructively chatting with and messaging to friends. Teachers and students of English can use it inside the classroom not only as a tool, but also a source of reliable information for learning English. It has unique features that textbooks and reference books lack. This study analyzes students’ views on the use of online chatting/messaging for promotion of ‘speech in writing’ as the third medium of communication that demolishes the man-made artificial division between speech and writing as modes of communication. The results of the survey are highly revealing, positive, and encouraging on the use of mobile phone for acquisition of communication skills in English.
Doc 1441 : Language Teachers’ Emergency Remote Teaching Experiences During the COVID-19 Confinement
This study describes 26 English language teaching faculty members’ and 32 preservice English as a foreign language teachers’ emergency remote teaching experiences and emotions. Verbal data gathered through an online questionnaire with open questions were analyzed using semidirected content analysis. Most faculty and all students reported negative feelings, which were connected with some faculty members’ focus on delivering content without interaction and with insufficient Internet access. Some students’ autonomy allowed them to overcome the first of these challenges. Teachers with online education training reported better experiences. Thus, universities and the State must provide more training and equipment to close the digital gap and ensure effective emergency remote teaching.
Doc 1443 : Teaching Knowledge and Practice in the Context of Remote Classes to High-Ability/Gifted Students
Emergency remote teaching was regulated by the National Council of Education through Decision nº5/2020, approved on April 28th 2020, in Brazil, as an alternative to cover for the absence of face-to-face teaching. The Ordinance states that remote teaching activities must be applied to students of all education levels, steps, and modalities. As such, the main objective of this study was to investigate, through a bibliographic research, what are the skills that teachers of high ability/gifted students should have in the context of remote classes. We undertook a qualitative bibliographic research by surveying material readily available for consulting on the internet, such as educational books, periodic publications, and laws pertaining to high ability/gifted students and their learning process. After sorting through this material, we conducted an analysis to discuss data and later compiled suggestions of potential methodologies that could be applied to online classrooms. Our findings emphasize that both teaching knowledge and practice must offer high ability/gifted students optimized challenges, which integrate provocative novelties and motivate the development of their abilities and the dynamicity in activities. Furthermore, they also foster the students’ autonomy, making individual interests deeper, as well as their creative, critical and research abilities. Therefore, active learning methodologies are an asset to the teaching-learning process of students with specific educational needs.
Doc 1447 : Working the Speaking Skill by Using a Web Page in English Classes
https://doi.org/10.19053/2011835x.11983 Ilba Yaneth Rodríguez Tamayo Yelipsa Barrera Parra Amanda Lizeth Burgos Jimenez Adriana Lizeth Cuevas Peña Andrea Nataly Lara Vargas
Information and communication technologies, or ICTs, have gained importance in the globalized world. Meanwhile, they are also a challenge for teachers, who might be reflecting on their teaching practices. The following paper reports on a study developed with sixth graders at a public institution in Tunja, Colombia. The study was implemented during the first semester of 2016, and its goal was to develop speaking skills through workshops organized on a web page. Data was collected through field notes, students’ artifacts, recordings, and questionnaires. The results showed that the use of ICTs caught the students’ attention, encouraged them to speak English, and increased their vocabulary. Being able to speak and understand more vocabulary could help students use the language in real life situations, as well as reinforce their learning autonomy.
Doc 1448 : A Framework for ICT Implementation in School Education in India
It is widely accepted that digital technologies (popularly known as Information and Communication Technologies or ICT) have the potential to strengthen and reform school education. However, in the absence of clear framework for program design, the impact on learning processes and outcomes from numerous attempts by different governments and other actors has not lived up to this potential. This note provides a holistic framework for such a design, covering infrastructure, teacher education, curriculum and content and education administration, aiming to support the creation of an ecosystem of ICT integration. The note assumes certain principles- firstly ICT program should aim to support the achievement of educational aims. A deep understanding of aims, philosophies, contexts, needs and priorities of education in India, is indispensable for meaningful and effective program design.
Secondly, ICT implementation must support the achievement of education policy. The thrust of these policies has been to support constructivist classroom pedagogies, make learning connected to local contexts and responsive to learner needs, make the school culture democratic and participatory, support decentralized school system administration by strengthening school autonomy, teacher agency and connecting the school to the local community, going beyond a narrow focus on learning outcomes. The ‘public’ nature of education aligns strongly with free and open ICT architectures. It is recommended by the National ICT policy that the ICT implementation in school education use free and open technologies, including FOSS (Free and Open Source Software) and OER (Open Educational Resources). The design of ICT programs must consciously aim for sustainability, where the schools and other institutions can continue the integration of ICT beyond the initial investment period. Developing in-house capacities of teachers and teacher educators to appropriate free and open ICTs for their work, can sustain the use of ICT, freed from vendor lock-ins. Using ICT to build peer networks of teachers can support continuing professional development and sustain ICT implementation in the school.
Doc 1449 : Effects of Using Instagram on Iranian Intermediate Autonomous/Dependent EFL Learners’ Learning of Pictorial Metaphors
This study was an attempt to investigate whether using Instagram had any significant effects on Iranian intermediate autonomous/dependent EFL learners’ pictorial metaphors or not. In doing so, Oxford Placement Test was administered among100 EFL learners studying at Rooyesh language institute in Kelishad, Isfahan, Iran; and based on the results, 80 EFL learners were selected. Then, the autonomy test was conducted to divide them into autonomous and dependent groups. In the next step, they were divided into two equal experimental and control groups (N=40) that each group was subdivided to an autonomous and a dependent group (i.e., 20 autonomous and 20 dependent participants in each CG and EG). Their age ranged between 14 and 18 years old. Gender of participants was not considered as a variable in the study. Next, a metaphorical expression pretest was administered to all groups of the study and then the experimental group was given the metaphorical expressions via Instagram application, whereas the control group only followed conventional treatment. At the end, the posttest of L2 metaphorical expression was administered to both groups of the study and finally the data were analyzed. Analyzing the data through the one-way repeated measures ANOVA and ANCOVA revealed that utilizing Instagram application had a positively significant effect on autonomous/dependent Iranian intermediate EFL learners’ pictorial metaphors learning. Furthermore, both autonomous and dependent students had a positive attitude toward using Instagram Application.
Doc 1451 : THE EFFECTS OF INFORMATION AND COMMUNICATION TECHNOLOGY ENGAGEMENT FACTORS ON SCIENCE PERFORMANCE BETWEEN SINGAPORE AND TURKEY USING MULTI-GROUP STRUCTURAL EQUATION MODELING
Information and Communication Technology (ICT) engagement, as a multidimensional construct, plays an increasingly important role in education. The main purpose of this research was to explore the effects of ICT engagement factors on science performance across Singapore and Turkey conditional to the sufficient degree of measurement invariance of ICT engagement scale. The multi-group confirmatory factor analysis results demonstrated strong factorial invariance of ICT engagement scale across Singapore and Turkey, so we were able to use ICT engagement scale to meaningful and valid comparisons between these countries. After obtaining measurement invariance, a multi-group structural equation modeling was used for the comparison of the effects of ICT engagement factors on student’s performance of science between these two countries. While interest in ICT, perceived ICT competence and perceived autonomy in using ICT have significant positive direct effect on science performance in both countries, the direct effect of social relatedness in using ICT on science performance is negative in both Singapore and Turkey. Also, when compared with Singapore, the effects of all ICT engagement constructs on student’s performance are higher in Turkey. Keywords: ICT engagement, measurement invariance, multi-group SEM, science performance, PISA 2018
Doc 1452 : Flipped Classrooms and the Pitfalls of Digital Learning
In the recent rise of digital learning, “flipped classrooms” have become a controversial subject. This new form of learning inverts the traditional conception of the classroom: instruction is transferred from the classroom to out-of-class (online) tasks such as pre-recorded lectures on the Internet, while class time is devoted to activities that put the knowledge into practice. These classrooms have been touted as learner-based and student-centered models of education. Yet there is still little evidence supporting the effectiveness of the flipped classroom at higher levels of education, especially in the humanities. Taking American studies as an example, I will examine some of the arguments in favor of this model, but also and most importantly some of the challenges facing the application of this new educational model in the humanities. In general, the main concern is that flipped classrooms may undermine student-teacher dialogue, viewing teachers as “moderators” who design learning environments geared to the students. At the same time, home-learning environments may compromise learner autonomy and limit learners’ opportunities for self-organized work and interaction with peers outside class. Ultimately, a critique of the concept of flipped classrooms is also a critique of the egalitarian aspirations of digital pedagogy in general.
Doc 1462 : Evidence-based Smartphone Use among Engineering Students in an Academic Writing Course
The role of smartphones is vital in academia as interconnectivity in the classroom promotes learning autonomy, increases motivation, and enhances teaching and learning mobility. Using classroom research design, this study aimed to investigate the perspectives of Engineering students of smartphone use in an academic writing course. The data were collected from students enrolled in a writing course in a top-ranked Science and Technology university in Thailand. Fifty students voluntarily submitted reflections towards the end of the semester. The study was qualitative, in which inductive coding was used. The findings elicited specific situations of smartphone use in an academic writing course, for example, knowing and looking at the meaning of words, knowing the word form, finding information, taking notes, brainstorming with friends, using translation, and others. Two roles of smartphone use were coded. The first role is facilitative, which has the following functions: resource-based, cognitive-based, memory-based, output-based, collaborative-based, entertainment-based, and communicative-based. Another is the debilitative role indicating two functions, such as sources of cognitive distraction and undesirable behaviors. Interestingly, self-regulation of smartphone use in class was coded. Implications on how smartphones can be used in teaching writing were also discussed.
Doc 1463 : The Internet Use for Autonomous Learning During COVID-19 Pandemic and its Hindrances
<p class=“0abstract”>The outbreak of COVID-19 pandemic has brought the dependence on the online activities as new behaviors in various aspects of society including education. It defines the reliance upon internet access for learning practices and the tendency toward learning autonomy. Yet, the sudden emergence of the pandemic causes problematic circumstances for learners. Not all learners are ready to be autonomous and to have internet infrastructure. Within this context, the current study addresses learners’ attitudes toward learning autonomy and examines what hinder them to be autonomous. As a descriptive research, this study involves 101 respondents living in Bitung city, a fast growing and harbor city in North Sulawesi, Eastern Indonesia. They are asked to fill the kind of Likert questionnaire which constitutes the source of data which are statistically analyzed. The results indicates that learners dominantly show positive attitude toward the idea of being autonomous in this pandemic era. In addition, several factors such as bad signal, distraction, self-discipline and lack of motivation occupy the dominant factors hinder learners to establish learning autonomy. <strong></strong></p>
Doc 1467 : Is the endowment fund a panacea for the financial autonomy of classical universities in Ukraine?
The COVID-19 has put higher education institutions in a new situation and identified bottlenecks in the financial structure of institutions and education systems in general. However, for Ukrainian universities, this situation can be seen as an opportunity to achieve financial autonomy. This study is devoted to the consideration of a possible tool for the financial autonomy of Ukrainian classical universities, most of which are state-funded. The paper considers the methodology of a possible tool for the accumulation of external financing – the endowment fund. The case analysis and analytical consideration of world practice are applied. As a result, a model for financing the university in its transition to the innovation and entrepreneurship model is proposed as the chain “endowment fund – development of start-ups”. This example can become the basis of the road map for other national HEIs, as well as the practice of wider use in the field of higher education. However, despite most of the national classical universities have declared a course to an innovative development, which further raised the necessity of external funding, top management and general economic situation require more attention. As this transition to a new model of the university is taking place along with the financial stabilization and under economic and social upheavals, the formation of a new culture of online communication is necessary. Thus, the proposed model is the practical guideline of possible decisions but mostly the start-point for further discussion and research. AcknowledgmentThis paper is done in the framework of the grant project “Financial stabilization of classical universities in the context of the global consequences of the COVID-19 pandemic” funded by the National Research Foundation of Ukraine “Science for Human Security and Society” (2020-2021).
Doc 1476 : English Language Teachers’ Perceptions and Practices on Learner Autonomy in Nepalese Context
Learner autonomy is the ability and responsibility of learners to take control of their learning. Motivation, the chance to work independently and/ or collaboratively, access to the internet and library, and challenging tasks promote learner autonomy. This study explores English language teachers’ perceptions and practices on learner autonomy and finds the difference in the perceptions and practices by their sex, level, qualification, and type of school they teach. One hundred thirty-three (133) teachers teaching at Tulsipur Sub-metropolitan Dang, Nepal, were selected using the fishbowl technique. Data drawn with the questionnaire’s help were analysed via univariate (frequency, percentage, and median) and bivariate (t-test and Cohen’s d) analysis. From the analyses, it was found that English language teachers teaching at different levels are aware of the what, why, and how of learner autonomy, and they promote learner autonomy by engaging and encouraging students to be involved in the tasks which promote learner autonomy. Perceptions on learner autonomy do not differ by their sex, level, qualification, and type of school they teach. Likewise, practices on learner autonomy also do not differ by the sex and level of the teachers, but their practices differ by the type of school where they teach and their qualification.
