scholarly journals Promoting Metacognitive and Linguistic Skills: Digital Learning Logs in Pre-Service Teacher Training

2021 ◽  
Vol 7 (4) ◽  
pp. 117-126
Author(s):  
Ana Otto ◽  
Beatriz López-Medina
Keyword(s):  
Teacher Training ◽  
Learning Process ◽  
Digital Learning ◽  
Structured Interviews ◽  
Online Questionnaire ◽  
Self Reflection ◽  
Linguistic Skills ◽  
Learning Logs ◽  
Pre Service Teacher ◽  
Learning Log

This paper reports on the implementation of digital learning logs in the context of pre-service teacher training in a distance university in Madrid. The learning log, which had been previously implemented in the subject as a learning tool, has proven to be especially useful in Covid-19 times since the students had to work more independently and could use it to reflect upon their learning without the conventional teaching they were used to. The paper has a two-fold aim: first, to analyze whether the learning logs helped in promoting students’ autonomy and self-reflection, and second, to observe whether they contribute to the development of their linguistic competence in English as a foreign language. Participants of the study (n= 47) are students of the Primary and Infant Education degrees, specializing in English teaching, whose L2 level ranges between B1 and C2. At the end of half term, they were given the possibility of completing a learning log to record their learning process, review concepts and be aware of potential learning gaps and needs, and act accordingly. For this purpose, and to encourage participation, L1 or L2 could be chosen as vehicular languages. Participants were asked to complete an online questionnaire on their experience using the logs, answering questions regarding the suitability of this tool to enhance their language skills and promote effective strategies to become independent learners. The data drawn from the questionnaires submitted (n=29) were later analyzed through SPSS. In addition, individual semi-structured interviews were carried out to collect information on those participants who had not completed the learning log (n=11). The findings of the study show that the vast majority of participants agree on the potential of learning logs as a useful tool to keep track of their learning process and to develop metacognitive awareness and linguistic skills.  

scholarly journals Impact of Google Classroom as an Online Learning Delivery during COVID-19 Pandemic: The Case of a Secondary School in Nigeria

2020 ◽  
pp. 53-61
Author(s):  
Oyarinde, Oluremi Noah ◽  
Komolafe, Olaide Gbemisola
Keyword(s):  
Online Learning ◽  
Secondary School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Attitude Scale ◽  
Structure Interview ◽  
Digital Learning ◽  
Online Questionnaire ◽  
Learning Platform ◽  
Achievement Attitudes

The teaching and learning process is rapidly becoming technology driven with the integration of digital learning using of online learning platforms to facilitate instructional delivery. Google classroom learning platform is one of the effective ways of enhancing student active engagement in an online learning environment. The purpose of this study is to examine the impacts of Google classroom as an online learning delivery platform in secondary school during the COVID-19 pandemic in Nigeria. A mixed method approach was used in the study. Online questionnaire on Google Classroom Attitude Scale (GCAS) was used and online Semi-Structure Interview Guide (SSIG) developed by the researcher for data collection on the students’ perceptions on Google classroom. The researcher used Statistical Package of Social Science programme to calculate and analyse arithmetic mean, standard deviation and t-test. Content analysis was used for analysis of qualitative data. The participants were 140. The results showed that Google classroom platform as an online learning delivery positively affected students' academic achievement, attitudes and their perception during the pandemic in Nigeria’s secondary school. Based on the findings of the study, it was recommended that education stakeholders should effectively prepare students for the use of this platform for their learning activities during the pandemic. The platform is capable of assisting both students and teachers to connect, work together, create assignments, grade students and post learning materials. Likewise, students can also ask questions about the areas they do not understand. Hence, the advantages of the platform can be brought into usage for achieving quality in the teaching and learning process at all levels of education during the pandemic.

scholarly journals Do Trainee Mindfulness Teachers Practice What They Teach? Motivation, Challenges, and Learning Gaps

Mindfulness ◽  
2020 ◽  
Author(s):  
Allison Bowden ◽  
Katie Norton ◽  
Gemma Maria Griffith
Keyword(s):  
Teacher Training ◽  
Stress Reduction ◽  
Mindfulness Practice ◽  
Community Settings ◽  
Structured Interviews ◽  
Self Reflection ◽  
Trainee Teachers ◽  
Teacher Competency ◽  
Reflective Skills ◽  
Inductive Thematic Analysis

Abstract Objectives Research concerned with mindfulness-based program (MBP) teacher training has focused on the importance of developing teacher competency and integrity, with little emphasis on the experience of trainees themselves. The aim of this study was to investigate the experiences of trainee MBPs teachers as they delivered their first MBPs, with a focus on how they utilized their personal mindfulness practice to support themselves during this time. Methods We explored the experiences of university-based trainee teachers of Mindfulness-Based Stress Reduction (MBSR) when starting to teach, the ways they negotiated any challenges, and the extent to which they felt supported by their mindfulness practice. Semi-structured interviews were conducted with new MBSR teachers currently on a training course (N = 8). The interview data were analyzed using inductive thematic analysis. Results The key findings of the study were that trainee teachers were deeply motivated to teach MBPs with great integrity; did not anticipate the amount of time and effort needed to deliver their first MBSR courses; had concerns about the viability of the 8-week format of MBSR; needed more development in the area of self-reflection; and do indeed practice what they teach, and used their personal mindfulness practice to work with challenges. Conclusions These findings show that trainee mindfulness teachers are actively engaged with developing their teaching skills, and offer directions for how the pedagogy of MBP teacher training may be further developed. Trainees might benefit from additional pedagogical input on the practicalities of delivering MBSR in community settings, and on the development of reflective skills.

scholarly journals Embarking digital learning due to COVID-19: Are teachers ready?

