scholarly journals Building Inner Motivation among FL Learners in the Age of Education Globalization with the Help of New Technologies

2021 ◽  
Vol 9 (5) ◽  
pp. p18
Author(s):  
Dominika Walczak ◽  
Krzysztof Polok
Keyword(s):  
Teaching And Learning ◽  
New Technologies ◽  
Focus Group Interviews ◽  
Essential Information ◽  
Internal Motivation ◽  
Role Of Teachers ◽  
Group Interviews ◽  
Modern Technologies ◽  
Lesson Observation

The main aim of this article is to present essential information concerning the correlation between building students’ inner motivation and using modern technologies for teaching and learning purposes. Mixed research was conducted including questionnaires, tests, lesson observation sheets, and focus group interviews. The respondents were divided into three age categories. However, all the students agree that lessons using modern technologies significantly affect the level of their internal motivation to work independently. The role of teachers is significant, as they should constantly deepen their knowledge in this field and teach their students how to use new technologies effectively.

Teaching and Learning Color Consciousness in Black Families: Exploring Family Processes and Women’s Experiences With Colorism

2010 ◽  
Vol 32 (5) ◽  
pp. 577-604 ◽  
Author(s):  
JeffriAnne Wilder ◽  
Colleen Cain
Keyword(s):  
Black Women ◽  
Teaching And Learning ◽  
Black Families ◽  
Skin Tone ◽  
Family Processes ◽  
Focus Group Interviews ◽  
Color Differences ◽  
Extensive Body ◽  
Group Interviews

Family is regarded as a powerful force in the lives of Black Americans. Often-times, families function as an agent of socialization that counters racism. At the same time, however, Black families can perpetuate skin tone consciousness and bias, or colorism . Although there is an extensive body of revisionist literature on Black families and a growing body of scholarship on the contemporary nature of colorism, there is a dearth of literature addressing the role of Black families in relation to colorism. This research begins to fill this gap by exploring the influence of Black families in the development and maintenance of a colorist ideology and consciousness among Black women. Results of focus group interviews with 26 Black women indicate that color differences are learned, reinforced, and in some cases contested within families, ultimately shaping Black women’s perspectives and experiences with colorism.

Necesidad en la docencia universitaria: refundar la Función Formativa Axiológica / Need in University Teaching, Formative Function Axiological

2014 ◽  
Vol 1 (2) ◽  
Author(s):  
Gabriela Albertina Serrano Heredia
Keyword(s):  
Teaching And Learning ◽  
Public Life ◽  
University Teaching ◽  
Attitudes And Knowledge ◽  
Role Of Teachers ◽  
Trained Teachers ◽  
Education Of Students ◽  
Globalized World

ABSTRACTIt is considered paramount concern depriving, in this globalized world to rethink the axiological models that determine the attitudes of those involved in education, with the aim to reposition the role of teachers in personal, professional and public life learner. In the formative process of teaching and learning, the teacher transmits to his students: values, attitudes and knowledge. If we assume that teaching is to encourage students to reflect to make judgments critically and develop skills in the pursuit of knowledge and reinforce attitudes are looking for the education of students as a result of acting trained teachers and committed ethics and / or securities training, which means establishing scales, deciding on priorities, learn to value their own decisions and not others to choose.RESUMENSe considera de suma importancia la preocupación que priva, en este mundo globalizado de replantear los es-quemas axiológicos que determinan las actitudes de los actores involucrados en la educación, teniendo como propósito el reposicionamiento de la función del docente en la vida personal, profesional y pública del educando. En el proceso formativo de Enseñanza-Aprendizaje, el docente transmite a sus estudiantes: valores, actitudes y conocimientos. Si partimos de que enseñar es estimular a los alumnos a reflexionar para establecer juicios en forma crítica, así como desarrollar habilidades en la búsqueda del conocimiento y reforzar actitudes, se está buscando la educación integral de los estudiantes, como consecuencia del actuar docente capacitado y comprometido con la formación ética y/o en valores, que significa establecer escalas, decidirse por prioridades, aprender a valorar las propias decisiones y no que otros las elijan. Contacto principal: [email protected]

scholarly journals A paradigm shift: Adoption of disruptive learning innovations in an ODL environment: The case of the University of South Africa

2015 ◽  
Vol 16 (3) ◽  
Author(s):  
Blessing Mbatha
Keyword(s):  
Paradigm Shift ◽  
Teaching And Learning ◽  
Qualitative Approach ◽  
Transactional Distance ◽  
Focus Group Interviews ◽  
Disruptive Innovations ◽  
Different Types ◽  
Group Interviews ◽  
Axial Coding ◽  
The University