Doc 1481 : Online Learning for EFL Learners: Perceptions, Challenges, and Expectations
This article discusses EFL learners’ perceptions, challenges and expectations on online learning during Covid-19 pandemic. The participants of this study were the second semester students of Magister of English Study Program in one public university in Banten. Questionnaire and interview were conducted to collect the data. The data were then analyzed qualitatively based on the themes. The research results show that the students perceived positively on the usefulness and the ease of use of online learning. They gave positive responses on online learning in terms of learning autonomy, discipline, technological skill, flexibility, accessibility, and their readiness dealing with technical things. The challenges they faced were dealing with the poor internet connection, motivation dynamics and learning material understanding difficulty. Finally, to deal with the challenges, they expected to have more well-prepared lecturers regarding technological capacity, course content and assessment.
Doc 1488 : Writing on WeChat moments: impact on writing performance and learner autonomy
While social networking sites (SNSs) have attracted growing scholarly interest in uncovering L2 learners’ participation within these sites, the impact of writing on SNSs upon students’ writing perf…
Doc 1491 : USING THE ASSESSMENT SYSTEM AND MODERN DIGITAL TECHNOLOGIES IN THE PROCESS OF TEACHING ENGLISH
The predominance of English in the media, particularly on the internet, have been responsible for driving change in language education policy and there is a global trend towards introducing English language teaching into the system of education.The introduction of web 2.0 network services in language education is one of the promising areas of informatization of the educational process, which helps to foster a stable communication competence in the students and design formative assessment under the guidance of an experienced teacher. Modern digital technologies with the transition to a more communicative approach offer new forms of assessments that were not available to us even ten years ago. Students have the opportunity to record videos while interacting in groups or even working on a monologue or story. Students often practice uploading podcasts and audio files and creating diary and wiki entries.The article deals with the benefits of digital technology during teaching English, which opens new perspectives on the assessment. The research describes the stages of the organization of assessment in the classroom, emphasizes the importance of feedback on testing, examines some factors that affect the teaching of English in terms of its assessment, gives an overview of the benefits of using washback effect and lists the problems associated with the use of information and communication technologies. The author explores the potential of using formative and summative assessments as well as the feedback to improve students’ academic achievement and progress. Digital technology and assessment help us to achieve some of our goals: improved motivation, autonomy or closer cooperation between students, and so on. In addition, feedback can even be provided by students themselves, which contributes to the formation of self-assessment. Consequently, it becomes obvious what should be changed in the course on the basis of the assessment of students’ progress during the learning cycle.There is a lack of professionalism in the use of some information and communication technologies, which negatively affects the effectiveness of assessment systems of English.
Keywords: formative assessments, summative assessments, information and communication technologies, digital technologies, feedback, self-assessment, motivation, self-reflection, English.
Doc 1492 : Self-Concept of College Students: Empirical Evidence from an Asian Setting
Individuals with high self-concept will likely have high life satisfaction, they easily get adjusted to life, and they communicate their feeling more appropriately. However, it was not certain whether self-concept would decline or improve as individuals age, or whether self-concept would vary between genders and ethnic groups. To prove, a study was carried out to compare the self-concept of college students in an Asian context. The inquiry utilized the cross-sectional design in finding out significant differences in the self-concept of participants in terms of age, gender, and ethnicity. A 22-item questionnaire was adapted and administered to 222 Bachelor of Public Administration and Bachelor of Science in Business Administration students from the satellite campus of Bukidnon State University in the Philippines. Initially, a sample was randomly drawn from the population. During the actual data collection, the researchers had difficulty getting the responses from the randomly selected individuals due to internet connection and it was done amidst a pandemic. Instead, it took all responses from those who were available, have access to the internet, and could accomplish the google forms. The data were analyzed using Mean, Standard Deviation, T-test for independent sample, ANOVA and Post Hoc test. The results revealed that college students at the locale have a high level of self-concept in self-fulfilment, emotional adjustment, and honesty. Yet, they only had a moderate level of self-concept in autonomy. Further, there were significant differences in college students’ autonomy and honesty in terms of age and gender. Furthermore, there were significant differences in their emotional adjustment and self-fulfilment as to their ethnicity. The results have implications for instruction, administration, guidance services, and future research.
Doc 1495 : Emergency Remote Education in the Perception of On-Site Accounting Sciences Students during the Covid-19 pandemic
This study aimed to investigate the perception of on-site students of the Accounting Sciences Program of a public university that adopted emergency remote learning during the Covid-19 pandemic in Brazil, highlighting the aspects that favor or hinder learning. A qualitative and descriptive study was carried out, with data collected through 4 focus groups with the participation of 80 students from an on-site undergraduate program in Accounting Sciences. The results indicate that the students perceive the structural factors (flexibility in the deadlines for delivery of activities), personal and collective factors (autonomy in the learning process) and didactic-pedagogical factors (use of active methodologies by the professor) as facilitating aspects of the remote education. As for the aspects that hinder learning, we highlight external factors (lack of internet access), individual factors (not maintaining a study routine and increased stress levels) and traditional remote education (monotonous videoconference classes). Finally, an optimistic vision for future trends is observed, with changes in the human aspects (change of paradigm of the student’s role), institutional aspects (greater use of technology) and formative aspects (use of active methodologies). It is concluded that the use of active methodologies in the didactic and pedagogical aspect raises the participation of the number of students in remote classes and improves the quality of learning. This study can contribute to educational institutions that adopt emergency remote education for continuity of academic activities in periods of crisis, as well as to professors who plan their activities. It emphasizes the role of the professor and the importance of active methodologies in the development of knowledge.
The authors analyze the capabilities of Information and Communication Technologies (ICT) and e-learning tools applied in the educational process through all levels of Higher Education in Russia: Bachelor’s/Master’s Degree Programmes and Professional Training. The article is based on the data obtained during the study organized at Sevastopol State University, Lomonosov Moscow State University Branch in Sevastopol, V.I. Vernadsky Crimean Federal University, Institute of Foreign Languages (Simferopol) and S.I. Georgievsky Medical Academy in 2019. The participants of the research were undergraduate students, educators and applicants of further Professional Training programmes. The research aimed at the analysis of ICT and e-learning tools used to design online learning environment at university. The study included a survey to identify e-learning tools applied by students and professors in educational process. The authors also specify blended learning peculiarities in Higher Education. The results showed that ICT and e-learning tools are widely used at universities to manage educational process, establish various forms of communication and interaction, to conduct an assessment and evaluate progress, to organize team projects in blended learning. ICT and online educational services are also applied to develop students’ language and professional skills. Keywords: online learning, e-learning tools, blended learning, teaching strategies, autonomy.
Doc 1507 : Fostering autonomy in learners with special needs: a specialized e-learning course
Abstract International engagement has become a priority and is regarded as a means to improve the quality of students’ education and their future social and professional success. It may, however, pose a major challenge for some higher education students. One of the vulnerable groups is that of learners with special needs, and particularly Deaf, deaf and hard of hearing students. These learners are limited in their chances to interact in spoken/written foreign languages and in the learning opportunities they can join. This, by extension, has an unfavourable impact on their possibilities of engaging in study abroad. Based on the experience with a newly launched e-learning course “Online English for International Mobilities”, the present paper discusses the need for building effective FL learning strategies in Deaf, deaf and hard of hearing students in connection with the process of academic internationalisation. The main argument is for the need to foster students’ ability to self-regulate, reduce their teacher dependency and reliance on directed learning, and to encourage them to take responsibility for their own learning. Secondly, the paper provides a comparison of two pilot runs of the course from the perspective of (online) classroom dynamics and cooperation. While the course is built to be as autonomous as possible and benefits from the advantages of the e-learning format, great importance is given to group dynamics and cooperation via discussion forums and online chats. It also takes advantage of the considerable benefits of individualized, personalized feedback being provided by teachers on selected assignments.
Doc 1509 : Need Based Role of E-Learning in Current Medical Education Environment: Skepticism to Acceptability
E-learning has taken centre stage during this period of social distancing and lockdowns, in the current pandemic, by enabling education to continue. There are perceptibly no limitations to the utility of e-learning tools in the cognitive domain of learning. It complements traditional learning in other domains, namely, psychomotor, affective and communication skill, fairly well. Not only does it ease learning in terms of availability and accessibility, but with the options of asynchronous learning and personalisation of content, it also empowers learners with more autonomy. Despite the limitation of lack of ‘hands-on’ training and experience with e-learning, it has been accepted quite well, although initially both teachers and learners had been skeptical about its applicability and quality. In the ongoing pandemic period, e-learning may assume a bigger role as blended learning in medical education. While this transition may be smooth for the better resourced nations who already have the required infrastructure and resources ready, the resource limited nations may first have to develop the same before being able to implement it. Ensuring the availability of cheap and high-speed internet, computers in various forms (desktops, laptops, tablets and smartphones) within reach of every learner, will enable them to go online.
Doc 1511 : Evaluation of Blended Oral English Teaching Based on the Mixed Model of SPOC and Deep Learning
With the deep integration of “internet + education” and the continuous advancement of education reform, blended teaching has become the main method of university education reform. Blended education combines the advantages of traditional education and online education to complement each other. It not only takes advantage of the flexibility and autonomy of online education but also retains the benefits of emotional communication between teachers and students in offline education. With the increase in practical exploration of blended teaching in universities, teaching evaluation is an important part of teaching, and blended teaching evaluation should also attract attention. The purpose of this paper is to study the mixed oral English teaching evaluation based on the mixed mode of SPOC and deep learning. On the basis of analyzing the teaching design principles of the mixed mode of SPOC and deep learning and the principles of constructing the teaching evaluation after half a semester of teaching investigations conducted by the two classes of English majors, the impact of the SPOC and deep learning mixed teaching mode on students’ spoken English was studied through the method of covariance analysis. The experimental results show that the mixed teaching mode of SPOC and deep learning has been able to fully stimulate students’ interest in oral English learning and improve students’ oral English ability, critical thinking of students, ability to solve problems, group cooperation, and effective communication. Self-directed learning and self-reflection have all had a positive impact.
Doc 1515 : Knowledge of Undergraduate Medical Students of College of Medicine/ University of Baghdad Regarding Medical Ethics 2021
Background: It is important to prepare the future doctors who are ethically competent to avoid medico legal issues in practice. Subjects and methods: A cross sectional study was conducted on 373 students from (15 January -15 April 2021) in Baghdad college of medicine where students in different stages from (1st to 6th Stage) were asked to fulfil a pretested questionnaire which was distributed through internet and social media groups, it includes socio demographic variables of studied students in addition questions about knowledge of medical ethics , and data was introduced into spss v.23 statistical software. Results: shows that college curriculum was the source of information for 51.7% of the students, internet was the source in 38.1% and there was significant association between level of ethical knowledge and gender, in favor of female were (59.4%) have good knowledge ,while (43.7%) for the male studied students. All the students have either good or fair knowledge in general and there was significant association between stage of students and level of ethical knowledge which was (83.8%) good for the sixth stage students and significantly more than other stages (75.6%), (73.2%), (63.3%), (48.7%) and (23.8%) for the fifth, fourth ,third, second and first year students respectively , p value =0.001.There was no significant association between gender and autonomy ,justice and dignity ,beneficence ,non-maleficence and veracity knowledge level P value = (0.303),(0.064),(0.462),(0.114),(0.054) respectively. Conclusion: There is a good to fair knowledge in all stages regarding the medical ethics principles.
Doc 1516 : Computational Thinking for Youth and Adults Education: model, principles, activities and lessons learned
Computational Thinking (CT) is considered one of the most needed abilities of the 21st Century as the usage of digital resources has become more and more frequent. Research on CT teaching has been growing over the last decade and Brazilian initiatives have focused on Elementary and High School students while less privileged audiences, such as non-literate citizens, are rarely addressed. The lack of literacy affects more than communication, but autonomy for economic, cultural and educational development, social interaction, and also the experience with information and communication technology. Non-literate citizens represent more than 11 million people in Brazil, and Youth and Adults Education (YAE) is an educational modality offered to these citizens. In this article, we present the main results from a Master’s research that investigated CT as a means to reduce YAE’s students’ rejection and fear of technology, aware of their characteristics, contexts, and particularities. In our research, we consider that through the practice of CT people can comprehend how technology works and how it can be used, favoring familiarity, and reducing rejection and fear of technology. Grounded on Computing and Education literature, we conceived a model to plan and conduct initiatives for YAE, applying and studying our model in a case study conducted inside a Brazilian public school during 8 workshops with 17 participants. For the case study, 9 principles to support the practice with YAE students were identified and used to inform 12 activities created/adapted for practicing CT throughout the workshops. A research overview is presented, along with its theoretical grounds to the main results from the case study and lessons learned. Results show the model as promising to inform practices to exercise CT abilities, sensitive to the audience’s context.
Doc 1518 : Purposes and Challenges of Integrating ICT in English Language Teaching in Nepalese Context
This phenomenological study explores how English language teachers become information and communication technology (ICT) literate and why they make use of ICT in English language class and find out challenges in integrating ICT in English language teaching (ELT). For this purpose, two secondary-level English teachers were selected purposively, and in-depth interviews were conducted to collect data. The collected data were analyzed using the thematic analysis technique. The findings drawn from the lived experience of the teachers reveal that teachers become ICT literate and updated by taking formal classes, training, and teaching their students; they make use of ICT in ELT for students’ language development, motivation, and autonomy. The challenge of keeping the students on the right track is the major challenge English language teachers encounter while integrating ICT in ELT. Though there are challenges, every English language teacher should try to teach the English language integrating ICT.
