scholarly journals Internationalisation at home through virtual exchange: an encounter between distance language learners and trainee language teachers

2021 ◽  
pp. 112-118
Author(s):  
Xavière Hassan ◽  
Annie Eardley ◽  
Christelle Combe
Keyword(s):  
Language Learners ◽  
Learning Experience ◽  
Language Teachers ◽  
Internationalisation At Home ◽  
Bachelor Of Arts ◽  
The One ◽  
High Level ◽  
Motivation And Confidence ◽  
Oral Skills ◽  
At Home

Undergraduate language students from the Open University (OU) and master’s degree students from Aix-Marseille Université (AMU) participated in an innovative Virtual Exchange (VE) as part of our institutions’ internationalisation at home strategy. Due to the pandemic, the one-week Residential School (RS) abroad, which is part of the Bachelor of Arts (BA) in modern languages at the OU, was replaced with an Alternative Learning Experience (ALE) – a one-week online intensive programme which included a VE. Its objectives were to support the development of OU students’ French oral skills, and the professionalisation of AMU students, by developing their pedagogical and digital skills. Qualitative and quantitative data collected showed a high level of participants’ interaction and collaboration, and positive feedback highlighting an increase in motivation and confidence to speak French (OU students) and a valued experience in developing professional ethos, and digital teaching skills (AMU students).

scholarly journals Is Attitude an Impediment to Achieving English Proficiency amongst the Final Year Students in the Northern Geopolitical Zone of Nigeria: A Comparative Study of Southern and Northern Geopolitical Zones

2018 ◽  
Vol 1 (1) ◽  
pp. 24
Author(s):  
Famogbiyele O. Taiwo
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Experience ◽  
Sampling Technique ◽  
Language Teachers ◽  
High Level ◽  
Descriptive Survey ◽  
Effective Teaching And Learning

<p><em>This study investigated whether it is the learners’ attitudes in the northern geopolitical zone of Nigeria which impede them from achieving high level of proficiency in the study of English language as compared to that of their counterparts in the southern geopolitical zone.</em><em> Three research questions were </em><em>generated to guide the study. </em><em>28-item questionnaire adapted from Gardner’s (1985b) </em><em>Attitude Motivation Test Battery (AMTB) were used to elicit the data needed. The descriptive survey research design that was adopted for the study comprised of four-part Likert-type statements. 610 students (male and female) registered for SSCE examination were selected from 18 government-owned public secondary schools in the Northern and Southern geopolitical zones using stratified random sampling technique. The data collected were analyzed using simple mean scores and percentages. The result of the study showed that </em><em>students in the </em><em>Northern geopolitical zones,</em><em> in fact, have high positive attitude towards the learning of English but were not motivated to learn it and that </em><em>language anxiety had a pervasive impact on the language learning experience of the students. </em><em>The study recommends amongst others that, language teachers need to </em><em>evolve effective teaching and learning strategies</em><em> that generate the attitudes and motivation most conducive to the production of more successful learners of English language.</em><em></em></p>

scholarly journals A study of retrospective and concurrent foreign language learning experiences: A comparative interview study in Hungary

2019 ◽  
Vol 9 (1) ◽  
pp. 225-246
Author(s):  
Kata Csizér ◽  
Csaba Kálmán
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Learning Experience ◽  
Learning Experiences ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Foreign Language Learners ◽  
English Language Teachers

Despite the fact that the influence of learning experiences on foreign language learning motivation has been widely acknowledged and emphasised, there are hardly any studies concentrating on these learning experiences. Hence, the aim of this study is to map the language learning experiences of former and current language learners in order to provide a detailed account of the possible components of the foreign language learning experience. Data were collected with the help of a qualitative interview schedule involving 22 language learners in two subsamples. Ten participants are English language teachers as former foreign language learners, while 12 students, current learners of English, have also been recruited. The most important result of our study is that foreign language learning experience seems to be a complex construct including immediate and present aspects as well as self-related components and attributions. Language learning success, the teacher’s personality, contact experiences, as well as attitudes towards the L2 seem to stand out as important components for both groups of learners. Apart from discussing the differences and similarities between retrospective and concurrent experiences, we will provide pedagogical and research-related implications as well.

scholarly journals The Magic of Project Resolution in a Short Period of Time: Design Sprint Applied in Higher Education

