scholarly journals Students’ perceptions of digital storytelling in primarily asynchronous EFL classes at a Japanese university

2021 ◽  
pp. 177-183
Author(s):  
Naoko Kasami
Keyword(s):  
Digital Storytelling ◽  
Interactive Learning ◽  
Evaluation Criteria ◽  
Learning Opportunities ◽  
Short Paper ◽  
Japanese University ◽  
Language Support ◽  
Remote Learning

This study aims to analyse the initial use of Digital Storytelling (DS) in primarily asynchronous classes in order to yield results and recommendations for future courses. All participants were students in elective English courses at a Japanese university in Spring, 2020. Due to COVID-19, the courses were redesigned and conducted remotely with the use of pre-recorded materials. Data were collected through a post-questionnaire. This short paper reports what was found from the data by analysing the questionnaire with CALL evaluation criteria developed by Jamieson, Chapelle, and Preiss (2005). From the post-questionnaire, it was revealed that the DS assignment was perceived positively to some extent in remote learning settings. However, it also highlighted the need for further in-depth technical and language support and interactive learning opportunities.

scholarly journals Remote or Removed: Predicting Successful Engagement with Online Learning during COVID-19

2021 ◽  
Vol 7 ◽  
pp. 237802312098820
Author(s):  
Thurston Domina ◽  
Linda Renzulli ◽  
Brittany Murray ◽  
Alma Nidia Garza ◽  
Lysandra Perez
Keyword(s):  
Elementary School ◽  
Student Engagement ◽  
High Speed ◽  
Initial Period ◽  
Learning Opportunities ◽  
Academic Learning ◽  
Socioeconomic Resources ◽  
Using Data ◽  
School Programming ◽  
Remote Learning

Using data from a spring 2020 survey of nearly 10,000 parents of elementary school parents in one large southeastern public school district, the authors investigate predictors of elementary school student engagement during the initial period of pandemic remote learning. The authors hypothesize that household material and technological resources, school programming and instructional strategies, and family social capital contribute to student engagement in remote learning. The analyses indicate that even after controlling for rich measures of family socioeconomic resources, students with access to high-speed Internet and Internet-enabled devices have higher levels of engagement. Exposure to more diverse socioemotional and academic learning opportunities further predicts higher levels of engagement. In addition, students whose families remained socially connected to other students’ families were more likely to engage online.

Digital Storytelling and Oral Fluency in an English Reading Class at a Japanese University

2012 ◽  
Vol 2 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Midori Kimura
Keyword(s):  
Nursing Students ◽  
Reading Fluency ◽  
Oral Reading ◽  
Digital Storytelling ◽  
Teaching Method ◽  
Still Images ◽  
Oral Fluency ◽  
Japanese University ◽  
Japanese Students ◽  
English Reading

The purpose of this study is to examine the effectiveness of digital storytelling (DST) in improving oral reading fluency by using the preview function of the software Photo Story 3. This application easily handles the recording and revising of a narration, which is an essential part of oral reading. DST is the art of telling stories through the use of various multimedia, such as text, still images, audio, and video. DST combines the functions of visualizing and verbalizing, which are essential for language comprehension and thinking from the perspective of cognitive neuroscience. The participants were 35 Japanese nursing students in Japan, who carried out DST utilizing nursing episodes from a textbook. Undertaking DST enabled the participants to learn to read deeply, visualize the story, and enjoy verbalizing their interpretation of the context, which is a skill lacking in most Japanese students due to the reading/translation teaching method.

scholarly journals The Pedagogy of Learner Autonomy: Lessons from the Classroom

2017 ◽  
pp. 102-115 ◽  
Author(s):  
Sara Cotterall
Keyword(s):  
Language Learning ◽  
Learner Autonomy ◽  
Learning Opportunities ◽  
Learner Engagement ◽  
Written Narratives ◽  
Japanese University ◽  
Classroom Activities ◽  
Learning Contexts ◽  
The Relationship

Learner autonomy in language learning has been the focus of enthusiastic investigation for the last 25 years. Research has focused on three key areas: the nature of autonomy, efforts to foster learner autonomy and the relationship between learner autonomy and effective language learning (Benson, 2011). This article focuses on the second area – the pedagogy of learner autonomy – and reports on insights gained from a career spent exploring learners’ efforts to learn a language. The paper is organized around a pedagogical model (Cotterall & Murray, 2009; Murray, 2013) which aims to enhance learner engagement and autonomy. The model consists of five affordances – engagement, exploration, personalization, reflection and support – which emerged from analysing the interviews and written narratives of Japanese university students engaged in independent language learning. The paper first discusses each of the five affordances and the way they contribute to the quality of language learning opportunities (Crabbe, 2003) in a given environment. Next, the affordances are illustrated in relation to five different learning contexts in an attempt to highlight the diverse ways in which learner autonomy can be promoted. Rather than prescribe particular classroom activities, the model identifies principles which can guide pedagogical decision-making. The paper concludes by considering the model’s potential as a set of guidelines for teachers who wish to promote learner autonomy.

scholarly journals Meteorologists, Mentors, and Mentees – Oh My! Learning Opportunities are Everywhere

2019 ◽  
Author(s):  
H. Michael Mogil ◽  
Matthew J. Bolton
Keyword(s):  
Learning Opportunities ◽  
Short Paper

A short paper on mentorship in the American weather enterprise, accepted for publication in the February 2019 newsletter of the National Weather Association.

scholarly journals Remote Delivery of Virtual Reality Patient Simulations for Nursing Education

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 62-62
Author(s):  
Jaime Hannans
Keyword(s):  
Virtual Reality ◽  
Nursing Education ◽  
Online Teaching ◽  
Learning Opportunities ◽  
Education Student ◽  
Learning Approaches ◽  
Healthcare Needs ◽  
Nursing Clinical Practice ◽  
Nursing Clinical ◽  
Remote Learning