Doc 1523 : EDUCATIONAL TECHNOLOGIES AND INCLUSION EXPERIENCES
https://doi.org/10.31686/ijier.vol9.iss10.3467 Jadson Fernando Rodrigues Reis Francyhélia Benedita Mendes Sousa Ana Caroline Amorim Oliveira Pryscilla Santos de Carvalho Emanuely Ferreira dos Reis Luz Cedric Tempel Nakasu Sheila Cristina Bogéa dos Santos Camilla Garcêz Ribeiro Valdilene de Jesus Oliveira Santos Adriana Rodrigues De Sousa
A teaching proposal for deaf people will be outlined here, mediated through You Tube, that contemplates the topics covered in History classes, through the joint and collaborative construction of a digital library of Libras videos on this platform. Therefore, a brief contextualization is outlined on how the discipline has been organized in the Basic Education curriculum in face of the technological changes that take place at the turn of the 20th century with the advent of information and communication technologies (ICTs) The methodology used is a qualitative approach in a descriptive and exploratory character, which will analyze some bibliographical productions on the subject and the discussion of two You Tube channels.The dialogues with Pinsky (2016), Bispo and Barros (2016), Castells (1999), Queiroga Junior (2018), Coelho and Bottentuit Junior (2019), Correa (2002) and Pereira (2017), open up possibilities for thinking about the teaching of History mediated by ICTs. Among the results obtained, there is the relevance of thinking about mediated educational projects by educational technologies that contribute to the achievement of autonomy of the deaf person, respecting their different ways of learning.
Doc 1527 : New Educational Technologies: Connection or Autonomy?
New educational technologies offer the potential to affect service to all learners, but especially adult learners. Because of this fact, adult educators have become enamored by the possibilities offered through the Internet, distance education, and computers in general. Recently, Adult Learning covered this topic several times. Key research trends deal with the following issues: How much do the new technologies improve access to adult education? Are they as good, in terms of learning outcomes, as more traditional approaches? Are they better than traditional approaches? Are they appropriate for certain groups and not others? If so, what are the parameters of these differences? Are some groups excluded by the heightened emphasis on learning via distance and/or by computer? What are the policy implications of these findings? This column begins an examination of the meaning of new technologies both to educators and the general public. At every turn, there are those who hailed technological breakthroughs as the ultimate panacea; the point at which access will finally be opened and the hurdles to learning will evaporate. It is useful to remember that the Internet and computers are part of a long chain of innovations that have simultaneously promised diffusion and the possibility of interaction. Of course, the first in this chain of diffusion was the printing press, followed by the lending library, which was not a technological innovation. The lending library is still viewed as a democratic invention that encourages the spread of knowledge. Andrew Carnegie, whose Corporation would later be so instrumental in funding organized adult education, had as his primary philanthropic mission the establishment of public libraries. In terms of modern efforts at technology and diffusion, the telephone at one time was hailed as a new educational invention, followed by movies, radio, and television. All offered the potential of allowing people to continue their learning in a convenient fashion, with the possibility of immediate access. The library, nonetheless, preceded all of these. While each provide important sources of diffusion, none live up to the promise of diffusing information to every corner of society. Yet the dream continues. Those writing about the Internet emphasize the possibility it offers for immediate access to information. The new wrinkle, of course is the opportunity for immediate feedback and discussion, which earlier innovations did not possess. This is not quite true, however, since back in the nineteenth century, the telephone possessed the same potential. While all of education is subject to fads, it seems that adult education has more than its share. This is probably due to adult education’s lack of an organized structure with its’ built-in system of control. As many writers indicate, this allows for greater flexibility, but it also precludes the development of a coherent vision. A field without a sense of vision cannot really develop, it merely spurts ahead in many different directions. What, then is the vision presented by the new technologies? This vision is quite simple and embodies principles that define efforts at adult education and diffusion for over one hundred years. They present the possibility of education on demand. The dream is that when computers become the norm, people will be able to access information from all over the world. This is the notion that somehow the wires of technology will replace the older traditions that connected people to each other. …
Doc 1529 : Challenges of Higher Education in Iran, Comments on Curricula and Current Pedagogical Practices
AbstractIn the present article various aspects of higher education challenges in Iran are discussed with keeping an eye on curricula and pedagogical practices from the Islamic perspective. It is clearly argued that Longstanding Problems such as faculty quality, Problems Faced by Students and Insufficient Resources and Autonomy are the most significant challenges of higher education in Iran. New Realities resulted from new revolutions such as the internet and distance learning are also playing vital role in shaping the new higher education era in Iran.IntroductionToday, global wealth is concentrated less and less in factories, land, tools, and machinery. The knowledge, skills, and resourcefulness of people are increasingly critical to the world economy. Human capital in the United States is now estimated to be at least three times more important than physical capital. A century ago, this would not have been the case (Emily Hannun & Claudia Buchmann, 2003). The developed world is reacting quickly, with education a major political priority. High-quality human capital is developed in high-quality education systems, with tertiary education providing the advanced skills that command a premium in today’s workplace (College Board, 2004).Most developed countries have seen a substantial rise in the proportion of their young people receiving higher education. Lifelong learning is also being used to help workers adjust to rapidly changing economies (International Comparisons of 4-year College Continuation Rates, 2001). During the past two or three decades, however, attention has focused on primary education, especially for girls. This has led to a neglect of secondary and tertiary education, with higher education in a perilous state in many, if not most, developing countries. With a few notable exceptions, it is underfunded by governments and donors. As a result, quality is low and often deteriorating, while access remains limited. Higher education institutions (and whole systems) are politicized, poorly regulated, and sometimes corrupt (Burton Bollag, 2004).We believe that a more balanced approach to education at all levels is needed. The focus on primary education is important, but an approach that pursues primary education alone will leave societies dangerously unprepared for survival in tomorrow’s world. We live in a period of major structural change. The classic industrial revolution that started in the United Kingdom at the end of the eighteenth century spread gradually and unevenly to Europe and beyond (United Joint Economic Committee States Congress, 2000). By the end of the twentieth century, a number of so-called follower countries had joined the ranks of industrial nations, and today industrial countries are found throughout the world. Some have narrowed, and even closed, the gap between rich and poor, with the East Asian countries being a good example. Average incomes have tended to increase across the world (except in Sub-Saharan Africa) in the past 20 years, although one-quarter of the world’s population still lives in abject poverty. Advances in information technology, meanwhile, have made this ever-increasing volume of knowledge more accessible, effective, and powerful. Networked computers and new forms of telecommunications spread information around the world with dazzling speed (Steven J. Rosenstone & John Mark Hansen, 2003).The Internet, in particular, means that more knowledge than ever is in circulation. Those who have the skills to use it have access to an extraordinarily valuable (and sustainable) resource (Emily Hannun & Claudia Buchmann, 2004).Longstanding Problems and New Realities Faculty QualityA well-qualified and highly motivated faculty is critical to the quality of higher education institutions. Unfortunately, even at flagship universities in developing countries, many faculty members have little, if any, graduate-level training. This limits the level of knowledge imparted to students and restricts the students’ ability to access existing knowledge and generate new ideas (Heath A. …
Doc 1530 : Digital transformation of management system of institutions of additional education of schoolchildren
The article focuses on studying the modern trends of digital transformation of the management system of institutions of additional education of schoolchildren. Theoretical and methodological provisions have been scientifically substantiated and practical recommendations have been developed to improve the management system of additional education of schoolchildren in the context of digital transformations. It is proved that the institution of extracurricular education is also a community characterized by dedication, formal and informal structures, autonomy, cyclicality, freedom of choice of extracurricular activities. For the first time it was proposed to use a system-cybernetic approach to the strategic management of institutions of additional education of schoolchildren based on the procedural model of strategic management and the information management system, tested in the management system of Russian Childrenʼs Center “Ocean”. It is proved that Management Information Systems (MIS) uses the information necessary for top managers at all levels in making operational, tactical and strategic decisions. The advantages and positive factors for institutions of the sphere of additional education of schoolchildren from the introduction of MIS within the boundaries of the procedural model of strategic management are highlighted. The characteristic features of the management activities of the subjects of management of institutions of additional education of schoolchildren are outlined. There are presented the management models, the knowledge of which will provide the heads of organizations of extracurricular education with data on selecting MIS. The importance of further development of the theory, methodology and practice in the strategic management of additional education of schoolchildren in the context of digital transformations has been proved.
Doc 1536 : WeChat-Based Interactive Translation Mobile Teaching Model
Although the research results of mobile teaching mode at home and abroad have been involved in all aspects of education and teaching and provided a lot of useful reference for subsequent researchers, the lack of research on WeChat interactive translation teaching mode makes the practical research in this field urgent. As China’s education industry continues to pursue international development, it is necessary to train a large number of international talents who have an international perspective, are familiar with international rules, and can participate in international affairs and international competition. However, to become an international talent, you must first have superior English communication skills and be able to deal with various international situations proficiently. The English education goals at the basic education stage are simply beyond reach and can only be cultivated through professional and systematic college English courses. This shows that college English education is at a crucial position in the future development of education. This study attempts to explore how to apply the interactive teaching mode supported by WeChat network platform in translation teaching and English learning of high school students, so as to improve students’ autonomy in translation practice, promote students’ personalized learning, and improve students’ interest and ability in English learning. Based on the investigation of a senior high school in our city, the school began to implement the interactive translation mobile teaching mode based on WeChat in September 2018. The experiment selected the change of students’ English learning achievements in a certain semester and judged whether the mobile teaching mode was conducive to the improvement of learning performance based on t-test. We also need to collect the needs of teachers and parents for the WeChat based mobile teaching mode and judge whether the mode can be promoted. The experimental results show that this teaching mode has an obvious effect on the improvement of students’ English scores, especially in the eighth grade, whose scores have increased from 72.6 to 75. Through the construction of WeChat based interactive translation mobile teaching mode, parents can fully understand the key points of English learning and make English tutoring more targeted and timely. This teaching mode is worthy of promotion in senior high school English course learning.
Doc 1550 : The Mechanism of Influence Between ICT and Students’ Science Literacy: a Hierarchical and Structural Equation Modelling Study
Information and communication technology (ICT) is key to educational development. This study explores the mechanism influencing the use of ICT on students’ science literacy. We utilized two-level hierarchical linear models and structural equation models to analyze data collected from the 2015 Program for International Student Assessment (PISA) in China. Results indicate that student-level and school-level ICT factors, in particular ICT interest, autonomy in using ICT, and ICT availability at school positively impact the development of students’ science literacy. Further, we found some notable interactions between school-level factors and student-level ICT variables. Moreover, there are structural relationships among ICT availability, ICT emotional perception, ICT learning usage behaviors, science self-efficacy, and science literacy. We also found that teacher-delivered science instruction has a negative moderating effect on ICT learning usage and science self-efficacy. These findings have important implications of how to integrate ICT in future science teaching practices.
Doc 1553 : A Comprehensive Understanding of the Use of e-Learning in Continuing Education: Experiences of Pharmacists in a Public Health System
The health and education sectors have experienced rapid technological development. In this scenario, the use of Internet technology has grown as an option for the expansion of continuing education (CE), as it allows professionals to develop educational activities with flexibility, autonomy, and convenience. E-learning has gained popularity and currently, thousands of online courses are being offered. However, studies of e-learning in professional training have presented only a few specific foci of study.to develop a comprehensive approach to understand both the experience and the complex scenario of the use of e-learning in the CE for pharmacists.Field research in 10 Brazilian states through interviews and focus groups with alumni of a CE e-learning specialization course for pharmacists in public health. Data analysis used the model of socio-technical systems and was based on a framework with the components Objectives, People, Processes, Culture, Technology, Infrastructure, and Scenario.The People and Culture components indicated the assimilation and normalization of technologies in the educational process. Although the infrastructure (technical and organizational) was deficient in some regions, the Technology component suggested that the characteristics of the course design, associated with the personal characteristics of the students, provided ways to overcome obstacles. The objectives of the use of distance education seem to be related to the possibility of greater accessibility and autonomy. The Processes component, in turn, revealed the burden that a e-learning course puts on the pharmacist.E-learning proved to be useful to enable and expand access to education, providing pharmacists with an opportunity for CE. On the other hand, e-learning contributes to the normalization of the precarious working conditions of pharmacists, attributing to individuals the sole responsibility for the CE even in an institutional CE program, which results in work overload.
