scholarly journals Criteria and Scale for Argumentation

2018 ◽  
Vol 8 (6) ◽  
pp. 564
Author(s):  
Chamnong Kaewpet
Keyword(s):  
Language Use ◽  
Academic Literature ◽  
Common Criteria ◽  
Recent Interest ◽  
Teaching Learning ◽  
Writer's Voice ◽  
New Criteria ◽  
New Framework

This paper presents an updated and practical criteria and scale for teaching, learning, and evaluating argumentation. The ability criteria and scale is generated from existing knowledge of argumentation as expected by CEFR, TOEFL and IELTS, as well as recent interest in argumentation. Examination of the academic literature suggests that the new criteria and scale should consider relevancy, reasoning, language use, organization and writer’s voice. Relevancy has not yet been seriously highlighted in the existing criteria. Reasoning, language use and organization are common criteria in argumentation. Writer’s voice is not emphasized in the existing criteria but often discussed in recent publications on argumentation. It is added to the updated framework in this paper to keep up with advancements in the field. This new framework could be a powerful option for teaching, learning and evaluating argumentation particularly in EFL or ESL contexts.

scholarly journals Medical educators’ beliefs about teaching, learning, and knowledge: development of a new framework

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Marleen W. Ottenhoff- de Jonge ◽  
Iris van der Hoeven ◽  
Neil Gesundheit ◽  
Roeland M. van der Rijst ◽  
Anneke W. M. Kramer
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Medical Schools ◽  
Structural Basis ◽  
Educational Beliefs ◽  
Beliefs About Teaching ◽  
Medical Educators ◽  
Teaching Learning ◽  
New Framework

Abstract Background The educational beliefs of medical educators influence their teaching practices. Insight into these beliefs is important for medical schools to improve the quality of education they provide students and to guide faculty development. Several studies in the field of higher education have explored the educational beliefs of educators, resulting in classifications that provide a structural basis for diverse beliefs. However, few classification studies have been conducted in the field of medical education. We propose a framework that describes faculty beliefs about teaching, learning, and knowledge which is specifically adapted to the medical education context. The proposed framework describes a matrix in which educational beliefs are organised two dimensionally into belief orientations and belief dimensions. The belief orientations range from teaching-centred to learning-centred; the belief dimensions represent qualitatively distinct aspects of beliefs, such as ‘desired learning outcomes’ and ‘students’ motivation’. Methods We conducted in-depth semi-structured interviews with 26 faculty members, all of whom were deeply involved in teaching, from two prominent medical schools. We used the original framework of Samuelowicz and Bain as a starting point for context-specific adaptation. The qualitative analysis consisted of relating relevant interview fragments to the Samuelowicz and Bain framework, while remaining open to potentially new beliefs identified during the interviews. A range of strategies were employed to ensure the quality of the results. Results We identified a new belief dimension and adapted or refined other dimensions to apply in the context of medical education. The belief orientations that have counterparts in the original Samuelowicz and Bain framework are described more precisely in the new framework. The new framework sharpens the boundary between teaching-centred and learning-centred belief orientations. Conclusions Our findings confirm the relevance of the structure of the original Samuelowicz and Bain beliefs framework. However, multiple adaptations and refinements were necessary to align the framework to the context of medical education. The refined belief dimensions and belief orientations enable a comprehensive description of the educational beliefs of medical educators. With these adaptations, the new framework provides a contemporary instrument to improve medical education and potentially assist in faculty development of medical educators.

