scholarly journals The effectiveness of web-delivered learning with aboriginal students: Findings from a study in coastal Labrador

2010 ◽  
Vol 35 (3) ◽  
Author(s):  
David Philpott ◽  
Dennis Sharpe ◽  
Rose Neville
Keyword(s):  
Student Performance ◽  
Newfoundland And Labrador ◽  
Mode Of Delivery ◽  
School Curriculum ◽  
High School Curriculum ◽  
Aboriginal Students ◽  
Diverse Learning ◽  
Aboriginal Populations ◽  
E Learning ◽  
Research Alliance

This paper outlines the findings of a study that explores perspectives of e-learning for aboriginal students in five coastal communities in Labrador, Canada. The rural nature of many communities in the province of Newfoundland and Labrador, coupled with a dramatically declining enrollment, has resulted in expanding use of e-learning as a means to provide quality high school curriculum. Recently, a Community University Research Alliance partnered with stakeholders to explore the success of e-learning in the province. Through one of the projects of this alliance, the authors examined the success of this mode of delivery for aboriginal students from the perspective of the students themselves, as well as the perspective of parents and educators. Additionally, student performance was examined in comparison to provincial peers. A wealth of data emerged which affords insights into factors that support and hinder e-learning in coastal areas and also informs educators about the diverse learning characteristics and needs of aboriginal students. As Canadian educators are increasingly challenged to address achievement issues that continue to characterize aboriginal populations, this study offers important data on the viability of e-learning as a mode of curriculum delivery. Résumé : Cet article présente les résultats d’une étude qui explore les perspectives de l’apprentissage en ligne pour les élèves autochtones dans cinq collectivités côtières du Labrador, Canada. Le caractère rural d’un grand nombre de collectivités de la province de Terre-Neuve-et-Labrador, jumelé à une baisse spectaculaire de la scolarisation, a mené à une utilisation accrue de l’apprentissage en ligne comme solution permettant d’assurer un curriculum de qualité au secondaire. Récemment, une alliance de recherche université-communauté a travaillé de pair avec les intervenants afin d’étudier les résultats de l’apprentissage en ligne dans la province. Grâce à l’un des projets de cette alliance, les auteurs ont examiné le succès de ce mode de prestation auprès d’élèves autochtones du point de vue des élèves eux-mêmes, ainsi que du point de vue de leurs parents et de leurs éducateurs. En outre, le rendement des élèves a été comparé à celui de leurs pairs au niveau de la province. Une foule de données en sont ressorties, ce qui permet de mieux comprendre les facteurs qui favorisent et qui entravent l’apprentissage en ligne dans les zones côtières; ces données informent également les éducateurs sur la diversité des caractéristiques et des besoins d’apprentissage des élèves autochtones. Les éducateurs canadiens sont de plus en plus mis au défi de trouver un moyen de surmonter les problèmes de réussite scolaire qui continuent de caractériser les populations autochtones, et cette étude leur fournit des données importantes sur la viabilité de l’apprentissage en ligne comme mode de prestation du curriculum.

scholarly journals Development of Guided Inquiry based E-Learning Teaching Material on the Intermolecular Forces Enriched with Molview

2021 ◽  
Vol 2 (2) ◽  
pp. 80
Author(s):  
Nur Indah Agustina ◽  
Munzil Munzil ◽  
Habiddin Habiddin ◽  
M. Muchson
Keyword(s):  
Dimensional Space ◽  
Three Dimensional ◽  
Intermolecular Forces ◽  
School Curriculum ◽  
Teaching Material ◽  
Guided Inquiry ◽  
Chemistry Teaching ◽  
Molecular Visualization ◽  
High School Curriculum ◽  
E Learning

The intermolecular force is one of the chemistry topics covered in the high school curriculum in Indonesia. As the characteristics of chemistry concepts in general, intermolecular forces concepts can be presented in the three levels of chemical representations (microscopic, symbolic, and macroscopic).  Currently, chemistry teaching materials are available in Indonesian schools mostly have limited support for helping students to visualize the molecular aspect of intermolecular forces concepts mainly in the form of three-dimensional space (3D). This study aimed to produce an E-Learning teaching material enriched with 3D Molecular Visualization. The product (teaching material) in this study is presented by considering the syntax of guided inquiry-based learning. The product was developed with the procedure adopted from Lee and Owens, including assessment/analysis, need assessment, front-end analysis, design, and development. The product is valid and suitable to be applied in online chemistry teaching. However, further study to investigate the effectiveness of this product empirically need to be explored in the future.

Beyond High School: Does the High School Economics Curriculum Make a Difference?

1994 ◽  
Vol 38 (1) ◽  
pp. 62-69 ◽  
Author(s):  
Jane S. Lopus ◽  
Nan L. Maxwell
Keyword(s):  
High School ◽  
Student Performance ◽  
School Curriculum ◽  
College Level ◽  
High School Curriculum ◽  
Economics Courses ◽  
The Relationship

Results from previous studies assessing the effect of high school economics courses on student performance in college economics courses have been inconclusive. We argue that this research fails to distinguish between high school economics courses that focus on traditional college macroeconomic and microeconomic topics and those that focus on less theoretical topics. We correct for this error by examining the relationship between the high school curriculum and knowledge of college-level economics. Although we find no evidence that students who studied high school economics are better equipped to study college economics than students who did not, we find that the curriculum does make a difference for students who have taken high school economics.