2021 ◽  
Vol 15 (2) ◽  
pp. 45
Author(s):  
Gastón Sanglier ◽  
Carmen B. Martínez Cepa ◽  
Inés Serrano Fernández ◽  
Aurora Hernández González ◽  
Juan Carlos Zuíl Escobar
Keyword(s):  
Higher Education ◽  
Time Management ◽  
New Technologies ◽  
Learning Experience ◽  
Collaborative Work ◽  
Social Strategies ◽  
Short Period ◽  
The One ◽  
High Level ◽  
Short Time

The research conducted in this study was applied to multidisciplinary groups of Higher Education belonging to different degrees using the methodology proposed by the Design Sprint (DS) tool for the achievement of different challenges/objectives in a very short time. The methodology used is an adaptation of the one proposed by the DS, carried out in five non-consecutive stages/sessions focused on students of the first two years of different degrees of the CEU San Pablo University. The students, in general, have valued very positively the collaborative work in small groups, the time management and the administration of work under stress. The abandonment of the different challenges was set at 32%. A high level of commitment has been appreciated among the students to reach the proposed challenges, however, the work of the mentors as guides, becomes essential in the first courses of the different degrees in a general way. The application of the SD methodology provides students with an increase in their performance, in their ability to work in teams and to adapt in the best possible way to the demands of a society that is increasingly demanding new technologies. Students have increased their ability to reflect, transform and innovate in the different objectives/challenges/projects demanded by the new circumstances and social strategies. The support of good mentors, critics and specialists in the different areas to be addressed is necessary to offer students a better learning experience.

Standing in Dorothy’s Shoes: What Can Language Teachers Learn from Dorothy Heathcote? Part One: Where Dorothy Came From, What She Did, and How It Can Support Language Development

2013 ◽  
Vol 2 (1) ◽  
pp. 4-12
Author(s):  
Ben Cowburn
Keyword(s):  
Language Development ◽  
Language Learners ◽  
Language Teachers ◽  
Process Drama ◽  
Drama Education ◽  
Educational Drama ◽  
Language Classrooms ◽  
Dorothy Heathcote ◽  
The 1960S ◽  
The Many

From the 1960s onwards, Dorothy Heathcote became a highly influential figure in UK drama education. Her practice, based around unscripted, participatory dramas in which students were often guided by a teacher working ‘in role’, helped to shape the way drama is taught in schools today, particularly within the process drama approach. Influenced by a range of educational theorists and practitioners, Heathcote developed a style of educational drama that she saw as being distinct from ‘theatre’, and more concerned with experiencing drama than performing it. To this end, she developed a number of dramatic techniques, such as ‘Teacher in Role’ and ‘Mantle of the Expert’, to help students inhabit dramatic contexts and learn through the direct imagined experience of a particular place, time or problem to be solved. These techniques have much to offer language teaching, particularly when communication is the main goal. Placing students in dramatic contexts is claimed to enhance motivation and engagement and lead to more truly authentic communication than is often found in language classrooms. Using a framework based on Heathcote’s techniques, and those developed by other process drama educators, language teachers can begin to explore the many benefits drama can offer language learners.

Relations between carbon removal rates, biofilm size and density of a novel anaerobic reactor: the inverse turbulent bed

2000 ◽  
Vol 41 (4-5) ◽  
pp. 253-260 ◽  
Author(s):  
P. Buffière ◽  
R. Moletta
Keyword(s):  
Removal Rate ◽  
Removal Rates ◽  
Carbon Removal ◽  
Biofilm Growth ◽  
Loading Rates ◽  
Biomass Activity ◽  
High Turbulence ◽  
The One ◽  
High Level ◽  
Very High

An anaerobic inverse turbulent bed, in which the biogas only ensures fluidisation of floating carrier particles, was investigated for carbon removal kinetics and for biofilm growth and detachment. The range of operation of the reactor was kept within 5 and 30 kgCOD· m−3· d−1, with Hydraulic Retention Times between 0.28 and 1 day. The carbon removal efficiency remained between 70 and 85%. Biofilm size were rather low (between 5 and 30 μm) while biofilm density reached very high values (over 80 kgVS· m−3). The biofilm size and density varied with increasing carbon removal rates with opposite trends; as biofilm size increases, its density decreases. On the one hand, biomass activity within the reactor was kept at a high level, (between 0.23 and 0.75 kgTOC· kgVS· d−1, i.e. between 0.6 and 1.85 kgCOD·kgVS · d−1).This result indicates that high turbulence and shear may favour growth of thin, dense and active biofilms. It is thus an interesting tool for biomass control. On the other hand, volatile solid detachment increases quasi linearly with carbon removal rate and the total amount of solid in the reactor levels off at high OLR. This means that detachment could be a limit of the process at higher organic loading rates.