Integrating New Visions of Education Models and CSR 2.0 Towards University Social Responsibility (USR)

2019 ◽  
pp. 1633-1655
Author(s):  
Catalina Soriana Sitnikov ◽  
Claudiu Bocean ◽  
Sorin Tudor
Keyword(s):  
Social Responsibility ◽  
Business Models ◽  
Ethical Issues ◽  
Socially Responsible ◽  
New Approach ◽  
Doing Business ◽  
Teaching Learning ◽  
Corporate Social ◽  
Education Business ◽  
New Framework

Currently, the adoption of a specific approach to business activities that highlights the strategic importance of corporate social responsibility hereafter CSR is the most important element influencing the existence and continuity of an organization. Thus, there is not a surprise that universities shall identify, in terms of own activities, the possibility to lead their orientation beyond teaching-learning process, towards the operations and institutional activities. At the same time, recent decades have experienced the failure of CSR as a way of doing business, govern or provide solutions and evaluate ethical issues and, thus, of the need to apply and implement a new approach - CSR 2.0. The transition from the current CSR, or 1.0, to CSR 2.0 requires the adoption of five new principles—creativity, scalability, responsiveness, glocality, and circularity—and embedding them within organizations management and culture. The paper will unfold towards two steps: the first, dedicated to the correlation between education (Blessinger's models and frameworks elements) with business (based on higher education business models), and the second, represented by integrating the new built model with the concepts and principles of CSR 2.0 developed by Visser. The new framework can be used to manage the context and processes of a socially responsible university as part of a world influenced by CSR 2.0 principles.

scholarly journals English for Nursing Students Based on Task-Based Learning

2019 ◽  
Vol 1 (1) ◽  
pp. 41-54
Author(s):  
Ahmad Rusli ◽  
Jufrizal Jufrizal ◽  
Hamzah Hamzah
Keyword(s):  
Nursing Students ◽  
English Language ◽  
Development Process ◽  
Language Use ◽  
Needs Analysis ◽  
English Learning ◽  
Learning Materials ◽  
Study Program ◽  
Addie Model ◽  
Teaching Learning

The aim of this research was to develop English learning materials based on task-based learning in the form of handout for nursing study program students at STIKES Aufa Royhan Padangsidimpuan. In the development process, this research used to: 1) identify the needs of teaching/learning Englishof the students; 2) develop English learning materials based on task-based learning; 3) find out the experts’ judgments about the developed handout; 4) find out the users’ perceptions about the developed handout. Research method was Research and Development (R&D). ADDIE model used to develop the handout. The result of needs analysis indicated the students needed to learn English language use in the nursing context. Then appropriate handout of English for Nursing was developed based on the result of needs analysis. Based on the experts judgments and users’ perception, the developed handout are categorized valid, effective, and practical.

scholarly journals Token-based typology and word order entropy: A study based on Universal Dependencies

2019 ◽  
Vol 23 (3) ◽  
pp. 533-572 ◽  
Author(s):  
Natalia Levshina
Keyword(s):  
Case Studies ◽  
Word Order ◽  
Language Use ◽  
Annotation Scheme ◽  
Quantitative Studies ◽  
Word Order Variation ◽  
Order Variation ◽  
Functional Mechanisms ◽  
New Criteria ◽  
Different Levels

AbstractThe present paper discusses the benefits and challenges of token-based typology, which takes into account the frequencies of words and constructions in language use. This approach makes it possible to introduce new criteria for language classification, which would be difficult or impossible to achieve with the traditional, type-based approach. This point is illustrated by several quantitative studies of word order variation, which can be measured as entropy at different levels of granularity. I argue that this variation can be explained by general functional mechanisms and pressures, which manifest themselves in language use, such as optimization of processing (including avoidance of ambiguity) and grammaticalization of predictable units occurring in chunks. The case studies are based on multilingual corpora, which have been parsed using the Universal Dependencies annotation scheme.

scholarly journals Quality of Argumentation Models

2018 ◽  
Vol 8 (9) ◽  
pp. 1105 ◽  
Author(s):  
Chamnong Kaewpet
Keyword(s):  
Academic Writing ◽  
Quality Criteria ◽  
Evaluation Scores ◽  
Writing Course ◽  
Evaluation Of Argumentation ◽  
Teaching Learning ◽  
Writing Analysis ◽  
Argumentation Quality ◽  
New Criteria