Abstract In the midst of rapid transfers to online teaching for experiential learning opportunities in nursing clinical labs this past spring due to the pandemic, nursing simulations with immersive virtual reality (VR) in VR headsets were deemed impossible. In partnership with Embodied Labs, nursing faculty pivoted to facilitating VR using remote learning approaches in groups. In this new VR approach nursing students engaged in active learning, critical discourse, and reflection guided by faculty delivered VR scenarios remotely with in-session debriefing during discussion pause points. Complex scenarios focused on patient or family perspectives (e.g. during end-of-life care or navigating community and healthcare needs as a LGBTQ individual). These were valuable online learning opportunities for undergraduate nursing education. Student feedback was positive, and faculty perceptions indicated using VR remote learning offers rich, engaging discussion through complex topics important to nursing clinical practice.

Adopting E-Textbooks in Higher Education

2020 ◽  
pp. 341-360
Author(s):  
Taralynn Hartsell ◽  
Sirui Wang
Keyword(s):  
Higher Education ◽  
Interactive Learning ◽  
Learning Opportunities ◽  
Digital Learning ◽  
Learning Content ◽  
Actual Use ◽  
The Relationship

E-textbooks make digital learning content portable, transferrable, and searchable, increase students' engagement, and enable highly interactive learning opportunities. However, adopting e-textbooks in higher education is far from its confirmation stage. This chapter examines the relationship between the perceived attributes of using e-textbooks by instructors and their actual use of e-textbooks in higher education settings. Further, the study explores factors that prevent instructors from fully adopting e-textbooks in teaching and explains how to circumvent such challenges. Challenges of adopting e-textbooks for instructors in higher education have been revealed by the survey. The findings suggest that instructors, institutions, and e-textbook publishers should work collaboratively to enhance the adoption of e-textbooks in higher education.

scholarly journals Development of entrustable professional activities for residents rotating nephrology department in a Japanese university hospital: a Delphi study

BMJ Open ◽  
2021 ◽  
Vol 11 (8) ◽  
pp. e047923
Author(s):  
Akihito Tanaka ◽  
Takeshi Kondo ◽  
Yuka Urushibara-Miyachi ◽  
Shoichi Maruyama ◽  
Hiroshi Nishigori
Keyword(s):  
Delphi Method ◽  
Delphi Study ◽  
Evaluation Criteria ◽  
University Hospital ◽  
Entrustable Professional Activities ◽  
Affiliate Hospital ◽  
Japanese University ◽  
Professional Activities ◽  
Modified Delphi ◽  
Initial List

ObjectivesTraining strategies regarding entrustable professional activities (EPAs) vary from country to country; one such strategy is for residents. However, there are no reports of EPAs developed for residents who rotate to the nephrology departments. We aimed to construct such EPAs, which could be generalised to other institutions.DesignPurposive design and a modified Delphi method to build consensus.SettingThe department of nephrology in a university hospital in Aichi Prefecture, Japan.ParticipantsBased on the attainment goals used in our department, an initial list was developed within the research group. The expert panel included 25 nephrologists from our affiliate hospital. Responses were based on a 5-point method and agreement was reached if both (A) and (B) were met: (A) mean≥4 with a SD <1; (B) more than 75% of respondents rated the item 4 or more. With agreement, the item was left for the next round. This round was repeated.ResultsAn initial list of 11 items was developed; after three Delphi rounds and revisions, eight items remained that were then established as the final EPAs. These items can serve as a list of goals to be reached by residents who rotate to the department of nephrology. The results indicated that most of the experts believed residents should be able to perform tasks deemed necessary or urgent for all physicians, such as those that deal with hyperkalaemia and heart failure.ConclusionsThe concept of EPAs enabled us to develop goals and evaluation criteria for residents’ training in nephrology. This study can serve as a springboard for future discussions and contribute to the development of resident education in nephrology.

scholarly journals Learning behavior of technical students – Awareness as key competence

2021 ◽  
Vol 3 (8) ◽  
pp. 22-31
Author(s):  
Maximilian Lackner ◽  
Judith Klamert-Schmid ◽  
Sabine Zangl ◽  
Wolfgang Neussner ◽  
Harald Lembacher ◽  
...  
Keyword(s):  
International Business ◽  
Critical Reflection ◽  
Interactive Learning ◽  
Learning Opportunities ◽  
Learning Approaches ◽  
The Novel ◽  
Self Assessment ◽  
Technical Students ◽  
E Learning ◽  
University Training

Learning has become more important than ever before, as we are moving towards a digital, fast-changing society. Formal university training has changed, too, from pure “lectures” to more modern formats, including e-learning, interactive and collaborative settings. Students also find plenty of information online, and the new skill in demand is finding relevant knowledge instead of having memorized knowledge. Knowledge doubles fast and becomes outdated even faster. Being aware of one’s learning behaviors was found to be a core competence of university students eager to educate themselves. This work sets a self-assessment amongst bachelor and master students of a technical programme – International Business and Engineering – into perspective with literature findings. The authors conclude that knowing ones strengths in learning is a prerequisite of acquiring additional knowledge effectively and efficiency. Students have become more demanding towards the presentation of learning opportunities. However, it is them who have to take initiative to make most out of their learning journeys. As students progress through their studies, their awareness of collaborative and interactive learning seems to decrease, which reminds one of Socrates: “The more I know, the more I realize I know nothing.” One can speculate that his finding is due to more critical reflection by master students, or that by the time the students have entered the master’s programme, the novel learning approaches have been familiarized/assimilated and do not receive further attention, which is a hint that the art of collaborative interactive learning has been mastered.

Sign in / Sign up

Export Citation Format

Share Document