Doc 1554 : The Effect of Interactive Digital Learning Module on Student’s Learning Activity and Autonomy
<p class=“AuthorInfo”>In the modern society, the internet breaks through the restrictions on time and space and becomes a ubiquitous learning tool. Designing teaching activity for digital learning and flexibly applying technology tools are the key issues for current information technology integrated education. Interactive learning modules could be used in the classroom environment for effective learning. This study explored the effect of instructional modules for providing supplementary instruction in biology concepts. Interactive digital learning module was developed in order to assist students in biology learning. Interactive activities were considered in this study, include teacher – student interaction, student - student interaction, student - content interaction, and student - technology interaction. 180 students of Grade 11 in 6 classes at SMAN 2 Balige were selected as the research subjects. Three groups of students participated in biology learning course, (2 classes) using different modules were interactive digital module, digital module and text module. Goal of this research was to determine the impact of interactive digital learning module on students’ learning activity and autonomy. Quantitative results obtained by using questionnaire to understand the student’s learning activity and autonomy. Results showed student’s activities and autonomy who learned with interactive digital learning modules significantly different with students who learned using text learning modules. The use of interactive features increased the activity and autonomy of learners and created the student-centered learning environment. Students under interactive multimedia instruction performed better than text module class. These findings suggested that learning activity and autonomy of students in biology could be enhanced by multimedia instruction.</p>
The article considers what is a philosophy and its relation to education . The modern academic development of philosophy has questioned the theoretical basis of specific aspects of knowledge and human experience, including education. It is an active rather than a passive or descriptive discipline. Education is defined similarly as a process by which knowledge, skills (including collecting empirical evidence and reasoning from it), cultural norms, values, and beliefs are acquired. The development of the modern philosophy of education is considered with its emphasis on conceptual analysis. Education is philosophically the conscious development of maturity requiring capacity for both intellectual and economic autonomy. Issues in the contemporary philosophy of education are then considered, particularly the challenges of post-modernism and post-truth for a philosophy of education in an Internet world. It identifies the need for comparative philosophical perspectives other than Occidental ones and suggests philosophical anthropology and comparative education as potential guides. It concludes that although there is now no consensus on how a coherent contemporary philosophy of education may be developed, analysis of concepts, metaphysical reasoning, and ethics may still provide a basis for a coherent and defensible philosophy of education whatever the comparative cultural setting.
Doc 1576 : The relationships among ICT-related psychological factors, school contextual factors and secondary students’ reading performance: A multilevel analysis across 47 economies
Evolving information and communication technology (ICT) reshapes people’s reading activities by popularizing digital reading. Past studies focused on the relationships between students’ frequency of ICT use and reading performance but neglected the possible interrelationships between students’ ICT-related psychological factors, school contextual factors, and reading performance. This study applied the Self-determination Theory (SDT) to explore the relationships between students’ ICT-related psychological factors (perceived interest, autonomy, competence, and social interaction in using ICT) and reading performance. The possible moderation effects of schools’ contextual variables (schools’ support in ICT devices and schools’ support in teachers’ capacity to integrate technology in teaching) were also investigated. Data from 222,293 secondary students from 10,103 schools in 47 economies who participated in the Program for International Student Assessment (PISA) 2018 were analyzed using three-level hierarchical linear modeling. The results provided support for the SDT by confirming the positive correlations between students’ ICT-related interest, autonomy and competence and reading performance, and the accentuating moderation effect of schools’ contextual factors. However, students’ perceived social interaction in ICT use was negatively correlated with reading performance, and this negative correlation worsened with increasing schools’ support in ICT devices while buffered with increasing schools’ support in teachers’ capacity to use technology.
Doc 1581 : Interprofessional Education Towards Interprofessional Practice: A Mixed-Methods Exploration of Respiratory Care Students and Therapists’ Perceptions
Background: Respiratory care (RC) is a healthcare discipline that specializes in providing treatment for patients with acute and chronic cardiopulmonary abnormalities. Today, RC possesses a solid skill base and an expansive depth of knowledge, enabling them to provide safe, team-based, evidence-based effective care for patients. This study explores perceptions of RC students (RCS), RC faculty (RCF), and RC professionals (RCP) regarding Interprofessional Education (IPE) and Interprofessional Practice (IPP). Additionally, it identifies factors that affect perceptions of knowledge, skills, and abilities related to IPE and IPP among RCS, RCF, and RCP.
Methods: A mixed method (embedded) design was used. An online email survey questionnaire was emailed to the program directors to distribute it among their students, alumni, and faculty. The total of 421 program directors were reached via email. Three hundred forty-five surveys were returned, with 208 surveys eligible for analysis.
Results: The findings showed a significant main effect of professional status on the Interdisciplinary Education Perception Scale (IEPS) overall score regardless of the IPE exposure. However, there was no significant difference in the average score on the competency and autonomy, perceived need for cooperation, or perception of actual cooperation. Qualitatively, it was revealed that simulation was the most useful IPE experience for promoting IPP. Additional factors such as time, attitude, experiences, cooperation, and cost were believed to affect the infusion of IPE into the academic environment.
Conclusion: Regardless of the status of RCS and RCPs exposure to IPE during their professional education, all perceived IPE as positively supporting IPP. Qualitatively, for those directly exposed to IPE, simulation was identified as the most useful IPE experience for promoting IPP.
Recommendations: IPE should be continued implemented as a strategy for the promotion of IPP, as well as the necessity for further documentation and assessment of the IPE techniques used in the academy to guarantee learning outcome accountability.
Doc 1583 : Environmental factors affecting learners’ autonomy in the covid-19 pandemic
Recently, Covid-19 has threatened the education sector and forced learners to adjust an online learning. According to that, learners need to study in their own space and make them more independent and autonomous. However, learners tend to experience difficulties caused by their surrounding environments that sometimes does not support online learning. Surrounding environments include human activities e.g., noise in the surrounding; financial capabilities of parents for internet data plans; or other issues beyond the student’s intellectual abilities. Therefore, this research aimed to explore the existed environmental factors that affected the learning environment and define the factors which affected learners’ volition. This study was applied a qualitative method and presenting the collected results descriptively. The researcher worked with one English teacher who has been voluntarily participating in this study. This study used semi-structured interview and questionnaire as the research instruments. Firstly, the researcher sent the questionnaires using Google Form for all students at 11th graders from one of the government-owned senior high schools in Surabaya. Secondly, the researcher interviewed an English teacher to find out the class’ conditions. This study has revealed that teacher still holds huge responsibilities to guide students along the online learning process. Besides, there were still a lacks IT skills of students which make the teacher not only a facilitator but also a helper or counsellor. This dominant role of the teacher eventually made students less autonomous.
Doc 1585 : Teacher readiness and challenges in creating learner autonomy in ICT-based English learning activities
The significance of learner autonomy in today’s English Language Teaching (ELT) context has been well recognized and confirmed by many research findings; however, in some cases in which independent learning is not well established, the implementation may not be easy. Thus, this research is intended to provide data on teachers’ readiness and challenges in promoting learner autonomy during online learning activities. This research employed quantitative and qualitative data collection. The quantitative data were gained by a survey that has been conducted to 38 English teachers in 38 junior high schools in Bengkulu. In addition, the qualitative data were collected from an interview that has also been carried out to six teachers. The quantitative data obtained were then analysed through descriptive statistics analysis in the form of percentages and frequency. Meanwhile, the qualitative data were analysed by using thematic analysis. The results showed that in general most teachers were ready to build learner autonomy in ICT-based English learning. Most teachers used various methods in online teaching, gave freedom for the students to access different online resources according to their interest, found it easy to carry out online learning, yet most of them did not prefer to implement online learning activities. In the implementation, some challenges were faced by teachers, including poor internet connection, students’ different characteristics, and lack support from school policymakers.
Doc 1588 : Teachers’ Perceptions about Leadership: Towards an Innovative Collaborative Teacher Leadership Development Framework for Schools
The development of the literature on teacher leadership in the academic realm has been exponential, but the quest for more leadership knowledge seems to be inexhaustible. The purpose of this paper is to analyze teachers’ perceptions with respect to their leadership abilities. Email interviews were conducted with nine teachers from two primary and two secondary schools to obtain their views regarding teacher leadership, whilst affording them opportunities to make suggestions for collaborative teacher leadership development. Having employed a phenomenological approach and thematic analysis as method, this paper proposes a collaborative teacher leadership development framework (CTLDF). Significant about the CTLDF is that teacher leaders should consider ausgang as a way of opening the door for collaboration, homo economicus as a collaborative act and parrhesia as autonomy towards collaborative teacher leadership. The findings reveal that teacher leaders should cultivate a readiness to create opportunities for collaborative leadership development. The study recommends that teacher leaders should first have to be cognizant about their own individual strengths, whilst slowly starting initiatives to collaborate in order to sustain improvements in teacher leadership practices.
Doc 1591 : STRUGGLING INDONESIAN EFL UNIVERSITY STUDENTS GOING TO MALL: ANY SIGNIFICANT IMPACTS?
Mobile-assisted Language Learning (MALL) has been globally popular. Yet, experimental studies investigating the results of different treatments between additional MALL and standard MALL implementations in Indonesian university context are still understudied. This research sought to investigate the extent to which additional MALL activities as a treatment to an EFL experimental group of university students could improve their English given the limited class time and large sized classes. The subjects of this study were two second semester classes of English Literature students. The experimental class, a low-performing group, was asked to watch a youtube video twice or thrice a week in addition to the standard online learning during the Covid-19 pandemic while the controlled class, a better performing group, was not given this treatment. The findings revealed that (1) experimental students significantly improved their pronunciation, intonation, vocabulary and fluency but not their formal assessment results; (2) though assigned additional MALL activities, the experimental group, due to limited financial ability for internet, spent roughly as much time as the controlled group; ((3) bad internet connection and low economic affordability contributed significantly to the less satisfactory result of MALL; (4) due to the standard online learning during the pandemic, both experimental and controlled students experienced increased exposures, enthusiasm, motivation, range of independent activites, autonomy and English ability; (5) real time students’ collaboration is challenging. This study suggests that MALL somehow allows greater English improvement and autonomy development and therefore is recommended that universities and respective local governments especially in remote areas provide the necessary supports.
Doc 1593 : Implementing technology-enhanced collaborative writing in second and foreign language learning: A review of practices, technology and challenges
Technology-enhanced collaborative writing (TECW) for second language development is receiving increasing research attention from educators and teachers. However, there have been few review studies investigating how teachers implement this activity, how they use technology for the implementation, and what challenges they have. To better prepare practitioners to use digital tools for collaborative writing among their students, we reviewed 42 relevant studies focusing on their implementation identifying nine main TECW practices. These include: receiving teacher training; grouping students; training students on collaboration; training students on technology; providing students with new knowledge of writing; monitoring processes and giving immediate help; providing sufficient autonomy to students; evaluating outcomes and giving feedback; and encouraging students’ reflection. Technology could support TECW implementation by expediting information delivery, developing group workspaces and group chatrooms, recording students’ writing and collaboration behaviours and visualising their thoughts, enabling teacher commentary and information post, and presenting organised, analysed records of the TECW process. Challenges to TECW included: students’ reluctance to collaborate and difficulties using new technology. Based on the review, we argue that teachers can influence the implementation of TECW from cognitive, metacognitive, behavioural, and motivational aspects. Teacher training, student autonomy, and the size of writing groups are potential areas for future research in TECW.
Doc 1597 : University Students’ Autonomous Learning Behaviors in Three Different Modes of ICT-Based Instruction in the COVID-19 Era: A Case Study of Lockdown Learning
This paper explores Hungarian university students’ autonomous learning behaviors during the first wave of the COVID-19 pandemic in Hungary (March-June 2020). A self-developed questionnaire was used to explore some aspects of learner autonomy relying on the action-oriented dimensions of Tassinari’s (2015) dynamic model of learner autonomy. The present paper aimed to investigate how university students in Hungary regulated their learning processes during the first wave of the COVID-19 epidemic in 2020 with regards to three Information and Communication Technology (ICT)-based teaching modes. Based on a quantitative study of the constructs of goal setting, management of the learning process and monitoring of efficiency, the researchers examine to what extent students were capable of adapting, through the exercise of learner autonomy, to challenges posed by the altered learning environment. Results of the study also show that participants had different perceptions of the three teaching modes and that students’ exercise of learner autonomy influenced their perception of these ICT-based teaching modes.
Doc 1598 : Mapping institutional changes in higher education: the comparative analysis of the effects of democratic backsliding
The world has witnessed democratic decline in 23 countries worldwide during the last decade (Freedom House, 2019) in the context of rising nationalism and right-wing populism (Fraser, 2017; Robertson, 2018, 2020). The political importance of this topic is rooted in the fact that higher education is one of the most crucial public goods (Marginson, 2007, 2017) and governments tend to exercise tighter control over HEIs while democratic conditions worsening (Perry, 2015). Although many studies have examined the effects of the transition to democracy on higher education globally (O’Donnell et al., 2013; O’Donnell et al., 1986, Salto, 2020), very few have studied the reverse trend – democratic backsliding. Given that university autonomy is a wider term that encompasses the practises undertaken by universities to operate, researching its aspects, and assessing the true implications of democratic backsliding on universities represents an important field for current and future research.
My research investigates the impact of democratic backsliding on the university autonomy, by examining the cases of Turkey, Hungary, and Poland. These countries were considered democracies until the 2010s, but they are increasingly moving away from democracy (Freedom House, 2020). The study draws on an extensive analysis of publicly accessible government laws and regulations, university decrees, mission statements, political pamphlets, online media sources and interviews, and grey literature to analyze institutional responses as well as field work and interviews. I employ neoliberal authoritarianism and historical institutionalism as a framework to investigate the critical junctures and institutional changes affecting appointive (hiring, promotion, and dismissal of staff), financial (funding levels and criteria, preparation and allocation of the university budget, and accountability), and academic (access, curriculum, degree requirements, and academic freedom) autonomy (Ordorika, 2003).
