scholarly journals Training for Virtual Exchange

2020 ◽  
Vol 3 (SI-IVEC2019) ◽  
pp. 69-79
Author(s):  
Christopher Brighton
Keyword(s):  
Classroom Management ◽  
Classroom Interaction ◽  
Intercultural Training ◽  
Program Delivery ◽  
Face To Face ◽  
Exchange Program ◽  
Learner Outcomes ◽  
Intercultural Skills ◽  
Pastoral Support ◽  
East Carolina University

The article describes the training program introduced at East Carolina University (ECU) for the Global Understanding (GU) program and the Global Partners in Education (GPE) consortium. The aim of the training was to reinforce instructors’ intercultural skills and build on the well-known methodology of virtual exchange. Over one semester, the instructors attended face-to-face training sessions. These two-hour meetings focused on several pre-identified areas which needed increased instructor awareness: Cultural Intelligence (CQ), reflections, and classroom management, as well as teamwork and collaboration. The general outcomes of the training have seen an improvement in program delivery, classroom interaction, and student support. Additionally, the work in ECU highlights the need for intercultural training to be part of virtual exchange preparation alongside the well-known guides which provide instructors with the structure for conducting this type of modality. As is shown in this report, increased instructor awareness leads to more successful virtual exchange program delivery, pastoral support, and learner outcomes.

Faith-Based Health Education Project

2003 ◽  
Vol 1 (2) ◽  
pp. 208-222 ◽  
Author(s):  
Georgia N. L. Johnston
Keyword(s):  
Faith Communities ◽  
Face To Face ◽  
Staff Members ◽  
Community Ownership ◽  
Faith Based ◽  
Program Success ◽  
Project Sustainability ◽  
Critical Components ◽  
Pastoral Support ◽  
Volunteer Commitment

Working with faith communities in health promotion is widely acclaimed and yet not readily practiced. This article describes a study conducted among four faith communities to determine the process required for sustainable faith-based programs. Face-to-face interviews were conducted among 12 community volunteers who participated to identify their perceptions of the project. Two staff members were also interviewed to identify the process from their perspectives. Project-related documents were also analyzed to provide details and triangulate the data from the interviews. The study followed the project for 2 ½ years. Several factors were identified as significant influences on participation and project sustainability. These included value, active pastoral support, program success, and volunteer commitment. The results of this study indicate that pastoral support and faith community ownership are critical components that should be included in faith-based community building efforts.

Toward an Understanding of What Works in Professional Development for Online Instructors: The Case of PBS Teacherline

2012 ◽  
Vol 16 (2) ◽  
Author(s):  
Barbara C. Storandt ◽  
Lia C. Dossin ◽  
Anna Piacentini Lacher
Keyword(s):  
Professional Development ◽  
Development Model ◽  
Online Faculty ◽  
Faculty Professional Development ◽  
Online Instructors ◽  
Face To Face ◽  
Learner Outcomes ◽  
Professional Development Model ◽  
Course Experience ◽  
Instructor Satisfaction

Research conducted in various settings suggests that preparation and support for online instructors should be considered separately from efforts to prepare face-to-face instructors. However, very few studies outline the ways in which preparation to teach online should differ, and only a handful link these practices to measurable outcomes that help define what is meant by effective. PBS TeacherLine’s professional development model presents an opportunity to examine a comprehensive, well-established effort that has undergone regular refinements over the past 11 years. Results from the yearlong study presented in this paper showed that PBS TeacherLine’s professional development model contributes positively to instructor satisfaction, retention, high quality online instruction, increased instructor reflection, and learner outcomes such as an overall positive course experience. These findings reveal promising best practices for online faculty professional development that are specific to the online environment.

scholarly journals ESL Teachers’ Challenges in Implementing E-learning during COVID-19

2021 ◽  
Vol 20 (2) ◽  
pp. 330-348
Author(s):  
Brenda Anak Lukas ◽  
Melor Md Yunus
Keyword(s):  
Classroom Management ◽  
English Language ◽  
Learning Technologies ◽  
Esl Teachers ◽  
Policy Makers ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Readiness To Adopt ◽  
Learning With Technology

Education sector in Malaysia had put emphasis on the use of online learning or e-learning with technology and devices as a mediator of communication to replace face-to-face learning during the COVID-19 pandemic. Subsequently, with the improvement of learning technologies, English as a Second Language (ESL) teachers faced various challenges in language teaching. In this regard, this study aimed to investigate the challenges ESL teachers faced in implementing e-learning during COVID-19. Using a qualitative approach, this research was a case study which involved 20 primary ESL teachers. Data collection was done through an in-depth interview to explore teachers’ e-learning experiences and challenges in teaching the English language. Based on the findings, the majority of teachers expressed that the use of e-learning was effective with various limitations such as teachers’ readiness to adopt e-learning, accessibility to mobile phones and Internet connectivity, classroom management in term of low students’ participation and assessment. Thus, the researcher recommended more studies to highlight teachers’ insight regarding the significance of e-learning. ESL teachers, stakeholders, policy makers, and institutions can benefit from the results of the study and come out with practical strategies to utilize online sources for education in the pandemic situation.

scholarly journals Translanguaging in an EFL classroom discourse: To what extent it is helpful for the students?