This study investigated the effectiveness of updated argumentation quality criteria. It evaluated the scale and quality of selected argumentation models judged by the new criteria. Effectiveness concerned content validity, reliability, and practicality of the criteria. The argumentation models were regarded as possessing good quality when they featured important elements in the criteria and received high scores. Five argumentation models were purposefully selected from an argumentative writing course. The models were evaluated by three evaluators with expertise in academic writing. Analysis confirmed the effectiveness of the quality criteria and scale. It addressed all important concerns in evaluation of argumentation; evaluation scores were in accordance with each other, and the important argumentation elements carried equivalent weight. Only three of the models received a quality score of 4 on a scale of 0 (null) to 5 (highest), because they did not feature all quality elements required by the criteria. The updated framework and argumentation models can be further employed for teaching, learning and evaluating argumentation.

scholarly journals Teacher’s target language use in classroom discourse: teacher’s point of view

EDUPEDIA ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 30
Author(s):  
Puspa Sari ◽  
Syahrir Syahrir ◽  
Husnani Aliah
Keyword(s):  
Classroom Discourse ◽  
Language Use ◽  
Mother Tongue ◽  
First Language ◽  
Point Of View ◽  
Target Language ◽  
Language Class ◽  
Language Knowledge ◽  
Students First ◽  
Teaching Learning

The language class is closely related to the assumption that students will learn and generate the target language. Students are supposed to be able to relate, at least, with the language they have studied. The teacher hopes to not only teach but also use the target language in their teaching-learning process and show the students how to use it. This research explores the teacher's target language in the classroom discourse from the teacher’s point of view—a Qualitative approach employed in this research. The teacher believed that the use of the target language has to be in a maximum way. However, drawn away by the situation of students’ target language knowledge, the use of target language becomes infrequently used. She only used target language for simple words or sentences, which is she knew her students able to comprehend. She needed to use the target language and the students’ first language and mother tongue to help the students more comfortable comprehending the lesson.

scholarly journals Medical educators’ beliefs about teaching, learning, and knowledge: development of a new framework

2021 ◽  
Author(s):  
Marleen Ottenhoff- de Jonge ◽  
Iris van der Hoeven ◽  
Neil Gesundheit ◽  
Roeland van der Rijst ◽  
Anneke Kramer
Keyword(s):  
Medical Education ◽  
Medical Schools ◽  
Structural Basis ◽  
Educational Beliefs ◽  
Starting Point ◽  
Beliefs About Teaching ◽  
Medical Educators ◽  
Teaching Learning ◽  
New Framework

Abstract BackgroundThe educational beliefs of medical educators influence their teaching practices. Insight into these beliefs is important for medical schools to improve the quality of education they provide students and to guide faculty development.Several studies in the field of higher education have explored the educational beliefs of educators, resulting in classifications that provide a structural basis for diverse beliefs. However, few classification studies have been conducted in the field of medical education. We propose a framework that describes faculty beliefs about teaching, learning, and knowledge which is specifically adapted to the medical education context. The proposed framework describes a matrix in which educational beliefs are organised two dimensionally into belief orientations and belief dimensions. The belief orientations range from teaching-centred to learning-centred; the belief dimensions represent qualitatively distinct aspects of beliefs, such as ‘desired learning outcomes’ and ‘students’ motivation’.MethodsWe conducted in-depth semi-structured interviews with 26 faculty members, all of whom were deeply involved in teaching, from two prominent medical schools. We used the original framework of Samuelowicz and Bain as a starting point for context-specific adaptation. The qualitative analysis consisted of relating relevant interview fragments to the Samuelowicz and Bain framework, while remaining open to potentially new beliefs identified during the interviews. A range of strategies were employed to ensure the quality of the results.ResultsWe identified a new belief dimension and adapted or refined other dimensions to apply in the context of medical education. The belief orientations that have counterparts in the original Samuelowicz and Bain framework are described more precisely in the new framework. The new framework sharpens the boundary between teaching-centred and learning-centred belief orientations. ConclusionsOur findings confirm the relevance of the structure of the original Samuelowicz and Bain beliefs framework. However, multiple adaptations and refinements were necessary to align the framework to the context of medical education. The refined belief dimensions and belief orientations enable a comprehensive description of the educational beliefs of medical educators. With these adaptations, the new framework provides a contemporary instrument to improve medical education and potentially assist in faculty development of medical educators.