Doc 1599 : Texting: A simple path to building trust
https://doi.org/10.1177/00317217221092229 Hadley F. Bachman Elise C. Allen Eric M. Anderman Barbara J. Boone Thomas J. Capretta Patrick D. Cunningham August T. Masonheimer Brett Zyromski
Middle school brings rapid developmental changes for adolescents, and parent engagement is as essential as ever. However, what worked for parent-teacher partnerships in elementary school doesn’t fit so well in middle school. Adolescents are building their autonomy, and teachers must help empower parents’ efforts to bolster students as independent learners through academic socialization. The authors explore how a brief texting intervention might build trust between teachers and parents, empower parents to support their children, and contribute to students’ confidence and belonging in school. Results indicate that brief communications sent by text may bolster parent engagement efforts in middle school.
Doc 1601 : The Relationship between Waldorf Pedagogy and Information and Communication Technologies in Hungary
Abstract Introduction: The number of two-to three-year-old children using mobile phones was 10% in 2013 compared to 40% in 2017 (Konok, Bunford, & Miklósi, 2020). Several theoretical and empirical studies deal with the didactics of using modern technology in the classroom. Most studies highlight the neutral (Zsolnai, 2017) or positive impact of using ICT in the classroom. Only a few address the negative effects of digitally enhanced learning (Dávila, Casabayó, & Rayburn, 2018; Livingstone, 2012; Lorenzo & Trujillo, 2018). State education has continually tried to integrate modern technology with education, but there are also examples of institutional restrictions on its use and even a total ban can also be found. Purpose: This study provides an overview of the pedagogical and epistemological reasons why Waldorf pedagogy and Waldorf Steiner schools take a critical approach to the use of information and communication technologies (ICT) and to “screens” in general, together with mapping out the current state of Waldorf schools in Hungary. Methods: In the present study, we applied source analysis as a traditional research method in the philosophy of education. Conclusions: The findings show that the institutional use of information and communication technologies entirely contradicts the basis, tasks and spirit of Waldorf pedagogy. If we look at the epistemology and anthroposophical anthropology of Waldorf pedagogy, we can see that the autonomy of a Waldorf teacher is not limitless, and so a continuous practical and theoretical responsibility of the Waldorf movement and Waldorf teachers is to establish and uphold coherence between the practices of every Waldorf institution and Waldorf pedagogy.
Doc 1604 : A Retrospective Evaluation of Pre-Pandemic Online Teacher Learning Experiences
Teachers are expected to encourage students to be active in the learning process in line with social-constructivist principles. However, when it comes to their own learning, they are obliged to attend activities organized by their institution. Triggered by this dilemma, this study introduced Computer-Mediated Communication as an alternative to the top-down delivery of trainer-fronted professional development and explored teachers’ uptake of Web 2.0 in the pre-pandemic era. To obtain comprehensive insights into teachers’ perceptions related to the use of Web 2.0 for their own learning, the study employed qualitative and quantitative methodology. Study results revealed that teacher development cannot be promoted with the use of Web 2.0 per se as it is very much dependent on teacher awareness, autonomy, beliefs, contextual realities but most significantly student learning. Despite limitations, this study highlights the principle of learner-centeredness as the key for promoting teacher development and the need to make prospective teacher learning practices an integral part of student-focused activity. Based on the results of the study, it is recommended that the multi-dimensional nature of teacher learning and contextual realities at multiple levels are considered in the design of post-pandemic teacher development schemes, significantly in institutions with low-autonomy cultures in order to turn top-down teacher development practices which teachers are used to into teacher initiated bottom-up learning processes.
Doc 1608 : The Peculiarities of Distance Foreign Language Learning
The paper demonstrates the feasibility of information and communication technologies (ICT) in English as a foreign language (EFL) teaching and learning process. The organizational and pedagogical approaches to efficient EFL learning in the context of the COVID-19 pandemic have been outlined. Furthermore, the main perspectives and challenges appearing in an online learning environment have been characterized. The proposed paper aims to consider the possibility of integrating innovative computer technologies into online foreign language learning to foster students’ autonomy and boost their language proficiency. The findings suggest that using ICT is beneficial for mastering a foreign language in out-of-class settings. Admittedly, there is no perfect or universal blend that may suit all the EFL learning environments. Therefore, it is claimed that blended programs should be created for each academic course regarding students’ wants, needs, and abilities. Furthermore, each higher educational institution needs to have a strategy for designing and implementing a distance EFL learning program that considers instructional, pedagogical, and technological factors.
Doc 1610 : The Role of Online Resources in Developing Autonomous Learning Metacognitive Skills Among First-Year University Students of English: A Mixed Methods Study
This mixed methods study examines the way online resources can be effective in developing the learning autonomy metacognitive skills of planning, monitoring, and self-evaluation among undergraduate students at the Facultyof Letters and Humanities Fes-Agdal, which is representative of the socio-cultural and higher education system of Morocco. The sample consisted of an experimental group and a control group. The experimental group consisted of 120 students who were exposed to three main online tools (Newsela.com, mrnussbaum.com, and rewordify.com), with virtual meetings and instruction provided through Facebook. The Facebook groups were kept secret, with only participants joining. The control group consisted of 120 students that benefited only from the university’s regular reading courses. The experimental intervention period was followed by interviews with a sample of 25 students from both groups, providing a qualitative perspective. The overall results suggest that online resources have a positive effect on the development of metacognitive skills. Students tend to appreciate the inclusion of online resources in the classroom without devaluing the role of their EFL teacher – the students did not expect online resources to fully replace the role of their teachers.Keywords: EFL online learning autonomy; learning autonomy; online resources; teaching and learning in higher education
Doc 1611 : Understanding students’ opportunities and challenges in a curriculum vitae writing process: Activity system as an analytical tool
Writing is a complex language skill, and writing using English as a medium for employment purposes requires an intricate set of knowledge and skills. Because such a writing process frequently occurs outside of a formal learning setting, few attempts to study the phenomenon have been made. Through the lens of the activity theory, the paper analyses the influence of six components in a CV writing process from a social-constructivist approach. A mixed-method approach was adopted with a Likert scale survey with open-ended questions and semi-structured interviews. Quantitative data from 184 participants revealed that students were mostly influenced by various digital artifacts (e.g., online dictionaries, online courses) and situated in online communities of learning. Qualitative results also indicate the prominent challenges relating to syntax and lexical use as one the conflicting factors and a certain level of autonomy as a facilitating factor while they managed to overcome these complications. The paper suggests how the curriculum of Business English could be adapted to support language learners in real-life employment situations.
Doc 1614 : Research on the Problems and Countermeasures of “Learner Autonomy” in College English
With the update of educational concepts and the continuous enrichment of Internet learning resources and platforms, the concept of “learner autonomy” has been widely promoted and applied, and learners’ personalized learning methods and needs have been met. However, due to the differences in learners’ autonomous learning ability, their learning effects are also different. Combined with the practice of college English teaching in our school, the author tries to explore the problems of “learner autonomy” and put forward some corresponding teaching strategies.
Doc 1615 : Analysis and Optimization of the Online Vocal Teaching System Based on Intelligent Computing
With the continuous development of science and technology, network technology has become more and more advanced and network applications are widely used in all walks of life, and vocal music teaching is no exception. The Intelligent Agent plays a unique role in networked teaching by making up for the lack of intelligence, adaptiveness, autonomy, and interoperability and interactivity in all aspects of traditional teaching. This paper introduces the knowledge of Intelligent Agent and then discusses its application in the networked teaching environment. Compared with the traditional teaching environment, the intelligent network teaching environment is more conducive to the initiative and innovation of students, reflecting the characteristics of student-centred learning and achieving a variety of functions such as teaching resource sharing, information interaction, online communication, and distance learning with the support of computer network technology. It is a new field to be explored, especially opening up a new chapter of online vocal music teaching.
Doc 1616 : Analysis of the Role of Decision Tree Algorithm in Art Education Based on the Background of the Internet of Things
In recent years, transportation, medical care, energy, and other fields have relied on a number of smart technologies such as the Internet of Things and cloud computing, and the degree of intelligence has continued to increase. As a key part of the future development of cities, education is facing tremendous pressure and challenges. How to use all kinds of smart technologies to promote the informatization of education and create a new era of smarter education is an important mission of current smart education. Decision tree classification is a frequently used technique in data mining. It has the characteristics of fast classification and high efficiency. It is not only used to analyze data but also to make predictions. Professional art education occupies an important position in college education. How to combine decision tree algorithms to develop targeted and effective professional art education and to strengthen the teaching reform and research method innovation of art design has become the current teaching work of colleges and universities. The purpose of this paper is to optimize the teaching mode of art courses in colleges and universities, improve the teaching effect of art classes, and realize the teaching goal of art courses. In this paper, art curriculum teaching experience and the reality of teaching research, through analyzing three local questionnaire surveys of college students, based on the principle of students’ subjectivity from the topic content, organization form, evaluation mode of college art teaching in our student autonomy, initiative, and the role of creative mechanisms are discussed. According to the practical teaching activities of art courses conducted in this paper, the satisfaction degree of college students with art courses is up to 92%, which indicates that this experiment is still relatively successful and significant, and arouses students’ subjectivity to some extent.
Doc 1619 : THE IMPACT OF THE SHIFT TO ONLINE EDUCATION DURING THE COVID-19 PANDEMIC ON EFL LEARNERS’ AUTONOMY
Saudi EFL learners have been traditionally described as non-autonomous. During the coronavirus pandemic, Saudi universities shifted to online education. Scholars maintain that online education by its very nature enhances learner autonomy. The current study, that was conducted after students received three semesters of online education, aimed to explore the effect of the shift to online education on Saudi college EFL learners’ autonomy. It also investigated gender differences in learner autonomy. Both quantitative data by means of a self-report questionnaire (N=306) and qualitative data by means of a semi-structured online interview (N=20) were collected and analyzed. Quantitative data revealed that Saudi college EFL learners are autonomous (with a total mean of 4.02 out of 5). This mean is much higher than the means obtained in studies conducted before the shift to online education. Females outperformed males in just one dimension of learner autonomy, autonomous learning enjoyment. No gender differences were found in the other dimensions of learner autonomy or total learner autonomy. Qualitative data analysis indicated that students attributed to online education improvement in five important aspects of their learner autonomy, namely, goal setting and organization of study time, the use of the Internet and social media as learning resources, the use of performance feedback, self-assessment and computer skills. An aspect that witnessed some improvement but still has room for much improvement is reflection on learning.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=“/-counters-/edu_01/0926/a.php” alt=“Hit counter” /></p>
Doc 1624 : Revisiting Transactional Distance Theory in e-Learning Environment during COVID-19: Perspective from Computer Science Students
This study is based on the separation of teachers and learners caused by the COVID-19 pandemic, and the implication of Moore’s Transactional Distance Theory, which proliferated for nearly 30 years but has been inconsistently validated empirically. The quantitative approach was employed, with questionnaires distributed based on the learners’ perspectives. The subjects of the study include 153 respondents from computer science department of an Indonesian public university. Three key tenets of transactional distance include dialogue, structure, and learner autonomy were specifically addressed and validated as significant predictors in this study. The findings elucidated an inverse relationship between dialogue and learner autonomy respectively with transactional distance, and a less rigid course structure capable of contributing to lessen the perceived degree of transactional distance in the e-learning environment. Furthermore, this study discovered that e-learning satisfaction and internet connection speed had an impact on the extent of transactional distance.
Doc 1626 : EFL TEACHERS’ PERSPECTIVES ON MOBILE-ASSISTED LANGUAGE LEARNING (MALL) RESOURCES FOR VOCATIONAL HIGH SCHOOL STUDENTS
This study aimed to ascertain vocational EFL teachers’ perspectives on the development of Mobile-Assisted Language Learning (MALL) resources in vocational schools. It employed a mixed-method approach in which data were collected simultaneously using an open-ended questionnaire and semi-structured interviews. The study involved 95 English teachers from vocational schools in two cities of East Java, Indonesia. Among the participants, four were invited to participate in an online interview to discuss their perspectives on the characteristics, use and development of MALL material for vocational students. Data analysis was performed using descriptive statistics. The analysis results showed that more than half of the respondents agreed that MALL resources were more accessible (65.4%), easier to generate (65.4%) and more successful at improving learners’ autonomy (73.1%), compared to traditional materials. Additionally, 40% of teachers thought that MALL materials could be used to promote classroom interaction, and it was much easier for teachers to provide immediate feedback through mobile phone. In summary, 42% of teachers agreed that MALL resources could aid in foreign language acquisition. Due to students’ proximity to technology and mobile devices, teachers recognized that MALL materials can be applied inside and outside the classrooms. Therefore, vocational EFL teachers must be able to develop and implement MALL materials in their classrooms.
