Clarity and Immediacy in Technology Mediated Communication between Teachers and Students in Tertiary Education in Russia

2021 ◽  
pp. 1-17
Author(s):  
Natalia Riapina
Keyword(s):  
Tertiary Education ◽  
Mediated Communication ◽  
Teachers And Students

scholarly journals Online self-assessment materials: do these make a difference to student learning?

2011 ◽  
Vol 8 (2) ◽  
Author(s):  
Mary Peat
Keyword(s):  
Learning Styles ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
First Year Experience ◽  
Full Time ◽  
Self Assessment ◽  
Small Shift ◽  
Face To Face ◽  
Time Work ◽  
Teachers And Students

In our changing world where university students are demanding a greater say in their tertiary education, and in particular are demanding a greater flexibility in the way they receive their instruction, it is imperative that we investigate and experiment with course delivery strategies that fulfil these expectations. Online delivery of learning materials is not new, nor is it the panacea for all problems, but it does offer certain advantages for both teachers and students. The flexibility of using the Web may suit certain teaching activities, but more importantly may suit the learning styles and commitments of the students. In the current economic climate students may have to juggle university activities with employment, potentially missing some of the structured teaching and learning sessions. In addition they may not have time to use campus-based course materials or seek face-to-face assistance from staff. An Australian benchmark survey of the first-year experience (Mclnnis, James and McNaught, 1995), found the pressures of part-time work made it extremely difficult for some students to fulfil course expectations. A 1998 survey of firstyear science students at the University of Sydney revealed that 54 per cent of full-time students are undertaking some form of employment, with 31 per cent working ten hours or more per week during semester, and 14 per cent working over fifteen hours per week (Peat and Franklin, 1998). A small shift away from courses comprising all face-to-face activities to courses with a mix of face-to-face and online activities has the potential to help those very students who may otherwise give up when the pressure of time and other commitments seems too difficult to cope withDOI:10.1080/0968776000080206 

Achievement of Male and Female Students Using E-Dialogue Journal Writing

2012 ◽  
Author(s):  
Siti Hamin Stapa ◽  
Intan Safinas Mohd Ariff Al-Bakri
Keyword(s):  
Journal Writing ◽  
Computer Mediated Communication ◽  
Female Students ◽  
Mediated Communication ◽  
Male And Female ◽  
Writing Conference ◽  
Dialogue Journal ◽  
Free Writing ◽  
Teachers And Students ◽  
E Mail

Kajian dalam bidang penulisan menyokong aktiviti penulisan berbentuk bebas untuk membina kemahiran penulisan kepada pelajar bahasa pertama dan kedua. Penggunaan jurnal berbentuk dialog adalah salah satu aktiviti di dalam penulisan bebas yang memberi peluang pelajar meneroka dan mencuba bahasa itu sendiri. Kemunculan teknologi komputer telah memberikan kesan yang tiada tandingnya di dalam pengajaran bahasa. Kajian yang dilakukan oleh Lee (1998) dan Warschaeur (1995) menyatakan keberkesanan penggunaan mel elektronik dalam pengajaran bahasa Inggeris di mana pelajar dan pengajar boleh berkomunikasi secara formal dan tidak formal. Selain itu, mel–elektronik juga boleh digunakan untuk bertukar jurnal dialog. Tujuan kertas kerja ini ialah untuk melihat keberkesanan dari segi kuantiti dan kualiti mel–elektronik sebagai alat di dalam jurnal dialog kepada pelajar lelaki dan perempuan daripada Pusat Matrikulasi, Universiti Kebangsaan Malaysia. Hasil kajian ini menunjukkan bahawa teknik pengajaran ini berkesan – kesemua subjek menunjukkan peningkatan dalam kemahiran menulis. Kata kunci: Mel-elektronik; penulisan jurnal; komunikasi melalui komputer; kualiti penulisan; kuantiti penulisan Studies done in the area of composition support the notion that free writing activities help to develop confidence and efficiency among first language (Ll) and second language (L2) students. Dialogue journal writing is one of the activities in free writing that can provide students with the opportunity to explore and experiment with language. The emergence of microcomputer technology has given endless and remarkable enhancement in language teaching instruction. Studies done by Lee (1998) and Warshauer (1995) indicate the usefulness of e–mail in teaching English where teachers and students can communicate with each other through formal and informal consultation. Apart from that, e–mail can be used in exchanging dialogue journals and writing conference. The aim of this paper is to look at the effectiveness in terms of quantity and quality of e–mail as a tool in dialogue journal writing among male and female students from the Matriculation Centre in Universiti Kebangsaan Malaysia. The result of this study revealed that this technique is effective – all subjects showed improvement in their writing skills. Key words: e-mail; journal writing; computer-mediated communication; writing quality; writing quantity