2021 ◽  
Vol 11 (1) ◽  
pp. 104
Author(s):  
David Sulistiawan Aditya
Keyword(s):  
Rural Areas ◽  
Digital Learning ◽  
Structured Interviews ◽  
Learning Problem ◽  
Online Questionnaire ◽  
Learning Success ◽  
Technology Affordances ◽  
Key Aspects ◽  
Voice Calls ◽  
Choice Of Technology

The COVID 19 pandemic insists schools to close and embark on the digital environment to keep learning to happen. Implementing this learning in educational settings faces challenges related to human resources and infrastructure issues particularly in developing countries. This study investigated the teachers’ readiness in conducting digital learning in Yogyakarta, Indonesia. This exploratory study employed an online questionnaire and semi-structured interviews via either voice calls or video calls to safely gather both quantitative and qualitative data from 62 teachers of 27 different schools in the middle of social distancing regulation in Yogyakarta. The study revealed that the majority of teachers were psychologically, technologically, and pedagogically ready to conduct digital learning. However, the digital learning problem was mostly coming from teachers who teach in rural areas. Students’ technology affordances mainly caused a disparity of digital learning success. The findings suggest that the choice of technology adoption and methodology adjustment can be viewed as a solution to the current digital learning problem. Finally, instead of the teachers’ readiness, the students’ readiness and teachers’ technological pedagogical knowledge are other key aspects of the digital learning success. Thus, these two issues are suggestive for further studies.

scholarly journals University Students’ Understanding on Cultural Activities in American Culture Class

2018 ◽  
Vol 12 (2) ◽  
pp. 169
Author(s):  
Maryani Maryani ◽  
Lewinna Christiani Aguskin
Keyword(s):  
University Students ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
American Culture ◽  
Cultural Understanding ◽  
Cultural Activities ◽  
Different Types ◽  
Learning Logs ◽  
Learning Log

This research examined university students’ cultural understanding based on cultural activities that they had experienced. The data were gathered from 20 Indonesian university students who were attending American culture class through a questionnaire and ten learning logs. These students had experienced four different types of cultural activities. They were asked to share the experiences they have had regarding the cultural activities in the questionnaire and their gained knowledge related to each cultural activities in the learning log. The qualitative data were analyzed manually and classified into tables. The findings were used to explore student’s understanding of the use of cultural activities in learning and understanding American culture. In conclusion, the students gain deeper understanding after experiencing the cultural activities regarding American culture. The cultural activities practiced in this research can be used and developed for other subjects to enhance teaching and learning process in the classroom, especially to increase students’ comprehension of the particular subjects.

scholarly journals Online Learning: From the Curriculum for All to the Curriculum for Each Individual

2021 ◽  
Vol 9 (2) ◽  
pp. 122
Author(s):  
Joana Viana ◽  
Helena Peralta
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Empirical Data ◽  
Conceptual Analysis ◽  
Digital Learning ◽  
Structured Interviews ◽  
Personal Learning ◽  
Online Study ◽  
Learning Contexts ◽  
Curriculum Organization

This paper seeks to study curriculum as a form of organization of the learning process from the perspective of the learner, in online learning contexts. Departing from a theoretical and conceptual analysis of curriculum, understood as the conception, organization and structuring of the learning process, we analyzed different adults’ representations of online learning and their general conceptions of curriculum. The empirical data came from the application of a questionnaire, distributed online (study I, 833 participants), and semi-structured interviews (study II, seven participants). The results contribute to the reflection on curriculum in a digital context, and to describing the curriculum organization of the learning process adopted by each individual. We found that space and time, in addition to strategies and actors are the most dynamic curriculum components in these circumstances. The formal contexts in which institutionalised learning and the curricula in force therein, occur are central to the development of the personal learning curriculum. This leads us to question the possibilities and ways of reconfiguring curriculum, of conceiving it differently, in digital learning contexts.

scholarly journals “I Can Teach Alone!”: Perceptions of Pre-service Teachers on Team-Teaching Practices

2021 ◽  
Vol 45 (3) ◽  
pp. 11
Author(s):  
Takaaki Hiratsuka ◽  
Koichi Okuma
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Team Teaching ◽  
Teaching Practices ◽  
Deep Understanding ◽  
Language Teachers ◽  
Structured Interviews ◽  
Language Curriculum ◽  
Training Courses ◽  
Pre Service Teacher