Doc 1627 : The Relationship between Waldorf Pedagogy and Information and Communication Technologies in Hungary
Abstract Introduction: The number of two-to three-year-old children using mobile phones was 10% in 2013 compared to 40% in 2017 (Konok, Bunford, & Miklósi, 2020). Several theoretical and empirical studies deal with the didactics of using modern technology in the classroom. Most studies highlight the neutral (Zsolnai, 2017) or positive impact of using ICT in the classroom. Only a few address the negative effects of digitally enhanced learning (Dávila, Casabayó, & Rayburn, 2018; Livingstone, 2012; Lorenzo & Trujillo, 2018). State education has continually tried to integrate modern technology with education, but there are also examples of institutional restrictions on its use and even a total ban can also be found. Purpose: This study provides an overview of the pedagogical and epistemological reasons why Waldorf pedagogy and Waldorf Steiner schools take a critical approach to the use of information and communication technologies (ICT) and to “screens” in general, together with mapping out the current state of Waldorf schools in Hungary. Methods: In the present study, we applied source analysis as a traditional research method in the philosophy of education. Conclusions: The findings show that the institutional use of information and communication technologies entirely contradicts the basis, tasks and spirit of Waldorf pedagogy. If we look at the epistemology and anthroposophical anthropology of Waldorf pedagogy, we can see that the autonomy of a Waldorf teacher is not limitless, and so a continuous practical and theoretical responsibility of the Waldorf movement and Waldorf teachers is to establish and uphold coherence between the practices of every Waldorf institution and Waldorf pedagogy.
Doc 1633 : Kajian strategis dan prioritas pembangunan pendidikan menengah untuk meningkatkan mutu pendidikan di Pulau Madura
Efforts in quality improvement and development of education in the era of regional autonomy are not only the responsibility of the central government and provincial governments, but also the responsibility of local governments. Quality improvement and development of education thus become strategic issues for any local government. This study aims to address issues related to: (1) the condition of school facilities and infrastructure (2) the role of school committees which is not optimal; (3) the absence of equitable distribution of teachers; and (4) the lack of Information and Communication Technology/ICT-based learning application in in secondary schools. The research was conducted in four districts, namely Bangkalan, Sampang, Pamekasan and Sumenep. The main theory employed in this study is the School Based Management (SBM) or the so-called School Based Management (SBM). The population was students, parents and teachers. The total number of samples was 250 people comprising 100 students, 100 parents and 50 teachers. The research data were obtained from primary and secondary data. The study yielded a number of key findings. First, 90% of High School (or its equivalent) teachers master the materials taught. This is due to fact that the materials taught are in accordance with the education qualification of the teacher. Secondly, the mismatch found in Madurese high schools was apparently caused by the lack of educators with suitable qualification for the subjects they teach concurrently. Almost all secondary teachers in Madura island require trainings related to the development of competency for mastering the subject materials. The last but not the least, the majority of teachers still apply simple learning methods. Although the method applied by teachers are generally similar, there are significant differences between the favorite schools and the other schools.
Doc 1636 : Autonomous Learning Writing Promoted by the Use of Facebook Group
In aglobalized world, internet facilities and social media are becoming increasingly important and take a strategic role in most of human activities. One of them is in the education and learning sector. This qualitative research explored the role of a Facebook group to increase students’ autonomy in learning writing. The experiment was conducted with qualitative methodology to 6 students as a sample. The process of data collection is done through the media Facebook group which was developed during the data collection through observation and interviews. The research lasted for 30(thirty) days in which researchers became the administrator and facilitator. From the process of collecting and analyzing the data assumed that Facebook group influenced the autonomy and promote independent of students learning in writing. Keywords: Facebook group ; Students autonomy ; Learning writing
Doc 1637 : Modern educational and educative trends reflected within regulatory documents
The article provides a review of the regulatory documentation framework for the modernization of education in Russia, due to the joining the Bologna process. The directions refected at the level of the federal law on education, national doctrines and projects, federal target programs, letters of the Ministry of Education, and professional standards are considered. The change of the ‘knowledge’ paradigm to the ‘competence’ one is accompanied by the increasing use of digital technologies in all aspects of life, including education. Technological progress has led to computerization, and further informatization of education. The ubiquitous spread of the Internet, directed by the Federal target program «Electronic Russia» (2002-2010) and the National project «Education», should have expanded the boundaries through the implementation of e-learning and distance learning technologies, promote democratization and accessibility of education, make the educational space more open. However, the monitoring has revealed problems with the overall strategy of e-education, the availability of the learning environment, and the availability of educational and methodological support. One of the possible ways to solve the problem is to appeal to open education and the implementation of massive open online courses, which are now designed by the leading Russian universities. A change of requirements for the participants of the educational process, an increase in students’ autonomy, a tendency of forming an individual learning path, the use of project and group techniques based on digital technologies are seen. These measures should contribute to the competitiveness of the Russian higher education in the world.
Doc 1638 : The use of TED and YOUTUBE in Extensive Listening Course: Exploring possibilities of autonomy learning
This study explores how extensive listening can utilize internet based-media, namely TED and YouTube. The study also examines the researcher’s reflection on his teaching practice by adopting the participatory action research framework. Participating in this study are EFL freshmen of a state university in Indonesia during the Extensive Listening course. The findings showcase several changes in the teaching-learning circumstances that affect the implementation of in-class activities. The students share that YouTube and TED help them enrich their English vocabulary. Further, they also state that the tasks create a more dynamic and less monotonous learning atmosphere. Overall, the use of YouTube and TED can be designed to be effective instructional media for Extensive Listening tasks.
Doc 1640 : Reports on the 2015 AAAI Spring Symposium Series
https://doi.org/10.1609/aimag.v36i3.2608 Nitin Agarwal Sean Andrist Dan Bohus Fei Fang Laurie Fenstermacher Lalana Kagal Takashi Kido Christopher Kiekintveld W. F. Lawless Huan Liu Andrew McCallum Hemant Purohit Oshani Seneviratne Keiki Takadama Gavin Taylor
The AAAI 2015 Spring Symposium Series was held Monday through Wednesday, March 23-25, at Stanford University near Palo Alto, California. The titles of the seven symposia were Ambient Intelligence for Health and Cognitive Enhancement, Applied Computational Game Theory, Foundations of Autonomy and Its (Cyber) Threats: From Individuals to Interdependence, Knowledge Representation and Reasoning: Integrating Symbolic and Neural Approaches, Logical Formalizations of Commonsense Reasoning, Socio-Technical Behavior Mining: From Data to Decisions, Structured Data for Humanitarian Technologies: Perfect Fit or Overkill? and Turn-Taking and Coordination in Human-Machine Interaction.The highlights of each symposium are presented in this report.
Doc 1641 : AN INTEGRATIVE PROJECT IN MICROPROCESSOR INTERFACES
In the third-year microprocessors course given to Mechatronics Engineering students at the University of Waterloo, the lab studies have been redesigned as a scaffolded project. The project aims to provide a more authentic learning opportunity that integrates concepts from the concurrent courses, as well as prior courses. The project was carefully designed to provide some student autonomy while ensuring competence can be achieved by students with a broad range of initial skill levels through the completion of authentic tasks. The impacts of the revised project on student learning were measured using pre- and postproject surveys, course grades and course critiques. Despite significant challenges that were encountered during the first two offerings, the results show that students perceived an increased competence in several key skills, and an increase was seen in overall course satisfaction.
This article addresses the teaching carried out by teachers in the state of Paraíba during the Covid-19 pandemic and aims to reflect on the impacts of Emergency Remote Education (ERE) on their pedagogical practices. It is a case study whose data were collected through a questionnaire prepared in Google Forms, which was applied through a link to one hundred and five teachers of different subjects who work in municipal, state or federal public and private schools, in high school and / or in the final years of elementary school. The collected data were analyzed in the light of a literature that explores the ERE and its implementation. The results obtained showed a diversity of practices carried out by means of Digital Information and Communication Technologies (DICT), part of which is in line with the modus operandi of traditional education and part of which seeks to overcome it. Taken together, these practices can provide students with more autonomy, new forms of communication between educational actors and the acquisition of new learning about the pedagogical use of DICT with the potential to modify the teaching that succeeds the pandemic, when we return to the “new normal” of classroom teaching
Doc 1645 : СOVID-19 and education in Ukraine: Responses from the authorities and opinions of educators
The COVID-19 pandemic, which struck the world in 2020, has hit education systems around the world. The world community has begun searching for and testing models for organising the educational process in a new reality. The purpose of this study was to analyse how the education system in Ukraine is functioning under the COVID-19 pandemic. The theoretical framework for considering the research problem is based on the theory of synergetics. Such synergetic postulates as openness, evolution, dynamics, bifurcation point, interaction, self-organisation, irreversibility and new state are key guidelines for understanding the processes taking place in Ukrainian education. A qualitative research approach was used to guide the study. The research methods included the review of the governmental documents, review of the surveys and interviews. The major finding is that the COVID-19 pandemic is transforming the education system in Ukraine and many changes are positive. This includes the long-awaited autonomy of educational institutions, the opportunity to acquire digital skills by educators, strengthening cooperation with regional and local authorities and updates to the overloaded curriculum. The Ukrainian authorities, the pedagogical community and society are working together to organise education under new conditions. However, Ukrainian education faces serious challenges (partly inadequate Internet access in homes, especially in rural areas; lack of educators’ online instruction skills; few official methodological guidelines and online textbooks and low levels of motivation of students to participate in online sessions). The findings thus revealed the importance of a national strategy for the development of education, considering the recommendations of the international organisations and the experience of foreign countries.
Doc 1653 : Does ICT involvement really matter? An investigation of Turkey’s case in PISA 2018
This study aims to investigate how Turkish students’ involvement in information and communication technologies (ICT) predicts their math and science performance in the 2018 Programme for International Student Assessment (PISA) test. The research also tests demographic variables including socioeconomic status (SES) and gender as covariates. The data were examined through two-step hierarchical regression analyses. Regarding demographics, SES revealed a significant positive contribution to the prediction of math and science performance, whereas gender failed to make a significant contribution. Additionally, after controlling demographics, ICT availability at home significantly and negatively predicted student math and science performance, whilst ICT availability at school was not found to be significantly contributory. Regarding ICT use variables, all constructs significantly predicted student math and science performances, but some negatively contributed to the model, whereas others positively contributed. Amongst ICT attitude variables, all constructs made a significantly positive or negative contribution to predicting both math and science performance, with one exception. Only perceived autonomy in ICT use failed to significantly contribute to the prediction of math performance. Based on the findings, it was concluded that persistent involvement in ICT tends to be related to decreased math and science performance. We propose that policymakers and practitioners drop the myth that ICT use results in better achievement under any circumstances and should therefore refrain from integrating ICT without first undertaking careful planning.
Doc 1657 : Focus of Professional Development on Teachers’ Felt Needs: A Paradigm Shift in Policy
<p style=“text-align: justify;”>A professional development that is often mandated is exclusionary, less motivating, and provides teachers with little or no improvement in their professional practice as well as student achievement. This necessitates a fundamental change in policy from prescribing professional development to addressing teachers’ self-identified felt needs. Hitherto, teachers are generally disenfranchised from specifying their felt needs for development, thus they feel uninterested, or enthusiastic to attend professional development programs that are prescribed for them by school leaders. When they do or are compelled to attend, they tend to be less attentive and are often indulged in reading newspapers, grading students’ test papers, texting, playing video games, or simply doing something unrelated to the professional development. This practice stifles teachers’ professional growth and student learning, hence it must not be allowed to continue unabated. Through a qualitative case study research design, using survey, interviews, and focus groups, this research brought to the fore, the debilitating effects of the current practice. Analysis of data yielded four major themes: choice, motivation, effectiveness, and satisfaction. The study proposed a paradigm shift in policy from mandating to granting teachers the autonomy to identify their own real or felt needs for professional development. Implications for practice, leadership, policy, and further research were also discussed.</p>
Doc 1665 : The Emergency Remote Teaching during the COVID-19 Pandemic from the Perspective of Higher Education Students in Portugal
The COVID-19 pandemic led, in Portugal as well in other countries, to an abrupt transition to online classes in higher education, with no consideration for the specific students’ conditions. Therefore, this study aims to assess the students’ perspective on online learning classes carried out during the lockdown in 2020. The analysis is based on 2,107 valid answers from students of seven Portuguese higher education institutions that took synchronous online classes. Principal component analysis and binary logistic regression were the main quantitative methods used. This study identified five factors that, in all cases, significantly explain the students’ perspective on the transition to online classes. These factors include not only pedagogical matters (teachers’ overall quality) but also elements related to personal or motivational students’ characteristics (performance and autonomy; constraints and obstacles to socialization; self-confidence while attending online classes) and technological issues (Internet access conditions). Notwithstanding, self-confidence is not a relevant factor for students that had technical limitations in what concerns infrastructural matters. Therefore, besides confirming the factors behind the success of online classes, this research is relevant for highlighting the need to assure that students have the proper conditions regarding technical infrastructures to improve the overall quality of online classes. Keywords: COVID-19, emergency remote teaching, higher education, technical infrastructures, students’ perspective.
Doc 1674 : Flexible Learning Experiences (Flex) during a Pandemic: Transactional Distance and Pedagogical Approaches of Faculty in a Higher Education Institution
The aim of this study is to describe the experience of Higher Education Institution (HEI) faculty members on transactional distance in the context of a flexible educational landscape during the COVID-19 pandemic. The data gathered from eight (8) participants who have been teaching in a state college since the start of the pandemic. A common meaning of distance emerged from the analysis and was revealed through three different aspects wherein the variables of the Transactional Distance Theory (TDT) are concerned predominantly: i. dialogue (difficulty in communication and interaction), ii. structure (issues on participation due to intermittent internet connectivity), and iii. learner autonomy (poor performance in assessment results). These variables in TDT prompted the exemplification of cybergogy and heutagogy in a flexible educational landscape from the descriptions of teachers. Responding to the sense of distance, teaching reflected upon the opportunity in sharing current practice to foster flexibility while employing a learning management system to accommodate learner needs. The findings were discussed and interpreted as an embodied experience originating from the passage of transactional distance continually affecting faculty members’ life fundamental transition to a changed pedagogical space that is reflected in their experience of teaching amidst the constraints brought by the pandemic.