scholarly journals The benefits and pitfalls of a multicultural teaching faculty and a monocultural student population: An interpretive analysis of tertiary teachers’ and students’ perceptions in the United Arab Emirates

2015 ◽  
Vol 3 (3) ◽  
pp. 69-84
Author(s):  
P. J. Moore-Jones
Keyword(s):  
United Arab Emirates ◽  
Intercultural Competence ◽  
Tertiary Education ◽  
Faculty Members ◽  
Student Body ◽  
University Environment ◽  
Cultural Assumptions ◽  
Interpretive Analysis ◽  
Teachers And Students ◽  
Teaching Faculty

Abstract Emirati students at public universities have a wide demographic of faculty members teaching them courses in their second language, English. These faculty members bring with them their own cultural assumptions, epistemologies and use of language which at times are in stark contrast to those of the students. The aim of the research is to shed light on the effects that a multicultural faculty have on a monocultural student body and vice versa. This study looks at both faculty and students’ perceptions of public tertiary education in the UAE. Namely, the research questions surround themes regarding the benefits and pitfalls of multiculturalism in a university environment. Contentions are made based on qualitative data received regarding the levels of intercultural competence of both faculty and students. Noted are the importance of intercultural competence, how and why it is significant to have not only as a globalized member of a multicultural teaching faculty but how and why it is a central skill the fresh graduates must develop during their undergraduate careers.

‘Big Build’: Hidden Depression in Men

2005 ◽  
Vol 39 (10) ◽  
pp. 921-931 ◽  
Author(s):  
Suzanne Brownhill ◽  
Kay Wilhelm ◽  
Lesley Barclay ◽  
Virginia Schmied
Keyword(s):  
Emotional Distress ◽  
Qualitative Data ◽  
Tertiary Education ◽  
Clinical Status ◽  
Education Institution ◽  
Theory Approach ◽  
Female Teachers ◽  
Teachers And Students ◽  
Men's Experience ◽  
Grounded Theory Approach

Objective: To investigate men's experience of depression. Method: A sample ofmale and female teachers and students was recruited from four sites of a tertiary education institution to a series of focus groups. A grounded theory approach to qualitative data analysis was used to elucidate men's experience of depression. Content analysis was applied to the women's data to examine similarities and contrasts with the men. Standard measures of mood and dispositional optimism confirmed the non-clinical status of the group. Results: The findings suggest that some men who are depressed can experience a trajectory of emotional distress manifest in avoidant, numbing and escape behaviours which can lead to aggression, violence and suicide. Gender differences appear not in the experience of depression per se, but in the expression of depression. Conclusion: Emotional distress, constrained by traditional notions of masculinity, may explain why depression in men can often be hidden, overlooked, not discussed or ‘acted out’. There are implications for the types of questions asked of men to detect depressive symptoms.

scholarly journals English medium instruction: Comparing teacher beliefs in secondary and tertiary education

2018 ◽  
Vol 8 (3) ◽  
pp. 673-696 ◽  
Author(s):  
Jessica G. Briggs ◽  
Julie Dearden ◽  
Ernesto Macaro
Keyword(s):  
Tertiary Education ◽  
High Quality Education ◽  
Learning Content ◽  
Proficiency Level ◽  
Considerable Research ◽  
Teachers Beliefs ◽  
Teachers And Students ◽  
English Medium Instruction ◽  
Two Phases ◽  
Academic Content