2021 ◽  
Vol 1 (1) ◽  
pp. 42-46
Author(s):  
Dinda Gusti Ayu Berlianti ◽  
◽  
Intan Pradita
Keyword(s):  
Higher Education ◽  
Thematic Analysis ◽  
Learning Process ◽  
Classroom Discourse ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Classroom Interaction ◽  
Face To Face ◽  
Full Face ◽  
Complex Subject

Translanguaging is a tool for bilingual or multilingual to learn more than one language.  In the field of linguistic, translanguaging is not something new. However, its implementation is still found rare in higher education. To fill this void, this study aims to investigate the implementation of translanguaging in classroom, especially in higher education. This research was intended to answer how helpful translanguaging practices in EFL Classroom is. By using qualitative method, the data were collected by recording two credits full face-to-face classroom interaction. One lecturer and her forty-five students voluntarily became the research participants.  The data were then analyzed by using thematic analysis. The findings showed that the practices were helpful in a way that the tutors could build an engaging dialogue for the students, enabling them to understand the complex learning materials. These findings then implied that in the teaching and learning process, EFL lecturers tend to be more attentive as they prefer to have their students understanding on complex subject to build English proficiency of their students’.

Engaging Pre-Service Teachers in Virtual Field Experience During COVID-19

2021 ◽  
Vol 19 (3) ◽  
pp. 14-32
Author(s):  
Zeina Hojeij ◽  
Sandra Baroudi
Keyword(s):  
Preservice Teachers ◽  
Classroom Management ◽  
United Arab Emirates ◽  
Field Experience ◽  
Teaching Experience ◽  
Delivery Mode ◽  
Management Skills ◽  
Online Delivery ◽  
Face To Face ◽  
Virtual Field

Due to the COVID-19 pandemic, universities have moved rapidly to transition of various courses and programs from face-to-face to online delivery mode. Involving pre-service teachers in the virtual field experience remained almost impossible. In the United Arab Emirates, however, a small cohort of four pre-service teachers have completed their teaching practicum online for the first time. Therefore, this study aimed to explore the effectiveness of virtual practicum placement and its impact on developing preservice teachers' teaching practices, classroom management skills, and the use of online resources. A qualitative approach was employed for data collection including open-ended interviews, journal entries, and written reflections under guided reflective categories to uncover participants' perceptions about their virtual teaching experience. Findings revealed the significant role of the mentor and suggested a framework for effective virtual field experience.

Knowledge Acquisition in a Hybrid Graduate Teacher Training Program

2010 ◽  
pp. 317-326
Author(s):  
Thanh T. Nguyen
Keyword(s):  
Learning Environment ◽  
Classroom Management ◽  
Blended Learning ◽  
Knowledge Acquisition ◽  
Online Teaching ◽  
Online Courses ◽  
Group Discussion ◽  
Online Classroom ◽  
Face To Face ◽  
Course Materials

How can one leverage the technological benefits of an online classroom without losing both the interpersonal advantages of face-to-face contact and pedagogically sound classroom management techniques? A blended learning environment, combining both traditional face-to-face and online interaction, is a valid higher-education solution that many instructors are adopting in place of 100% online teaching environments. Like total online courses, blended courses offer students the convenience of online access to both lecture/course materials and asynchronous classroom discussions. However, the key feature of a blended learning environment is the ability to use traditional face-to-face sessions to foster and stimulate an online social culture that facilitates knowledge acquisition through interpersonal and group discussion and disclosure. This study examines pedagogical, social and demographic factors that contribute to students’ knowledge acquisition in an 80-20 (80% online and 20% in-class) blended learning environment.

scholarly journals Challenges of Teacher Autonomy for Professional Competence

2021 ◽  
Vol 5 (1-2) ◽  
pp. 39-46
Author(s):  
Purna Bahadur Kadel
Keyword(s):  
Classroom Management ◽  
Teaching And Learning ◽  
Professional Competence ◽  
Sampling Procedure ◽  
Teacher Autonomy ◽  
Teachers Perceptions ◽  
Face To Face ◽  
Digital Books ◽  
Phenomenological Research Design ◽  
The Impact

Teacher autonomy is essential for their professional competence. Unless they are accountable at their profession, there will not be any positive output in the domain of teaching and learning.  The main objectives of this study were to explore the teachers' perceptions on the impact of teacher autonomy in enhancing their professional competences, to identify how far the level of teacher autonomy affects the professional competences of the teachers, and to investigate the existing practices of teacher autonomy at Tribhuvan University. The phenomenological research design was adopted to accomplish this study. Ten English teachers at least 2 from each of 5constituent colleges of Tribhuvan University were selected as a sample using purposive non-random sampling procedure to collect data. Semi-structured in-depth interview and classroom observations were administered as tools to elicit data to address the objectives of this study. The findings were obsolete of teaching and learning activities and classroom management due to the lack of online digital books and articles in the library, lack of blended between online Moodle and face to face mode of pedagogy, lack of technological pedagogical and content knowledge, no teacher autonomy in curriculum designing, and no grants for travelling and lack of daily allowances to teachers to attend the conference, seminar, and workshop at home and abroad.