Integrating New Visions of Education Models and CSR 2.0 towards University Social Responsibility (USR)

2017 ◽  
pp. 251-273
Author(s):  
Catalina Soriana Sitnikov ◽  
Claudiu Bocean ◽  
Sorin Tudor
Keyword(s):  
Social Responsibility ◽  
Business Models ◽  
Ethical Issues ◽  
Socially Responsible ◽  
New Approach ◽  
Doing Business ◽  
Teaching Learning ◽  
Corporate Social ◽  
Education Business ◽  
New Framework

Currently, the adoption of a specific approach to business activities that highlights the strategic importance of corporate social responsibility hereafter CSR is the most important element influencing the existence and continuity of an organization. Thus, there is not a surprise that universities shall identify, in terms of own activities, the possibility to lead their orientation beyond teaching-learning process, towards the operations and institutional activities. At the same time, recent decades have experienced the failure of CSR as a way of doing business, govern or provide solutions and evaluate ethical issues and, thus, of the need to apply and implement a new approach - CSR 2.0. The transition from the current CSR, or 1.0, to CSR 2.0 requires the adoption of five new principles—creativity, scalability, responsiveness, glocality, and circularity—and embedding them within organizations management and culture. The paper will unfold towards two steps: the first, dedicated to the correlation between education (Blessinger's models and frameworks elements) with business (based on higher education business models), and the second, represented by integrating the new built model with the concepts and principles of CSR 2.0 developed by Visser. The new framework can be used to manage the context and processes of a socially responsible university as part of a world influenced by CSR 2.0 principles.

scholarly journals Unidirectionality as a cycle of convention and innovation

2016 ◽  
Vol 30 ◽  
pp. 115-146 ◽  
Author(s):  
Peter Petré
Keyword(s):  
Language Use ◽  
Language Change ◽  
Long Term Effects ◽  
Recent Interest ◽  
Zoom In ◽  
The Impact ◽  
The Way

Abstract The present study combines recent interest on the impact of unconventional individual language use on grammar change (Petré and Van de Velde 2014, De Smet 2016) with research on how conventional grammar impacts on language users. To better understand their interplay, I will zoom in on the interaction of unconventional and conventional behaviour of individuals in the developments of [be Ving] and [be going to|go to INF]. Apart from enhancing our understanding of the long-term effects of the urge to be expressive, an important outcome of the analysis will be that it is precisely the way in which the spiral of the conventional leads to the unconventional to the conventional again, which may help explain the phenomenon of unidirectionality in language change.

scholarly journals Management of Higher Education Institutions in Uncertain Times: The Perspectives of University College

2019 ◽  
Vol 6 (2) ◽  
pp. 97
Author(s):  
Mukole Kongolo
Keyword(s):  
Higher Education ◽  
Quality Improvement ◽  
Self Management ◽  
Foreseeable Future ◽  
Education Literature ◽  
Academic Literature ◽  
Best Management ◽  
University College ◽  
University Colleges ◽  
Teaching Learning

The purpose of this paper is to determine the state of management in university college, based on a review of academic literature. The aim is to provide university college with the best management evidence that inform their focus and models for quality improvement. Despite the growing role and importance of university colleges, they still strive to compete in increasingly uncertainty, difficult and challenging conditions. This paper is framed as a research informed analysis of key capabilities that managers will need to draw on in times of uncertainty. It is based on higher education literature as well as the researchers own observations. A framework of university college domain of practice is proposed to assist managers to deal with foreseeable future. The said domains or capabilities include: Setting Direction; develop the institution; develop staff; focus on teaching, learning and research; self management; influence others, and taking it into a broader context.

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