ORAL PEER FEEDBACK IN A FLIPPED SPEAKING JOB INTERVIEW CLASS: PRACTICE AND LEARNERS’ ATTITUDES

Since flipped learning facilitates student-centered approach, it is necessary to administer such assessment which involves students’ participation. As the assessment as learning, peer feedback facilitates students to offer and receive comments from their peers. The present study aimed at investigating the practice and students’ voices of peer feedback in their flipped speaking job interview class. Twelfth graders of a state vocational high school in Indonesia (n=30) participated in this case study. The data gathered from the result of observation, student questionnaire, and semi-structured interview. The study indicated that students had a positive attitude toward peer feedback. It fostered more interaction with peers resulting in a more dynamic atmosphere. Moreover, students perceived peer feedback as a useful activity to locate their errors and learn strategies to soften their comments. The study serves as a guideline for applying peer feedback in the speaking area utilizing flipped instruction.

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Training Adequacy and Pedagogic Practices of Teachers in Reception Facilities for Refugee Education in Greece during the Economic Crisis: A Case Study

Journal of Studies in Education ◽

10.5296/jse.v8i3.13396 ◽

2018 ◽

Vol 8 (3) ◽

pp. 79

Author(s):

Anna Asimaki ◽

Archontoula Lagiou ◽

Gerasimos S Koustourakis ◽

Dimitris Sakkoulis

Keyword(s):

Structured Interview ◽

Classroom Teachers ◽

Student Centered ◽

Refugee Students ◽

Refugee Education ◽

Interview Research ◽

School Classroom ◽

Micro Level ◽

Pedagogic Practices

This research paper, which uses Basil Bernstein’s theoretical framework, aims to search the training adequacy of the teachers who work in Reception Facilities for Refugee Education (RFRE) and to examine the pedagogic practices that they use at the micro-level of the school classroom. Teachers who worked in a RFRE in Greece participated in this research, which was conducted with the use of the semi-structured interview research tool. The findings showed the following: a) the insufficient training that the RFRE teachers had received from the official national bodies; the teachers’ effort to acquire the appropriate knowledge on their own initiative, in order to be able to teach refugee students; the teachers’ expressed need for training in matters of intercultural education, b) the pedagogic practices teachers used at the RFRE is linked to the implementation of an invisible form of pedagogy with a clear student-centered focus.

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Investigation of Vocational High School Students 'Views on Smart Phone Use: A Case Study

Higher Education Studies ◽

10.5539/hes.v9n3p45 ◽

2019 ◽

Vol 9 (3) ◽

pp. 45

Author(s):

Ezgi Pelin Yildiz ◽

Ayşe Alkan

Keyword(s):

High School ◽

High School Students ◽

Information And Communication Technologies ◽

Smart Phone ◽

Structured Interview ◽

Smart Phones ◽

Vocational High School ◽

School Students ◽

Information And Communication

The most preferred tools of technology today are internet and smart phones. Nowadays, these two tools offer numerous services and facilities to humanity in many areas. Accessing technology at any time, having a pleasant time, interacting without the limitations of face to face communication are some of them. That is why; individuals have become unable to live without internet and smartphones. Especially the rapid developments in information and communication technologies, internet and social media media, which is among the means of access to smart phones among university students and has made widespread use. In this context, a case study was conducted in order to examine the opinions of the students about the use of smart phones in Vocational High School students. For this purpose, the students' opinions were taken with a structured interview form. The questions in the interview form were developed by the researchers by conducting a comprehensive literature review. Expert opinion was consulted in the preparation of the interview form. The experts evaluated the suitability of the questions in terms of scope and language. The study group consisted of 10 students from the Department of Computer Programming and Computer Technology of Kafkas University. It is foreseen that the results of the research can lead to future scientific studies.

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How Digital and Oral Peer Feedback Improves High School Students’ Written Argumentation—A Case Study Exploring the Effectiveness of Peer Feedback in Geography

Education Sciences ◽

10.3390/educsci9030178 ◽

2019 ◽

Vol 9 (3) ◽

pp. 178

Author(s):

Michael Morawski ◽

Alexandra Budke

Keyword(s):

High School ◽

High School Students ◽

Peer Feedback ◽

School Students ◽

Student Centered ◽

Subject Specific ◽

Specific Feedback ◽

Written Argumentation ◽

Argumentative Texts

This article approaches written argumentation as a concept of promoting geographical literacy. It is argued that student-centered peer feedback is an effective method with which to improve individual students’ argumentative texts. This research uses a case-study design, which analyzed how high school students in different pairs improve their argumentation text under subject-specific criteria. For the feedback process, a subject-specific feedback sheet for students has been designed for them to review their partner’s argumentative text. The findings mainly suggest two outcomes: Different kinds of feedback in terms of interaction, content and argumentative integration of text material lead to text improvement, and that there are varying complexities of feedback acceptance in terms of subject-specific criteria. The results provide a deeper insight into how students can be prepared and rewarded for producing qualitatively high and effective feedback on argumentative texts in socio-scientific contexts with a strong focus on the (linguistic) skills they need for these procedures.