<p class="norm">The aim of this article is to shed some light on patterns of and major motives for the adoption of different types of disruptive learning innovations by Unisa academics. To realise the aim of the study, the following questions were addressed: What are the reasons for adopting disruptive learning innovations? What is the level of interaction with disruptive innovations? What training do Unisa academics require on disruptive innovations? A qualitative approach was adopted by conducting focus group interviews with 76 Unisa academics. The data was analysed using open and axial coding, where dominant themes from the discussions were identified and discussed in detail. The findings show that the interaction of Unisa lecturers with different technologies varied from technology to technology. The study also found that disruptive innovations play a pivotal role in opening avenues and collapsing the transactional distance in an ODL institution. Some lecturers lack skill in using some technology, which is a cause for concern. Therefore, lecturers need to be trained in using technology and develop a good understanding of it to improve teaching and learning.</p>

The Role of an Actual Brand Positioning: An Analysis of Digital Advertisements

2021 ◽  
pp. 1-10
Author(s):  
June Won ◽  
J. Lucy Lee
Keyword(s):  
Regression Analysis ◽  
Content Analysis ◽  
Brand Positioning ◽  
Focus Group Interviews ◽  
Mediating Role ◽  
Percentage Difference ◽  
Performance Tradition ◽  
Group Interviews ◽  
The Relationship

The purpose of this study was to: (a) investigate the actual positions in digital communications; (b) assess the relationship between position-congruity among intended positions (i.e., how a firm desires to be perceived by consumers), actual brand positions, and perceived brand positions (i.e., the perceptions that customers have in their minds); and (c) understand the role of actual positioning (AP) in the positioning process. Multiple methods (one-on-one and focus group interviews, content analysis) were applied to analyze positions. Brand managers, golf consumers, and digital advertisements in Golf Digest magazine were sampled. Content analysis, frequencies and percentages, percentage difference, and regression analysis were performed for all positions for each research brand. The results revealed that: (a) tangibility-based positions (88.5%: great quality, innovation) outnumbered intangibility-based ones (11.5%: tour performance, tradition) in digital AP, (b) there was no positive correlation between the degree of congruence between intended and AP and the degree of congruence between intended and perceived positioning, and (c) the AP mediated between intended and perceived positioning in the brand positioning model. The study provides empirical evidence for the mediating role of AP and suggests modifications to the previous positioning process.

scholarly journals Listening to the learner voice: The ever changing landscape of technology use for language students

ReCALL ◽  
2008 ◽  
Vol 20 (2) ◽  
pp. 124-140 ◽  
Author(s):  
Gráinne Conole
Keyword(s):  
Web 2.0 ◽  
Technology Use ◽  
New Technologies ◽  
Learning Activities ◽  
Social Dimensions ◽  
Web 2.0 Technologies ◽  
Role Of Teachers ◽  
The Impact ◽  
Support Students

AbstractWhat does learning in today's technology-enhanced environment mean? Is learning as an activity fundamentally changing as a result of the opportunities offered by new technologies and tools? How are the new communicative channels and increased social dimensions possible through Web 2.0 technologies impacting on the way students work and learn? And what does this mean for the role of teachers and institutions in terms of how they support students? This paper considers these questions and reports on findings from current research evaluating how students are actually using technologies and what this research tells us about the ways in which patterns of learning might be changing. It will consider the implications for individual teachers (in terms of designing and supporting learning activities for students) and institutions in terms of the impact on policy and the associated infrastructure needed to provide an appropriate environment that maximises the potential offered by new technologies.

scholarly journals Digital storytelling as a tool for teaching: Perceptions of pre-service teachers

2015 ◽  
Vol 11 (3) ◽  
Author(s):  
Chantyclaire A. Tiba Publishing ◽  
Janet Condy ◽  
Agnes Chigona ◽  
Nyarai Tunjera
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Education Institution ◽  
Appropriate Technology ◽  
Focus Group Interviews ◽  
Extrinsic Factors ◽  
Self Confidence ◽  
Potential Benefits ◽  
Group Interviews

It has been shown that teachers are reluctant to use technology despite the South African (SA) government’s huge expenditure on technological equipment. This might  be the result of teachers being unable to select appropriate technology that will yield positive learning outcomes  as well as being ill-equipped to integrate  technology  into their pedagogy. To this end, pre-service teachers at a University were trained on how to integrate digital storytelling (DST) effectively into their teaching. The aim of this study is to  gain insight  into the  potential benefits of DST  for teaching and learning  and to determine factors that may prevent pre-service teachers’ uptake of DST during in-service practice. This is a qualitative study in which fifty pre-service teachers were divided into five groups for focus group interviews. Data were analysed, and the results show that pre-service teachers perceived DST to be beneficial in the classroom as it has the potential to (i) motivate and engage learners, (ii) promote  voice/self-expression, and  (iii) promote collaborative learning and  acquisition of multiple skills. Pre-service teachers are of the opinion that a lack of resources, self-confidence and time owing to restrictive curricula may prevent uptake of DST during in-service teaching. It was recommended that school stakeholders create a balance between intrinsic and extrinsic factors that will promote the adoption and integration of DST into teaching. Also,  the education institution concerned strives to balance all three strands of knowledge: technology, pedagogy and content.

