scholarly journals Fusing the Jigsaw Method and Microsoft Teams: A Promising Online Pedagogy

2021 ◽  
Vol 20 (11) ◽  
pp. 272-287
Author(s):  
Malissa Maria Mahmud ◽  
Shiau Foong Wong
Keyword(s):  
Teaching And Learning ◽  
Course Design ◽  
Positive Impact ◽  
Methods Course ◽  
Course Content ◽  
Global Pandemic ◽  
Post Test ◽  
Jigsaw Method ◽  
Technological Tool ◽  
Student Centred Learning

The Covid-19 pandemic has triggered a universal disruption over the past year, and has caused unforeseen and formidable changes, but simultaneously has also enthused a digital transformation for educational institutions of all levels. With the upsurge in the usage of digital technologies, some potential caveats should be addressed, in particular, the speculative effective methods, course design and structure. A prodigious deal of reappraising and reimagining the philosophy of what is deemed to be the most familiar is imperative, not only to promote student-centred learning, but also encourage online engagement. Considering the suspension of all face-to-face classes due to the rapid spread of the global pandemic, the purpose of this study was to assess the usability and adoption of the jigsaw method on the web-based platform, Microsoft (MS) Teams for both synchronous and asynchronous teaching and learning. A pre-experimental research design was utilised with one post-test dataset obtained from the post-experiment learning analytics. Subsequently, the usability and adoption of the jigsaw method in MS Teams were evaluated based on the reciprocity of students’ responses towards the design. It is postulated that MS Teams stand out as a promising technological tool to facilitate the integration of the jigsaw method into an online learning environment. It advocates better students engagement and collaboration, and thus leads to the positive impact on students’ performance and enhanced comprehension of course content, specifically the availability of customized MS Teams features; channel and synchronous chat, which are recommended to support an engaged learning ecology.

A Framework for the Redesign Principles That Improved Engagement in an Online Graduate Class

2019 ◽  
pp. 49-75 ◽  
Author(s):  
Laura Lemanski ◽  
Megan McDonald Van Deventer
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Learning Experience ◽  
Methods Course ◽  
Pedagogical Content ◽  
Course Content ◽  
Reading Methods ◽  
Engagement Theory ◽  
Course Changes

At a large, Midwest university, the authors taught an online course to graduate students in an educational reading methods course. While the course covered compelling content, the user experience frustrated students as they struggled to navigate an outmoded online learning management system (LMS), which inhibited their ability to engage with course content. Recognizing that the course could be a powerful and relevant learning experience for students, the chapter authors drew on engagement theory, technological pedagogical content knowledge (TPACK), and the triple E framework to redesign the course. While maintaining the valuable course content, the chapter authors developed a framework to create an engaging and positive online learning experience. This chapter describes the framework and details how the course was redesigned, articulates the rationale for the course changes, and explores the positive impact it had on teaching and learning.

A Framework for the Redesign Principles That Improved Engagement in an Online Graduate Class

2021 ◽  
pp. 391-411
Author(s):  
Laura Lemanski ◽  
Megan McDonald Van Deventer
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Learning Experience ◽  
Methods Course ◽  
Pedagogical Content ◽  
Course Content ◽  
Reading Methods ◽  
Engagement Theory ◽  
Course Changes

At a large, Midwest university, the authors taught an online course to graduate students in an educational reading methods course. While the course covered compelling content, the user experience frustrated students as they struggled to navigate an outmoded online learning management system (LMS), which inhibited their ability to engage with course content. Recognizing that the course could be a powerful and relevant learning experience for students, the chapter authors drew on engagement theory, technological pedagogical content knowledge (TPACK), and the triple E framework to redesign the course. While maintaining the valuable course content, the chapter authors developed a framework to create an engaging and positive online learning experience. This chapter describes the framework and details how the course was redesigned, articulates the rationale for the course changes, and explores the positive impact it had on teaching and learning.

Effectiveness of International Distance Education in High School between Thailand and Japan

2013 ◽  
pp. 336-349
Author(s):  
Natcha Pavasajjanant
Keyword(s):  
Teaching And Learning ◽  
Course Design ◽  
Course Evaluation ◽  
Student Feedback ◽  
Traditional Lecture ◽  
Course Content ◽  
Media Usage ◽  
Effective Learning ◽  
Three Stages ◽  
Self Learning

This article presents a view of the effectiveness of teaching and learning systems by focusing on how courses using ICT can be designed based on educational theories and evaluated using student feedback. This study analyzes a distance learning project in which Thai and Japanese (grade 10) students studied how to use MX Flash software for the creation of animations. In designing the course prior to implementation, the theoretical framework was examined and the Constructivism theory and the Bloom’s taxonomy were adopted. From these perspectives, effective learning-teaching methods are determined by course content, conditions of teaching processes, and media usage. The teaching processes were classified with the following three stages determined: (1) traditional lecture; (2) self-learning; and (3) collaborative learning. At the end of each class, the students were asked to respond to the course evaluation related to following the three domains: (1) comprehension; (2) cognitive load; and (3) motivation. These evaluations by the students were fully utilized in a regression analysis which examined whether the course design was appropriate for student understanding.