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Exploring Teachers’ Lived Experiences of Cooperative Learning in Ethiopian Higher Education Classrooms: A Phenomenological-Case Study

Education Sciences ◽

10.3390/educsci11070332 ◽

2021 ◽

Vol 11 (7) ◽

pp. 332

Author(s):

Tefera Tadesse ◽

Aregu Asmare ◽

Hashim Ware

Keyword(s):

Higher Education ◽

Cooperative Learning ◽

Undergraduate Students ◽

Lived Experiences ◽

Structured Interview ◽

Pedagogical Practices ◽

Student Centered ◽

Traditional Lecture ◽

Phenomenological Case Study

A growing body of research indicates that teaching is the most important determinant of student learning in higher education (HE). However, HE teachers have a persistent challenge to transform pedagogical practices from a teacher-centered to a student-centered approach. In this study, the authors employed a phenomenological-case study design to examine the teachers’ lived experiences with cooperative learning (CL) pedagogies as applied in the undergraduates’ classrooms in a large public university in Ethiopia. The authors collected the relevant data from two teacher participants through both reflection and a semi-structured interview, along with document analysis of course-related material. The teacher participants felt that their involvement in the CL lessons gave them insight to understand strategies used to implement CL and practical learning opportunities on how to use it as one variant of student-centered teaching methods. As the teacher interviewees suggested, the CL lessons helped them change their mindset from traditional lecture-based teaching to a student-centered approach and transform their pedagogical practices. The results of this study suggest that CL pedagogies offer teachers with professional development opportunities for a meaningful transformation of their roles in HE classrooms. Additionally, the results have important practical implications for many HE institutions (HEIs) and their teachers who work with undergraduate students.

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Digital Storytelling as a Meaningful Learning Strategy in Online Learning

AL-ISHLAH: Jurnal Pendidikan ◽

10.35445/alishlah.v13i3.537 ◽

2021 ◽

Vol 13 (3) ◽

pp. 2256-2265

Author(s):

Saptiwi Rohayati ◽

Nur Arifah Drajati ◽

Joko Nurkamto

Keyword(s):

Digital Storytelling ◽

Learning Strategy ◽

Collaborative Work ◽

Meaningful Learning ◽

Structured Interview ◽

Case Study Method ◽

Additional Time ◽

Content Acquisition ◽

Student Questionnaire

The purpose of this study was to ascertain students' perceptions of the use of digital storytelling as a meaningful learning strategy in an online environment at a senior high school in Indonesia. The case study method was used in this study, which included twenty-eleventh-grade students as participants. The data analyzed in this study come from a student questionnaire, a semi-structured interview, and five-week classroom observation. This qualitative study indicated that students viewed digital storytelling as an instructional method capable of involving them in an active, authentic, and purposeful learning environment. Additionally, digital storytelling enhances students' exposure to a variety of skills and collaborative work portfolios. The study's practical implications for teachers implementing digital storytelling are to allow additional time for content acquisition and comprehensive learning reflection.

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Manajemen Stratejik Pemanfaatan Teknologi Informasi dan Komunikasi untuk Peningkatan Mutu Pembelajaran SMK Ciledug Al Musaddadiyah dan SMKN 1 Garut

Jurnal MAPS (Manajemen dan Perbankan Syariah) ◽

10.32483/maps.v3i2.42 ◽

2020 ◽

Vol 3 (2) ◽

pp. 109-119

Author(s):

Partono Partono

Keyword(s):

High School ◽

Strategic Management ◽

Information And Communication Technology ◽

Communication Technology ◽

General Description ◽

Vocational High School ◽

Information And Communication ◽

School Learning

So far, in implementing school strategies, they tend not to utilize Information and Communication Technology (ICT), despite the availability of ICT resources available. Stages of strategic management are needed to generate the vision, mission, objectives, policy, program, budget, and procedures as well as control and evaluation process as an effort to utilize ICT to improve school quality. Based on the interpretation and the results of the study, it is concluded that schools have organized stages in strategic management that enable schools to have a quality profile. The impact of effective utilization of ICTs for schools is the achievement of effective school management, as per the National Education Standards, which is characterized by effective planning, implementation, control, and evaluation of school ICTs.The purpose of this study is to get a general description, describe, and reveal the Strategic Management of Information and Communication Technology Utilization to Improve the Quality of School Learning in Ciledug Al Musaddadiyah Vocational High School and Garut 1 Vocational High School, both on environmental analysis, strategic formulation, implementation and strategic evaluation. The research method used in this research is the case study method, because the problems studied occur in the place and situation of Ciledug Al Musaddadiyah Vocational School and Vocational High School 1 Garut. The use of case study models in this study is based on the consideration that to provide an overview of the strategic management activities of the use of ICTs carried out at vocational high schools with the ultimate goal of being able to improve the quality of school learning. Based on observations in the field of SMK 1 Garut and SMK Al Musaddadiyah Ciledug Garut is one of the public schools and private schools that have these advantages.

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