scholarly journals Examination of Physıcal Educatıon Teacher's Opinions on Effective Class Management

2021 ◽  
Vol 15 (5) ◽  
pp. 1703-1708
Author(s):  
Ahmet Yikilmaz ◽  
Fikret Alincak
Keyword(s):  
Physical Education ◽  
Classroom Management ◽  
Research Group ◽  
Teacher Candidates ◽  
Student Behaviors ◽  
Physical Education Teacher ◽  
Management Skills ◽  
Education Teacher ◽  
Face To Face ◽  
Content Analysis Method

Background: In order for education and training to be successful, various factors in the educational environment must be known, regulated and well managed. Classroom management enables teachers to carry out their teaching tasks effectively. In order to manage the classroom, teachers must have classroom management skills. A teacher who does not have classroom management skills will have difficulty in classroom management and failure in education is inevitable. Aims: The aim of this study is to reveal the views of physical education teacher candidates on effective classroom management. The research is a qualitative study. The research group consists of 10 physical education teacher candidates and this study group was determined by the maximum diversity sampling method. Place & duration of study: In the research, face-to-face interview technique was used in accordance with the voluntary basis and studying at Iğdır University School of Physical Education and Sports. Method: In the research, using the interview method, which is one of the qualitative research methods, the data obtained were analyzed by the content analysis method. Results: As a result of the research, physical education teacher candidates stated that for an effective classroom management, teachers should be competent in their field and love their profession. The physical education teacher candidates participating in the research came to the forefront by endearing the lesson and the teacher. In addition, the research group; They stated that they would motivate students in classroom management by giving responsibility to the student, determining the classroom rules together with the student, and applying different teaching methods. In addition, in order for the student-teacher communication of the research group to be effective; They expressed their opinion that a democratic environment should be created and cooperation between the parties should be ensured. Conclusion: In addition, in terms of improving the classroom management skills of the research group; In addition to gaining professional skills and practice skills, while managing unwanted student behaviors in the classroom; They stated that it is necessary to give responsibility to the student and to plan the lesson together with the student. At the same time, for an effective classroom management; It has been concluded that an effective classroom management can be done by knowing the student well and establishing healthy communication with the student. Keywords: Physical Education, Teacher Candidate, Classroom Management

scholarly journals An Analysis of the Causes and Countermeasures of the Phenomenon of “Marginal People” in Classroom Teaching at the Aspect of Teachers

2020 ◽  
Vol 9 (7) ◽  
pp. 238
Author(s):  
Jiayi Wu
Keyword(s):  
Classroom Management ◽  
Classroom Interaction ◽  
Classroom Teaching ◽  
Literacy Teaching ◽  
Classroom Space ◽  
Psychological Differences ◽  
Marginal Students ◽  
The Face ◽  
Left And Right ◽  
The Impact

The “Marginal People” in classroom teaching refer to those who are ignored or even excluded by teachers and other students because of their own reasons (physical and psychological differences) in classroom teaching activities. The “Marginal People” in classroom teaching are widespread, and their distribution areas are mainly concentrated in the edge of the classroom space, that is, the left and right sides and the back row, and it is more common in the classroom of teachers who do not pay attention to classroom interaction, boring lectures and straight intonation. The reasons for the emergence of marginal students are complex, among which teachers, as educators of the younger generation, need to bear a large part of the responsibility, such as: teacher literacy, teaching design, classroom management and other aspects of the impact on students. In the face of these problems, teachers should make corresponding adjustments and improvements.

scholarly journals Faith-Based Health Education Project

2003 ◽  
Vol 1 (2) ◽  
pp. 208-222
Author(s):  
Georgia N. L. Johnston
Keyword(s):  
Faith Communities ◽  
Face To Face ◽  
Staff Members ◽  
Community Ownership ◽  
Faith Based ◽  
Program Success ◽  
Project Sustainability ◽  
Critical Components ◽  
Pastoral Support ◽  
Volunteer Commitment

Working with faith communities in health promotion is widely acclaimed and yet not readily practiced. This article describes a study conducted among four faith communities to determine the process required for sustainable faith-based programs. Face-to-face interviews were conducted among 12 community volunteers who participated to identify their perceptions of the project. Two staff members were also interviewed to identify the process from their perspectives. Project-related documents were also analyzed to provide details and triangulate the data from the interviews. The study followed the project for 2 ½ years. Several factors were identified as significant influences on participation and project sustainability. These included value, active pastoral support, program success, and volunteer commitment. The results of this study indicate that pastoral support and faith community ownership are critical components that should be included in faith-based community building efforts.

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