scholarly journals Testing Todd: family types and development

2021 ◽  
pp. 1-18
Author(s):  
Jerg Gutmann ◽  
Stefan Voigt
Keyword(s):  
Rule Of Law ◽  
Civil Society Organizations ◽  
The Rule Of Law ◽  
State Fragility ◽  
Family Types ◽  
Low Levels ◽  
Parsimonious Model ◽  
The One ◽  
High Level

Abstract Many years ago, Emmanuel Todd came up with a classification of family types and argued that the historically prevalent family types in a society have important consequences for its economic, political, and social development. Here, we evaluate Todd's most important predictions empirically. Relying on a parsimonious model with exogenous covariates, we find mixed results. On the one hand, authoritarian family types are, in stark contrast to Todd's predictions, associated with increased levels of the rule of law and innovation. On the other hand, and in line with Todd's expectations, communitarian family types are linked to racism, low levels of the rule of law, and late industrialization. Countries in which endogamy is frequently practiced also display an expectedly high level of state fragility and weak civil society organizations.

scholarly journals The S66 Non-Covalent Interactions Benchmark Reconsidered Using Explicitly Correlated Methods Near the Basis Set Limit

2018 ◽  
Vol 71 (4) ◽  
pp. 238 ◽  
Author(s):  
Manoj K. Kesharwani ◽  
Amir Karton ◽  
Nitai Sylvetsky ◽  
Jan M. L. Martin
Keyword(s):  
Computational Cost ◽  
The Other ◽  
Basis Set ◽  
Basis Sets ◽  
Explicitly Correlated ◽  
Non Covalent Interactions ◽  
Explicitly Correlated Methods ◽  
The One ◽  
High Level ◽  
Covalent Interactions

The S66 benchmark for non-covalent interactions has been re-evaluated using explicitly correlated methods with basis sets near the one-particle basis set limit. It is found that post-MP2 ‘high-level corrections’ are treated adequately well using a combination of CCSD(F12*) with (aug-)cc-pVTZ-F12 basis sets on the one hand, and (T) extrapolated from conventional CCSD(T)/heavy-aug-cc-pV{D,T}Z on the other hand. Implications for earlier benchmarks on the larger S66×8 problem set in particular, and for accurate calculations on non-covalent interactions in general, are discussed. At a slight cost in accuracy, (T) can be considerably accelerated by using sano-V{D,T}Z+ basis sets, whereas half-counterpoise CCSD(F12*)(T)/cc-pVDZ-F12 offers the best compromise between accuracy and computational cost.

COMMUNICATING EMPIRE: THE HABSBURGS AND THEIR CRITICS, 1700–1919

2009 ◽  
Vol 19 ◽  
pp. 117-138 ◽  
Author(s):  
R. J. W. Evans
Keyword(s):  
Eighteenth Century ◽  
Roman Empire ◽  
Theory And Practice ◽  
Holy Roman Empire ◽  
The Other ◽  
Current Debate ◽  
Free Standing ◽  
Power Base ◽  
The One ◽  
At Home

ABSTRACTIn the vibrant current debate about European empires and their ideologies, one basic dichotomy still tends to be overlooked: that between, on the one hand, the plurality of modern empires of colonisation, commerce and settlement; and, on the other, the traditional claim to single and undividedimperiumso long embodied in the Roman Empire and its successor, the Holy Roman Empire, or (First) Reich. This paper examines the tensions between the two, as manifested in the theory and practice of Habsburg imperial rule. The Habsburgs, emperors of the Reich almost continuously through its last centuries, sought to build their own power-base within and beyond it. The first half of the paper examines how by the eighteenth century their ‘Monarchy’, subsisting alongside the Reich, dealt with the associated legacy of empire. After the dissolution of the Holy Roman Empire in 1806 the Habsburgs could pursue a free-standing Austrian ‘imperialism’, but it rested on an uneasy combination of old and new elements and was correspondingly vulnerable to challenge from abroad and censure at home. The second half of the article charts this aspect of Habsburg government through an age of international imperialism and its contribution to the collapse of the Dual Monarchy in 1918.