scholarly journals Students’ Soft Skills, Hard Skills, and Competitiveness (SHC): A Suggested Model for Indonesian Higher Education Curriculum

2021 ◽  
Vol 20 (2) ◽  
pp. 218-234
Author(s):  
Hadiyanto Hadiyanto ◽  
Noferdiman Noferdiman ◽  
Syamsurizal Syamsurizal ◽  
Muhaimin Muhaimin ◽  
Ina Krisantia
Keyword(s):  
Teaching And Learning ◽  
Development Process ◽  
Course Design ◽  
Soft Skills ◽  
Working Environment ◽  
Design Development ◽  
Study Objective ◽  
Course Content ◽  
Higher Education Curriculum ◽  
Hard Skills

This study develops a model for students and graduates of Soft Skills, Hard Skills, and Competitiveness (SHC) and seeks user validation after the development process. The development process uses the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. A quantitative survey using questionnaires and descriptive quantitative analysis was applied in obtaining user validation as the study objective. The development results validated the students' SHC Development model, which has 3 main phases, including Input, Process and Output. The Input phase comprises course content, SHC component, and strategy of students’ center approach. The Process phase consists of blended course design, instruction and students' engagement, and evaluation. The Output phase comprises soft and hard skills achievement, as well as students’ competitiveness level. Users perceived the model’s phases and components as wholly acceptable, appropriate, and applicable for implementation through curriculum, teaching, and learning at the university. This study contributes to graduate preparation for employability skills in the challenging and complex working environment in revolution industry 4.0.

Effectiveness of International Distance Education in High School between Thailand and Japan

2012 ◽  
pp. 203-217
Author(s):  
Natcha Pavasajjanant
Keyword(s):  
Teaching And Learning ◽  
Course Design ◽  
Course Evaluation ◽  
Student Feedback ◽  
Traditional Lecture ◽  
Course Content ◽  
Media Usage ◽  
Effective Learning ◽  
Three Stages ◽  
Self Learning

This paper presents a view of the effectiveness of teaching and learning systems by focusing on how courses using ICT can be designed based on educational theories and evaluated using student feedback. This study analyzes a distance learning project in which Thai and Japanese (grade 10) students studied how to use MX Flash software for the creation of animations. In designing the course prior to implementation, the theoretical framework was examined and the Constructivism theory and the Bloom’s taxonomy were adopted. From these perspectives, effective learning-teaching methods are determined by course content, conditions of teaching processes, and media usage. The teaching processes were classified with the following three stages determined: (1) traditional lecture; (2) self-learning; and (3) collaborative learning. At the end of each class, the students were asked to respond to the course evaluation related to following the three domains: (1) comprehension; (2) cognitive load; and (3) motivation. These evaluations by the students were fully utilized in a regression analysis which examined whether the course design was appropriate for student understanding.

Course Development

2020 ◽  
pp. 155-176
Author(s):  
Beverly Dann
Keyword(s):  
Preservice Teachers ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Course Design ◽  
Initial Teacher Education ◽  
Methods Course ◽  
Subject Knowledge ◽  
New Science ◽  
High Participation ◽  
Personal Reflections

This chapter discusses the impact of feedback as dialogue and video use in a new science methods course that was created to meet new governmental requirements. National demands increased the evidence required by preservice teachers to demonstrate quality teaching and learning in initial teacher education programs impacting on program and course design. This led to increasing reflective opportunities and demonstrating knowledge of subject content for preservice teachers in one small metropolitan university. The ability of 32 preservice teachers to reflect on teaching strategies and their subject knowledge as part of a video teaching assignment with peers in a university classroom is described and discussed. Results indicated high participation in dialogue and dialogic feedback. Personal reflections revealed preservice teachers' understanding of teaching strategies, pedagogies, and subject knowledge improved with support. This has implications for final year preservice teacher progress where they need to demonstrate graduate requirements to transition into the profession.

Effective of International Distance Education in High School between Thailand and Japan

2010 ◽  
Vol 6 (3) ◽  
pp. 11-24
Author(s):  
Natcha Pavasajjanant
Keyword(s):  
Teaching And Learning ◽  
Course Design ◽  
Course Evaluation ◽  
Student Understanding ◽  
Traditional Lecture ◽  
Course Content ◽  
Media Usage ◽  
Effective Learning ◽  
Three Stages ◽  
Self Learning