Doc 1675 : College Vocal Music Teaching Design Based on Internet Platform
Internet has penetrated into people’s lives as the Internet education platform has faced many changes in the way vocal music is taught in the new situation. The teaching methods set up on the Internet have also undergone dramatic changes. A number of advanced music education concepts have emerged that require a careful review of the current state of music education in the world and in China. Current online learning environments are usually used only for formal or informal learning. The former overemphasizes the subjective role of the teacher and ignores the autonomy of the learner. Through a new modern network education method, this paper deeply analyzes the unique advantages and existing problems of a new voice education method based on the Internet and puts forward corresponding solutions. Its purpose is to encourage more ordinary vocal music teachers to better understand the new teaching methods, broaden their artistic horizons, consciously use modern teaching methods to support vocal music education in ordinary schools, and further expand the scope of music application. The experimental results show that for 4000 concurrent users, the response time of the system is less than 5 seconds, which can meet the time requirements of the system. For the service of querying some other data, the response time of the system is less than 9 seconds, so the response ability of the system to multiple users is impressive. Therefore, with the development of education, comprehensive network education platform is also the development direction of informatization in the future.
Doc 1679 : Economic and Political Analysis of Initial Teacher Education from Consensus and Conflict Perspectives in Documents of International Institutions
This study aims to reveal the economic and political issues underlying the remarks related to initial teacher education (ITE) in the documents published by international institutions, European Union (EU), Organization for Economic Co-operation and Development (OECD), and United Nations (UN), and to examine these issues from the perspective of consensus and conflict approaches to education. The study is designed as a systematic review. ITE-related 67 documents published by UN, EU, and OECD were analyzed following several coding steps. According to the results, international institutions promote entrepreneurship, life-long learning, and information and communication technologies as economic issues in ITE. As political issues, they put forward social themes including preparing for diversity, quality in ITE including accountability and standards, and structure of ITE including flexibility and autonomy. Although the documents are mainly parallel with the consensus approach, economic and political issues revealed in the study were discussed from perspectives of both approaches. One perspective considers promoting the economic issues in ITE the economic efficiency and growth which is beneficial for all. The other reminds that division of this benefit may include class-based inequalities. Also, different perspectives emphasize different social themes and they bring different explanations for how the quality assurance functions.
Doc 1683 : ORGANIZATION OF EDUCATIONAL PROCESS AT HIGHER EDUCATIONAL INSTITUTION WITH SPECIFIC STUDYING CONDITIONS IN TERMS OF MARTIAL LAW: CHALLENGES AND WAYS OF SOLVING
Pedagogical conditions that ensure the organization of the educational process in higher educational institutions with specific studying conditions in terms of martial law based on the right to autonomy of higher educational institution and legal regulation of its activities are presented in the article. The purpose of the article is to determine the pedagogical conditions for the organization of the educational process in higher educational institution with specific studying conditions in terms of martial law throughout Ukraine. Methodology of the article. Consideration of the peculiarities of the organization of the educational process in higher educational institutions with specific studying conditions. It is revealed that in terms of martial law, there is a need to introduce pedagogical conditions to address issues related to: limiting opportunities for the use of information and communicative technologies in the educational process while the absence of the Internet and mobile communications; ensuring timely completion of course and qualification papers by all applicants for higher education; conducting group classes that provide for the circulation of language information with limited access; involving scientific and pedagogical workers and cadets in scientific work. It is highlighted that the normative legal acts regulating the educational process provide general recommendations for ensuring two-way communication between the subjects of the educational process in a higher educational institution. The effectiveness of the introduction of pedagogical conditions related to the organization of the educational process in terms of martial law has been demonstrated, on the example of the Academy of the State Penitentiary Service. The educational process is represented through a system of scientific and methodological and pedagogical measures that have proven their worth in terms of martial law. Results. The analysis of normative legal acts regulating the activity of higher educational institutions contributed to the highlighting of the peculiarities of the organization of the educational process in the terms of martial law. It is proved that in terms of martial law the organization of the educational process is significantly influenced by factors caused by difficulties in using informative and communicative technologies for group classes, setting educational tasks that require additional sources in a special library, ensuring academic integrity, effective development of general and special (professional) competencies. Practical significance of the obtained results is that they contribute to choosing the pedagogical conditions that promote the organization of the educational process in higher educational institutions with specific studying conditions in terms martial law. Key words: autonomy of higher educational institution, pedagogical conditions, individual schedule, informative and communicative technologies, academic disciplines.
Doc 1686 : Self-Regulated Learning Method Through Smartphone Assistance in Promoting Speaking Ability
Self-regulated learning is a method of the student-centered learning paradigm. This method encourages students to be actively involved in the learning process, organize themselves, recognize their capabilities, and take the initiative to decide the appropriate way to achieve the learning achievement. The use of self-regulated learning with smartphones’ assistance has had a double effect on students’ language proficiency. However, the self-regulated learning method with smartphone assistance in the speaking class has not been supported by current empirical studies. The evidence indicates that self-regulated learning with smartphones’ assistance affects students’ English skills, such as acuity in micro-and macro-linguistics analysis, improved digital literacy, enthusiasm for learning, and self-potential development autonomy. This study aimed to analyze the impact of using the self-regulated learning method with smartphones in the speaking class. This review is a quantitative study with a pre-test and post-test design that was executed between October 2020 until January 2021. 110 students were chosen as samples in this study. An English-speaking rubric has been used to obtain data; that data was then analyzed by a software application that is SPSS 24.0, which was proceeded by qualitative description. The findings demonstrate that using a self-regulated learning method with smartphone assistance has positively impacted student speaking ability. This increased effect is demonstrated by the adjusted mean score on the post-test = 82.32. English instructors are encouraged to apply this method by considering students’ characteristics, cognitive capacities, learning styles, learner autonomy, and the steps of how to apply this method in the instruction process.
Doc 1691 : Las tecnologías digitales de la información y comunicación en la enseñanza de enfermería
Objective. The objective of this study is to know the integration process of Digital Technologies of Information and Communication (DTIC), facilities and limits perceived by professors of an undergraduate course in Nursing. Methods. Descriptive and exploratory study, with a qualitative approach, carried out in 2018, with nine professors from an undergraduate Nursing course at a public university located in the interior of Ceará. For the data production process, semi-structured interviews were conducted and content analysis was carried out. Results. DTIC have been integrated into teaching practices from different perspectives, in theoretical and practical activities, using mobile practice simulation applications, social networks, links to websites, WhatsApp® groups and video-lessons. Furthermore, the integration of these technologies increases the creation of strategies that promote the active participation of the student, offering spaces for reflection, autonomy, as well as the development of creativity and collaboration. Teachers highlight interactivity and communication, access to resources that are not available at the University, such as anatomical models, simulators of nursing procedures. Among the limits, structural issues, access to the internet, absence of institutional policies and permanent education are factors that demand greater attention for an effective pedagogical integration of DTIC. Conclusion. Although it represents an initial process of use, there is a potential for continuity and expansion of DTIC in different environments and disciplines. Efforts have been undertaken by teachers to integrate these technologies into the context of pedagogical activities in the Nursing course.
Doc 1694 : SOLVING ESP PROBLEMS: STUDENTS AND TEACHERS’ PERCEPTIONS OF INTEGRATING INFORMATION AND COMMUNICATION TECHNOLOGY INTO ESP INSTRUCTION
Background and Purpose: English for Specific Purposes (ESP) instruction in Iran is still mostly focused on traditional ways. This study aims to investigate ESP teachers’ and students’ perceptions of integrating Information and Communication Technology (ICT) in ESP instruction to solve traditional ESP instruction problems in Iran.
Methodology: This concurrent parallel mixed method study investigated students’ and teachers’ perceptions of solving ESP instruction problems through ICT. The sample concluded 300 undergraduate engineering students and 24 experienced and novice ESP teachers. In the quantitative phase of the study, data were collected through two adapted questionnaires. In the qualitative phase, data were obtained from interviews with 12 undergraduate students, three experienced, and three novice ESP teachers.
Findings: The findings revealed that the participants had positive perceptions of integrating different ICT tools for solving the problems with traditional ESP materials and methods, problems with low language skills, lack of autonomy, demotivation problem, inactivity problem, and problems with lack of exposure to real-life situations. The findings also showed that integrating different ICT tools and ICT-based interactive activities promote students’ communication skills subconsciously through experiencing direct participation in communications.
Conclusion and Contributions:he findings might contribute significantly to change the ESP instruction status quo in Iran, which is not based on the ESP students’ communication needs, and replace it with innovative approaches to meet the needs of the modern ESP student. The results also provide a unique outlook of promoting ESP instruction in tertiary education by integrating ICTs through divergent stakeholder perceptions.
Keywords: English for Specific Purposes (ESP), Information and Communication Technology (ICT), Perception, Promoting English for Specific Purposes instruction
Cite as: Keshtiarast, B., Salehi, H., Tabatabaei, O., & Baharlooie, R. (2022). Solving ESP problems: Students and teachers’ perceptions of integrating information and communication technology into ESP instruction. Journal of Nusantara Studies, 7(2), 444-472. http://dx.doi.org/10.24200/jonus.vol7iss2pp444-472
Doc 1696 : Supporting Inclusive Online Higher Education in Developing Countries: Lessons Learnt from Sri Lanka’s University Closure
Online higher education teaching and learning has become a new normal in many countries due to the COVID-19 pandemic. Yet, the support for online learning seems inadequate to address students’ diverse online learning needs and may impede the inclusiveness in higher education. Therefore, based on a questionnaire administered to higher education students in Sri Lanka, this paper examines the support or lack of support students have experienced during the university closure that may enable or hinder inclusive online learning. It draws on Self-Determination Theory (SDT) as a theoretical lens to analyse and make sense of these enablers for and barriers to inclusive online higher education. The key findings suggest that students first need autonomy support to access stable and affordable internet and devices, and quality online learning resources. They also need competence support for monitoring and managing their own learning through feedback and scaffolding as they engage in their learning online. Finally, they need relatedness support for reducing their anxiety and having a sense of connectedness by interacting and communicating with teachers and students.
Doc 1699 : EFFECTIVENESS AND HINDRANCES IN THE TEACHING OF PRACTICAL SKILLS IN PHYSICAL EDUCATION: FRAMEWORK FOR ENRICHING CONTEMPORARY CURRICULUM DISCOURSE
Physical Education is rooted in physical movement and exploration and is usually held outdoors to make teaching and learning more accessible and meaningful. Since the pandemic happened, schools adopt a new teaching-learning modality which create new host of obstacles for Physical Education teachers, especially in teaching practical skills in Physical Education to the students due to its characteristics. This becomes now challenging to monitor students’ progress in performing the skills or whether students have acquired/performed the skills correctly. This study aims to explore the strategies and techniques in the teaching of practical skills in Physical Education in the new normal. This study also identifies the effectiveness and hindrances of the strategies and techniques used. The findings of this study serve as a basis in formulating a framework for enriching contemporary curriculum discourse in physical education of senior high public schools in Tagbilaran City during the school year 2020-2021. Physical Education teachers used a variety of ways in the new normal to effectively teach practical skills in Physical Education, rather than depending solely on printed modular instruction. In teaching the practical skills, task teaching and students submitting video performances were employed. Because of the nature of modular distance learning, students’ autonomy for learning is one of the contributing elements to the difficulty of teaching practical skills in physical education. Many students have not yet established sufficient learning autonomy, resulting in learning gaps and preventing them from developing practical skills in physical education. Adding to that is the lack of needed resources such as gadgets and poor internet connections.
Doc 1702 : DISTANCE LANGUAGE LEARNING AS SCHOOL LEARNERS PERCEIVE IT
Abstract. Introduction. The school breakdown in spring 2020 made both teachers and learners all overthe world face new challenges: how to cope with distance learning (DL). It was not simple even in the welldeveloped countries. In Ukraine teachers tried to find different solutions. This period was a sudden but hugestep towards implementing ICT into the learning process. Purpose. The aim of the present study was to get aninsight into the way learners see distance learning, to hear their opinion and see their attidude to this form ofeducation, the difficulties and challenges they encountered during this period in the learning process in generaland in foreign language (FL) learning in particular. The focus was made on the learning habits, motivation,assessment, applications used, time spent on learning and stress students might have experienced. Methods.An online questionnaire containing closed-ended and open-ended questions was compiled and filled in bylearners of the upper grades of different schools. The data analysis was interpretive and statistical. Results.The material was sent mainly in the form of written text or video links and recordings via Messenger, emailor Google Classroom, very few online lessons were held. Most learners had difficulties; the most problematicarea in FL learning was grammar. Feedback and assessment were mainly in written form. The attitude tolearning was quite serious, learners developed their digital skills but some became demotivated. It was moretime-consuming, more difficult but less stressful and also less effective than face-to-face learning. Conclusion.Despite all the difficulties faced learners developed learner autonomy, digital skills and gained experience ina new form of learning that can be useful for them in their future studies as in the digital age DL is gainingground worldwide.