scholarly journals Using Supermarket Loyalty Card Data to Provide Personalised Advice to Help Reduce Saturated Fat Intake among Patients with Hypercholesterolemia: A Qualitative Study of Participants’ Experiences

Nutrients ◽  
2021 ◽  
Vol 13 (4) ◽  
pp. 1146
Author(s):  
Charlotte L. Lee ◽  
Paul N. Aveyard ◽  
Susan A. Jebb ◽  
Carmen Piernas
Keyword(s):  
Qualitative Study ◽  
Saturated Fat ◽  
Behavioural Intervention ◽  
Telephone Interviews ◽  
Food Purchases ◽  
Acceptable Method ◽  
The One ◽  
High Level ◽  
Brief Advice ◽  
Loyalty Card

Background: The ‘Primary Care SHOPping Intervention for Cardiovascular Disease Prevention’ (PCSHOP) trial tested the effectiveness and feasibility of a behavioural intervention to reduce saturated fat in food purchases. The intervention offered feedback from data collected through a supermarket loyalty card to supplement brief advice from a nurse. This qualitative study aimed to describe participants’ experiences of receiving this intervention. Methods: We conducted semi-structured, one-to-one, telephone interviews with participants from the PCSHOP trial. Interviews were audio-recorded and transcribed verbatim. We employed the one sheet of paper technique and a thematic analysis to develop high-level themes in NVivo software. Results: Twenty-four participants were interviewed (mean age: 63 years (SD 12)). They reported that the brief advice did not provide any new information but they welcomed the sense of accountability the nurse provided. The personalised shopping feedback and healthier swap suggestions provided novel information that challenged previously held beliefs about the saturated fat content of food purchases and encouraged some positive dietary changes. However, the taste preferences of the participant or other household members were a barrier to changing food shopping behaviours. Conclusion: Harnessing loyalty card data is a novel and acceptable method to offering personalised dietary feedback. Yet, issues on the suitability of the healthier swap suggestions limited the extent of dietary change. Trial registration: ISRCTN14279335. Registered 1 September 2017.

scholarly journals Learning Analytics to Reveal Links Between Learning Design and Self-Regulated Learning

2021 ◽  
Author(s):  
Yizhou Fan ◽  
Wannisa Matcha ◽  
Nora’ayu Ahmad Uzir ◽  
Qiong Wang ◽  
Dragan Gašević
Keyword(s):  
Learning Analytics ◽  
High Performance ◽  
Process Mining ◽  
Learning Experience ◽  
Learning Design ◽  
Metacognitive Control ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
High Level ◽  
Evaluation Of Learning

AbstractThe importance of learning design in education is widely acknowledged in the literature. Should learners make effective use of opportunities provided in a learning design, especially in online environments, previous studies have shown that they need to have strong skills for self-regulated learning (SRL). The literature, which reports the use of learning analytics (LA), shows that SRL skills are best exhibited in choices of learning tactics that are reflective of metacognitive control and monitoring. However, in spite of high significance for evaluation of learning experience, the link between learning design and learning tactics has been under-explored. In order to fill this gap, this paper proposes a novel learning analytic method that combines three data analytic techniques, including a cluster analysis, a process mining technique, and an epistemic network analysis. The proposed method was applied to a dataset collected in a massive open online course (MOOC) on teaching in flipped classrooms which was offered on a Chinese MOOC platform to pre- and in-service teachers. The results showed that the application of the approach detected four learning tactics (Search oriented, Content and assessment oriented, Content oriented and Assessment oriented) which were used by MOOC learners. The analysis of tactics’ usage across learning sessions revealed that learners from different performance groups had different priorities. The study also showed that learning tactics shaped by instructional cues were embedded in different units of study in MOOC. The learners from a high-performance group showed a high level of regulation through strong alignment of the choices of learning tactics with tasks provided in the learning design. The paper also provides a discussion about implications of research and practice.

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