Learning content through the medium of a second language is a form of education which is growing rapidly in both secondary and tertiary educational phases. Yet, although considerable research now exists on these phases of education viewed separately, virtually no comparisons have been made between the two phases. This study compared beliefs about English medium instruction (EMI) held by 167 secondary and tertiary EMI teachers from 27 countries. Teachers’ beliefs were elicited in four key areas: EMI teachers’ goals, EMI policy, benefits and drawbacks to students, and challenges to teachers. The findings indicate that secondary teachers felt more strongly that EMI provides students with a high quality education. More secondary than tertiary teachers reported an institutional policy on the English proficiency level required of teachers to teach through EMI, yet in neither phase was there evidence of adequate support to reach a required proficiency level. Teachers deemed EMI beneficial to advancing students’ English but felt that EMI would affect academic content, with no clear difference between the phases. Our conclusions indicate that EMI is being introduced without thorough institutional stakeholder discussion and therefore without clear policies on levels of teacher expertise. Neither is there evidence of a dialogue between phases regarding the challenges faced by EMI teachers and students.

EFL Teacher's and Learners' Perspectives Towards ATODJ

2014 ◽  
Vol 4 (2) ◽  
pp. 29-45 ◽  
Author(s):  
Elahe Moladoust
Keyword(s):  
Language Learning ◽  
Computer Mediated Communication ◽  
Dialogue Journals ◽  
Mediated Communication ◽  
Efl Learners ◽  
Mobile Assisted Language Learning ◽  
Computer Mediated ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Qualitative Part

This study investigated EFL teachers' and students' perspectives towards Audiotaped Oral Dialogue Journals (ATODJs), as a computer-mediated communication (CMC) and a Mobile-assisted language learning (MALL) task. The data came from 202 entries of ATODJs, gathered from15 female Iranian intermediate EFL learners. Teachers and students' evaluations of the whole program comprised of the qualitative part of the research. The results revealed that the majority of the participants found ATDOJs helpful. The strengths, weaknesses, and the challenges of ATODJs from the teacher's and the participants' viewpoints were discussed. Based on the results of the present study, it is highly recommended that EFL teachers and materials developers incorporate ATODJ tasks in the curriculum.

scholarly journals THE INTERACTIVE ROLES OF LEXICAL KNOWLEDGE AND READING STRATEGIES ON READING COMPREHENSION PERFORMANCE

2019 ◽  
Vol 4 (1) ◽  
pp. 273
Author(s):  
Zuriyani Md. Yasin ◽  
Mohamed Ismail Ahamad Shah
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Tertiary Education ◽  
Language Teachers ◽  
Vocabulary Size ◽  
Lexical Knowledge ◽  
L2 Reading ◽  
Word Families ◽  
Teachers And Students ◽  
L2 Reading Comprehension

This paper presents a study on the interactive roles of lexical knowledge and reading strategies on reading comprehension performance of ESL learners. It examines how the lexical knowledge or the reading strategies contribute to second language (L2) reading comprehension. It also investigates whether there is a relationship among the three main variables which are lexical knowledge, reading strategies and reading comprehension performance. The Survey of Reading Strategy (SORS), the Vocabulary Levels Test, a writing test and a reading comprehension test were administered to 70 students from the Public Administration Course through convenience sampling method. Descriptive statistics was used to describe the participants’ performance on the three tests and their reading strategies used as well as to assess the relationship between the three main variables of this study. On the whole, the participants reported using most of the reading strategies with high and moderate frequencies. Apart from that, it is found that, the students’ word mastery level is only 2,000 word families, which is far below the minimum level required for tertiary education. There is no correlation found between the reading strategies used and the reading comprehension achievement of the participants. On the other hand, a statistically significant relationship (r= .739, p<0.01) was found between the participants vocabulary size and reading comprehension performance. The findings of this study help both language teachers and students to acknowledge the roles of lexical knowledge and reading strategies in improving the L2 reading comprehension performance. Keywords: Global strategies, lexical knowledge, problem-solving strategies, reading strategies, support strategies. Cite as: Zuriyani, M. Y. & Mohamed Ismail, A. S. (2019). The interactive roles of lexical knowledge and reading strategies on reading comprehension performance. Journal of Nusantara Studies, 4(1), 273-299. http://dx.doi.org/10.24200/jonus.vol4iss1pp273-299

scholarly journals Assessment and Evaluation for Learners in Multilingual Societies at Technical Civil Engineering Ekasakti University