Doc 1704 : CALL FOR TEACHING GRAMMAR: A COMPARISON OF WBI AND TRADITIONAL METHOD
The advent of computer in general and internet in particular has opened new avenues for learning language. Computer Assisted Language Learning (CALL) is considered highly effective for language learning as technology creates a student centered environment, increases learner autonomy, and results in higher learning outcomes. This study investigated if CALL using Web Based Instruction (WBI) as a tool is more beneficial than the traditional method for teaching English grammar to undergraduate students in Pakistan. An experimental design was followed to compare the effect of technology based and traditional method of teaching and a focus group interview was conducted to obtain the participants’ views about CALL. MANCOVA test was applied for the analysis of the pretest and posttest scores. Results showed that the experimental group performed significantly better than the control group. Additionally, the students exhibited a positive attitude towards technology based teaching. Based on these findings, integration of computers is recommended in English language teaching for improved learning.
Doc 1708 : Blended Teaching Strategies of College English Translation under the Background of Internet
Blended learning has taken center stage in higher education because it involves overseeing of “Online learning” and the ongoing growth of teaching reform in colleges and universities. Internet promotes the reconfiguration and integration of educational resources. The Internet has greatly magnified the role and value of high-quality educational resources. Blended teaching combines the advantages of traditional teaching and network teaching to complement each other; it not only gives full play to the flexibility and autonomy of network teaching, but also retains the connection of teacher-student emotional communication in traditional teaching. Translation teaching is an important part of college English teaching. This article mainly introduces the research of college English translation (CET) blended teaching strategies under the Internet background. This paper proposes a research plan for CET blended teaching strategies under the Internet background, including literature research method, questionnaire survey method, analytic hierarchy process, expert interview method, teaching evaluation sentiment classification algorithm based on feature-weighted Stacking algorithm, and analytic hierarchy process of the teaching effect evaluation algorithm. The experimental results of this article show that the average value of the questionnaire Cronbach’s α coefficient is 0.915, demonstrating that the study’s information is both extremely plausible and reasonably real.
Doc 1709 : Discursividades no material didático de ensino de língua materna sobre metodologias ativas
This article addresses discourses on Active Methodologies (AMs) in mother tongue teaching materials, with the aim of problematizing them. AMs bring strategies that promise a more dynamic class, with active participation of the student, placing them at the center of the learning process, which leads to more autonomy and responsibility. Theoretical contributions are from Discourse Analysis (DA), based on Foucault (1999), for the analysis of the meaning effects, emanating from the discourse. In the school context, the textbook acts as a form of power-knowledge, imposing regimes of truth. An analysis was made in a high school textbook of a public school, and a subtle use of AMs was observed. They appear as a hoax for traditional teaching, masquerading as liberating, fun and playful teaching. Information and Communication Technologies (ICT) are placed as if they were easily accessible and familiar to students.
Doc 1710 : Mobile Phones Dependency and Psychological Wellbeing of Students in Selected Secondary Schools in Nairobi County- Kenya
The use of mobile phones among secondary school students is of concern when looking at the increase of violent behaviors in schools. The mobile phone use and the psychological wellbeing of secondary school students has become an issue of interest for research. The aim of this study was to assess the relationship between the time spent on mobile phone use and the psychological wellbeing of secondary school students in Nairobi County, Kenya. The study used an embedded mixed method research design. A Multistage sampling method was employed in selecting the 7 schools, and the sample size of 357 respondents. Data was collected using a questionnaire and analyzed using descriptive and inferential statistics. Pearson’s Product Moment Correlation Coefficients was used for data analysis. The main findings of this study showed a strong positive correlation between time spent on the use of mobile phones and the psychological wellbeing of secondary school students (0.885). The study also found out that there was a strong positive correlation between time spent on the mobile phones and the aspect of personal growth (0.985) and the self-acceptance (0.980). There was a moderate positive correlation between time spent on the use of mobile phones and the environmental mastery (0.60), the purpose in life (0.528) and the positive relations with others (0.457). There was a weak positive correlation between time spent on the use of mobile phones and the autonomy (0.004). The study recommends that the school administration should establish counselling facilities which can address the issues related to mobile phones use among secondary school students.
Doc 1719 : The Problem of Interactive English Language Learning in Distance Mode
The article elaborates on an interactive approach to language learning applied in an online EFL classroom. It presents a new insight into implementing interactive methods to develop students’ communicative competence. In conditions of world integration, the formation of communicative and life skills is indispensable. Eventually, such an approach to English language learning in distance mode is the most accessible way for teacher-learner(s) interaction to acquire general linguistic expertise and upgrade specific language skills.
The study results show that an interactive approach facilitates live communication in online EFL settings, enhances learners’ motivation and autonomy, and fosters quick decision-making reactions. Modern computer technologies offer boundless opportunities for interactive methods application in the online foreign language learning context. A skillful instructor is called to masterly plan computer-mediated classroom activities, creating space to realize each student’s cognitive and communicative potential fully. Students learn to debate, substantiate their viewpoints, brainstorm ideas, do projects, work individually or collaborate in comfortable learning settings.
Doc 1731 : Digital Literacy: The Case of Côte d’Ivoire (Port-Bouët, Yopougon)
Being literate in a given language is a vital issue, it is an essential condition to allow a speaker to achieve greater autonomy in his socio-professional field of reference. In Côte d’Ivoire, upgrading the national education system and expanding it in terms of training opportunities is a central part of the government’s strategy ; the aim being to strengthen national unity and support economic growth. And, considered as tools of potential contribution to education and training, Information and Communication Technologies for Education (ICTE) could help anyone wishing to acquire skills and competences to improve professional, economic and social well-being. Hence the idea of using them in an innovative literacy approach called « digital literacy » with « Alphatic ». The experimental framework chosen falls within the municipalities of Port-Bouët and Yopougon (District Autonome d’Abidjan).
Doc 1732 : The Use of Information and Communication Technology as Learning Sources in English Language Learning
The internet undoubtedly saves time and effort, with motivation playing a critical influence in the successful status of advanced English learning. This is carried out through the crucial role of information and communication technology in English language education. Therefore, this study aims to analyze the utilization of information and communication technology as learning resources for English language education. The utilized analytical methods were obtained from a literature review on the relevant sources observed through Google Scholar. The results showed that technology carried out the following, (1) promoted teacher-student interaction, (2) provided understandable input and output, (3) helped develop critical thinking skills, (4) enabled more students’ learning and teaching processes, (5) encouraged and built autonomy and self-confidence, and (6) increased students’ motivation to successfully learn English language.
Doc 1733 : PEDAGOGICAL CONDITIONS TO FORM STUDENTS’ CREATIVITY
Changes in the education system require a person to have a creative attitude to activity, mobility, responsibility, and new technologies. To form the creativity of students, it is necessary to use innovative technologies and the peculiarities of the digital environment. The author identifies the pedagogical conditions for the formation of students’ creativity. The theoretical and empirical methods used are the analysis of key concepts, observation, a survey and the analysis of students’ outcomes. The key concepts of creativity are clarified: “creativity” and the “ability to be creative”. The essential characteristics of creativity are revealed. The pedagogical conditions to form students’ creativity are revealed. They are: to include problem-solving tasks and pedagogical situations; to use reflection; to apply innovative pedagogical technologies. The creative technologies that contribute to the formation of students’ creativity are identified. The most effective technologies that contribute to the development of students’ creative abilities are information and communication technologies, project work, gamification, module learning, and group technologies. The common features of these technologies are cooperation, student’s autonomy and reflexive activity. The identified effective technologies and creative tasks offered can be used by the academic staff that implement Bachelor’s and Master’s education programs.
Instructors commonly assume that the successful online course must replicate its live counterpart by including a variety of interactions among student, instructor, and computer. Given the changing lifestyles prompted by an evolving Internet, an increasing student need for autonomy, and student learning styles, highly interactive courses may not necessarily be the best online approach. In this article, I review research dealing with interactive environments, present the results of my own interaction study, and propose an integrative approach for the use of interaction that sees it in light of the increasing integration of the Internet into students’ daily lives.
Doc 1736 : When Compelled to FB around Academic Texts: Postgraduate Students Reflected on Their Online Experience.
Purpose – This paper is part of a larger study which explored postgraduate students talk around academic texts via Facebook (FB). Our exploration is largely guided by the idea of reading as a social practice. In this paper, we specifically focus on the students’ reflections of their online experience of talking around academic texts. Method – The qualitative data used in this paper were derived from students’ reflective diaries, students’ FB interactions, and informal conversations and were collected from a group of students (27) attending a master’s class in distance learning mode.Thematic analysis was conducted to examine the themes that emerged to represent their reflections.Findings – The students’ reflections were grouped into two major categories: convenience and facilitation of learning.Students’ reflection on the convenience afforded by the FB talk centered mainly on the idea of distance and time. Their reflections on the facilitation of learning were broken down into the following themes: safe environment to explore, social support, self-regulation and autonomy.A separate category, “FB entries need responding”, was assigned to students’ comments about the importance of lecturer’s and group members’ feedback.Value – This study revealed the potential of FB as a convenient, safe and an informal avenue for students to share their understandings and reading-related problems.The informal nature of their FB experience supported free exploration of ideas without the worry of having to appear “clever”.
Doc 1738 : Metodologia do desenvolvimento: um estudo de criação de um ambiente de e-learning para o ensino presencial universitário
Within the framework of the Information Society, we carried out a developmental research2 that focuses on the process of conception, implementation and evaluation of a virtual learning environment model (prototype of an Internet device) aimed at university teaching. The course that serves the modelization is Educational Technology in the context of initial teacher training. One of the purposes of the research was to understand the overall process concerning the design of the environment and validate it for further development. Another aim was to discuss a pedagogical issue that is related to questions such as: From a pedagogical perspective, what is the gain in introducing web technologies at university presential teaching? Can the flexibilization allowed by these technologies potentiate learners’ autonomy and, thus, enable the acquisition of skills that are necessary for them to learn throughout their lives? What happens when a system like this is used? In the text we present the study and emphasize the methodology adopted due to the fact that it is new in the Portuguese context. Key words: developmental research, e-learning, university pedagogy.
Doc 1741 : Engaging Young Adolescents in School-Based Writing
INTRODUCTIONHow might middle school teachers and schools more appropriately engage early adolescent students in the writing process so that they are motivated and engaged to want to write and write well? We know that education for young adolescents must be developmentally responsive, challenging, empowering, and equitable. There is also a need for strong, authentic relationships among and between the student, curriculum, community, teacher, and school. As well, the curriculum must engage students in active, purposeful learning. These essential attributes connect to the literature on student engagement and highlight a unique approach to writing that has been implemented in Philadelphia area schools over the past 10 years.The purpose of this article is to introduce Writers Matter, an approach designed to engage and motivate young adolescents in the writing process, connect this approach to the student engagement literature and provide research results from a pre-post writing survey that focuses on student engagement. Writers Matter supports literacy, equity, and excellence in middle grades through its focus on autonomy, voice, and relationship building in the context of writing tasks that connect to personal experience and other content areas (Yost «fe Vogel, 2012).RELATED RESEARCH ON STUDENT ENG A GEMENTAdolescents write all the time, through text messages, Twitter, and blogs. Why is it that so many adolescents are less motivated to complete writing tasks required in school? The literature on student engagement may provide the reader with some answers, since it is well known that engaged students are more successful in school (Fredricks, Blumenfeld, «fe Paris, 2004; Martin «fe Dowson, 2009; Osterman, 2000; Wang The school engagement literature seeks to discover ways to create environments that stimulate greater learning. According to Fredricks et al. (2004), many adolescents view school as boring or a grade game, in which students try to get by with as little effort as pos* sible (p. 60). Further, these authors state that recent studies have shown steep declines in school motivation among adolescents. The literature defines engagement in three ways (Fredricks et al., 2004):* Behavioral engagement includes involvement in academic or social/extracurricular activities.* Cognitive engagement centers on students’ motivation or drive to persist on academic tasks, thus developing and using self-regulation strategies in order to succeed.* Emotional engagement focuses on adolescents’ positive or negative reactions to teachers, classmates, academics, and the school.All contribute in different ways to increased academic learning and achievement.Cognitive EngagementCognitive engagement comprises a willingness on the part of students to expend the necessary effort to master difficult skills using strategies that support learning. Studies have found that students are strategic about their learning in settings that are socially supportive, respectful, challenging and autonomous (Fredricks et al., 2004). Cognitive engagement occurs when class members actively debate and discuss ideas, and engage in a critique of others’ work in an environment that is mutually respectful. A key concept in this research is that cognitive engagement occurs more readily in supportive, caring learning environments.Peterson and Hittie (2003) identify several attributes of a supportive learning community:* belonging (feeling a valued member of a group);* inclusion (membership in the group is open and diversity is valued);* support and care (group members receive support, mentoring, assistance, and caring they need in order to develop coping strategies; all members of the group help each other to achieve, which is a community goal);* contributions and responsibility (all members have an obligation to contribute to the common good); and* democratic problem solving (conflicts are managed by inclusive dialogue and democratic decision making; listening, understanding, and perspective taking are crucial prerequisites). …
Doc 1743 : Language Economy as Evidence of Learner Autonomy
We argue here that using an economised language in computer-mediated communication is evidence that learners are autonomous. Data is analysed from text chatlogs in English, and we see evidence of s …