IMPORTANCE OF SOCIAL-EMOTIONAL LEARNING ON AGGRESSION AND EMPATHY AMONG ADOLESCENTS

2021 ◽  
pp. 45-47
Author(s):  
Jayashree Das ◽  
Soumitra Ghosh
Keyword(s):  
Mental Disorders ◽  
Student Performance ◽  
Student Attitudes ◽  
Social Emotional Learning ◽  
School Curriculum ◽  
Emotional Learning ◽  
Social Emotional ◽  
Social And Emotional ◽  
Stressful Environment ◽  
Successful Student

Adolescence is a challenging and dynamic period due to hormonal, physical, emotional, cognitive and social changes. Aggression in any form, if present or its manifestations is linked to various psychosocial maladjustments or mental disorders and is negatively associated with pro social behavior and adaptive social functioning, especially during adolescence. It may also be a red ag sign for development of mental disorders. It has been reported in many studies throughout the world that, aggressive behaviors are common in schools. One factor that buffers against aggression during adolescence is empathy. Emotional intelligence and empathy are considered key components of emotional education by developing young people's capacity to successfully cope with the pressures of life and demands of their stressful environment. Social-emotional learning (SEL) is one such interventional program that focuses on these issues and helps in improving empathy and decreasing aggression in adolescents. The Collaborative for Academic, Social, and Emotional Learning (CASEL, 2012) denes SEL as the process of acquiring the skills to recognize and manage emotions, develop caring and concern for others, make responsible decisions, establish positive relationships, and handle challenging situations effectively. Effective SEL programming begins in preschool and continues through high school. SEL improves student attitudes and beliefs about self, others, school and community. There is a growing awareness in the U.S. and European countries among educators and policymakers about the importance of social and emotional development for successful student performance. Also many studies and research on SELintervention in school curriculum has reported that that SELintervention has decreased anger, aggression and has improved empathy. In a way to sum up SELhelps in the holistic development of a student and prepares them to become responsible adults.

AKADEMSKI VOKABULAR: DA LI SU STUDENTI (U)OPŠTE OBRAZOVANI? O POTREBI ZA UKLjUČIVANjEM AKADEMSKOG VOKABULARA U KURIKULUME ZA SRPSKI JEZIK U SREDNjOJ ŠKOLI I NA UNIVERZITETU

Lipar ◽  
2020 ◽  
Vol XXI (73) ◽  
pp. 203-216
Author(s):  
Jovana Milovanović ◽  
Keyword(s):  
Academic Language ◽  
School Curriculum ◽  
The Other ◽  
Academic Vocabulary ◽  
High School Curriculum ◽  
Language Competence ◽  
Entrance Exams ◽  
University Level ◽  
Comparison Of The Results ◽  
The Given

This article discusses reception and production of academic vocabulary among native speakers of Serbian language. Academic vocabulary is one of the key elements of academic language competence, and a modest lexicon and underdeveloped academic language competence can cause problems in both comprehension and production. In this research, we used a vocabulary test consisting of 12 items taken from general culture entrance exams used at the Faculty of Philosophy, University of Belgrade. The participants are BA students of French language at the Faculty of Philology, University of Belgrade, years 1-4. The participants were instructed to provide a synonym or a definition for each item, as well as a sentence containing the given word. The aim of this research is to highlight issues in comprehension of academic vocabulary and establish the influence of factors such as word etymology or university level on the success of the participants. We analysed the results and classified them in three categories: correct, incorrect and unanswered. The majority of participants successfully identified just half of the given words (in order of success: poliglota 95,76%, bestseler 92,37%, pacifista 66,10%, suveren 58,47%, prototip 57,63%, elokventan 56,78%). The success level for the other half of the items from the test was below 50% (in order of success: erudita 49,15%, hipokrizija 39,83%, nepotizam 22,03%, skrupulozan 18,64%, šprahfeler 10,17%, eksproprijacija 8,47%). The influence of etymology was analysed through a comparison of the results for six items of French/Latin origin with the results for the other six items which did not originate from Romance languages. This analysis shows that the participants had similar results in both groups of items, with three words from each group having above 50% of correct answers (suveren, elokventan, pacifista; poliglota, bestseler, prototip). Lastly, we examined success levels from year 1, year 2, year 3 and year 4 students and determined that the median of correct answers for each year does vary, but that there is no strong linear progression (median year 1=5, year 2=6, year 3=7, year 4=6). The results indicate a lack of knowledge of academic vocabulary and difficulties in identifying and manipulating this type of lexis. We believe it is necessary to integrate academic language skills, including academic vocabulary, in high school curriculum and introduce Serbian language as a subject at university level.

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