scholarly journals Pupils’ Use of Social Media and Its Relation to Mental Health from a School Personnel Perspective: A Preliminary Qualitative Study

2021 ◽  
Vol 18 (17) ◽  
pp. 9163
Author(s):  
Gunnhild Johnsen Hjetland ◽  
Viktor Schønning ◽  
Bodil Elisabeth Valstad Aasan ◽  
Randi Træland Hella ◽  
Jens Christoffer Skogen
Keyword(s):  
Mental Health ◽  
Social Media ◽  
Mental Health Problems ◽  
School Personnel ◽  
Health Issues ◽  
Focus Group Interviews ◽  
Total N ◽  
Group Interviews ◽  
Use Of Social Media

The extent of mental health problems among adolescents seems to be on the rise, and this observed trend has often been linked to a coinciding increase in social media use. The goal of the current preliminary study was to investigate how senior high school personnel experience the role of social media in relation to the mental health of their pupils. Two focus group interviews (total n = 11) were completed and analyzed using reflexive thematic analysis, resulting in 4 themes and 11 subthemes. The results illustrate that school personnel experience social media as a tool for communication, but also as a potential cause of mental health issues and reduced academic performance among pupils. The participants called for schools to become better equipped to meet the opportunities and challenges of social media.

scholarly journals Opetuksen ja oppimisen digiloikka kieltenopiskelijoiden silmin

2018 ◽  
pp. 61-76
Author(s):  
Anne Huhtala
Keyword(s):  
Content Analysis ◽  
Digital Technology ◽  
Teaching And Learning ◽  
New Technologies ◽  
Sedentary Lifestyle ◽  
Qualitative Content Analysis ◽  
Open Questions ◽  
Technology In Teaching ◽  
Digital Skills

This article focuses on how university language students reflect on digitalisation and their own digital skills, and what kinds of benefits and risks they see in the increasing use of digital technology in teaching and learning. The data used for this study are of two kinds: 25 students filled in a questionnaire consisting of open questions about digitalisation, and 10 students wrote an essay where they reflected on the role of digital technology in their lives. The data were analysed by using qualitative content analysis. According to the results, university students experience their digital skills as good, and rely on their ability to learn new skills when needed. They describe the role of ICT in their lives as important, but seem to use digital technology with deliberation. They see several benefits in the use of new technologies, e.g., versatility, but also many risks, including problems caused by a sedentary lifestyle.

“A Really Strong Bond”: Coaches in Women Athletes’ Experiences of Inclusion in Parasport

2020 ◽  
pp. 1-10
Author(s):  
Jessica J. Ferguson ◽  
Nancy L.I. Spencer
Keyword(s):  
Focus Group ◽  
Women Athletes ◽  
Critical Role ◽  
Qualitative Description ◽  
Ecological Approach ◽  
Focus Group Interviews ◽  
Strong Bond ◽  
Group Interviews ◽  
Specific Barriers

Women within parasport experience discrimination due to marginalization associated with gender and disability. In this study, the authors gain the insights of women parasport athletes about the affordances and constraints to inclusion with an emphasis on the role of coaches, using an ecological approach. Guided by qualitative description, the authors conducted individual and focus group interviews with ten women experiencing disability to explore their experiences and perspectives of inclusion in parasport. Two primary themes were identified: (a) within parasport and (b) beyond parasport, emphasizing the critical role of relationships with coaches and athletes to experiences of inclusion. The discussion highlights the multilevel influences and specific barriers that challenge inclusion, such as few numbers of women athletes, the need for coach expertise, and co-ed playing environments. In doing so, the authors also offer specific recommendations for coaching in women’s parasport.

The Effects of Second Life on the Motivation of EFL Student Teachers

2019 ◽  
pp. 86-114 ◽  
Author(s):  
Galip Kartal ◽  
Cem Balçıkanlı
Keyword(s):  
Student Teachers ◽  
Second Life ◽  
Virtual World ◽  
Teaching And Learning ◽  
Real Life ◽  
Structured Interviews ◽  
Group Interviews ◽  
Free Environment

This study aimed at investigating the effects of using a virtual world, Second Life (SL), on the motivation of Turkish EFL student teachers. First, a 10-week real-life task syllabus was designed and conducted in SL. Focus-group interviews were utilized to enhance the quality of the tasks. Then, the effects of SL on motivation were tracked via qualitative research tools, namely semi-structured interviews, weekly evaluation forms, and observations. The findings showed that SL was effective in increasing motivation of the participating student teachers. The characteristics of the virtual world that were reported to have an effect on motivation were as follows: natural environment, realistic places, anxiety-free environment, excitement, and visual support. This chapter provides possibilities for those who are interested in employing virtual world technologies in foreign/second language teaching and learning and finally describes an investigation into the role of the virtual world in relation to affordances such technologies present across the globe.

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