This paper presents a view of the effectiveness of teaching and learning systems by focusing on how courses using ICT can be designed based on educational theories and evaluated using student feedback. This study analyzes a distance learning project in which Thai and Japanese (grade 10) students studied how to use MX Flash software for the creation of animations. In designing the course prior to implementation, the theoretical framework was examined and the Constructivism theory and the Bloom’s taxonomy were adopted. From these perspectives, effective learning-teaching methods are determined by course content, conditions of teaching processes, and media usage. The teaching processes were classified with the following three stages determined: (1) traditional lecture; (2) self-learning; and (3) collaborative learning. At the end of each class, the students were asked to respond to the course evaluation related to following the three domains: (1) comprehension; (2) cognitive load; and (3) motivation. These evaluations by the students were fully utilized in a regression analysis which examined whether the course design was appropriate for student understanding.

scholarly journals Using Communicative Games in Improving Students’ Speaking Skills

2016 ◽  
Vol 10 (1) ◽  
pp. 63 ◽  
Author(s):  
Ratna Sari Dewi ◽  
Ummi Kultsum ◽  
Ari Armadi
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Collaborative Action Research ◽  
Teachers And Students ◽  
Post Test ◽  
Speaking Skill ◽  
Teaching Learning ◽  
Speaking Skills

The aims of the study are to know whether communicative games have an impact on teaching speaking skill and describe how communicative games give an influence on speaking skills of students at junior high schools in Jakarta, Indonesia. Classroom Action Research (CAR) was implemented based on Kurt. L model. The procedures used were planning, acting, observing, and reflecting. It was done into two cycles in each cycle consisted of three meetings. The researcher used collaborative action research with some of the English teachers. In collecting the data, the instruments were interview, observation, questionnaire and test. The test only given to students. The rest of the instruments administered for both teachers and students. The result of the study showed the mean score’s pretest reached of 60.42 to 69.02 and post test’s score reached up to 78.77. It is important to describe that there is a significant improvement of 13.9% to 41.7% in post test 1 and 83.33% in post test 2. Therefore, the criteria of success had been determined. It is crucial to note that communicative games have contributed a positive impact on teaching learning process. This also implies the communicative games expected to enhance students’ enthusiasm and motivation. Clearly, It gives positive improvement on students’ active participation, confidence and their fluency in speaking skill. In short it can be described that the strategy of teaching and learning creates good, enjoyable circumstances and reduces the boredom and stress of learning process.

scholarly journals Challenges of Teaching and Learning Business English in Ukrainian Universities

2020 ◽  
Author(s):  
Nataliia Avsheniuk ◽  
Nataliya Seminikhyna
Keyword(s):  
Teaching And Learning ◽  
Course Design ◽  
Professional Community ◽  
Business English ◽  
Language Competence ◽  
Business World ◽  
Course Content ◽  
Content Selection ◽  
National University ◽  
Considerable Experience

The English has been widely used and expanded with the globalization of the business world, notably ESP is considered a part of it. This study aims to seek out the challenges of teaching and learning Business English in Ukrainian universities. Considerable experience as Business English teachers at several Ukrainian universities and ongoing contact with colleagues in the professional community of ESP teachers, provides an opportunity to affirm that the results we found in the empirical study are typical for most Ukrainian universities. This assumption was also supported in the discussions with the ESP teachers from different regions of Ukraine during the British Council's “English for Universities” project (2015-2018). Data collection was done by conducting a questionnaire survey for the ESP practitioners that had the issues in teaching ESP course at the Faculty of Economics, Taras Shevchenko National University of Kyiv The findings revealed the challenges that ESP practitioners face, particularly: difference in students’ language competence, course content selection, lack of motivation, in-class hours etc. and possible solutions in overcoming the constraints in teaching. The study suggests that Business English practitioners should develop and improve practical tools for evaluation and certification of results following the requirements and further improvements should be implemented in the methodology and organization of ESP teaching, the content of the course, the course design, the development of course-books and supplementary teaching materials for each specialty.

scholarly journals The Use of Edutainment in Promoting Higher Order Thinking Skills in ESL Writing among Malaysian University Students

2020 ◽  
Author(s):  
Siti Hamin Stapa ◽  
Nur Izzati Ibaharim
Keyword(s):  
University Students ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Esl Writing ◽  
Higher Order Thinking Skills ◽  
Post Test

The aim of this article is to investigate the perceptions of university students on the use of edutainment in promoting Higher Order Thinking Skills (HOTS) in English as a second language (ESL) writing. 20 diploma students from Malaysia University of Science & Technology (MUST) participated in this study. This study adopts quantitative research design where a set of questionnaires was distributed to the students. Before answering the questionnaire, the students went through a treatment using edutainment. They had to play an online game downloaded from Play Store. They spent 13 weeks playing the game. At the end of the treatment, they had to sit for the post test. Then they were asked to complete the questionnaire. This study is in bringing positive impact to the society starting from the ministry to the students regarding the importance of the edutainment implementation in classroom teaching. The findings reveal that the students perceived that Edutainment has affected the stimulation of higher order thinking skills in their writing. This suggests that edutainment should be incorporated in the teaching and learning English.

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