2016 ◽  
Vol 3 (2) ◽  
pp. 104-117
Author(s):  
Ungsi A.O. Marmai ◽  
Elda Martha Suri
Keyword(s):  
Teacher Training ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Secondary Level ◽  
Language Of Instruction ◽  
Assessment And Evaluation ◽  
Alternative Approach ◽  
Teachers And Students ◽  
Multilingual Societies ◽  
The University

This analysis examines some of the problems that are faced by teachers and students in the teaching and learning of English for special purposes (ESP) in multilingual nations. A survey recently found that although 98 percent knew that English was the sole language of instruction at the institution, only 49 percent expected to study English as a subject in any form as part of their curriculum. Many students looked upon English as a subject of study necessary only to gain entrance into the university, and had little motivation to study it past the secondary level. Other problems faced by teachers and students include the multilingual background of the learners, lack of cooperation from teachers of other subjects, the need to import language materials, poor levels of language teacher training, and large class sizes. An alternative approach to ESP is suggested, one in which the learner's native language and other languages in the learner's environment play a major role in tertiary education. The importation of culturally and educationally irrelevant materials is noted along with the urgent need for teacher training reform.

Interactions Online

2011 ◽  
pp. 1259-1267
Author(s):  
Susan Wegmann
Keyword(s):  
Online Courses ◽  
Computer Mediated Communication ◽  
Discussion Board ◽  
Mediated Learning ◽  
Online Classes ◽  
Mediated Communication ◽  
Course Content ◽  
Writing Theory ◽  
Computer Mediated ◽  
Teachers And Students

Success in online courses depends on quality interactions (Li & Akins, 2005; Shovein, Huston, Fox, & Damazo, 2005; Vrasidas, 2002). Interaction is “a continually emerging process, as communication in its most inclusive sense” (Simpson & Galbo, 1986). Pena-Shaff, Altman, and Stephenson (2005) found that students who interact more in online classes tend to feel a greater amount of satisfaction and even engage more deeply in course content. In fact, recent studies have shown that the most efficient computer-mediated learning occurs when teachers and students assume a connected stance (Wegmann, 2006; Wegmann & Mc- Cauley, 2007), or one in which students and teachers participate in the following types of behaviors online: initiate personally meaningful questions about the text, wonder, or initiate unique topics for discussion. The following reports on one study that analyzed students’ discussion board interactions, surveys of students’ perceptions, and e-mail interviews of selected participants. Following is a discussion of three areas of literature pertinent to the study: nature of interactions, computer-mediated communication, reading and writing theory.

Investigating teachers and students’ perceptions of written corrective feedback in the context of tertiary education in Oman

2019 ◽  
Vol 1 ◽  
pp. 1-17
Author(s):  
Farah Bahrouni ◽  
Victoria Tuzlukova
Keyword(s):  
Social Action ◽  
Mixed Methods Research ◽  
English Language ◽  
Tertiary Education ◽  
Corrective Feedback ◽  
Language Teachers ◽  
Sultan Qaboos University ◽  
Written Corrective Feedback ◽  
Teachers And Students ◽  
Foundation Program

This paper focuses on written corrective feedback in the testing context of the English language foundation program at Sultan Qaboos University in Oman. In more detail, in response to the encountered testing problem that involves variability in written corrective feedback and, as a consequence, inconsistent evidence of student position in relation to their improvement in writing and ways to achieve it, the authors discuss the ways teachers respond to students’ writing, the type of feedback they deliver, and the strategies they adopt to provide their feedback. The reported study uses mixed methods research methodology, and is grounded on the understanding of giving feedback to students as a social action that is implemented in specific cultural, institutional, and interpersonal contexts with a purpose to accomplish educational and social goals. The participants of the study are foundation program students and English language teachers representing the multicultural teaching community of the Centre for Preparatory Studies at Sultan Qaboos University. The results of the study reveal that written corrective feedback is by no means unanimous among all students and teachers. Diversity in the teachers’ background yields a corresponding diversity in the way it is perceived, provided, and interpreted. Undoubtedly, teachers’ ultimate goal, in any context, is to help students improve their writing skills in all respects, be it in form, content, or organization. Yet, its effectiveness in improving students’ writing remains inconclusive.

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