Team teaching by local Japanese teachers of English (JTEs) and foreign assistant language teachers (ALTs) has met with widespread approval and attracted great empirical attention. It is notable, however, that no study to date has explored the perceptions of pre-service teachers on team-teaching practices. The absence of such research is surprising and regrettable, considering that pre-service teachers are required under the new national foreign language curriculum to gain a deep understanding about team teaching in their teacher training courses and that they will inevitably team teach English with ALTs in their future careers. In this study, we collected data from three pre-service teachers on this subject through semi-structured interviews. From the data, three dialectics with regard to team-teaching practices were inferred: (a) encouraging/intimidating, (b) helpful/burdensome, and (c) worthwhile/unnecessary. Based on these findings, suggestions are provided for addressing these ambivalent perceptions towards team teaching in pre-service teacher training courses. 日本人英語教師(JTE)と外国語指導助手(ALT)によるティームティーチングは各方面から高く評価されている。同時に、それを題材にした様々な学術研究が行われてきた。しかし、教員養成課程学生が抱くティームティーチングへの認識に関する研究は、現在まで行われていない。その学生達が大学講義や教育実習中、更には将来正規教員としてティームティーチングに携わることを考えると、これは極めて遺憾なことである。本研究では半構造的インタビュー手法を用いて、教員養成課程学生からデータを収集した。その結果、それらの学生は(a)励み・恐れ、(b)有益・負担、(c)有意義・不必要、といった複雑な思いをティームティーチングに対して抱いていることが明らかになった。本論では最後に、教員養成課程においてティームティーチングを扱う際の留意点を提示する。

Model Kaderisasi Anggota Partai Politik Islam dalam Membentuk Pemimpin Islami

2017 ◽  
Vol 2 (2) ◽  
pp. 103-114
Author(s):  
Muhammad Saiful Haq AlFaruqy ◽  
Ahmad Sarbini ◽  
Asep Iwan Setiawan
Keyword(s):  
Data Collection ◽  
Learning Process ◽  
Structured Interviews ◽  
The West ◽  
West Java ◽  
Qualitative Descriptive

Penelitian ini dilakukan untuk mengentahui tugas pokok Bidang Kaderisasi DPW PKS Jawa Barat, untuk mengetahui proses tahapan dan sistem model kaderisasi PKS yang marhalah (berjenjang), untuk mengetahui dan mendapatkan data dalam memebentuk kader pemimpin Islami Bidang Kaderisasi DPW PKS Jawa Barat. Metode yang digunakan dalam penelitian ini ialah deskrptif kualitatif dengan tekinik pengeumpulan data berupa wawancara terstrurktur, observasi, dan studi dokumentasi.. Hasil dari penelitian ini menunjukan bahwa model kaderisi dalam menciptakan pemimpin Islami melalui tahapan-tahapan pembinaan kader yang marhalah (berjenjang). Yaitu, Pertama, ta’lim proses pembelajaran yang mana bertujuan para kader diberikan kurikulum kaderisiasi partai. Kedua, Tandzhim yang mana setelah pembelajaran diharapkan para kader dapat mengasah dan mengimplementasikan hasil kurikulum kaderisasi. Ketiga, taqwin para kader harus dapat menginternalisasi ajaran Islam dalam partai maupun kehidupan berbangsa dan bernegara. This research was conducted to identify the main tasks of the West Java PKS DPW Cadre Field Division, to find out the stages and stages of the PKS cadre model model that is marhalah (tiered), to find out and obtain data in forming the Islamic leaders cadre of the West Java PKW DPW Cadre. The method used in this study is a qualitative descriptive with data collection techniques in the form of structured interviews, observations, and documentation studies. The results of this study indicate that the cadre model in creating Islamic leaders through the stages of training cadres who are marhalah (tiered). That is, First, ta'lim the learning process in which the cadres aim to be given a party cadre curriculum. Second, Tandzhim which after learning is expected that the cadres can hone and implement the results of the regeneration curriculum. Third, taqwin of cadres must be able to internalize the teachings of Islam in the party and the life of the nation and state.

E-portfolio, a useful tool for reflection and feedback (Preprint)

2019 ◽  
Author(s):  
Rita Rezaee ◽  
Nahid Zarifsanaiey
Keyword(s):  
Medical Education ◽  
Academic Performance ◽  
Learning Process ◽  
Learning Experience ◽  
Effective Means ◽  
Educational Programs ◽  
Electronic Portfolio ◽  
Medical Sciences ◽  
Educational Settings ◽  
Self Reflection

UNSTRUCTURED Utilizing an electronic portfolio (e-portfolio) is an effective means of enhancing the learning experience in educational settings. In the present study an e-portfolio framework was designed for medical education at Shiraz University of Medical Sciences. The objective was to assess learning progress in a medical course that provides instructor feedback via e-portfolio and promotes self-reflection among the students. The results indicate that using e-portfolio stimulates self-reflection in students and increases their active participation in the learning process. Integrating e-portfolios in educational programs can remarkably improve the academic performance in the fields of medicine and healthcare.

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